FACILITATORS OF SCHOOL IMPROVEMENT

JENNIFER PARKER, Ed.D DEANE SPENCER, Ed.S

OCTOBER 2016

OUTCOMES FOR TODAY

• Establish our WHY

• Review and Revise our Working Agreements

• Review the Impact section of our 2015/2016 PET

• Choose a Strategy/Program/Initiative for 2016/2017 PET

• Complete Strategy/Program/Initiative Description

• Create a plan for monitoring implementation

• Explore MiSchoolData

PARKING LOT

• Rest questions that do not benefit the whole group

• Place questions that do not pertain to content at this time

• Place questions that pertain, but participants do not want to ask at this time

ACTION REQUIRED CHART

Any request by you that we need to respond to should be placed on the Action Required Chart

On a sticky note print:

• Your request

• Your complete name

• School

• Email address

BUILDING A SCHOOL MINDSET

• Dr. Jennifer Parker

THE IMPORTANCE OF RELATIONSHIP BUILDING

• Why do we care?

• What affects do socio-economic implications play on students?

• Why should we embrace change?

• What is the importance of the teacher, teacher effectiveness, and mindset in the classroom?

• What mindsets promote success in teaching and learning?

• How do relationships, achievement, climate, and engagement play a part in success?

Jensen, E. (2016). Poor students, rich teaching – mindsets for change. Bloomington, IN: Solution Tree Press.

BUILDING THE SCHOOL MINDSET

1. Relational 2. Achievement

3. Rich Classroom Climate

4. Engagement

Jensen, E. (2016). Poor students, rich teaching – mindsets for change. Bloomington, IN: Solution Tree Press.

Handout

REFLECTING ON RELATIONSHIPS

• Who was your favorite teacher and why?

• Turn to your neighbor and share out who your favorite teacher was and what made them your favorite teacher.

• What experiences do you remember from your time in this teacher’s classroom?

• How did this teacher make you feel?

Hattie, John (2012). Visible learning for teachers. New York & London: Routledge

RELATIONSHIP IMPACT

BUILDING THE RELATIONAL MINDSET: RELATIONSHIPS FIRST

Handout

Educational Leadership (September 2016). Vol. 74, no. 1. Alexandria, VA: ASCD.

PART I – RELATIONAL MINDSET

“We are all connected in this life together. Always connect first as a person (and an ally) and then as a teacher second.” – p. 26

How do you make connections with students?colleagues?

parents?community?

Jensen, E. (2016). Poor students, rich teaching – mindsets for change. Bloomington, IN: Solution Tree Press.

BUILDING RELATIONSHIPS: CONNECTOR ACTIVITIESBECOME HUMAN IN YOUR STUDENTS’ EYES, AND ALLOW THEM TO GET TO KNOW EACH OTHER.

• Name learning strategies• Interviews and introductions• “me” Bag

Personalizing learning – 50/50 rule (social and individual time)

• Share an everyday problem – share your world• Share progress on goals – personal and professional• Cooperative groups• Study buddies

RELATIONAL MINDSET: CONNECTIONS TO SCHOOL IMPROVEMENT

•How do our relationships influence our school improvement planning and reporting?

•How is our mindset portrayed in the Executive Summary?

•How can we build in conversations about relationships with our own staff?

For more ideas, read Chapter 3-7 in the text “Poor Students, Rich Teaching: Mindset for Change” by Eric Jensen.

TANGIBLESDEANE SPENCER

FSI MATERIALS

New Participants to FSI

• FSI Bag

• Binder

All Participants

• Flashdrive

• Poor Students, Rich Teaching: Mindsets for Change, Eric Jensen

PRINCIPALS RESOURCE PACKET

• MDE Program Evaluation Tool Chart

• School Improvement Checklist

• Save The Dates

• School Improvement Glossary

• Spring 2016 Michigan M-STEP Guide to Reports

• Tools Being Talked About

SAVE THE DATES

KEY DATES TO REMEMBER

MACOMB FSI WEBSITEwww.macombfsi.net

CREATING OUR AGREEMENTS DEANE SPENCER

SILENT BRAINSTORMING

Each participant will need a short stack of post it notes.

• Work silently and independent

• On each post it record a negative experience or attribute you have experienced when working with a committee or a team.

• Turn the post it over and make a pile in front of you.

