outcomes for today facilitators of build … the school mindset 1. relational 2. ... keys to...

Macomb FSI January 2017

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FACILITATORS OF SCHOOL IMPROVEMENT

JANUARY 2017

DEANE SPENCER, ED.S. JENNIFER PARKER, ED.D.MACOMB ISD

OUTCOMES FOR TODAY

• Build our School Mindset

• Review our Working Agreements

• Complete Getting Ready to Implement in our PET

• Questions #2 - #4

• Copy or create our EdYes! report

WORKING AGREEMENTS -UPDATING OUR AGREEMENTS

In October you:• Reviewed the FSI Working Agreements.

• Put a check next to any working agreements that you wanted to keep exactly as they were.

• Revised any that you believed required updating.

• Added additional agreements if you believed they were needed.

• Next to new agreements indicated if they were for ALL or specific to your school.

KEY WORKING AGREEMENTS FROM OCTOBER

• 112 Key Working Agreement sheets received

• 175 schools enrolled in FSI

• 64% participation

• 44% indicated no change

• “All Good”

• “We love these”

• “All good for FSI & at our school”

• No change required”

KEY WORKING AGREEMENTS KEY WORKING AGREEMENTS


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KEY WORKING AGREEMENTS KEY WORKING AGREEMENTSA FACILITATION TOOL

•Respect all Points of View

•Be Present and Engaged

•Honor Time Agreements

•Respect and Hear All voices in the Room - Your Voice is Equally Important

•Come with a Positive Attitude

BUILDING A SCHOOL MINDSET

• Dr. Jennifer Parker

THE IMPORTANCE OF ACHIEVEMENT

•Are your students’ brains stuck for the rest of their life at their current cognitive level or can they be lifted?

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

PART II – ACHIEVEMENT MINDSET

“I can build student effort, motivation, and attitudes to success. They are all teachable skills.” – p. 60

How do you use:rewards,

adverse consequences, or praise for student work?


BUILDING THE SCHOOL MINDSET

1. Relational 2. Achievement

3. Rich Classroom Climate

4. Engagement


Handout


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INVISIBLE MOTIVATORS AND BEST PRACTICEInvisible Motivators CITW Strategies

Approach, frame, and define the task appropriately Setting Objectives

Manage the self-talk fro you and the student Reinforcing Effort

Show how others have succeeded in the task Reinforcing Effort

Make the task worth doing (or not) with high relevancy Homework and Practice

Offer the right type of praise and affirmation Providing Recognition

Orchestrate the autonomy and ideal social conditions Cooperative Learning

Teach students how to deal with obstacles and criticism Reinforcing Effort

Purposely develop grit to keep trying a task Reinforcing Effort

Inspire a sense of mastery to do well Setting Objectives; Summarizing and Notetaking

Provide core background subskills needed for the task Setting Objectives

Orchestrate positive emotions into the task and celebrate Reinforcing Effort and Providing Recognition

Identify stereotype threats and remove them Creating an Environment

Provide the most effective types of quality feedback Providing Feedback

Frame failures so students grow from them Reinforcing Effort

Build relationships so students will listen to you Creating an Environment

Help students set much higher goals with micro-steps Setting Objectives

Build subject-specific study skills Notetaking & Study Skills

WHAT DO WE KNOW ABOUT POVERTY?http://www.povertyusa.org/poverty-resources/quiz/

WHAT DOES POVERTY LOOK LIKE IN MICHIGAN?

Visit Census.org

Click on Data, Visualizations

What is Michigan’s poverty rate?

VISIT SPENT.ORG

Play the “game” of life that real people experience every day.

ACTION STEPS: POVERTY

• What can the classroom teacher do?

• How do you meet the needs of students who can’t afford book fair, supplies in classroom, Christmas bazaar/shopping for family members, field trips, etc.

• What can the school principal do?

• Is free and reduced lunch a visual – source of embarrassment – and students don’t take advantage of it?

p.30-31

Jensen, E. (2009). Teaching with poverty in mind. pp. 30-31.

