PRINCIPAL ORIENTATION

June 18, 2007

Accelerating Student Achievement Pilot

WHY?

Sector 1

Sector 2

Sector 3Sector 4

Building a plane while you’re flying it.

In a sense, this is what we do.

We build your digital business even while you’re

up and running.

EDS

(Voice over: Managing the complexities of a digital economy)

http://content.jengajam.com/eds_plane.mpg

AGENDA

June 18, 2007

8:30 Welcome and Overview Glenn Pelecky

Kristine Wolzen

9:00 Expectations Maggie Van Fossen

Edward Gronlund

Dave Quinn

10:45 ASAP Schools Dave Quinn

12:00 Lunch

12:30 Relationships Nancy McIntire

Georgie Koenig

1:30 Logistics Dave Quinn

2:00 Action Planning Nancy McIntire

Maggie Van Fossen

3:15 Evaluation Dave Quinn

3:30 Adjourn Dave Quinn

The Effective School

What does an effective school look like and sound like?

Instructional Decision Making (IDM)

Basic Premise

All students are part of the general education system

IDM in a nutshell…

The Instructional Decision Making (IDM) process focuses on instruction by using data regarding students’ responses to instruction to guide future educational decisions.

Three-Tiered Intervention Model

TIER I is comprised of three elements:

Core reading program

Benchmark testing of students to determine instructional needs at least three times a year

Ongoing professional development

TIER I: Core

Tier II is small-group supplemental instruction in addition to the time allotted for core reading instruction.

Tier II includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I.

TIER II: Supplemental

TIER III: Intensive

TIER III is intensive, strategic, supplemental instruction specifically designed and customized small-group or 1:1 reading instruction that is extended beyond the time allocated for Tier I and Tier II.

Behavior

PBIS structureAcademic Systems Behavioral Systems

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Instructional Decision Making

ALL

SOME

FEW

BELL CURVE

Struggling students

Accelerated students

Grade level expectation

Side view of IDM

IDM Main Concepts

Curriculum

Instruction

Assessment

Systems

CoreCurriculum & Instruction

The district adopted comprehensive curriculum

Provided for all students

Screening and formative evaluations occur

Core cycle

Instruction that is available for students identified as exceeding or not meeting core- learning expectations

Provided to smaller groups of students with similar needs

Research based/evidence based strategies selected

Targeted instruction in identified area

SupplementalInstruction

Supplemental Cycle

Instruction that is available for students identified as significantly exceeding or not meeting core and/or supplemental learning expectations

Provided to individuals or small groups of students with similar need

Research based/evidence based strategies selected

Intensive cycle

Intensive

Questions answered through Screening

How is each student responding to instruction?

Is the instruction effective?

Which students may need additional assessments?

What is the data telling you?

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Questions answered through Diagnostic Assessment

What are the specific concerns?

What instruction does the student need?

Questions answered through Formative Assessment

Is the student making progress compared to self, peers and/or standard?

What instructional adjustments are needed?

IDM is a process to organize and align resources to improve achievement of all learners using…

• Assessing needs• Planning• Implementing• Evaluating

Improving StudentAchievement by Making

Connections

Activity

Use the IDM handout section about “Guiding Principles.”

Use your list of categories of effective schools.

Talk (as a table group) about ways the characteristics of an Effective School are reflected in IDM’s Guiding Principles.

Prepare to whole-group share.

Journaling

Journaling is a quick, but effective way to reflect on something wehave just thought about, seen for the first time or freshly learned.

Periodically, we will take a few moments to journal individually, then share as you wish with a partner.

Mississippi Bend Area Education AgencyAgency-Wide Goals

Increase the percentage of low socioeconomic, minority, and individualized plan students achieving reading proficiency in grades 4, 8, and 11.

Increase the percentage of low socioeconomic, minority, and individualized plan students achieving mathematics proficiency in grades 4, 8, and 11.

Increase the percentage of low socioeconomic, minority, and individualized plan students achieving science proficiency in grades 5, 8, and 11.

MBAEA Reading Goal

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Baseline 2003-04 2004-05 2005-06

Reporting Years

Prof

icien

cy R

ates

Low SES Minority IEP

MBAEA Math Goal

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Reporting Years

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ates

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MBAEA Science Goal

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Baseline 2003-04 2004-05 2005-06

Reporting Years

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Low SES Minority IEP

Accelerating Student Achievement Pilot“ASAP”

OUTCOMES

1. Improve Student Achievement

2. Implement an Instructional Decision-Making Process

3. Have an AEA Building Level Service Plan

Pilot Year One:

Improve Student Achievement

a) Select 30 students• At-risk students struggling to be successful

academically (may have an IEP and some will)• Students benefiting from changes in general

education classroom instruction• Students with an academic history within the

building (hopefully three years)

b) Collect baseline datac) Identify interventionsd) Embed interventions in the general

education classroom and provide supplemental and/or intensive support

e) Ongoing formative assessment

The 30 student concept is intended to put-a-face to the overall school improvement intervention plan

