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Developing the Fall 08-09 Educational Plan for Student Success (EPSS). New Mexico Public Education Department Priority School Bureau All Kids Can! Conference (May 7-8, 2008). Goals for Today. Provide review of Plan Do Study Act Process for the Educational Plan for Student Success:

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developing the fall 08 09 educational plan for student success epss

Developing the Fall 08-09 Educational Plan for Student Success (EPSS)

New Mexico Public Education Department

Priority School Bureau

All Kids Can! Conference (May 7-8, 2008)

goals for today
Goals for Today
  • Provide review of Plan Do Study Act Process for the Educational Plan for Student Success:
    • Provide feedback from internal PDSA of 2007-2008 process
    • Deepen understanding and application of Study/Act
    • Include requirements for building out Core Educational Curriculum and Programs including Early Intervening Services (EIS)
  • Inform stakeholders of potential changes based on Title 1 and funding legislation needs;
  • Directions for Developing the Educational Plan for Student Success;
  • Timelines and Responsibilities
definition
Definition

The Educational Plan for Student Success is a long range plan each district/school is required to develop, implement, assess and evaluate for the purpose of student achievement and continuous school improvement. (6NMAC3.2.9.1)

fall 2008 2009
Fall 2008-2009
  • Anticipate 296+ CA,R1 & R2 Schools
  • Anticipate 200+ S1 & S2 Schools
  • Less Resources to provide services
  • Build capacity in Local Educational Agency (District) to support schools
  • Must rely on District to provide early Technical Assistance
after a year what did the stakeholders say
After a Year-“What did the stakeholders say?”

What worked ?

ALIGNMENT

VISITS-MOSTLY

FEEDBACK

TALKING ABOUT INSTRUCTION

FACE TIME

SHORT-CYCLE ASSESSMENTS

GAVE MEANING TO GOAL TEAMS AND LEADERSHIP TEAMS

What didn’t ?

DATA, STILL

DATA ANALYSIS

STUDY/ ACT

TIME SYNC (Reports, Data)

Did we meet the original goal(s) of making the EPSS a working instructional document?

changing roles of ped and districts
Changing Roles of PED and Districts
  • Districts (LEAs) will assume more responsibility for district and school direction, support and reform initiatives
  • PED will provide support to district efforts, through professional development, monitoring, coaching, and flow- through money
potential changes prior to fall 2008 2009
1) Three Committees of Practitioners established in March 2008 will

review the School Improvement Framework clarity and alignment regarding district focus and implementation of requirements

review the EPSS for inclusion of Title I, Bilingual/ELL and SPED indicator considerations

2) Possible modifications in the EPSS submission process (electronic submission pilot)

3) Possible modifications to Technical Assistance Assessment Process to allow a follow-up visit from the external Consultant

4) Possible PSB satellite office support for certain locations

Potential Changes Prior to fall 2008-2009
  • develop through common agreement an understanding of Alternative Governance options and “Good Faith Efforts” criteria
expectations for s1 s2 ca schools
Annual Goals will be set at AMO level

Districts will provide Technical Assistance for S1, S2 & CA schools

Districts will appoint a person in charge of school reform to be PED Liaison

Districts will report results to PED (PSB) on a regular basis for S1 & S2

Principals and Superintendents will be invited to attend Leadership Training in School Reform

Expectations For S1, S2 & CA Schools
what will change for ca r1 r2 schools
PED will focus intensive service at these levels through TA Assessment and district/school support and monitoring

A Technical Assistance Assessment will occur at the CA level that will include pre-requirements for the Alternative Governance Plan

Support for Principals and Superintendents (or designee) will be provided though coaching or professional development for Leadership Training in School Reform

All schools must focus on providing Early Intervening Services (EIS) to increase the number of students successful in Core (Tier One) levels of regular education

CA,R1 & R2 schools must have research based core programs, with supplemental and intensive interventions in place, as example: additional classes, after school, extended year.

