1. FSI Level IV Lisa Guzzardo Asaro Dr. Lisa Rivard FEBRUARY 2012

2. Connector Activity From Differentiated Instruction to Differentiated Assessment by Douglas Reeves Individually write a statement about what you believe is true about the connection between ‘Differentiated Instruction’ and ‘Differentiated Assessment’ on the table graphic Each person will skim and scan the article essence Revise individual statements after reading as necessary 4 minute Dialogue about what Doug Reeves believes Create one collective statement for the team connecting the significance of using differentiated instruction and differentiated assessment TAB 12

3. Today’s Outcomes Receive updates and new content Explore Data Points: Perception and Process Data Progress Monitor a SI strategy Identify steps to implement a strategy with fidelity Examine Formative Assessment Practices Network with colleagues on relevant topics Start, Continue or Complete SPP/A Explore MI School Data Web Portal and Data Director 4.0

4. Today’s Roadmap Welcome Inclusion Activity Noteworthy Updates School Process Profile/Analysis: Rubrics Formative Assessment Implementation with Fidelity Matrix 2 Monitoring the Impact of Strategy Implementation Matrix 3 Data Director/MISchooldata Network and Planning TAB 12

5. Key Working Agreements A Facilitation Tool Respect all Points of View Be Present and Engaged Honor Time Agreements Get All Voices in the Room These breathe life into our Core Values

6. Parking Lot A Facilitation Tool Rest questions that do not benefit the whole group Place questions that do not pertain to content at this time Place questions that pertain, but participants do not want to ask at this time

7. NOTEWORTHY Passports MEAP and MME Cut Scores MEAP Un-embargoed 02.14.12 MEAP Student School PDF Reports: available MI-ACCESS Data Files Now Available MAASE Professional Learning April 10, 2012 2012-2013 AdvancED NCA Michigan Accreditation MDE/AdvancED NCA Due dates BAA School Improvement Work Teams 10-11 MISD Perception Data Surveys

8. TAB 6

10. MEAP NEWS Un-embargoed February 14 Permissible Use of Assessment Results MI-Access Data Files Now Available MEAP Student and School PDF Reports Now Available –Individual Student –Parent Report –Class Roster –Class Item Analysis Report –School Item Analysis Report –School Demographic Report –School Summary Report MEAP-Access Results –Early March 2012 due to setting cut scores in late January Gather Getting Ready Collect School Data Build School Profile

11. MASSE Professional Learning Workshop April 10, 2012 Lexington Hotel Lansing, MI “Innovating Through the Chaos: Transforming and building Quality Student Support Systems in our Schools” Presenter: Dr. Rhonda Newl-Waltman

12. Advance Standards for Quality Schools http://www.advanc-ed.org/new-standards-quality School Process Profile: 33 Quality Indicators

13. Accreditation The meaning of your accreditation “status” New procedures, new possibilities –Accredited: Excellence –Accredited: Distinction –Accredited –Accredited: On Advisement –Accredited: Warned –Accredited: Probation © 2011 AdvancED 13 TAB 12 This requires an additional application. Criteria and application process will be available in the fall of 2012

14. EXAMPLE of one STANDARD

15. AdvancED Michigan Workshops for 2012-2013 Accreditation http://www.advanc-ed.org/workshops-webinars SCHOOL ACCREDITATION Wayne RESA 02.08.12 AdvancED MI Office, Lansing 03.14.12 AdvancED MI Office, Lansing 04.18.12 DISTRICT ACCREDITATION Wayne RESA 03.01.12 AdvancED MI Office, Lansing 04.25.12

16. AdvancED Michigan http://www.advanc-ed.org/mde/online_resources_and_tools Perception Surveys SURVEY LINKS in Brown Box Online Resources and Tools in Blue Box

17. Online AdvancED Surveys FREE to both MDE and NCA this YEAR FREE to NCA next year, $mall Cost to MDE schools Required for NCA schools to be administered once prior to a QAR Online Videos possibly Guidebook in March Just-in-Time training in March Languages: Mandarin, Portuguese, Arabic, and Spanish Customization in the future

18. Document I (SDP/A) School Data Profile/Analysis Due Online: 09.01.12 Document III (Summary Report/Goals Management) Summary Report/School Improvement Plan Due Online: 09.01.12 Document II (SPP/A) School Process Profile/Analysis Due Online: 03.09.12 a. MDE: School Process Rubrics 90 b. MDE: School Process Rubrics 40 c. NCA: Assist Self Assessment (Assist SA) d. NCA: Self Assessment (SA) Document Due Dates TAB 12

19. School Process Rubrics (SPR) document two Two Road Maps www.advanc-ED.org/mde www.advanc-ED.org/mde MICHIGAN DEPARTMENT EDUCATION MDE AdvancED ACCREDITATION NCA School Process Rubrics (CNA) 90 Rubrics Discussion Questions ASSIST Self Assessment (ASSIST SA/ES) 56 Rubrics Discussion Questions ( Required for the year of the QAR ) EDYES! 40 Process Rubrics 40 Rubrics (Required Cycles 1-4) Self Assessment (SA) 56 Rubrics Quality Assurance Review (QAR) TAB 4

