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FSI Cohort III
Lisa Guzzardo AsaroLisa Rivard
February 8, 2013
7 Keys to Effective Feedback7 Keys to Effective FeedbackConnector ActivityConnector Activity
Grant Wiggins states:
“Advise, evaluation, grades…none of these provide the descriptive
information that students need to reach their goals. “
•All Read pages 11-12
•Feedback Essentials (Divide up)
• Goal Referenced
• Tangible Transparent
• Actionable
• User Friendly
• Ongoing
• Consistent
•All Read page 16TAB 5
Article Handou
t
SOURCE: ASCD
Educational Leadership
Sept. 2012
CHARGE Share with Table Team Key Insights
Today’s Outcomes•Engage in learning around 7 Keys to Effective Feedback
•Engage in activities that connect you to Michigan’s continuous school improvement process
•Heighten awareness about MDE’s 2013-14 Scorecards for Schools
•Engage in Dialogue Dice networking strategy with colleagues
•Understand what must lead to Strategy and Activity Identification
•Receive a presentation from Dr. Jason Novetsky about PBIS implementation with fidelity
•Explore new components of Mischooldata.org, D4SS, and Data Director
Today’s Roadmap• Welcome• Connector: 7 Keys to Effective
Feedback• Updates • MDE’s School Scorecard• Networking with Colleagues• Strategy and Activity Implementation• Presentations Dr. Jason Novetsky and
Dr. Jennifer Parker-Moore
TAB 12
Key Working Agreements A Facilitation Tool
• Respect all Points of View
• Be Present and Engaged
• Honor Time Agreements
• Get All Voices in the Room
These breathe life into our Core Values
Parking LotA Facilitation Tool
• Rest questions that do not benefit the whole group
• Place questions that do not pertain to content at this time
• Place questions that pertain, but participants do not want to ask at this time
Action Required Chart
• Any request by you that I need to respond to must be placed on the Action Required Chart
• You need to PRINT your complete name, school, and email address
LIVING BELIEF STATEMENT
“Networking is not an option, but a critical part
of how Facilitators of School Improvement learn and share their
learning.”
February – April
SCHOOL IMPROVEMENTActivities and Requirements
Handout
TAB 5
NOTEWORTHY
• Passports• Next Generation Science Standards• Dynamic Learning Maps Consortium• Professional Learning Opportunities• New 2012-13 Accountability Scorecards• ASSIST update• Free ACT online prep• AMOs
PASSPORTS
• Lost or Stolen Passports• Signature at 2:45• Completely filled out
including dates of training
• $10.00 payment collected in May
NEXT Generation SCIENCE STANDARDS (NGSS)
• Final Draft released• Framework for K-12 Science Education that was released in July
2011. Grounded in the most current research on science and science learning, the FRAMEWORK was the critical first step in the development of the NGSS.– Download a free PDF through the Nationals Academies Press
• NGSS can be located on the Next Generation Science Standards at:– http://www.nextgenscience.org/
DLM First Contact SurveyDeadline Extended to March 1, 2013
• MDE has partnered with the Center for Educational Testing and Evaluation (CETE)
• U.S Department of Education project to create a new alternate assessment system for students with significant cognitive disabilities called the Dynamic Learning Maps (DLM) alternate assessment.
• Purpose of the survey is to collect information on the students that currently participate in alternate assessments and the technology and supports that are currently being used to meet the needs of these students
• Local district’s MI-Access Coordinators are being asked to distribute the First Contact Survey- District to Teachers letter
• http://michigan.gov/documents/mde/From_From _District_ to_Teacherss_ MI edition_3_409390_7.pdf
Professional Learning Opportunities
• Assessing the Impact with Joellen KillionMarch 12-13, 2013 NCA Building
• Common Core: Leading the ChangeMarch 19, 2013 MISD Rm. 100 A-C
• MDE/AdvancED Spring SI Conference April 17-18, 2013 Lansing Center
• MAISA Michigan ELA Model Curriculum Units
June 24-27, 2013 Teams Lansing Center• Kagan Structures for Cooperative Learning and Active Engagement
InstituteAugust 12-16, 2013 MISD
MDE to Provide AMOs
• End of February
• For every school
• Each content area tested
• Use the formula we provided in the meantime
ASSIST• SIP Components for Submission 09.01.13
– School Data Analysis ALL– Executive Summary ALL– Goals and Plan ALL– Improvement Plan Stakeholder Involvement ALL– Additional Requirements ALL
– Title I Targeted Assistance or School-wide – Heath and Safety OPTIONAL– Assurances Priority and AdvancEd having an
external review
Accountability Scorecards
An Early Orientation to the Future of Michigan School Accountability
Handout
TAB 3
Overview• Two “levels” of Accountability Scorecards:
District Scorecards & School Scorecards
• Scorecards will use a color coding system (green, lime, yellow, orange, and red) to indicate school performance.
