1. Indiana Student Achievement Institute InSAI Review & Revise STRATEGY SELECTION Document 5.3

2. 1 Review

3. Review & Revise - Strategy Steering Team / Community Council / Full Faculty / Student Body 6 Strategy Selection 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation 8 ACTION © American Student Achievement Institute 5 Areas of Concern ExpectationsCurriculumInstruction AssessmentExtra HelpGuidance Environment 3 Current Data 4 Data Targets 1 VISION 2 Vision Data

4. Areas of Concern

5. Current Achievement Data Targets Student Group BENCHMARKBaselineTarget Date Type © American Student Achievement Institute

6. Current Areas of Concern Area of Concern  if new 1Xxxxxx 2 3 4 5 6

7. Areas of Concern 7 GeneralSpecific Definition Concerns that impact all subject areas and all student groups Concern that primarily impact: a)One benchmark b)One student group Examples We are concerned that: Students have many absences Teachers have low expectations Students aren’t engaged We are concerned that: Teachers don’t give writing assignments. Many Hispanic parents unable to help with homework due to language barriers Parents of low-income students have two jobs and aren’t home to help with homework.

8. Impact Level 8 HIGH INSIDE HIGH OUTSIDE LOW LOCATIONInside the classroom Outside the classroom Inside / outside EXAMPLES1.Curriculum rigor 2.Student engagement 3.Classroom assessment 4.Extra help 5.Student behavior 1.Extra help 2.Student guidance 3.Parent involvement 1.Daily schedule 2.Classroom arrangements 3.Lunch menu 4.Sports and clubs

9. High-Inside / High-Outside / Low 9 We are concerned that... 1. Teachers don’t cover the IN Academic Standards High-Inside 2. Students don’t ask questions in class. High-Inside 3. Student don’t complete a career interest inventory. High-Outside 4. Teachers don’t use classroom tests to help them make instructional decisions. High-Inside 5. Parents don’t come to schools. High-Outside 6 Students chew gum in class. Low

10. Adjustments to Our Areas of Concern OmitAdd 1Xxxxx 2 3 4 5 6 7 8

11. Strategies

12. FOUNDATIONAL BELIEF Students will not change their behaviors until adults change their practices. EXAMPLES:  Students will not attend after school tutoring until adults provide after school tutoring.  Students will not engage in the classroom until adults make lessons engaging.  Students will not turn in their homework until adults provide the proper incentive for turning in homework. 12

13. FOUNDATIONAL BELIEF Strategies should result in different adult practices in the: 1)Classroom 2)Home 3)Community 13

14. FOUNDATIONAL BELIEF Strategies should designed and implemented by: 1)Teachers 2)Parents 3)Businesses 4)Local government 5)Youth service organizations 6)Economic development organizations 7)Other community groups 14

15. FOUNDATIONAL BELIEF All strategies, including community strategies should be part of the Improvement Plan. So... instead of a: School Improvement Plan to Support High Achievement We have a: Community Improvement Plan to Support High Achievement 15

16. FOUNDATIONAL BELIEF Some strategies have more impact than others.  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 16

17. 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

18. 2 Analyze Each Current Strategy

19. Strategy Analysis (Progress Report) IMPLEMENTATION 1.What percentage of action steps were completed? IMPACT 1.Were the strategy data targets met? Have adults changed? 2.Based on the data, is this a proven or promising strategy? ACTION 1.Should this strategy be continued next year? 2.If not, what strategy will be implemented in its place to address our area of concern? 3.If so, what in-flight adjustments are needed? 4.Does this strategy need a new chair next year?

20. Current Strategies StrategyArea of ConcernImpactEnergyAction 1Xxxxxx XX 2 XX 3 XX 4 XX 5 XX 6 XX 7 XX 8 XX 9 XX 1010 XX ACTION: C = Continue / R = Revise / O = Omit

21. 3 Select New Strategies

22. Select New Strategies for 1.New Areas of Concern 2.Areas of Concern for which you have omitted all strategies or need additional strategies Note: Only complete Part 3 if your school has new Areas of Concern or Areas of Concern for which you have omitted all strategies or need additional strategies.

23. Before continuing A.Create Strategy Research Groups B.Assign research resources C.Conduct research InSAI Resources Elements of High Achieving Schools Title I Resource Guide Indiana Conference on Learning Past Conference Sessions List Other Resources Internet

24. Step 1 – Individuals report what they’ve learned to their Strategy Research Group Strategies are recorded on the “Strategy Brainstorm Chart”

25. Step 2 – Strategy Research Groups discuss the merits of each strategy Which of the strategies hold the highest promise for successfully addressing the area of concern?

26. Step 3 – Strategy Research Groups Prepare 10 minute presentation 1.Create a “Strategies for Consideration Table” that includes the strategies you want the large group to consider 2.Decide who will present the table to the large group.

27. Step 4 – Large Group Prioritize 1.Using a separate Instagraph for each new Area of Concern or current Area of Concern for which you have omitted all strategies. 2.As each Strategy Research Group presents, write the strategies being considered at the bottom of the Instagraph. 3.Divide the choices by three and give each person that many “votes.” 4.Complete the Instagraph

28. After today, the Steering Team will 1.Get input Full faculty / Community Council / Student body 2.Consider required strategies 3.Create a “Tentative Strategies List” 4.Present the “Tentative Strategy List” to the FF and CC for their review. 5.Seek the superintendent’s (or designee's) approval 6.Secure Strategy Chairs 7.Invite Strategy Chairs to attend the next InSAI training.

29. Indiana Student Achievement Institute InSAI Review & Revise STRATEGY SELECTION Document 5.3