PRINCIPAL ORIENTATION June 18, 2007

A ccelerating S tudent A chievement P ilot WHY?

Sector 1 Sector 2 Sector 3 Sector 4

Building a plane while you’re flying it.

In a sense, this is what we do. We build your digital business even while you’re up and running. EDS (Voice over: Managing the complexities of a digital economy)

AGENDA June 18, :30Welcome and Overview Glenn Pelecky Kristine Wolzen 9:00Expectations Maggie Van Fossen Edward Gronlund Dave Quinn 10:45ASAP Schools Dave Quinn 12:00Lunch 12:30Relationships Nancy McIntire Georgie Koenig 1:30Logistics Dave Quinn 2:00Action Planning Nancy McIntire Maggie Van Fossen 3:15Evaluation Dave Quinn 3:30Adjourn Dave Quinn

The Effective School What does an effective school look like and sound like?

Instructional Decision Making (IDM)

Basic Premise All students are part of the general education system

IDM in a nutshell… The Instructional Decision Making (IDM) process focuses on instruction by using data regarding students’ responses to instruction to guide future educational decisions.

Three-Tiered Intervention Model

TIER I is comprised of three elements:  Core reading program  Benchmark testing of students to determine instructional needs at least three times a year  Ongoing professional development TIER I: Core

Tier II is small-group supplemental instruction in addition to the time allotted for core reading instruction. Tier II includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I. TIER II: Supplemental

TIER III: Intensive TIER III is intensive, strategic, supplemental instruction specifically designed and customized small-group or 1:1 reading instruction that is extended beyond the time allocated for Tier I and Tier II.

Behavior

PBIS structure Academic SystemsBehavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive

Instructional Decision Making ALL SOME FEW

BELL CURVE Struggling students Accelerated students Grade level expectation Side view of IDM

IDM Main Concepts  Curriculum  Instruction  Assessment  Systems

Core Curriculum & Instruction  The district adopted comprehensive curriculum  Provided for all students  Screening and formative evaluations occur Core cycle

 Instruction that is available for students identified as exceeding or not meeting core- learning expectations  Provided to smaller groups of students with similar needs  Research based/evidence based strategies selected  Targeted instruction in identified area Supplemental Instruction Supplemental Cycle

 Instruction that is available for students identified as significantly exceeding or not meeting core and/or supplemental learning expectations  Provided to individuals or small groups of students with similar need  Research based/evidence based strategies selected Intensive cycle Intensive

Questions answered through Screening  How is each student responding to instruction?  Is the instruction effective?  Which students may need additional assessments?

What is the data telling you? Fourth Grade Math

What is the data telling you? Fourth Grade Math

Questions answered through Diagnostic Assessment  What are the specific concerns?  What instruction does the student need?

Questions answered through Formative Assessment  Is the student making progress compared to self, peers and/or standard?  What instructional adjustments are needed?

IDM is a process to organize and align resources to improve achievement of all learners using… Assessing needs Planning Implementing Evaluating

Improving Student Achievement by Making Connections

Activity  Use the IDM handout section about “Guiding Principles.”  Use your list of categories of effective schools.  Talk (as a table group) about ways the characteristics of an Effective School are reflected in IDM’s Guiding Principles.  Prepare to whole-group share.

Journaling Journaling is a quick, but effective way to reflect on something we have just thought about, seen for the first time or freshly learned. Periodically, we will take a few moments to journal individually, then share as you wish with a partner.

Mississippi Bend Area Education Agency Agency-Wide Goals Increase the percentage of low socioeconomic, minority, and individualized plan students achieving reading proficiency in grades 4, 8, and 11. Increase the percentage of low socioeconomic, minority, and individualized plan students achieving mathematics proficiency in grades 4, 8, and 11. Increase the percentage of low socioeconomic, minority, and individualized plan students achieving science proficiency in grades 5, 8, and 11.

