title i accountability grant to expand the ssos for schools in phases 1 & 2
DESCRIPTION
Title I Accountability Grant to Expand the SSOS for Schools in Phases 1 & 2. Grant Purpose. To improve student achievement in Phase 1 & 2 Title 1 High Priority Schools by expanding the current Statewide System of Support (SSOS). Grant Goals. 1. Assist HP Phase 1 & 2 schools in - PowerPoint PPT PresentationTRANSCRIPT
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Title I Accountability Grantto Expand the SSOS
for Schools in Phases 1 & 2
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Grant Purpose
To improve student achievement
in Phase 1 & 2 Title 1 High Priority Schools
by expanding the current
Statewide System of Support (SSOS).
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Grant Goals1. Assist HP Phase 1 & 2 schools in
addressing needs of target populations
that did not make AYP in math or ELA
2. Use research-based strategies to change
instructional practice
3. Create partnerships to customize services
4. Provide PD to school teams
5. Expand system capacity for scale-up
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Theory of ActionIf a system of SSOS-aligned enhancements
for target populations in Phase 1 & 2 HP
Schools is developed, that includes Data-driven needs assessment,Evidence-based intervention selection, andCoaching to support implementation fidelity,
designed to influence core instruction by developing leadership capacity and changing classroom practice,
then student achievement will increase.4
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Step-by-Step Program Design:How does it work?
1) Identify a school team
2) Attend data training Identify needs based on data Identify next steps
3) Select research-based interventions
4) Support implementation through coaching
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Step 1 Identify a School Team Schools may modify an existing team or
develop a new team
The role of this team is to lead and guide the building improvement process over time
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Suggested School Team Members
Principal Teacher Leaders (2-3) Central Office Representative ISD/RESA Representative Process Mentor (optional)
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School Team:Getting Ready to Attend
Complete a “Zoomerang” self-assessment data survey
Gather and bring the following documents: School Improvement Plan School-based Data
Sign up for a regional DDNA training
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Step 2:
Attend Data-Driven Needs Assessment (DDNA) Training Data 4 SS - Basic Assessment (All Phase 1 and 2 schools)
Two-day professional development session will:
Assess school data culture Introduce Dynamic Inquiry tool & review
detailed school dataCo-develop action plans
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Data-Driven Needs Assessment Activities
School teams will: Apply protocols to:
Identify questions raised by their dataEngage staff in the data analysis processEngage staff in clarifying the problem Identify additional data needed Identify professional development needs
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Additional Data-Driven Needs Assessment Options:
School teams will assess need for: Expanded Assessment
Additional school-based PD support Intensive Assessment
Data coach provides training and decision-making support
Facilitated analysis and execution of action plan to address organizational and instructional challenges
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Step 3
Select Intervention Research-based intervention selection
Review possible interventionsCollaborate with ISDs/RESAs, regional
coordinators, and coaches to select interventions based on needs
Demonstrate other school-based interventions that meet selection criteria
Complete service request
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Interventions Include… Program, Practice or Policy Documented Success Defined outcomes and components:
Measurable,Replicable,Consistent across users, andSustainable
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Step 4
Coaching Support Instructional strategies supported by
coaching Develop a statewide school-based coaching
system Train coaches Regional coordinators, in partnership with
ISDs/RESAs, support school teams and coaches
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Research on Coaching(Joyce & Showers, 2002)
Training Components Knowledge Skill Demonstration
Use in the Classroom
Theory and Discussion 10% 5% 0%
Demonstration in Training 30% 20% 0%
Practice & Feedback in Training 60% 60% 5%
Coaching in Classroom 95% 95% 95%
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Systemic Integration
Data-driven Needs
Assessment
Coaching to Support
ImplementationFidelity
Evidence-based Intervention
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Mutual Benefits
Increased student learning Making AYP Instructional support for teachers Coaching support Targeted professional development Other?
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As a result, schools will…
Use data to identify areas of need
Select strategies based on needs
Work with a coach to support interventions
Show continuous improvement
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Target School Quick Facts 50 schools in Phase 1 or 2 12 ISDs/RESAs serving these schools 3 primary areas: Wayne, Kent, and Oakland 26 in Wayne (52%) 8 in Kent 4 in Oakland Sub groups: 20 ELA, 33 Math
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Selection Formula To ensure equity, the level of services is
determined by greatest need Points distributed across all subgroups and
categories Total points determine the level at which
schools may request services Excludes schools not meeting AYP due to
participation and attendance
Note: No schools missed AYP in LEP in the last 2 years.
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Selection FormulaSchool
With
Point totals
Missed AYP
=200
Made AYP
=100
All
Students
MATH – ELA
3 pts
Students w/Disab.
MATH – ELA
2 pts
Econ
Disadv.
MATH – ELA
2 pts
10 Pts
Per subgroup missing AYP
Pts for Student Population
Range
School A
Total pts:
243200
MATH
3
MATH
2
MATH & ELA
4 30 4
School B
Total pts:
103
100 3
School C
Total pts:
248200
MATH & ELA
6
ELA
2
ELA
2 30 8
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Suggested Regions for Regional Implementation Teams
Wayne RESA(26) Oakland(4), Macomb(1), Washtenaw(1) Kent(8), Muskegon(1) Allegan(1), Calhoun(1), Berrien(1) Genesee(2), Saginaw(3), Bay Arenac(1)
Note: Numbers represent individual schools.
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How Schools Get Started Attend an orientation webinar:
Feb. 18th & 19th 9:00-10:30 a.m. Feb. 23rd & 25th 1:00-2:30 p.m.
Identify a school team Register for DDNA training Complete the Data Self-Assessment Collect SIP and data materials Attend DDNA training: Calhoun, March 24-25
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What questions do you have?
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Contact Information
Charlotte Koger, Grant Administrator
Cathy Owens, Instructional Specialist
Betsy Van Deusen-MacLeod, Instructional Specialist
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Plus/Delta
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