Using ASSIST to Complete the Indiana School Improvement Plan

Using ASSIST to Complete the Indiana School Improvement Plan
March 1, 2016

Introductions Introduce yourself to everyone at your table.
Go to the table next to you and introduce yourself to at least 3 people at that table.

Agenda Learn how to complete the INSIP components
Learn how to use the Goal/Plan Builder Learn how to complete the Title 1 Schoolwide Assurances Learn how to complete the SAP components Talk about morphing 221 into this format… © 2015 AdvancED

Indiana School Improvement Plan Student Achievement Plan
ASSIST Indiana School Improvement Plan P.L. 221 Student Achievement Plan Title I Schoolwide Terms that are often used in External Review reports and that the team needs to understand… In order for institutions to be able to sustain their good efforts, two things must be in place: Systematic processes – has the school established a process to perform certain tasks (i.e. vision/mission review and revision, data analysis, professional development planning), so that these tasks are done in the same way at the same time on a schedule (with revisions allowed, of course). Systemic – remember that we don’t want to see pockets of excellence but excellence everywhere. This is why 4’s are so rare since institutions haven’t created systematic processes to ascertain that ALL teachers are performing at certain levels. Note to presenters: If you can get to this point by the end of the first day, you will be in good shape for the second day. © 2015 AdvancED © 2013 AdvancED

Components Self Assessment Student Performance Diagnostic
Stakeholder Feedback Diagnostic* Improvement Plan Improvement Plan Stakeholder Involvement Executive Summary *optional for March 1, 2016 submission © 2015 AdvancED

Internal Review The Power of an Internal Review comes from its ability to provide a framework for rich dialogue and collaborative reflection for the purpose of increasing student learning. Notes: Encourage the participants to make the most of their continuous improvement process. The internal review has the ability to engage stakeholders in a reflective and collaborative process, that increases their knowledge, sense of ownership, and contributes to the institution’s efforts to ensure student success. Examines organizational effectiveness Analyzes student performance Engages stakeholders in deliberate reflection Promotes deep and collective understanding of practices, processes and impact Involves stakeholders in the continuous improvement of the system and its schools Provides a framework for rich dialogue and important discussion Produces valid evidence to inform and guide action Positions institutions to strategically improve Provides context and information to the External Review Team 6 © 2015 AdvancED © 2015 AdvancED

The Standards AdvancED Standards for Quality 1 3 2 4 5
Purpose and Directions 3 Teaching and Assessing for Learning Resource and Support Systems 2 Governance and Leadership 4 Notes: The five AdvancED Standards reflect current pedagogy and practice and are of quality and educational relevancy. (We practice what we preach and strive to continuously improve.) It is not the number of standards but the comprehensive picture of quality they define and describe. Together, the standards provide a complete and rich whole. It is their interconnectedness that makes them rich and powerful. Together the standards provide a focus for the future– a roadmap towards excellence. Using Results for Continuous Improvement 5 AdvancED Standards for Quality © 2015 AdvancED © 2015 AdvancED

Talking Point Using the abbreviated Standards for Quality Schools, share with your partner why it is important for the school to determine how effectively they are operating in these areas. © 2015 AdvancED

The Standards The Standards include: Statements (5) Indicators (33)
Focus of internal review Rated individually Contain multiple concepts Quality Evidence (multiple sources) Performance Rubrics Four levels Notes: The five AdvancED Standards are comprehensive statements of quality practices and conditions that research and best practice indicate are necessary for schools to achieve quality student performance results and organizational effectiveness. Accompanying each standard are indicators. The indicators are operational definitions or descriptions of exemplary practices and processes. When seen together, the indicators provide a comprehensive picture of each standard. What does this tell us? The 33 (+) or more indicators will be rated individually on a 1-4 scale (four descriptive levels) that detail varying degrees of performance. The performance levels contain rich, detailed descriptors of what this indicator looks like in practice. Evidence identifies the practices and/or processes being implemented that demonstrate the degree to which the school is meeting the indicator. It supports (provides proof) the claim made and answers the how do we know we are doing what we say. © 2015 AdvancED

