Hosted by: Colorado Department of Education

Unified Improvement Planning: Target Setting and Action Planning(SchoolLevel) Hosted by: Colorado Department of Education Provided by: Center for Transforming Learning and Teaching

Introductions

Session Purpose Ensure planning teams are prepared to identify performance targets and develop action plans as part of unified improvement planning.

Unified Improvement Planning Processes today Gather and Organize Data Preparing to Plan Section IV:Target Setting Section IV:Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks UIP Handbook, p. 3

Introductions Share: • Name, Job Title, School/District • Your role in supporting unified improvement planning within the district • Your most burning question about target setting and/or action planning. • Write your question on a sticky note.

Norms The standards of behavior by which we agree to operate while we are engaged in learning together.

Materials

Capturing Notes Today • Planning for Target Setting and Action Planning (Toolkit, p. 1) • School (or District) Target Setting Form, excerpt from the UIP Template (Toolkit p. 3) • Action Planning Form for 2012-13 and 2013-14, excerpt from the UIP template (Toolkit, p. 21)

Session Outcomes Engage in hands-on learning activities and dialogue with colleagues.Access additional resources.Complete follow-up activities. • Set a performance target for at least one priority performance challenge. • Plan for setting performance targets for remaining priority performance challenges. • Identify possible interim measures to be used to monitor progress towards performance targets. • Describe a major improvement strategy that responds to the root cause of a performance challenge. • Plan to identify additional major improvement strategies and associated action steps.

Agenda Review Data Narrative Elements Set Performance Targets Identify Interim Measures Identify Major Improvement Strategies Develop Action Steps

Effective Feedback Clear, descriptive, criterion-based, and indicate: √ how their response differed from that reflected in quality criteria, and √ how they can move forward (what they might do next).

Provide feedback about Priority Performance Challenges and Root Causes • Choose a partner school/district team. • With your partner exchange your completed Data Analysis Worksheet. • Consider: • To what degree do their priority performance challenges and associated root causes meet the relevant quality criteria? • Is it clear how root causes could explain the priority performance challenges? • How could these components be improved? • Provide feedback to your partner school/district.

Responding to Feedback • Consider the feedback you received: • How did it go providing feedback about another school/district plan? What did you learn? • How will you respond to the feedback you received? • Make any needed revisions to your priority performance challenges and root causes. • Large-group share out.

Action Planning: Two Processes • Ensuring future activities are headed in the right direction: • Clarifying Performance Targets • Identifying Interim Measures. • Identifying Major Improvement Strategies • Action steps, Timeline ,Resources • Implementation Benchmarks

Unified Improvement Planning Processes Gather and Organize Data Preparing to Plan Section IV:Target Setting Section IV:Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets Identify Interim Measures Identify Implementation Benchmarks Ongoing: Progress Monitoring UIP Handbook, p. 3

Review: Metrics Answer the following questions with your team: • What is a metric? (reference: Planning Terminology, UIP Handbook, p. 34) • What are the “state required” metrics for each performance indicator area? (Performance Indicators, Measures, Metrics and Expectations, UIP Handbook, p. 8- 11) • What additional metrics should be considered for academic growth and academic growth gaps (hint: part of adequate growth percentile)?

UIP Template: School/ District Goals Worksheet • Consider the following handouts: • School/District Target Setting Form, excerpt from the UIP template (Toolkit p. 3) • School/District Goals Form: Set Annual Targets and Identify Interim Measures (UIP Handbook, p. 21) – stop reading above identifying comparison points. • Be prepared to answer these questions: • Where in the UIP template will annual performance targets be recorded? • How many performance targets should a school/district set? For what years? • What are the basic steps in setting performance targets?

How to set performance targets • Focus on a priority performance challenge. • Determine a comparison point. • Consider state expectations. • Consider district expectations. • Determine the gap between current performance and the comparison point. • Determine a time frame for closing the gap. • Determine progress needed in the next two years. • Describe annual performance targets for the next two years.