Pilot Year One:

Implement an Instructional Decision-Making Process

a) Conduct an Instruction Decision-Making gap analysis • September 2007• Involve the building leadership team

b) Devise an implementation action plan• Engage faculty in a conversation to begin the process

of understanding IDM• Initiate beginning steps towards implementation

c) Develop an Instructional Decision-Making flow chart that begins with effective instruction in the general education classroom

A key assumption underlying the ASAP project is that core instruction in the general education classroom needs to improve to reduce the number of academically at-risk students; thus, we believe higher levels of student learning require changes in instructional methods and processes.

Pilot Year One:

Have an AEA Building Level Service Plan

a) Identify current AEA services b) Building level teaching and learning needs

assessmentc) Conduct an AEA service gap analysisd) Prioritize needse) Align AEA services to building needs for 2008-09f) Describe the AEA servicesg) State the 2008-09 outcomes h) State a feedback loop

It is anticipated that 2008-09 school year should produce positive outcomes for the 30 students and all students within the pilot buildings.

Pilot Year One:

ASAP 2007-2008 Outcome Timeline

I. By September, select the 30 at-risk students in partnership with the building principal

II. By the end of September, complete the building level Instructional Decision-Making gap analysis

III. By October 19, complete the following (30 students):• Interventions for the selected 30 students• Teacher training related to the interventions• Ongoing formative assessment collection & analysis

timeline• Involvement of teachers in the data feedback

IV. By April 2008, complete the following:• AEA Service Plan for 2008-2009• Embed the IDM action plan inside the AEA

Service Plan

Journaling

Journaling is a quick, but effective way to reflect on something wehave just thought about, seen for the first time or freshly learned.

Periodically, we will take a few moments to journal individually, then share as you wish with a partner.

Let’s Look at the Job Descriptions and Support

What will this partnership look like in your school?

Job descriptions for Service Facilitator and SectorCoordinator

Role of Principal

Supports that are available

AEA resourcesAEA directorsSchool and district resources

The Current State of our Schools

Principal and Service Facilitator describe:

A. Current state of the school?B. Why the principal applied?

Vision for the PilotA. Given expectations and school context, what is

the vision of the pilot?B. What will be necessary for this to happen?

Journaling

Relationships

Predictive Index - Sharing and Application of Knowledge

Profile (PRO) for Service Facilitator and Sector Coordinator Positions

Predictive Index (PI) for Each of Us

PI Related to Job ResponsibilitiesWhere are you the most confident?

Where might you want support?What kind of support works best for you?

Using PI Information to Work Well as a Team

Journaling

Logistics

Outlook Calendar – Please keep your calendar in Outlook for ease of scheduling meetings

Progress Review

Coordinators and Service Facilitators – Please meet at least monthly to review progress toward accomplishing the three outcomes for ASAP.

Coordinators, Service Facilitators and Service Providers – Please meet monthly at the school site to review relationships and progress toward accomplishing the three outcomes for ASAP. Include the building principal at least initially.

Coordinators and Director – Please meet at least monthly to also review how things are going toward accomplishing the three outcomes for ASAP

More Logistics

Service Facilitators as a Collaborative Team

Facilitated by a Professional Development Coach

September and October – Meet twice each month, then according to established schedule. May meet at school site or in AEA offices.

Focus on Blended Coaching and other knowledge/skills identified by the collaborative team

http://www.youtube.com/watch?v=Pk7yqlTMvp8

Impossibilities are merely things which

we have not yet been learned. 

-- Charles W. Chesnutt

Key Dates for Action Planning

July 30-August 15, service facilitator and sector coordinator engage in a complete overview of the evaluation process and project outcomes; plus,How to select the 30 at-risk studentsHow to identify interventionsHow to set-up formative assessmentHow to collect baseline building data

By September, select the 30 at-risk students in partnership with the building principal

By the end of September, complete the building level Instructional Decision-Making gap analysis

By October 19, complete the following (30 students):Interventions for the selected 30 studentsTeacher training related to the interventionsOngoing formative assessment collection & analysis timelineInvolvement of teachers in the data feedback

By April 2008, complete the following:AEA Service Plan for 2008-2009Embed the IDM action plan inside the AEA Service Plan

Action Planning – Creating a Draft

Communication of ASAP Vision, Expectations, OutcomesTo Whom?When?

Establishing RelationshipsWith Whom?How?

Selection of 30 StudentsWho will select?How?

Mapping IDMWho will map?How?

Creating 08-09 Service PlanWho will create the plan?How?

Set meeting Time for Later this Summer

Evaluation of the Day

Journaling

Likert Scale – Please do not hesitate to identify areas in which you would like assistance.

Agency Professional Development Form