20071213 action planning and refining (underwood-97) · steps in creating an action plan ystep 1:...

Action Planning

R E F I N I N G A N D C L A R I F Y I N G A N A C T I O N

Action Planning

R E F I N I N G A N D C L A R I F Y I N G A N A C T I O N P L A N T O E N S U R E R E S U L T S

Steps in Creating an Action Plan

Step 1: Big PictureAnalyze student data (outcome, screening, and diagnostic) to identify the group(s) for which a plan needs to be made.

Step 2: Medium DetailsPrioritize the order of needs and groups for creating an Action Plan Choose a foundational creating an Action Plan. Choose a foundational problem that, once solved, will enable success for the next most critical area identified.

Step 3: Small DetailsStep 3: Small DetailsCreate a plan and implement it in a timely manner.

Step 1: Analyze Data / Funnel Your Focus

1. FIRST, look at the last set of outcome, growth, and/or screening data. Look for “red flags” – a grade level in which some work may be neededneeded.

2. SECOND, look at the current screening data for that same grade level. Disaggregate the data to g gg glook for more specific “red flags”, or trends, that may be needed for the entire grade level.

T t A ti Pl ti d 3. THIRD, center your Action Plan questions and solutions in this area. If you can funnel your focus further, then do so first.,

G th D t Idaho Reading First: Sample School "A" Annual Progress

Growth Data for the Previous Year

KindergartenBOY: Fall EOY: Spring BOY: Fall EOY: Spring

Positive Growth 2 (Strategic) to 3 (Benchmark) 61 50

1 (Intensive) to 3 (Benchmark) 33 21

Total: 94 71 76%Negative Growth 3 (Benchmark) to 2 (Strategic) 56 0

to 1 (Intensive) 0

•As you consider the growth data throughout the

( )

Total: 56 0 0%

1st GradeBOY: Fall EOY: Spring BOY: Fall EOY: Spring



Total: 17 3 18%gschool, which grade level(s) strike you as a


to 1 (Intensive) 1

Total: 122 38 31%

2nd GradeBOY: Fall EOY: Spring BOY: Fall EOY: Spring


concern?

•We’ll look more closely at the data

Positive Growth 2 (Strategic) to 3 (Benchmark) 43 111 (Intensive) to 3 (Benchmark) 23 0

1 (Intensive) to 2 (Strategic) 1


to 1 (Intensive) 0

Total: 75 12 16%

closely at the data on the next slide.

3rd GradeBOY: Fall EOY: Spring BOY: Fall EOY: Spring

Positive Growth 2 (Strategic) to 3 (Benchmark) 60 181 (Intensive) to 3 (Benchmark) 26 0

1 (Intensive) to 2 (Strategic) 7


to 1 (Intensive) 0

Total: 62 5 8%

Idaho Reading First: Sample School "A" Annual ProgressKindergarten 2nd Grade

BOY: Fall EOY: Spring BOY: Fall

EOY: Spring BOY: Fall EOY: Spring BOY:

FallEOY:

SpringPositive Growth 2 (Strategic) to 3 (Benchmark) 61 50 Positive

Growth 2 (Strategic) to 3 (Benchmark) 43 11

1 (Intensive) to 3 (Benchmark) 33 21 1 (Intensive) to 3 (Benchmark) 23 0

Total: 94 71 76% 1 (Intensive) to 2 (Strategic) 1

NegativeNegative Growth 3 (Benchmark) to 2 (Strategic) 56 0 Total: 66 12 18%

to 1 (Intensive) 0 Negative Growth 3 (Benchmark) to 2 (Strategic) 75 12

Total: 56 0 0% to 1 (Intensive) 0

Total: 75 12 16%Total: 75 12 16%

1st Grade

BOY: Fall EOY: Spring BOY: Fall

EOY: Spring 3rd Grade

Positive Growth 2 (Strategic) to 3 (Benchmark) 14 2 BOY: Fall EOY: Spring BOY:

