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MakingProgram Evaluation “Visible”
October 1, 2014MAS/FPS Fall Directors’ Institute Oakland Schools & Wayne RESA Collaborative
1
Table Introductions…30 seconds each◦ Name◦ District/Role◦ What is something about program evaluation you
hope to learn more about?
Let’s Connect
2
Purpose: Deepen understanding of the program evaluation process through the use of visual tools.
Objectives: Participants will …1. Understand how to use visual tools to plan for
program evaluation.
2. Understand how to select “what” & “when” to monitor to inform the evaluation process.
3. Describe how the program evaluation process is linked to continuous school improvement.
Products:◦ “Tri-Fold” of an instructional program◦ Strategic Map of DIP/SIP goal area
“POP” for Today
3
Write any burning questions NOT addressed in today’s “POP” on an index card.
Hold up when ready.
Burning Questions
4
ESEA, Sect. 1001: Purpose of Title I
“The purpose of this title is to ensure that all children have a
fair, equal, and significant opportunity to obtain a high-
quality education and reach, at a minimum, proficiency on
challenging State academic achievement standards and state
academic assessments.”
State and Federal Requirements Related to Program Evaluation
❑ Annual evaluation of the implementation and impact of the School Improvement Plan
❑ Modification of the plan based on evaluation results
❑ Annual evaluation of all federal programs—effectiveness & impact on student achievement, including subgroups
❑ Modification of the plan based on evaluation results
MICHIGAN FEDERAL
ISDs/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluations. ESEA requires annual evaluations of programs funded by the federal programs such as Title I, Part A, C, D; Title II and Title III.
Title I Program-Specific Requirements:Supplemental Services
Needs assessment of eligible students
Supplemental Services provided only to eligible students
Research-based strategies Ongoing review of
student progress Provide additional
support, if needed Revise Title I TA
program Provide training for
educators
Measures to ensure students’ difficulties are identified
Timely & additional assistance to students having difficulty.
Research-based strategies
Annual evaluation
Targeted Assistance Schoolwide
9
Conduct Train the Trainer workshop on Program Evaluation to include representatives from each of ISD/SIFN, OFS, OEII, AdvancED, MICSI, LEAs.
ISD/MDE trainers to conduct regional workshops for LEAs
Include program evaluation activities in SIP/DIP to support Program Evaluation as part of the Continuous Improvement Process Implement Program Evaluation activities throughout the 2014-2015 school year
Report on the evaluation of ONE program using the MDE Program Evaluation Diagnostic (submit in ASSIST). (Required for approval of 2015 – 2016 Consolidated Application.)
Sustain professional learning by reconvening trainers to discuss successes, challenges, and develop the required follow-up training materials and support systems
MDE Program Evaluation Roll Out
Feb-Mar 2014
Mar-Aug 2014
Spring 2014:DIP/SIP 2014-15
Summer 2015+
June 30, 2015
11
http://www.youtube.com/watch?v=IGQmdoK_ZfY
Best Evidence Is Collected…when the Right questions are asked..
MDE’s Questions for Evaluation
5. Impact on students?
2. Knowledge and skills?1.
Readiness? 3. Opportunity?
4. Implemented as intended?
ASSIST: Program Evaluation Diagnostic
1. What was the READINESS for implementing the strategy/ program/initiative?
2. Did participants have the KNOWLEDGE AND SKILLS to implement the program?
3. Was there OPPORTUNITY for implementation?
4. Was the program IMPLEMENTED AS INTENDED?
IMPACT: What was the IMPACT of the STRATEGY/ PROGRAM/ INITIATIVE ON STUDENT ACHIEVEMENT?
DESCRIPTION of the Program/Strategy/Initiative
CONCLUSIONS: continue, adjust, discontinue
Gather & Study Achievement & Process Data:Q4: Implemented with fidelity?Q5: Impact on Students?
Michigan Continuous School Improvement“Plan”: Get Ready, Implement, Monitor, and Evaluate
A Strategy/Initiative/Program
Gather & Study Process Data:Q1: Readiness to implement?Q2: Knowledge & Skills of Implementers?Q3: Opportunity to implement?