How to Set Performance Targets Focus on a priority performance challenge Determine a comparison point (expectation against which current performance is compared) Determine a time frame to meet expectations Determine progress needed in the next two years Describe annual performance targets for two years

Setting Annual Performance Targets Turn to Setting Performance Targets Worksheet (Toolkit, p. 5). • A tool to “scaffold” the setting of annual performance targets. • A guide through each step. • Use a copy to set performance targets for each priority performance challenge.

Focus on a Priority Performance Challenge Working with your team. . . • Identify at least one priority performance challenge that will be the focus of your target setting today. • Write that priority performance challenge on the first row of the Setting Performance Targets Worksheet, (Toolkit, p. 5). • What metric(s) are included in your priority performance challenge? • Use this worksheet after today to identify performance targets for your other priority performance challenges.

Determine a Comparison Point • Individually read Identifying Comparison Points (UIP Handbook, p. 21-22) • Discuss: • What is a “comparison point”? • How is this similar to “what makes a trend notable”? • How are the suggested “comparison points” different across performance indicator areas? • Does our district establish performance expectations that we should consider as comparison points for our current performance?

Consider Minimum State Expectations • Provided in the Performance Framework Reports (excerpted as the SPF Rubrics, Toolkit, p. 11). • The value for which a rating of “meets” would be assigned for the state metric in each sub-indicator area. • Academic Achievement: the 50th percentile of % proficient or advanced for Colorado schools. • Academic Growth and Growth Gaps: MGP of 55 if MGP is < AGP, and 45 otherwise. • Postsecondary and Workforce Readiness: Graduation rate at or above 80%, Drop-Out rate at or below the state average, and Colorado ACT Composite Score at or above the state average.

Comparison Points • Turn to Selecting Comparison Points (Toolkit, p. 7). • Tool to support your selection of a comparison point for target setting for your priority performance challenges. • Includes: • Academic Achievement • Academic Growth/ Growth Gaps • Post-Secondary and Workforce Readiness • Note: Also consider any performance expectations established by the district.

Academic Achievement Comparison Points • Metric: Percent proficient and advanced. • Possible comparison points. • %P/A that would receive a “meets” rating = the 50th percentile for Colorado schools for the 2009-10 school year (baseline) • The %P/A that would receive an “exceeds” rating = the 90th percentile for Colorado schools for the 2009-10 school year. • Other metrics: % or N unsatisfactory

Determining Academic Achievement Comparison Points • Consider the 50th and 90th percentile of Colorado schools for % proficient or advanced (SPF Rubrics, Toolkit, p. 11): • Your school level (elem, middle, high) • The content area(s) that is the focus of your priority performance challenge(s). • Is your school’s %P/A at or above the typical school in Colorado (50th percentile value)? Is your school’s %P/A above the school at the 90th percentile? • What will be your comparison point for academic achievement?

Academic Growth Comparison Points • Metric: Median Growth Percentile (MGP) • Comparison Points: • If MGP < Median Adequate Growth Percentile (AGP), performance “meets” minimum expectations of MGP = 55th percentile; “exceeds” if MGP = 70th percentile. • If MGP >= AGP, MGP = 45th percentile; “exceeds” if MGP= 60th percentile. • Also consider MGP = AGP.

Determining Growth and Growth Gap Comparison Points for MGP • On which students do your priority performance challenge(s) focus? For which content area(s)? • For that group of students, is your school’s median growth percentile < median adequate growth percentile? • If yes, choose 55 as a comparison point. • If no, choose 45 (or 50) as a comparison point. • Does your growth percentile already exceed 55? Consider choosing the Median Adequate Growth Percentile as your comparison point.

Academic Growth Comparison Points (CUKUMU)

Determining CUKUMU Comparison Points • On which students do your priority performance challenge(s) focus? For which content area(s)? For which metric (cu, ku or mu)? • For that group of students, does the CUKUMU percent exceed: • District % • State % • 100% • Choose your comparison point.

Post-Secondary and Workforce Readiness Comparison Points

Setting Post-Secondary and Workforce Readiness Targets • What metric(s) will be the focus of your post-secondary and workforce readiness target(s)? • Are you currently below minimum state expectations for that metric? If so, select minimum state expectations as your comparison point. • If not, select the state “exceeds” rate for your comparison point. • Consider: Are there other post-secondary and workforce readiness metrics for which you could set performance targets?

