Save the Plan Print the Plan Becoming the Instructional ... · September 2016 Becoming the Instructional Leader of Your Building: A Critical Action Guide Becoming the Instructional

Missouri SPDG/ Collaborative Work September 2016

Becoming the Instructional Leader of Your Building: A Critical Action Guide Page 1

Becoming the Instructional Leader of Your Building: A Critical Action Guide Essential Planning Inventory (EPI)

TOPIC PREPARATION The Essential Planning Inventory (EPI) is to be used following viewing the Becoming the Instructional Leader of Your Building: A Critical Action Guide PowerPoint. The items listed below should be obtained prior to working through the EPI.

1. A list of all building staff (names and roles) and building master schedule2. Building Professional Development Plan (PD Plan)3. Building budget (for PD, substitutes, materials)4. Building level data (see Missouri Data Portal http://mcds.dese.mo.gov/Pages/default.aspx)

MSIP 5 Report and Building Comprehensive School Improvement Plan (CSIP)

Special Education Profile

Annual Performance Report (APR)

Disaggregated Discipline Data (such as office discipline referral, detention, in/out of school suspension-by race and gender)

Attendance5. Building Assessment Plan

Knowledge about what common formative assessments (CFA) are developed or are currently used in the building6. A list of the building leadership team membership (members, roles/functions, example meeting agendas/minutes/norms/meeting schedule)7. A list of existing grade level/content area collaborative teams (CTs) (teams, members, members’ roles/functions, and example meeting

agendas/minutes/norms/schedules)8. Self-Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx

Directions: To complete the EPI, read each question under the “Topic” column. Click on items listed in the “Resource” column as needed to help inform your answer. Select either “Yes” or “No.” If “Yes” is selected, move on to the next question. If “No” is selected, refer to the “Next Steps” column. Check next step items that apply or write your own next steps under the section labeled “Other.” A report containing the numbered items in which “Next Steps” have been selected may be accessed following completion of the EPI.

The key actions of a building leader are listed below. Within each critical question posed, the corresponding key actions of the building leader are listed.

• Building collaborative structures and school climate (CC)• Setting time aside for learning and implementation (TI)• Ensuring high expectations are established (EE)• Providing resources (PR)• Monitoring implementation of collaborative teams and practices to provide feedback that ensures fidelity and collaboration (MI)

Save the Plan Print the Plan

http://www.moedu-sail.org/wp-content/uploads/2014/10/Practice-Profile-Self-Assessment-8-8-16.xlsx/

http://mcds.dese.mo.gov/Pages/default.aspx

http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx




TOPIC: Collaborative Culture and Climate

RESOURCE YES NO NEXT STEPS

1. Are gradelevel/content areacollaborative teams(CTs) established with: member roles

andresponsibilities

defined team functions standard

meeting agenda meeting norms meeting schedules

• Self-Assessment/PracticeProfile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CT)

• Collaborative Teamshttp://www.moedu-sail.org/collab-teams-materials

Suggested Next Step: Develop master list of all grade level/content area teams and use building master schedule to identify collaborative team meeting schedules.

Develop draft to share with collaborative teams to help build and guide consistency and fidelity of implementation showing grade level/content area team: member roles, functions, and

responsibilities

team meeting standard agenda,suggested norms, and potentialmeeting schedule.

Review CT area in the Self-Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx to check for specific items to inform next steps.

Other:

KEY ACTIONS:

(EE) Ensuring high expectations are established

(TI) Setting time aside for learning and implementation

(CC) Building collaborative structures and school climate




http://www.moedu-sail.org/collab-teams-materials/












2. Are all instructional staffparticipating in at least onegrade level/content area CT thatis meaningful and relevant totheir daily work?

KEY ACTIONS:

(MI) Monitoring implementation of collaborative teams and practices to provide feedback that ensures fidelity and collaboration

Create or refer to master list of allinstructional staff including gradelevel/role/area

Create master list of CTs for all gradelevels/content areas (include allinstructional staff members)

Suggested Next Step:

Using the master list of grade level/content area teams, compare with the master building instructional staff list to ensure all instructional staff participation.

Assign any instructional staff member not currently participating to a grade level/content area CT that is meaningful to their daily work.

