1. Indiana Student Achievement Institute InSAI STEERING TEAM TRAINING Writing Strategy Titles & Descriptions Analyzing Your Collective Strategies

2. Writing Your Strategy Titles and Descriptions 2

3. Where will what you write appear? 1.Strategy Summary Report 2.Strategy Implementation Plan Report 3.Professional Development Summary Report Who will read what you write? 1.Indiana DOE – Accreditation Office 2.Indiana DOE – Title I Office 3.Federal DOE / Inspector General Offices (if audited) 4.Local School Board 5.Public – On file at DOE for public review 6.Public – InSAI Website (optional) 3

4. 1. Enter the strategy title 2. Enter the subtitle (optional)  If the strategy is required o The required title will be auto-populated o Add a subtitle (optional) o May use a required title more than once – with different subtitles  If the strategy is not required o You create the title o 3-5 words o Descriptive 4

5. Title Big Al Problem: Title not descriptive Common Mistake

6. TitleDescription An extended (two period) Algebra I class will be offered for freshmen who failed 8th grade ISTEP. In addition, math tutoring will be offered before school. Problem: Two strategies Common Mistake Extra Help for Algebra I

7. GROUPERS TitleDescription The parent liaison will 1) create a parent volunteer program, 2) hold monthly parenting workshops, 2) distribute a monthly parent newsletter, and 3) organize a “Family Night” with stations. Parent Involvement

8. SPLITTERS TITLESUBTITLE Parent InvolvementParent Volunteer Program Parent InvolvementMonthly Parenting Workshops Parent InvolvementParent Newsletter Parent InvolvementFamily Night

9. 3. Enter the strategy description (for local and required strategies)  VERY IMPORTANT – BE CONCISE o What will happen? o Who will do it? o When will it occur? Example: Teachers will provide tutoring on a daily basis during activity period for students who did not pass the most recent benchmark test in English and/or Math. 9

10. Common Mistakes Description All students will improve problem solving skills across the curriculum Problem: Vague, not descriptive

11. 4. Enter the strategy chair  Emerging leader  Will be responsible for: o Writing the Strategy Implementation Plan o Monitoring implementation o Coaching and mentoring colleagues o Evaluating the strategy (collect & analyze data) o Recommending whether the strategy should be: Continued Revised Discontinued 11

12. 5. Enter the impact level  High Impact – Classroom  Strategy will impact an adult practice inside the classroom  Examples: o Curriculum o Instruction o Assessment o Extra help o Environment (classroom discipline)  High Impact – Outside  Strategy will impact an adult practice outside the classroom  Supports or compliments classroom practices  Examples: o Guidance o Extra help o Environment (parent involvement)  Low Impact  No or remote impact on classroom practices  Implemented too infrequently to have a significant impact  Not well-thought-out (vague description); implementation unlikely 12

13. Low Impact Strategies Not likely to impact achievement Tend to be “add-ons” Why do schools implement low-impact strategies?  Safe – don’t ask for change of current practices  Harmony / collegiality What’s the danger of low-impact strategies?  Make us “feel good”  Give the impression of doing something when really aren’t  Create a false sense of security so we don’t do the things that really make a difference StrategyWhy it’s low impact Provide some extra help.Vague Not well-thought-out Not likely to be implemented Tutoring once a monthInfrequent Book bags for every studentNo or little impact on classroom

14. 6. Enter the energy level  High Energy  Will take significant energy from the entire faculty to implement  Usually requires significant professional development  Medium Energy  Will take medium energy from the entire faculty to implement or  Will take high energy from a few faculty members to implement  Low Energy  Will take minimum energy from a few staff members to implement  Low Energy - Continuation  Once a high-energy strategy  Now takes minimum energy from a few staff members to implement 14

15. 7. Check the components you want to appear in the Strategy Implementation Plan  Title & Description  Required  Task Force Roster  When tasks need to be delegated to many people  When you want every teacher to be assigned to a task force  Strategy Data  For new or unproven strategies  Measures changes in adult practices  Time consuming  To-Do Lists  When you want tasks to appear on the calendar  Required for high and medium energy strategies 15

