EDUCATIONAL SYSTEMS REVIEW (ESR)

Protocols and ProceduresAction Planning

Follow-Up and Evaluation

The “Why” of the Work

We can meet the needs of all students when we have a collective

understanding of what we are trying to achieve, a transparent and accurate

view of the current reality, and a collective commitment to continuous

improvement

How

By engaging in a structured problem-solving process (Educational Systems Review) aimed at developing, implementing and monitoring school improvement efforts and increasing effectiveness of collaboration• Protocols and Procedures• Action Planning• Follow-Up and Evaluation

Problem Solving Process

Problem IdentificationWhat do we want students

to KNOW and be able to DO?

Problem AnalysisWhy does the problem

exist? What are the barriers?

Design and Implement Plan

What are we going to do about it?

EvaluateDid it WORK?

Educational Systems Review (ESR)

The ESR process encompasses the problem solving process and allows teams to collectively: Identify priorities Identify barriers to school improvement Develop targeted action plans

Educational Systems Focus Areas

1. Capacity for Continuous Improvement– Clear mission and vision– SBLT functioning– Teaming structure and effectiveness– Data-based problem solving– Professional development

2. Standards-Based Instruction – Setting and communicating a purpose for

learning and learning goals– Gradual release of responsibility– Instructional Rigor

Educational Systems Focus Areas

3. Student Engagement– Positive Behavior Supports– Adult-student relationships– Peer relationships and support for learning– Perceptions of competence, control, and

relevancy– Family support for learning

4. Differentiation and Intervention– Formative assessment and differentiation – Intervention logistics – Master schedule development– Instruction-intervention alignment

Capacity for Continuous Improvement

• Clear mission and vision

• School-Based Leadership Team functioning

• Teaming structure and effectiveness

• Data-based problem solving

• Professional Development

Clear Mission and Vision

• A measurable mission and vision has been established and communicated to all stakeholders

• All stakeholders understand and have buy-in to the mission and vision of the school

• Mission and vision target maximizing student outcomes for all students including effective school-level transition

• Progress toward accomplishing the mission and vision can be evaluated through an analysis of student academic and social-emotional outcomes

• Mission and vision act as a beacon to guide school improvement planning and data-based decision making

• Current data reflecting present reality is regularly compared to the mission and vision in order to instill and sustain an urgency for change and improvement

(Leithwood, 2010)

School Based Leadership Team Functioning

Effective School Based Leadership teams are evidenced by groups or individuals who: • Establish a vision with a sense of urgency for change,

maintain focus and deliver a consistent message over time • Focus on students (schools are successful when students are

successful)• Create relationships with stakeholders based upon mutual

respect and shared responsibility• Engage in expert problem solving

– Identify the correct problem efficiently and effectively– Engage in good problem analysis with an understanding that there are

many causes for school underperformance – Know that there are several identified strategies for school improvement

and apply appropriate strategies based upon school-specific needs– Evaluate the effectiveness of implemented strategies

• Invest in professional development(Leithwood, 2010; Barnhardt, 2009; Crawford & Torgeson, 2007)

School Based Leadership Team

• School Based Leadership Team regularly engages in the following activities:– Determine school-wide learning and development areas in need of

improvement – Identify barriers which have or could prohibit school from meeting

improvement goals– Develop action plans to meet school improvement goals (e.g., SIP)– Distribute and assign resources to implement plans– Monitor fidelity and effectiveness of core and tier 2 instruction– Manage and coordinate efforts between all school teams– Support the problem solving efforts of other school teams

• And avoids:– Individual student intervention planning and progress monitoring– Meeting without a clear agenda or goals– Making decisions without input from key stakeholder groups– Developing action plans without communicating the purpose, goals,

and responsibilities to other stakeholders– Delegating school-wide action planning responsibilities to teams with

less decision making power or control over resource allocation

Teaming Structure and Effectiveness

• All school teams are aligned to accomplish the school’s mission, vision, and corresponding school improvement goals

• All teams have sufficient time to engage in data-based problem solving

• All teams have established norms, procedures, and protocols which ensure teaming effectiveness

• All teams utilize relevant data to inform planning and decision making

• Team roles and responsibilities are established and include at a minimum a trained team facilitator

• An effective communication plan exists to facilitate communication between like-teams and the school based leadership team

Data Based Problem Solving

• Data-Based Problem Solving is infused across all components of an MTSS framework.

