Facilitators of School Improvement HS, MS, E-Cohort I and II Lisa Guzzardo Asaro Lisa Rivard February 2013

7 Keys to Effective Feedback Connector Activity Grant Wiggins states: “Advise, evaluation, grades…none of these provide the descriptive information that students need to reach their goals. “ All Read pages Feedback Essentials (Divide up) Goal Referenced Tangible Transparent Actionable User Friendly Ongoing Consistent All Read page 16 TAB 5 Article Handout SOURCE: ASCD Educational Leadership Sept CHARGE Share with Table Team Key Insights

Today’s Outcomes Engage in learning around 7 Keys to Effective Feedback Engage in activities that connect you to Michigan’s continuous school improvement process Heighten awareness about MDE’s Scorecards for Schools Engage in Dialogue Dice networking strategy with colleagues Understand what must lead to Strategy and Activity Identification Receive a presentation from Dr. Jason Novetsky about PBIS implementation with fidelity Explore new components of Mischooldata.org, D4SS, and Data Director

Today’s Roadmap Welcome Connector: 7 Keys to Effective Feedback Updates MDE’s School Scorecard Networking with Colleagues Strategy and Activity Implementation Presentations Dr. Jason Novetsky and Dr. Jennifer Parker-Moore TAB 12

Key Working Agreements A Facilitation Tool Respect all Points of View Be Present and Engaged Honor Time Agreements Get All Voices in the Room These breathe life into our Core Values

Parking Lot A Facilitation Tool Rest questions that do not benefit the whole group Place questions that do not pertain to content at this time Place questions that pertain, but participants do not want to ask at this time

Action Required Chart Any request by you that I need to respond to must be placed on the Action Required Chart You need to PRINT your complete name, school, and address

LIVING BELIEF STATEMENT “Networking is not an option, but a critical part of how Facilitators of School Improvement learn and share their learning.”

February – April SCHOOL IMPROVEMENT Activities and Requirements

Handout TAB 5

NOTEWORTHY Passports Next Generation Science Standards Dynamic Learning Maps Consortium Professional Learning Opportunities New Accountability Scorecards ASSIST update Free ACT online prep AMOs

PASSPORTS Lost or Stolen Passports Signature at 2:45 Completely filled out including dates of training $10.00 payment collected in May

NEXT Generation SCIENCE STANDARDS (NGSS) Final Draft released Framework for K-12 Science Education that was released in July Grounded in the most current research on science and science learning, the FRAMEWORK was the critical first step in the development of the NGSS. –Download a free PDF through the Nationals Academies Press NGSS can be located on the Next Generation Science Standards at: –

DLM First Contact Survey Deadline Extended to March 1, 2013 MDE has partnered with the Center for Educational Testing and Evaluation (CETE) U.S Department of Education project to create a new alternate assessment system for students with significant cognitive disabilities called the Dynamic Learning Maps (DLM) alternate assessment. Purpose of the survey is to collect information on the students that currently participate in alternate assessments and the technology and supports that are currently being used to meet the needs of these students Local district’s MI-Access Coordinators are being asked to distribute the First Contact Survey- District to Teachers letter _District_ to_Teacherss_ MI edition_3_409390_7.pdfhttp://michigan.gov/documents/mde/From_From _District_ to_Teacherss_ MI edition_3_409390_7.pdf

Professional Learning Opportunities Assessing the Impact with Joellen Killion March 12-13, 2013 NCA Building Common Core: Leading the Change March 19, 2013 MISD Rm. 100 A-C MDE/AdvancED Spring SI Conference April 17-18, 2013 Lansing Center MAISA Michigan ELA Model Curriculum Units June 24-27, 2013 Teams Lansing Center MRA Summer Literacy Conference July 9-10, 2013 Mackinac Island, Mission Point Resort Kagan Structures for Cooperative Learning and Active Engagement Institute August 12-16, 2013 MISD

ACT Free Online Prep MDE is pleased to annoucnce the availabity of the ACT Online Prep Program at tno charge to all Michigan puvlicx and non-public high schools for students in grades

