1. APS SCHOOL IMPROVEMENT PROCESS August, 2014

2. District Goal By June 2015, APS district and schools will cut the achievement gap in one-half for all students and all subgroups, as measured by the State Local Report Card

3. Priority I Our Professional Learning Communities will use the 5 Step Process with a high degree of fidelity, including using assessment data to inform and differentiate instruction, as measured by reaching “Approaching Proficient” or “Proficient” by the Pace team, SIP team and teacher perception survey in the Data and PLC domains of the Instructional Improvement Cycle Rubric.

4. Priority II Implement a robust Pyramid of Learning (Response to Intervention model) to meet the needs of all students with an emphasis on delivering high quality universal instruction as measured by reaching “Approaching Proficient” or “Proficient” by the Pace team, SIP team and teacher perception survey in the Adjusting Instruction and Instructional Strategies domains of the Instructional Improvement Cycle Rubric.

5. 90 Day Plan Data PLCs Adjusting Instruction Instructional Strategies Cut the achievement gap in 1/2

6. August SIP – Day One Learning Target: Learning Target: Walk out with a draft 90 Day Plan that has many of your strategies and PD planned for the first 90 days based on MAP/DAP data, IIC rubric data, and OTES data. Learning Target: Learning Target: Draft a 90 Day plan that will truly drive the school improvement initiatives in your school and is not a compliance document.

7. SIP DAY TWO Learning Target: Have a deeper understanding of Steps 0, 1, and 2 of the 5 Step Process. Learning Target: Evaluate the effectiveness of the 5-Step Process by quality, rather than quantity

9. STEP 0 STEP 1 STEP 5 STEP 2 STEP 3 STEP 4

10. 5-Step Process Quality of the minutes could be improved. We are letting the form drive instruction, rather than letting instruction drive the form. We have a better understanding of the 5-Step Process. Teachers are working very hard on the process. IIC Rubric Feedback Sheet scores are increasing.

11. Quantity vs Quality

12. LEARNING TARGET Pre-Assessment

13. STEP 0 – Learning Target(s) & Pre-Assessment Our Learning Target may be very narrow or very large. We struggle with tying the learning target to the content standards. We are confused about the Learning Target definition. We identify the Learning Target. We often identify Content Standards. We can see data from a pre- assessment.

14. Solutions Change “Learning Target” to “Learning Goal” in Step 0. Using pacing guides, the learning specialists will identify 5-Step Process cycles. They will also identify the correct learning goals, as well as the connected content standards. The pacing guides will also include the recommended pre-assessment, if there is one in the curriculum guide. For teachers who use DAPS, the transparent exams can be used to select pre-test items that are connected to the learning goal(s). Eventually, we would like to pre-populate the learning goals and content standards on the form. Consider quality questions if this is an area of concern.

15. Quality Questions – Pre-Assessment

16. LEARNING TARGET GOAL Pre-Assessment

17. Step 1 Collect and chart data to identify how students are performing/progressing Pre-Assessment data is ready and brought to meetings. Subgroup data is reported. Item analysis is done. Number and percentage of students tested/proficient and not proficient are included. Benchmark scores for grouping students are determined.

18. Step 1 – Collect and Chart Data We are not always doing a thorough item analysis. Our item analysis is not always tied to the content standards. We aren’t charting sub-groups. We are collecting data. We are setting benchmarks. We are charting the % of students proficient and non-proficient. We are analyzing data.

19. Solutions Build assessments in Performance Plus to allow for a strong item analysis. Use available technology to easily tie the test questions with the content standards. Require subgroup data analysis to chart progress toward our district goal. Offer PD on deeper item analysis. Use the technology available from publisher for easier item analysis. Consider quality questions if this is an area of concern.

20. Step 1 - Quality Questions

21. Step 2 Analyze student work specific to the data Determine overall student strengths. Are there patterns or trends? Were there common errors? Are there urgent needs? Prioritize needs for next steps.

22. Step 2 – Analyze student work We are often making general observations, e.g. ½ of our students failed the test. Our analysis is often not informing instruction. We are identifying strengths, weaknesses, patterns, and common errors.

23. Solutions As in Step 1, we should do a deeper data analysis. Having transparent assessments should allow us to identify errors in student thinking. Consider quality questions if this is an area of concern.

24. Step 2 – Quality Questions

25. Step 3 Establish shared expectations for implementing specific effective changes in the classroom. How will students be grouped for instruction? What differentiated strategies will be used? When will instruction take place e.g. during core instruction, intervention period, enrichment time? Determine frequency/length of instruction. Decide on post-assessment.

26. Step 3 – Planning for effective change in the classroom Our instructional strategies are not always differentiated for different groups. The quality of the instructional strategies is inconsistent. We need to include more instructional strategies that are HOT. We are grouping students. We are often listing strategies.

27. Solutions Ensure 90 Day Plans include action steps / strategies for PD on instructional strategies. Ensure 90 Day Plans include action steps / strategies for PD on differentiation. Consider quality questions if this is an area of concern.

28. Step 3 – Quality Questions

29. Step 4 Implement changes consistently across all classrooms. What strategies should be observed in the classroom? What will the teachers be doing? What will the students be doing? Principal ties walk-throughs to the strategies the PLC has chosen to implement. Feedback is provided to the teachers. Peer to peer classroom visits can occur to work as a team on tuning the instructional strategy.

30. Step 4 - Implementation The form does not give us a place to record on-going formative assessments. The form does not give us a place to record re-grouping students based on on-going formative assessments. The form does not give us a place to record new instructional strategies based on on-going formative assessments. We are stating what students will be doing. We are stating what adults will be doing.

31. Solutions Revise the form to include a place to record on-going formative assessments and the subsequent re-grouping of students and different instructional strategies. Consider quality questions if this is an area of concern.

32. Based on formative assessments, I have made the following changes…

33. Rewrite these questions referencing daily lesson plans.

34. Step 5 Collect, chart, and analyze pre/post data and determine effectiveness of practices Everyone comes with assessments scored and data ready. Best practices are shared by classroom teachers with high student results on post- test. Include pre and post data for all students by subgroups. Use the same chart format from Step I to collect and record data.

35. Step 5 – Collect, chart, and analyze post- assessment data We are not always analyzing the pre and post-assessment data. We are not always identifying what worked and what didn’t work. We are not always recording what the next steps are for the students who didn’t learn. We are collecting and charting post-assessment data.

36. Solutions Ensure 90 Day plans have action steps / strategies for PD on data analysis. Through PD, stress the importance of Step 5 and the need to analyze the data to identify what instructional strategies worked and what didn’t work. Consider quality questions if this is an area of concern.

37. Step 5 – Quality Questions

38. Step 5 – Quality Questions (continued)