FallEOY:

SpringGrowth Fall Spring

1 (Intensive) to 3 (Benchmark) 3 1 Positive Growth 2 (Strategic) to 3 (Benchmark) 60 18

Total: 17 3 18% 1 (Intensive) to 3 (Benchmark) 26 0

Negative Growth 3 (Benchmark) to 2 (Strategic) 122 37 1 (Intensive) to 2 (Strategic) 7

to 1 (Intensive) 1 Total: 86 25 29%

Total: 122 38 31% Negative Growth 3 (Benchmark) to 2 (Strategic) 62 5

to 1 (Intensive) 0

Total: 62 5 8%Total: 62 5 8%

1st Grade

Choice for Plan: 1st Grade

BOY: Fall EOY: Spring BOY: Fall EOY: Spring

Positive G th 2 (Strategic) to 3 (Benchmark) 14 2

•18% Positive and 31% Negative growth.

Th t

Growth ( g ) ( )


Total: 17 3 18%

•The great concern here is that only 3 out of 17 students grew and 38 dropped

Negative Growth 3 (Benchmark) to 2 (Strategic) 122 37

to 1 (Intensive) 1

T t l 122 38 31%dropped.

•2nd Grade was a close second (18% vs. 16%).

Total: 122 38 31%

)

•Let’s start with a manageable focus: 1st Grade.

N th 1st Grade Fall IRI BenchmarksNarrow the Focus:Fall Data

1st Grade Fall IRI Benchmarks

Measure Proficiency Level # of Students

LNF Fall Benchmark 100‐42 73

•Which subtest(s) seems to be most dire?

Strategic 41‐30 39

Intensive 29‐0 26

•Which subtest is a close second?

Total # Tested 138

PSF Fall Benchmark 98‐35 45

St t i 34 17 72•How would you use this to think about an Action

l f h


Intensive 16‐0 21

Total # Tested 138Plan for the entire 1st Grade Level?

Total # Tested 138

NWF Fall Benchmark 220‐25 59


Intensive 13‐0 32

Total # Tested 138

Step 2: Prioritize the Findings of the Data

Two subtests that showed the most concern were:

PSF – the lowest level of proficiencyPart of our question should be: Why is it that Phonemic Awareness is being indicated as weak on this screening measure?

NWF – the second lowest level of proficiencyNWF the second lowest level of proficiencySince this isn’t the lowest, but it is close, part of our question may be: Is our lack of decoding skill connected in some

t l fi i i Ph i A ? way to our low proficiency in Phonemic Awareness? And, if so, what solutions can we implement to improve both in tandem?

Step 2: Prioritize and Find What is Lacking

Once we have funneled our focus to the specific area of Phonemic Awareness, then we look for the causes that we can change.

Is the CRP being taught well in this area?Is the CRP being taught well in this area?Is this area of the CRP being pretaught, etc., with more explicitness during Workshop/UA?Is structure being added to the CRP in this area to bring more Is structure being added to the CRP in this area to bring more explicitness and scaffolding?Are students receiving explicit, systematic instruction in this area for Intervention with practices that ensure mastery?area for Intervention with practices that ensure mastery?Is leadership supporting this area of need with coaching and administrative backup?

Step 2: Prioritize and Find What is Lacking

The idea is that you want to evaluate all of the y fsmall details that influence this one area that has been identified.

In other words, looking at the problem from a “SYSTEM-WIDE” PERSPECTIVE, what needs to be changed to ensure the success that students will changed to ensure the success that students will master the necessary skills?

A great tool for categorizing your questions A great tool for categorizing your questions about these small details is the graphic organizer titled “Action Plan for Targeted Groups”.