20. STANDARD 1 - Curriculum Schools/districts have a cohesive plan for instruction and learning that serves as the basis for teachers' and students' active involvement in the construction and application of knowledge. BENCHMARK A: Aligned, Reviewed and Monitored School/district written curriculum is aligned with, and references, the appropriate learning standards (MCF, AUEN, ISTE, GLCE, HSCE, METS, etc.). Rubric Definitions Getting Started: Less than half of the local curriculum includes the Content Expectations (GLCE, HSCE) or Michigan Curriculum Framework, CTE program standards or course content expectations as appropriate. The curriculum is not aligned to the standards. Content Area Please check the content areas that this impacts: ELAMSSS Enter Evidence TAB 4

21. Standard 4 - Documenting & Using Results STANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness. Impact Statement: A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts. Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence. Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response. TAB 4

22. One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice (MI-CSI)

23. One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Getting Ready Collect School Data Build School Profile  I. School Data Profile  II. School Process Profile Analyze Data  I. School Data Analysis  II. School Process Analysis  III. Summary Report/Goals Management Set Goals Set Measurable Objectives Research Best Practice Develop Action Plan Implement Plan Monitor Plan Evaluate Plan Comprehensive Needs Assessment School Improvement Plan Gather Study Plan Do TAB 12

24. Stage One: GATHER Step 2: Collect School Data GATHER Getting Ready Collect School Data Build School Profile

25. One Common Voice – One Plan Stage One Gather: Step 2 Collect School Data What do you already know? What data do you need to know? What additional information/data do you need to know? Where can the information/data be found? Definitions Achievement Student Outcome Data How our students perform on local, state and federal assessments (subgroups) Demographic or Contextual Data Describes our students, staff, building, and community Process Data The policies, procedures, and systems we have in place that define how we do business PERCEPTION DATA Opinions of staff, parents, community and students regarding our school TAB 2

26. What types of data are/are not readily available in your building? 26 Demographic DataAchievement/ Outcome Data Process DataPerception Data Enrollment Subgroups of students Staff Attendance (Students and Staff) Mobility Graduation and Dropout Conference Attendance Education status Student subgroups Parent Involvement Teaching Staff Course enrollment patterns Discipline referrals Suspension rates Alcohol ‐ tobacco ‐ drugs violations Participation extra ‐ curriculars Physical, mental, social and health Local assessments: District Common Assessments, Classroom Assessments, Report Cards State assessments: MME, ACT, MEAP, MI-Access, MEAP Access, ELPA National assessments: ACT Plan, ACT Explore, ACT WorkKeys, NWEA, ITBS, CAT, MET NAEP, PSAT GPA Dropout rates College acceptance Policies and procedures (e.g. grading, homework, attendance, discipline) Academic and behavior expectations Parent participation – PT conferences, PTO/PTA, volunteers Suspension data School Process Profile Rubrics (40 or 90) or SA/SAR (NCA) Event occurred: Who, what, when, where, why, how What you did for Whom: Eg. All 8th graders received violence Prevention Survey data (student, parent, staff, community) Opinions Clarified what others think People act based on what they believe How do they see you/us? TAB 2

27. Overview of Differences ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING REASONS FOR ASSESSING Promote increases in achievement to help students meet more standards; support ongoing student growth; improvement Document individual or group achievement or mastery of standards; measure achievement status at a point in time for purposes of reporting; accountability AUDIENCE Students about themselves Others about students TAB 4

28. Determining Where I Am Now: Assessment FOR Learning and Assessment Quality Directions: Evaluate the classroom practice of yourself, your building, district, or clients for each of the nine statements below, according to the following scale: 1 = I don’t do this, or this doesn’t happen in my classroom. 2 = I do this infrequently, or this happens infrequently in my classroom. 3 = I do this sometimes, or this sometimes happens in my classroom. 4 = I do this frequently, or this happens frequently in my classroom. 5 = I do this on an ongoing basis, or this happens all the time in my classroom. TAB 4 Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

29. Learning Forward Learning Organizer and Participant Needs Templates The Learning Organizer template will help session participants crystallize their understanding of new content and record it for future use. The Names and Needs template will help the presenter understand better the CONTENT/PROCESS needs of those participating TAB 12

30. One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice

31. Stage Four: DO Step 10: Monitor Plan DO Implement Plan Monitor Plan Evaluate Plan

32. ESEA and PA 25 require annual evaluation of the following: Implementation of the plan Student achievement results by subgroup using data from state assessments and other indicators Modifications to plan as needed ISDs/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluations. One Common Voice – One Plan Do: Requirements