ACHIEVEMENT MINDSET: CONNECTIONS TO SCHOOL IMPROVEMENT

•How does our achievement influence our school improvement planning and reporting?

•How is our mindset portrayed in our goals and plans?

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

For more ideas, read Chapter 8-13 in the text “Poor Students, Rich Teaching: Mindset for Change” by Eric Jensen.


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ACHIEVEMENTCONNECTOR ACTIVITIES

HOW DO YOU MOTIVATE STUDENTS TO ACHIEVE?

HOW DOES A TOXIC CULTURE PREVENT AN ACHIEVEMENT MINDSET

HOW DOES PERCEPTION DATA INFORM STUDENT ACHIEVEMENT?

Toxic Cultures and Fixed Mindsets negatively impact student achievement

Using the following scale:

• How often do you find yourself telling success stories of past students or famous people that students might be able to relate to?

• Do you use affirmations and celebrate learning milestones?

• How often do you use positive, optimistic language with your students (e.g. “You’ve got a great gift!” Or “I love how you did that, how did you come up with that idea?”, or “I know you haven’t done well, but I’m on your side and I know how to get you where you want to go!”

STAFF PERCEPTIONSABOUT ACHIEVEMENT

That’s not my style Occasionally Several times a week

STUDENT ACHIEVEMENT

Using the following scale:

• What is the likelihood of your succeeding in school and graduating?

• How much support do you feel you get from your teachers for schoolwork and personal life?

• When you think about where you’ll be 10 or 20 years from now, what comes to mind?

PERCEPTIONS

Not good Hard to tell Excellent

KEYS TO UNLOCKING ACHIEVEMENT MINDSET

•Goals

•Attitude

•Feedback•Grit

WHAT DOES EFFECTIVE FEEDBACK LOOK LIKE?

Best Practice Recommendations for Providing Feedback:*Corrective*Timely*Criterion Referenced*Engaging

Source: Dean, Stone, Pitler, Hubbell (2012). Classroom Instruction that Works, 2nd ed.

FEEDBACK AND CONTINUOUS IMPROVEMENT

• Clear, shared goals

• Establishing progress

• Providing actionable feedback that moves learning forward

• Activating students as owners of their own learning

• Tracking

Jensen, E. (2016). Poor students, rich teaching. p.86


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CLASSROOM APPLICATION“S-E-A” FOR QUALITATIVE FEEDBACKMAKE YOUR FEEDBACK MORE MEANINGFUL BY SPEAKING DIRECTLY TO:

• STRATEGY

• “Great job using all of the elements of the formula in your math problem, and for showing your work.”

• EFFORT

• “I appreciate how much effort went into making the diorama of the Great Wall – I know you spent a lot of time on scale and dimensions to make it very realistic!”

• ATTITUDE

• “You have demonstrated a very positive attitude even in the face of adversity – I appreciate how you stayed focused on your goal even when you were struggling and that made all of the difference.”

CLASSROOM APPLICATION“3M” FOR QUANTITATIVE FEEDBACK

•Milestone (Where am I?)

•Mission (What’s my goal?)

•Method (How do I get there?)

INSTRUCTIONAL LIGHT AND MAGIC

Before Class First 10 minutes of Class Time

Core Class Time Last 10 minutes of Class Time

• Collecting Data• Planning• Making Personal

Preparations• Creating a Positive

Physical Environment

• Building Relationships

• Getting Started• Boosting Social

Status• Taking care of

Administrative Tasks

• Connecting with real life

• Jump starting the brain

• Making it relevant• Building hope• Building the

operating system• Getting physical• Framing the

content• Delivering the

content• Elaborating and

correcting errors

• Strengtheningmemory

• Assigning homework

• Cleaning up• Closing the day

(Source: Jensen, E. (2009). Teaching with poverty in mind, pp. 144-151)

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

KEY DATES TO REMEMBER MACOMB FSI WEBSITEwww.macombfsi.net


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DO YOU KNOW ME WELL ENOUGH TO TEACH ME?

What do you already know?What data do you need to know?

