PURPOSE: Discuss the need for quality components of the School Improvement Process in our culture of “raising the bar” to Career and College Readiness. By Doug Greer OAISD School Improvement Consultant February 22, 2012 to Hope College

Reflect on something GOOD that is happening in your life (personally or educationally)

My Good News … Zaidyn, 3 months Dec 2011 Devyn, Tristyn & Korbyn Dec 2010

 Take responsibility for your own learning – stay with us  Support the learning of your colleagues – make sure they stay with us  If you need to take a call or have a side conversation, please step into the hall  If you have a question, ask along the way. Our Learning Norms…

 Do we need to improve teaching and learning based on the current realities?  What is the School Improvement process, both in terms of compliance and practical application?  Other questions that you have that I should address throughout the presentation…

 Perception is influenced on your “public” support & positivity! (½ full)  Growth depends on your critical evaluation of data and proper framing of “success.” (½ empty)

Current Realities – National Data  Four decades ago America had the best high school graduation rate in the world, but by 2006 it had slipped to 18th out of 24 industrialized countries.  As recently as 1995, America still tied for first in college and university graduation rates, but by 2006 had dropped to 14th. That same year it had the second-highest college dropout rate of 27 countries.” Power Point reflects direct excepts from the Benchmarking for Success Report

Where Does Michigan Rank in ACT Scores? Overall Ranking 2009 MI = 47 th OR 4 th out of 5 for schools who test nearly 100%

7 th Grade Mathematics 98% of students “Proficient” on the 8 th Grade MEAP

 MEAP/MME New Cut Scores Historical Perspective ◦ Why should you ignore the OLD Cut Score Proficiency rates in blue ? ◦ What does the NEW Cut Score Proficiency rates in green tell you when compared to the Ottawa Area and Michigan State averages.

Trends in Math and Science Studies (TIMSS) Report  Math Topics (4 th and 8 th Grade Study) US – 78 in 180 days Japan – 17 in 253 days Germany – 23 in 220 days  Length of Textbooks U.S. 4 th grade math--530 pages International math--170 pages U.S. 4 th grade science—397 pages International science—125 pages US tends to teach out of “encyclopedias”, commonly referred to as “a mile wide and an inch deep.”

20 Meet Devyn Greer (2010/11) who may be enrolling in 2 nd Grade next week at your school district. What information would you like to know that should be shared with his teacher and possible support staff? Compliant, kind, eager to please, highly engaged … Perfect Attendance, healthy, involved parents … Tech survey: Computer, web, iPad, apps, smartphone Math: Delta Math, report card, MAP … Reading: MLPP, DIBELS Next, Brigance … 2:10

21 Collect Data What do you already know? What data do you need to know? What additional information/data do you need to know? Where can the information/data be found? Achievement/ Student Outcome Data How our students perform on local, state and federal assessments (subgroups) Demographic or Contextual Data Describes our students, staff, building, and community Process Data The policies, procedures, and systems we have in place that define how we do business Perception Data Opinions of staff, parents, community and students regarding our school

A Collaborative Problem Solving Approach to Student Achievement Now that you know … what’s next? Should we simply place the data on in a notebook and put it on a shelf? How do we know if it is working or not? 2:15

Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Michigan Continuous School Improvement School Process Rubrics (mid-February) School Data Profile/Analysis Profile/Analysis(mid-April) Summary Report/ Goals Management School Improvement Plan (mid-May) Program Evaluation (June and on-going) Annual Education Report (mid-August) Gather Getting Ready Collect District Data Build District Profile Plan Develop Action Plan S.M.A.R.T Objectives Do Implement Plan Monitor Plan Evaluate Plan

School Process Profile/Analysis (SPR 40 or SPR 90 or SA or ASSIST SA) COLLECT staff perception around each of the 40 or 90 rubrics by committee or survey or whole staff. DISCUSS an identified, focused list of indicators by celebrating a few and highlighting 3-5 that may need systemic improvement or simply greater attention. REPORT results and evidence on AdvancED website. HELP: Google Doc Survey available for the SPR 40 indicators for gathering staff perceptions.