“Evaluation” begins with Planning
Getting Ready1. Readiness 2. Knowledge/Skills3. Opportunity
Implementation/ Monitoring4. ImplementingWith Fidelity5. Impact on Students
Planning:What will we do to ensure….. ?
“GR-IM-E”EvaluationConclusions:Program Effectiveness
Baseline
PM 1, Formative
PM 2, Formative
PM 3, Formative
PM 4 = Program Evaluation;Summative
“Body of Evidence” Program Evaluation
17
Draw Conclusions
Monitor & Adjust
DURING implementatio
n.
Data on Adult Implementation AND Impact on Students
Q5: Impact on Students Student Work Assessment Results
• Universal Screening• Benchmark
Assessments• Diagnostic Assessments
Observations of Students
Surveys Others
Q4: Program Implementation (What adults are doing) Lesson Plans Student work, artifacts Activity Logs Observation Data, Checklists Self assessments of practice Surveys Staffing; Job Descriptions Agendas, Minutes Schedules Policies & Procedures Others
Sources of Evidence
18
Builds shared understanding of the program, strategy or initiative that will be implemented
Articulates critical program components◦ Purpose◦ Evidence of need◦ Expected student outcomes◦ Expected adult actions◦ Resources needed
Helps us “see” what to monitor
“Tri-Fold”
21
Select a supplemental program/service from your DIP or SIP.
It should meet as many of the following criteria as possible:o It is a instructional program for students. (Tier 2 or 3
program/service.)o It has been implemented for at least a semester…a year is
preferable.o The process for selecting students to participate in the
program is clear to you.o You understand the program/service and can describe it to
others.22
“Tri-Fold” Case Study: Select a Program*
*Program = program, strategy, or initiative
Be able to answer two questions:
1) WHAT…is the name of the program or service?
2) WHY…does it exist?
23
Team Turn and Talk
Activity: Create “Tri-Fold”
Use blank paper (landscape) Draw a line near the top to create a
“header” Draw a line near the bottom to create a
“footer” See example on next slide.
24
To improve the foundational math skills of students in grades 4-6 so they can access and achieve grade-level standards.
Title I Before School Math Program
28
To improve the foundational math skills of students in grades 4-6 so they can access and achieve grade-level standards.
Title I Before School Math Program
Fold into thirds.
3) WHAT…are the Key Components or “Critical Features” of the program or service? (Refer or find in your DIP/SIP)
What “defines” this program or service? What would observers expect to see if the
program/service is implemented as intended (based on research)?
What do students “get”?
30
Team Turn and Talk
“Program”
Eligibility Criteria Key Components Exit Criteria
31
Purpose Statement
Resources
List the key components or
“critical features”. What does the
program/service look like when
implemented well?
What do students “get”?
“Title I Before School Math Program”To improve the foundational math skills of students in grades
4-6 so they can access and achieve grade-level standards.
•30 min., 2-3x week, a.m.•Breakfast snack•10:1 stud:tchr ratio•Students grouped by need•Pre-teaching of skills to support access to grade-level curriculum•Aligned to daily classroom instruction•Use research-based strategies (i.e., Concrete-Pictorial-Abstract)•Teacher & interventionist plan weekly
Key Components Exit CriteriaEligibility Criteria
32Resources/PD
4) WHAT…are the eligibility and exit criteria for the program?
5) WHAT…are the resources (including PD) needed to implement the program?
33
Team Turn & Talk
What criteria are used to identify
eligible children? Consider the
purpose of the program and the
needs it was designed to
address.
What criteria are used to determine when students exit
the program? Consider the
eligibility criteria and how you know when a student’s needs have been met.
Include the data source as well as the
“cut score” and timeframe
.
Eligibility Criteria Key Components Exit Criteria
34
“Program”
Purpose Statement
Resources/PD
• MEAP: Level 3 or 4 for two consecutive years
• District Benchmark Assessment: below 65% on 2 of last 3 assessments
• NWEA: 0-25th percentile on most recent assessment
• MEAP: Level 1 or 2 on most recent assessment
• District Benchmark: at least 70% on 2 of last 3 assessments
• NWEA: 26th percentile or higher on last assessment
• C or better semester grade in math.