What additional information/data do you need to know?Where can the information/data be found?

Demographic -Contextual Data

Describes our students, staff, building, and community

Achievement/ Student

Outcome Data

How our students perform on local, state and federal

assessments (subgroups)

Process Data

The policies, procedures, and systems we have

in place that define how we do

business

Perception Data

Opinions of students, staff,

parents and community

regarding our school.

DO YOU AGREE?...

This means that THIS is a time for

CHANGE!

“If we do what we’ve done….

We will get, what we’ve gotten”

URGENCY

Can you HEAR it?

Can you FEEL it?

Can you SEE it?

Can you SMELL it?

2nd Order ChangeChange and ReturnForced Change

Internal Drive to Change

1st Order Change

3rd Order Change

URGENCY

Can you HEAR it?

Can you FEEL it?

Can you SEE it?

Can you SMELL it?

Turn and Talk to your neighbor What is URGENT in your classroom? School? District?

A BIGGER PICTURE OF SYSTEMIC IMPROVEMENT

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MICHIGAN’S CONTINUOUS SCHOOL IMPROVEMENT PROCESS

Stage Processes Products

GATHER • Assemble school improvement team• Establish a collaborative vision• Design a planning process• Collect school data • Engage stakeholders in an internal review • Build school profile

• School Process Data Collected from (DSR/SSR or SA/Interim SA)

• School Data Analysis

STUDY • Analyze Data• Set Goals• Set Measurable Objectives• Research Best Practices

• School Data Analysis• School Process Rubrics Analysis• Goals & Plans

PLAN • Develop action plan for strategies and activities• Define methods for monitoring and evaluation

• Goals & Plans• School Improvement Plan

DO • Implement the Plan• Progress with Monitoring the Plan• Evaluate the Plan

• Annual Education Report• Program Evaluation


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CHARTING THE STRANDS

• Use a piece of chart paper to create the graph at the right

CHARTING THE STRANDS – ACTIVITY TOOLS


• Find your EdYes! cards

• Green – School Improvement Framework

• Orange – AdvancEd Standards for Quality Schools

• Shuffle the cards and randomly select 10 cards from your deck.

• Use a lens of your building work of School Improvement, Rank your 10 cards from Least Important to Most Important


• Graph each of the Indicators on the Quadrant graph according to their Impact and Importance.

• The horizontal axis is Impact.

• The vertical axis is Importance.

CHARTING THE STRANDS – EXAMINE YOUR GRAPH

• Use the graph to begin reflection on your EdYes! template:

• On your template, put a star next to all of the Standards you determined were the Most Impactful and Most Important.

CHARTING THE STRANDS – EXAMINE YOUR GRAPH• Begin with your Most Impactful and Most Important:

• How does your building rate?• Find the Characteristics/Response that describe your

school/district.

• Evidence• What evidence is listed that supports your rating?

• Can you produce the evidence?

• Who has the evidence?

• Where can the evidence be found?

• Do you have additional evidence that is not listed that satisfies the Characteristic/Response?


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AdvancED - Interim Self Assessment

One or the Other; NOT BOTH

MDE - School System Review (SSR) CHARTING THE STRANDS

Consider:

• Is your evidence sufficient to support your rating?

• What possible action steps can the team identify that may impact the School Improvement Planning for next year?

SCHOOL IMPROVEMENT FRAMEWORKSCHOOL SYSTEMS REVIEW (SSR) 26 INDICATORS AdvancEd INTERIM SELF-ASSESSMENT

The Self Assessment or Interim Self Assessment is based on the five AdvancED Standards for Quality, which serve as the foundation of the AdvancED accreditation process.

Ed YES! REPORTDUE DATE: MARCH 17, 2017

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• 26 Quality Indicators

MDE Accredited

• Interim Self-Assessment

• Self-Assessment

AdvancED Michigan

PROCESS AND PERCEPTION DATA


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COPY A DIAGNOSTIC

You can copy the 2016 Ed YES! diagnostic by going to the individual diagnostic and selecting copy. CLICK

CLICK

COPY A DIAGNOSTIC

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CLICK

Open your completed 2016 Ed YES! Report.