Standard 1: Purpose and Direction Indicator 1.1
Performance Levels 4, 3, 2, 1 Quality Evidence Standard 1: Purpose and Direction Indicator 1.2 Performance Levels 4, 3, 2, 1 Quality Evidence Standard 1: Purpose and Direction Indicator 1.3 Performance Levels 4, 3, 2, 1 Quality Evidence Notes: Visual Framework. Each Standard is further defined by a set of indicators. These indicators are assessed by the institution (and the External Review Team) by Performance Levels. These Performance Level ratings are supported (column) by Quality Evidence. Evidence has to be high quality. If evidence is not high quality then results don’t matter. © 2015 AdvancED

This slide reflects the performance rubric for Standard 3. 3
This slide reflects the performance rubric for Standard Point out to participants the concepts contained within each of the various performance levels. See it in © 2015 AdvancED

Self Assessment Standard Narrative
What were the areas of strength you noted? What were the areas in need of improvement? What actions are you implementing to sustain the areas of strength? What plans are you making to improve in areas of need? Notes: Reflecting on the institution’s assessment of the indicators for each standard, they identify areas of strength and areas in need of improvement. How can we sustain the areas where we have been successful and plan for improvement where needed? Based on their reflections, the participants formulate narrative responses to these four questions for each of the five standards. Base your narratives on the responses to each of the Indicator Performance Levels Use language from the Performance Level descriptions to guide your writing Cite sources of evidence the External Review Team members may be interested in reviewing. 14 © 2015 AdvancED © 2015 AdvancED

Student Performance Diagnostic
This component asks schools to present and analyze their student performance data as well as any other relevant data they wish to include. © 2015 AdvancED

Student Performance Comprehensive picture of student performance over time Multiple assessments (pre/post) Review results of improvement, growth, status Focus for continuous improvement planning Notes: These are relatively self-explanatory. Focus mainly on the first two stars. Emphasize that this diagnostic can provide a clear focus for the institution’s continuous improvement planning and efforts. Provides a comprehensive picture of student performance over time Allows multiple assessments and multiple administrations Allows review of results through the lens of status, improvement and/or growth Provides a focus for continuous improvement planning 18 © 2015 AdvancED © 2015 AdvancED

Student Performance Data Document Evaluative Criteria
Diagnostic Questions Data Document Guidelines: Notes: The three components of the student performance diagnostic (completed in ASSIST) include: -the institution’s development of the Student Performance Data Document -application and assessment of the Evaluative Criteria -identify areas of strength and those in need of improvement by responding to Diagnostic Questions Encourage participants to review the Data Document Guidelines which are available through the site noted on the slide 19 © 2015 AdvancED © 2015 AdvancED

Applied Learning List the assessments currently used at your institution along with any other data you typically include as part of your P.L. 221 profile. Notes: The assessment matrix is OPTIONAL, but a great tool for institutions to determine where the “holes” in their assessment package exist. *Provide matrix in MSWORD for participants in Materials and Activities Guide. Participants list assessments in Materials or Presentation Guide. 20 © 2015 AdvancED © 2015 AdvancED

Four criteria with performance level rubrics
Student Performance Assessment Quality Test Administration Quality of Learning Equity of Learning Evaluative Criteria Four criteria with performance level rubrics Provide a focus for continuous improvement planning Notes: Apply the Evaluative Criteria. Each of the four Evaluative Criteria are assessed using a Four Performance Level Rubric Assessment Quality - All of the assessments used are accompanied by evidence demonstrating that they satisfy accepted technical requirements such as validity, reliability, absence of bias and instructional sensitivity. Test Administration - the students to whom these assessments were administered are accurately representative of the students served by the institution Quality of Learning - Evidence of student learning promoted by the institution is well analyzed and clearly presented. In comparison to institutions functioning in a similar educational context, students’ statuses, improvement and/or growth evidence indicates the the level of student learning. Equity of Learning - Evidence of student learning indicates the degree of decline in achievement gaps among subpopulations of students. 21 © 2015 AdvancED © 2015 AdvancED

