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FACILITATORS OF SCHOOL IMPROVEMENT
JANUARY 2017
DEANE SPENCER, ED.S. JENNIFER PARKER, ED.D.MACOMB ISD
OUTCOMES FOR TODAY
• Build our School Mindset
• Review our Working Agreements
• Complete Getting Ready to Implement in our PET
• Questions #2 - #4
• Copy or create our EdYes! report
WORKING AGREEMENTS -UPDATING OUR AGREEMENTS
In October you:• Reviewed the FSI Working Agreements.
• Put a check next to any working agreements that you wanted to keep exactly as they were.
• Revised any that you believed required updating.
• Added additional agreements if you believed they were needed.
• Next to new agreements indicated if they were for ALL or specific to your school.
KEY WORKING AGREEMENTS FROM OCTOBER
• 112 Key Working Agreement sheets received
• 175 schools enrolled in FSI
• 64% participation
• 44% indicated no change
• “All Good”
• “We love these”
• “All good for FSI & at our school”
• No change required”
KEY WORKING AGREEMENTS KEY WORKING AGREEMENTS
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KEY WORKING AGREEMENTS KEY WORKING AGREEMENTSA FACILITATION TOOL
•Respect all Points of View
•Be Present and Engaged
•Honor Time Agreements
•Respect and Hear All voices in the Room - Your Voice is Equally Important
•Come with a Positive Attitude
BUILDING A SCHOOL MINDSET
• Dr. Jennifer Parker
THE IMPORTANCE OF ACHIEVEMENT
•Are your students’ brains stuck for the rest of their life at their current cognitive level or can they be lifted?
Jensen, E. (2016). Poor students, rich teaching – mindsets for change. Bloomington, IN: Solution Tree Press.
PART II – ACHIEVEMENT MINDSET
“I can build student effort, motivation, and attitudes to success. They are all teachable skills.” – p. 60
How do you use:rewards,
adverse consequences, or praise for student work?
Jensen, E. (2016). Poor students, rich teaching – mindsets for change. Bloomington, IN: Solution Tree Press.
BUILDING THE SCHOOL MINDSET
1. Relational 2. Achievement
3. Rich Classroom Climate
4. Engagement
Jensen, E. (2016). Poor students, rich teaching – mindsets for change. Bloomington, IN: Solution Tree Press.
Handout
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INVISIBLE MOTIVATORS AND BEST PRACTICEInvisible Motivators CITW Strategies
Approach, frame, and define the task appropriately Setting Objectives
Manage the self-talk fro you and the student Reinforcing Effort
Show how others have succeeded in the task Reinforcing Effort
Make the task worth doing (or not) with high relevancy Homework and Practice
Offer the right type of praise and affirmation Providing Recognition
Orchestrate the autonomy and ideal social conditions Cooperative Learning
Teach students how to deal with obstacles and criticism Reinforcing Effort
Purposely develop grit to keep trying a task Reinforcing Effort
Inspire a sense of mastery to do well Setting Objectives; Summarizing and Notetaking
Provide core background subskills needed for the task Setting Objectives
Orchestrate positive emotions into the task and celebrate Reinforcing Effort and Providing Recognition
Identify stereotype threats and remove them Creating an Environment
Provide the most effective types of quality feedback Providing Feedback
Frame failures so students grow from them Reinforcing Effort
Build relationships so students will listen to you Creating an Environment
Help students set much higher goals with micro-steps Setting Objectives
Build subject-specific study skills Notetaking & Study Skills
WHAT DO WE KNOW ABOUT POVERTY?http://www.povertyusa.org/poverty-resources/quiz/
WHAT DOES POVERTY LOOK LIKE IN MICHIGAN?
Visit Census.org
Click on Data, Visualizations
What is Michigan’s poverty rate?
VISIT SPENT.ORG
Play the “game” of life that real people experience every day.
ACTION STEPS: POVERTY
• What can the classroom teacher do?
• How do you meet the needs of students who can’t afford book fair, supplies in classroom, Christmas bazaar/shopping for family members, field trips, etc.
• What can the school principal do?
• Is free and reduced lunch a visual – source of embarrassment – and students don’t take advantage of it?
p.30-31
Jensen, E. (2009). Teaching with poverty in mind. pp. 30-31.