Other:

3. Is a building leadershipteam established with: member roles

andresponsibilities

defined team functions standard meeting agendas meeting norms meeting schedules dedicated meeting times

• Building Leadership TeamResource Sheethttp://www.moedu-sail.org/wp-content/uploads/2016/09/Slide-25-Building-Leadership-Teams-

Resource-Sheet.pdf

http://www.niusileadscape.org/docs/FINAL_PRODUCTS/LearningCarousel/building_leadership_team.pdf


Develop master list of building leadership team membership (one team representative of all instructional staff, initiatives, and programs).

Define team member roles, functions, and responsibilities.

Develop draft of suggested building leadership team meeting standardized agendas, suggested norms, and potential meeting schedule (all items suggested here would be discussed with the actual building leadership team to agree upon).


http://www.moedu-sail.org/wp-content/uploads/2016/09/Slide-25-Building-Leadership-Teams-Resource-Sheet.pdf
















KEY ACTIONS:




Other:

4. Have I, grade level/contentarea CTs, and the buildingleadership team completedthe CT self- assessment?

Note: self-assessment results are immediately displayed in the Practice Profile in the corresponding area in this tool, making results easy and fast to interpret.

KEY ACTIONS:


• Self-Assessment/PracticeProfile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CT)

Suggested Next Step: Have grade level/content area CTs complete the CT self-assessment on the data dashboard in the Self- Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CT).

Have the building leadership team complete the CT self-assessment on the data dashboard in the Self- Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CT).

Complete the CT self-assessment in the Self- Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CT).















Compile results of the CT self-assessments completed by the grade level/content area teams, the building leadership team, and myself into a user-friendly format suitable for team discussion (display results) in Practice Profile format.

Other:

5. Have you hadconversation with thebuilding leadership teamabout the Self-Assessment/PracticeProfile results for CTs anduse of this tool todetermine next steps indeveloping supportstructures?

KEY ACTIONS:



• Self-Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CT)


Schedule meeting with building leadership team to review Self- Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx. During the meeting, be sure to:

discuss the compiled results of the CTSelf- Assessment

discuss current CT Practice Profile

determine current status ofbuilding-wide implementation

determine the collaborativehealth of your building

inform steps

Other:











6. Have all instructional staffbeen trained in effectiveCT Practices?

KEY ACTION:


• Collaborative Teams http://www.moedu-sail.org/collab-teams-materials/

• Building Implementation Planhttp://www.moedu-sail.org/wp-content/uploads/2016/07/Building-Implementation-Plan.docx


Review CT materials to become aware of course content http://www.moedu- sail.org/collaborative-culture/ or http://www.moedu-sail.org/collab-teams-materials/ .

Review Building Implementation Plan http://www.moedu-sail.org/wp-content/uploads/2016/07/Building-Implementation-Plan.docx to help inform where CT training would fit within my building’s professional development plan.

Other:

7. Using the results of the CT self- assessment and discussionwith building leadership team,do you know what your nextstep will be?

KEY ACTIONS:


• Self-Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CT)

• Building Implementation Plan http://www.moedu-sail.org/wp-content/uploads/2016/07/Building-Implementation-Plan.docx


Using the results from the Self- Assessment/Practice Profile

http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx , reflect on next steps needed to move along the proficiency continuum for CTs as measured by the Practice Profile.

Contact RPDC for available training for all instructional staff:

http://www.moedu-sail.org/collaborative-culture/

http://www.moedu-sail.org/wp-content/uploads/2014/10/Practice-Profile-Self-Assessment-8-8-16.xlsx/




http://www.moedu-sail.org/wp-content/uploads/2016/07/Building-Implementation-Plan.docx














http://www.moedu-sail.org/wp-content/uploads/2016/07/Buildi

http://www.moedu-sail.org/wp-content/uploads/2016/07/Buildi



http://www.moedu-sail.org/collab-teams-materials/%E2%80%A2Building



http://www.moedu-sail.org/collab-teams-materials/%E2%80%A2Building


http://dese.mo.gov/educator-quality/educator-development/regional-professional-development-centers






• Collaborative Teamshttp://www.moedu-sail.org/collab-teams-materials/

• School-Based ImplementationCoachinghttp://www.moedu-sail.org/school-based- implementation-coaching-materials/.

• CT http://www.moedu-sail.org/collab-teams-materials/

• School-Based ImplementationCoaching http://www.moedu-sail.org/school-based- implementation-coaching-materials.

Consider organizing your own professional development to begin initial CT training and/or enhance current CTs-Use the Building Implementation Plan http://www.moedu-sail.org/wp-content/uploads/2016/07/Building-Implementation-Plan.docx to assist with this process.