Diagnostic Questions Student Performance Areas of Notable Achievement
Six open-ended questions Areas in Need of Improvement Notes: The questions from the analysis portion of the Student Performance Diagnostic are listed for your reference: Areas of Notable Achievement Which area(s) are above the expected levels of performance? Describe the area(s) that show a positive trend in performance. Which area(s) indicate the overall highest performance? Which subgroup(s) show a trend toward increasing performance? Between which subgroup is the achievement gap closing? Which of the above reported findings are consistent with findings from other data sources? Areas in Need of Improvement Which area(s) are below the expected levels of performance? Describe the area(s) that show a negative trend in performance. Which area(s) indicate the overall lowest performance? Which subgroup(s) show a trend toward decreasing performance? Between which subgroup is the achievement gap becoming greater? 22 © 2015 AdvancED © 2015 AdvancED

Stakeholder Feedback Diagnostic
This component asks schools to seek feedback from their students, staff and parents about how effectively the school is operating. Note: This component is optional for the March 1, 2016 submission. © 2015 AdvancED

Stakeholder Feedback Valid and reliable items on all surveys
Engages all stakeholders (parents, students, staff) Provides a focus for continuous improvement planning Requires minimum response rates (20% parents, 40% students, 60% staff) Available for use at any time Notes: There are several advantages and benefits to using the surveys. They provide a means for stakeholders to give input (not just be on the receiving end of an institution’s communications) There are versions for staff, students and parents that are aligned so comparisons among groups and over time can be made. All questions align with the indicators so results easily transfer to and contribute to your standard assessment. Data from surveys can inform and guide school improvement initiatives – priorities and actions. Surveys add to the collection of data schools have available to help them “better know” their institution. Minimum response rates need to be met by each stakeholder group. You must administer the surveys within a year of your review – however- they are available anytime and can be given to all or selected segments of your stakeholder populations. Surveys are free. 25 © 2015 AdvancED © 2015 AdvancED

Stakeholder Feedback Students Students Parents Parents Staff Staff
Administer Surveys Analyze Results Complete Stakeholder Feedback Diagnostic Use Results Students Parents Staff Students Parents Staff Stakeholder Feedback Data Document Evaluative Criteria Diagnostic Questions Continuous Improvement Notes: Four Main Steps to the use of the AdvancED Stakeholder Surveys and Feedback Diagnostic: (There are 4 dissolve-in animations.) The use of surveys and completion of the Stakeholder Feedback Diagnostic provides an overview of stakeholders’ perceptions regarding an institution. Surveys that are aligned with the AdvancED Standards are deployed, responses gathered and results analyzed. Careful consideration of the results contributes to an institution’s continuous improvement planning. Surveys are completed electronically (English) or on paper (variety of languages). Electronically completed surveys have a 24 hour turn-around. Hard copies take generally three weeks to process. There are four main steps to completing the Stakeholder Feedback Diagnostic: Administer the surveys to designated stakeholder populations. Gather and analyze survey results (from various stakeholder groups) Complete Diagnostic: Formulate the Stakeholder Feedback Data Document Apply the Evaluative Criteria Respond to Diagnostic Questions Utilize survey results in your continuous improvement planning. With a focus on institutional improvement 26 © 2015 AdvancED © 2015 AdvancED

Languages English Spanish Portuguese Arabic Mandarin Haitian Creole
Diné Notes: Online or paper? If you are going to use English surveys, online is the way to go to get the responses quickly and to be able to monitor progress. There is no cost for the AdvancED paper surveys other than postage to mail the completed surveys to Alpharetta once the surveys are closed and all surveys collected. The paper surveys are available in a variety of languages. (see above) AdvancED has two Catholic Identity Surveys available for Catholic schools and systems: Defining Characteristics of Catholic Identity and Program Effectiveness of Catholic Identity. A couple of our partner agencies have or are in the process of developing surveys for their faith-based institutions. 27 © 2015 AdvancED © 2015 AdvancED

