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FSI Cohort III. Lisa Guzzardo Asaro Lisa Rivard February 8, 2013. 7 Keys to Effective Feedback Connector Activity. SOURCE: ASCD Educational Leadership Sept. 2012. Grant Wiggins states:

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Fsi cohort iii

FSI Cohort III

Lisa Guzzardo Asaro

Lisa Rivard

February 8, 2013


Fsi cohort iii

7 Keys to Effective Feedback

Connector Activity

SOURCE: ASCD Educational Leadership

Sept. 2012

Grant Wiggins states:

“Advise, evaluation, grades…none of these provide the descriptive information that students need to reach their goals. “

  • All Read pages 11-12

  • Feedback Essentials (Divide up)

    • Goal Referenced

    • Tangible Transparent

    • Actionable

    • User Friendly

    • Ongoing

    • Consistent

  • All Read page 16

CHARGE Share with Table Team Key Insights

Article Handout

TAB 5


Today s outcomes

Today’s Outcomes

  • Engage in learning around 7 Keys to Effective Feedback

  • Engage in activities that connect you to Michigan’s continuous school improvement process

  • Heighten awareness about MDE’s 2013-14 Scorecards for Schools

  • Engage in Dialogue Dice networking strategy with colleagues

  • Understand what must lead to Strategy and Activity Identification

  • Receive a presentation from Dr. Jason Novetsky about PBIS implementation with fidelity

  • Explore new components of Mischooldata.org, D4SS, and Data Director


Today s roadmap

Today’s Roadmap

Welcome

Connector: 7 Keys to Effective Feedback

Updates

MDE’s School Scorecard

Networking with Colleagues

Strategy and Activity Implementation

Presentations Dr. Jason Novetsky and Dr. Jennifer Parker-Moore

TAB 12


Key working agreements a facilitation tool

Key Working AgreementsA Facilitation Tool

Respect all Points of View

Be Present and Engaged

Honor Time Agreements

Get All Voices in the Room

These breathe life into our Core Values


Parking lot a facilitation tool

Parking LotA Facilitation Tool

Rest questions that do not benefit the whole group

Place questionsthat 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

Action Required Chart

  • Any request by you that I need to respond to must be placed on the Action Required Chart

  • You need to PRINT your complete name, school, and email address


Living belief statement

LIVING BELIEF STATEMENT

“Networking is not an option, but a critical part of how Facilitators of School Improvement learn and share their learning.”


February april

February – April

SCHOOL IMPROVEMENT

Activities and Requirements


Fsi cohort iii

Handout

TAB 5


Noteworthy

NOTEWORTHY

  • Passports

  • Next Generation Science Standards

  • Dynamic Learning Maps Consortium

  • Professional Learning Opportunities

  • New 2012-13 Accountability Scorecards

  • ASSIST update

  • Free ACT online prep

  • AMOs


Passports

PASSPORTS

  • Lost or Stolen Passports

  • Signature at 2:45

  • Completely filled out including dates of training

  • $10.00 payment collected in May


Next generation science standards ngss

NEXT Generation SCIENCE STANDARDS (NGSS)

  • Final Draft released

  • Framework for K-12 Science Education that was released in July 2011. Grounded in the most current research on science and science learning, the FRAMEWORK was the critical first step in the development of the NGSS.

    • Download a free PDF through the Nationals Academies Press

  • NGSS can be located on the Next Generation Science Standards at:

    • http://www.nextgenscience.org/


Dlm first contact survey deadline extended to march 1 2013

DLM First Contact SurveyDeadline Extended to March 1, 2013

  • MDE has partnered with the Center for Educational Testing and Evaluation (CETE)

  • U.S Department of Education project to create a new alternate assessment system for students with significant cognitive disabilities called the Dynamic Learning Maps (DLM) alternate assessment.