Consider organizing your own professional development on School-Based Implementation Coaching training-use the Building Implementation Plan http://www.moedu-sail.org/wp-content/uploads/2016/07/Building-Implementation-Plan.docx to assist with this process.

Develop a professional development calendar for my building using the Building Implementation Plan http://www.moedu-sail.org/wp-content/uploads/2016/07/Building-Implementation-Plan.docx



http://www.moedu-sail.org/school-based-implementation-coaching-materials/
























Other:

8. Are adequate resourcesallocated for professionaldevelopment: designated time possible substitute pay or

teacher stipends training materials (cost and

preparation)

KEY ACTIONS:


(PR) Providing resources

Building budget for professionaldevelopment, substitute pay, andmaterials

CSIP

Building Implementation Planhttp://www.moedu-sail.org/wp-content/uploads/2016/07/Building-Implementation-Plan.docx


Using the CT Self Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx , determine resources (financial, human, material) needed for future professional development trainings.

Determine existing and needed resources to support implementation of CTs.

Determine any gaps between existing and needed resources and problem-solve with building leadership team how to obtain the needed resources.

Develop professional development calendar using the sample Building Implementation Plan http://www.moedu-sail.org/wp-content/uploads/2016/07/Building-Implementation-Plan.docx to assist in planning with accompanying budget.















Review and revise building budget for professional development, substitute pay, and materials.

Review and revise current CSIP to ensure a cohesive overall building improvement plan.

Other:

9. Are the CTs (buildingleadership and gradelevel/content area)examining both academicand behavioral data?

KEY ACTION:



Suggested Next Step: Review the examples of the type of data included in the CT materials.

Discuss with instructional staff and the building leadership team relevant academic and behavioral data to include in my building's CT meetings.

Communicate to all instructional staff what academic and behavioral data should be analyzed and discussed in all CT meetings.

Ensure that you include monitoring for this item in the plan referenced in question #10 below.










Other:

10. Is there a plan in place forthe building leader tomonitor CT meetings andprovide feedback toensure collaboration,fidelity, and content toensure teachers areobserved helping andsupporting each other?

KEY ACTION:



• Self-Assessment/Practice Profilehttp://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CT)


Review the CT Fidelity Checklist and CT Practice Profile http://www.moedu-sail.org/collab-teams-materials/.

Develop a plan to monitor all CT meetings for collaboration and to ensure fidelity of implementation using the CT Fidelity Checklist http://www.moedu- sail.org/collab-teams-materials/.

Determine how you will provide feedback to the CTs (see the CT Practice Profile tool to assist with this step).

Other:


http://www.moedu-sail.org/collab-teams-materials/%E2%80%A2Self-Assessment/Practice
















TOPIC: Effective Teaching and Learning Practices


1. Have all grade level/contentarea CTs completed the self- assessment for any or all ofthe following effectiveteaching/learning Practices(ETLPs)?Note: self-assessment resultsare immediately displayed inthe Practice Profile in thecorresponding area in thistool, making results easy andfast to interpret.

Assessment CapableLearner [ACL](effect size: 1.33)

Feedback [FB](effect size:.73)Reciprocal Teaching[RT] (effect size: .74)

Spaced vs. Massed [Sp. vs.Md] (effect size: .71)

KEY ACTION:


• Self-Assessment/Practice Profilehttp://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx click on theACL, FB, RT, or Sp vs. M)


Grade level/content area teams complete

the ETLP self-assessment on the data

dashboard in the Self-

Assessment/Practice Profile

http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (click on the ACL, FB, or RT).

Leader reviews and compiles results of

the ETLP self-assessment(s) on the data



http://www.moedu-sail.org/leadership-

materials/ (click on the ACL, FB, or RT)

into a user-friendly format suitable to

share with the building leadership team.

Other:

2. Have you had conversationwith the building leadershipteam

• Self-Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see ACL, FB, RT, or Sp vs. Md)

Suggested Next Step: Schedule meeting with building leadership team to:

discuss the compiled results of






http://www.moedu-sail.org/leadership-materials/

http://www.moedu-sail.org/leadership-materials/



http://www.moedu-sail.org/wp-content/uploads/2014/10/Practice-Profile-Self-Assessment-8-8-16.xlsx






KEY ACTIONS:



the selected ETLP Self-

Assessment/ Practice

Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx

determine current statusof building-wideimplementation

determine the health of your

building regarding ETLPs

inform next steps

Other:

3. Using the results of the self- assessment(s) for the selectedETLP ([ACL], [FB], [RT], and/or[Sp. vs. Md]) and discussionwith building leadership team,determine initial focus byselecting one effectiveteaching/learning practice onwhich to focus that reflectshigh expectations, engages allstudents, and is personalized toaccommodate diverse learners.

