Comprehensive School Planning

Revising Your Single Plan for Student Achievement Fall 2014Tracey McCully, Dianna Marsh, and Art DavisRegional System of District and School Support, Region VII

tmccully@maderacoe.us

adavis@maderacoe.us

dmarsh@maderacoe.us

• Review of Day 1• Using the Quality Schooling Framework• Research-based Practices• Writing SPSA Action Plans• Next Steps

Day Two

Day One: Program Improvement Requirements

Single Plan for Student Achievement

Using the Quality Schooling Framework (QSF)

Using DataPrioritizing Goals Theory of Action

Aligning Your SPSA to the LCAP Day Two: Using the QSF

SMART Goals

Implementing Strategies

Research-based Practices

Monitoring ToolsWriting SPSA

Action Plans

Putting the Pieces Together

Expectations

Students

Learning and

Thriving

What Is Our ACTION PLAN?

Linking Learning to Improvement

Students

Learning and

Thriving

SMART Schools

Madera County Office of EducationSally Frazier, Ed.D., Superintendent

Regional System of District and School Support Region VIIArt Davis, Director

Nina Nagel, Program Director

SMART Goals

Strategic and SpecificMeasureableAttainableResults-basedTime-bound

#1

Students

Learning and

Thriving

SMART Schools

Creating SMART Goals

By the end of the 2014-2015 school year, increase by 10% the number of English Learner students scoring Early Advanced or Advanced on the CELDT.

Students

Learning and

Thriving

SMART Schools

Activity -- create a SMART goal for your school.

Students

Learning and

Thriving

Creating SMART Goals

By the end of the 2014-2015 school year, increase by 1% the schoolwide average daily attendance (ADA) .

Students

Learning and

Thriving

SMART Schools

Link Learning to Improvement

A PQ D

PLAN a change or action

DO the change or actionQUESTION the results

ACT upon the results

Students

Learning and

Thriving

SMART Schools

Aligning Your SPSA with the LCAP

SAMPLE

Students

Learning and

Thriving

Our SCHOOL GOAL contains the elements of a SMART goal.

The Theory of Action results in a STRATEGY.

An ACTION describes the primary activities needed to implement the strategy.

The aggregate steps needed to fulfill each action are listed as TASKS.

Students

Learning and

Thriving

What Is Our ACTION PLAN?

Aligning Your SPSA with the LCAP

SAMPLE

Students

Learning and

Thriving

Associated elements: Teachers, Leaders, Instruction, Professional Learning

Questions to consider:How will we share information on challenges and successes of instructional

strategies?How will teachers receive feedback and support?What are the roles of the associated elements in Implementing Strategies?

Tools and resources:Local CCSS Implementation Plan5 Dimensions of Teaching and Learning™California Standards for the Teaching ProfessionContinuum of Teaching PracticeCalifornia’s Quality Professional Learning Standards

Implement Strategies Students

Learning and

Thriving

Research-based Strategies Students

Learning and

Thriving

The most important factor

affecting student learning

is the teacher.

More can be done

to improve education

by improving

the effectiven

ess of teachers than by

any other single factor.

Research-based Strategies Students

Learning and

Thriving

Effective teachers appear to

be effective

with students of

all achievement levels

regardless of the level

of heterogen

eity in their

classrooms.

Least Effective Teacher 29 points

Most Effective Teacher 83 points

According to Katy Haycock, “Differences of this magnitude – 50 percentile points – are stunning. As all of us know only too well, they can represent the differences between a ‘remedial’ label and placement in the ‘accelerated’ or even ‘gifted’ track. And the difference between entry into a selective college and a lifetime [of subsistence wages].”

Average Student Gain in Percentile Points over One Year

Least Effective Teacher 14 points

Most Effective Teacher 53 points

Average Student Gain in Percentile Points over Three Years

Summary of the Research

83 pts

29 pts

School and Teacher Combinations

Percentile Score Upon Entering

Percentile Score After Two Years

Average SchoolAverage Teacher

50th 50th

Highly Ineffective SchoolHighly Ineffective Teacher

50th 3rd

Highly Effective SchoolHighly Ineffective Teacher

50th 37th

Highly Ineffective SchoolHighly Effective Teacher

50th 63rd

Highly Effective SchoolHighly Effective Teacher

50th 92th

Highly Effective SchoolAverage Teacher

50th 78th

Summary of the Research

RtI for Teachers

Professional Learning Communities

Categories of Instructional Strategies That Affect Student Achievement

Category

Identify Similarities and

Differences

Summarizing and Note Taking

Reinforcing Effort/Providing

Recognition

Homework and Practice

Non-linguistic representations

Using Cooperative Learning

Setting Objectives/Providing

Feedback

Generating and Testing

Hypotheses

Questions Cues, & Advanced

Organizers

ES

1.61

1.00

.80

.77

.75

.73

.61

.61

.59

P

45

34

29

28

27

27

23

25

22

N

31

179

21

134

246

122

408

63

1251

SD

.31

.50

.35

.36

.40

.40

.28

.79

.26

Summary of the Research

Four generalizations about

identifying similarities

and differences:- Explicit guidance;- Students independently identify;- Graphic or symbolic form;- Highly effective forms:

ComparingClassifyingMetaphorsAnalogies

Instructional Strategies:Identifying Similarities and

Differences

Instructional Strategies:Self-reported Grading

21st Century

The Future

...is here!And it ain’t what it used

to be!“The best way to predict

the future is to invent it.”