WORKING AGREEMENTS

“Working agreement are guidelines that define how groups want to work together, and what they want in the working environment and from each other to feel

safe and free to learn, explore and discover. “

Haskell, Cyr & McPhail, Strengthening Your Facilitation Skills, Level 1, 2007

WORKING AGREEMENTS

Working agreements are developed bythe group and determine how the

group will work together

WORKING AGREEMENTS

• Agreements among members of a group or team about how they will treat one another

• Those behavioral standards that are expected of all members of the classroom community, adults and students

• Cover large sets of behaviors

• Apply to all situations all the time

• Stated in a positive tone

• Few in number

• Developed by the classroom community

KEY WORKING AGREEMENTSA FACILITATION TOOL

•Respect all Points of View

•Be Present and Engaged

•Honor Time Agreements

•Get All Voices in the Room

TEACHER LEADERKEY WORKING AGREEMENTS

• Begin and end on time.

• Be an active and considerate listener.

• Share ideas openly, in a trusting and professional environment.

• Participate, be engaged, and learn from each other.

• Be present, open minded, and professional.

UPDATING OUR AGREEMENTS• Review the FSI Working

Agreements.• As a team complete the ‘Key

Working Agreements’ handout• Put a check next to any working

agreements that you would like to keep exactly as they are

• Revise any that you believe requiring updating

• Add additional agreements if you believe they are needed.

• Next to new agreements indicate if they are for ALL or specific to your school.

Handout

AdvancED ePROVELISA ASARO

New Face of ASSIST

WHAT’S COMING

IN e|Prove

TI

MELINE

TAKE A BREAKSEE YOU IN 10 MINUTES

MICHIGAN CONTINUOUS SCHOOL IMPROVEMENT PROCESSDEANE SPENCER

MICHIGAN CONTINUOUS SCHOOL IMPROVEMENT PROCESS CYCLE

Annual Education Report

How did we do?

School Improvement Plan

Where do we want to go and how are we going to get there?

Comprehensive Needs Assessment

Where are we now?

Comprehensive Needs Assessment Process

Outcome Data

Process Data Perception Data

Demographic Data

Identify Strengths and Challenges

Conduct an Inquiry to Determine Appropriate Strategies

Unpack Strategies to Create an Action Plan

Monitor & Evaluate

Implementation (Adult Behaviors)

Monitor & Evaluate Impact

(Student Growth)

Revisit, Review, Revise PLAN as needed

GATHER

STUDY

PLAN

DO

ASSIST

School System Review

School Data Profile

Title I Diagnostic Data Collection

Program Evaluation Begins *

School System Review

Title I Diagnostic Data Analysis

School Data Analysis

- Data Planner

Research Best

Practices *

Goals and PlansAction Plan

Program Evaluation Tool Finalized *

Revisit, Review, and Revise PLAN as needed *

PROGRAM EVALUATION Making ConnectionsDEANE SPENCER

STAGE FOUR - DO STEP 11 - EVALUATE PLAN

ESSA and PA 25 require annual evaluation of the following:

• Implementation of the plan• Student achievement results by subgroup using data from state

assessments and other indicators• Modifications to plan as needed

ISDs/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluations.

WHAT IS THE PET, WHY THE PET IS REQUIRED

GENERAL REMINDERS

• State of Michigan (PA 25)

Annual evaluation of the implementation and impact on the school Improvement Plan.

Modification of the plan based on evaluation results.

ISDs/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluations.

• Federal (ESSA)

Annual evaluation of all federal programs- effectiveness & impact on student achievement, including subgroups.

Modification of the plan based on evaluation results.

ESSA requires annual evaluations of programs funded by the federal programs such as Title I, Part A, C, D; Title II and Title III.

WHAT TO EVALUATE?

SCHOOLS are required to select one:

• strategy/reform strategy,• Program, or• initiative

that would have the greatest impact student on achievement and close the achievement gap.

BENEFITS OF PROGRAM EVALUATION AND THE PET

“It has been much easier for District and School Improvement Teams to see the connection between their day to day work and the School and District

Improvement Plans since we started using the Program Evaluation Tool about three years ago. The

PET provides a real opportunity to take a look at current programming and make decisions about how

to move forward.”

- David Hundt, Principal, Whitehall District Schools

ASK YOURSELF

Are the RIGHT PEOPLE…

Doing the RIGHT THINGS…

In the RIGHT WAY…

At the RIGHT TIME…

……for the benefit of students?

SILENT REFLECTION ON CURRENT REALITY

What are you doing to implement, monitor, and evaluate your

school/district plans?

PROGRAM EVALUATION TOOL (PET)

2016/2017 PET

Review 2015/2016 Impact

Choose 2016/2017 Strategy

Revisit SIP

Amend Activities

LESSONS FROM THE 2015/2016 PET

• Each section of the Program Evaluation Tool ends with a self-assessment of the fidelity associated with that aspect of the implementation.