Key Components Exit CriteriaEligibility Criteria
35Resources/PD
“Program”
Purpose Statement
“Program”
Eligibility Criteria Key Components Exit Criteria
36
Purpose Statement
What resources are needed? (materials, PD, food….?)
“Title I Before School Math Program”Purpose: To improve the foundational math skills of students in
grades 4-6 so they can access and achieve grade-level standards.
• MEAP: Level 3 or 4 for two consecutive years
• District Benchmark Assessment: below 65% on 2 of last 3 assessments
• NWEA: 0-25th percentile on most recent assessment
• MEAP: Level 1 or 2 on most recent assessment
• District Benchmark: at least 70% on 2 of last 3 assessments
• NWEA: 26th percentile or higher on last assessment
• C or better semester grade in math.
Key Components Exit CriteriaEligibility Criteria
• 30 min., 2-3x week, a.m.
• Breakfast snack• 10:1 stud:tchr ratio• Students grouped by
need• Pre-teaching of skills to
support access to grade-level curriculum
• Aligned to daily classroom instruction
• Use research-based strategies (i.e., Concrete-Pictorial-Abstract)
• Teacher & interventionist plan weekly
37
Resources/PD: Manipulatives, Snacks, Intervention Teacher (360 hrs), PD for Int. Tchr. (registration, sub costs), others..,
1
34 4
5
2
“Program”
Eligibility Criteria Key Components Exit Criteria
39
Purpose Statement
Resources/PD
5. Impact on
students?4.
Implemente
d
as inte
nded?
1. Readiness?
2. Knowledge and skills?
3. Opportunity?
Getting Ready
Strategic ManagementEnsuring School & Student Success
Selected Slides from webinarFeb. 20, 2013
Randel Josserand, Chief of Schools
Typical School Improvement
42
Student Outcome MetricImprove State Reading Assessment from 56.2%
Meet/Exceed to 64.2% M/E (+8% Points)
Lunch Bunch Program (GR 3-8)
Reading Recovery Program (GR K-2)
After School Tutoring (3-8)
Balanced Literacy Program ( GR 3-5)
Extended Small Group (K-2)
SS & Reading / Lit Circles ( GR 6-8)
Guided Reading Program ( GR K-2)
Lunch Bunch Program (GR 3-8)
Writer’s Workshop Program ( GR 6-8)
Typical School Improvement
43
Student Outcome MetricImprove State Reading Assessment from 56.2%
Meet/Exceed to 64.2% M/E (+8% Points)
Lunch Bunch Program ( GR 3-8)
Reading Recovery Program ( GR K-2)
After School Tutoring (3-8)
Balanced Literacy Program ( GR 3-5)
Extended Small Group( GR K-2)
SS & Reading / Lit Circles ( GR 6-8)
Guided Reading Program ( GR K-2)
Lunch Bunch Program ( GR 3-8)
Writer’s Workshop Program ( GR 6-8)
Computer Program ( GR K-2)
Math Literacy Program ( GR 6-8)
Silent Reading ( GR 3-5)
SSR( GR K-2)
Reading Workshop ( GR K-2)
After School Tutoring (3-8)
Breakfast Club (3-8)
Before School Tutoring (3-8)
Small Group Reading (K-2)
New Grade Card( GR 6-8)
Typical School Improvement
44
Student Outcome MetricImprove State Reading Assessment from 56.2%
Meet/Exceed to 64.2% M/E (+8% Points)
Running Record(K-2)
Running Record(3-5)
Interim Assessment(3-5)
Interim Assessment(6-8)
DIBELS Assessment(K-1)
Reading Recovery Program ( GR K-2)
After School Tutoring (3-8)
Balanced Literacy Program ( GR 3-5)
Extended Small Group(GR K-2)
SS & Reading / Lit Circles ( GR 6-8)
Guided Reading Program ( GR K-2)
Lunch Bunch Program ( GR 3-8)
Writer’s Workshop Program ( GR 6-8)
Lunch Bunch Program (GR 3-8)
