1 The Diagnostic Self-Review Process for Local Assistance Plan (LAP) Schools September 16 th and 17 th, 2015 Presented by the Long Island RSE-TASC

2 Sponge activity Hopes and fears As you get settled, please consider the following: – As you prepare to embark on the LAP self-assessment process, think about and please note: » 3 hopes you have (things you hope to get out of the process) » 3 fears you have – Prepare to share with a neighbor, and the whole group…

3 Like me…

4 That’s us…

5 Engagement: Start with Your WhyStart with Your Why

6 Local Assistance Plan Schools August 2014 Alexandra Pressley, Office of Accountability pdf pdf

7 ESEA designations at a glance Lowest 5% in State for All Students Lowest 10% in State for a Student Subgroup Student subgroup performance significantly lower than other students

8 ESEA Flexibility Waiver Priority Schools: All Students – Lowest 5% in the state and no progress on ELA/Math – Graduation Rate of <60% for 3 consecutive years Focus Districts and Schools – Lowest 10% in the state for ELA/Math or Graduation Rate for a subgroup – Have not shown progress – Focused Schools Commissioner assigns minimum number of schools for the district to identify District schools with higher percent or number of non- proficient students in the subgroup

9 Local Assistance Plan (LAP) Schools – For a subgroup of students: Students with Disabilities, Racial/Ethnic Group, Economically Disadvantaged, English Language Learners Three criteria for LAP designation 1.Failure to make AYP in ELA or Math for the same subgroup for 3 consecutive years 2.Large gap In performance between subgroup and non-subgroup students that increased from the previous year: 100 points in the Performance Index or 50% in Graduation Rate 3.ELA and Math Performance Index or 4-Year Graduation Rate at or below state cut points

10 The local landscape… There was a significant change in the number of LAP schools identified across Long Island this year – 54 LAP schools identified in – 41 LAP schools identified in fewer schools identified (24% decrease) 10

Gap criteria 2 – Large Gap “New” progress filters – for a subgroup identified for PI or graduation rate, the subgroup makes AYP in and for the same accountability subgroup – for a subgroup identified for PI, the subgroup’s PI is in the top 25 th percentile in the State 11

LAP schools identified for SWDs However, the % of schools identified this year for the performance of students with disabilities is disproportionately lower as compared to last year (and years past) – % of LAP schools identified for the performance of SWDs on Long Island: : 70% : 46% (19 of 41) 12

13 Reactions? Source:

14 Inside-out orientation… There were approximately 350 LAP schools identified in New York State for the school year If not for application of the identification progress filters, there would have been 1,500+! – Unadjusted Student Growth Percentile above State average – year grad rate – year grad rate – for a subgroup identified for PI or graduation rate, the subgroup makes AYP in and for the same accountability subgroup * – for a subgroup identified for PI, the subgroup’s PI is in the top 25 th percentile in the State * * New for 15/16 school year

15 Use YOUR why to explore the what and drive the how… Source:

Brightspots! Last year, 23 of 33 (70%) LAP schools identified for the performance of students with disabilities were not identified on the list The majority of those schools that made sufficient progress did so because they took ownership of the process and made it meaningful! 16

17 What does your data show?

18 What are LAP Schools asked to do? Conduct a self-review and create a plan to support the identified group of students, with: – actions to improve the performance of the students – timeline for implementation – process by which the plan was developed – how school leadership, staff, parents, and students participated – resources and professional development that the district will provide to support the plan

19 Unless your LAP School is in a Focus District… Conduct the self-review Incorporate the supports and interventions for the LAP schools into the District Comprehensive Improvement Plan (DCIP) – Clearly identify the supports for the LAP schools – The DCIP fulfills the regulatory requirements

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21 Completing the Diagnostic Self Review 1.Review the Tenets and Statements of Practice, particularly as they relate to the identified subgroup(s) 2.Collect Evidence 3.Assign Ratings 4.Create Action Plan(s) 5.Collaborate with District 6.Get Board of Education Approval 7.Share the Plan

22 Timeline Post the Board-approved Diagnostic Self- Review Document and Report Template for each LAP school to the district’s website by November 20

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24 Break

25 4 (make that 5) corners activity… Notice the posters arranged in the corners (around) the room The posters are organized around 5 of the 6 tenets of the DTSDE rubric 2.School Leadership 3.Curriculum 4.Instructional Practice 5.Student Social-Emotional Health 6.Parental Involvement Go stand by the poster representing the tenet you think is most important When you get there, introduce yourself to others in the group, and have a discussion about why you selected that tenet

26 The Self-Review Rubric

27 Five Tenets for School-Based Self-Reviews Tenet 2: School leadership Tenet 3: Teacher practices and decisions Tenet 4: Curriculum development and support Tenet 5: Student social and emotional developmental health Tenet 6: Family and community engagement