MDE to Provide AMOs End of February For every school Each content area tested Use the formula we provided in the meantime

Accountability Scorecards An Early Orientation to the Future of Michigan School Accountability Handout TAB 3

Overview Two “levels” of Accountability Scorecards: District Scorecards & School Scorecards Scorecards will use a color coding system (green, lime, yellow, orange, and red) to indicate school performance. Combines traditional accountability metrics with Top-to-Bottom labels and other state/federal requirements. Overall color is determined by Top to Bottom status as well as points earned by meeting traditional AYP requirements. Individual “cells” use red/yellow/green coding scheme Points-based system where full points earned for meeting a target, half points earned for meeting safe harbor

An Early Look at Scorecards Handout TAB 3

Color-Coded Scorecards Colors are given to schools and districts for each “scorecard component” and an overall color. Overall status color is determined using a point-based system from the number of target areas the school/district has met and the school ranking. Decreasing # points received and increasing # targets not met… *These may not be the exact shades utilized in the final scorecard product (still under development).

What Changed? Additional subgroup: Bottom 30% Attendance target of 90% - (only for school, no subgroups) Differentiated proficiency targets Based on a school’s past performance Goal of 85% proficient at end of Targets increase in 10 equal increments Safe Harbor based on 80 th percentile of statewide proficiency Use school/district improvement slope to determine met/not met Inclusion of Educator Effectiveness label reporting and TSDL completion in Scorecards Inclusion of Compliance Factors (SIP & SPR)

What Stayed the Same? Participation requirement = 95% for school/district overall and all valid subgroups –Multi-year averaging remains in place (up to three years) Graduation requirement = 80% for school/district overall and all valid subgroups –Four, five, and six-year rates –Graduation “safe harbor” Use of provisional and growth scores for accountable proficiency rates

School and District Scorecard Subgroups All Students Bottom 30% (for proficiency calculations only) NEW! American Indian or Alaska Native Black or African American Asian NEW! Native Hawaiian or Pacific Islander NEW! White Two or more races Hispanic of any races Economically Disadvantaged English Language Learners Students with Disabilities Shared Education Entity (SEE) (district-level only) Previously ONE group!

Participation 95% of students are still required to be tested to meet the assessment participation target for the scorecard. If student group size is 30-39, target is no more than two non- participants (this makes it so that a single student cannot result in not meeting the target participation rate). If student group size is 40 or more, target is 95% participation Participation rate is rounded to nearest hundredth If the “All Students” group does not have at least 30 students in one test cycle, a participation average will be calculated using up to three years of data in order to accumulate at least 30 students Multi-year averaging used help meet the participation req.

Participation Target Two options for school/district color status for this target area. 95% Assessed Met 95% Assessed Not Met These colors are given ONLY on the participation target portion of the scorecard. This does not change your entire school/district status, however, it can impact your overall color.

Proficiency Targets Targets are based on proficiency rates: (85 – current percent proficient) / 10 = annual increment Increments do not reset Proficiency targets are set using PLs 1 & 2 only (not Provisional or Growth Proficient) Provisional and/or Growth Proficient will help you meet targets

Example Proficiency Targets School has 65% proficiency in school year. School must be 85% proficient by school year. Subtract baseline target from end target rate and divide by the number of school years in between. (85 – 65)/10 = +2% annual increment of target The school’s target would be 67% in , 69% in , 71% in , and so on.

Proficiency Targets Example Example school starts from 65% proficient in subject Example school ends at (at least) 85% proficient in subject Example School has +2% Annual Target Handout TAB 3

Graduation Rates 3 Possible colors to receive for this target area: If a school/subgroup has a graduation rate of at least 80%, it will receive a green cell (2 points). If it makes the graduation rate improvement target, it will receive a yellow cell (1 point). If it misses both the rate and the improvement target, they will receive a red cell (0 points). Audit: * A school/district’s overall status color is automatically yellow if it has a red for the “All Students” group for this target.

