indiana student achievement institute insai review & revise strategy selection document 5.3
TRANSCRIPT
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IndianaStudent
AchievementInstitute
InSAI
Review & Revise
STRATEGY SELECTION
Document 5.3
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1
Review
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Review & Revise - Strategy
Steering Team / Community Council / Full Faculty / Student Body
6StrategySelection
7 Strategy PlanImplementation
Professional DevelopmentAnti-Resistance
Evaluation
8ACTION
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5 Areas of ConcernExpectations Curriculum InstructionAssessment Extra Help Guidance
Environment
3Current
Data
4Data
Targets
1 VISION
2VisionData
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Areas of
Concern
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Current Achievement Data Targets
Student Group
BENCHMARK Baseline Target Date
Type Type Type Type Type
Type Type Type Type Type
Type Type Type Type Type
Type Type Type Type Type
Type Type Type Type Type
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Current Areas of Concern
Area of Concern if new
1 Xxxxxx
2 Xxxxxx
3 Xxxxxx
4 Xxxxxx
5 Xxxxxx
6 Xxxxxx
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Areas of Concern
7
General Specific
Definition Concerns that impact all subject areas and all student groups
Concern that primarily impact:a)One benchmarkb)One student group
Examples We are concerned that:•Students have many absences•Teachers have low expectations•Students aren’t engaged
We are concerned that:
• Teachers don’t give writing assignments.
• Many Hispanic parents unable to help with homework due to language barriers
• Parents of low-income students have two jobs and aren’t home to help with homework.
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Impact Level
8
HIGHINSIDE
HIGHOUTSIDE
LOW
LOCATION Inside the classroom
Outside the classroom
Inside / outside
EXAMPLES 1. Curriculum rigor
2. Student engagement
3. Classroom assessment
4. Extra help
5. Student behavior
1. Extra help
2. Student guidance
3. Parent involvement
1. Daily schedule
2. Classroom arrangements
3. Lunch menu4. Sports and
clubs
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High-Inside / High-Outside / Low
9
We are concerned that . . .
1. Teachers don’t cover the IN Academic Standards High-Inside
2. Students don’t ask questions in class. High-Inside
3. Student don’t complete a career interest inventory. High-Outside
4. Teachers don’t use classroom tests to help them make instructional decisions.
High-Inside
5. Parents don’t come to schools. High-Outside
6 Students chew gum in class. Low
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Adjustments to Our Areas of Concern
Omit Add
1 Xxxxx Xxxxx
2 Xxxxx Xxxxx
3 Xxxxx Xxxxx
4 Xxxxx Xxxxx
5 Xxxxx Xxxxx
6 Xxxxx Xxxxx
7 Xxxxx Xxxxx
8 Xxxxx Xxxxx
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Strategies
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FOUNDATIONAL BELIEF
Students will not change their behaviors until adults change their practices.
EXAMPLES:
Students will not attend after school tutoring until adults provide after school tutoring.
Students will not engage in the classroom until adults make lessons engaging.
Students will not turn in their homework until adults provide the proper incentive for turning in homework.
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FOUNDATIONAL BELIEF
Strategies should result in different adult practices in the:
1) Classroom
2) Home
3) Community
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FOUNDATIONAL BELIEF
Strategies should designed and implemented by:
1) Teachers
2) Parents
3) Businesses
4) Local government
5) Youth service organizations
6) Economic development organizations
7) Other community groups
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FOUNDATIONAL BELIEF
All strategies, including community strategies should be part of the Improvement Plan.
So . . . instead of a:School Improvement Plan to Support High Achievement
We have a:Community Improvement Plan to Support High Achievement
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FOUNDATIONAL BELIEFSome strategies have more impact than others.
High Impact – Classroom Strategy will impact an adult practice inside the classroom Examples:
o Curriculumo Instructiono Assessmento Extra helpo Environment (classroom discipline)
High Impact – Outside Strategy will impact an adult practice outside the classroom Supports or compliments classroom practices Examples:o Guidanceo Extra helpo Environment (parent involvement)
Low Impact No or remote impact on classroom practices Implemented too infrequently to have a significant impact Not well-thought-out (vague description); implementation
unlikely 16
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Low Impact StrategiesNot likely to impact achievement
Tend to be “add-ons”
Why do schools implement low-impact strategies? Safe – don’t ask for change of current practices Harmony / collegiality
What’s the danger of low-impact strategies? Make us “feel good” Give the impression of doing something when really aren’t Create a false sense of security so we don’t do the things
that really make a difference
Strategy Why it’s low impact
Provide some extra help. VagueNot well-thought-outNot likely to be implemented
Tutoring once a month Infrequent
Book bags for every student No or little impact on classroom
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2Analyze Each
CurrentStrategy
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Strategy Analysis (Progress Report)
IMPLEMENTATION1. What percentage of action steps were completed?
IMPACT1. Were the strategy data targets met? Have adults changed?2. Based on the data, is this a proven or promising strategy?
ACTION1. Should this strategy be continued next year?2. If not, what strategy will be implemented in its place to
address our area of concern?3. If so, what in-flight adjustments are needed?4. Does this strategy need a new chair next year?
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Current Strategies Strategy Area of Concern Impact Energy Action
1 Xxxxxx Xxxxxx X X
2 Xxxxxx Xxxxxx X X
3 Xxxxxx Xxxxxx X X
4 Xxxxxx Xxxxxx X X
5 Xxxxxx Xxxxxx X X
6 Xxxxxx Xxxxxx X X
7 Xxxxxx Xxxxxx X X
8 Xxxxxx Xxxxxx X X
9 Xxxxxx Xxxxxx X X
10
Xxxxxx Xxxxxx X X
ACTION: C = Continue / R = Revise / O = Omit
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3Select New Strategies
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Select New Strategies for
1.New Areas of Concern
2.Areas of Concern for which you have omitted all strategies or need additional strategies
Note: Only complete Part 3 if your school has new Areas of Concern or Areas of Concern for which you have omitted all strategies or need additional strategies.
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Before continuingA. Create Strategy Research GroupsB. Assign research resourcesC. Conduct research
InSAI Resources• Elements of High Achieving Schools• Title I Resource Guide• Indiana Conference on Learning• Past Conference Sessions List
Other Resources• Internet
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Step 1 – Individuals report what they’ve learned to their Strategy Research Group
Strategies are recorded on the “Strategy Brainstorm Chart”
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Step 2 – Strategy Research Groupsdiscuss the merits of each strategy
Which of the strategies hold the highest promise for successfully addressing the area of concern?
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Step 3 – Strategy Research GroupsPrepare 10 minute presentation
1. Create a “Strategies for Consideration Table” that includes the strategies you want the large group to consider
2. Decide who will present the table to the large group.
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Step 4 – Large GroupPrioritize
1. Using a separate Instagraph for each new Area of Concern or current Area of Concern for which you have omitted all strategies.
2. As each Strategy Research Group presents, write the strategies being considered at the bottom of the Instagraph.
3. Divide the choices by three and give each person that many “votes.”
4. Complete the Instagraph
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After today, the Steering Team will
1. Get inputFull faculty / Community Council / Student body
2. Consider required strategies
3. Create a “Tentative Strategies List”
4. Present the “Tentative Strategy List” to the FF and CC for their review.
5. Seek the superintendent’s (or designee's) approval
6. Secure Strategy Chairs
7. Invite Strategy Chairs to attend the next InSAI training.
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IndianaStudent
AchievementInstitute
InSAI
Review & Revise
STRATEGY SELECTION
Document 5.3