Lunch Bunch Program ( GR 3-8)
Reading Recovery Program ( GR K-2)
After School Tutoring (3-8)
Balanced Literacy Program ( GR 3-5)
Extended Small Group( GR K-2)
SS & Reading / Lit Circles ( GR 6-8)
Guided Reading Program ( GR K-2)
Lunch Bunch Program ( GR 3-8)
Writer’s Workshop Program ( GR 6-8)
Computer Program ( GR K-2)
Math Literacy Program ( GR 6-8)
Silent Reading ( GR 3-5)
SSR( GR K-2)
Reading Workshop ( GR K-2)
After School Tutoring (3-8)
Breakfast Club (3-8)
Before School Tutoring (3-8)
Small Group Reading (K-2)
New Grade Card( GR 6-8)
Strategically Managing School Improvement
45
Student Outcome MetricImprove State Reading Assessment from 56.2%
Meet/Exceed to 64.2% M/E (+8% Points)
Reading Recovery Program ( GR K-2)
After School Tutoring (3-8)
Balanced Literacy Program ( GR 3-5)
Extended Small Group(GR K-2)
SS & Reading / Lit Circles ( GR 6-8)
Guided Reading Program ( GR K-2)
Lunch Bunch Program (GR 3-8)
Writer’s Workshop Program ( GR 6-8)
Running Record(K-2)
Running Record(3-5)
Interim Assessment(3-5)
Interim Assessment(6-8)
DIBELS Assessment(K-1)
Develop Project PlansEach New Intervention MUST Have a Fully Developed Project Plan.
GR-IM-E
Strategically Managing School Improvement
46
Student Outcome MetricImprove State Reading Assessment from 56.2%
Meet/Exceed to 64.2% M/E (+8% Points)
Reading Recovery Program ( GR K-2)
After School Tutoring (3-8)
Balanced Literacy Program ( GR 3-5)
Extended Small Group(GR K-2)
SS & Reading / Lit Circles ( GR 6-8)
Guided Reading Program ( GR K-2)
Lunch Bunch Program (GR 3-8)
Writer’s Workshop Program ( GR 6-8)
Running Record(K-2)
Running Record(3-5)
Interim Assessment(3-5)
Interim Assessment(6-8)
DIBELS Assessment(K-1)
Identify Fidelity Metrics for Each InterventionEach New Intervention MUST Have One Or More Fidelity Metrics
Fidelity MetricsFidelity Metrics
Fidelity Metrics
Fidelity Metrics
Fidelity Metrics Fidelity Metrics
Fidelity Metrics
Fidelity Metrics
Are the RIGHT PEOPLE…
Doing the RIGHT THINGS…
In the RIGHT WAY…
At the RIGHT TIME…
…for the benefit of Students?
Fidelity METRICS TELL YOU…
Strategically Managing School Improvement
48
Student Outcome MetricImprove State Reading Assessment from 56.2%
Meet/Exceed to 64.2% M/E (+8% Points)
Running Record(K-2)
Running Record(3-5)
Interim Assessment(3-5)
Interim Assessment(6-8)
DIBELS Assessment(K-1)
Reading Recovery Program ( GR K-2)
After School Tutoring (3-8)
Balanced Literacy Program ( GR 3-5)
Extended Small Group(GR K-2)
SS & Reading / Lit Circles ( GR 6-8)
Guided Reading Program ( GR K-2)
Lunch Bunch Program (GR 3-8)
Writer’s Workshop Program ( GR 6-8)
Fidelity Metrics
Fidelity Metrics Fidelity Metrics
Fidelity Metrics
Fidelity Metrics
Fidelity Metrics
Fidelity Metrics
Fidelity Metrics
Progress Monitoring 1 & 2
49
Quarter 1
“CPA”Level of Use(Rating = 0 - 4)
Percent Proficient
(Benchmark)
Sept. 3.5 70%
Oct. 3.0 53%
Nov. 3.0 51%
Dec. 2.5 48%
Fidelity Metric
(Process Data)
Outcome Metric
(Impact Data)
Leadership and Learning Center 2010
CPA Strategy Implementation Data“Level of Use”, Rating Scale 0-4
Fidelity = 3.0
Leadership and Learning Center 2010
CPA Strategy Implementation Data“Level of Use”, Rating Scale 0-4
Fidelity =3.0
Outcome Metric =
75%
What is the relationship
between Fidelity & Achievement?