ACHIEVEMENT MINDSET: CONNECTIONS TO SCHOOL IMPROVEMENT
•How does our achievement influence our school improvement planning and reporting?
•How is our mindset portrayed in our goals and plans?
•How can we build in conversations about achievement with our own staff?
For more ideas, read Chapter 8-13 in the text “Poor Students, Rich Teaching: Mindset for Change” by Eric Jensen.
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ACHIEVEMENTCONNECTOR ACTIVITIES
HOW DO YOU MOTIVATE STUDENTS TO ACHIEVE?
HOW DOES A TOXIC CULTURE PREVENT AN ACHIEVEMENT MINDSET
HOW DOES PERCEPTION DATA INFORM STUDENT ACHIEVEMENT?
Toxic Cultures and Fixed Mindsets negatively impact student achievement
Using the following scale:
• How often do you find yourself telling success stories of past students or famous people that students might be able to relate to?
• Do you use affirmations and celebrate learning milestones?
• How often do you use positive, optimistic language with your students (e.g. “You’ve got a great gift!” Or “I love how you did that, how did you come up with that idea?”, or “I know you haven’t done well, but I’m on your side and I know how to get you where you want to go!”
STAFF PERCEPTIONSABOUT ACHIEVEMENT
That’s not my style Occasionally Several times a week
STUDENT ACHIEVEMENT
Using the following scale:
• What is the likelihood of your succeeding in school and graduating?
• How much support do you feel you get from your teachers for schoolwork and personal life?
• When you think about where you’ll be 10 or 20 years from now, what comes to mind?
PERCEPTIONS
Not good Hard to tell Excellent
KEYS TO UNLOCKING ACHIEVEMENT MINDSET
•Goals
•Attitude
•Feedback•Grit
WHAT DOES EFFECTIVE FEEDBACK LOOK LIKE?
Best Practice Recommendations for Providing Feedback:*Corrective*Timely*Criterion Referenced*Engaging
Source: Dean, Stone, Pitler, Hubbell (2012). Classroom Instruction that Works, 2nd ed.
FEEDBACK AND CONTINUOUS IMPROVEMENT
• Clear, shared goals
• Establishing progress
• Providing actionable feedback that moves learning forward
• Activating students as owners of their own learning
• Tracking
Jensen, E. (2016). Poor students, rich teaching. p.86
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CLASSROOM APPLICATION“S-E-A” FOR QUALITATIVE FEEDBACKMAKE YOUR FEEDBACK MORE MEANINGFUL BY SPEAKING DIRECTLY TO:
• STRATEGY
• “Great job using all of the elements of the formula in your math problem, and for showing your work.”
• EFFORT
• “I appreciate how much effort went into making the diorama of the Great Wall – I know you spent a lot of time on scale and dimensions to make it very realistic!”
• ATTITUDE
• “You have demonstrated a very positive attitude even in the face of adversity – I appreciate how you stayed focused on your goal even when you were struggling and that made all of the difference.”
CLASSROOM APPLICATION“3M” FOR QUANTITATIVE FEEDBACK
•Milestone (Where am I?)
•Mission (What’s my goal?)
•Method (How do I get there?)
INSTRUCTIONAL LIGHT AND MAGIC
Before Class First 10 minutes of Class Time
Core Class Time Last 10 minutes of Class Time
• Collecting Data• Planning• Making Personal
Preparations• Creating a Positive
Physical Environment
• Building Relationships
• Getting Started• Boosting Social
Status• Taking care of
Administrative Tasks
• Connecting with real life
• Jump starting the brain
• Making it relevant• Building hope• Building the
operating system• Getting physical• Framing the
content• Delivering the
content• Elaborating and
correcting errors
• Strengtheningmemory
• Assigning homework
• Cleaning up• Closing the day
(Source: Jensen, E. (2009). Teaching with poverty in mind, pp. 144-151)
PRINCIPALS RESOURCE PACKET
• MDE Program Evaluation Tool Chart
• School Improvement Checklist
• Save The Dates
• School Improvement Glossary
• Spring 2016 Michigan M-STEP Guide to Reports
• Tools Being Talked About
KEY DATES TO REMEMBER MACOMB FSI WEBSITEwww.macombfsi.net
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DO YOU KNOW ME WELL ENOUGH TO TEACH ME?