Additional PWR Metrics • 4-, 5-, 6- and 7-year completion rates. • Percent of students earning a year’s worth of credits in a year’s time. • Career and Technical Education course completion rate • Number and percentage of students successfully transitioning into a recognized adult education program (w/out diploma or GED) • Percent/number of students enrolling in a Colorado post-secondary institution within one year after graduation • Percent of recent graduates attending Colorado public institutions that required remediation. • AP/IB participation • Percent/number of students scoring high enough on AP/IB tests to receive college credit • ACT scores by content area

Metrics and Comparison Points Use the Setting Performance Targets Worksheet, (Toolkit, p. 5) • For your focus priority performance challenge, identify for what metric(s) you will set performance targets. • Note your current level of performance for your priority performance challenge (on that metric or those metrics). • Identify what your comparison point will be for that priority performance challenge (for each metric). • Note the gap between your current performance and the comparison point.

Timeframe and the Next Two Years • Discuss the following with your team: • Have we received a Priority Improvement or Turnaround (PITA) designation? When? • By what year is our school/district required to at least meet minimum state expectations (within 5 years of PITA designation)? • Within what timeframe will we reach the comparison point? • What progress do we need to make this year? Next year? • Capture your answers in the Setting Performance Targets Worksheet, (Toolkit, p. 5)

Writing Performance Targets • Take out Writing Annual Performance Targets (Toolkit, p. 17). • Consider the example targets in the top two rows. • Use this tool to scaffold your writing of performance targets. • Write at least one annual performance target for your focus priority performance challenge.

Planning to Set Performance Targets • Take out Planning for Target Setting and Action Planning (Toolkit, p. 1) • Make notes about: • Current status of setting performance targets • How you will complete this work • Who will be involved and when • What tools you will use (check on district performance expectations)

Interim Measures • Consider: • Interim Measures section in the UIP Handbook (p. 22). • UIP Quality Criteria for Interim Measures • Work with a partner to answer these questions: • What are interim measures? How frequently do they need to be available during the school year? • How frequently do schools/district need to monitor progress using interim measures? • What must be included in the description of interim measures in the School/District Target Setting Form?

Interim Measures • Interim measures must be identified for each target. • Data from interim measures should be available more than once during the school year. • Across all interim measures, data should be available that would allow schools to monitor progress at least quarterly. • Examples: District Benchmark Assessment, NWEA MAPS, Galileo, Acuity, DIBELS, commonly administered end-of-unit assessments • Measures, metrics and availability should be specified in the School Goals Form.

What interim measures do you have available? • Consider your Inventory of Performance Data, (Toolkit, p. 19) • Work with your team to generate a list of interim measures available within your school or district. • Consider: • Which interim measures would best align to our performance target? • Are there gaps in the interim measures that are available to you?

More help with Interim Measures • Progress Monitoring Sessions will provide additional support on identifying interim measures. • In preparation for that session. . . • Complete your Inventory of Performance Data (Toolkit, p. 19). • Include as much information as you can about when different assessment results will be available. • Complete your Writing Annual Performance Targets, (Toolkit, p. 17).

Unified Improvement Planning Processes Gather and Organize Data Preparing to Plan Section IV:Target Setting Section IV:Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks UIP Handbook, p. 3

Major Improvement Strategies • Work with a partner to review: • Action Planning Form, excerpt from UIP template (Toolkit, p. 21) • Action Planning Form: Identify Major Improvement Strategies (UIP Handbook, p. 23-24) • Be prepared to answer these questions: • To what must major improvement strategies respond? • What information must be included about each major improvement strategy?

Major Improvement Strategies • Respond to root causes of the performance problems the school/district is attempting to remedy. • Action steps are smaller steps required to carry out major improvement strategies. • Action Steps must be associated with timeline, resources, people, implementation benchmarks, and status.

Hosted by: Colorado Department of Education