1. SIP Training Harnett County Schools Thursday, March 29, 2012

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8. 8 5 REMINDERS 1.Have you followed the “rules” for developing a SIP? 2.Have you adopted a problem-solving method? 3.Do you know your data? 4.Is your plan research based? 5.Are you using your flexibility wisely?

9. 9 REMINDERS 1.Have you followed the “rules” for developing a SIP? 2.Have you adopted a problem-solving method? 3.Do you know your data? 4.Is your plan research based? 5.Are you using your flexibility wisely? Math Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

10. 10 REMINDERS 1.Have you followed the “rules” for developing a SIP? 2.Have you adopted a problem-solving method? 3.Do you know your data? 4.Is your plan research based? 5.Are you using your flexibility wisely? SIP “Rules” 1.Submit to district before October 2012. 2.Meet requirements of NC general statutes. Elected team (with parents) Data-driven focus (CNA, RttT) Research-based interventions Lunch, Planning, Waivers, etc. Voting 3.Meet requirements of federal guidelines. Title I components Parent Compact http://hcscurriculum.wikispaces.com/

11. 11 REMINDERS 1.Have you followed the “rules” for developing a SIP? 2.Have you adopted a problem-solving method? 3.Do you know your data? 4.Is your plan research based? 5.Are you using your flexibility wisely? Math Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

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15. 15 REMINDERS 1.Have you followed the “rules” for developing a SIP? 2.Have you adopted a problem-solving method? 3.Do you know your data? 4.Is your plan research based? 5.Are you using your flexibility wisely? Math Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

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17. 17 REMINDERS 1.Have you followed the “rules” for developing a SIP? 2.Have you adopted a problem-solving method? 3.Do you know your data? 4.Is your plan research based? 5.Are you using your flexibility wisely? Math Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

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20. 20 Effective use of Revised Bloom’s Taxonomy increases the probability of improved validity of assessment and improved quality of instruction through the alignment of standards, instructional activities/materials, and assessments.

21. 21 REMINDERS 1.Have you followed the “rules” for developing a SIP? 2.Have you adopted a problem-solving method? 3.Do you know your data? 4.Is your plan research based? 5.Are you using your flexibility wisely? Math Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

22. 22 REMINDERS Flexibility Lesson Plans – Clarify LEA expectations – Clarify site expectations Schedule – Master schedule (Principal) – Daily Schedule (Teacher) – Excel (open to discussion) Other?

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24. Understanding New AMOs 2010-2011 Baseline 2011-2012 Targets 2012-2013 Targets 2013-2014 Targets 2014-2015 Targets 2015-2016 Targets 2016-2017 Targets Reading Subgroup GSHSGSHSGSHSGSHSGSHSGSHSGSHS Total (All students) 72.884.275.185.577.386.879.688.281.989.584.190.886.492.1 Native American 57.772.861.275.164.877.368.379.671.881.975.384.178.986.4 Asian 79.181.080.882.6 84.284.385.886.187.387.888.989.690.5 Black 54.074.757.876.861.778.965.581.069.383.173.285.277.087.4 Hispanic 57.675.661.177.664.779.768.281.771.783.775.385.878.887.8 Multiracial 73.386.675.587.777.888.880.090.082.291.184.492.286.793.3 White 81.790.483.291.284.892.086.392.887.893.689.394.490.995.2 Economically Disadvantaged 57.975.661.477.664.979.768.481.771.983.775.485.879.087.8 Limited English proficent 37.232.142.437.847.743.452.949.158.154.763.460.468.666.1 Students With Disabilities 39.545.944.550.449.654.954.659.459.763.964.768.469.873.0 100 - 57.6 means 42.4% are not proficient. Decrease by half in equal increments over 6-years means 42.4/2 = 21.2. 21.2 point improvement over 6 years 21.2/6 ≈ 3.5 point increase every year 24Wednesday, February 2, 2012

25. Gap Closure Gap Closure over time. 25Wednesday, February 2, 2012

26. Gap Closure The furthest behind must improve at the fastest rate. Steeper targets mean accountability for closing gaps. 26Wednesday, February 2, 2012

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28. From USED Flexibility Guidance: PriorityFocusReward From USED Flexibility Guidance: A “focus school” is a Title I school in the State that, based on the most recent data available, is contributing to the achievement gap in the State. A “priority school” is a Title I or Title I- eligible school that, based on the most recent data available, has been identified as among the lowest- performing schools in the State. A “reward school” is a Title I school that, based on the most recent data available, is a highest-performing school or a high- progress school. (Must make AYP for all subgroups and cannot have persistent achievement gaps) Priority, Focus, & Reward USED Definitions 28Wednesday, February 2, 2012

29. Determined by Reading + Math Performance Composite < 50 % in 2010-11 school year and one of the two previous years (2008-09 or 2009-10) Graduation rate < 60 % Determined by Schools with the largest in-school gaps for 2010- 11 school year and one of the two previous years (2008-09 or 2009-10) Above 3-year state average of 38.7% Title I schools with a subgroup with proficiency score below 50% for 2010-11 school year and one of the two previous years Determined by Poverty rate at or above 50% and gap between highest and lowest performing subgroups below 3-year state average and Schools made AYP and all subgroups have performance composite above state performance composite and graduation rate, if any, above state graduation rate or Schools in the highest 10% performance composite progress and graduation rate progress, if any, for “all students” over a 2-year period. PriorityFocusReward Priority, Focus, & Reward Methodology Employed by NCDPI 29Wednesday, February 2, 2012

30. SEA must ensure that interventions are aligned with each of the following “turnaround principles”: Strong leadership Effective teachers and improved instruction Expanded learning time Strengthened instructional program Use of data School safety and discipline Family and community engagement LEA/School must implement interventions to address the gap in performance for which they were identified Interventions must reflect evidence-based best practices aligned to overall school improvement efforts within the Title I school program PriorityFocus Priority and Focus What interventions will be required? 30Wednesday, February 2, 2012

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