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?
Demographic -Contextual Data
Describes our students, staff, building, and community
Achievement/ Student
Outcome Data
How our students perform on local, state and federal
assessments (subgroups)
Process Data
The policies, procedures, and systems we have
in place that define how we do
business
Perception Data
Opinions of students, staff,
parents and community
regarding our school.
DO YOU AGREE?...
This means that THIS is a time for
CHANGE!
“If we do what we’ve done….
We will get, what we’ve gotten”
URGENCY
Can you HEAR it?
Can you FEEL it?
Can you SEE it?
Can you SMELL it?
2nd Order ChangeChange and ReturnForced Change
Internal Drive to Change
1st Order Change
3rd Order Change
URGENCY
Can you HEAR it?
Can you FEEL it?
Can you SEE it?
Can you SMELL it?
Turn and Talk to your neighbor What is URGENT in your classroom? School? District?
A BIGGER PICTURE OF SYSTEMIC IMPROVEMENT
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MICHIGAN’S CONTINUOUS SCHOOL IMPROVEMENT PROCESS
Stage Processes Products
GATHER • Assemble school improvement team• Establish a collaborative vision• Design a planning process• Collect school data • Engage stakeholders in an internal review • Build school profile
• School Process Data Collected from (DSR/SSR or SA/Interim SA)
• School Data Analysis
STUDY • Analyze Data• Set Goals• Set Measurable Objectives• Research Best Practices
• School Data Analysis• School Process Rubrics Analysis• Goals & Plans
PLAN • Develop action plan for strategies and activities• Define methods for monitoring and evaluation
• Goals & Plans• School Improvement Plan
DO • Implement the Plan• Progress with Monitoring the Plan• Evaluate the Plan
• Annual Education Report• Program Evaluation
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CHARTING THE STRANDS
• Use a piece of chart paper to create the graph at the right
CHARTING THE STRANDS – ACTIVITY TOOLS
CHARTING THE STRANDS
• Find your EdYes! cards
• Green – School Improvement Framework
• Orange – AdvancEd Standards for Quality Schools
• Shuffle the cards and randomly select 10 cards from your deck.
• Use a lens of your building work of School Improvement, Rank your 10 cards from Least Important to Most Important
CHARTING THE STRANDS
• Graph each of the Indicators on the Quadrant graph according to their Impact and Importance.
• The horizontal axis is Impact.
• The vertical axis is Importance.
CHARTING THE STRANDS – EXAMINE YOUR GRAPH
• Use the graph to begin reflection on your EdYes! template:
• On your template, put a star next to all of the Standards you determined were the Most Impactful and Most Important.
CHARTING THE STRANDS – EXAMINE YOUR GRAPH• Begin with your Most Impactful and Most Important:
• How does your building rate?• Find the Characteristics/Response that describe your
school/district.
• Evidence• What evidence is listed that supports your rating?
• Can you produce the evidence?
• Who has the evidence?
• Where can the evidence be found?
• Do you have additional evidence that is not listed that satisfies the Characteristic/Response?
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AdvancED - Interim Self Assessment
One or the Other; NOT BOTH
MDE - School System Review (SSR) CHARTING THE STRANDS
Consider:
• Is your evidence sufficient to support your rating?
• What possible action steps can the team identify that may impact the School Improvement Planning for next year?
SCHOOL IMPROVEMENT FRAMEWORKSCHOOL SYSTEMS REVIEW (SSR) 26 INDICATORS AdvancEd INTERIM SELF-ASSESSMENT
The Self Assessment or Interim Self Assessment is based on the five AdvancED Standards for Quality, which serve as the foundation of the AdvancED accreditation process.
Ed YES! REPORTDUE DATE: MARCH 17, 2017
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• 26 Quality Indicators
MDE Accredited
• Interim Self-Assessment
• Self-Assessment
AdvancED Michigan
PROCESS AND PERCEPTION DATA
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COPY A DIAGNOSTIC
You can copy the 2016 Ed YES! diagnostic by going to the individual diagnostic and selecting copy. CLICK
CLICK
COPY A DIAGNOSTIC
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CLICK
Open your completed 2016 Ed YES! Report.
