iowa support system for schools and districts in need of assistance phase iii: design aea month day,...

Iowa Support System for Schools and Districts in Need of Assistance

Phase III: DesignAEA

Month Day, Year

Iowa Support System for Schools and Districts in Need of

Assistance ©2009 2

Today, you will . . .

Increase your understanding of the Design Phase.

Become familiar with the action plan that must be completed by an identified building/district.

Access several tools for design, including template for action plan.


Assistance ©2009 3

The Phases of the Support for Schools and Districts in Need of Assistance (SINA & DINA)

Phase I – The Audit Phase II – The Diagnosis

Phase III – The Design Phase IV – The Implementation (and

Monitoring) Phase V – Monitoring and Assessment


Assistance ©2009 4

Guiding Principles for Iowa Support Teams

Build on school/building strengths Encourage shared school leadership Analyze data to make decisions Focus on teaching and learning through a systems approach Integrate quality professional development practices Promote alignment of all components of the system Integrate existing state initiatives Reflect collaborative efforts throughout the structure Build capacity and accountability at all levels Implement evidence-based strategies


Assistance ©2009 5

Share experiences to enrich others. Ask questions. Learn by doing. Set aside any preconceived notions about development of

action plans. Apply to your own work.

ThinkThink S-A-L-S-A! S-A-L-S-A!

Adapted from Adapted from Training Manual for Assessing Impact: Evaluating Staff DevelopmentTraining Manual for Assessing Impact: Evaluating Staff Development by Joellen Killion, by Joellen Killion, ©2003©2003

Our Norms for Today


Assistance ©2009 6

Purpose of the Design Phase

Provides for the development of an action plan to address the area(s) of concern in order to increase student achievement.

Based on the prioritized solutions and resulting “if . . . then” statements and/or theory of change of the Diagnosis Phase.


Assistance ©2009 7

Review the Definition of Desired State

Desired state is the picture of your school/district that you wish to reach after the completion of your improvement process (your action plan).

The desired state we have all agreed to reach and be held accountable to is . . . Determined collaboratively Based on research, best practices, and promising practices Focused on the alignment of curriculum, instruction, and assessment

to the standards Provides for the implementation of a process for increasing alignment

of instructional strategies and learning at the classroom level “Doable” in the near future


Assistance ©2009 8

Preparing the Leadership Team to Develop the Action Plan:

Include key people on the leadership team (e.g., building principal, teachers of identified content area and across grade levels, content specialist(s), special needs – ELL, special education, gifted and talented, AEA staff, parents) (Note that district leadership teams should reflect central office staff , the board, and community representatives in addition to those on building leadership teams.

Clarify role, function and responsibility of team members in designing the action plan

Define ground rules Develop team operations (e.g., agenda, minutes, time commitment,

logistics) Identify supports available (e.g., central office, AEA staff, other

resources)


Assistance ©2009 9

Activity: What are the essential elements of an action plan?

Brainstorm with 2 or 3 colleagues

Record the elements that you determine as essential for an effective action plan

Be ready to share out


Assistance ©2009 10

Essential Elements: Federal Requirements for Action Plan

Notification to parents regarding school choice and transportation

Explanation of why previous improvement efforts were unsuccessful

Two-year plan, one-year budget

Increased proficiency of students in reading or math, as identified

Evidence-based research

Mentoring of new and experienced teachers

Parent Involvement 10% of regularly allocated Title

I funds must be used to support articulated professional development

Peer review Due to Iowa Department of

Education within 90 days of identification



Essential Element: Iowa Professional Development Model

Incorporate the model to provide teachers with additional or enhanced skills within the identified area (i. e., reading, math)



Essential Element: Evidence-Based Research

Access content-area networks for reading and math– http://www.iowa.gov/educate/prodev/main.html– Consider optional participation in state-wide

initiatives/programs where appropriate– Every Student Counts– Every Child Reads, Reading First– Instructional Decision Making (IDM)



Essential Element: Allocation of Resources

Action Plan must demonstrate how resources (e.g., time, dollars, expertise) are dedicated to the achievement of the plan– Two-Year Plan– One-Year Budget



Other Essential Elements:

Alignment with District’s Comprehensive School Improvement Plan (CSIP)

Incorporation of actions for appropriate critical elements for the domains based on identified areas of concern.

