1. MI Excel Collaborative Partner Meeting
Supporting Michigan Districts
with FOCUS Schools
November 2, 2015

2. Welcome and Introductions

3. Agenda Welcome & Introductions Connector & MDE Updates
Focus School Project Update by REL Midwest
Work Logs
Summary of Findings – Work Logs
Professional Learning Calendar Changes
LUNCH
Blueprint Facilitator Certification
Recalibrating Teaching & Learning Priorities
Building-Level Data (Data Dialogue Protocol)
Connecting Building-Level Data to District-Level Systemic Issues
Connecting this Work to the Blueprint
Writing the T & L Priorities
Implementing an Action Plan
Progress Monitoring the Work (Performance Management)
Predicting Student Performance on MSTEP 2016
Early Adopters: Findings from the Field
Round Table Discussion
Closing

4. MDE Updates

5. Work-Logs

6. Work Logs Why the change?
The Blueprint for Rapid Turnaround
Create urgency
Leverage systemic support
Dramatic improvement in student and teacher performance

7. Work Logs Why the Change?
Consultants’ work is grounded in the support of the Blueprint for Rapid Turnaround in the districts they serve.
Running record of support

8. Work Logs Why the change?
Process at tables:
Dropbox
What questions do you have?

9. Morning Break

10. Summary of findings: Work-Logs

11. Work Logs The majority of the support happened at the building level.
There were minimal data dialogues facilitated; indicating that this was not an organic process between the schools and consultants. (Keep in mind that MSU consultants facilitated many data dialogues in the fall; however, this is not an event, and there should be evidence of ongoing data dialogues throughout the school year at every level of the organization).
In districts where there were multiple priority and focus schools ISD consultants were beginning to collaborate in order to synthesize the support the districts are receiving.

12. Teaching & Learning Priorities
The creation of the teaching and learning priorities were facilitated by MSU consultants for the most part and were completed at the time transition of services took place.
There was often a disconnect between school level data and the alignment to district systems which will impact the data.
There was very little documented in Assist about what districts would do with the priorities and how they would progress monitor results of the work throughout the year.

13. For Discussion
How has your entrée into the districts with focus schools gone thus far this year?
What successes are you having in looking at focus school issues from the district perspective?
What challenges are you having in presenting the focus school issue as a district-level concern rather than just one confined to the building level?

14. Professional learning calendar changes
Effective October 26, 2015

15. Professional Learning
Input from the field told us:
There is a need for us to provide learning in multiple ways…
Continue to offer face-to-face training
Collaborative Leaning Cycle
Crucial Conversations
Crucial Accountability
Instructional Learning Cycles
SEC Analysis
Strategic School Design
Add online learning modules via Moodle
Overview of the MI Excel Statewide System of Support
The Changing Role of the ISD to Support the Blueprint for Rapid Turnaround
An Introduction to the Blueprint for Rapid Turnaround
The Blueprint’s Driver and Driver Systems
The Blueprint’s District Systems
Allocation of District Resources Aligned to Students Needs
The Blueprint’s Building-Level Routines
ISDs/ESAs may request additional face-to-face training

16. Professional Learning
Process at tables:
tinyurl.com/miexcel-resourcecenter
What questions do you have?

17. Lunch

18. Lunch Conversation
The new metric focuses on ELA and math as opposed to all core content areas.
How can the systems of the Blueprint enable a district to make systemic change in all core content areas while focusing energy on the targeted disciplines?

19. Blueprint Facilitator certification
Orientation for Cohorts I, II
November 5, 2015
Henry Center, East Lansing

20. Sharing the Blueprint Turnaround Institutes Wayne
Upper Peninsula Counties
Macomb
Calhoun
Traverse Bay
Clare-Gladwin
MASA
MASB

21. Certification Process
Proven expertise in the ability to facilitate the installation of the Blueprint (with fidelity) in a priority and/or focus district.
Twelve to 24 month process
Venue
Online
Face-to-Face
Cohort Meetings
Field Observation
Technical Assistance, Feedback, and Review

22. Blueprint Facilitator Certification Cohorts
Cohort I – Early Adopters (Orientation November 5th)
Cohort II – Beginning November 5th
Cohort III – TBD
Cohort IV – Fall 2016

23. Recalibrating Teaching & Learning Priorities

24. The Case of the Focus School: May 2015
The Case Discussion
What did the data analysis reveal about the bottom 30%?
What were the building’s Teaching & Learning Priorities?
How were these Teaching & Learning Priorities implemented?
How was the work progress monitored? By whom? How frequently?
What did the progress monitoring reveal?
What district systems were studied? What changes were made at the system level? How was this implemented? What did progress monitoring reveal? Where did the DIF spend the majority of his/her time? What did she/he do?
To what extend was the building/district successful in its work with the bottom 30%?
What local data do we have to make that call? What do they show?
How might we predict these students to do on the statewide assessment?
What is the district/building’s next steps?
What significant issues remain unresolved?

25. Expanding the Teaching & Learning Priorities
Building-Level Data (Data Dialogue Protocol)
Connecting Building-Level Data to District-Level Systemic Issues
Connecting this Work to the Blueprint
Writing the T & L Priorities
Implementing an Action Plan
Progress Monitoring the Work (Performance Management)
Predicting Student Performance on MSTEP 2016

26. I: Exploring the Data
What data are you looking at to explore the gap between the top and bottom 30%?
State Data
Local Data
How will you use the data protocol (Wellman & Lipton) in order to help your district and buildings explore this gap?
As these schools were previously identified, what data will you use to explore whether or not previous attempts to close the gap have been successful and to what degree?
What do the takeaways look like in this step?

27. II: Connecting Building-Level Data to District Systems
How do you take what was identified at the building level and link it to district systems? How do you guide them in this thinking?
Example: Grade 4 Math. According to the most recent MSTEP data, the bottom 30% are children who live in poverty, children with IEPs, and a few English Language Learners. They score at the low end of level 4 while the highest performers are at the top of the scale in Level 1.
What are potential causes?
Teachers, Students, Leaders
Curriculum, Instruction, Infrastrucure
How do these causes link to district systems? Which ones?
What does this work look like for the DIF?

28. III: Connecting the Issues to the Blueprint
Where do the district systems identified link to the Blueprint?
What tools are available to assist you?
What tools would you like us to develop for you?
How might this serve as entrée for the Blueprint in a non-installing district?

30. Afternoon Break

31. IV: Writing the Teaching and Learning Priorities
What would model Teaching and Learning Priorities look like?
Data exploration that explores the bottom 30%
The link between building-level data and district systems
The link to the Blueprint
Action steps
Performance management plan
Plans to embed work in SIP (2016)

32. V: Implementing Action
How do you help district and building leaders establish specific actions at both the district and building levels to impact the achievement of the bottom 30%?
What might this simple action plan look like?
With only 40 hours of work as a DIF, how do you get all of this done AND develop skills in district and building leaders so that they can do the majority of the work without your every day oversight?

33. VI: Performance Management
Process Data
Fidelity of Implementation
Impact of Plan on Achievement
Achievement Data
Local Data to Track Progress
Link to Blueprint’s Performance Management
Monthly District-Led Conversation Protocol

34. VII: Predicting Student Performance on MSTEP
How does the performance management plan assist district and building leaders in predicting student achievement on MSTEP?

35. DIF Survey
Survey questions will be rewritten to align to these seven steps in addition to the questions that ask you to identify where teaching and learning priorities are/will be in the upcoming school improvement plan.

36. Round Table