Compliance Factors (PARTIALLY NEW!) Compliance Factors are based on State law. All schools are required by State law to have a School Improvement Plan (SIP), and to complete School Performance Indicator (SPR) reports. If a school completes all of its required reports it will receive a green cell for the Compliance Factors. If a school does not complete its required reports, it will receive a red cell for Compliance Factors. 2 Possible colors to receive for this target: –Those with completed reports receive a green cell. –Those with incomplete reports receive a red cell.

NETWORKING Dialogue Dice Each person in your group will take a turn rolling the dice and sharing briefly an experience in response to the written prompt. Dialogue Dice Notes TAB 12

One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice (MI-CSI)

One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Getting Ready Collect School Data Build School Profile  I. Executive Summary  IV. School Process Rubrics Analyze Data  II. School Data Analysis  IV. School Process Analysis Set Goals III. Additional Requirements V. Goals and Plan Set Measurable Objectives Research Best Practice Develop Action Plan Implement Plan Monitor Plan Evaluate Plan VI. Evaluation Tool (2014) Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do TAB 12

Schools Comprehensive Needs Assessment (CNA) Component One Executive Summary (All Schools Yearly) Due Component Two School Data Analysis Due Student Performance Diagnostic (5 th year) 4 wks. prior to External Review Date Stakeholder Feedback Diagnostic (5 th year) prior to External Review Date Component Three Additional Requirements (All Schools Yearly) Component Four School Process Rubrics: Component Five Goals and Plan (All Schools every 3 to 5 years) Due Component Six Strategy Evaluation Tool (All schools 2 nd year in Reading and Math) MDE Rubrics 40/90 AdvancED MI ISA/SA DUE TAB 12

ASSIST SIP Components for Submission –School Data Analysis ALL –Executive Summary ALL –Goals and Plan ALL –Improvement Plan Stakeholder Involvement ALL –Additional Requirements ALL –Title I Targeted Assistance or School-wide –Heath and Safety OPTIONAL –Assurances Priority and AdvancEd having an external review

End of February AdvancED Push School Data Analysis Additional Requirements Title I Targeted Assistance Title I School-wide

March AdvancED Push You will be able to add multiple measure under a single objective You will be able to add the same strategy to multiple objectives You will be able to add the same activity to multiple strategies

ASSIST

One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

Stage Two: Study Step 4: Analyze Data STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practice MDENCA

ISA/SA MATRIX From your Executive Summary Report OLD PLATFORM

ACCESSING ASSIST NEW PLATFORM

Getting Started: OVERVIEW

Viewing Task DETAILS

Diagnostics and Surveys

Starting a Diagnostic

School Process Rubrics Results

District Review and APPROVAL

Stage Two: Study Step 4: Analyze Data STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practice

Identifying Activities to Support Strategy Implementation KEY ACTIVITIES and PROCESSES that need to occur PRIOR: Current Reality (WHERE ARE WE?) Assessing Impact (HOW DO WE KNOW IT IS WORKING?) 40/90 OR ISA/SA challenges (Process Data Analysis) Researching Best Practice (Is it the Right Fit?) TAB 5 Handout

ISA/SA MATRIX By April 1, 2013 we know what our challenges are. Once you have engaged staff in the KEY ACTIVITIES and PROCESSES on slide 38, you are ready to identify the activities to support strategy implementation in your SCHOOL.

TAB 11 Handout

Identifying Activities to Support Strategy Implementation Presenter –Dr. Jason Novetsky MISD Behavior and Learning Consultant –Positive Behavior Intervention System Handout TAB 5

One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice (MI-CSI)

Stage One: GATHER Step 1: Getting Ready GATHER Getting Ready Collect School Data Build School Profile

Stage One: Gather Step 2: Collecting School Data Step 3: Build School Profile Presenter Dr. Jennifer Parker-Moore Data Director D4SS MISchooldata.org GATHER Getting Ready Collect School Data Build School Profile

Tools for Schools What is Your Problem? Analyze Your Students The Planning Process

Next Steps Time Work to complete SPR 40/90 OR ISA/SA Place handouts in binder Plan what to bring back to share with SI team Visit the Smarter Balance Consortium website