• Combines traditional accountability metrics with Top-to-Bottom labels and other state/federal requirements.
• Overall color is determined by Top to Bottom status as well as points earned by meeting traditional AYP requirements.
•Individual “cells” use red/yellow/green coding scheme
•Points-based system where full points earned for meeting a target, half points earned for meeting safe harbor
An Early Look at ScorecardsHandou
t
Color-Coded Scorecards
• Colors are given to schools and districts for each “scorecard component” and an overall color.
• Overall status color is determined using a point-based system from the number of target areas the school/district has met and the school ranking.
•
Decreasing # points received and increasing # targets not met…
*These may not be the exact shades utilized in the final scorecard product (still under development).
What Changed?
What Stayed the Same?• Participation requirement = 95% for school/district
overall and all valid subgroups– Multi-year averaging remains in place (up to three
years)
• Graduation requirement = 80% for school/district overall and all valid subgroups– Four, five, and six-year rates– Graduation “safe harbor”
• Use of provisional and growth scores for accountable proficiency rates
School and District Scorecard Subgroups
Previously ONE group!
Participation• 95% of students are still required to be tested to meet the
assessment participation target for the scorecard.• If student group size is 30-39, target is no more than two non-
participants (this makes it so that a single student cannot result in not meeting the target participation rate).
• If student group size is 40 or more, target is 95% participation
• Participation rate is rounded to nearest hundredth
• If the “All Students” group does not have at least 30 students in one test cycle, a participation average will be calculated using up to three years of data in order to accumulate at least 30 students
• Multi-year averaging used help meet the participation req.
Participation Target
• Two options for school/district color status for this target area.
95% Assessed Met 95% Assessed Not Met
• These colors are given ONLY on the participation target portion of the scorecard. This does not change your entire school/district status, however, it can impact your overall color.
Proficiency Targets
Targets are based on 2011-12 proficiency rates:
• (85 – current percent proficient) / 10 = annual increment
• Increments do not reset• Proficiency targets are set using PLs
1 & 2 only (not Provisional or Growth Proficient)
• Provisional and/or Growth Proficient will help you meet targets
Example Proficiency Targets
School has 65% proficiency in 2011-12 school year. School must be 85% proficient by 2021-22 school year.
Subtract baseline target from end target rate and divide by the number of school years in between.
(85 – 65)/10 = +2% annual increment of target
The school’s target would be 67% in 2012-13, 69% in 2013-14, 71% in 2014-15, and so on.
Proficiency Targets Example
Example school starts from 65% proficient in subject
Example school ends at (at least) 85% proficient in subject
Example School has +2% Annual Target
Handout
Compliance Factors (PARTIALLY NEW!)
• Compliance Factors are based on State law. All schools are required by State law to have a School Improvement Plan (SIP), and to complete School Performance Indicator (SPR) reports.
• If a school completes all of its required reports it will receive a green cell for the Compliance Factors. If a school does not complete its required reports, it will receive a red cell for Compliance Factors.
• 2 Possible colors to receive for this target:– Those with completed reports receive a green cell.
– Those with incomplete reports receive a red cell.
NETWORKING Activity
Dialogue Dice• Each person in your group
will take a turn rolling the dice and sharing briefly an experience in response to the written prompt.
Dialogue Dice Notes
TAB 12
One Common Voice – One Plan Michigan Continuous School Improvement
Stages and Steps
DoImplement Plan
Monitor PlanEvaluate Plan
PlanDevelop Action
Plan
GatherGetting Ready
Collect School DataBuild School Profile
StudentAchievement
StudyAnalyze Data
Set Goals Set Measurable Objectives
Research Best Practice
(MI-CSI)
One Common Voice – One Plan Michigan Continuous School Improvement
Stages and Steps
• Getting Ready• Collect School Data • Build School Profile
I. Executive Summary IV. School Process Rubrics
• Analyze Data II. School Data Analysis IV. School Process Analysis
• Set Goals• III. Additional Requirements• V. Goals and Plan
• Set Measurable Objectives• Research Best Practice
• Develop Action Plan
• Implement Plan• Monitor Plan• Evaluate Plan
• VI. Evaluation Tool (2014)
Comprehensive Needs Assessment
School Improvement
Plan
Gather
Study
Plan
Do
TAB 12
Schools Comprehensive Needs Assessment (CNA)