Provision for both formative and summative evaluation strategies.



Questions about Essential Elements



Key Components of the Action Plan

So let’s take a close look at the key components of the action plan!



The Action Plan – Key Components

District, Building, Draft, and Checklist– Provides basic information to the DE and others reading the plan

District Long-Range CSIP Goal for Identified Area– e.g., All K-12 students will achieve at high levels in mathematics,

prepared for success beyond high school. Persons Writing the Plan

– e.g., contact person, building leadership team members, Iowa/AEA support team members, contents experts, principal, parents

Diagnosis Summary – Based on Diagnosis Worksheet– Answers the Constant Conversation Question: What do data tell us

about student learning needs?



Clarifying Your Program Goals

What are the program’s goals?

Goal is the desired state. Improve physical well being.

Actions explain how to achieve the goal Walk daily. Eat healthy foods.



Setting Standards for Acceptable Performance

Specifies how good is good enough Specifies “success” in advance Provides a benchmark/baseline for

comparison before and after professional development

Answers the question, “How good is good enough?”



Identifying Indicators of Success/Progress

Indicators of success/progress specify how we will know if the goal has been achieved.

They “operationalize” the goal. They identify the type of measurement.

– Student achievement as measured by an assessment of student learning.



The Action Plan – Key Components

Indicators of Progress– Formative data indicating

progress of students toward the identified building/district goal.

– Summative data indicating increased student achievement

– Answers the Constant Conversation Question: How will/do we know student learning has changed?



SMART Goals

Specific changeMeasurable changeAttainable, realistic outcomeResults driven – student achievementTimebound

Garmston, JSD, Summer 1997, pp 64-65



The Action Plan – Key Components (Con’t)

Building/District Goal Statement– Supports prioritized learning needs– SMART – specific, measurable, attainable, results-driven, time

bound– Questions to ask

Is/are the goal(s) a result of the gap analysis? Is/are the goal(s) focused on increased student learning? Is/are goal(s) measurable and specific? Is/are the specific result(s) identified for the goal? Is/are the goal(s) attainable? Is there a timeline? Are measurement tools identified for each goal?



Sample SMART Goals

By 2011, student achievement in mathematics at all grade levels 3-8 will increase by 15% as measured on the ITBS assessment.

By 2011, 90% of the 10th graders will demonstrate proficiency in writing on the district writing assessment.



Questions about the goals, standards and indicators of success/progress …



A Good Question . . .

Carefully and thoughtfully crafted evaluation questions give structure and focus to the evaluation framework.

Focuses your evaluation. Guides the design of the evaluation

framework. Clarifies what the intended users want to

know. Facilitates both the design of evaluation

and the use of findings.



Attributes of An Evaluation Question

Reasonable Appropriate Answerable Specific in terms of program

success Specific in terms of measure

of performance



Sample Evaluation Questions

Goal: By May, 2011, improve student writing performance by 8% as measured on the district grade-level writing rubric.

– Did students’ classroom writing performance as measured by the district’s grade-level rubric increase by 8% as a result of teachers’ use of process writing?

Goal: By May, 2011, increase student performance in math problem solving by 5% on the ITBS math assessment.

– Did students’ scores on the ITBS math assessment in the area of problem solving increase by 5% in classrooms where teachers were using new instructional strategies to teach students how to solve problems?



Writing Evaluation QuestionsWriting Evaluation Questions

What are your Westlake evaluation questions?– Be sure that the questions align with the program’s

goals. Write two formative questions. Write one summative question.

– Review the theory of change you developed for Westlake to see if it is possible to answer your questions given the program’s design.



Questions about Formulating Evaluation Questions…



Measuring Change

If you are seeking to determine impact, what form of comparison would be desirable and feasible for your evaluation?



Data Sources and Data Points

Data Sources – Origin of information (e.g., teacher, student, principal, system data)

Data Points – Type of information (e.g., achievement data, observation summaries)

Who and what are possible data sources and points for each of your evaluation questions?