Data are used to:• Identify systems and students in need of intervention

(problem identification)• Identify barriers which cause or contribute to the

problem (problem analysis)• Plan interventions to address the barriers and improve

the problem (intervention design)

• Make decisions about effectiveness of interventions (program evaluation

• Determine the need to increase or decrease intervention intensity

Professional Development

• School’s professional development plan is designed to ensure staff capacity to implement the School Improvement Plan with fidelity

• Professional development plan allows for job-embedded professional development and ongoing coaching

• Professional development plan is derived from a review of relevant data (e.g. observational data, staff interview or survey data)

• Teachers are actively engaged with their colleagues in professional development

• Teachers together feel committed to the growth and success of each student and teacher in the learning community

Florida Professional Development Evaluation

ProtocolThe legislation requires districts to:• Design a system of professional development for

Department of Education approval that aligns to the standards adopted by the state and supports the framework for standards adopted by the National Staff Development Council

• Include an approved Master In-service Plan for in-service activities for all district employees that is updated annually using the latest available student achievement data and research to enhance rigor and relevance in the classroom

• Provide in-service activities coupled with follow-up support appropriate to accomplish district and school level improvement goals and standards

Florida Professional Development Evaluation

ProtocolThe legislation requires districts to:• Focus professional development offerings on:

– Analysis of student achievement data – Ongoing formal and informal assessments of student

achievement – Identification and use of enhanced and differentiated

instructional strategies emphasizing rigor, relevance, and reading in the content areas

– Enhancement of subject matter expertise – Integrated use of classroom technology – Classroom management – Parent Involvement– School safety

http://www.fldoe.org/profdev/pdstandards.asp

Focus Area Reflection

• Rate the relevancy of each component within the Capacity for Continuous Improvement Focus Area to your district’s/school’s improvement efforts. (CCI Polls 1-5)

• Are there other important variables to consider within the Continuous Improvement Focus Area that have not been included? (Indicate these variables in the chat box)

Standards-Based Instruction

• Setting and communicating a purpose for learning and learning goals

• Gradual release of responsibility

• Instructional Rigor

Standards-Based Instruction

Next Generation Sunshine State Standards

Florida’s Next Generation Sunshine State (Common Core) Standards:• Define content, knowledge, and abilities;

• Provide grade‐level or course expectations for students;

• Provide clear guidance to teachers for Depth of Knowledge and instructional goals;

• Provide framework for state adopted instructional materials and assessments;

• Serve as a guide to improve student learning. Florida Department of Education Bureau of Curriculum and Instruction (www.fldoe.org/bii)

Next Generation Sunshine State Standards

Florida’s Next Generation Sunshine State (Common Core) Standards:• Delineate what matters,

• Provide clarity and a fixed point of reference for students and teachers,

• Guide instruction so that it is focused on student learning,

• Provide a common language to have clarity in collaborations,

• Help ensure equal educational opportunities, and

• Assist in identifying struggling students. Florida Department of Education Bureau of Curriculum and Instruction (www.fldoe.org/bii)

The ‘Core Building Blocks’

Next Generation Sunshine State Standards (NGSSS)

Instructional Purpose and Learning Goals

Learning goals are often achieved over an extended period of time. The focus is on the content of the standards or benchmarks and the relationships between them. This represents what students need to know and the skills they must acquire in order to apply the content and ultimately make meaning of the new knowledge.

Instructional Purpose and Learning

Indicators• The lesson is aligned with a course standard or

benchmark.• The lesson begins with a discussion of desired

outcomes and learning goals.• The learning goal/essential question is written

in student friendly language and posted so that all students can see it.

• The learning goal/essential question is directly related to what students need to know, understand, and be able to do to master the benchmark.

Indicators• The learning goal/essential question is a clear

statement of knowledge or information as opposed to an activity or assignment.

• The learning goal/essential question requires higher order thinking, problem solving or decision-making.

• The teacher explains how the class activities relate to the learning goal and to answering the essential question.

• The teacher focuses and/or refocuses class discussion by referring back to the learning goal/essential question.

Instructional Purpose and Learning

Indicators• A scale or rubric that relates to the

learning goal is posted so that all students can see it.

• The teacher makes reference to the scale or rubric throughout the lesson.

• The learning objective is aligned to the district/school pacing guide.

Instructional Purpose and Learning

Gradual Release of Responsibility

Set Instructional Purpose and Prime Background KnowledgeTeacher focuses lesson on essential learning objectives and goals by specifically stating the purpose for learning, lesson agenda and expected outcomes. Teacher readies students for learning by connecting instructional objectives and goals to students background knowledge, interests, and personal goals, etc.