DRAFT 2/6 version 25

I.2.A.3 Reflection and Refinement A collaborative culture that incorporates a philosophy of continuous improvement exists at the school or within a program. Staff members work as teams to gather and analyze information and make decisions regarding the modification of their instructional practice. 27

SDP/A = School Data Profile/Analysis COLLECT data into a single source (Notebook, word document, file folder, etc.) following the state template. INCLUDE LOCAL DATA as well! DISCUSS data collected and answer the 82 analysis questions, plus identify conclusions on “strengths” and “challenges” that lead to Goal & Gap statements (SIP). REPORT how you answered each of the 82 questions on AdvancED website. Store collected data do NOT upload. HELP: Word Template has been created to link IRIS reports and supply embedded, interactive MS Excel tables for data entry and EASY year-to-year updates.

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Buildings will need to collect data, analyze the data, and answer questions related to the data analysis on the AdvancEd website. All questions MUST be answered online … best to simply be honest even if “data not available at this time”. Schools are REQUIRED to keep this data in their buildings. However, data will NOT be entered on the website.

Some of the data reports are NOT pre-populated. The State does not include ELPA and certainly any of your local data. Therefore you will find IRIS (Data Warehouse) useful to obtain these types of data sets for the SDP/A. powered by powered by NWEA (MAP)SRIDelta Math Common AssessmentsDIBELSACT Plan ACT ExploreWRT RubricsSTAR

What Questions do you have around … 1.Process Rubrics (SPR or SA) 2.Data Profile/Analysis (SDP/A) Questions around GATHERING or STUDYING (aka Defining the problem)

Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice Michigan Continuous School Improvement School Process Rubrics (mid-February) School Data Profile/Analysis Profile/Analysis(mid-April) Summary Report/ Goals Management School Improvement Plan (mid-May) Program Evaluation (June and on-going) Annual Education Report (mid-August) Gather Getting Ready Collect District Data Build District Profile Plan Develop Action Plan S.M.A.R.T Objectives Do Implement Plan Monitor Plan Evaluate Plan

SIP = School Improvement Plan COLLECT data from SDP/A and SPR 40 (or SA). DISCUSS gaps seen in both state and local data and challenge targets identified on SPR 40. Based on these achievement gaps, choose a research based strategy (broad) and develop an action plan and how to monitor. May reference template found at REPORT all components of the SIP onto the AdvancEd website aligned to the SIP Template.

Goal Statement (Broad) A generalized statement of achievement for all students … “All students will be proficient in ________” Measurable Objective Statement (Specific) (Written as a S.M.A.R.T. Goal. Targeted student achievement level on specific learning focus … “Who will do what by when as measured by what”) (Specific GLCEs/HSCE’s/ACT College Readiness Standard, Common Core) Strategy Statement (Broad) What teachers/staff will do instructionally to help students reach the measureable objective (must be a Research or Evidence Based Intervention). Activity (Specific) What teachers/staff will do to implement the strategy with fidelity. (Getting ready to implement, implement, monitoring implementation)

36 Stage Two Study: Step 5 Set Measurable Objectives  Specific clearly defined beyond global statements  Measurable tied to data which allows for objective evaluation  Attainable able to do but still challenging  Results-focused Progress monitoring. Measure outcomes, not activities.  Time-bound set within a specific timeframe One Common Voice – One Plan Michigan Continuous School Improvement SMART Objective

37 SMART Measureable Objective: All students will increase skills in the area of numbers and operations on MEAP and Local assessments: The percentage of all students reaching 80% accuracy on math portion of the MEAP will increase from 28% ( ) to 40% by school year. The average percent achieved on the MEAP will increase from 52% ( ) to 70% by school year. The percentage of Economically Disadvantaged (ED) students reaching 80% accuracy on the MEAP will increase from 21% ( ) to 38% by school year. Whereas the percentage of non-ED students reaching 80% accuracy on the MEAP will increase from 33% ( ) to 44% by school year. The number of students identified as “At Risk” on the Fall Delta Math screener will reduce from 58 ( ) to 22 by the Spring of The number of students identified as “Benchmark” on the Fall Delta Math screener will increase from ___ to ___ by ____ Goal: All students will be proficient in math.

