School Level Planning Session #3 - January 10, 2013

1. School Level PlanningSession #3 - January 10, 2013 Intermediate Unit 1 Instructional Support Services 1

2. WELCOME BACK! Today’s Agenda: • Review Prioritized Challenges (p. 28) • Established Goals and Action Planning (pp. 29-63) • Indicators of Effectiveness & Indicators of Implementation • Research-Based Strategies • Action Plan Steps • Professional Development • Achievement & Performance Targets • Extending and Sharing Your School Level Plan With Others 2

3. ANALYZE DATA DETERMINE EFFECTIVE-NESS OF ACTION PLANS USING SCHOOL-IDENTIFIED INDICATORS (EVIDENCE) OF EFFECTIVENESS ANALYZE SYSTEMS MONITOR IMPLEMEN-TATION TO IDENTIFY THE SCHOOL’S STUDENT ACHIEVEMENT ACCOMPLISHMENTS AND CONCERNS OF ACTION PLANS USING SCHOOL-IDENTIFIED INDICATORS (EVIDENCE) OF IMPLEMENTATION BY COMPARING THE SYSTEMS IN THE SCHOOL TO SYSTEMS CHARACTERISTIC OF EFFECTIVE SCHOOLS The Getting Results Continuous Improvement Process THAT HAVE A HIGH PROBABILITY OF DIMINISHING OR ELIMINATING SYSTEMIC CHALLENGES IDENTIFY SYSTEMIC CHALLENGES DESIGN AND IMPLEMENT ACTION PLANS THAT ARE PROBABLE CAUSES OF INSUFFICIENT STUDENT ACHIEVEMENT TO IMPLEMENT AND SUSTAIN RESEARCH-BASED PRACTICES PRIORITIZE SYSTEMIC CHALLENGES SELECT RESEARCH-BASED PRACTICES BASED UPON THOSE CHALLENGES, IF ADDRESSED, THAT WILL HAVE THE MOST SIGNIFICANT IMPACT UPON STUDENT ACHIEVEMENT

4. Prioritize Systemic Challenges • Prioritized the identified challenges that if addressed will have the most significant impact on student achievement. (Note that questions have now been restated as statements.) What You Have Done Thus Far p. 28

5. Systemic Challenges Are your Prioritized Challenges listed on page 28 direct or indirect causes of the Concerns listed on page 16? (Do a quick double check)

6. Build a School Level Plan • Prioritized Challenges now become the GOAL of the ACTION PLAN. • Each Action Plan consists of STRATEGIES implemented through action steps geared to accomplish the defined goal. (May address up to 4 Goals, 1 or 2 is recommended) p. 30-60

7. Comprehensive Planning Systemic Challenges Goals Is there a system within the school that fully ensures consistent implementation of standards-aligned curricula across all classrooms for all students? Establish a system within the school that fully ensures consistent implementation of standards-aligned curricula across all classrooms for all students. Is there a system within the school that fully ensures school staff members use standards-aligned assessments to monitor student achievement and adjust instructional practices? Establish a system within the school that fully ensures school staff members use standards-aligned assessments to monitor student achievement and adjust instructional practices. Is there a system within the school that fully ensures professional development is focused, strategic and implemented with fidelity? Establish a system within the school that fully ensures professional development is focused, strategic and implemented with fidelity. 7

8. Action Plan Template

9. Action Plan Template

10. Building a School Level Plan • Prioritize challenges now become the GOAL of the ACTION PLAN. • Identify Related Systemic Challenge • Identify Indicators of Effectiveness. p. 33-60

11. Indicators of Effectiveness

12. Data Source Timeline %-#-Points Baseline Comparison

13. What Are Indicators of Effectiveness? Specific indicators that describe the level of student achievement or performance that is acceptable evidence that the Action Plan is having a positive impact. Should include Summative and Formative Indicators of Effectiveness giving insight and monitoring the impact of the Action Plan through its entire implementation.

14. What Are Indicators of Effectiveness? Student data through data sources is the only evidence that can be used to determine if Actions Plans are working and effective. Student data informs Action Plan effectiveness.

