SIG Year Two Application Process

Where are we now?Where do we want to go?

How are we going to get there?

LEAs must set and track progress against benchmarks that demonstrate student achievement

“The SEA’s decision to renew a grant is, in part, determined by progress towards these student achievement goals.”

School Turnaround Group – Mass Insight Education

http://www.massinsight.org/stg/research/additionalresearch/evaluation-toolkit/

Renewing of the Grant

Your plan needs to answer the following questions:

Where are we now? Where do we want to go? How will we get there? How will we know we are there? How can we keep it going?

SIG Grant Year 2

Identify the strategies/action steps you have completed from your Transformation or Turnaround goal of your CIP.

Evaluate the effectiveness of the completion of the identified strategies/action steps.

See planning sheet… What data do you have to confirm?

Implementation Status

Exploration –actively considering a change Installation –preparing for use of the innovation Initial Implementation –actively engaged in learning

how to do and support the doing of the innovation Full Implementation –actively working to make full

use of the innovation as part of the organizations typical functioning

Innovation –Being able to make adjustments to implementation

Sustainability –what’s working/best practices become part of the culture of doing the work

Fixen, Blasé, Horner & Sugai(February)

Stages of implementation

What was put into place in Yr1? To what degree was the program

implemented? Who was it intended to serve? What was the intended, desired result? Did it do what it was supposed to? What

data do we have to support this conclusion?

Measuring Programs and Processes

What in the Yr 1 SIG plan accomplished what it was supposed to accomplish? How will the LEA/school ensure the continued success? What’s needed to continue the success?

What in the Yr 1 SIG plan didn’t accomplish what it was supposed to accomplish? Why? What are you going to do about it? What’s needed to correct this?

What’s working…what’s not…

Is there something in the Yr 1 plan that wasn’t implemented due to lack of time?

Why did time run out? How will that be addressed in Yr 2?

Time issues?

Accomplishments◦ Evaluate progress on the mandatory components

of the model chosen, using the LEA & School CIP strategies, action steps, and Budget Components

Strengths◦ What is working? ◦ What has been accomplished? ◦ Evidence?

Needs◦ Where do we need to continue our efforts? What

adjustments need to be made? Data?

Activity #1 “Table Talk”Assign a recorder for your discussion

(Page 5 of application) Using the data from diagnostic testing

(other than AIMS scores) down to the teacher and student level, describe the progress you are making regarding student achievement. (Attach any documents that show student level data.)

Student Achievement

Remember that data can be organized by:◦ Levels: District, School, Grade, Classroom and

Student level

◦ Content Areas: Reading, Writing, Math

◦ Standard Strand, Concept, Performance Objective

◦ Aggregated and Disaggregated: All students and subgroups

The Data

(Section A of application) What is the trend in mathematics/reading for

each grade level? Each subgroup? Which grade levels/subgroups are not

moving in the right direction? Did percent proficient go up or down? What is the difference in achievement from

last year and this year? What growth can be seen from the

beginning of the year to the end of the year?

Analyzing student achievement data (including AIMS)

What are the gaps between the sub-groups and “All Students”?

Which grade level has the smallest/largest gap?

What might contribute to these gaps?

Analyzing Student data (including AIMS)

Has the performance of different subgroups of students improved over time(last three or four years)?

What might be some of the reasons for the gaps between groups?

Analyzing Student data (including AIMS)

How are students performing on AIMS? What percentage of students fell into each

proficiency level (exceeds, meets, approaches, FFB)?

What contributed to the student achievement scores?

Is there a correlation between the benchmark scores and the AIMS results? If not, why?

Specific to AIMS data

Attendance records (teacher and student) Enrollment records All assessment data Teacher, student, and parent surveys Report cards Teacher evaluations Principal evaluations Progress charts or checklists Others?

Examples of other types of data

As a group, discuss what types of data are available (academic as well as other).

In what ways do we need this data be disaggregated?

In what ways can this data show the growth of the school/LEA?