Step 2: Prioritize by Using Critical Variables

Area for Action Plan Su

mm

er1

Mid

-Yea

r Action to Be Taken (be specific enough so that it is possible to determine when the action has been implemented)

Person Responsible

Report on Progress of ImplementationAction Plan

New

SN

ew M implemented) Responsible Implementation

Materials and Instructional Practices Time/Time/ Coverage/ Mastery and Grouping Practices Assessment Practices

Data Utilization Practices

SchoolwideOrganization and Support

Professional Development Principal and District Leadership

ReadingReading First Coach

Step 3: Create Action Plans / Critical Variables

Critical Variables for School Action PlansCritical Variables for School Action PlansMaterials and Instructional Practices

Time/Coverage/Mastery and Grouping Practices

Assessment Practices


Step 3: Create Action Plans / Critical Variables

Critical Variables for School Action PlansCritical Variables for School Action PlansProfessional Development

Schoolwide Organization and Support

School Leadership: Principal

Reading First Coach

Step 3: Create / Collect Recommendations

Materials and Instructional Practices

Are these students receiving daily practice on critical skills introduced in the CRP?

Do these students receive pre-teaching and/or reteaching of skills introduced in daily CRP lessons?

D th t d t i t ll i t ti Do these students receive extra small group instruction focused specifically on their areas of deficit (e.g. phonemic awareness, letter-sound correspondence, phonemic awareness, letter sound correspondence, alphabetic principle, etc.)?


Materials and Instructional PracticesAre many of the students entering first grade with basic language deficits? If so, do they or could they benefit from explicit instruction on basic language benefit from explicit instruction on basic language skills?If different materials are being used with these

d d i di i i id f hstudents during reading instruction outside of the reading block, are they all aligned?Do these students receive instruction that is explicit, Do these students receive instruction that is explicit, interactive, and sufficiently intensive both inside and outside of the scheduled reading block?


Time/Coverage/Mastery and Grouping / g / y p gPractices

Are these students receiving a sufficient amount of time for reading instruction?

Recommendations:90+ minute reading block

Additional time suggestions: 30 minutes Some Risk students

Additional time suggestions: 45-60 minutes High Risk studentsgg g

Are the most struggling readers in the smallest instructional groups?



Are diagnostic assessments used to determine the type(s) and extent of skill gaps each student has?

Is progress monitoring used to monitor student growth on a frequent basis?

Recommendation: 2x month for some risk students

d i k f hi h i k dRecommendation: 1x per week for high risk students


Data Utilization

Are teachers using progress monitoring data to inform their instruction on a day to day basis, or are they merely collecting data?

Do teachers have some type of decision rule they to use for analyzing data to see if the instructional

ktreatment is working?


Once questions are asked & answered…Once questions are asked & answered…

Center all solutions around the problem in focusfocus.

E.g. If the area of concern is Phonemic Awareness and its connection to decoding, then no part of the plan should g, p pcenter on vocabulary.

Be sure to think of solutions in terms of the Critical Variables outlined above and in the Practices Handbook.


Tie in the help of outsiders (Calibrations, TA p ( ,Providers, & Consultants):

Utilize the strengths of outside observers to assist in the process.

Remember…Be sure to have a narrow focus.

Keep the discussion centered.

Use the “Critical Variables for School Action Plans” as a way of Use the Critical Variables for School Action Plans as a way of weaving together all of the components and recommendations for the plan.

Step 3: Create / Making the Goals for the Action Plan

Be Specific!Be Specific!Tell what you will do differently, how it will be done, who will do it, and whenwill be done, who will do it, and when(frequency, etc.).Plan actions that are observable and Plan actions that are observable and measurable.Sufficient detail is needed so that it is Sufficient detail is needed so that it is possible to determine when the action has truly been implemented.


Points to Consider:

1) Use highly specific wording that describes the actions to be taken (i.e. what exactly will be done, by whom, how, and for how long)for how long).

2) Enough specificity that even an outside observer could come in and "check off" if he/she sees the actions being done (i.e. observable and measureable).