  • Purpose of the survey is to collect information on the students that currently participate in alternate assessments and the technology and supports that are currently being used to meet the needs of these students

  • Local district’s MI-Access Coordinators are being asked to distribute the First Contact Survey- District to Teachers letter

  • http://michigan.gov/documents/mde/From_From _District_ to_Teacherss_ MI edition_3_409390_7.pdf


Professional learning opportunities

Professional LearningOpportunities

Assessing the Impact with Joellen Killion

March 12-13, 2013 NCA Building

Common Core: Leading the Change

March 19, 2013 MISD Rm. 100 A-C

MDE/AdvancED Spring SI Conference

April 17-18, 2013 Lansing Center

MAISA Michigan ELA Model Curriculum Units

June 24-27, 2013 Teams Lansing Center

Kagan Structures for Cooperative Learning and Active Engagement Institute

August 12-16, 2013 MISD


Mde to provide amos

MDE to Provide AMOs

  • End of February

  • For every school

  • Each content area tested

  • Use the formula we provided in the meantime


Assist

ASSIST

  • SIP Components for Submission 09.01.13

    • School Data Analysis ALL

    • Executive Summary ALL

    • Goals and Plan ALL

    • Improvement Plan Stakeholder Involvement ALL

    • Additional Requirements ALL

    • Title I Targeted Assistance or School-wide

    • Heath and Safety OPTIONAL

    • Assurances Priority and AdvancEd having an external review


Accountability scorecards

Accountability Scorecards

An Early Orientation to the Future of Michigan School Accountability

Handout

TAB 3


Overview

Overview

  • Two “levels” of Accountability Scorecards:

    DistrictScorecards & SchoolScorecards

  • Scorecards will use a color coding system (green, lime, yellow, orange, and red) to indicate school performance.

  • Combines traditional accountability metrics with Top-to-Bottom labels and other state/federal requirements.

  • Overall color is determined by Top to Bottom status as well as points earned by meeting traditional AYP requirements.

    • Individual “cells” use red/yellow/green coding scheme

    • Points-based system where full points earnedfor meeting a target, half points earned for meeting safe harbor


An early look at scorecards

An Early Look at Scorecards

Handout


Color coded scorecards

Color-Coded Scorecards

  • Colors are given to schools and districts for each “scorecard component” and an overall color.

  • Overall status color is determined using a point-based system from the number of target areas the school/district has met and the school ranking.

    Decreasing # points received and increasing # targets not met…

    *These may not be the exact shades utilized in the final scorecard product (still under development).


What changed

What Changed?

  • Additional subgroup: Bottom 30%

  • Attendance target of 90% -(only for school, no subgroups)

  • Differentiated proficiency targets

    • Based on a school’s past performance

    • Goal of 85% proficient at end of 2021-22

    • Targets increase in 10 equal increments

  • Safe Harbor based on 80th percentile of statewide proficiency

    • Use school/district improvement slope to determine met/not met

  • Inclusion of Educator Effectiveness label reporting and TSDL completion in Scorecards

  • Inclusion of Compliance Factors (SIP & SPR)


  • What stayed the same

    What Stayed the Same?

    • Participation requirement = 95% for school/district overall and all valid subgroups

      • Multi-year averaging remains in place (up to three years)

    • Graduation requirement = 80% for school/district overall and all valid subgroups

      • Four, five, and six-year rates

      • Graduation “safe harbor”

    • Use of provisional and growth scores for accountable proficiency rates


    School and district scorecard subgroups

    School and District Scorecard Subgroups

    Previously ONE group!

    • All Students

    • Bottom 30% (for proficiency calculations only) NEW!

    • American Indian or Alaska Native

    • Black or African American

    • AsianNEW!

    • Native Hawaiian or Pacific Islander NEW!

    • White

    • Two or more races

    • Hispanic of any races

    • Economically Disadvantaged

    • English Language Learners

    • Students with Disabilities

    • Shared Education Entity (SEE) (district-level only)


    Participation

    Participation

    • 95% of students are still required to be tested to meet the assessment participation target for the scorecard.

      • If student group size is 30-39, target is no more than two non-participants (this makes it so that a single student cannot result in not meeting the target participation rate).

      • If student group size is 40 or more, target is 95% participation

      • Participation rate is rounded to nearest hundredth

      • If the “All Students” group does not have at least 30 students in one test cycle, a participation average will be calculated using up to three years of data in order to accumulate at least 30 students

      • Multi-year averaging used help meet the participation req.


    Participation target

    Participation Target

    • Two options for school/district color status for this target area.

      95% Assessed Met 95% Assessed Not Met

    • These colors are given ONLY on the participation target portion of the scorecard. This does not change your entire school/district status, however, it can impact your overall color.


    Proficiency targets

    Proficiency Targets

    Targets are based on 2011-12 proficiency rates:

    • (85 – current percent proficient) / 10 = annual increment

    • Increments do not reset

    • Proficiency targets are set using PLs 1 & 2 only (not Provisional or Growth Proficient)

    • Provisional and/or Growth Proficient willhelp you meet targets


    Example proficiency targets

    Example Proficiency Targets

    School has 65% proficiency in 2011-12 school year. School must be 85% proficient by 2021-22 school year.