52
Same Data….Different View
2.4 2.6 2.8 3.0 3.2 3.4 3.60%
10%20%30%40%50%60%70%80%
Relationship Between CPA “Level of Use” and Percent Proficient
Strategy "Level of Use" Rating
Perc
ent P
rofic
ient
(2.5, 48%)
(3.5, 70%)
Fidelity Indicator Fidelity Indicator
Fidelity Indicator Fidelity Indicator
Fidelity Indicator
Fidelity Indicator
Fidelity Indicator Fidelity Indicator
“Level of Use”
Fidelity Indicator
Title I Math Lab
# Minutes Direct Instruction
Fidelity Indicator
53
MATHObj. 60% students proficient by June 2016
Title I Before School
Lunch Bunch
Online Courses
TIER I (CORE) TIER II(SUPPLEMENTAL)
TIER III(SUPPLEMENTAL)
ASSESSMENT
Math Workshop
Curriculum-Based Assessments NWEA District
Benchmark DIBELS-Math
Concrete-Pictorial-Abstract
SIP
Fidelity Indicator Fidelity Indicator
Fidelity Indicator Fidelity Indicator
Fidelity Indicator Fidelity Indicator
Fidelity Indicator Fidelity Indicator
54
MATHObj. 70% students proficient by June 2016.
Research-Based Math Strategies (CPA, ….)
Everyday Math
Title I Extended Day Programs (K-6)
Pull-Out Programs
Title I Summer School
Reading Recovery
TIER I (CORE) TIER II(SUPPLEMENTAL)
TIER III(SUPPLEMENTAL)
DIBELS-Math ASSESSMENTDistrict BenchmarkNWEACurriculum-Based
Assessments
DIP
Title I Tech-Based
Math Workshop
What would your map look like?◦Core Instruction◦Supplemental instruction◦Assessments
What is making sense? What questions might you have?
Check In: Turn and Talk
55
57
SIP/DIP GOAL AREAMeasurable Objective
ASSESSMENT ASSESSMENTASSESSMENTASSESSMENTASSESSMENT
Step 1.
Step 2:List all local assessments used to measure and/or monitor student achievement in this content area.
Link to Measurable Objective.
58
SIP/DIP GOAL AREAMeasurable Goal/Objective
TIER I (CORE) TIER II(SUPPLEMENTAL)
TIER III(SUPPLEMENTAL)
ASSESSMENT ASSESSMENTASSESSMENTASSESSMENTASSESSMENT
Step 3:Identify core and supplemental programs, strategies
or initiatives that support student learning in the content area. (DIP/SIP)
59
MathematicsMeasurable Goal/Objective
“CPA” Strategy
Title I Before School
Lunch Bunch
Title I Lab
Online Courses
TIER I (CORE) TIER II(SUPPLEMENTAL)
TIER III(SUPPLEMENTAL)
ASSESSMENT ASSESSMENTASSESSMENTASSESSMENTASSESSMENT
Math Workshop
Step 4: Sort and label programs/initiatives.
Title I Math Lab
60
MathematicsMeasurable Goal/Objective
“CPA” Strategy
Title I Before School
Lunch Bunch
Title I Lab
Online Courses
TIER I (CORE) TIER II(SUPPLEMENTAL)
TIER III(SUPPLEMENTAL)
ASSESSMENT ASSESSMENTASSESSMENTASSESSMENTASSESSMENT
Step 5: Link assessments to
programsTitle I
Math LabMath
Workshop
Fidelity Indicator Fidelity Indicator Fidelity Indicator
Fidelity Indicator Fidelity Indicator Fidelity Indicator Fidelity Indicator Fidelity Indicator
Fidelity Indicator
Fidelity Indicator
Title I Math Lab
# Minutes Direct Instruction
Fidelity Indicator
61
MathObj. 60% students proficient by June 2016
“CPA” Title I Before School
Online Courses
TIER I (CORE)TIER II
(SUPPLEMENTAL)TIER III
(SUPPLEMENTAL)
DIBELS-Math ASSESSMENTDistrictBenchmark
NWEACurriculum-Based Assessment
Math Workshop Step 6: Identify
Fidelity Indicators
“Title I Before School Math Program”Purpose: To improve the foundational math skills of students in grades 4-6
so they can access and achieve grade-level standards.