COPY A DIAGNOSTIC

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Click on Copy

COPY A DIAGNOSTIC

In the Description box name your Diagnostic “2016-2017 Ed YES! Report”

REVISIT, REVIEW, REVISE

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Click on the blue Strand titles to review the input from last year.

Make any and all changes based on current information, data and results.

Click

MDE: SCHOOL SYSTEMS REVIEW (SSR)AdvancED: INTERIM SELF ASSESSMENT (ISA)

• Examine the Ed YES! Report from last year in ASSIST

• Identify your challenge areas

• Identify your strengths

• As a School Improvement team, talk about how you will engage staff in assessing the indicators and surfacing evidence. Discuss where you rate as a school with regard to each MDE: strand, standard, and indicator or AdvancED: standard and indicator.

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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 *

STAGE ONE- GATHER STEP 2 – COLLECT DATA


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11/17/2015Office of Education Improvement & Innovation www.mi.gov/osi

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Four Types of DataDemographic Data

Describes our students, staff, building, and community

EXAMPLES include: Enrollment, Attendance, Grade Levels, Race/Ethnicity, Gender, Students with Disabilities, English Learners,

Socio-economic Status, Graduation Rate, Suspensions/Expulsions, etc.

11/17/2015Office of Education Improvement & Innovation www.mi.gov/osi 62

Process Data

The policies, procedures, and systems we have in place that define how we do business.

Examples are how a school will use to plan, deliver and monitor curriculum, instruction and assessment.


Achievement/Outcome Data

How our students perform on local, state and federal assessments (subgroups)

Examples include: Classroom-Level, Benchmark, Interim and Formative Assessment Data, along with Summative Data such as

Standardized Test Scores from Annual District and State Assessments.


Perception Data

Opinions of staff, parents, community and students regarding our school

3/16/20115Office of Education Improvement & Innovation www.mi.gov/osi 65 66

WHAT

Demographic Data Achievement/Outcome Data

Process Data Perception Data

• Enrollment• Subgroups of students• Staff• Attendance (Students and

Staff)• Mobility• Graduation and Dropout• Conference attendance• Education status• Student subgroups• Parent involvement• Teaching staff• Course enrollment patterns• Discipline referrals• Suspension rates• Alcohol‐tobacco‐drug

violations• Extracurricular participation• Physical, mental, social and

health indicators

• Local assessments: District Common Assessments, Classroom Assessments, Report Cards

• State assessments:MME, SAT, M-STEP, MI-Access, WIDA

• National assessments:SAT, PSAT8/9, PSAT10 WorkKeys, NWEA, ITBS, CAT, MET, NAEP

• GPA• Dropout rates• College acceptance

• Policies and procedures (e.g. grading, homework, attendance, discipline)

• Academic and behavior expectations

• Parent participation: PT conferences, PTO/PTA, volunteers

• Suspension data• School Process Indicators

(SSR 26 Indicators) or (ISA/SA)

• Event occurred: Who, what, when, where, why, how

• What you did for whom: E.g. All 8th graders received violence prevention

• Survey data (student, parent, staff, community)

• Opinions (Clarify what others think. People act based on what they believe. How do they see you/us?)

What Data Do YOU Collect?

http://www.mi.gov/osi


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What are the areas of concern over which we have control?

SUMMARY QUESTIONS

At what level are our students achieving? How does this compare to where we want them to be?1

What factors influence student achievement?2

What does this information tell us about our greatest area of need?3

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MAKE A PLAN!

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Use the Summary Questions and the list of Data Sources to create or revise your Data Plan.

As you complete the table, consider where you have deficits and where you have strengths.