Points to Consider (continued):3) A timeline for the occurrences of the actions to be taken and the implementation of the overall plan that is outlined and "rapid" in nature. For example, how f l d h i l d d h frequently do you expect the persons involved to do the actions, and do you expect this solution to be implemented in 4 weeks, 6 weeks, two months, or less?

4) Components that all center on the same problem and solution. In other words, there may be a number

f f d b h h h b d f d by

of areas of need, but which area has been identified by the data that will have the greatest impact if solved first?

Strong vs. Weak Action Plan Statements

Let’s take a moment to Let s take a moment to look at some examples look at some examples

and non-examples…a d o e a p es


Describing Action Steps in Specific, Observable, Measurable Terms

Category Example Non-Example

Time and Grouping

We will increase the time spent providing additional instruction for

d f i

We will increase the time spent in providing i i f d students performing

somewhat below grade level from 20 to 40 minutes per day in Grade 1.

instruction for students performing somewhat below grade level.

This increase will requirechanges in the schedule and personnel allotted to Grade 1. A school wide scheduleschool-wide schedulereflecting this change will be prepared by the buildingprincipal (changes should be detailed p p gin the other major affected categories).


Describing Action Steps in Specific, Observable, Measurable Terms

Category Example Non-Example

Leadership (Principal)

The building principal will conduct 5-minute observations during reading

The building principal will increase ( p ) g g

instruction in each K-3 classroom at least one time per week. The principal will follow the (XYZ) format for 5-minute observations

p phis visibility in classrooms.

observations.

Assessment and Data

Students who are significantly below grade level will be assessed weekly with

We will increase progress monitoring

Analysisg ythe ABC progress monitoring tool. All grade level team meetings will meet at least twice per month to analyze progress monitoring data

p g gfor our students who are significantly below grade level.

monitoring data.

Sample of a Unified Plan

Now let’s look at a plan that is Now, let s look at a plan that is centered.

Be thinking about how the items are woven together and how they work woven together and how they work toward the same “funneled focus”.

Sample Action Plan: Grades 2/3 Students at “Some Risk”G ades /3 Stude ts at So e s

Area for Action Plan

Action to Be Taken Person ResponsibleAction Plan

Materials and InstructionalPractices

Students with phonics deficits as determined by the ABC Phonics Screener will receive direct instruction on missing

Reading CoachGrades 2/ 3TeachersPractices will receive direct instruction on missing

decoding skills using the EFG Supplemental Phonics Program in place of teacher-generated activities.

Teachers

Time/Coverage/Mastery and Grouping Practices

Students will receive teacher-led instruction on phonics deficits using the EFG Supplemental Phonics Program for 30 minutes daily followed by 15-minutes

Grades 2/3Teachers

Practicesof fluency development at the student’s independent level during this 45-minute small group instructional period (outside block).

Sample Action Plan: Grades 2/3 Students at “Some Risk”G ades /3 Stude ts at So e s


Action to Be Taken Person ResponsibleAction Plan


Progress monitoring will be increased from one time per month to every two weeks. Coach will assist teachers in

Reading CoachGrades 2/ 3Teachersweeks. Coach will assist teachers in

placing students at the appropriate level within the EFG Program.

Teachers

Professional Instructional staff that will be teaching Reading CoachProfessional Development

Instructional staff that will be teaching the EFG Supplemental Phonics Program will receive a half-day of initial training on the program. The coach will then model 2 lessons within the classroom,

Reading CoachGrades 2/ 3Teachers

model 2 lessons within the classroom, co-teach 2 lessons, and conduct observations with feedback for teachers using the program.

Making the Action Plan a Functional Document

Try to include all stakeholders in the whole yprocess.

Once completed, the Action Plan(s) should be well communicated among faculty and staff.

All actions should be detailed, and the data used to drive these actions should be imparted to staff as well.

