The Spring 2007 Progress Review

The Spring 2007 The Spring 2007 Progress ReviewProgress ReviewThe Spring 2007 The Spring 2007 Progress ReviewProgress Review

WHAT TO LOOK FOR, WHAT TO WHAT TO LOOK FOR, WHAT TO DODO

Introductions

Goals for Today• Present the results of the PDSA

Improvement Cycle for the Educational Plan for Student Success

– Responded to Feedback from Users– Streamline Process– Add action to the plan– Provide Rationale for changes

– Link Diagnostic Assessment to Education Plan for Student Success

Outcomes of this trainingParticipants will:• Be presented the revised EPSS

process;• Practice data gathering from

schools on the spring template;

• Review how to use AMO in planning;

• Practice how to facilitate the 2007-2008 EPSS Goals for fall planning;

Purpose of the Spring Progress Review site visit

• Assist schools in evaluating implementation progress and effectiveness of their Diagnostic Assessment and their EPSS.

• Assist schools in evaluating their effectiveness as an organization.

• Assist schools in using this knowledge to design next year’s improvement plan.

What has changed since last Spring?

• The review now covers both Diagnostic Assessment Action Steps and EPSS strategies.

• The review now concludes with the creation of a preliminary 2007-2008 EPSS.

• EPSS Coordinators will need to be highly skilled to complete the process effectively.

How have the forms changed?

• Standards for Effective Schools– A set of standards to help

analyze the school’s total structure

– Includes a rubric to describe what the indicators look like.

• Review of Action Steps and Strategies

• Education Plan for Student Success includes a PDSA Cycle

Setting the Stage….• Spring visit

gathers data in two ways:– What about DAR

action steps and EPSS strategies ?

– What have you noticed during the year ?

Reflecting on the Year – Scene 1

• Consider three things you did this year that had the most positive effect on student achievement?

• What results made you choose these three things?

• Why were they so successful?

• What do you consider to be the three most significant challenges or issues related to student achievement facing the school in the coming year?

Reflecting on the Year – Scene 2

• To what extent do the strategies and action steps on the matrix align with your top three successes and challenges listed above?

EPSS Strategies DAR/DAPR Action Steps

Review

Review of Action Steps and Strategies

Using the templates provided, work at your tables to:

• Choose 2 or 3 action steps and/or EPSS strategies;

• Anticipate what your school’s leadership team would respond to template cells;

• Be ready to report out to question on agenda.

Revised EPSS Process• Draft to be completed in Spring for

at least S2, CA, R1, & R2 schools;• Links diagnostic assessment, data

analysis, target goals and recommendations for instructional strategies and intensive interventions to an action plan.

• Begins with the Standards for Effective Schools

2007-2008 School Improvement Framework2007-2008 School Improvement FrameworkSCHOOLS IN NEED OF IMPROVEMENTSCHOOLS IN NEED OF IMPROVEMENT

Summary of PED Requirements and RecommendationsSummary of PED Requirements and Recommendations

2007-2008 School Improvement Framework2007-2008 School Improvement FrameworkSCHOOLS IN NEED OF IMPROVEMENTSCHOOLS IN NEED OF IMPROVEMENT

Summary of PED Requirements and RecommendationsSummary of PED Requirements and Recommendations

420 420 Total Total SINOI SINOI SitesSites

196 196 PrioritPriorit

y y School School SitesSites

PED PED NCLB NCLB StatuStatu

ss

EPSSEPSS

Monitored by Monitored by District or District or PEDPED

Technical Technical Assistance Assistance Provided Provided

by District by District or or PEDPED

VisitVisit

SurveySurvey

CACA

Semester Semester District District

ProgressProgress

District or District or CoachCoach

Semester Semester District District

Monitoring Monitoring ReportReport

Quarterly Quarterly PDSA PDSA

Reports from Reports from District and District and

SchoolSchool

Alternative Alternative GovernancGovernanc

e Plan e Plan Written Written

and and ApprovedApproved

Alternative Alternative Governance Governance ImplementeImplemente

dd

8686 SI-1SI-1 MONITORING AND TECHNICAL ASSISTANCE FROM DISTRICTMONITORING AND TECHNICAL ASSISTANCE FROM DISTRICT

138138 SI-2SI-2 MONITORING AND TECHNICAL ASSISTANCE FROM DISTRICTMONITORING AND TECHNICAL ASSISTANCE FROM DISTRICT

9696 9696 CACA MONITORING AND TECHNICAL ASSISTANCE FROM PEDMONITORING AND TECHNICAL ASSISTANCE FROM PED

3333 3333 R-1R-1 MONITORING AND TECHNICAL ASSISTANCE FROM PEDMONITORING AND TECHNICAL ASSISTANCE FROM PED

6767 6767 R-2R-2 MONITORING AND TECHNICAL ASSISTANCE FROM PEDMONITORING AND TECHNICAL ASSISTANCE FROM PED

Training recommendation for all NM Districts:• Understanding and implementing NM Standards & Benchmarks based instruction to