What will change for CA, R1 & R2 Schools
expectations for r2 good faith efforts
Expectations for R2 “Good Faith Efforts”

The PED will be looking for assurance and documentation that the school has implemented all of the following:

• Short-cycle assessments in reading and/or math administered quarterly or on a trimester basis for planning and monitoring instruction;

• Research-based and results driven instructional strategies as well as interventions based on demonstrated student needs;

• Proficiency data that shows growth greater than chance from year to year for groups that do not achieve AYP by the conventional methods (AMO, safe harbor, and the AYP growth model);

• Intensive professional development based on documented teacher needs to meet the identified student needs for academic improvement;

• District assurance that additional instructional time beyond the core instruction has been added for all students who are not proficient in reading and/or math;

• Financial resources allocated to support successful implementation of EPSS.

Dr. Veronica Garcia, Letter to Superintendents, February 22, 2008.

changes in epss form
Changes in EPSS Form
  • Includes question stems to facilitate PDSA Cycle cells
  • Optional Implementation Plan
  • Addendum to address compliance issues (Title 1, Special Education, Bilingual)
slide13

Based on analysis from the previous quarter, adjust strategy and implementation plan as needed

What does the data tell us?

Not tell us?

Celebrations/OFIs?

Next Step? Identify key strategy or approach

Addition of Question stems for clarity

slide14

Continue through DO each quarter; completing the STUDY

And ACT/PLAN at the end of the time period (quarter)

Choose the teaching sequence, plan and interventions to be used to implement the instructional plan and list the steps below

optional implementation deployment plan
Optional Implementation/Deployment Plan

From Iradell-Statesville,NC Schools (Handout)

additional resources
Additional Resources
  • Standards for Effective Schools - a set of standards to help analyze the school’s total structure
    • Includes a rubric to describe what the indicators look like
    • Review of Action Steps and Strategies
  • Self-Assessment for Intensity of Instruction
  • Coaching Reports
  • Technical Assistance Assessment Reports
  • Primary Sources from Trainings
setting the stage
Setting the Stage….
  • In the Spring schools should gather data in three ways:
    • Open-ended reflection on the school year using worksheets provided
    • Review of 3rd trimester or 4th quarter EPSS
    • Data Review of short-cycle assessments, progress monitoring, end-of-unit assessments or building-wide target actions
school data review and discussion step 1
School Data Review and DiscussionStep 1
  • How do the results of the spring short- cycle assessments compare with the fall results?
  • What do the data tell us? What questions are further raised by these data?
  • Ask: “What’s working? What’s not working? What are your opportunities for improvement?“
  • What needs to be done next?
using data to drive instruction
Using Data to Drive Instruction
  • You must start with information about the performance of the students –
  • Disaggregated by ethnicity
  • Disaggregated by subgroups
  • Disaggregated by content standards
reflecting on 2007 2008 review your current epss step 2
Reflecting on 2007 - 2008 Review your current EPSS Step 2
  • After the spring data review - complete the 4th quarter or 3rd trimester EPSS analysis
  • Focus specifically on the outcomes/ results for the Action steps
  • Record results in STUDY
  • Formulate a decision for ACT to be carried to PLAN for the fall ’08
slide22

Use the results of the DO to complete the STUDY

Use the findings to make a decision in the ACT/PLAN at the end of the time period (quarter/trimester)

reflecting on 2007 2008 review current instructional systems processes step 3
Reflecting on 2007- 2008 Review Current Instructional Systems & ProcessesStep 3
  • Create Self-Assessment Summary Worksheets of current math and reading programs
  • Utilize summary worksheets to analyze current instructional systems and processes in order to determine opportunities for improvement for the 2008-2009 EPSS
slide24

Tier 1: Core curriculum – what all students get in the general education classroom!