    Subtract baseline target from end target rate and divide by the number of school years in between.

    (85 – 65)/10 = +2% annual increment of target

    The school’s target would be 67% in 2012-13, 69% in 2013-14, 71% in 2014-15, and so on.


    Proficiency targets example

    Proficiency Targets Example

    Handout

    Example school ends at (at least) 85% proficient in subject

    Example school starts from 65% proficient in subject

    Example School has +2% Annual Target


    Compliance factors partially new

    Compliance Factors (PARTIALLY NEW!)

    • Compliance Factors are based on State law. All schools are required by State law to have a School Improvement Plan (SIP), and to complete School Performance Indicator (SPR) reports.

    • If a school completes all of its required reports it will receive a green cell for the Compliance Factors. If a school does not complete its required reports, it will receive a red cell for Compliance Factors.

    • 2 Possible colors to receive for this target:

      • Those with completed reports receive a green cell.

      • Those with incomplete reports receive a redcell.


    Networking activity

    TAB 12

    NETWORKING Activity

    Dialogue Dice

    • Each person in your group will take a turn rolling the dice and sharing briefly an experience in response to the written prompt.

      Dialogue Dice Notes


    One common voice one plan michigan continuous school improvement stages and steps

    One Common Voice – One PlanMichigan Continuous School ImprovementStages and Steps

    (MI-CSI)

    Study

    Analyze Data

    Set Goals

    Set Measurable Objectives

    Research Best Practice


    One common voice one plan michigan continuous school improvement stages and steps1

    One Common Voice – One PlanMichigan Continuous School ImprovementStages and Steps

    Getting Ready

    Collect School Data

    Build School Profile

    I. Executive Summary

    IV. School Process Rubrics

    Analyze Data

    II. School Data Analysis

    IV. School Process Analysis

    Set Goals

    III. Additional Requirements

    V. Goals and Plan

    Set Measurable Objectives

    Research Best Practice

    Develop Action Plan

    Implement Plan

    Monitor Plan

    Evaluate Plan

    VI. Evaluation Tool (2014)

    Gather

    Study

    Comprehensive

    Needs Assessment

    Plan

    School Improvement Plan

    Do

    TAB 12


    Schools comprehensive needs assessment cna

    Schools Comprehensive Needs Assessment (CNA)

    Component One

    Executive Summary (All Schools Yearly) Due 09.01.13

    Component Two

    School Data Analysis Due 09.01.13

    Student Performance Diagnostic (5th year) 4 wks. prior to External Review Date

    Stakeholder Feedback Diagnostic (5th year) prior to External Review Date

    Component Three

    Additional Requirements (All Schools Yearly) 09.01.13

    Component Four

    School Process Rubrics:

    Component Five

    Goals and Plan (All Schools every 3 to 5 years) Due 09.01.13

    Component Six

    Strategy Evaluation Tool(All schools 2nd year in Reading and Math)

    MDE Rubrics 40/90

    DUE

    04.01.13

    AdvancED MI ISA/SA

    TAB 12


    End of february advanced push

    End of February AdvancED Push

    • School Data Analysis

    • Additional Requirements

    • Title I Targeted Assistance

    • Title I School-wide


    March advanced push

    March AdvancED Push

    • You will be able to add multiple measure under a single objective

    • You will be able to add the same strategy to multiple objectives

    • You will be able to add the same activity to multiple strategies


    Assist1

    ASSIST


    One common voice one plan michigan continuous school improvement stages and steps2

    One Common Voice – One PlanMichigan Continuous School ImprovementStages and Steps

