June ASIP Planning

 June 3- Desert View

June 4- Middle School

June 5-Lake View

June 6- High School

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Four Corners ActivityWe need diversity of thought in the world to face

the new challenges.• T.B. Lee

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Objectives for your SIT

• Use needs assessment data to develop CIP Goals, Strategies, and Action Steps for reading, math, and writing.

• Identify procedures to ensure CIP is utilized and monitored throughout the 2013-14 school year and document them in your CIP.

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PUSD Norms/Protocols

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What can planning do for my school?

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Move from random acts of improvement…

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…to focused efforts

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Key Vocabulary Continuous Improvement Plan (CIP)—a written plan that

transfers into action/procedures that you a) implement, b) monitor, c) evaluate, d) improve

Strategy—this is the scope of work or  the overall definition of work that is to be done. This work is directly aligned to the associated SMART Goal.  This should be a one sentence statement.

Action Step—this is short statement that defines the specific action to be taken. The action step must begin with a verb and is aligned to the associated strategy.

Needs Assessment—a systematic exploration of the way things are and why they are that way. It is an ongoing, dynamic process wherein stakeholders seek input and data from many sources to make decisions regarding instruction. 9

Good Needs Assessments

Use systematic procedures

Identify the educational needs of all students

Establish the priority of these needs

Are reported to a variety of audiences

Are used in improvement planning

Use multiple data sources

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Your plan needs to answer the following questions

A-1: A-2; A-3:Where are we now?

B-1: Where do we want to go?

B-2: How will we get there?

C-1; C-2:How will we know we are there?

Where are we now?

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What did we learn? Based on your strategies and action steps from

last year’s CIP, please reflect on you implementation quality.

Perry and Robin to administer a reflection activity.

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CIP Reflection Activity

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A.1-where are we now?

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The Four Lens’ of Data

GoalsStrategies/Action Steps

Student Data: Student Learning

Standardized Test, Norm/Criterion-Referenced Tests, Teacher Observations, Authentic Assessments.

Family & Community

Programs & StructuresDescription of School Programs and Processes

Perceptions of learning environment, values and beliefs, attitudes and observations.

Professional Practices

# of highly effective,Professional development,Master’s Degree

Student Data:Demographics

Enrollment, Attendance, Drop-out rate, Ethnicity, Gender

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What types of data do we already have?

Do we need to focus on any particular category?

What Data is Needed?

Family & Community DataProfessional

Practices Data

Programs & Structures Data

StudentData

Collect the data that is needed to answer critical questions

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Grade level DataSub Group DataCohort DataHistorical DataConcept DataState/County Comparison Data

Perception Data

Tripod Survey

Curriculum mapsPD SurveysPD PlansIntervention System Procedures

Evaluation Data

Walk Through Data

Tripod Survey

A.2—what are our concerns?

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Identifying Concerns

Observations are statements identifying the concerns you have about student achievement

Primary Concerns become your goals

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Data Statements• Communicate a single idea about student

achievement• Present the facts objectively rather than state

evaluative or explanatory comments• Be short, clear sentences or phrases in

everyday language that is easy to understand

• Be an independent statement, that is…its meaning should not be dependent on other statements

• Represent the data accurately by including relevant numerical data when needed for evidence

49% of 3rd Grade students passed the 2013 AIMS math assessment

The number of 4th graders in Falls Far Below for math was 25% in 2012. In 2013 the number 5th graders in Falls Far Below for math was 31%.

There is a 22% percent difference in the pass rate between Native American Students and Anglo students on the 4th grade 2013 AIMS math assessment.

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Break Time

A.3—what are the root causes?

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Identifying Issues Hypotheses are statements about the issues you have identified around programs and processes

Primary issues (root causes) become your strategies 24

Issue or Concern

Curriculum

Instruction Training

Tools for Root Cause Analysis Purpose of the Fishbone Diagram: To break down (in successive layers of detail) root causes that potentially contribute to a particular effect

Systems

Details

Details

Details

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• Curriculum maps are not followed.• The shift to common core standards requires more training and a deeper

understanding of content.• Students need more opportunity write across the curriculum with common

grading rubrics

B.1—where do we want to go? (SMART goals)

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Continuous Improvement

Planning Process

A1: Where are we now?