Explicit InstructionPurposeful, intentional teacher-directed instruction of strategies, skills, or concepts. Teacher clearly sets the purpose for learning, provides direct instruction, poses and answers questions, and/or provides multi-media instruction (e.g., video) with teacher interaction.

Modeled InstructionModeled instruction is the demonstration of skills and strategies by the teacher before students are asked to perform them independently.

Gradual Release of Responsibility

Guided Practice with Teacher Support and FeedbackThe opportunity for each student to demonstrate new learning by working through an activity or exercise under teacher’s supervision. Teacher names the strategy, skill, or task and reviews its purpose.

Guided Practice with Peer Support and Feedback The opportunity for each student to demonstrate new learning by working through an activity or exercise with peer support. Teacher names the strategy, skill, or task and reviews its purpose but allows students to collaborate and serve as the primary instructional resource for each other

Independent PracticeStudents synthesize and apply new knowledge and reinforce skills by engaging in activities/tasks without the guidance of their teacher or peers

Instructional Rigor

Instructional Content • Instruction is grounded in content that is:

• Complex, Ambiguous, Provocative • Emotionally or personally challenging

Instructional Process • Students are engaged in active participation, exploration and research. • The focus is on competence, not coverage. Student work shows

evidence of understanding, not just recall. • Clear expectations define what students should know and be able to do. • Teachers and students set learning goals and monitor progress toward

academic excellence. • Activities draw out perceptions and develop understanding. • Students develop resilience, flexibility, and confidence by facing

academic challenges, and the temporary classroom setbacks that are opportunities for deeper learning.

Instructional Assessment • Assessment tasks often extend beyond the traditional “paper and

pencil” tests and allow students to exhibit higher order thinking. • Students are engaged in substantive conversations.

Complexity Level

The rationale for classifying items by their level of complexity is to focus on the expectations of the item, not the ability of the student. The demands on thinking …—what the item requires the student to recall, understand, analyze, and do—are made with the assumption that the student is familiar with the basic concepts of the task.

Depth of Knowledge

Instructional Rigor Indicators

• Teachers provide instruction which is aligned with the cognitive complexity levels of standards and benchmarks

• The cognitive complexity of models, examples, questions, tasks, and assessments are appropriate given the cognitive complexity level of grade-level standards and benchmarks

• Students are provided with appropriate scaffolding and supports to access higher order questions and tasks

Focus Area Reflection

• Rate the relevancy of each component within the Standards Based Instruction Focus Area to your district’s/school’s improvement efforts. (SBI Polls 1-3)

• Are there other important variables to consider within the Standards Based Instruction Focus Area that have not been included? (Indicate these variables in the chat box)

Student Engagement

• Positive Behavior Supports• Adult-student relationships• Peer relationships and support for

learning• Perceptions of competence, control,

and instructional relevancy• Future goals and aspirations• Family support for learning

Positive Behavior Supports

• Expectations are clearly and positively defined.

• Behavioral expectations are taught and reviewed with all students and staff.

• Appropriate behaviors are acknowledged.

• Behavioral errors are proactively corrected.

• A database for keeping records and making decisions is established.

• Data-based monitoring and adaptations to the plan are regularly conducted.

Teacher-Student Relationships

• Teacher-student interactions are mutually respectful

• Students perceive that they are listened to, cared for and treated fairly by their teachers

• Students perceive that they are valued as individuals by their teachers

• All students have at least one adult at school whom they would trust to provide them with mentoring and advisement

• Teachers are intentional in creating safe, nurturing, democratic classrooms so that self-esteem and trust develop in students

Peer Relationships and Support for Learning

• Students are committed to their own academic success as well as the academic success of their peers

• Peer relations allow for students to comfortably ask questions, take academic risks, and make mistakes in class

• Students perceive that they are cared for, respected, and supported by their peers

• All students report having some friends at school

Perceptions of Competence, Control and Instructional

Relevancy• Instruction is inherently meaningful, stimulates

intellectual curiosity and offers value beyond the classroom

• Learning activities are designed to require a personal frame of reference for students

• Students perceive that learning activities are relevant to their personal life goals

• Students make decisions about their learning and learning activities along with their teachers and peers

• Students perceive a sense of control over and ownership of their academic progress and educational trajectory

Future Aspirations and Goals

• Students plan to complete high school and continue their education following graduation

• Students perceive that education is important to achieving their personal goals and will create future opportunities for them

• Student are hopeful about their futures

Family Support for Learning

• Students perceive that their families are there for them when they need them

• Students perceive that their families want them to keep trying when they have difficulties at school and are willing to help them when needed

• Students report that their families want to know about good things that happen to them at school