Handout

HandoutsCOLLECT AND COMPARE YOUR DATA COLLECT AND COMPARE YOUR DATA

USE YOUR ‘DATA PLANNER’ TO BEGIN THE DATA WORKSHEET PACKET

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Handouts

**Choose your format**

STAGE FOUR - DO STEP 11 - EVALUATE PLAN QUALITY EVALUATION COMES FROM QUALITY

PLANNING


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STRATEGY IMPLEMENTATION GUIDE

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‘LOOK FOR’ GUIDETO MONITOR THE FIDELITY OF IMPLEMENTATION

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EXPLICIT PLANNING OF HOW, WHO, WHERE AND WHEN

QUALITY EVALUATION COMES FROM QUALITY PLANNING GETTING READY TO IMPLEMENT

• How will we ensure READINESS for implementation?

• How will we ensure that staff and administrators have the KNOWLEDGE and SKILLS to implement?

• How will we ensure OPPORTUNITY for high quality implementation of the strategy?


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GETTING READY TO IMPLEMENT

Create a Model

• As a team organize the 18 cards to illustrate the components of Getting Ready

READINESS

IN AN IDEAL STRATEGY/PROGRAM/INITIATIVE, stakeholders are well-prepared to implement the program. They have read and can articulate the research foundation, and regularly use the terms in conversation with each other, students, and with parents. Staff, students and parents express a high level of interest in, support for and commitment to the program. Specific concerns have been identified and solutions have been planned/ implemented. Staff is able to seamlessly integrate the program within the context of other building/district initiatives.

KNOWLEDGE AND SKILLS

IN AN IDEAL STRATEGY/PROGRAM/INITIATIVE, personnel are able to clearly articulate what successful implementation looks and sounds like and how specific practices will change as a result of its implementation. Staff and administrators can articulate specific outcomes and specific criteria for evaluation. Personnel can demonstrate their ability to apply the knowledge and skills required to successfully implement with fidelity, and professional learning opportunities are provided to address gaps in knowledge and skills.

OPPORTUNITY

IN AN IDEAL STRATEGY/PROGRAM/INITIATIVE, building and district administrators provide significant support for project implementation. Sufficient funds have been allocated and continue to be managed by building principal and or program director. Adequate resources are available for full implementation including time for staff collaboration in various forms. Clearly defined structures/protocols are in place to collect and review formative implementation data.

PROGRAM EVALUATION TEMPLATE AND CRITERIAGETTING READY TO IMPLEMENTHandout

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Fidelity of

Implementation

Current Reality (Statements & Rubric

Score)

Data

Program Evaluation

Requires all THREE types of Activities

Walk Through(Adult Implementation)

Data

Measurement(Student Achievement)

Data

Ready to Answer PET Question 5


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PET TOOLS

http://www.michigan.gov/mde/0,4615,7-140-6530_30334_51051-328384--,00.html

PROGRAM EVALUATION TOOL (PET)Timeline

October

January

February

May - June

MICHIGAN PRACTICE OF SCHOOL IMPROVEMENT

School Improvement Process

Public Act 25 of 1990

3-5 year plan

STREAMLINED SCHOOL IMPROVEMENT PLAN FOR 2016-2017

November 21, 2016www.mi.gov/schoolimprovement 88

The School Improvement

process is NOTchanging

3 TO 5 YEAR SCHOOL IMPROVEMENT PLANS FOCUS ON DO : MONITOR – EVALUATE - ADJUST


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WHAT’S CHANGED?

2015 – 2016 REPORTS

• Career & College Ready Implementation Status (CCRIS)

• Program Evaluation

• Focus School Report

• District Resource Allocation

• Single Building District Resource Allocation

• EdYES!

• District Requirements Report

• District Improvement Plan

• Single Building District Improvement Plan

• Priority Single Building District Improvement Plan

• School Improvement Plan

• Priority School Improvement Plan

2016 – 2017 REPORTS

• EdYES!