Making the Action Plan a Functional Document

The team responsible for the actions in the plan p pshould meet on a regular basis to communicate progress on the implementation of all steps listed i h i lin the Action Plan.

If the plan is working, continue to use the methods tli d d t t A ti Pl f outlined and move on to create an Action Plan for

the next area of concern.

If it i t ki l t d fi th If it is not working, reevaluate and refine the recommended solutions.

Time for Practice


Action to Be Taken(be specific enough so that it is possible to

Person ResponsibleAction Plan (be specific enough so that it is possible to

determine when the action has been implemented)

Section Assignments to Skim

A. Practices Handbook – Section A.4a-4b4 4

B. Practices Handbook – Section B.2

C. Practices Handbook – Section c.33

D. Practices Handbook – Section D.3

E. Practices Handbook – Section E (any)( y)

F. Practices Handbook – Section F.6

G. Practices Handbook – Section G.4 & 54 5

H. Practices Handbook – Section H.4-8

1st Grade Fall IRI BenchmarksFocus:1st Grade P.A. & Basic Phonics

1st Grade Fall IRI Benchmarks

Measure Proficiency Level # of Students

LNF Fall Benchmark 100‐42 731. Skim your section

of the Practices Handbook.


Intensive 29‐0 26

2. Discuss a specific plan that can be implemented for that Critical

Total # Tested 138

PSF Fall Benchmark 98‐35 45

St t i 34 17 72that Critical Variable.

3. Write a statement for the Critical


Intensive 16‐0 21

Total # Tested 138for the Critical Variable that is doable, observable, & measurable

Total # Tested 138

NWF Fall Benchmark 220‐25 59

Strategic 24‐14 47measurable.

Intensive 13‐0 32

Total # Tested 138

Step 2: Prioritize by Using Critical Variables

Area for Action Plan Su

mm

er1

Mid

-Yea

r Action to Be Taken (be specific enough so that it is possible to determine when the action has been implemented)

Person Responsible

Report on Progress of ImplementationAction Plan

New

SN

ew M implemented) Responsible Implementation

Materials and Instructional Practices Time/Time/ Coverage/ Mastery and Grouping Practices Assessment Practices


SchoolwideOrganization and Support

Professional Development Principal and District Leadership

ReadingReading First Coach

Debrief

1. Find a partner from a school from a different pregion in the state.

2. Discuss any new learning and/or questions that you have from this process.

3. Share one thing you might do differently on your t t t d A ti Plnext targeted Action Plan.

Final Considerations

The focus of today’s Action Plan example was that of a grade level.

Could an Action Plan target…M l i l d l l ?Multiple grade levels?

An entire building?

A subgroup within a grade level (e.g. ELL, SPED, Gifted Learners, etc.)?

A particular “Critical Variable” as it relates to the others (e.g. an Action Plan for improving Data Utilization as it ties to the other critical variables)?

Ultimately, Action Planning is simply a way to target and prioritize yourself so as to not spread your work too thinprioritize yourself so as to not spread your work too thin.

Any Questions???

Next Steps

Your own Action Plan:

Each b ilding as asked to bring Each building was asked to bring their current targeted Action Plan.Plan.

Please take those out…

Your own Action Plan:

Next Steps

Your own Action Plan:For the next few minutes, evaluate the items of your plan in light of today’s presentation.

Wi h h h l d f i d h With the other leader from your site and the RF Coordinators, look at your plan with critical eyes.

I i ifi h?Is it specific enough?

Does it target the key problem and stay on that target?g

Does it fit into the guidelines given today?

How quickly is the whole plan expected How quickly is the whole plan expected to be implemented?

Etc.

Please remember…Deb Rosie and Steve are Deb, Rosie, and Steve are here to help.One of our key job descriptions is to help with implementing changes that relate to gyour Action Plans and Practices. If you would like any If you would like any assistance, please let us know.

20071213 action planning and refining (underwood-97) · steps in creating an action plan ystep 1:...

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