Focus Area Reflection

• Rate the relevancy of each component within the Student Engagement Focus Area to your district’s/school’s improvement efforts. (SE Polls 1-5)

• Are there other important variables to consider within the Student Engagement Focus Area that have not been included? (Indicate these variables in the chat box)

Differentiation and Intervention

• Formative assessment and differentiation

• Intervention logistics

• Master schedule development

• Instruction-intervention alignment

Formative Assessments

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.(Council of Chief State School Officers, 2008)

Florida Department of Education Bureau of Curriculum & Instruction

Formative Assessment

• Purpose is to assess students’ readiness for learning and to monitor students’ achievement of knowledge and skills during instruction

• Dependent on effective classroom discussions and tasks that elicit evidence of learning,

• Utilized to provide feedback to teachers and students throughout the lesson cycle

• Ideally not graded but used to modify and adjust teaching practices and to reflect on the needs and progress of students

• Can be formal or informal

Formative Assessment Indicators

• Teachers regularly assess students’ readiness for learning and achievement of knowledge and skills during instruction

• Teachers facilitate effective classroom discussions and tasks that elicit evidence of learning

• Teachers collect both formal and informal data regarding students’ learning and provide feedback regularly to students regarding their personal progress throughout the lesson cycle

• Teachers utilize data to modify and adjust teaching practices and to reflect on the needs and progress of students

• Teacher teams utilize common assessments to guide content area/course planning

Differentiation

Differentiated instruction is the use of data to match instruction to meet the different needs of learners. Tomlinson (2001) identifies three elements of the curriculum that can be differentiated: Content, Process, and Products.

Differentiated Instruction Indicators

Content• Content materials are differentiated by student

interests, cultural background, prior knowledge of content, and skill level

• Objectives are frequently written in incremental steps resulting in a continuum of skills-building tasks

• Content materials are appropriately scaffolded to meet the needs of diverse learners (learning readiness and specific learning needs)

Differentiated Instruction Indicators

Process• Models, examples and questions are

appropriately scaffolded to meet the needs of diverse learners

• Flexible grouping and strategies for flexible grouping are active and change with the content, project and assessments.

• Teachers provide small group instruction to target specific learning needs

• Learners are expected to interact and work together as they develop knowledge of new content.

• Students serve as instructional resources for each other

Differentiated Instruction Indicators

Product• Assessments are formal and informal, including

interviews, surveys, performance assessments, and formal evaluation practices.

• Students are provided opportunities to demonstrate or express knowledge and understanding in different ways, which includes varying degrees of difficulty.

Intervention Logistics Indicators

• Interventions response is prevention oriented and occurs at the first sign of struggle

• A continuum of intervention supports exist to address the varying needs of students across academic and engagement areas

• Research-based interventions are selected and monitored with local data to establish a local evidence base

Intervention Logistics Indicators

• Interventions are required for students who need them and are provided during the school day as part of the students schedule

• Interventions groups are formed based on a common underlying need (e.g., social skills, reading fluency)

• Interventions are focused on accelerating learning rate by teaching to student’s specific skill deficits

• Intervention groups are flexible and allow students to enter and exit as their needs change over time

Intervention Logistics Indicators

• Intervention groups are flexible and allow students to enter and exit as their needs change over time

• Intervention plans address both the academic and engagement needs of students (e.g., mentoring, organization, note taking, study skills, etc.)

• Intervention course size is determined by the intensity of student need within them

Master Schedule Development

• Reflect needs of students• Data informed schedules• Maximize use of all staff• Flexible to provide intervention and re-

integration• Intervention/Enrichment (I/E) Period • Establish efficient entry/exit of intervention

programs• Allow time for problem solving and planning• Extensions to core classes• Ensure communication between intervention

and core course providers

Instruction-Intervention Alignment

• SBLT utilizes data to plan for a sufficient number and variety of intervention courses

• Intervention and core teachers communicate and plan together regularly

• Intervention curriculum is aligned with core instructional goals/objectives

• Core content materials and subject matter are integrated within intervention courses

Instruction-Intervention Alignment

• Intervention strategies are reinforced in core classes

• Interventions are integrated and aligned across all providers

• Effectiveness of intervention courses are evaluated by reviewing student success in core courses (e.g., remedial math evaluated by success in core course)

Focus Area Reflection

• Rate the relevancy of each component within the Differentiation and Intervention Focus Area to your district’s/school’s improvement efforts. (DI Polls 1-4)

• Are there other important variables to consider within the Differentiation and Intervention Focus Area that have not been included? (Indicate these variables in the chat box)