• Self-Assessment/Practice Profilehttp://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see ACL, FB,RT, or Sp vs. Md)

• Assessment Capable Learnershttp://www.moedu-sail.org/assessment-capable-learners-materials

• Feedback http://www.moedu- sail.org/feedback-materials/


Using the results from the ETLP self-

assessment, the building leadership team

(or building instructional staff) will select

one, content neutral, effective

teaching/learning practice on which to

receive training for all instructional staff

and implement this school year.

Contact RPDC to schedule training on the

selected ETLP.

http://www.moedu-sail.org/




http://www.moedu-sail.org/assessment-capable-learners-materials


http://www.moedu-sail.org/assessment-capable-learners-materials%E2%80%A2Feedback


http://www.moedu-sail.org/assessment-capable-learners-materials%E2%80%A2Feedback

http://www.moedu-sail.org/feedback-materials/

http://www.moedu-sail.org/feedback-materials/








KEY ACTIONS:


• Reciprocal Teachinghttp://www.moedu-sail.org/reciprocal-teaching-materials/

• Spaced vs. Massed Practicehttp://www.moedu-sail.org/spaced-vs-massed-Practice-materials/

• School-Based ImplementationCoaching http://www.moedu- sail.org/school-based-implementation-coaching- materials/


Consider organizing your own

professional development/training on the

selected ETLP using the Building

Implementation Plan

http://www.moedu-sail.org/wp-

content/uploads/2016/07/Building-

Implementation-Plan.docx to assist in

planning.

Develop professional development

calendar for training on the selected ETLP

using the Building Implementation

Plan http://www.moedu-sail.org/wp-



planning.

Contact RPDC for training or

organizing your own professional

development on School-Based

Implementation Coaching

http://www.moedu-sail.org/school-

based-implementation-coaching-

materials/ to enhance the training

and implementation of the selected

ETLP.

http://www.moedu-sail.org/reciprocal-teaching-materials/




http://www.moedu-sail.org/spaced-vs-massed-Practice-materials/























Other:

4. Do all instructionalstaff/groups have the neededresources and materials tosupport implementation of theselected ETLP?

KEY ACTION:


Resources needed to supportimplementation of the selected ETLP:o Financial: training, materials,

stipends and/or substitute payo Time: training, monitoring for

implementation fidelity, schedulingmeeting time for discussion ofimplementation


Using the selected ETLP Self-


http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx determine resources (financial, human,

material) needed for future professional

development trainings.

Determine existing and needed resources

to support implementation of the

selected ETLP.

Determine any gaps between existing

and needed resources and problem-solve

with building leadership team how to

obtain the needed resources.


calendar using the sample Building

Implementation Plan




planning with accompanying budget.











Review and revise building budget for

professional development, substitute

pay, and materials.

Review and revise current CSIP to ensure

a cohesive overall building improvement

plan.

Other:

5. Are the selected ETLPsmonitored to ensure allinstructional staff areimplementing with fidelity?

KEY ACTION:


Selected ETLP Fidelity Checklist andPractice Profile http://www.moedu- sail.org/mtss-facilitator-materials/(under ETLP-Universal, see specificETLP pages to find fidelity checklistand practice profile for selectedpractice)


Instruct and support instructional staff

in using Implementation Fidelity

Checklists for the selected ETLP

http://www.moedu-sail.org/mtss-

facilitator-materials/.

Determine a plan to use

implementation fidelity checklists of

selected ETLP in planning with your

staff.

Other:

http://www.moedu-sail.org/mtss-facilitator-materials/










6. Do instructional staff have ascheduled time to talk, usingthe fidelity checklists, aboutwhat they have learned andwork with other teammembers to plan forimplementation?