Component OneExecutive Summary (All Schools Yearly) Due 09.01.13
Component TwoSchool Data Analysis Due 09.01.13 • Student Performance Diagnostic (5th year) 4 wks. prior to External Review Date • Stakeholder Feedback Diagnostic (5th year) prior to External Review Date
Component ThreeAdditional Requirements (All Schools Yearly) 09.01.13
Component FourSchool Process Rubrics:
Component FiveGoals and Plan (All Schools every 3 to 5 years) Due 09.01.13
Component SixStrategy Evaluation Tool (All schools 2nd year in Reading and Math)
MDE Rubrics 40/90
AdvancED MI ISA/SA
DUE
04.01.13
TAB 12
End of February AdvancED Push
• School Data Analysis
• Additional Requirements
• Title I Targeted Assistance
• Title I School-wide
March AdvancED Push
• You will be able to add multiple measure under a single objective
• You will be able to add the same strategy to multiple objectives
• You will be able to add the same activity to multiple strategies
ASSIST
One Common Voice – One Plan
Michigan Continuous School ImprovementStages and Steps
DoImplement Plan
Monitor PlanEvaluate Plan
PlanDevelop Action Plan
GatherGetting Ready
Collect School DataBuild School Profile
StudentAchievement
StudyAnalyze Data
Set Goals Set Measurable Objectives
Research Best Practice
Stage Two: StudyStep 4: Analyze Data
STUDYAnalyze Data
Set GoalsSet Measurable Objectives
Research Best Practice
Stage Two: StudyStep 4: Analyze Data
STUDYAnalyze Data
Set GoalsSet Measurable Objectives
Research Best Practice
MDE NCA
ISA/SA
MATRIX
From your Executive Summary
Report
OL
D P
LA
TF
OR
M
ACCESSING ASSIST
NE
W P
LA
TF
OR
M
Getting Started: OVERVIEW
Viewing Task DETAILS
Diagnostics and Surveys
Starting a Diagnostic
School Process Rubrics Results
District Review and APPROVAL
Stage Two: StudyStep 4: Analyze Data
STUDYAnalyze Data
Set GoalsSet Measurable Objectives
Research Best Practice
Identifying Activities to Support Strategy Implementation
KEY ACTIVITIES and PROCESSES that need to occur PRIOR:
• Current Reality (WHERE ARE WE?)
• Assessing Impact (HOW DO WE KNOW IT IS WORKING?)
• 40/90 OR ISA/SA challenges (Process Data Analysis)
• Researching Best Practice (Is it the Right Fit?)
TAB 5Handout
ISA/SA
MATRIX
By April 1, 2013 we
know what our
challenges are.
Once you have engaged staff in the KEY ACTIVITIES and
PROCESSES on slide 38, you are ready to identify the activities to support strategy implementation
in your SCHOOL.
TAB 11Handout
Identifying Activities to Support Strategy Implementation
• Presenter– Dr. Jason Novetsky
MISD Behavior and Learning Consultant– Positive Behavior Intervention System
Handout
TAB 5
One Common Voice – One Plan Michigan Continuous School Improvement
Stages and Steps
DoImplement Plan
Monitor PlanEvaluate Plan
PlanDevelop Action
Plan
GatherGetting Ready
Collect School DataBuild School Profile
StudentAchievement
StudyAnalyze Data
Set Goals Set Measurable Objectives
Research Best Practice
(MI-CSI)
Stage One: GATHERStep 1: Getting Ready
GATHERGetting Ready
Collect School DataBuild School Profile
Stage One: GatherStep 2: Collecting School DataStep 3: Build School Profile
Presenter Dr. Jennifer Parker-Moore
Data DirectorD4SS
MISchooldata.org
GATHERGetting Ready
Collect School DataBuild School Profile
One Common Voice – One Plan
Michigan Continuous School ImprovementStages and Steps
DoImplement Plan
Monitor PlanEvaluate Plan
PlanDevelop Action Plan
GatherGetting Ready
Collect School DataBuild School Profile
StudentAchievement
StudyAnalyze Data
Set Goals Set Measurable Objectives
Research Best Practice
Stage Two: StudyStep 4: Analyze Data
STUDYAnalyze Data
Set GoalsSet Measurable Objectives
Research Best Practice
Probing for Root Cause
Select a concern from the causation or theories generated in Math or Reading
that if focused upon by the school, it will leverage student achievement.
Stage Two StudyStudyStep Four: Analyze DataStep Four: Analyze Data
School Summary Report The Five “Why’s” Consider impact/control
Low DEGREE OF CONTROL High
Low
IM
PA
CT
H
igh
5 Why’s Example
• 4th grade math achievement on the MEAP is below the state average.
WHY?
Create an exhaustive list.
Next, select the one statement; that if addressed, will leverage student achievement.
5 Why’s Example
• Statement: The data indicates that our 4th grade students do poorly on story problems.– (62% of our students score at level 3 and 4 on story
problems).
• Turn this statement into the NEXT question:
Why are our 4th graders scoring poorly on story problems?
Handou
t
TAB 4
Tools for Schools
• What’s Your Problem Statement?
• Analyze Your Students
• The Planning Process
Your Time• Network with colleagues
• Place handouts in binder
• Plan what to bring back to share with SI team
• Visit the Smarter Balance Consortium websitewww.smarterbalanced.org
• Visit the Career and College Readiness website www.michiganccr.org
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