1. Indiana Student Achievement Institute InSAI Meeting 6 STRATEGY CHAIR TRAINING Writing Strategy Implementation Plans

2. Strategy Plan Components COMPONENTREQUIREDAUTHOR Title & Description RequiredSteering Team Task Force Roster Optional (based on Steering Team decision) Strategy Chair Strategy Data Optional (based on Steering Team decision) Strategy Chair To-Do List Required for high and medium energy strategies Strategy Chair

3. REPORTUSE To-Do List Will guide the school next year Check off activities as completed Strategy Progress Reports Evaluate strategy implementation Evaluate adult behavior changes Professional Development Summary Exclusive Rep signs (PL221) Foundation for DOE PD Grant Ap Strategy Task Force Roster Demonstrates broad input into development and implementation of strategies. REPORTS GENERATED FROM YOUR WORK

4. Who will see what you write? A.InSAI Staff B.Local Steering Team C.Exclusive Rep D.Faculty E.Superintendent F.DOE G.Public (Parents, school board, anyone!)

5. InSAI Online System LOGIN

6. InSAI Online System SCHOOL IMPROVEMENT PLAN

7. TITLE AND DESCRIPTION (completed by the Steering Team) Component A

8. Title & Description TITLEDESCRIPTION Short Descriptive What you will do? Who will do it? When will it occur?

9. Strategy Strength FOCUSIMPACTENERGY Specific General High – Inside High – Outside Low High Medium Low Low-Continuation

10. Strategy Plan Components (Inclusion determined by the Steering Team)  Task Force Roster  Strategy Data  To-Do List

11. Strategy Crosswalks InSAI FORCES DATA TARGETS AREAS OF CONCERNS STUDENT GROUPS

12. InSAI Online System STRATEGY PAGE FEEDBACK

13. InSAI Online System TITLE & DESCRIPTION

14. TASK FORCE ROSTER Component B

15. Task Force Roster 1.Delegate tasks – Plan & Implement Friend 1 - Strategy Implementation Friend 2 - Anti-Resistance Friend 3 - Professional Development Friend 4 - Evaluation 2.Who should be task force members? Few teachers? All teachers?

16. Task Force Roster RUBRIC The members of the task force have been listed and the groups represented have been identified

17. InSAI Online System TASK FORCE ROSTER

19. STRATEGY DATA Component C

20. ADULT DATA (Required if doing strategy data) Changes in adult behaviors STUDENT DATA (Optional if doing strategy data) Changes in student behaviors

21. ADULT DATA

22. Question 1: Who are you trying to change? All teachers Third grade teachers Math teachers All counselors The principal Parents Kiwanis club members

23. Question 2: What do you want them to do? We want these adults to.... Cover the Indiana Academic Standards in their teaching Use the XYZ method for teaching writing Provide after school tutoring for Algebra I students Differentiate their instruction

24. Question 3: What will you count in December and/or May next year to see if they did it? % of teachers who submit a weekly log of the standards they covered % of teachers observed teaching the XYZ method of writing # of after school Algebra tutoring sessions provided % of teachers submitting 1 lesson plan per week showing differentiated instruction

25. 1. Who are you trying to change with this strategy? 4 th grade teachers 2.What do you want this group to do? Provide increased reading time during the school day 3.What will you count to see if they did it? The average number of books passed out by the teachers. Strategy Title: Increased Reading Time Common Mistake Doesn’t measure 6b

26. 1. Who are you trying to change with this strategy? 4 th grade teachers 2.What do you want this group to do? Provide increased reading time during the school day. 3.What will you count to see if they did it? The average number of minutes teachers provide for student reading in class each marking period. Strategy Title: Increased Reading Time BETTER

27. 1. Who are you trying to change with this strategy? All teachers 2.What do you want this group to do? Align their instruction with the Indiana Academic Standards 3.What will you count to see if they did it? % attending a curriculum alignment seminar Strategy Title: Instructional Alignment with Standards Common Mistake Attendance ≠ change

28. 1. Who are you trying to change with this strategy? All teachers 2.What do you want this group to do? Align their lesson plans with the Indiana Academic Standards 3.What will you count to see if they did it? % turning in weekly lesson plans aligned with standards % observed teaching lessons that are aligned with standards Strategy Title: Instructional Alignment with Standards BETTER

29. 1. Who are you trying to change with this strategy? All parents 2.What do you want this group to do? Attend non-sports related events at school 3.What will you count to see if they did it? Number of parent who attend non-sports related events Strategy Title: Parents in the Building Project Common Mistake Doesn’t measure # 2 Attendance ≠ change

30. 1. Who are you trying to change with this strategy? All parents 2.What do you want this group to do? Talk to their children daily about school 3.What will you count to see if they did it? % of students reporting their parents talk to them daily about school % of parents reporting they talk to their children daily about school Strategy Title: Parents in the Building Project BETTER

31. WHAT TO COUNT TIMERELIABILITY Self Report (survey) FastLeast Reliable Documentation Somewhat Time Consuming Less Reliable Observation Time ConsumingMost Reliable

32. EXAMPLE FOR XYZ WRITING METHOD DATA TYPE EXAMPLE Self Report (survey) Survey teachers to find out if they implemented the XYZ writing method Documentation Somewhat Time Consuming Observation Time Consuming

33. Lessons Learned – Adult Data Who?A group of adults What do you want to see? No attendance. Think: Why do you want them to attend? What will you count? Make sure what you’re counting reflects the behavior you’re trying to bring about.