Notes: A Guide to Administering Surveys and Generating Survey Results is available through This tool is designed to facilitate an institution’s administration of the surveys and ability to generate survey results and reports within ASSIST. Instructions on administering paper surveys is included. AdvancED publishes Technical Guides to assist institution’s with their completion of the the various Diagnostics in ASSIST. These and others are available through the websites noted on the slide. Technical Guide: Administering Diagnostics Technical Guide: Administering Stakeholder Surveys Guide to Administering Surveys and Generalizing Survey Results 28 © 2015 AdvancED © 2015 AdvancED

ASSIST™ Reports Survey Reports in ASSIST Description of Results
Survey Data Export Provides demographic survey responses, Likert Scale-based responses Survey Open Question Export Provides open-ended responses in Excel Survey Response Count by Demographic Provides summarized counts to Likert scale questions disaggregated by the selected demographic Survey Response Count Summary Shows number and percentage of responses for each item on the Likert scale and by section and question Survey Scoring Summary Shows average score by standard, institution, and overall score Notes: Types of reports that are generated through ASSIST. May need some further explanation regarding these various reports. Possibly provide examples of the reports. © 2015 AdvancED

Converting Scores Elementary and Early Elementary surveys are on a 3 point Likert scale so must be converted to a 5 point scale Using the Stakeholder Worksheet, simply put in the number of responses and average scores, hit enter and voila! © 2015 AdvancED

Stakeholder Feedback Stakeholder Feedback Data Documents
Evaluative Criteria Diagnostic Questions Data Document Guidelines: Notes: The three components of the Stakeholder Feedback Diagnostic (completed in ASSIST) include: -the institution’s development of the Stakeholder Feedback Data Document -application and assessment of the Evaluative Criteria -identify areas of strength and those in need of improvement by responding to Diagnostic Questions Encourage participants to review the Data Document Guidelines which are available through the site noted on the slide 31 © 2015 AdvancED © 2015 AdvancED

Improvement Plan Stakeholder Involvement

Improvement Plan Stakeholder Involvement
Describe process to involve a variety of stakeholders in planning, including their selection, roles, and level of involvement. Describe the representations from stakeholder groups and their responsibilities in this process. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress. © 2015 AdvancED

“Tells the School’s Story”
Executive Summary “Tells the School’s Story” Description of the School School’s Purpose Notable Achievements and Areas for Improvement Additional Information © 2015 AdvancED

Applied Learning Using the Executive Summary Template, list items you would include in each of these sections. Notes: Provide the participants with an opportunity to share their institution’s purpose and direction with each other. Share their responses to the other items as cited. © 2015 AdvancED

Review Take a few minutes to review the P.L. 221 and ASSIST Crosswalk.
Questions? © 2015 AdvancED

Establishing Goals for Quality Improvements
Improvement Plan Establishing Goals for Quality Improvements Notes: The Improvement Plan is a required component of the AdvancED Performance Accreditation Process.

Continuous Improvement…
Is undertaken for the benefit of students. Happens at the classroom level. Is a change process and will always involve doing things differently. These are basic but vital things to remember about continuous improvement. It is not something someone else makes you do, it is what you do because it is good for children. A plan is only a good one if it is implemented effectively in the classroom. If you continue to do what you have always done, you are not changing. (Eric Jensen’s mantra…”For things to change, I must change.) © 2015 AdvancED

Standards & Goals Content Standards
Focuses on academic skills belonging to a specific discipline Lifelong Learning Standards Focuses on knowledge and skills that cut across all disciplines and are applicable to life outside the classroom (Marzano, Pickering, McTighe, 1993) Notes: Sometimes schools confuse these two because typically it is content standards that are assessed, and that is the data we use to determine our goals. However, LLS are what is really being assessed (skills such as reading complex and varied texts, writing, analyzing and using information, etc.) if you dig down into that content data. It is much easier to get people on board, if we are trying to develop something worthwhile in students that is not tied to a specific discipline. © 2015 AdvancED

Quality Goals Supported by an analysis of data
Supports the institution’s purpose and direction Student-focused Addresses all learners Can be addressed institution-wide Notes: Two that should also be included in this list: Focuses on higher levels of thinking & Focuses on real-world application What makes a quality goal? These are the components of a quality goal. If you think a quick activity might come in handy here and you have the time, divide these components among the participants, have them work in pairs or small teams and then report out why these components are necessary. © 2015 AdvancED