-- Alan Kay

IBM Report, Capitalizing on Complexity, 2010

“The most important leadership quality to deal with the future is creativity.”

Skills

Delivery

Routine

Creative

On-screen Personal

CreativePersonal

(Remaining Onshore)

RoutineOn-screen

(Offshore, lower pay)

CreativeOn-screen

(Moving Offshore)

RoutinePersonal

(Remaining Onshore,but lower pay)

The Future World of Work

21st Century Work

21st Century Learning

21st Century Learning

21st Century Learning

Personalized.

Immediate access to tools.

Networks and collaboration.

Playful.

21st Century Learning

Learning Methods Challenges Results

Research Search Information

Inquiry Questions Answers

Design Problems Solutions

Debate Issues Positions

Self-expression Perspectives Performances

Self-development Health (physical, mental, spiritual) Well-being

Play Improvisation Innovations

Mentoring Empathy Self-knowledge

21st Century Learning

Personal CharacterIdentity, Meaning, Purpose, Passion, Motivation, Goals

Performance CharacterInitiative, Self-direction, Self-regulation, Flexibility, Adaptability, Persistence, Grit, Confidence, Resilience

Social CharacterSocial Awareness, Empathy, Helpfulness, Caring, Belonging, Relationships, Responsibility, Leadership, Ethics

21st Century Learning

PracticesGrowthMindset

Self-Efficacy

Purpose,Relevence

Social Belonging

Goal Setting

Meta-cognition

Social Capital

Advisory Programs ✓ ✓ ✓ ✓ ✓ ✓ ✓

Community Meetings ✓ ✓ ✓

Interdisciplinary Teams ✓ ✓

Project-based Learning ✓ ✓ ✓ ✓ ✓ ✓ ✓

Learning Mindsets ✓ ✓

Personalized Instruction ✓ ✓

Alternative Grading ✓ ✓ ✓

Character Ed Programs ✓ ✓ ✓

Common Learning Mission

✓ ✓ ✓ ✓ ✓ ✓

21C Skills School Goals ✓ ✓ ✓

Reflection Protocols ✓ ✓

Community Engagement ✓ ✓ ✓ ✓ ✓ ✓ ✓

21st Century Learning

Partnership for 21st Century Skills

How do we engage students in learning that

matters?

40

Increased Engagement = Increased Academic Outcomes

• Bluemnfeld, Friedel, and Paris (2003)

• Marzano (2007)

• (Raphael, Pressley, & Mohan, (2008)

41

Autonomy

Mastery

Purpose42

43

What do students think will improve

their engagemen

t?

44

Active Engagement and Direct Instruction

Explicit and systematic teaching does not preclude the use of active engagement strategies.

In fact, one of the most prominent features of well delivered direct instruction is high levelsof active engagement on the part of all students.

If….ThenIF… we don’t design lessons and

units that will earn students’ commitment to learn,

THEN…we can’t expect them to take

an active or in depth approach to learning.

45

Marzano, (2011)

EmotionsInterestImportanceEfficacy

Himmele & Himmele, (2011)

On-the-spotHold-ups

MovementNote-taking

Concept analysis

46

47

Active Engagement and Motivation

– Level of challenge offered by tasks and materials

– Quality and timing of feedback to students about heir work

– Supports and scaffolds available to learners

– Students’ interest in tasks and content

– Nature of the learning context

Factors affecting the development of intrinsic motivation in a school setting:

Intrinsically motivated students tend to persist longer, work harder, actively apply strategies, and retain key information more consistently.

RtI for Teachers

Students

Learning and

Thriving

Implementation Science Students

Learning and

Thriving

Segue from implementing strategies to monitoring progress.

Michael’s slides and notes?

Associated elements: Assessment, Teachers, Leaders, Instruction, Curriculum, Equity

Questions to consider:What data will we collect?How will we judge the impact on learning of our efforts?How will we modify instruction based on the data?How is each associated element related to Monitoring Progress?Do we have the appropriate supports, interventions, and extensions in

place? For students? For teachers?

Tools and resources:Local assessmentsRubricsBuilding an Interim Assessment System (CCSSO)SBAC resources

Students

Learning and

Thriving

Monitor Progress

Adapted from Mark Van Clay and Perry Soldwedel,The School Board Fieldbook, Leading with Vision

Monitor Progress Students

Learning and

Thriving

Adapted from Mark Van Clay and Perry Soldwedel,The School Board Fieldbook, Leading with Vision

Monitor Progress Students

Learning and

Thriving

Monitor Progress Students

Learning and

Thriving

Monitor Progress Students

Learning and

Thriving

Associated elements: Culture and Climate, Students, Teachers, Leaders, Families and Community

Questions to consider:Where did we meet or exceed our expectations? Where did we fall short?Were our top priorities fully implemented?What barriers to full implementation were identified?

Tools and resources:

Students

Learning and

Thriving

Review and Celebrate

Timeline

Wrap it up.

Next stepsinput for stakeholders (if not completed)final draft SSC (and other, if applicable) approvalGoverning Board approvalimplementmonitorevaluate

Your local COE RSDSS person, and your regional RSDSS staff are ready to provide support and continued assistance

Any questions?

So long and thanks for all the fish.