KEY ACTIONS:


• Selected ETLP Fidelity Checklist andPractice Profile http://www.moedu- sail.org/mtss-facilitator-materials/(under ETLP-Universal, see specificETLP pages to find fidelity checklistand practice profile for selectedpractice)


As implementation of the selected ETLP

progresses, develop a time and format

for instructional staff discussion about

selected ETLP Fidelity Checklist results,

implementation of what they have

learned, and work with other team

members on implementation of selected

ETLPs http://www.moedu-sail.org/

mtss-facilitator-materials/.

Have CTs complete the Practice Profile

for the selected ETLP during scheduled

events at least 2-3 per school year.

Compile and discuss the results of the

selected ETLP Practice Profiles taken by

the CTs with the CTs and building

leadership teams to determine level of

implementation and needed next steps.

Other:











TOPIC: Assessment RESOURCE YES NO NEXT STEPS

1. Have all grade level/contentarea CTs completed the self- assessment for CommonFormative Assessments (CFA)using the Self-Assessment/Practice Profile?Note: Self-assessment resultsare immediately displayed inthe Practice Profile in thecorresponding area in this tool,making results easy and fast tointerpret.

KEY ACTION:


• Self-Assessment/Practice Profilehttp://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CFA)


Have CTs complete the CFA self-

assessment on the data dashboard in

the Self-Assessment/Practice Profile

http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CFA).

Review and compile results of the CFA

self- assessment on the data



http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CFA).

Other:

2. Have you shared the results ofthe CFA self-assessment withthe grade level/content areaCTs and the building leadershipteam?



Schedule meeting with building leadership team to:

discuss the compiled results of

the CFA Self-


















http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CFA)

determine current status of

building-wide

implementation

determine the health of your

building regarding formative

assessment using CFAs

inform next steps

Other:

3. Have all instructional staff beentrained in the use of CFAs?

KEY ACTIONS:




Common Formative Assessment(sections 1-3) http://www.moedu-sail.org/cfa- materials/



Review Common Formative Assessment (sections 1-3) http://www.moedu-sail.org/cfa- materials/ to become aware of course content.

Review Building Implementation Plan http://www.moedu-sail.org/wp-content/uploads/2016/07/Building-Implementation-Plan.docx to help inform where CFA training would fit in my building’s professional development plan.




http://www.moedu-sail.org/cfa-materials/















Other:

4. Using the results of the CFAself- assessment, do you knowwhat your next step will be?

KEY ACTION:


• Self-Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CFA)

• Building Implementation Plan http://www.moedu-sail.org/wp-

content/uploads/2016/07/

Building-Implementation-

Plan.docx


Using the results from the Self-


http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CFA ) reflect on steps needed to move

along the proficiency continuum for CFAs

as measured by the Practice Profile.

Contact RPDC for using CFA training for

all instructional staff http://moedu-

sail.org/cfa-materials/.


professional Development to begin initial

CFA training or enhance current CFA use -

use the Building Implementation Plan

http://www.moedu-sail.org/wp-content/

uploads/2016/07/Building-

Implementation-Plan.docx to assist with

planning.




http://moedu-sail.org/cfa-materials/

















Develop a professional development

calendar for my building using the

Building Implementation Plan



Implementation-Plan.docx to assist with

planning.

Other:

5. Do all instructionalstaff/groups have the neededresources and materials tosupport implementation ofquality CFAs?

KEY ACTION:


Resources needed to support implementation of quality CFAs: • Financial: training, materials,

stipends and/or substitute pay• Time: training, monitoring for

implementation fidelity, schedulingmeeting time for CFA analysis,discussion, and planning instruction




Using the CFA Self-


http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see CFA )

determine resources

(financial, human, material) needed for

future professional development

trainings.

Determine existing and needed

resources to support implementation

of CFAs.

Determine any gaps between existing

and needed resources and problem-

solve with building leadership team














TOPIC: Assessment RESOURCE YES NO NEXT STEPS how to obtain the needed resources.


calendar using sample Building

Implementation Plan




planning with accompanying budget.

Review and revise building budget for

professional development, substitute

pay, and materials.

Review and revise current building

assessment plan and CSIP to ensure a

cohesive overall building improvement

plan.

Other

6. Have all instructional staff beentrained in writing CFAs?

CFA (sections 4-6) http://www.moedu-sail.org/cfa- materials/


My building already uses commercial

CFAs, so I do not wish to have

instructional staff write CFAs at this

time.

http://www.moedu-sail.org/courses/common-formative-assessment/











KEY ACTIONS:





Contact RPDC for training for all

instructional staff in writing CFA

course (sections 4-6)

http://www.moedu-sail.org/cfa-

materials/.

