writing title iii improvement plans: planning, implementing, monitoring (pim process) oregon...

WRITING TITLE III IMPROVEMENT PLANS:

Planning, Implementing, Monitoring(PIM Process)

OREGON DEPARTMENT OF EDUCATIONMarch 19, 2012

2

Example of a timeline for Implementing Plans/Provisions

SY 2007-08

Parent Notification SY 2008-09

• Parent Notification

• After Two years:

Improvement Plan; TA

SY 2009-10Parent NotificationAfter Two years: Improvement Plan; TA

SY 2010-11

•Parent Notification

•After four years: Modify Curriculum/ Instruction or

•Funding?

•Replacement of Personnel

4 yrs.2 yrs.

3 yrs.

1 yr

3

ample of Example of a timeline for a Implementing Plans/Provisions

Implementation of 2 year plans / 4 year provisions(throughout the

year the subgrantee did not

meet AMAOs)

Development of 2 year plans

/ 4 year provisions(mid fall)

AMAO letters sent to parents

(within 30 days)

AMAO notifications

sent to districts /

subgrantees(late summer /

early fall)

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AGENDA

GOAL: The goal for this meeting is to provide information on the three major components of a Title III Improvement Plan.

1. Comprehensive Needs Assessment2. Implementation3. Monitoring and Evaluation4. Lessons learned

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PROFESSIONAL DEVELOPMENT

GO

ALS

INQ

UIR

Y

PLANNING

INSTRUCTIONAL STRATEGIES

MASTER PLAN

FR

EQ

UE

NC

Y

EVALUATION M

AS

TE

R

PLA

N

Sustainable District/School Improvement

Cycle

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An improvement plan should focus only on those things that we intend to improve or refine, not everything that we are already doing.

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Comprehensive Needs Analysis

4 Approved

3 Approved with

recommendations

2 Deferred Approval

1 Not Approved

Section A: Planning – Comprehensive Needs Assessment 1. Assessment

results

2. Teacher Practices

3. Acts of Leadership

4. Strengths

5. Challenges

6. Identified Needs

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IDENTIFIED NEEDS

• Quantitative data are anything that can be expressed as a number, or quantified. Examples of quantitative data are scores on achievement tests, number of hours of study, or weight of a subject. These data may be represented by ordinal, interval or ratio scales and lend themselves to most statistical manipulation.

• Qualitative data cannot be expressed as a number. Data that represent nominal scales such as gender, socio -economic status, religious preference are usually considered to be qualitative data.

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Comprehensive Needs AnalysisI. Assessment Results- Data was collected and analyzed from OAKS, AYP, ELPA, formative assessments, walk-throughs, and comprehensive needs assessment. Based on AYP reports students K-12 are

inconsistently meeting the AYP targets for AMAO 3 in core content standards:•School 1 did not meet AYP in ELA and overall for LEP or Hispanic students•School 1 42% LEP met AYP in ELA (Target was 60%) for academic status•School 2 41% LEP met AYP in ELA (Target was 60%) for academic status•School 2 did not meet AYP Academic Status in ELA for LEP students and students with disabilities

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Connecting research recommendations to practice can improve instruction. These key research-based strategies have impact on student achievement—helping all students, in all kinds of classrooms.

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Robert J. Marzano, Debra J. Pickering, Jane E. Pollock: Classroom Instruction that

Works

These authors have examined decades of research to determine which teaching strategies have positive effects on student learning.

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Identifying Similarities and Differences

Nonlinguistic Representations

Summarizing and Note Taking

Setting Objectives and Providing Feedback

Reinforcing Effort and Providing Recognition

Generating and Testing Hypotheses

Homework and Practice

Cues, Questions, and Advanced Organizers

Cooperative Learning

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COMPREHENSIVE NEEDS ASSESSMENT

Teacher Practices1. Who was involved in the identification of

the professional knowledge and skills needed to address student-learning needs (teacher learning needs)?

2. What teacher learning needs were identified as the result of the analysis of student data and identified student-learning needs?

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Teacher Practices (cont.)3. How was the planning team involved in

analyzing data and planning the professional learning activities?

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ACTS OF LEADERSHIP

• An educational leader needs to be the eyes, ears, brains, and occasionally brawn of the school under his or her supervision. Educational leaders must be able to juggle the tasks of determining the educational needs of the students in the school. That means having a solid grasp of curriculum design as well as a sharp eye for potential improvements.