• MEAP: Level 3 or 4 for two consecutive years
• District Benchmark Assessment: below 65% on 2 of last 3 assessments
• NWEA: 0-25th percentile on most recent assessment
• MEAP: Level 1 or 2 on most recent assessment
• District Benchmark: at least 70% on 2 of last 3 assessments
• NWEA: 26th percentile or higher on last assessment
• C or better semester grade in math.
Key Components Exit CriteriaEligibility Criteria
• 30 min., 2-3x week, a.m.
• Breakfast snack• 10:1 stud:tchr ratio• Students grouped by
need• Pre-teaching of skills to
support access to grade-level curriculum
• Aligned to daily classroom instruction
• Use research-based strategies (i.e., Concrete-Pictorial-Abstract)
• Teacher & interventionist plan weekly
63
Resources/PD: Manipulatives, Snacks, Intervention Teacher (360 hrs), PD for Int. Tchr. (registration, sub costs), others..,
MONITOR Fidelity Indicator:# Minutes Instruction
“Implement
ing
w/fidelity”
“Getti
ng R
eady
”
“Title I Before School Math Program”Purpose: To improve the foundational math skills of students in
grades 4-6 so they can access and achieve grade-level standards.
• MEAP: Level 3 or 4 for two consecutive years
• District Benchmark Assessment: below 65% on 2 of last 3 assessments
• NWEA: 0-25th percentile on most recent assessment
• MEAP: Level 1 or 2 on most recent assessment
• District Benchmark: at least 70% on 2 of last 3 assessments
• NWEA: 26th percentile or higher on last assessment
• C or better semester grade in math.
Key Components Exit CriteriaEligibility Criteria
• 30 min., 2-3x week, a.m.
• Breakfast snack• 10:1 stud:tchr ratio• Students grouped by
need• Pre-teaching of skills to
support access to grade-level curriculum
• Aligned to daily classroom instruction
• Use research-based strategies (i.e., Concrete-Pictorial-Abstract)
• Teacher & interventionist plan weekly
64
Resources/PD: Manipulatives, Snacks, Intervention Teacher (360 hrs), PD for Int. Tchr. (registration, sub costs), others..,
“Implement
ing
w/fidelity”
“Concrete - Pictorial – Abstract (CPA)”http://www.loganschools.org/mathframework/CPA.pdf
To improve students’ skills in the area of numeration and operations in order to achieve grade-level proficiency.
“Critical Features” Learning GoalsBaseline Data• Organize content into
concepts• Use 3-step approach
1. Introduce concepts using concrete materials (i.e., manipulatives, measurement tools)
2. Use pictures to show visual representations of concrete materials. Explain relationship of pictures to concrete model.
3. Formal work with symbols (abstract) to represent numerical operations.
• Common grade-level planning 2x/month
• Use Lesson Plan/Data templates
65Resources/PD
Research Base
Local Expectations for Implementers
“Concrete - Pictorial – Abstract (CPA)”http://www.loganschools.org/mathframework/CPA.pdf
To improve students’ skills in the area of numeration and operations in order to achieve grade-level proficiency.
“Critical Features” Learning GoalsBaseline Data• Organize content into
concepts• Use 3-step approach
1. Introduce concepts using concrete materials (i.e., manipulatives, measurement tools)
2. Use pictures to show visual representations of concrete materials. Explain relationship of pictures to concrete model.
3. Formal work with symbols (abstract) to represent numerical operations.
• Common grade-level planning 2x/month
• Use Lesson Plan/Data templates
66Resources/PD
Fidelity Indicator:
Level of Use, 0-4
Possible Data Sources for Monitoring Fidelity of Implementation
Assessing the Fidelity Protocols
Classroom Observations
Staff Self-Assessments/Surveys
Walk Through Data
Focus Group Interviews
“Program”
Eligibility Criteria Exit Criteria
68
Purpose Statement
Resources/PD
5. Impact on
students?4.
Implemente
d
as inte
nded?