Includes differentiated instruction and the use of high yield instructional strategies

Universal Screening (DIBELS) and Data Analysis (NMSBA, SCA, CBMs…)

Ongoing professional development

In-class support and mentoring

Math and Reading curriculum

Trophies (Harcourt) Nations Choice (Houghton Mifflin)

Saxon Middle School Math

Rigby Literacy (Harcourt) Reading Mastery (SRA/MCGraw-Hill)

Macmillan-McGraw-Hill Reading Open Court (SRA/McGraw-Hill)

Scott Foresman Reading Math Investigations Connect Math

Tier 2: Supplemental – in addition to the core!

Includes strategies and interventions (programs)

Small group instruction: 1: 5-12 students

Math and Reading Intervention Programs

Soar to Success Read Naturally Wilson Reading Reading Mastery

Ramp Up to Literacy Read 180 Plato I Can Learn (Pre-Algebra, Algebra I)

Cognitive Tutor (Algebra I) Navigator Math

Tier 3: Intensive Interventions - more prescriptive and focused!

Smaller group instruction: 1:1-3 students

Math and Reading Intervention Programs

Plato Ramp Up Math Corrective Math Fast ForWord

Reading Recovery Soar to Success Earobics

Wilson Reading

EIS

Tier 1

Core

75-85%

Tier 2

10-15%

Tier 3 5-10%

slide25

System/Processes

Summary of How Our School Varies Intensity of Instruction Worksheet

Content Area: Reading

slide29

Analysis Summary:

Based on the analysis of what is currently in place as part of a continuous improvement cycle, it has been determined that the Tier 2 interventions need to be reviewed to determine if implementation in the regular education classroom is the right setting or if students would be better served through small groups made up of students from several classrooms that would rotate through a separate classroom.

There have been difficulties with students being able to remain focused during the supplemental intervention lessons, sound issues when two staff members are teaching in the same classroom, overall space constraints, and being able to consistently provide supplemental interventions at the same time on a daily basis. These issues and concerns are documented from several sources: feedback from classroom teachers, assistants and students, student survey results (4th and 5th grade), feedback reports from Reading Support Specialist, classroom observations, student performance gains as measured by Tier 2 interventions.

Currently, Educational Assistants are providing the Tier 2 intervention instruction under the guidance of the classroom teachers. They are very interested in “teaming” and working together, still under the guidance of their respective teachers.

Currently, the Reading Support Specialist is provided a portable classroom which could be utilized as the “Intervention Central” classroom. Grade levels would have to create a schedule for when the room would be used. This idea needs to be discussed further to determine feasibility.

The forth and fifth grade classroom teachers have agreed to begin a pilot for next year where they would refine their current “teaching/learning cycle (PDSA) to include input from their students regarding the effectiveness of instructional practices in meeting the student’s learning needs. A three day retreat has been approved and is scheduled in early June 2008 to provide time for staff to develop the pilot. Implementation at Tier 1 would begin in the fall of 2008.

The Kindergarten students are not currently being provided Tier 2 or Tier 3 interventions. Data and information of incoming kindergarten students for the 08-09 school year needs to be reviewed and analyzed to determine if there is a significant need to begin providing Tier 2 and possibly Tier 3 interventions for these students.

planning for 2008 2009 step 4
Planning for 2008-2009Step 4
  • For all schools, consider how many students you have that meet expectations at grade level
  • If you have less than 75% proficient at grade level, at what grade level are 75% proficient? That’s Core/Tier 1

Think about:

  • What did you do that worked for those students in reading and math?
  • Why were they so successful?
  • What didn’t work?
planning for 2008 2009 step 4 continued
Planning for 2008-2009 Step 4 continued …

Now-

  • What do they need ?
  • In reading? In Math?
  • What do you have and what do you need?
  • What will you do to increase the number of students in Core/Tier 1 to 75-85% proficient at grade level over a ______ period of time?
  • Review and complete Planning for 2008-2009 Content Worksheets (math & reading)
what else do you need for the 2008 2009 epss
What else do you need for the 2008-2009 EPSS?