COPY A DIAGNOSTIC
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Click on Copy
COPY A DIAGNOSTIC
In the Description box name your Diagnostic “2016-2017 Ed YES! Report”
REVISIT, REVIEW, REVISE
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Click on the blue Strand titles to review the input from last year.
Make any and all changes based on current information, data and results.
Click
MDE: SCHOOL SYSTEMS REVIEW (SSR)AdvancED: INTERIM SELF ASSESSMENT (ISA)
• Examine the Ed YES! Report from last year in ASSIST
• Identify your challenge areas
• Identify your strengths
• As a School Improvement team, talk about how you will engage staff in assessing the indicators and surfacing evidence. Discuss where you rate as a school with regard to each MDE: strand, standard, and indicator or AdvancED: standard and indicator.
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MICHIGAN CONTINUOUS SCHOOL IMPROVEMENT PROCESS CYCLE
Annual Education Report
How did we do?
School Improvement Plan
Where do we want to go and how are we going to get there?
Comprehensive Needs Assessment
Where are we now?
Comprehensive Needs Assessment Process
Outcome Data
Process Data Perception Data
Demographic Data
Identify Strengths and Challenges
Conduct an Inquiry to Determine Appropriate Strategies
Unpack Strategies to Create an Action Plan
Monitor & Evaluate
Implementation (Adult Behaviors)
Monitor & Evaluate Impact
(Student Growth)
Revisit, Review, Revise PLAN as needed
GATHER
STUDY
PLAN
DO
ASSIST
School System Review
School Data Profile
Title I Diagnostic Data Collection
Program Evaluation Begins *
School System Review
Title I Diagnostic Data Analysis
School Data Analysis
- Data Planner
Research Best
Practices *
Goals and PlansAction Plan
Program Evaluation Tool Finalized *
Revisit, Review, and Revise PLAN as needed *
STAGE ONE- GATHER STEP 2 – COLLECT DATA
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11/17/2015Office of Education Improvement & Innovation www.mi.gov/osi
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Four Types of DataDemographic Data
Describes our students, staff, building, and community
EXAMPLES include: Enrollment, Attendance, Grade Levels, Race/Ethnicity, Gender, Students with Disabilities, English Learners,
Socio-economic Status, Graduation Rate, Suspensions/Expulsions, etc.
11/17/2015Office of Education Improvement & Innovation www.mi.gov/osi 62
Process Data
The policies, procedures, and systems we have in place that define how we do business.
Examples are how a school will use to plan, deliver and monitor curriculum, instruction and assessment.
11/17/2015Office of Education Improvement & Innovation www.mi.gov/osi 63
Achievement/Outcome Data
How our students perform on local, state and federal assessments (subgroups)
Examples include: Classroom-Level, Benchmark, Interim and Formative Assessment Data, along with Summative Data such as
Standardized Test Scores from Annual District and State Assessments.
11/17/2015Office of Education Improvement & Innovation www.mi.gov/osi 64
Perception Data
Opinions of staff, parents, community and students regarding our school
3/16/20115Office of Education Improvement & Innovation www.mi.gov/osi 65 66
WHAT
Demographic Data Achievement/Outcome Data
Process Data Perception 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‐drug
violations• Extracurricular participation• Physical, mental, social and
health indicators
• Local assessments: District Common Assessments, Classroom Assessments, Report Cards
• State assessments:MME, SAT, M-STEP, MI-Access, WIDA
• National assessments:SAT, PSAT8/9, PSAT10 WorkKeys, NWEA, ITBS, CAT, MET, NAEP
• 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 Indicators
(SSR 26 Indicators) or (ISA/SA)
• Event occurred: Who, what, when, where, why, how
• What you did for whom: E.g. All 8th graders received violence prevention
• Survey data (student, parent, staff, community)
• Opinions (Clarify what others think. People act based on what they believe. How do they see you/us?)
What Data Do YOU Collect?
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What are the areas of concern over which we have control?
SUMMARY QUESTIONS
At what level are our students achieving? How does this compare to where we want them to be?1
What factors influence student achievement?2
What does this information tell us about our greatest area of need?3
4
MAKE A PLAN!
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Use the Summary Questions and the list of Data Sources to create or revise your Data Plan.
As you complete the table, consider where you have deficits and where you have strengths.