Goal Name Objective defines Goals and Objectives
Brief statement reflecting an end result or desired condition you want to achieve Objective defines (a) Who is the target population? (b) What do they need to achieve? (c) How will success be measured? (d) When will they achieve it? Notes: Clarification about terms for G/P Builder is needed here as this always causes confusion. What we call an objective is usually referred to as a goal. In the ASSIST Goal and Plan Builder, goals are broad statements while objectives then take that broad statement and make it smart. In ASSIST, the goal is very broad (such as reading, writing, computation) and the objective is what most people would refer to as a SMART goal. © 2015 AdvancED

Example Goal: All students will improve their ability to read and understand various types of informational text in all content areas. Objective: A 15% increase of all students will demonstrate a proficiency in reading and understanding textbooks and internet articles in Social Studies by 04/17/2016 as measured by the Social Studies Reading Comprehension Assessment. Here is a sample of the difference between a goal and an objective. Remind them that they can have as many objectives as they want – some student performance objectives may be for all students, some may be for specific grade levels or other populations. © 2015 AdvancED

Strategies/ Intervention
A Strategy is an action that is specific, planned and focused on student results to accomplish a goal and objective. What will you do to enable students to achieve the goal? A strategy is something that is done to or with students that develops something desired within the student (the goal). Bottom line: What are you trying to develop in the student? © 2015 AdvancED

What makes a Quality Strategy?
Are research-based Develop something worthwhile in students Written with a student focus Are balanced Address the reasons why students are not being successful Make this an interactive discussion. • How can schools locate research-based or best-practice strategies? • For instance, with a reading goal, working on content area vocabulary would be worthwhile – developing knowledge and the ability to apply that knowledge is good • “Students will…” • Following Madeline Hunter’s instructional process (T-M-P-E-S) is a good lead to follow here: • Teach it • Model it • Allow students to practice it (guided and independently) • Expect them to use • Reteach it when they struggle (and reteaching means using a different approach, not just saying it more loudly or slowly or doing another worksheet) There are some other considerations as well – does the school have the resources to implement the strategies? The time? The personnel? © 2015 AdvancED

Activities An activity is an individual task or function performed as part of an overall strategy for instruction or improvement. Activities are specific and include a comprehensive description of the steps to be taken, timelines, resource allocations, staff responsible, and a defined activity type (i.e., professional development, direct instruction, community engagement, etc.). Multiple activities may be required to address each strategy. Activities are how the strategy is going to be accomplished. They describe the instruction that will take place to support the strategy. What specific tasks are going to have to occur to make sure that the strategy will work? Here is where you want specifics and details, details, details! © 2015 AdvancED

Logistics The logistics of the continuous improvement plan are the components that make the implementation possible. These may seem like inconsequential details to some people compared to goals/strategies/activities, but the plan will fail if these details are not carefully considered and developed. © 2015 AdvancED

Evidence of Attainment
What assessments will you use to demonstrate improvement in student performance? Another thing to consider is how you will measure the success of your improvement efforts? © 2015 AdvancED

Schools should have a clear start and end date for each activity.
Timelines Schools should have a clear start and end date for each activity. Having short term and long term timelines is a good idea. While some activities will be ongoing, without clear expectations to the staff, there is no accountability. © 2015 AdvancED

Persons Responsible Who has been designated to
Make sure activities are ready and in place? Ensure that strategies are being used in the classrooms Ensure that professional development is data and needs-driven? Collect and analyze the assessment data? These may be different people and or groups/committees. If you already have a reading or literacy committee, for instance, and the goal deals with that, this can become part of their responsibility. Bottom line: the person or persons listed are accountable for making sure the SI plan comes to life. © 2015 AdvancED

Resources What kinds of resources to you need to implement a continuous improvement plan? Besides time and money, what do you need to make improvement happen in your school or district? Talking Point #5: Ask them why this is important to consider. © 2015 AdvancED