• Program Evaluation

• District Improvement Plan

• Single Building District Improvement Plan

• School Improvement Plan

www.mi.gov/schoolimprovement November 21, 2016 91

STREAMLINE SCHOOL IMPROVEMENT

The following reports will be assigned during the 2016-2017 school year:

District Single Building District School


• Program Evaluation• District Improvement

Plan

• EdYes!• Program Evaluation• Single Building District

Improvement Plan

• EdYes!• Program Evaluation• School Improvement

Plan


District Reports

• District Requirements Report• District System Review OR• Interim Self-Assessment

• Program Evaluation• Program Evaluation Tool

• District Improvement Plan• Improvement Plan Stakeholder Involvement• Goals and Plans


Single Building District

• EdYes!• School System Review OR• Interim Self Assessment


• Single Building District Improvement Plan• Improvement Plan Stakeholder Involvement• School Improvement Assurance• Title I Schoolwide OR Targeted Assistance (if needed)• Goals and Plans


School

• EdYes!• School System Review OR• Interim Self Assessment


• School Improvement Plan• School Improvement Assurance• Title I Schoolwide OR Targeted Assistance (if needed)• Goals and Plans


• Two options for Streamlining

• Update Goals and Plans as needed; Continue as Usual

• Complete the Abbreviated Goals and Plan Template

• Both options require completing the School Improvement Assurance in ASSIST


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STREAMLINE SCHOOL IMPROVEMENTCHANGES FOR AdvancEd

• New Standards

• New Terminology

• Engagement Review (External Review)

• Improvement Journey• School Quality Factors

• Standards Assessment

• Impact of Instruction

• Surveys

• Inventories

• eProve

SCHOOL QUALITY FACTORS DIAGNOSTIC IMPROVEMENT JOURNEY

AdvancED PERFORMANCE STANDARDS HELPFUL TOOLS


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STUDENT GROWTH PERCENTILES

Playing Card Cohort

• All students with a card are in a cohort from their 2014/2015 test event

• Same test (M-STEP or MI-ACCESS)

• Same content

• Same grade

• Same scale score

• Order from LARGEST to SMALLEST.

STUDENT GROWTH PERCENTILES

• Describes a student’s learning over time compared to other students with comparable scores.

• Range from 0 to 99

• Indicate how many scores in the comparison group are below that score.

SCORECARD DIFFERENTIATED TARGETS

• Unique to each school and district

• Different target for each content area

• Subgroups must meet the target

• Calculations from:

• Percent Proficient

• FAY students

• 2015-2016 M-STEP & MI-Access

PROVISIONAL PROFICIENT

• Measurement error taken into account when calculating accountability.

• Students with scale scores within two “conditional standard errors” of measurement of the proficient cut score are considered provisionally proficient for accountability.

PROVISIONAL PROFICIENT

Example

• Student A achieves a scale score of 1391

• The cut score that determines proficiency is 1400

• The standard error for the students score is 5.

• The student is within two “conditional standard errors” of measurement

• (5x2) + 1391 = 1401


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GROWTH PROFICIENT

• Non proficient student whose growth is categorized as

• Improvement

• Significant Improvement

GROWTH PROFICIENT

Growth LabelSGP

Range

Significant Decline 1 – 19

Decline 20 – 39

Maintaining 40 – 59

Improvement 60 – 79

Significant Improvement 80 - 99

Subject Grade Receiving SGP’s

ELA 4th through 8th, 11th

Math 4th through 8th, 11th

Science 7th & 11th

Social Studies 8th & 11th

MISCHOOLDATA UPDATES

• AER

• WIDA

FINAL ANNOUNCEMENTS

• Open lab

• Edu Paths

• Other professional learning

• Annual Education Report (AER)

• Technology Plan

• 3rd Grade Reading Resources

ASSIST AND SPOTLIGHT

http://www.michigan.gov/mde/0,4615,7-140-22709_70117-280911--,00.html

M-STEP DYNAMIC REPORTS AND CROSSWALKS

School Target Analysis ReportMath Grade 3 Crosswalk: claims, targets, standards


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TEAM WORK TIME• PET – “Getting Ready Components”

• Data Planner

• Data Worksheet

• EdYes! Report

Deane [email protected]

Dr. Jennifer [email protected]@jpmoore67

Questions and Communication always welcome!

mailto:[email protected]

mailto:[email protected]

outcomes for today facilitators of build … the school mindset 1. relational 2. ... keys to...

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