• Following each of the self-assessments the school/district is asked to identify action steps to improve the implementation of the strategy/program/initiative.

IMPACT AND CONCLUSION

Impact

Conclusion

TOOLS FOR THE ACTIVITY

Review the Conclusion statements below. Refer to your Conclusion page in your submitted PET review the responses.

What further changes should be made in your PLAN to increase fidelity of implementation and student achievement?

Impact Conclusion

• Should the strategy/program/initiative be continued OR institutionalized?

• What is the evidence and what does it say regarding whether this was the right strategy/program/initiative to meet your needs?

• What is the evidence and what does it say regarding whether the benefits of the strategy/program/initiative are sufficient to justify the resources it requires?

• What adjustments, if any, might increase its impact while maintain its integrity?

• What is needed to maintain momentum?

• How might these results inform the School Improvement Plan?

PROGRAM EVALUATION TOOL (PET)

• Complete the “What You Learned/Action Steps”

• Determine your strategy for 2016/2017

• Use the same strategy

OR

• Choose a new strategy

CONNECTORKNOW YOUR WHYDR. JENNIFER PARKER

What’s your why?

PET:EXAMINING THE EVIDENCE M-STEP

DR. JENNIFER PARKER

CITING EVIDENCE - PROGRAM EVALUATION TOOL

• What evidence did you cite in #5 regarding achievement for all students?

• What evidence did you cite in #5 regarding subgroups?

• What evidence did you cite in #5 for stakeholder satisfaction?

EXAMINING EVIDENCE – M-STEP

• Evidence: ACHIEVEMENT FOR ALL STUDENTS

• Review the M-STEP data for All Students by content area (Math, ELA, Science, social Studies depending on grade level)

• Evidence: ACHIEVEMENT FOR SUBGROUPS

• Review the M-STEP data for the Subgroup = “Economically Disadvantaged” by content area (Math, ELA, Science, Social Studies depending on grade level)

• How did this group fare compared to “All Students” or “Not Economically Disadvantaged”

Handout

DEBRIEF THE EVIDENCE

As you reviewed your data, consider the following:

• How could this data be used as evidence

• In your PET?

• To inform your SIP?

• To establish trends (3+ years)?

• In consideration of Subgroups?

IMPLEMENTATION AND MONITORINGStrategy Implementation GuidesDEANE SPENCER

STAGE FOUR - DO STEP 9 - IMPLEMENT PLANSTEP 10 - MONITOR PLAN

CREATING A STRATEGY IMPLEMENTATION GUIDE

70

CREATING A ‘LOOK FOR’ GUIDETO MONITOR THE FIDELITY OF IMPLEMENTATION

72

‘LOOK FOR’ GUIDE GRADUAL RELEASE EXAMPLE

73

What is YOUR mechanism?

Visit www.MacombFSI.net for additional monitoring resources.

EVIDENCE OF MONITORING: MCREL POWER WALKTHROUGH AND CITW

How do you know that you are implementing with fidelity?

Example: Evidence of monitoring for “Setting Objectives”

Dean, C., Stone, BJ., Pitler, H. & Ross, E.H. (2012). Classroom Instruction that Works, 2nd ed., Alexandria, VA: ASCD.

GHOST WALKS, RUBRICS, ACTIVITIES

QUALITY EVALUATION COMES FROM QUALITY PLANNING

EXPLICIT PLANNING OF HOW, WHO, WHERE AND WHEN

PROGRAM EVALUATION ASSIST Program Description

DR. JENNIFER PARKER

PROGRAM EVALUATION TOOL (PET)Timeline

October

January

February

May - June

Due to changes in the PET, you will need to copy/paste from your existing PET into the 2016-17 document.

TEAM WORK TIME

• Working Agreements

• PET – Strategy Description

• Strategy Implementation Guide

• Monitoring Implementation Plan

• 2016-2017 PLAN amendment

• M Step/Mi Access data

FINAL ANNOUNCEMENTS

• Open lab

• Edu Paths

• Other professional learning

• Reminders

ASSIST AND SPOTLIGHT

September 1, 2016 Spotlighthttp://www.michigan.gov/mde/0,4615,7-140-22709_70117-280911--,00.html

TEAM WORK TIME

• Working Agreements

• PET – Strategy Description

• Strategy Implementation Guide

• Monitoring Implementation Plan

• 2016-2017 PLAN amendment

• M Step/Mi Access data