34. STUDENT DATA (optional)

35. 1. Who are you trying to change with this strategy? 9th grade students 2.What do you want this group to do? Pass all classes first semester. 3.What will you count to see if they did it? % of 9th graders who pass all classes Strategy Title: Success Strategies Lesson in AA Common Mistake Not a behavior Doesn’t measure a behavior

36. 1. Who are you trying to change with this strategy? 9th grade students 2.What do you want this group to do? To be engaged in learning 3.What will you count to see if they did it? % who turn in all homework on a given day % who bring materials to class on a given day % who participate in Homework Club during activity period. Strategy Title: Success Strategies Lesson in AA BETTER

37. Lessons Learned – Student Data Who?A group of students What do you want to see? No attendance. Think: Why do you want them to attend? What will you count? Make sure what you’re counting reflects the behavior or attitude you’re trying to bring about. NO ACHIEVEMENT

38. Strategy Data RUBRIC The strategy data indicate the group of adults whose behavior will change. The strategy data measure the degree to which the desired behavior is demonstrated.

39. InSAI Online System STRATEGY DATA

41. TO-DO LISTS Component D

42. Four To-Do Lists D1IMPLEMENTATION TOOLS D2ANTI-RESISTANCE D3PROFESSIONAL DEVELOPMENT D4EVALUATION

43. TO-DO Implementation

44. To-Do List Components Strategy: Benchmark Assessment Activity / Action Person Responsible Calendar Date Select benchmark test providerJane DoeMay 30, 2010 Order benchmark testsHarry SmithJuly 1, 2010 Establish benchmark calendarJane DoeMay 30, 2010 Frequency choices: Month by weekday (e.g. third Wednesday) Month by date (e.g. 15th) 9 weeks 6 weeks 1 week

45. Common Mistake ACTIVITY / ACTIONPERSONDATE Give learning style assessmentJ. Doe9-1-10 Strategy: Learning Style Assessment ADVANTAGE Saves Time This Year DISADVANTAGE No To-Do List Next Year

46. Strategy Implementation Activities RUBRIC The strategy implementation activities hold high promise for enabling the strategy to be successfully implemented. The combined implementation activities will provide individuals with what they need to implement the strategy (materials, instructions, forms, timelines, etc.) Activities that occur more than once have been set to recur appropriately

47. TO-DO Anti-Resistance

48. RESISTANCE is normal !

49. RESISTANCE is healthy !

50. SOMETIMES resisters are right !

51. LOOKS LIKE x SOUNDS LIKE x Identifying resistance: What does resistance look / sound like?

52. RESISTANCE is the outward expression of the fear of losing something

53. COMMON FEARS What might people be afraid of losing?

54. X PEOPLE MAY BE AFRAID OF LOSING...

55. Fear of losing TIME X ANTI-RESISTANCE STRATEGIES

56. Fear of losing CONTROL X ANTI-RESISTANCE STRATEGIES

57. HELP SHEET 6.9 Person or group? What are they afraid of losing? What are you going to do?

58. REMEMBER Resistance is triggered by fear. Listen. What is the fear? No resistance = Not Engaged Don’t take it personally

59. Anti-Resistance Activities RUBRIC Anti-resistance activities are provided if needed Activities that occur more than once have been set to recur appropriately

60. TO-DO Professional Development

61. Teachers deserve help in developing the new knowledge and skills they need to successfully implement a new strategy. WHY PROFESSIONAL DEVELOPMENT?

62. Professional Development Sit & Get

63. CONTINUUM OVER TIME StageQuestionNeedActivity 1.No Awareness What is this? Why should I care? INFORMATION ? 2.InterestedHow do I do this? SKILL BUILDING ? 3.Early Use Did I do ok? FEEDBACK ? 4.Routine Use Can I do it better? REFINEMENT ?

64. FINDING TIME FOR PROFESSIONAL DEVELOPMENT State Requires:5 hours of instruction for grades 1-6 6 hours of instruction for grades 7-12 INSIDE CONTRACTOUTSIDE CONTRACT Student arrive late on PD days Run a “delay” schedule Only possible if school day lasts longer than 5-6 hours Token stipend ($20) Teachers arrive “late” every day – bank time School starts at 8:00 Contract time starts at 7:30 Teachers arrive daily at 7:35 Available – 100 minutes per month of teacher banked time Door prizes TV Refrigerator Vacations Restaurant coupons Prep Time Presenter presents multiple times Webcasts / webinars Release from duty Add contract days (180+)

65. ACTIVITY FOCUS Document 6.10 ACTIVITY FORMAT Document 6.11

66. Professional Development Activities RUBRIC Each description adequately describes the activity (ASAI) The intended participants of each activity have been identified (ASAI, DOE) The purpose of each activity has been identified The format of each activity has been identified (ASAI, DOE) The activities include an appropriate mix of awareness and skill-building (ASAI, DOE) The activities ensure that educators receive feedback after strategy implementation (ASAI, DOE) The professional development activities address a variety of learning styles (ASAI, DOE) The activities foster collegiality and cooperation (ASAI, DOE) The activities are integrated into the school day. (ASAI, DOE) Activities that occur more than once have been set to recur appropriately (ASAI)

67. TO-DO Strategy Evaluation

68. Design the XYZ evaluation tool THIS YEAR Collect baseline data THIS YEAR Collect follow-up data NEXT YEAR – DECEMBER 1 Collect follow-up data NEXT YEAR – MAY 1 Common Evaluation Activities

69. Evaluation Activities RUBRIC Activities include the collection of baseline data Activities include the collection of follow-up data Activities that will occur more than once have been set to recur appropriately

70. InSAI Online System STRATEGY TO-DO LIST

72. Indiana Student Achievement Institute InSAI Meeting 6 STRATEGY CHAIR TRAINING Writing Strategy Implementation Plans