Activity #2

Interpreting data gives staff an opportunity to explore the meaning of the results. Knowing what contributed to improvements is as important as knowing the results.

The interpretation process digs deeper into knowing the reason for the results. (Why did we get what we got?)

Example: How did the students with disabilities improve so

dramatically in such a short time? What changes in teaching, resources, staff, or professional development occurred in this time that might have influenced the results?

Interpreting the data

The 5 Whys is a questions-asking method used to explore the cause/effect relationships underlying a particular problem. Ultimately, the goal of applying the 5 Whys method is to determine a root cause of a problem.

By repeatedly asking the question "Why" (five is a good rule of thumb), you can peel away the layers of symptoms which can lead to the root cause of a problem. Although this technique is called "5 Whys," you may find that you will need to ask the question fewer or more times than five before you find the issue related to a problem.

Benefits Of The 5 Whys Help identify the root cause of a problem.

◦ Determine the relationship between different root causes of a problem. ◦ One of the simplest tools

When Is 5 Whys Most Useful?◦ When problems involve human factors or interactions.

Interpreting the data: the 5 whys…

How will the school/LEA ensure there is time to analyze and interpret the data?

Who will be involved in this process?

How will this interpretation be explained to stakeholders? (board, parents, community, teachers, students, new staff, etc.)

Activity #3

(Section C of the application)What in your plan specifically addresses the

issues?

Also important and not to be forgotten: What in your plan supports the strengths and

gains that have been achieved?

Now we know why…but what are we going to do about it?

Specific & Strategic (what and why)

Measurable (if you can measure it, you can manage it)

Attainable (it will stretch you, but it is within reach)

Results-based (must have an outcome)

Time-bound (a clear beginning and a clear end point)

Identify priorities and setting Yr 2 goals

Action plans need to clarify how decisions are made, identify professional development required to learn new skills and gain new knowledge, and clarify the use of partners to achieve the vision.

How will we achieve these goals? An action plan

Action planning

Make sure the action steps are realistic. Make sure the actions steps address the

goal. Make sure the goal is based on a “need”

that has data analysis to back it up. Make sure your goals will accomplish

closing the achievement gap/ increase graduation rates.

Things to remember…

When will the team convene to create action steps for next year?

Who will be involved? For each person involved, what is their role?

How will these action steps be communicated to stakeholders?

Activity #4

How will the use of what is adopted/implemented be monitored for fidelity?

How will we monitor fidelity over a period of time?

How will we know if the action is making a difference?

Addressing implementation within the action plan

Remember…

Exploration –actively considering a change Installation –preparing for use of the innovation Initial Implementation –actively engaged in learning

how to do and support the doing of the innovation Full Implementation –actively working to make full

use of the innovation as part of the organizations typical functioning

Innovation –Being able to make adjustments to implementation

Sustainability –what’s working/best practices become part of the culture of doing the work

Fixen, Blasé, Horner & Sugai(February)

Stages of implementation

What is in place/ will be put in place to ensure fidelity?

What parties will be responsible for seeing this happen?

Activity #5

Ensure the school plan is aligned to the district/charter plan

Review district and school data on a regular basis

Provide recognition and support for schools making progress

Create a district-wide “data culture”

The District/Charter Holder Role… is this in the plan?

Develop an assessment plan used for every grade and every school

Use/create a database to collect and provide immediate access to school achievement data

Assist principals in scheduling enough time for literacy instruction

Do walk-throughs to monitor the use of programs (we are not talking about coach or principal walk-throughs, but LEA walk-throughs)

The District/Charter Holder Role

Ensure a scientifically-based core program and a menu of supplemental programs for struggling learners that are aligned with the core are in place

Ensure on-going, job-embedded PD is in place and focuses on student achievement

The District/Charter Holder Role

What is currently in place at the district/charter holder level to support the SIG?

What is currently not in place at the district/ charter holder level? How will this be addressed?

Activity #6

Questions?

◦Annual Report/Year 2 Application due on July 8, 2012

Applications