Gather Data

A2: How are our students doing? Top 3-4 primary

concerns

A3: How did we get to where we are?

root causes & contributing causes

B1: Where do we want to be? Create Smart

Goals

B2: How will we get there ?

Strategies and Action Steps

B.2—how will we get there?Remember your review of last year’s strategies?

Your conclusions? Did you feel equipped in the time available to develop effective strategies that could be supported? The feedback you gave us was that it was a struggle.

We seem to have lots of initiatives going on. Name some.

Are all of these initiatives really different, or are they aiming at more effective learning and rigor approached from multiple perspectives? We want to take learning we have already done to get better. The destination is the same – more rigorous learning for increased student achievement.

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We already have these systems in place.

We have developed an overarching toolbox to show how all of the things we do are intertwined and aim for the same destination.

We wanted to give you a toolbox so that as you develop your strategies and action steps, you have research- based choices that can be supported by the systems we already have in place.

It took lots of reading and research to find these effective strategies, and we have done that for you.

The topics each semester are the same K-12 and align to CCSS Level Two. 30

Semester One – Critical Reading Toolbox for ELAThe Concept (T4S ) Teacher Strategy Student Skills

Selecting a text and defining a reading/re-reading purpose (communicating standards and objectives/formative assessment)

Develop a content-based and skill-based learning outcome with frequent formative assessments Purposefully select complex text that can be used to teach specific academic skillsEstablish a purpose for readingCraft a prompt to help communicate the purpose for reading

Comprehend and articulate the objective for the text before and during the readingUsing wide range of texts, articulate the match between text and academic skill or strategyIdentify the most important conceptAnalyze strategies most helpful to comprehensionEngage in purpose-driven reading

Establishing the learning environment for reading (making learning relevant)

Set the context for the assignment and use teacher vs. text decisionsEncourage students as they engage in rigorous academic course workMaintain high expectations for reading and writing exercisesIncrease opportunities for students to discuss texts

Comprehend the relevancy of the topic and objectiveEngage in close reading under direct instruction with teacher modelingModel processes and strategies for othersSocratic seminars, philosophical chairs, TPS, TIPS, white boarding

Preparing for the reading (emphasize key vocabulary/ verbal scaffolding)

Engage students in pre-reading activitiesStudy the author’s personal, professional and/or academic experiencesPre-teach Review important wordsExamine the historical and rhetorical contextsTeach historical and rhetorical contexts

Closely examine and identify print featuresPrediction ,KWL, organizational features,, quick writes, pre-surveys30-second experts, before and after reflectionsCreating word walls &Identity roots and suffixes

Selecting Active Reading Strategies (student engagement)

Second and subsequent reads with alternative purposesMarking the text

Clarifying Connecting visual information to surrounding textCategorizing and organizing informationPausing to connect ideas within the textCharting the textVisualizing ideasSummarizing and responding to the text

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Supporting and accessing the reading tools (instructional scaffolding)

Teach specific reading strategies that help students understand the textModel active reading strategies using technologyAssign group work as part of the reading activitiesAccess students’ ability to actively read and comprehend the text

Active readingSix sign postsAccounting for an author’s claimAnalyzing an author’s evidenceSay, Do, MeanInvestigating writer’s choices Writing promptsTwo-column note-takingSentence starters and templatesRhetorical Précis3-part source integrationWriting to learnLearning logs4-2-13 X 3 writing frameTop-hat organizer

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Semester One – Critical Reading Toolbox for MathThe Concept (T4S ) Teacher Strategy Student Skills

Testing Assertions and Misunderstandings (communicating standards and misconceptions, emphasize key vocabulary, verbal scaffolding, Formative assessment)

Always, sometimes, never true?Daily re-looping of previously learned materialModel thinkingPurposefully select complex text that can be used to teach specific academic skillsProviding multiple representationCraft a product response for student to create problems

Response journalsReciprocal peer tutoringGraphic organizersStudent-developed glossariesThink-aloud’sEngage in purpose-driven readingCreating multiple representationsEvaluating mathematical statements

Engaging Rich Mathematical Problems (making learning relevant, instructional scaffolding, student engagement,

Set the context for the assignment and use teacher vs. text decisionsEncourage students as they engage in rigorous academic course workMaintain high expectations for reading and writing exercisesIncrease opportunities for students to discuss problems and solutions through collaborationLow threshold/high ceilingScaffoldingPlanning for effective questioning Explicit problem-solving instructionEmphasize real-life application.