Remember :

  • Refer to the Standards for Effective School Criteria
  • Refer to Seven Components to School Reform
  • Survey data from Parents
  • Attendance & Behavioral data
school improvement framework standards of effectiveness
School Improvement Framework“Standards of Effectiveness”
  • Standard 1: Effective Leadership
    • Dynamic and Distributed Leadership
    • Focus on Student Learning
    • Sustained Improvement Efforts
  • Standard 2: Quality Teaching and Learning
    • Quality Classroom Instruction
    • Coordinated and Embedded Professional Development Focused on Classroom Instruction
    • Coordinated and Aligned Curriculum and Assessments
    • High Expectations for Teachers and Students
  • Standard 3: Collaborative Relationships
    • Family and Community Involvement
    • Professional Culture and Collaborative Relationships
  • Standard 4: Support for System-wide Improvement
    • Effective Use of Data
    • Strategic Allocation of Resources
effective schools review and discussion step 5
Effective Schools Review and DiscussionStep 5
  • Review Indicators and Rubric for

Standard 2: Quality Teaching and Learning

  • “How can you use these indicators and the rubric to paint a picture of quality instruction?”
  • “What’s working? What’s not working? What are your opportunities for improvement?“
using the 2008 2009 epss template plan step 6
Using the 2008 – 2009 EPSS Template- PLANStep 6

With the AMO charts for SY 2009 -

  • Choose an Overall Goal with a measure for the PLAN box of the EPSS (percent increase to be inserted in fall from NMSBA)
  • Using short-cycle assessment data, choose target goals from the gap analysis
    • Choose a Target Goal/Measure for math
    • Choose a Target Goal/Measure for reading
  • Write a statement about why you chose the target goals and measures based on the data analysis
using the 2008 2009 epss template study step 7
Using the 2008 – 2009 EPSS Template- STUDYStep 7

In the STUDY box –

  • Insert assessment data to inform target goals/measures
    • NMSBA
    • Short-cycle Assessment (SCA)
    • Curriculum-based Measures (CBM)
    • Any other data measures (attendance, discipline …)
  • Up-date assessment data based on SCA to track and trend progress toward target goals/measures and inform the STUDY/ACT components of EPSS
next steps action plan step 8
Next StepsACTION PLANStep 8
  • What do the data tell us? Not tell us? Celebrations/Opportunities For Improvement (OFI)?
  • Who are you going to target with the 1st Strategy?Hint- What is your plan? Choose supplemental instruction or extra period of math….
  • What intervention will you choose to assure that students will be successful ?Hint- What are your programs, practices or materials? Choose Navigator Math.
  • Remember- what does it look like when good instruction is occurring?
slide44

Based on analysis from the previous quarter, adjust strategy and implementation plan as needed

What does the data tell us?

Not tell us?

Celebrations/OFIs?

Next Step? Identify key strategy or approach

Addition of Question stems for clarity

optional implementation deployment plan1
Optional Implementation/Deployment Plan

From Iradell-Statesville,NC Schools (Handout)

complete the epss action plan step 9
Complete the EPSS Action PlanStep 9
  • Complete the remaining PLAN/DO components of the 1st quarter up to STUDY/ACT (last two boxes)
  • At the end of the 1st quarter report results of interventions in the STUDY ACT/PLAN:

- What were the results of your efforts?

- What do you need to do differently?

(refine, revise, rework - or not change)

slide47

Continue through DO each quarter; completing the STUDY

And ACT/PLAN at the end of the time period (quarter/trimester)

Choose the teaching sequence, plan and interventions to be used to implement the instructional plan and list the steps below

for non status and s1 schools
For Non-Status and S1 Schools

Affirm the use of high yield instructional

“best practices”