Handout
HandoutsCOLLECT AND COMPARE YOUR DATA COLLECT AND COMPARE YOUR DATA
USE YOUR ‘DATA PLANNER’ TO BEGIN THE DATA WORKSHEET PACKET
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Handouts
**Choose your format**
STAGE FOUR - DO STEP 11 - EVALUATE PLAN QUALITY EVALUATION COMES FROM QUALITY
PLANNING
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STRATEGY IMPLEMENTATION GUIDE
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‘LOOK FOR’ GUIDETO MONITOR THE FIDELITY OF IMPLEMENTATION
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EXPLICIT PLANNING OF HOW, WHO, WHERE AND WHEN
QUALITY EVALUATION COMES FROM QUALITY PLANNING GETTING READY TO IMPLEMENT
• How will we ensure READINESS for implementation?
• How will we ensure that staff and administrators have the KNOWLEDGE and SKILLS to implement?
• How will we ensure OPPORTUNITY for high quality implementation of the strategy?
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GETTING READY TO IMPLEMENT
Create a Model
• As a team organize the 18 cards to illustrate the components of Getting Ready
READINESS
IN AN IDEAL STRATEGY/PROGRAM/INITIATIVE, stakeholders are well-prepared to implement the program. They have read and can articulate the research foundation, and regularly use the terms in conversation with each other, students, and with parents. Staff, students and parents express a high level of interest in, support for and commitment to the program. Specific concerns have been identified and solutions have been planned/ implemented. Staff is able to seamlessly integrate the program within the context of other building/district initiatives.
KNOWLEDGE AND SKILLS
IN AN IDEAL STRATEGY/PROGRAM/INITIATIVE, personnel are able to clearly articulate what successful implementation looks and sounds like and how specific practices will change as a result of its implementation. Staff and administrators can articulate specific outcomes and specific criteria for evaluation. Personnel can demonstrate their ability to apply the knowledge and skills required to successfully implement with fidelity, and professional learning opportunities are provided to address gaps in knowledge and skills.
OPPORTUNITY
IN AN IDEAL STRATEGY/PROGRAM/INITIATIVE, building and district administrators provide significant support for project implementation. Sufficient funds have been allocated and continue to be managed by building principal and or program director. Adequate resources are available for full implementation including time for staff collaboration in various forms. Clearly defined structures/protocols are in place to collect and review formative implementation data.
PROGRAM EVALUATION TEMPLATE AND CRITERIAGETTING READY TO IMPLEMENTHandout
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Fidelity of
Implementation
Current Reality (Statements & Rubric
Score)
Data
Program Evaluation
Requires all THREE types of Activities
Walk Through(Adult Implementation)
Data
Measurement(Student Achievement)
Data
Ready to Answer PET Question 5
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PET TOOLS
http://www.michigan.gov/mde/0,4615,7-140-6530_30334_51051-328384--,00.html
PROGRAM EVALUATION TOOL (PET)Timeline
October
January
February
May - June
MICHIGAN PRACTICE OF SCHOOL IMPROVEMENT
School Improvement Process
Public Act 25 of 1990
3-5 year plan
STREAMLINED SCHOOL IMPROVEMENT PLAN FOR 2016-2017
November 21, 2016www.mi.gov/schoolimprovement 88
The School Improvement
process is NOTchanging
3 TO 5 YEAR SCHOOL IMPROVEMENT PLANS FOCUS ON DO : MONITOR – EVALUATE - ADJUST
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WHAT’S CHANGED?
2015 – 2016 REPORTS
• Career & College Ready Implementation Status (CCRIS)
• Program Evaluation
• Focus School Report
• District Resource Allocation
• Single Building District Resource Allocation
• EdYES!
• District Requirements Report
• District Improvement Plan
• Single Building District Improvement Plan
• Priority Single Building District Improvement Plan
• School Improvement Plan
• Priority School Improvement Plan
2016 – 2017 REPORTS
• EdYES!