Sample Strategy & Activity
Strategy: Implement Writing to Win Activity: Teacher Training on Paragraph Structure Details: Train 3—5 grade teachers in the Writing to Win program, focusing on differentiated instruction for paragraph structure. 10/1/2015 — 10/10/2015, $5,000, Title I SIG Funds, Lit. PLC, Professional Development. This is a sample from ASSIST. Here is a second one if another would be helpful to the group: Strategy: Writing to Win Strategies Activity: Monitor Implementation of Writing to Win Strategies Details: Monitor the implementation of the instructional strategies through walk through and program fidelity checks. 1/5/2011 — 5/10/2012, $0, Principal, Literacy Coach, Other. © 2015 AdvancED

Questions?

eleotApp: A Tool to Measure and Improve Student Engagement
New eleot App! Session Title: eleotTM App - A Tool to Measure and Improve Student Engagement Session Description: It’s time to refocus … with the eleot App! Learn about AdvancED’s Effective Learning Environments Observation ToolTM (eleot ™) that measures and quantifies active student engagement. Use the eleot app to perform classroom observations that focus on the learners. Create new observations all from your electronic device (i.e., Apple iOS, Android and Desktop computer). Observe students, create reports and manage users with ease. Focus professional discussions on learner engagement. Learn more about this innovative, learner-centric classroom observation tool for continuous improvement. The eleot is standard protocol for External Review Teams making classroom observations and, now, this exciting new tool is available for purchase by institutions that want the same opportunity for their own classroom observations. Session materials located on AdvancED Connect>Innovative Learning>Conference Materials: 1. Session PowerPoint – for Facilitator only 2. Session Facilitator Guide 3. Presentation/Participants Guide 4. Video - eleot promotional video (Get eleot) 4. Video – eleot promotional video (Take the Tour) 5. Video – eleot classroom video sample Introduction Ask – “How many have heard of eleot, the Effective Learning Environments Observation Tool?” Explain – Many of you may have used eleot when you’ve served as a team member on an External Review Team. eleot is tool used to measure learner engagement in their classroom environment. The eleot app is now available to schools and systems through an annual subscription. (show eleot promotional video) eleotApp: A Tool to Measure and Improve Student Engagement

What is … ? Classroom observation tool
Focused on students, not teachers Identifies observable and quantifiable evidence of classroom environments conducive to learning eleot is a classroom observation tool that focuses solely on student engagement in their learning environment. The purpose of eleot is to identify observable and quantifiable evidence of classroom environments that are conducive to learning. We have shifted the focus from teachers to students to ensure that learners are engaging, acting, reacting and benefiting from various contexts or environments that should be evident in all effective learning settings. The eleot is comprised of 30 items organized in seven environments based on a review of widely used observation instruments, such as those developed by Marzano and Danielson and the Classroom Assessment Scoring System (CLASS). © 2015 AdvancED

Using eleot Results Discuss how to increase active student participation Focus on student engagement Focus professional learning on the active learning environment Notes How might the use of eleot observation results change and/or strengthen professional conversations, instructional planning, teaching and learning at your school? In your district? Allow time for participants to discuss the question above. Here are some of the responses possible responses from participants: (animated response dissolves in for responses listed below) Discuss how we might increase active participation for a grade level or the entire school. Provide a specific focus on student engagement with teachers. Focus professional learning on the active learning environment. Help our district and/or our school be laser focused professional development. Laser focus professional development in other areas © 2015 AdvancED

Solution Includes: 12 month eleot license
Unlimited access, observations, and users Desktop software to conduct observations and manage users, account settings, instructor rosters, and reporting Mobile app to conduct online & offline observations (smartphone & tablet) Three online training registrations Solution Includes: 12 month eleot license Unlimited access, observations, and users Desktop software to conduct observations and manage users, account settings, instructor rosters, and reporting Mobile app to conduct online & offline observations (smartphone & tablet) Three online training registrations Product pricing Individual School: $400 per school per year School System/District: $360/school (2 or more) © 2015 AdvancED

Assistance AdvancED Indiana Operations Office
Leslie Ballard Dr. Jennifer Horvath Lori Craig Rebecca Smith Technical Assistance with ASSIST © 2015 AdvancED

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