Accelerating Student Achievement Pilot “ASAP” OUTCOMES 1.Improve Student Achievement 2.Implement an Instructional Decision-Making Process 3.Have an AEA Building Level Service Plan

Pilot Year One: Improve Student Achievement a)Select 30 students At-risk students struggling to be successful academically (may have an IEP and some will) Students benefiting from changes in general education classroom instruction Students with an academic history within the building (hopefully three years) b)Collect baseline data c)Identify interventions d)Embed interventions in the general education classroom and provide supplemental and/or intensive support e)Ongoing formative assessment The 30 student concept is intended to put-a-face to the overall school improvement intervention plan

Pilot Year One: Implement an Instructional Decision-Making Process a)Conduct an Instruction Decision-Making gap analysis September 2007 Involve the building leadership team b)Devise an implementation action plan Engage faculty in a conversation to begin the process of understanding IDM Initiate beginning steps towards implementation c)Develop an Instructional Decision-Making flow chart that begins with effective instruction in the general education classroom A key assumption underlying the ASAP project is that core instruction in the general education classroom needs to improve to reduce the number of academically at-risk students; thus, we believe higher levels of student learning require changes in instructional methods and processes.

Pilot Year One: Have an AEA Building Level Service Plan a)Identify current AEA services b)Building level teaching and learning needs assessment c)Conduct an AEA service gap analysis d)Prioritize needs e)Align AEA services to building needs for f)Describe the AEA services g)State the outcomes h)State a feedback loop It is anticipated that school year should produce positive outcomes for the 30 students and all students within the pilot buildings.

Pilot Year One: ASAP Outcome Timeline I.By September, select the 30 at-risk students in partnership with the building principal II.By the end of September, complete the building level Instructional Decision-Making gap analysis III.By October 19, complete the following (30 students): Interventions for the selected 30 students Teacher training related to the interventions Ongoing formative assessment collection & analysis timeline Involvement of teachers in the data feedback IV.By April 2008, complete the following: AEA Service Plan for Embed the IDM action plan inside the AEA Service Plan

Journaling Journaling is a quick, but effective way to reflect on something we have just thought about, seen for the first time or freshly learned. Periodically, we will take a few moments to journal individually, then share as you wish with a partner.

Let’s Look at the Job Descriptions and Support What will this partnership look like in your school? Job descriptions for Service Facilitator and Sector Coordinator Role of Principal Supports that are available AEA resources AEA directors School and district resources

The Current State of our Schools Principal and Service Facilitator describe: A. Current state of the school? B. Why the principal applied? Vision for the Pilot A.Given expectations and school context, what is the vision of the pilot? B.What will be necessary for this to happen? Journaling

Relationships Predictive Index - Sharing and Application of Knowledge Profile (PRO) for Service Facilitator and Sector Coordinator Positions Predictive Index (PI) for Each of Us PI Related to Job Responsibilities Where are you the most confident? Where might you want support? What kind of support works best for you? Using PI Information to Work Well as a Team Journaling

Logistics Outlook Calendar – Please keep your calendar in Outlook for ease of scheduling meetings Progress Review Coordinators and Service Facilitators – Please meet at least monthly to review progress toward accomplishing the three outcomes for ASAP. Coordinators, Service Facilitators and Service Providers – Please meet monthly at the school site to review relationships and progress toward accomplishing the three outcomes for ASAP. Include the building principal at least initially. Coordinators and Director – Please meet at least monthly to also review how things are going toward accomplishing the three outcomes for ASAP

More Logistics Service Facilitators as a Collaborative Team Facilitated by a Professional Development Coach September and October – Meet twice each month, then according to established schedule. May meet at school site or in AEA offices. Focus on Blended Coaching and other knowledge/skills identified by the collaborative team

Impossibilities are merely things which we have not yet been learned. -- Charles W. Chesnutt

Key Dates for Action Planning July 30-August 15, service facilitator and sector coordinator engage in a complete overview of the evaluation process and project outcomes; plus, How to select the 30 at-risk students How to identify interventions How to set-up formative assessment How to collect baseline building data By September, select the 30 at-risk students in partnership with the building principal By the end of September, complete the building level Instructional Decision- Making gap analysis By October 19, complete the following (30 students): Interventions for the selected 30 students Teacher training related to the interventions Ongoing formative assessment collection & analysis timeline Involvement of teachers in the data feedback By April 2008, complete the following: AEA Service Plan for Embed the IDM action plan inside the AEA Service Plan

Action Planning – Creating a Draft Communication of ASAP Vision, Expectations, Outcomes To Whom? When? Establishing Relationships With Whom? How? Selection of 30 Students Who will select? How? Mapping IDM Who will map? How? Creating Service Plan Who will create the plan? How? Set meeting Time for Later this Summer

Evaluation of the Day Journaling Likert Scale – Please do not hesitate to identify areas in which you would like assistance. Agency Professional Development Form