Comprehend the relevancy of the topic and objectiveEngage in close reading of mathematical problems to deconstruct under direct instruction with teacher modelingModel processes and strategies for othersSocratic seminars, philosophical chairs, TPS, TIPS, white boarding, circle of knowledgeEngaging in math skills through gamesThink aloud’sModification of problems to create alternate solutions.

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Semester Two – Critical Thinking Toolbox for ELAThe Concept (T4S ) Teacher Strategy Student Skills

Inference (formative assessment/student engagement/student engagement)

Direct instruction on examining information closelyDirect instruction of looking for hidden relationshipsModeling generating tentative hypothesesModeling drawing implicit conclusions

Critical reading and rereadingIdentify hidden relationshipsSocratic seminars, TPS, TIPS, philosophical chairsGenerate hypotheses/predictionEngage in purpose-driven reading

Evidence (Communicating standards and objectives/student engagement)

Direct instruction of seeking out information to support hypothesesDirect instruction and modeling of collecting and considering evidence that runs counter to the hypothesis for reading and writing exercisesDirect instruction and modeling of refining the hypothesis

Comprehend the relevancy of the topic and objectiveDefend hypothesesConstruct support/refute organizersArticulate the difference between argument and persuasionAnalyze evidence from primary and secondary writing Defend the worth of a literary workSocratic seminars, philosophical chairs, TPS, TIPS, white boardingMultiple document writingInductive writing

Academic Vocabulary (Making learning relevant/emphasize key vocabulary/verbal scaffolding/student engagement/instructional scaffolding)

Select and teach academic and domain-specific words and phrases and prioritize themDirect instruction and modeling of determining key attributes and relationships among academic vocabulary wordsDirect instruction and modeling of organizing key terms into a schema that suggests the larger structure of the contentDirect instruction and modeling of vocabulary’s CODE

Create groups and labelsEngage in vocabulary’s CODEPrediction, KWL, organizational features,, quick writes, pre-surveys30-second experts, before and after reflectionsCreate word walls &Identity roots and suffixes

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Semester Two – Critical Thinking Toolbox for MathThe Concept (T4S ) Teacher Strategy Student Skills

InferenceReasoning and Explaining (formative assessment/student engagement/student engagement)

Direct instruction on examining information closelyDirect instruction of looking for hidden relationshipsModeling generating tentative hypothesesModeling drawing implicit conclusionsEffective questioningFostering and managing collaborative work

Deconstructing math problemsIdentify hidden relationshipsSocratic seminars, TPS, TIPS, philosophical chairsGenerate hypotheses/prediction/what/if’sThink aloud’sRevising structured problemsCGI

EvidenceModeling and Using Tools (Communicating standards and objectives/student engagement)

Direct instruction of seeking out information to support hypothesesDirect instruction and modeling of collecting and considering evidence that runs counter to the hypothesis for reading and writing exercisesDirect instruction and modeling of refining the hypothesisFostering and managing collaborative work

Evaluating mathematical statementsDefend hypothesesConstruct support/refute organizersTop hat organizerAnalyze evidence from primary and secondary writing Defend the worth of a literary workSocratic seminars, philosophical chairs, TPS, TIPS, white boardingMultiple document writingInductive writing

Academic VocabularySeeing Structure and Generalizing(Making learning relevant/emphasize key vocabulary/verbal scaffolding/student engagement/instructional scaffolding)

Select and teach academic and domain-specific words and phrases and prioritize themDirect instruction and modeling of determining key attributes and relationships among academic vocabulary wordsDirect instruction and modeling of organizing key terms into a schema that suggests the larger structure of the contentDirect instruction and modeling of vocabulary’s CODECreate real-life problems

Create groups and labelsEngage in vocabulary’s CODEPrediction, KWL, organizational features,, quick writes, pre-surveys30-second experts, before and after reflectionsCreate word walls &Identity roots and suffixes

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How did we research and prepare for strategies and action steps?