• However, school management also implies a responsibility for managing the development of the staff. Class observations, program evaluation, and both overseeing and participating in professional development are under the control of the educational leader as s/he work to improve the individual and group leadership skills in his/her school. Educational leadership encompasses all of these areas, and expertise in at least five areas:

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1. Determining Educational NeedsThis encompasses student assessment, the influence of race and gender in education, decision making, and awareness of the national expectations for education.

2. Curriculum Design and Instructional ImprovementEducational leaders are expected to know about effective teaching, instructional techniques, and learning theory.

3. Development of Staff and Program EvaluationEducational leaders are expected to know the principles of staff development and methods of evaluation.

4. School ManagementEducational leaders are expected to have at least a workable knowledge of student services, staff hiring procedures, business and financial aspects of managing a school, and legal obligations as they concern educational institutions.

5. Individual and Group Leadership SkillsEducational leaders need to create a positive environment where open communication maintains relationships within the school and community. Knowledge of group dynamics and problem-solving are nearly always indispensable.

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COMPREHENSIVE NEEDS ASSESSMENTActs of Leadership Acts of leadership are clearly embedded throughout the plan with the building principal as primary instructional leader and working with their teacher leaders in the Instructional Leadership Teams (ILT). The Instructional Leadership Team teachers have multiple opportunities to develop their teacher leadership. In addition, each building is creating time in the day for teachers to observe each other’s practice.

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COMPREHENSIVE NEEDS ASSESSMENTStrengthsOur School District is strategic in creating and maintaining a

focused system that aligns student achievement, formative assessments, and collaborative teaming centered on an instructional focus at each school. In addition, each school has identified best practices related to the instructional focus that includes specific SIOP strategies.

Our ELD and NLD Specialists are integral parts of the collaborative teaming process, providing insight and expertise as needed during the weekly collaboration. Many schools are beginning to focus more on specific student needs regardless of where they are for instruction and demographic group.

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ChallengesWhile there are many indicators of success related to

building identified best practices, one of the challenge is schools have not yet fully implemented their best practices, which include sheltered techniques.

Students still struggle to get access to content at their language level in the general education setting.

While the number of long term ELL’s are decreasing we still have 10% of the population remaining in the program for 8+ years.

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Identified Needs As a result of the data analysis, what student learning needs were identified?

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Inquiry Process

"Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning.”The process of inquiring begins with gathering information and data.

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4 Approved

3 Approved with recommen-dations

2 Deferred Approval

1 Not Approved

Section A: Inquiry Possible cause-effect relationships

Strategies driven by specific needs

Analysis of adult actions

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Inquiry Process

Inquiry (Cause/Effect)i. Based on the data analysis summary in section A-1, general

education teachers need more support with sheltered instructional strategies aligned to their building’s instructional focus in order for all students to access the content at middle and high levels in reading/language arts.

ii. Based on the data analysis summary in section A-1, as well as AYP reports, general education teachers need more support with sheltered instructional strategies aligned to their building’s instructional focus in order to meet the AMAO 3 (core content standards) targets.

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Inquiry Process

Inquiry (Cause/Effect)iii. Based on the data analysis summary in section A-

1, students at language proficiency level 2 are most in need of accessing comprehensible core content K-12. The majority of these students are in grades K-3.

iv. Based on the data analysis summary in section A-1, students at language proficiency level 3 are in need of accessing comprehensible core content K-12.

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Goals and Objectives

Not everything that is faced can be changed, but nothing can be changed until it is faced.

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4 Approved

3 Approved with recommendations

2 Deferred Approval

1 Not Approved

Section A: SMART Goals

Specific

Measurable

Achievable

Results based

Timely

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A goal is a general statement of what should be done to solve a problem. It defines broadly, what is expected out of an improvement plan. A goal emerges from the problem that needs to be addressed and signals the final destination of an improvement plan.

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Goals should be SMART: Specific, Measurable, Attainable, Results based, Timely. The goals and objectives provide the basis for monitoring and evaluating the improvement plans. They are the yardsticks upon which improvement plan success or failure is measured.

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Draft Goal: The percentage of all 3rd – 5th grade students passing the Math State test, administered in April and May, will increase from 91% to 93% or better.

Directions: How is the goal above a SMART goal?

Specific What is the desired result? (who, what, when, why,

how)

Measurable How can you quantify (numerically or descriptively)

completion? How can you measure progress?

Achievable What skills are needed? What resources are necessary? How does the environment impact goal achievement? Does the goal require the right amount of effort?

Results-based Do all goals and targets have established base-line

data and targets of where the district wants to end up? Can goals be explicitly linked to the mission and beliefs

of the school or district?