15. MUSTHAVES Indicators of Effectiveness Only sources of student-related data can be included – focus on student achievement Name the data source Define a timeframe (June 2013 – June 2015) Indicate a numerical gain (percentage, points, number) QUANTIFY Include a comparison such as baseline to …., test year to test year

16. Examples of Evidence of Effectiveness

17. Goal #1: Establish a system within the school that fully ensures the consistent implementation of effective instructional practices across all classrooms. Indicators of Effectiveness: Data Source: Gates-MacGinite Type: Formative September 2012 – June 2013 Targets: All students will show a 15% growth in their vocabulary and comprehension skills between the baseline and end of year administrations of the Gates-MacGinite. Data Source: Writing and Reading Assessment Profile (WRAP) Type: Formative September 2012 – June 2013 Targets: All students will show an increase of 15% between the baseline, middle, and end of year Writing and Reading Assessment Profile (Continued).

18. Goal #1: Establish a system within the school that fully ensures the consistent implementation of effective instructional practices across all classrooms. Indicators of Effectiveness: Data Source: Acuity Benchmarks Type: Formative November 2012, January 2013, April 2013 Targets: The average percent correct of all students will be 55% in Reading and 62% in Mathematics

19. Indicators of Implementation

20. Indicators of Implementation How you will know you are doing what you planned? What adults are doing to assure the Action Steps are being implemented. The evidence and artifacts that indicate Action Steps have been implemented or completed.

21. Indicators of implementation: Evidence that will indicate the Action Step has been implemented:. Schedule of professional development sessions, PD sessions’ agendas, sign-in/sign-out Participant sheets, prepared training resources, and final products of professional work. Indicator of Implementation: Evidence that will indicate the Action Step has been implemented. Schedule of Meetings, Task Agendas, Math Diary Maps, Completed Mathematics Curriculum Maps showing alignment to the standards targeted in each grade/course level-grades K-12. Examples of Indicators of Implementation

22. Examples of Indicators of Implementation

23. Indicator of Implementation: Action Step: Appoint members to a school Professional Education Committee (PEC); membership should consist of the Principal, both Assistant Principals, four teachers, each from a different content area, and the district's Director of Curriculum and Instruction. Indicator of Implementation: roster submitted to the Superintendent listing the names of 8 committee members, each of which has agreed to serve for at least the duration of the 2013-14 school year. Indicator of Implementation: Action Step: The PEC will design both a process and a tool (questionnaire) that will be used to identify specific needs of school staff members that, unmet, are impeding the fulfillment of the school's instructional priorities. Indicators of Implementation: (1) documentation of the needs assessment process that will be followed each spring, and (2) documentation of the 2013 Needs Assessment tool. Indicator of Implementation: Action Step: Require all professional and paraprofessional staff members to complete the Needs Assessment questionnaire; require a randomly selected sample of 18 staff members to participate in three focus groups. The PEC will analyze the results of the questionnaire and focus group findings to identify and prioritize the needs which, if addressed, are likely to have the most significant impacts upon student achievement and/or performance. Indicator of Implementation: Publication of a final Needs Assessment report to District Leadership and to the school's professional and paraprofessional staff members.

24. Build a School Level Plan • Prioritize challenges now become the GOAL of the ACTION PLAN. • Identify Indicators of Effectiveness. • Record the research-based strategies that will be used to address the Goal. (See Appendix, p. 65) p. 30-57

25. Strategies Strategies

27. Research-Based Strategies Practices that research indicates are likely to be successful in addressing Goals. Specific resources/materials to reach Goals for improved teaching and learning. Specific resources, strategies, & activities to ensure readiness to use and maintain technologies and interventions to increase student achievement and proficiency.

28. Systemic Challenges (p. 28) Highest prioritized challenges are now re-written as goals The System Characteristics under each SLGQ with a “NO” response are identified deficiencies which can become your strategies. (Example SLGQ#1 - 1.2 The curriculum for all courses and content areas for which related State Standards have been established are aligned with those State Standards.

29. Systemic Challenges (p. 28) Establish a system within the school that fully ensures consistent implementation of standards-aligned curricula across all classrooms for all students. 1.2 – The curricula for all courses and content areas for which related State Standards have been established are NOT aligned with those State Standards. (Deficiency) To address this deficiency, use an aligned Strategy – Develop curricula for all courses and content areas aligned to PA Common Core and Academic Standards.