Helpful resources:

Center on Instruction– http://www.centeroninstruction.org/ Achieverthecore.org CCSS Initiative— http://www.corestandards.org/ The Core Six Accessible Mathematics PD Delivery System (step 5) for PUSD

www.learningconcepts.wikispaces.com IDEAL- https://www.ideal.azed.gov/p/ AZ K—12 Academic Standards-

http://www.azed.gov/standards-practices/ Mathematics Assessment Project:

http://map.mathshell.org/materials/index.php Mathematics Assessment Resource Service:

http://www.toolkitforchange.org/index.php NRICH Enriching Mathematics: http://nrich.maths.org/frontpage

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What is a strategy and action step?

Strategies & Action Steps Must:

Connect to the goal Work for all and each subgroup of students Involve all and be clearly understood and supported by

all – district wide/ Begin with a verb and be clearly stated Work synergistically with other strategies toward a

common goal Be observable Be reached through consensus.

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Examples of Strategy and Action Steps: SMART Goal By June 30, 2013, PUSD will increase reading

achievement from 56% to 70%. (Comes from root causes.)

Strategy: All subject area teachers will implement critical reading strategies in their classes. Addresses shift 3: regular practice with complex text, both literary and informational.

Action Step Train all teachers in marking the text and writing in the margins.

Action Step Administrators conduct critical reading activities in late starts at least once a month

Action Step Working with colleagues, each teacher submits an implementation record for a critical reading lesson monthly..

This strategy comes from column two and three on the first page.

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So, using your concerns, data statements (A2), root causes (A3) and tool box, you need to develop strategies and action steps for reading, writing, and math.

You need to work as a group before lunch to reach consensus on your strategies for reading.

Remember that consensus means that all have been heard and the will of the group is obvious, not that all agree.

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Take five minutes to study your concerns, data statements, root causes and toolbox.

Write the strategy you think would give you the biggest bang for your buck.

Post the strategy on a chart paper. Can you create an affinity diagram from the strategy? 10 minutes.

Now, working as a group, can you reach consensus on the action steps needed to support that strategy? Use your rubric. 20 minutes.

Remember the rules for writing strategies and action steps and that less is more. 40

Closure – 5 minutes.

Do your strategy and action step adhere to the rubric?

What can YOU do this summer to help your building launch this goal?

Lunch

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Energizer: Spelling Game.

We shall spell out a phrase that we used this morning. If it is a consonant that we call out, sit. It is a vowel, stand.

We shall go very quickly.

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Let’s repeat our steps for reading with writing, and then with math.

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C.1 & C.2—how will we know we are getting there?

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Continuous Improvement

Planning Process

A1: Where are we now?

Gather DataA2: How are our students doing? Top 3-4 primary

concerns

A3: How did we get to where we

are? root causes & contributing

causesB1: Where do we

want to be? Create Smart

Goals

B2: How will we get there ?

Strategies and Action Steps

C: How will we know we are

getting there? Implementation and Monitoring

Two Ways To MonitorMonitoring

Student Progress

Identify how you will monitor student progress with:

A) ATI/GalelioB) PBA’sC) Common Writing

AssignmentsD) DIBELSE) Etc

Monitoring Implementati

on

Identify how you will monitor implementation. CWT Trend Data Formal/Informal Trend

Reports Mtg agenda/Minutes Staff/student Surveys other

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Energizer Brain Gymnastics:

  “Please take out a piece of scratch paper.  When I say ‘Go.’,  please write the numbers by one as fast as you can (1,2,3,4 …).  Ready” Go!”   Give them about 3 – 5 seconds.

“Please pause.  Put your pencils down.  When I say, ‘Go!’, please say your numbers by two as fast and as loudly as you can (2.4.6.8. . .).  Ready?  Go!”  Give them about  5 seconds. 

“Please pause.  Pick up your pencils.  When I say, ‘Go!’, please write your numbers by one as fast as you can while at the same time, reciting your numbers by two out loud as fast as you can.  Ready?   Go!”  Give them about 5 seconds.

“How many could do this?  Great!  How many found themselves writing what they were saying?  Very Natural.  Great!”  Give other words of encouragement before you move on.

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C.1 & C.2: monitoring Student Progress & monitoring

Implementation

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ClosureALEAT Deadline—Oct 3

Roll-Out Plan:

What steps will you take to begin to communicate your CIP?

How will you solicit input from your teachers?

Who will be responsible?

What is your timeline?

What other components of your CIP will you need to add? (ELL Goal, Attendance & Grad Rate) 51