Discussion with the district The Diagnostic Self-Review is intended to be completed by the school leadership team, in collaboration with district representatives For each SOP with an action plan, the district is required to describe the resources it will provide the school to support the action plan Schools must describe how the Self-Review Document and Report Template was developed 28

29 SOPs a’s, b’s, c’s and.1’s,.2’s and.3’s a’s are related to planning b’s are related to implementation c’s are related to assessment/progress monitoring.2’s are related to vision/leadership.3’s are related to resources.4’s are related to collaboration.5’s are related to use of data

30 Lunch

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32 Let’s take a walk…

33 Demographic Data

34 Additional data for students with disabilities LAP Self-Review Information Sheet

Structure of the self-review template 35 Tenet SOP Ratings Evidence Action Plan SUB - SOP

Evidence of effort vs. evidence of IMPACT! ‘Data’ Doesn’t become evidence until it is ‘triangulated’ Data…I HEARD Evidence “Evidence of the typical experience of a child in the school/district” Data…I SAWData…I READ 36

37 Getting to Know the DTSDE Rubric Chart activity: – Key Ideas – What evidence you might collect? – How you would ensure the focus is on students with disabilities? Think about evidence like: – Classroom observations – Interviews with students, teachers, staff, parents – Surveys and self-assessments – Other school improvement plans – Student assessments and other documents

I do…Getting to know the DTSDE Rubric 38 SOPKey IdeasEvidence You Might Collect #4.2 School Leader and Planning School and teacher leaders ensure that instructional practices and strategies are organized around annual, unit, and daily lesson plans that address all student goals and needs. a)School and teacher leaders ensure that teachers use a plan that is informed by data (summative, interim, attendance, IEPs, NYSESLAT, etc.) and grade-level goals for all groups of students. b)Teacher leaders and coaches ensure that teachers use instructional practices and strategies that are adaptive and aligned to plans for groups of students with a variety of needs and learning styles (including students with disabilities, English language learners and other sub-groups) and provide instructional interventions to students. c)Teacher leaders and coaches ensure that teachers establish short- and long-term goals for groups of students based on grade-level benchmarks. a)Interview teachers of students with disabilities to determine ways they are using both summative and formative data; review IEPs to ensure skill based PLPs and goals have been developed, and are utilized in lesson planning; conduct classroom walk-throughs to collect observable data on teacher use of “checking for understanding” strategies b)Conduct classroom walk-throughs to assess the degree of flexible grouping and SDI (accommodations) provided for students with disabilities; review student portfolios for evidence of choice or variation in student products; interview students with disabilities to determine if they understand their disability, know their strengths, and areas in need of improvement c)Interview students with disabilities to determine if they know their long and short term goals; review benchmark assessment results and teacher logs/portfolios for evidence of progress monitoring; survey parents to determine if they know their child’s short and long term goals; conduct classroom walk- throughs to determine if L.O.’s are measurable and specific to the lesson being taught Tenet 4: Teacher Practices and Decisions Be sure to focus on students with disabilities (or the subgroup you are examining) in each of the areas… Possible Ideas for Evidence:  Classroom observations, interviews with students/teachers/staff/parents, surveys and self-assessments, other school improvement plans, student assessments and other documents

39 Observation Tool: The RSE-TASC Walk-Through Tool

40 Walk-through tool prediction activity Spend some time in your teams, and predict what you think you would see with high frequency (+60%) and low frequency (-40%) in your LAP schools The Walk-through tool may be used in many different ways

41 Survey or focus group: special education guiding questions

42 Some additional (optional) tools

43 Writing statements

44 Creation of action plan(s) If the Statement of Practice (SOP) rating is Effective, Developing, or Ineffective, the school must either create an action plan to address the SOP, or cite current work that is being done to address the SOP The action plan must: – Describe the actions that will be taken or have recently been taken to improve the identified subgroup(s) student performance levels – Describe the district resources to be used or that are being used to implement the actions in this area – Describe the professional development activities planned to support the implementation of actions – Provide information that addresses the “who, what, when and why” of the actions being taken

45 Guidance from Office of Accountability for writing statements Use evaluative language Connect how the strategies and practices have or will impact teaching and learning – State how your finding is related to the performance of the identified group of students – Specify whether actions will be targeted to that group or be part of a whole school transformation Name it! Say where a reviewer will find evidence of the strategies and practices noted Be concise and clear – Consider using bullet points to list multiple points

46 Examples Critique the examples provided using the criteria on the preceding slide How might they be improved?

47 Team planning time What evidence do we want to collect for each Tenet? – Are there tools that will help us collect for more than one Tenet at a time? – What’s the most important data to focus on? Who will do What and When?

48 Closing Go forth and collect data! One interesting thing you anticipate coming out of this experience

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