Consider organizing your own professional development using the Building Implementation Plan.


calendar using the Building

Implementation Plan.

Consider any additional

resources needed to support the

writing of CFAs.

Other:

7. Do you currently have CFAsdeveloped or available for usein all content areas per gradelevel?

KEY ACTIONS:



• Common Formative Assessment(sections 4-6) http://www.moedu-sail.org/cfa- materials/


Review district and building assessment plans.

Gather information from instructional

staff about common formative

assessments used across grades and

content areas to determine the status of
















TOPIC: Assessment RESOURCE YES NO NEXT STEPS CFAs currently used in the building.

Use CFA Fidelity Checklist and

Practice Profile to check for quality

assessments. http://www.moedu-

sail.org/cfa- materials/.

Revise building assessment plan if necessary.

Other:

8. Is the use of CFAs monitored inyour building using the CFAFidelity Checklist, and isfeedback provided toinstructional staff about fidelityof implementation?

KEY ACTION:


CFA Fidelity Checklist and PracticeProfile http://www.moedu-sail.org/cfa-materials/


Instruct and support instructional staff in using CFA Implementation Fidelity Checklist http://www.moedu-sail.org/cfa-materials/.

Other:












9. Regarding formativeassessment data, have youdetermined: when it will be collected how it will be collected to whom and when it will

be distributed, and wherethe data will be stored?

KEY ACTIONS:





CFA data collection formhttp://www.moedu-sail.org/wp-content/uploads/2016/09/cfa-grade-level-summary-15-16-fillable.pdf

Consider these possibilities to selecta data expert in your building:o Existing data staff member with

technical skills needed/add dutiesto staff assignment

o Reassign existing professional orsupport staff member-may needtraining to become part time dataexpert

o Share staff memberbetween/among buildings- personresponsible for data compilationand dissemination for thosebuildings

o Assign staff member per gradelevel resulting in a building“team” of data experts

o Contract with an externalsource


Review CFA data collection form to

use for standard data collection

procedures in building


content/uploads/2016/09/cfa-grade-

level-summary-15-16-fillable.pdf

Determine procedures for data collection

(process to collect, store, and distribute).

Other:

10. How is CFA data being used todrive instruction?

KEY ACTION:


Student Data Binders School/Classroom Data Walls Student Goal Setting Team Goal Setting Plan for Intervention Online Assessment Tools


Contact RPDC to help you develop a visible system to use CFA data to help inform instruction.

Work independently or with other

administrators/professional staff to

develop a visible system for CFA data

to help inform instruction.

http://www.moedu-sail.org/wp-content/uploads/2016/09/cfa-grade-level-summary-15-16-fillable.pdf











Other:

11. Is the collection of formativeassessment data linked tomeasurement of studentgrowth (Student LearningObjectives [SLOs], unit ofinstruction, etc.)?

KEY ACTION:


• Student Learning Objectiveshttp://dese.mo.gov/educator- growth-toolbox/student-growth-data


Determine what formative assessment

data will be used to measure SLOs.

Determine if there is any consistency

between SLO and state assessment

results.

Other:

http://dese.mo.gov/educator-growth-toolbox/student-growth-data






TOPIC: Data-Based Decision Making


1. Have all grade level/contentarea CTs completed the self- assessment for Data-BasedDecision Making for (DBDM)using the Self-Assessment/Practice Profile? Note: Self-assessmentresults are immediatelydisplayed in the PracticeProfile in the correspondingarea in this tool, makingresults easy and fast tointerpret.

KEY ACTION:


• Self-Assessment/Practice Profilehttp://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx(see DBDM)


Have CTs complete the DBDM self-

assessment on the data dashboard in the

Self-Assessment/Practice Profile

http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see DBDM).

Review results of the DBDM self-

assessment on the data dashboard in the

Self-Assessment/Practice Profile

http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see DBDM).

Other:

2. Have all instructional staffbeen trained in the DBDMprocess?

KEY ACTIONS:

(EE) Ensuring high expectations are

established


(TI) Setting time aside for learning and

implementation

• Data-Based Decision Making http://www.moedu-sail.org/dbdm-

materials/

• Building Implementation Plan http://www.moedu-sail.org/wp-


Implementation-Plan.docx


Review DBDM Materials

http://www.moedu-sail.org/dbdm-

materials/ to become aware of course

content.







http://www.moedu-sail.org/dbdm-materials/












Review Building Implementation Plan http://www.moedu-sail.org/wp-content/uploads/2016/07/Building-Implementation-Plan.docx to help inform where DBDM training would fit within my building’s professional development plan.