include: curriculum mapping, pacing guides, benchmark assessments, etc.• Using site assessment data to redirect instruction and program revisions.• Classroom management and expectations for student behavior.• Intervention strategies for students not meeting proficiency (based on standards deficits).• Writing individualized student goals & action plans for every student involving parents

and students in the process.• (Principals) Using effective observation strategies of classroom instruction, such as

“walkthroughs” for teacher evaluation, instructional feedback, meeting with teams/individuals to monitor student achievements on a consistent basis.

• (Principals) Facilitation of effective instructional meetings with staff – focus on data, instructional strategies, and interventions.

• Methodology and instruction in the content areas of math and literacy.

Additional recommendations for all NM Districts:• Develop a district curriculum guide that is articulated and produce for all teachers in

elementary and secondary for literacy and math. • Use data to inform decisions, policy, and budgetary expenditures.• Monitor the participation of the School Advisory Council at each school site, and be able

to provide evidence and schedule of those periodic meetings pertaining to issues of budget, student assessment, data, policy relating to instructional issues and curricula, parent and community involvement, and business partnerships (HB 212; NMSA 22-5-16).

• Participate in Regional Baldrige Leadership Trainings and Institutes for Educators provided by the PED. Attendance is open to all district and school administrators, teachers, and educational assistants.

Recommendations

Standards for Effective Schools

• Derived from and aligned with “Standards for Excellence”,6.30.2.8 NMAC, Subsection G.

• Derived from and aligned with Baldrige Criteria.

• Aligned with Title I reporting requirements.

WHAT ARE THEY• “… a clear and shared vision of the

knowledge, skills, and qualities essential for students to function effectively as individuals and as members of society.”

• Standards for Excellence sets expectations for all New Mexico students.

EXPECTATIONS• …that school communities

periodically examine and assess all aspects of their educational program.

• …that boards of education and school personnel for all public schools… will implement these standards.

(1) Instructional Leadership --

• In collaboration with staff, parents, students, and community, the school leadership defines and communicates the school's mission and frames the goals.

• Ensures that instructional effectiveness is present, promoted,

and consistently improved upon.

(2) Safe and Orderly Environment --

• Schools must provide a safe, clean, well maintained, orderly, and purposeful environment

• with an atmosphere that is conducive to teaching and learning.

(3) High expectations

• Teachers and other members of the school community believe all students can learn.

• high expectations are communicated to students, and

• programs are provided to enable students to achieve these expectations.

(4) Clear and Focused Mission --

• There is a clearly articulated school mission shared by staff and

• demonstrated by a commitment to the instructional goals, priorities, assessment procedures, and accountability.

(5) Opportunity to Learn and Student Time on Task

-

• Teachers use, and the school supports, resources and classroom time for optimum teaching and learning.

• Instructional time will take precedence over all other activities.

(6) Frequent Monitoring of Student Progress --

• Student academic progress is measured frequently.

• A variety of assessment procedures are used.

• The results of the assessments are used to improve individual student performance as well as the instructional program.

(7) Parent and Community Support

(Home/School Relations) --

• A common mission is established and the responsibility for achieving the mission is shared by the total educational community.

Relationship to the EPSS

“The purpose of this regulation is to assist in the implementation of Standards for Excellence through the Educational Plan for Student Success…”

6.30.2.9 NMAC

Four Comprehensive Standards

• Standard 1: Effective Leadership– Dynamic and Distributed Leadership– Focus on Student Learning– Sustained Improvement Efforts

• Standard 2: Quality Teaching and Learning– Quality Classroom Instruction– Coordinated and Embedded Professional Development Focused on

Classroom Instruction– Coordinated and Aligned Curriculum and Assessments– High Expectations for Teachers and Students

• Standard 3: Collaborative Relationships– Family and Community Involvement– Professional Culture and Collaborative Relationships

• Standard 4: Support for System-wide Improvement – Effective Use of Data– Strategic Allocation of Resources