33. MATRIX 1 Activities Connection to SPR 40/90, SA/Assist SA* Getting Ready to Implement Implement Monitoring Fidelity of Implementation and Impact How will you address the targeted areas in your Summary Report (SPP) ? How will you ensure readiness for implementation? How will you ensure that participants have the knowledge and skills to implement? POSSIBILE ACTIVITIES  Professional development around strategy  Purchase materials  Planning for implementation – Identify schedule for strategy use, personnel, mechanism for monitoring, rollout, etc.  Communication vehicles How will you ensure successful implementation for your selected activities? POSSIBLE ACTIVITIES  Communication – to whom? How?  Instructional technology*  Activities to support at-risk students (For Title One students)* Parent Involvement *Required Components How will you ensure the program/activity is implemented with fidelity? How will you monitor the programs impact on student achievement? POSSIBLE ACTIVITIES  Walkthroughs  PLC/CASL meetings  Documentation of impact  Demonstration classrooms  Gathering achievement data 33 April/May 2011 Plan Develop Action Plan

34. MATRIX 2 Classroom Strategy Implementation Goal Focus Area: WHAT and HOW January - February District Administrator (Actions) Will… Administrator (Actions) Will… "Why Are We Doing This, This Way?" Teacher (Actions) Will… "Why Are We Doing This, This Way?" Student (Actions) Will… "Why Are We Doing This, This Way?" Do Implement Plan Monitor Plan Evaluate Plan TAB 9

35. MONITOR MONITOR IMPLEMENTATION OF THE PLAN (Formative) IS IT WORKING? EVALUATE EVALUATE ADULT IMPLEMENTATION and the IMPACT ON STUDENT ACHIEVEMENT (Summative) DID IT WORK? ARE STRATEGIES AND ACTIVITIES BEING IMPLEMENTED WITH FIDELITY ? ARE WE COLLECTING & USING STUDENT AND ADULT DATA TO MODIFY & ADJUST ONGOING IMPLEMENTATIO? IS WHAT WE ARE DOING WORKING? ARE WE SHOWING EVIDENCE OF STUDENT GROWTH? WHAT INTERIM ADJUSTMENTS ARE SUGGESTED BY IMPLEMENTATION DATA? HOW MIGHT THESE ADJUSTMENTS AFFECT THE INTEGRITY OF THE RESULTS? Implementation: Adult FocusedImpact: Student Focused MONITOREVALUATE MONITOR Do Implement Plan Monitor Plan Evaluate Plan

36. Just Do IT! Monitor ImplementationMonitor Implementation Evaluate ImplementationEvaluate Implementation Monitor ImpactMonitor Impact Evaluate ImpactEvaluate Impact Adult Focused Student Focused Do Implement Plan Monitor Plan Evaluate Plan

37. 37 Michigan Continuous School Improvement Plan, Monitor, and Evaluate A Strategy/Initiative/Program Michigan Continuous School Improvement Plan, Monitor, and Evaluate A Strategy/Initiative/Program MONITOR - to be used on an on-going basis during implementation Question 4: Is the strategy/initiative/program implemented as intended? Question 5: What is the impact on students? Do Plan Gather Student Achievement Study

38. MATRIX 3 Progress Monitoring WHAT and HOW March - April District Administrator Monitored by… Administrator Monitored by… What We Learned? "Why Are We Doing This, This Way?" Teacher Monitored by… What We Learned? "Why Are We Doing This, This Way?" Students Monitored by… What We Learned? "Why Are We Doing This, This Way?" TAB 10

39. Leadership and Learning Center 2010

40. Are you meeting on a regular basis to monitor implementation of your plan? -What does the data say when you monitored implementation? -What evidence have you collected to determine if adults are implementing with fidelity? -What evidence have you collected to determine the impact of implementation? -What adjustments are suggested by implementation and impact data? -How might these adjustments affect the integrity of results? How will you communicate progress with stakeholders? One Common Voice – One Plan Monitoring Implementation and Impact

41. 41

42. 1. Standards-based professional learning 2. Changes in educator knowledge, skills and dispositions 3. Changes in student results 4. Changes in educator practice Relationship between Professional Learning and Student Results

43. LEARNING COMMUNITIES: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

44. LEADERSHIP Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

45. Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

46. Hybrid Classes Fraser High School Presenters: Principal, Michael Lonze Director of Online Learning, Luke Woods

47. Stage One: GATHER Step 1: Getting Ready GATHER Getting Ready Collect School Data Build School Profile

48. A Discussion Protocol COLLABORATIVE TEAMS ANLAYZE DATA SOURCE: Institute for Research and Reform in Education. TAB 4 STUDY Analyze Data Set Goals Set Measurable Objective Research Best Practice

49. Data Director 4.0 MISchooldata.org Presenter Dr. Jennifer Parker-Moore MI School Data HS-District Graduation and Dropout Rates GATHER Getting Ready Collect School Data Build School Profile

50. MI School Data Web Portal

51. Network and Team Time School Process Profile/Analysis Monitoring School Improvement Network with Colleagues Seek Assistance