38 SMART Measureable Objective: All students will increase skills in the area of numbers and operations on MEAP and Local assessments: The percentage of all students reaching “College and Career Readiness” on the ACT (Explore/Plan/MME) will increase from 47% ( ) to 65% by school year. The average score achieved on the ACT Explore/Plan/MME will increase from 21.6 ( ) to 23.5 by The percentage of students scoring below 18 on the ACT MME (or Explore or Plan) will decrease from 21% ( ) to 15% by school year. Goal: All students will be proficient in math.

Reflect on how SMART Goals support ANY Improvement Process.

Goal Statement (Broad) A generalized statement of achievement for all students … “All students will be proficient in ________” Measurable Objective Statement (Specific) (Written as a S.M.A.R.T. Goal. Targeted student achievement level on specific learning focus … “Who will do what by when as measured by what”) (Specific GLCEs/HSCE’s/ACT College Readiness Standard, Common Core) Strategy Statement (Broad) What teachers/staff will do instructionally to help students reach the measureable objective (must be a Research or Evidence Based Intervention). Activity (Specific) What teachers/staff will do to implement the strategy with fidelity. (Getting ready to implement, implement, monitoring implementation)

Teachers/staff will ”provide timely intervention for struggling students” in reading comprehension. Quote from Dr. Tim Westerberg as 1 of 6 key strategies in Becoming a Great High School: 6 Strategies and 1 Attitude that Make a Difference.

42 Teachers/staff will utilize manipulatives while instructing GLCEs/HSCEs related to number and operations in mathematics.

45 SMART Measureable Objective: All students will increase skills in the area of numbers and operations on MEAP and Local assessments: The percentage of all students reaching 80% accuracy on math portion of the MEAP will increase from 28% ( ) to 40% by 2013/14 school year. The percentage of all students scoring below 40% accuracy on math portion of the MEAP will decrease from 18% ( ) to 12% by 2013/14. Goal: All students will be proficient in math. Research-based Strategy Teachers/staff will use manipulatives while instructing GLCEs related to numbers and operations. Activities: (Resources, Skills, Actions & Monitoring) The Administrator will purchase manipulatives aligned with concepts in numbers and operations at each grade level. The SIT will plan professional development regarding appropriate use of manipulatives. Teachers will utilize manipulatives in an appropriate manner aligned with training provided within each math unit. The Administrator will monitor and note the use of manipulatives during walk-through and the evaluation process.

Implementation is a Process!  Monitor Implementation  Evaluate Implementation  Monitor Impact  Evaluate Impact Adult Focused Student Focused

MONITOR MONITOR IMPLEMENTATION OF THE PLAN (Formative) IS IT WORKING? EVALUATE EVALUATE THE IMPACT ON STUDENT ACHIEVEMENT (Summative) DID IT WORK? ARE STRATEGIES AND ACTIVITIES BEING IMPLEMENTED WITH FIDELITY ? ARE WE COLLECTING & USING STUDENT AND ADULT DATA TO MODIFY & ADJUST ONGOING IMPLEMENTATIO? DID WE IMPLEMENTTHE PLAN/STRATEGIES CORRECTLY & CONSISTENTLY? IS WHAT WE ARE DOING WORKING? ARE WE SHOWING EVIDENCE OF STUDENT GROWTH? WHAT INTERIM ADJUSTMENTS ARE SUGGESTED BY IMPLEMENTATION DATA? HOW MIGHT THESE ADJUSTMENTS AFFECT THE INTEGRITY OF THE RESULTS? DID WE GIVE IT ENOUGH TIME? ENOUGH RESOURCES? Implementation: Adult FocusedImpact: Student Focused MONITOREVALUATE MONITOR DID OUR STRATEGIES RESULT IN INCREASED STUDENT ACHIEVEMENT? WHAT UNINTENDED CONSEQUENCES (GOOD AND BAD) HAVE OCCURRED?

A Collaborative Problem Solving Approach to Student Achievement How do these components play a role in student achievement? How do these components play a role in instructional planning? How do these components play a role in building level systems? How do these components play a role in your life TODAY?

Remember School Improvement is about our students

Questions around … 1.School Improvement Process Feel free to contact: Doug Greer ext Quick share out … (Feedback)

Launch … However noble, sophisticated, or enlightened proposals for change and improvement might be, they come to nothing if teachers don’t adopt them in their own classrooms and if they don’t translate them into effective classroom practices.