16. 8. Check 1-3 forces being addressed:  Expectations  Curriculum  Instruction  Assessment  Extra Help  Guidance  Environment 16

17. 9. Check the Areas of Concern that this strategy was designed to impact. 1.Local Areas of Concern o Will appear online (based on what you entered) 2.Required Areas of Concern o Will auto-populate (based on the reviews that you selected) 3.Don’t get “click happy” In other words, don’t make claims that the strategy will “fix” a concern when it won’t have much impact on that concern. 17

18. 10. Check the student groups that will be impacted by this strategy.  All students (if all students, only select this option)  Gender selection  Ethnicity selection  Income selection  Limited / Non-Limited English  General or Special Education 18

19. 11. Exclude from Strategy Database Only check this box if you want your strategies to be excluded from a public searchable database that lists:  Strategy title  Strategy description  School name and location  School contact information 19

20. Analyzing Your Collective Strategies 20

21. Everything you’ve done up to now has been a waste of time if your strategies don’t make a difference. 21

22. Review the Combined Strategies Impact Report 1.DATA TARGET IMPACT One by one, consider each data target. Do you find strategies that will significantly impact the data target? Do you need to add strategies? Omit data targets? 2.LOW-IMPACT STRATEGIES Do you have low-impact strategies? How can you change these strategies to make them high-impact? Should you omit these strategies? 3.MEANINGLESS STRATEGIES Do you have strategies that don’t support any data target? If so, why are you doing these strategies? Do you need to omit them? Add a data target? 4.CLASSROOM STRATEGIES Are the majority of your strategies “classroom” strategies? If not, why have you avoided making changes in the classroom? Do you need to add classroom strategies? 22

23. Review the Energy Commitment Report 1.TOO MANY HIGH-ENERGY STRATEGIES  How many high-energy strategies do you have in your plan?  Are you spreading your faculty too thin?  Do you need to omit one or more high-energy strategies? 2.TOO FEW HIGH-ENERGY STRATEGIES  How many high-energy strategies do you have in your plan?  Are you expending enough energy to bring about change?  Are you avoiding classroom strategies?  Do you need to add one or more high-energy strategies? Note: If you say you’re going to implement a strategy, then the expectation is that you will implement it and implement it well. Omit strategies that you don’t think will be implemented well. 23

24. NEXT STEPS 24

25. Individual Team Meetings Your Steering Team will meet individually with an InSAI staff member to review your collective strategies. Bring 1.Collective Strategy Energy Commitment Report 2.Collective Strategy Impact Report 3.Strategy Summary Report Agenda 1.Review (and approve) all strategy titles & descriptions 2.Discuss energy commitment 3.Discuss collective impact on data targets IMPORTANT: ALL strategy titles and descriptions must be entered at this time. 25

26. “Passing the baton” to the Strategy Chairs 1.Selection: Identify a Strategy Chair for each strategy requiring more than a title and description. Strategy Chair Point Person - serves as the Strategy Chair for all strategies that require only a title and description. More information: See Document 5.X 2.Strategy Chair Workshop: Attended by: Strategy Chair Point Person Up to 6 Strategy Chairs (for more comprehensive strategies) Must register online Bring a laptop with a) online capacity and b) a full battery 26

27. Year end: 1.All submissions are approved Congratulatory balloons will appear on your website You will be able to download and print your school’s SIP Summary Report (PDF) You will be able to publish your SIP online 2. InSAI Update Email – May: Will include instructions for Submitting your SIP to DOE electronically 3. On June 30 InSAI will send DOE a list of all schools that meet the PL221 requirements for school improvement planning 27

28. Indiana Student Achievement Institute InSAI STEERING TEAM TRAINING Writing Strategy Titles & Descriptions Analyzing Your Collective Strategies