Types of Comparisons

To others (state/nation) To a criterion (41st

percentile) To ourselves (over time)



Data Points and Their Collection

Specific processes used to collect the desired data points– Surveying – survey summaries– Interviewing – interview summaries– Logging – log summaries– Observing – observation summaries– Testing – test summaries– Focus Groups’ Conversations – conversation

summaries– Others



Triangulation of Data Sources and Points

Multiple sources of

information to answer the same

question



Determine Appropriateness of Data Collection Methodologies to Achieve Data Points

Financially feasible Reasonable in terms of human

capacity Appropriate for type of

evidence desired Authentic vs approximate




Scientifically Based (SBR) or Evidence-Based Research Source– Focuses the content of the professional

development– Content Area Networks:

http://www.iowa.gov/educate/prodev/main.html




Content for the Professional Development Identified through Research– Answers the Constant

Conversation Question: What will be done to meet student learning needs?




Peer Review Process– Should include the involvement of parents– May want to consider using the configuration map as a tool

for reviewing the action plan– May want to consider using the Tuning Protocol for the

review of the action plan; the Beach Ball Conversation (Fierce Conversations) would also be appropriate.

– Feedback on the action plan is provided by the Iowa Department of Education once the two-year action plan is submitted

– The one-year budget requires approval by the Iowa Department of Education’s Title I staff (Appropriate for buildings only)



Questions about Key Components




Implementation – How will the goal be achieved?– Identifies the specific action steps and activities – Answers the Constant Conversation Question: What

actions/activities will we use to address prioritized needs, established goals, and any gaps between current and research-based practice?

– Addresses expected changes of students/learning and teachers/teaching as well as the data to support each

– Notes the alignment and responsibilities for each action Iowa Professional Development Model Component, Person(s)

Responsible, Time, Resources– Monitoring and Adjustment

Provides for the adjustment of plan based on the analysis of formative and summative data collected



The Action Plan – Key Components of Implementation

Actions and Activities/Action Steps– Notification of parents’ rights and

responsibilities– Demonstration of mentoring and collaboration

for new and experienced teachers– Engagement of parents/families– Evaluation of professional development and

the action plan itself Formative Summative



Administrators and Staff Work with Data

The Iowa Professional Development Model suggests answering these questions

1. Describe how data will be collected on both frequency and skill of use with the planned change.

2. Determine who will collect these data and at what intervals.

3. Determine how data will be shared and with whom.

4. Determine how often there will be a comparison of implementation data with formative data on student achievement. Will this occur in collaborative teams, school-wide, other?Source: Adapted from the Iowa Professional Development Model




Implementation – How will the goal be achieved?– Questions to guide the identification of actions and activities:

Have we reviewed closely the “If . . . Then” statements/theory of change on the Diagnosis Worksheet?

Is the building/district vision focused on student learning which guides the actions and activities in the plan?

Have the three domains and the critical elements been addressed?

Is the plan for professional development based on student data and does it provide for increased teacher effectiveness that will impact student achievement?

Has the team identified and focused on an appropriate number of instructional strategies?




Implementation – How will the goal be achieved?– More questions to guide the identification of actions and activities:

Are the components of theory, demonstration, practice, collaboration and feedback included?

Does the principal/central office and AEA learn along with teachers as aligned with the Iowa Professional Development Model?

Do the actions address the federal requirements (e.g., scientifically based research, mentoring of new and experienced teachers, parent involvement, peer review)?




Implementation – How will the goal be achieved?– More questions to guide the identification of actions and

activities: Is technical assistance embedded into the plan to support the

fidelity of implementation on a regular basis? Has specific time been allocated for the administrator(s) and

entire staff to work with the data – both formative and summative in order to adjust instruction to meet the needs of student learning?

Are there actions within the plan for the communication and review of implementation of the plan and the professional development?