Time-bound What is the deadline? Is the deadline realistic?

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Draft Goal: The percentage of all 3rd – 5th grade students passing the Math State test, administered in April and May, will increase from 91% to 93% or better.

Specific What is the desired result? (who, what, when, why,

how)

Math instruction for students in grades three, four, and five is specific.



The percent of students can be translated into the number of students


Two percent is attainable in one school year

Results-Based Do all goals and targets have established base-line

data and targets of where the district wants to end up? Can goals be explicitly linked to the mission and beliefs

of the school or district?

The number of students can be calculated


By April and May 2011

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Draft Goal: 57% of ELL students will move up one level in ELD, based on their ELPA score, by spring of 2012.


Specific What is the desired result? (who, what, when, why, how)




Results-based Do all goals and targets have established base-line data and

targets of where the district wants to end up? Can goals be explicitly linked to the mission and beliefs of the

school or district?

I


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Specific What is the desired result? (who, what, when, why, how)

Not specific to which grade levels are involved.



The percent of students can be translated into the number of students


Unable to determine. No baseline indicated. 57% from what percent?

Results-based Do all goals and targets have established base-line data and

targets of where the district wants to end up? Can goals be explicitly linked to the mission and beliefs of the

school or district?

Increase in the number of students passing can be measured. However, needs to include more specific information about who the ELL student-group includes.


By Spring 2012

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GOALS AND OBJECTIVES

YOUR TURN


Final Goal: ________________________________________________________________________________________________.

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YOUR TURN


Final Goal: By Spring 2012, ELs in grades 9-12 will move up one proficiency level in ELD, from 48% to 57%, as measured by ELPA.

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Specific What is the desired result? (who, what, when,

why, how)



Achievable What skills are needed? What resources are necessary? How does the environment impact goal

achievement? Does the goal require the right amount of effort?Relevant Is the goal in alignment with the overall mission or

strategy?


Draft Goal: To increase the percent of students attaining a gain of one or more proficiency levels at the Elementary level from the current estimated level of 38% to 45% during the 2011-2012 academic year.Directions: How is the goal above a SMART goal?

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YOUR TURN Draft Goal: To increase the percent of students attaining a gain of one or more proficiency levels at the Elementary level from the current estimated level of 38% to 45% during the 2011-2012 academic year.

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YOUR TURN

Draft Goal: To increase the percent of students attaining a gain of one or more proficiency levels at the Elementary level from the current estimated level of 38% to 45% during the 2011-2012 academic year.

Final Goal: By the end of SY 2011-12, ELs attaining a gain of one or more proficiency levels at the Elementary level will increase from the current estimated level of 38% to 45%, as measured by ELPA. ________________________

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IMPLEMENTATION

When you look at your goals periodically, you’ll know where you stand and what you

still need to accomplish.

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4 Approved

3 Approved with recommendations

2 Deferred Approval

1 Not Approved

Section B: Implementation 1.Instructional

Strategies

Section B: Master Plan Design 1.Purposeful,

focused action steps

2.Adult learning and change process considered

3.Strategies

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IMPLEMENTATION

1. Targeted Research-Based Instructional Strategies •Strategies grounded in research-SIOP, GLAD and Systematic ELD

•Tools are used to collect and analyze adult actions/practices (Sheltered Instruction Observation Protocol)

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SAMPLE SIOP STRATEGIESHands-On Refers to the many activities and realia that LEP/ESL students

can engage with bodily.

Logical/Mathematical charts, graphs, problem-solving, deductive reasoning, seeing patterns and relationships

Bodily/Kinesthetic drawing, dance, sports, comprehension through action, hands-on work, role-playing

Visual/Spatial graphic organizers, lists, charts, graphs, paintings, form and construction, imagination

Musical/Rhythmic recordings (both musical and spoken language), written sensory response to music, singing, playing a musical instrument, video - dance and music

Interpersonal work and communication with others, cooperative learning, empathize with others, teamwork, listen to others, negotiate with others

http://en.wikipedia.org/wiki/Realia

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Intrapersonal self-awareness, abilities and limitations, concentration, awareness, ability to see self as others see her, work effectively through large and small goals

Vygotsky Theories

Cooperative Learning & Zone of Proximal Development

Cooperative Learning

Cooperative Learning defines teaching methods in which pairs or small groups of learners work together to accomplish a shared goal. The goal is for cooperation of learners to maximize their own and each other are learning

Hands-On Refers to the many activities and realia that LEP/ESL students can engage with bodily.