    Study

    Analyze Data

    Set Goals

    Set Measurable Objectives

    Research Best Practice


    Stage two study step 4 analyze data

    Stage Two: StudyStep 4: Analyze Data

    STUDY

    Analyze Data

    Set Goals

    Set Measurable Objectives

    Research Best Practice

    FOCUS


    Stage two study step 4 analyze data1

    Stage Two: StudyStep 4: Analyze Data

    STUDY

    Analyze Data

    Set Goals

    Set Measurable Objectives

    Research Best Practice

    MDE

    FOCUS

    NCA


    Fsi cohort iii

    Handout

    MATRIX

    ISA/SA

    From your Executive Summary Report

    OLD PLATFORM


    Accessing assist

    ACCESSING ASSIST

    NEW PLATFORM


    Getting started overview

    Getting Started: OVERVIEW


    Viewing task details

    Viewing Task DETAILS

    1

    2


    Diagnostics and surveys

    Diagnostics and Surveys


    Starting a diagnostic

    Starting a Diagnostic


    Fsi cohort iii

    LABEL


    School process rubrics results

    School Process Rubrics Results


    Fsi cohort iii

    1

    2


    Fsi cohort iii

    1

    2


    District review and approval

    District Review and APPROVAL


    Stage two study step 4 analyze data2

    Stage Two: StudyStep 4: Analyze Data

    STUDY

    Analyze Data

    Set Goals

    Set Measurable Objectives

    Research Best Practice

    FOCUS


    Identifying activities to support strategy implementation

    Handout

    TAB 5

    Identifying Activities to Support Strategy Implementation

    KEY ACTIVITIES and PROCESSES that need to occur PRIOR:

    • Current Reality(WHERE ARE WE?)

    • Assessing Impact(HOW DO WE KNOW IT IS WORKING?)

    • 40/90 OR ISA/SA challenges(Process Data Analysis)

    • Researching Best Practice(Is it the Right Fit?)


    Fsi cohort iii

    MATRIX

    ISA/SA

    By April 1, 2013 we know what our challenges are.

    Once you have engaged staff in the KEY ACTIVITIES and PROCESSES on slide 38, you are ready to identify the activities to support strategy implementation in your SCHOOL.


    Fsi cohort iii

    Handout

    TAB 11


    Identifying activities to support strategy implementation1

    Handout

    TAB 5

    Identifying Activities to Support Strategy Implementation

    • Presenter

      • Dr. Jason Novetsky

        MISD Behavior and Learning Consultant

      • Positive Behavior Intervention System


    One common voice one plan michigan continuous school improvement stages and steps3

    One Common Voice – One PlanMichigan Continuous School ImprovementStages and Steps

    (MI-CSI)

    Study

    Analyze Data

    Set Goals

    Set Measurable Objectives

    Research Best Practice


    Stage one gather step 1 getting ready

    Stage One: GATHERStep 1: Getting Ready

    GATHER

    Getting Ready

    Collect School Data

    Build School Profile

    FOCUS


    Stage one gather step 2 collecting school data step 3 build school profile

    Stage One: GatherStep 2: Collecting School DataStep 3: Build School Profile

    Presenter Dr. Jennifer Parker-Moore

    Data DirectorD4SSMISchooldata.org

    GATHER

    Getting Ready

    Collect School Data

    Build School Profile


    One common voice one plan michigan continuous school improvement stages and steps4

    One Common Voice – One PlanMichigan Continuous School ImprovementStages and Steps

    Study

    Analyze Data

    Set Goals

    Set Measurable Objectives

    Research Best Practice


    Stage two study step 4 analyze data3

    Stage Two: StudyStep 4: Analyze Data

    STUDY

    Analyze Data

    Set Goals

    Set Measurable Objectives

    Research Best Practice

    FOCUS


    Probing for root cause

    Probing for Root Cause

    Select a concern from the causation or theories generated in Math or Reading that if focused upon by the school, it will leverage student achievement.


    Stage two study step four analyze data school summary report

    Stage Two StudyStep Four: Analyze DataSchool Summary Report

    The Five “Why’s”Consider impact/control

    Low IMPACT High

    Low DEGREE OF CONTROL High


    5 why s example

    5 Why’s Example

    • 4th grade math achievement on the MEAP is below the state average.

    WHY?

    Create an exhaustive list.

    Next, select the one statement; that if addressed, will leverage student achievement.


    5 why s example1

    TAB 4

    5 Why’s Example

    • Statement: The data indicates that our 4th grade students do poorly on story problems.

      • (62% of our students score at level 3 and 4 on story problems).

    • Turn this statement into the NEXT question:

      Why are our 4th graders scoring poorly on story problems?

    Handout


    Tools for schools

    Tools for Schools

    • What’s Your Problem Statement?

    • Analyze Your Students

    • The Planning Process


    Your time

    Your Time

    • Network with colleagues

    • Place handouts in binder

    • Plan what to bring back to share with SI team

    • Visit the Smarter Balance Consortium website

      www.smarterbalanced.org

    • Visit the Career and College Readiness website www.michiganccr.org


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