• District Requirements Report
• Program Evaluation
• District Improvement Plan
• Single Building District Improvement Plan
• School Improvement Plan
www.mi.gov/schoolimprovement November 21, 2016 91
STREAMLINE SCHOOL IMPROVEMENT
The following reports will be assigned during the 2016-2017 school year:
District Single Building District School
• District Requirements Report
• Program Evaluation• District Improvement
Plan
• EdYes!• Program Evaluation• Single Building District
Improvement Plan
• EdYes!• Program Evaluation• School Improvement
Plan
STREAMLINE SCHOOL IMPROVEMENT
District Reports
• District Requirements Report• District System Review OR• Interim Self-Assessment
• Program Evaluation• Program Evaluation Tool
• District Improvement Plan• Improvement Plan Stakeholder Involvement• Goals and Plans
STREAMLINE SCHOOL IMPROVEMENT
Single Building District
• EdYes!• School System Review OR• Interim Self Assessment
• Program Evaluation• Program Evaluation Tool
• Single Building District Improvement Plan• Improvement Plan Stakeholder Involvement• School Improvement Assurance• Title I Schoolwide OR Targeted Assistance (if needed)• Goals and Plans
STREAMLINE SCHOOL IMPROVEMENT
School
• EdYes!• School System Review OR• Interim Self Assessment
• Program Evaluation• Program Evaluation Tool
• School Improvement Plan• School Improvement Assurance• Title I Schoolwide OR Targeted Assistance (if needed)• Goals and Plans
STREAMLINE SCHOOL IMPROVEMENT
• Two options for Streamlining
• Update Goals and Plans as needed; Continue as Usual
• Complete the Abbreviated Goals and Plan Template
• Both options require completing the School Improvement Assurance in ASSIST
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STREAMLINE SCHOOL IMPROVEMENTCHANGES FOR AdvancEd
• New Standards
• New Terminology
• Engagement Review (External Review)
• Improvement Journey• School Quality Factors
• Standards Assessment
• Impact of Instruction
• Surveys
• Inventories
• eProve
SCHOOL QUALITY FACTORS DIAGNOSTIC IMPROVEMENT JOURNEY
AdvancED PERFORMANCE STANDARDS HELPFUL TOOLS
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STUDENT GROWTH PERCENTILES
Playing Card Cohort
• All students with a card are in a cohort from their 2014/2015 test event
• Same test (M-STEP or MI-ACCESS)
• Same content
• Same grade
• Same scale score
• Order from LARGEST to SMALLEST.
STUDENT GROWTH PERCENTILES
• Describes a student’s learning over time compared to other students with comparable scores.
• Range from 0 to 99
• Indicate how many scores in the comparison group are below that score.
SCORECARD DIFFERENTIATED TARGETS
• Unique to each school and district
• Different target for each content area
• Subgroups must meet the target
• Calculations from:
• Percent Proficient
• FAY students
• 2015-2016 M-STEP & MI-Access
PROVISIONAL PROFICIENT
• Measurement error taken into account when calculating accountability.
• Students with scale scores within two “conditional standard errors” of measurement of the proficient cut score are considered provisionally proficient for accountability.
PROVISIONAL PROFICIENT
Example
• Student A achieves a scale score of 1391
• The cut score that determines proficiency is 1400
• The standard error for the students score is 5.
• The student is within two “conditional standard errors” of measurement
• (5x2) + 1391 = 1401
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GROWTH PROFICIENT
• Non proficient student whose growth is categorized as
• Improvement
• Significant Improvement
GROWTH PROFICIENT
Growth LabelSGP
Range
Significant Decline 1 – 19
Decline 20 – 39
Maintaining 40 – 59
Improvement 60 – 79
Significant Improvement 80 - 99
Subject Grade Receiving SGP’s
ELA 4th through 8th, 11th
Math 4th through 8th, 11th
Science 7th & 11th
Social Studies 8th & 11th
MISCHOOLDATA UPDATES
• AER
• WIDA
FINAL ANNOUNCEMENTS
• Open lab
• Edu Paths
• Other professional learning
• Annual Education Report (AER)
• Technology Plan
• 3rd Grade Reading Resources
ASSIST AND SPOTLIGHT
http://www.michigan.gov/mde/0,4615,7-140-22709_70117-280911--,00.html
M-STEP DYNAMIC REPORTS AND CROSSWALKS
School Target Analysis ReportMath Grade 3 Crosswalk: claims, targets, standards
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TEAM WORK TIME• PET – “Getting Ready Components”
• Data Planner
• Data Worksheet
• EdYes! Report
Deane [email protected]
Dr. Jennifer [email protected]@jpmoore67
Questions and Communication always welcome!