Changes or Impact on Stakeholders and the Data to Inform Those Changes– Students– Teachers– Administrators– Parents– Others




Expected Changes – Students– Impact on students and/or

student learning– Student data to demonstrate

impact Formative Summative




Expected Changes – Teachers– Impact on teachers and/or teaching– Teacher Data – frequency and

quality of teacher implementation




Expected Changes – Administrators– Walk-throughs– Use of data– Professional development– Coaching

Data – Coaching Summaries– Analyses




Expected Changes – Parents– Impact on learning at home and/or

communication– Parent/Family Data – participation

in activities, change in attitudes/behaviors, contacts with parents, participation in class/ school activities




Expected Changes – Others– Community– Board of Education– Others



Types of Change

Knowledge Attitude Skill Aspiration Behavior



KASAB

Knowledge Conceptual understanding of information, theories, principles, and research

Attitude Beliefs about the value of particular information or strategies

Skill Strategies and processes to apply knowledge

Aspiration Desires, or internal motivation, to engage in a particular practice

Behavior Consistent application of knowledge and skills



KASAB – An Example for Your Review

Type of Change Example

Knowledge Understanding of problem -solving strategies

Attitude All students can learn to problem solve

Skill Application of the steps for math problem solving

Aspiration Desire to teach all students to problem solve

Behavior Daily application of research-based strategies



Activity for KASABActivity for KASAB

Take a look at the Westlake Middle School theory of change

Select at least two audiences influenced by that theory of change– e.g., students, teachers, principals, central office,

parents

Now complete a KASAB for each of the audiences of your theory of change




Alignment and Responsibilities1. Iowa Professional Development

Model

2. Person(s) Responsible

3. Time – When and How Much

4. Resources



Budget

One year Clearly connected to actions and activities of the

action plan Focus of use of funds on sustainability Expected expenditures would include materials,

supplies, books, professional development time, content expertise, substitutes, pay for off-contract teacher time

All expenditures completed by August 31, 2009




Monitoring and Adjustments– PLAN for the monitoring

Select specific dates to review the plan (e.g., 3-4 per year, monthly)

Identify person(s) responsible for leading the monitoring and communicating the progress

Adjust plan to meet the needs of students and teachers



Questions about Implementation Components




Professional Development – Dates, Times, Focus

– Be sure to list dates and times– If for a specific group of teachers, be

sure to indicate that– Identify the focus of each

professional development opportunity Team may adjust based on teacher

implementation and student formative data as the year progresses




Leadership Team– Identify names and roles of

each participant– Identify projected meeting

dates and times



Questions about the Action Plan



Let’s Work Together…

Each table has an action plan. Using the Action Plan Checklist and/or Configuration

Map, as a team, determine the strengths and weaknesses of your action plan.

Highlight and celebrate the strengths. What changes would you make to the action plan to

address the weaknesses?



The Action Plan – Some Key Questions

Does the membership of the leadership team consist of principals, teachers, parents, etc.?

Is the building/district vision focused on student learning which guides action and decisions?

Has the team identified scientifically based research? Does the plan for implementation align with the Iowa

Professional Development Model? Is technical assistance embedded into the plan to support

the integrity of implementation on a regular basis? Has specific time been allocated for the principal and entire

staff to work with the data?



The Action Plan – Key Questions about Timelines

Is the timeline realistic for staff to reach the goal? Do the actions have a completion date? Do they target

incremental progress and support the plan? Does the leadership team have time for specific follow-up

to assure achievement of the actions and sustainability of the progress?

Does the leadership team study implementation data and share it with staff on a regular basis? Do they use that data to adjust their plan?



The Action Plan – More Questions about Timelines

Are student formative data and teacher implementation data analyzed and shared with staff on a regular basis? Is this analysis completed at a time to have a positive impact on student achievement?

Is the analysis of the student summative data and the evaluation of the professional development completed at a time to have a positive impact on student achievement?

Are there opportunities for parents and other stakeholders to learn about the professional development and its impact on student achievement?



And Don’t Forget the Peer Review

Should include the involvement of parents May want to consider using the configuration map as a tool for

reviewing the action plan May want to consider using the Tuning Protocol for the review of the

action plan Make adjustments in the plan once the peer review has been

completed Share the updated version of the action plan with the staff as well as

the Iowa Department of Education by the deadline. Be sure the one-year budget and a sample of the letter of notification to parents is included with the plan sent to the Iowa Department of Education

Feedback on the action plan is provided by the Iowa Department of Education once the two-year action plan is submitted

The one-year budget requires approval by the Iowa Department of Education’s Title I staff.



Sharing the News

Share the action plan with building staff, with parents, with district staff, and with the community!



Questions about the Design Phase…

End of Design Training Slides

Proceed to Implementation and Evaluation Phases

iowa support system for schools and districts in need of assistance phase iii: design aea month day,...

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