Use of standards aligned curriculum

Use the 3rd trimester or 4th qtr EPSS to plan for the fall 1st quarter

Use continuous improvement to monitor student progress

for s2 and ca schools
School Improvement 2 Schools

Assure standards based aligned curriculum

Aligned staff development

Use of data driven instruction

Reduce gaps, focus instruction

Build Core/Tier 1 in regular education

Corrective Action Schools

Participate in and review Technical Assistance Documents

Practice the 7 Components of School Reform

Aligned curriculum, assessments and staff development

Build Core/Tiers 1,2,3 in regular education

For S2 and CA Schools
for r1 and r2 schools
R1 Schools

Complete AGP process

Use AGP Action Items to develop EPSS

See AGP Checklist

R2 Schools

Establish “Good Faith Efforts” documentation

Review Coaching Report for Checklist

For R1 and R2 Schools
slide54

R1 AGP School Documentation

Completed Needs Assessment Analysis of Key Elements of Restructuring (Root Cause Analysis) on Priority Schools Web page

 Developed an Implementation Plan for the Analysis of Key Elements

 Develop 1st period EPSS for fall 2008-2009, implementing one of the AGP options.

Timeline:

April 2008 Complete needs assessment and reviews with staff

April/May 2008 Schedule and hold meetings to develop and review preliminary EPSS plans

May 2008 Draft AGP/EPSS Plan to Board for Approval

June 14, 2008 Submit Draft AGP/ EPSS to Public Education Department

slide55

R2 Schools Documentation

Example- part of last coaching visit handouts

slide56
R2 schools have the opportunity to continue with their current choices identified in the Alternative Governance Plan or to modify those choices.

Schools that have been classed as Restructuring 2 for more than 2 years, document the following:

Results of Short cycle assessments in reading and/or math administered quarterly or on a trimester basis for planning and monitoring instruction.

Use of research based and results driven instructional strategies as well as interventions based on demonstrated student needs.

Proficiency data that shows growth greater than chance from year to year for groups that do not achieve AYP by the conventional methods (AMO, safe harbor and the NMPED AYP growth model).

Documentation of intensive professional development based on documented teacher needs to meet identified student needs for academic improvement.

District Assurance that additional instructional time beyond core instruction has been added for all students who are not proficient in reading or math as measured by the NMSBA.

Documentation that financial resources have been allocated

to support successful implementation of the EPSS.

next steps for spring 2008
Next Steps for Spring 2008
  • CA,R1, R2 schools: drafts of 08-09 EPSS are due to PSB by June 14
  • R1 & R2 schools: (with an Alternative Governance Plan) EPSS may be done after last PED team coaching visit. Due by June 14th
  • S1, S2 schools: EPSS may be done with District or Partner assistance – filed with district
  • Use EPSS Plan in your Budget Review
for rural districts with waivers non status schools
For Rural Districts with Waivers (Non-Status Schools)
  • Send in the District EPSS
  • Reference Groups with Gaps such as special education and free and reduced lunch –if gaps exist

Student enrollment in district

is less than 600

for districts with s1 s2 status schools
For Districts with S1 & S2 Status Schools
  • District provides Technical Assistance and Monitors Schools in

Status

  • Sends or Gives data to PED (PSB) at Semester Report
  • File EPSS with PED (PSB)
districts with ca r1 or r2 schools
Districts with CA, R1 or R2 Schools
  • PED does Technical Assistance with District
  • Technical Assistance visits from PED
  • District EPSS, with data submitted at semester
  • School EPSS, with data submitted on a quarterly/trimester basis
thank you
Thank You!
  • Questions?
  • Evaluations
to contact us
Dr. Sheila Hyde

Assistant Secretary, Quality Assurance and Systems Integration

http://[email protected]

Dr. Beverly Johnson

Director, Priority Schools

http://[email protected]

Deneen Bair

Educational Administrator

http://[email protected]

Juanita Gonzalez

Educational Administrator

http://[email protected]

Brenda Gray

Educational Administrator

http://[email protected]

Patricia Hackney

Educational Administrator

http://[email protected]

Zia Zaragoza

Educational Administrator

http://[email protected]

David Johnson

Assistant Director, Priority Schools

http://[email protected]

Kevin McQuade

Educational Administrator

http://[email protected]

Jed Stus

Assistant Director Priority Schools

http://[email protected]

To contact us!
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