Other:

3. Using the results of the Self-Assessment for DBDM, doyou know what your nextstep will be?

KEY ACTION:

(MI) Monitoring implementation of

collaborative teams and practices

to provide feedback that ensures

fidelity and collaboration

• Self-Assessment/Practice Profilehttp://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx(see DBDM).



Using the results from the Self-


http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see DBDM) reflect on steps needed to

move along the proficiency continuum for

DBDM as measured by the Practice

Profile.

Contact RPDC for training for all

instructional staff in the use of DBDM for

Teachers/review DBDM for Teachers

course.


professional development using the

Building Implementation Plan



















Implementation-Plan.docx to assist

in planning.

Other:

4. Do all instructionalstaff/groups have the neededresources and materials tosupport teaming, assessment,and data-based decisionmaking?

KEY ACTION:


Resources needed to support teaming,

assessment, and data- based decision

making:

o Financial: training, materials, stipends

and/or substitute pay

o Time: training, monitoring for

implementation fidelity, scheduling

meeting time for CDTs


Determine what resources are needed

to support teaming, assessment, and

data-based decision-making.

Determine gaps in resources and

problem-solve with building

leadership team.

Other:

5. Are collaborative teams’ (CT)meetings monitoredregularly to ensure they arefollowing the DBDM processand are collaborating?

Self-Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see DBDM).


Develop a plan for monitoring

implementation. Use the DBDM

Fidelity Checklist











KEY ACTIONS:





(CC) Building collaborative structures

and school climate

• DBDM Fidelity Checklist and PracticeProfile http://www.moedu-sail.org/dbdm-materials/

http://www.moedu-sail.org/dbdm-

materials/ and DBDM in the Self-


http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx to determine what elements of DBDM need support.

Other:

6. Is building level datacollected and displayed in auser-friendly format andused to inform decision-making?

KEY ACTION:





Self-Assessment/Practice Profile http://moedu-sail.org/wp-content/uploads/2014/10/SAPP-9-18-2017.xlsx (see DBDM).

Data assembled into a data dashboardformat (by subgroups at the classroom,grade, and building level):

o MAP performance

o CFA

o Discipline

o Attendance

o Graduation/Drop Out

o Results from Online

Assessment Software


Determine the number of staff

who completed DBDM training at

some level.

Consider the data to which you

currently have access. Consider

what other data should be

included.

Place collected building level data

into user-friendly dashboard

format.


















o Formative and SummativeAssessment Alignment

Other:

http://www.moedu-sail.org/

http://www.moedu-sail.org/wp-content/uploads/2016/07/CT-Infographic-5-2017.pdf

https://i2.wp.com/www.moedu-sail.org/wp-content/uploads/2014/09/pdf-icon.png

http://www.moedu-sail.org/wp-content/uploads/2014/02/CT-Infographics-Supports.pdf


http://www.moedu-sail.org/wp-content/uploads/2014/02/CT-Handouts-Agenda-Minutes.pdf


http://www.moedu-sail.org/wp-content/uploads/2014/02/CT-Handouts-F-Collab-Skills.pdf

https://i0.wp.com/moedu-sail.org/wp-content/uploads/2014/09/Word.png

http://www.moedu-sail.org/wp-content/uploads/2014/02/CT-Pre-Post-Test-with-key-July-2016.docx

https://i1.wp.com/moedu-sail.org/wp-content/uploads/2014/09/ppt-icon.png

http://www.moedu-sail.org/wp-content/uploads/2014/09/A-Overview-7-28-17.pptx


http://www.moedu-sail.org/wp-content/uploads/2014/02/B-Agenda-Minutes-7-28-17.pptx

http://www.moedu-sail.org/wp-content/uploads/2014/09/C-Norms-7-28-17.pptx


http://www.moedu-sail.org/wp-content/uploads/2016/08/D-Roles-7-28-17.pptx

http://www.moedu-sail.org/wp-content/uploads/2014/09/E-Consensus-7-28-17.pptx


http://www.moedu-sail.org/wp-content/uploads/2014/09/F-Collab-Skills-7-28-17.pptx

Documents

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