5-Step Process Clarification

• The 5-Step Process is for a unit, topic, or “chunk” of information.• One form should be used for the unit, topic, etc.• The form should not drive teaching! The form is simply used to

record good teaching!• The 5-Step Process does not replace daily lesson plans.

• Daily lesson plans are Steps 3 and 4

• On-going formative assessments are in Steps 3 and 4.• Make sure your PLCs have the right teachers at the table.

Step 0Learning Target and Pre-Assessment

Description

• Learning Target (s) are selected.• Pre-Assessment tied to the

learning target(s) is determined and administered.

Clarification

• This step occurs before Step 1.• What is a learning target?• The pre-assessment must be

tied to the learning target.• Can be “teacher-made”• Not graded• Should not be a State-wide or

District-wide data

Step 1Collect and chart data to identify how students are

performing / progressing

Description

• Pre-assessment data is ready and brought to PLC meetings.• Item analysis is done.• Includes number and

percentage of students tested / proficient and not proficient.• Benchmark scores for grouping

students are determined.

Clarification

• Data should be disaggregated before the meeting.• Benchmark score needs to be

recorded.

Step 2Analyze student work specific to data

Description

• Determine overall student strengths.

• Are there patterns or trends?• Were there common errors?• Are there urgent needs?• Prioritize needs for next steps.

Clarification

• “What does the data tell you about student learning?”• The data should help you plan

instruction for identified student groups.

Step 3Establish shared expectation for implementing specific effective changes in the classroom

Description

• How will students be grouped for instruction?

• What differentiated strategies will be used?

• When will instruction take place e.g. during core instruction, intervention period, enrichment time?

• Determine frequency/length of instruction.

• Decide on post-assessment.

Clarification• Students need to be grouped with

differentiated strategies.• Formative assessments should be

determined.• Game Plan

• Daily lesson plans are being used for implementation.

• Daily lesson plans should include formative assessments being used and different strategies for different groups.

• Technology should be used to support differentiated instruction.

Step 4Implement changes consistently across all classrooms

Description• What strategies should be

observed in the classroom?• What will the teachers be doing?

What will the students be doing?• Principal ties walk-throughs to the

strategies the PLC has chosen to implement.

• Feedback is provided to the teachers.

• Peer to peer classroom visits can occur to work as a team on tuning the instructional strategy.

Clarification

• During Step 4, strategy effectiveness, grouping, and formative assessments are being discussed and revised as indicated by formative assessment results.• Daily lesson plans.• Daily learning targets.• Minutes are updated to reflect

progress.

Step 5Collect, chart, and analyze pre and post data to determine effectiveness of practices

Description

• Everyone comes with assessments scored and data ready.

• Best practices are shared with classroom teachers with high student results on post-test.

• Includes pre and post data for all students by subgroups.

• Use the same chart format from Step I to collect and record data.

Clarification

• Post-assessment results should be compared to pre-assessment results.• The 5-Step Process is not

complete if you still have students who are not proficient. Teachers are recording what intervention is being continued for those students, while moving on to the next unit, topic etc.

(Insert School Name)February 5, 2014

School Improvement Process

Akron Public SchoolsDistrict Focus, 2008-09 and Beyond

The mission of Akron Public Schools, a pioneer in academic excellence passionately committed to life-long learning, is to ensure that each student in our diverse population achieves his or her fullest potential in a safe and affirming learning center characterized by an extensive, student-focused collaboration of all segments of the community, with an emphasis on preparing students to live and excel in a global environment.

CREATING A CULTURE OF EXAMINING PROFESSIONAL PRACTICE IN THE AKRON PUBLIC SCHOOLS

CREATING A CULTURE OF EXAMINING PROFESSIONAL PRACTICE IN THE AKRON PUBLIC SCHOOLS

Professional DevelopmentEmbedded & Sustained Training

Instructional RoundsProfessional Learning Communities

Professional DevelopmentEmbedded & Sustained Training

Instructional RoundsProfessional Learning Communities

Instructional SupportInstructional Coaching

Walkthroughs

Instructional SupportInstructional Coaching

Walkthroughs

AccountabilityMonitor Student Growth

Staff Performance

AccountabilityMonitor Student Growth

Staff Performance

Embedded in the School Improvement Planning (SIP) ProcessEmbedded in the School Improvement Planning (SIP) Process

Targeted

Universal

Instructional Framework• Planning for and Delivering Instruction• Implementing Teaching for Learning and Understanding• Developing Professional Growth and Responsibility

Intensive

District Goal

By June 2014, APS district and schools will cut the achievement gap in one-

half for all students and all subgroups, as measured by the State Local Report

Card

Priority I

Our Professional Learning Communities will use the 5 Step Process with a high degree of fidelity, including using assessment data to inform and differentiate instruction, as measured by reaching “Approaching Proficient” or “Proficient” by the Pace team, SIP team and teacher perception survey in the Data and PLC domains of the Instructional Improvement Cycle Rubric.

Priority II

Implement a robust Pyramid of Learning (Response to Intervention model) to meet the needs of all students with an emphasis on delivering high quality universal instruction as measured by reaching “Approaching Proficient” or “Proficient” by the Pace team, SIP team and teacher perception survey in the Adjusting Instruction and Instructional Strategies domains of the Instructional Improvement Cycle Rubric.