Indiana Student Achievement Institute InSAI MEETING 5 STRATEGY SELECTION InSAI Raising the bar: Meeting the challenge

KNOTSKNOTS WARM-UP!

Vision-to-Action School Improvement Process

Vision-to-Action School Improvement Process Steering Team / Community Council / Full Faculty / Student Body 6 Strategy Selection 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation 8 ACTION © American Student Achievement Institute 5 Areas of Concern ExpectationsCurriculumInstruction AssessmentExtra HelpGuidance Environment 3 Current Data 4 Data Targets 1 VISION 2 Vision Data

Local Meeting 1 - Rationale Steering Team / Community Council / Full Faculty / Student Body 6 Strategy Selection 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation 8 ACTION © American Student Achievement Institute 5 Areas of Concern ExpectationsCurriculumInstruction AssessmentExtra HelpGuidance Environment 3 Current Data 4 Data Targets 1 VISION 2 Vision Data

Local Meeting 2 - Vision Steering Team / Community Council / Full Faculty / Student Body 6 Strategy Selection 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation 8 ACTION © American Student Achievement Institute 5 Areas of Concern ExpectationsCurriculumInstruction AssessmentExtra HelpGuidance Environment 3 Current Data 4 Data Targets 1 VISION 2 Vision Data

Local Meeting 3 – Data Targets Steering Team / Community Council / Full Faculty / Student Body 6 Strategy Selection 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation 8 ACTION © American Student Achievement Institute 5 Areas of Concern ExpectationsCurriculumInstruction AssessmentExtra HelpGuidance Environment 3 Current Data 4 Data Targets 1 VISION 2 Vision Data

Local Meeting 4 - Concerns Steering Team / Community Council / Full Faculty / Student Body 6 Strategy Selection 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation 8 ACTION © American Student Achievement Institute 5 Areas of Concern ExpectationsCurriculumInstruction AssessmentExtra HelpGuidance Environment 3 Current Data 4 Data Targets 1 VISION 2 Vision Data

Local Meeting 5 – Strategy Selection Steering Team / Community Council / Full Faculty / Student Body 6 Strategy Selection 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation 8 ACTION © American Student Achievement Institute 5 Areas of Concern ExpectationsCurriculumInstruction AssessmentExtra HelpGuidance Environment 3 Current Data 4 Data Targets 1 VISION 2 Vision Data

Strategy Groups – Develop Plans Steering Team / Community Council / Full Faculty / Student Body 6 Strategy Selection 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation 8 ACTION © American Student Achievement Institute 5 Areas of Concern ExpectationsCurriculumInstruction AssessmentExtra HelpGuidance Environment 3 Current Data 4 Data Targets 1 VISION 2 Vision Data

Next School Year – Implement Plans Steering Team / Community Council / Full Faculty / Student Body 6 Strategy Selection 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation 8 ACTION © American Student Achievement Institute 5 Areas of Concern ExpectationsCurriculumInstruction AssessmentExtra HelpGuidance Environment 3 Current Data 4 Data Targets 1 VISION 2 Vision Data

CRITICAL POINT

Everything we... 1) have done up to now 2) will do after today will be a waste of time if our strategies are not selected carefully. 13

We must identify... 1)Strategies that hold high promise for enabling us to reach each of our data targets. 2)Strategies that we believe in and will commit to fully implementing well. 14

FIVE GUIDELINES

GUIDELINE # 1 Strategies must be designed to bring about changes in adult behaviors. Students will not change their behaviors until adults change their practices. EXAMPLES:  Students will not attend after school tutoring until adults provide after school tutoring.  Students will not engage in the classroom until adults make lessons engaging.  Students will not turn in their homework until adults provide the proper incentive for turning in homework. 16

GUIDELINE # 2 Strategies must result in different adult behaviors in the: 1)School 2)Community All strategies, including strategies that impact the community, should be included in the improvement plan. 17

GUIDELINE # 3 Strategies must cause the faculty to work hard but not push the faculty beyond their capacity for change. Each strategy we select will be assigned an energy level: High energy Medium energy Low energy Low energy - continuation 18

GUIDELINE # 4 Strategies must address: Specific concerns about things that interfere with learning in a specific area o EX: Teachers don’t give writing assignments o EX: No extra help program for Algebra students and General concerns about things that interfere with learning in all areas o EX: Students don’t turn in homework o EX: Students don’t ask for extra help 19

GUIDELINE # 5 Strategies must address high-impact areas.  High Impact – Inside  Strategy will impact an adult practice inside the classroom  Examples: o Curriculum strategies to align lessons with standards o Instructional strategies to engage students o Assessment strategies to use classroom test results to inform instructional decisions o Extra help strategies to support students who don’t “get it” the first time o Environment strategies to improve classroom discipline  High Impact – Outside  Strategy will impact an adult practice outside the classroom  Supports or compliments classroom practices  Examples: o Guidance strategies to help every student understand global economics o Extra help strategies to support students outside of the classroom o Environment strategies to improvement parent involvement  Low Impact  No or remote impact on classroom practices  Implemented too infrequently to have a significant impact  Not well-thought-out (vague description); implementation unlikely 20

Two important questions: What’s the danger of low-impact strategies? Low impact strategies...  Give us the impression that we’re doing something to raise achievement when we’re really not  Make us “feel good” so there’s no sense of urgency for making changes that will raise achievement  Use up valuable time and energy Why do schools implement low-impact strategies?  Safe – don’t ask people to change current practices  Harmony

LET’S HAVE THE COURAGE To allow others to suggest inside- the-classroom strategies for us To suggest inside-the-classroom strategies for others

TODAY’S TASK

Today’s Task To recommend high-impact strategies to address each of our Areas of Concern Part A – Small groups (one for each AOC) 1.Discuss the strategies you found 2.Decide which strategies you want to present to the large group for possible implementation next year Part B – Large group: 1.Listen to small-group presentations 2.Decide which strategies you’d like to recommend for implementation next year

Our Areas of Concern Requiring New Strategies School ConcernsCommunity Concerns 1Xxxxx

PART A Small Group Discussion

Step 1 – Group Discussion 1.INDIVIDUAL REPORTS: Each group member presents strategies they would like the group to consider 2.CHART: Strategies are recorded on the “Strategy Brainstorm Chart”

Step 2 – Group Consensus Select 3-5 strategies that you would like to present to the group for their consideration.

Step 3 – Prepare Presentation 1.PREPARE 10 MIN PRESENTATION: a. Create “Strategies for Consideration Table” b.Decide who will present the above table to the group

PART B Large Group Discussion

Prioritization Process 1.As each Small Group presents, the Steering Team will write the strategies on an Instagraph. 2.Each strategy will have a number. As each Strategy Group presents, record the number of the strategy and take notes on the strategy.

Instagraph Complete Strategy Instagraph Which strategies hold the most promise for impacting our areas of concern? -- Vote for one third

After today, the Steering Team will 1. Seek input  Full faculty  Community council  Student body 2.Identify “tentative” strategies 3.Analyze the collective strategies: Are all outside requirements met (PL221 / Title I)? (when possible, we’ll use our strategies to meet requirements) Are all InSAI guidelines met? 4.Seek approvals:  FF and CC  InSAI  Superintendent 5.Secure Strategy Chairs  Invite Strategy Chairs for more comprehensive strategies to attend the InSAI Strategy Chair Training

Indiana Student Achievement Institute InSAI MEETING 5 STRATEGY SELECTION InSAI Raising the bar: Meeting the challenge