30. SLGQ #8 Is there a system within the school that fully ensures professional development is focused, strategic and implemented with fidelity? □8.1 SYSTEM CHARACTERISTIC: Professional development is based upon the needs assessments that are aligned with the school’s instructional priorities. IF NOT CHECKED, THERE IS A DEFICIENCY: Professional development is NOT based upon needs assessments aligned with the school’s instructional priorities; therefore… TO ADDRESS THE DEFICIENCY, USE AN ALIGNED STRATEGY: Create and implement a process whereby professional development programs are developed based upon needs assessment results that are aligned with the school’s instructional priorities.

31. □8.5 CHARACTERISTIC: Classroom practices are monitored to assure fidelity of implementation of professional development initiatives. DEFICIENCY: Classroom practices are NOT monitored so fidelity of implementation of professional development initiatives CANNOT BE ASSURED; therefore… STRATEGY: Develop and implement a process for monitoring the fidelity of implementation of the knowledge and skills taught by professional development initiatives.

32. Build a School Level Plan • Prioritized challenges now become the GOAL of the ACTION PLAN. • Identify Indicators of Effectiveness. • Record the research-based strategies that will be used to address the Goal. (see PDE- Appendix, p. 51) • Record Action Steps. p. 29-44

35. Action Steps: Action Steps logically detail all the needed actions and processes necessary and needed to fully implement a strategy and achieve a goal.

36. Build a School Level Plan • The Action Steps should document all of the actions needed to fully reach the Goal of the Action Plan (2-3-year horizon) • At least one Action Step must have a 2015 time reference No set number of steps – do what is needed to logically and fully implement strategies.

37. Action Steps: This should includes steps for: • Planning implementation • Implementation of research-based strategies • Professional development • Monitoring of implementation • Assessment practices • Resource procurement • Management and monitoring.

38. Action Step Sequence

39. Example of Action Steps Strategy: Establish a system within the school that fully ensures teachers and administrators meet on a regular basis to use multiple data sources to reflect on the progress of student learning as it relates to the effectiveness of professional practice. Action Steps: 1. Establish a schedule that provides for regular data team meetings for the purpose of collaborative data analysis and dialogue related to student achievement and professional practice. 2. Create a protocol that is consistently utilized in the long-term that provides for: planned agendas,

40. analysis of data, and documentation of findings. 3. Identification of relevant multiple data sources that support collaborative conversation. 4. Collaborative analysis of data to identify strengths, needs ,and issues related to student progress and achievement and professional practice. 5. Establishment of relative goals that positively impact classroom instruction. 6. Schedule and deliver identified needed professional development. 7. Implement the identified instructional strategy. 8. Monitor and evaluate the student achievement gained as the result of the instructional practices that were implemented.

41. Build a School Level Plan • Optional School Level Professional Development Action Step Worksheet • Achievement and Performance Targets

42. (Pg.58)

43. (Pg. 60)

44. Achievement & Performance Targets Title I schools must establish measurable targets for each relevant subgroup. PDE is requiring all schools to establish specific, annual measurable targets for continuous and substantial progress for each relevant subgroup, which if met or exceeded, will ensure all such groups of students will meet PA’s proficient level of achievement on the PSSAs/Keystone Readingand Math assessments on or before the Spring 2014 PSSAs/Keystone testing. (Pg. 61)

45. 2014 Targets – 100% (Pg. 61)

46. (Pp.62-63)

47. (Pp.62-63)

48. ANALYZE DATA DETERMINE EFFECTIVE-NESS ANALYZE SYSTEMS MONITOR IMPLEMEN-TATION The Getting Results Continuous Improvement Process IDENTIFY SYSTEMIC CHALLENGES DESIGN AND IMPLEMENT ACTION PLANS PRIORITIZE SYSTEMIC CHALLENGES SELECT RESEARCH-BASED PRACTICES

49. How are you going to extend and share this School Level Plan with your staff and colleagues? Develop and discuss an action plan to share your School Level Plan with faculty and staff, before you leave today.

50. Final Thoughts….. • January, February, March – onsite consultations with IU1 contacts • April, May - IU Reviews of plans – schedule with your IU contact – (April 22, 26; May 3, 8) • Required Signature Page • Submission: June 30, 2013