1. Readiness?
2. Knowledge and skills?
3. Opportunity?
Key Components
MDE Program Planning Toolhttp://www.michigan.gov/documents/mde/Planning_Tool.Sep_14_401912_7.doc
DESCRIPTION of the Program/Strategy/Initiative
Q1. How will we ensure readiness for implementing the strategy/program/initiative?
Q2. How will we ensure that staff and administrators have the knowledge and skills to implement the strategy/program/initiative?
Q3. How will we ensure that there is opportunity to implement the strategy/program/initiative with fidelity?
Q4. How will we ensure that the strategy/program/ initiative will be implemented as intended?
Q5. How will we ensure a positive impact on student achievement?
Getting
Ready
MDE Program Planning Toolhttp://www.michigan.gov/documents/mde/Planning_Tool.Sep_14_401912_7.doc
DESCRIPTION of the Program/Strategy/Initiative
Q1. How will we ensure readiness for implementing the strategy/program/initiative?
Q2. How will we ensure that staff and administrators have the knowledge and skills to implement the strategy/program/initiative?
Q3. How will we ensure that there is opportunity to implement the strategy/program/initiative with fidelity?
Q4. How will we ensure that the strategy/program/ initiative will be implemented as intended?
Q5. How will we ensure a positive impact on student achievement?
Implementing &
Monitoring, to inform
Evaluation
Oakland Schools:◦ Jan Callis, Title I: [email protected]
WAYNE RESA:◦ Jolia Hill, Title I: [email protected]
74
Contact Info
Generic Model of Improvement Planning
(“Tri-Fold”)
Current State
Preferred Future
Baseline Data Implement “Program” Summative Data
76
“Program/Strategy/Initiative”Purpose Statement
“Critical Features”(“Gold Standard”)
Learning Goals(Evidence of
Success)
Baseline Data(Evidence of
Need)
77Supports, Resources, PD
“Program/Strategy/Initiative”Purpose Statement
“Critical Features”(“Gold Standard”)
Learning Goals(Evidence of
Success)
Baseline Data(Evidence of
Need)
78Supports, Resources, PD
Current State
Preferred Future
“Program/Strategy/Initiative”Purpose Statement
“Critical Features”(“Gold Standard”)
Learning Goals(Evidence of
Success)
Baseline Data(Evidence of
Need)
79Supports, Resources, PD
Are we READY to
implement?
“Program/Strategy/Initiative”Purpose Statement
“Critical Features”(“Gold Standard”)
Learning Goals(Evidence of
Success)
Baseline Data(Evidence of
Need)
80Supports, Resources, PD
Are we implementing with fidelity?
“Concrete - Pictorial – Abstract (CPA)”To improve students’ skills in the area of numeration and
operations in order to achieve grade-level proficiency.
• MEAP: 40% of students successful (80% correct) on numeration/ operation items
• Benchmark Assessments: Error analysis suggests misconceptions with numeration concepts impacting performance on operations.
• Classroom Assessments: 60% students performing at grade-level on operations
• 55% students proficient on numeration/operation items (80% correct) on state assessment, May 2015
• Benchmark Assessments: Increase proficiency on numeration items by 10% or more for each grade level
• Classroom Assessments: 80% students at grade level on operations by June 2014
“Critical Features” Learning GoalsBaseline Data• Organize content into
concepts• Use 3-step approach
1. Introduce concepts using concrete materials (i.e., manipulatives, measurement tools)
2. Use pictures to show visual representations of concrete materials. Explain relationship of pictures to concrete model.
3. Formal work with symbols (abstract) to represent numerical operations.
• Common grade-level planning 2x/month
• Use Lesson Plan/Data templates
81Manipulatives, PD for All Math Teachers (registration, sub costs),; others..,
“School-Parent Compact”Purpose Statement
Parents will: Students will:Teachers will:
82Resources, Workshops, PD
83
“Tri-Fold” Brochure: Outside Cover
School Improvement Goals
Achievements
Important Dates
Who to Call:
School Name
Logo
Address
PrincipalContact Information
Oakland Schools:◦ Jan Callis, Title I: [email protected]
WAYNE RESA:◦ Jolia Hill, Title I: [email protected] ◦ Ann LaPointe, School Improvement:
84
Contact Info