Today’s Focus…• Standard 2: Quality Teaching

and Learning– Quality Classroom Instruction– Coordinated and Embedded Coordinated and Embedded

Professional Development Focused on Professional Development Focused on Classroom InstructionClassroom Instruction

– Coordinated and Aligned Curriculum and Assessments

– High Expectations for Teachers and Students

The RubricStandard 2: QUALITY TEACHING AND LEARNINGCriterion: Coordinated and Embedded Professional Development Focus on Classroom Instruction

INDICATOR

LEVEL OF PERFORMANCE

DATA SOURCE/EVIDEN

CE

Exceeds(Exceeds,

exemplary, integrated, systemic)

Meets(Fully meets,

functioning, routine, system-wide)

Partially Meets(Partially meets,

limited, beginning)

Does Not Meet

(Does not meet, unsatisfactory,

unsound)

2.8 Leadership provides high quality, ongoing professional development focused on classroom instruction.

All members of the learning community participate in ongoing standards-based professional development and initiate their own learning in areas that will improve student learning.

All members of the learning community participate in ongoing standards-based professional development that is based on identified student needs.

All members of the learning community participate in standards based professional development.

All members of the learning community participate in professional development that lacks alignment to EPSS plan and does not focus on improved student achievement.

2.9 Professional development includes coaching and support for instruction.

A system of coaching/mentoring is established to ensure fidelity of implementation of programs, strategies and interventions that support student learning.

A system of mentoring/coaching is established to support the implementation of newly learned skills and knowledge.

A system of mentoring/coaching is established but training in adult coaching is lacking.

A system is in place that allows teachers to attend professional development but it lacks coaching and/or mentoring support for fidelity of implementation.

Exceeds(Exceeds, exemplary, integrated,

systemic)

INDICATOR


DATA SOURCE/EVIDE

NCE

Exceeds(Exceeds,


Meets(Fully meets, functioning,

routine, system-wide)

Partially Meets

(Partially meets, limited, beginning)

Does Not Meet


unsound)











Meets(Fully meets, functioning, routine,

system-wide)

INDICATOR


DATA SOURCE/EVIDE

NCE

Exceeds(Exceeds,




Partially Meets


Does Not Meet


unsound)











Partially Meets(Partially meets, limited,

beginning)

INDICATOR


DATA SOURCE/EVIDE

NCE

Exceeds(Exceeds,




Partially Meets


Does Not Meet


unsound)











Does Not Meet(Does not meet, unsatisfactory,

unsound)

INDICATOR


DATA SOURCE/EVIDE

NCE

Exceeds(Exceeds,




Partially Meets


Does Not Meet


unsound)











Supported by data…

INDICATOR


DATA SOURCE/EVIDE

NCE

Exceeds(Exceeds,




Partially Meets


Does Not Meet


unsound)











• Asking for new information• New requirements for SI, CA and

Restructuring schools• Guiding schools toward a new way

of thinking about the EPSS

Applications for 2007-08 EPSS Planning

ASK:• “What sense do you make of this

data? What is positive? What are the problems?”

School Data Review and Discussion

Changes to EPSS Process

• Align reporting systems• Compliance to Collaboration• Work through a team approach• Laser Focus on Instruction and

Results• Integration of Process (Helping

Students Learn : Who, What, How, By When & How Much)

New format for goals with data tables

Action Plan with PDSA , Responsibilities, Resources

Continue through DO each quarter; completing the STUDY

And ACT/PLAN at the end of the time period (quarter)

• What implications and conclusions can you draw from everything we’ve discussed and reviewed today?

• How can you incorporate these ideas into your 2007-08 EPSS?

Implications & Conclusions

Next Steps for Spring• Schedule visits• Complete paper

work (add to template)

• Do travel paperwork NOW!

• Bring back draft EPSS from school.

2007-2008 EPSS Coordinator Timeline

• April/May 2007 Review Visit

– Set tentative goals for SY 2007/2008• Summer ’07 Participate in Team Training

– Data Analysis, Coaching, Instructional Interventions• September/October Schedule and complete Fall Visits

– Compile information• Quarterly Visits Scheduled

– Attend Team meetings• April/May 2008 Spring Review

Next Steps for FallFor PSB• Set teams• Complete process• Provide training• Identify schools

and match teams

For Coordinators• Indicate

commitment• Participate in

training• Provide Feedback

Thank You!

Questions? Next Steps ?Evaluations ?

Documents

The Spring 2007 Progress Review