Intrapersonal self-awareness, abilities and limitations, concentration, awareness, ability to see self as others see her, work effectively through large and small goals

http://en.wikipedia.org/wiki/Realia

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IMPLEMENTATION

2. Master Plan Design •Limited number of action steps •Purposeful timelines • Midcourse data gathering and possible

corrections• Consistency

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IMPLEMENTATION

Section B: Implementation/Research Based Strategies/Master Plan Design

Targeted Research Based Strategies

Actions Steps (Why the action will be taken)

Implementation (How, in what setting, to what degree)

Monitoring

Responsibility (Who)

Timelines (When)

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RB Strategies Action Steps How Monitoring Who When Collaborative Teams

All staff are a part of a weekly collaborative team. The teams create SMART goals based on student need, create formative assessments and analyze the data to ensure all students meet the designated target

Collaborative teams meet weekly

Building leaders are a part of the collaborative teams and help monitor the structure of the collaborative teams focused on student learning

Building leaders and Central Office

Weekly

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IMPLEMENTATION

3. Professional Development •Professional learning is aligned with goals •Effective instructional practices are the focus •Coaching and mentoring are provided

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IMPLEMENTATION

Professional development is an essential, on-going process that creates a collaborative school environment fostering student achievement.

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IMPLEMENTATION

• Parents are empowered to improve theirstudents’ achievement

• Parents are provided needed training andeducation

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IMPLEMENTATION

Parental Engagement Plans are made to empower parents to

improving student achievement Not a narrative of everything currently being doneNot a list of eventsNot a static document Plans should include how parents will be

informed about improvements and how the district/school will collect data that reflects parent involvement in the improvement plan

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Professional Development Implementation

Targeted Professional Development Strategies (Aligned to school and district goals)

Needs Action Steps Implementation

Canby School District continues to contract with Focus on Results (year 3), where we are developing our district wide and school wide systems in the following areas: 1.Schoolwide instructional focus 2.Collaborative teams 3.Evidence-based best practices 4.Targeted Professional development 5.Re-aligning resources 6.Engaging families and community 7.Internal accountability 8. Continue to train and monitor staff in the implementation of SIOP, constructing meaning, SOPA, ADEPT and formative assessment for ELD Within the work described above each building is supporting specific SIOP strategies aligned to their instructional focus

Once schools have selected strategies, from the defined list, teams will plan the implementation of the identified strategies. Instructional Leadership Teams will create their year long professional development aligning these SIOP strategies to their instructional focus, which is aligned to their School Improvement Plan.

Specific training needs identified and resources allocated to meet the building professional development needs Provide opportunities for observations and coaching related to identified strategies, followed up with debriefing Central support administrators, building administrators, and teachers will provide specific feedback from instructional rounds.

During Collaborative Teams, Staff meetings, and Instructional Leadership Team meetings teachers and administrators are reflecting on their strengths and weaknesses of these strategies This collaboration will occur within teams, across teams; within schools, across schools Data using specific scoring rubrics will be collected at the end of each quarter.

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S.M.A.R.T Objectives (Strategic & Specific Measurable, Attainable, Results-based, Time Bound)

Benchmark Indicators (Evidence of Progress)

Activities to Support

Responsible Parties Professional Development

A. Increase Academic Performance Index (API) according to state projected growth targets: i. School wide API will grow by 5 points from 881 to 886 ii. Students with disabilities increased by 65 points scoring 667 and will grow by 7 points to 674 iii. Asian students will grow by 2

CST Data Student STAR

Participation continues at or above 97%

CAHSEE Results proficient or above 90.4% English 89.4% Math

School API Disaggregated

data of sub groups performance on standards based

Standards Based lessons

Formative Process to generate expected learning outcomes(ELO), collaboration, and assessments

Tutoring Centers

Academic Literacy (READ180)

Cross-disciplinary

Library Media Tech

Administration Counselors Teachers AVID

Coordinator EL Lead Teacher SPED Teachers Library Media

Tech Parents Students Site Council Classified Staff

Data-driven collaboration

Continued development of ELOs, course collaboration and use of common formative assessments

Late Start and Release Days

Focus on essential Standards and Objectives

Advanced SEDAI training

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MONITORING

Monitoring: This type of evaluation is performed while an improvement plan is being implemented, with the aim of improving the plan design and functioning while in action.

Evaluation: An end of plan evaluation studies the outcome of an improvement plan with the aim of informing the design of future projects.

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MONITORING

“…Urgent events hijack planned monitoring of important ongoing work. The more frequent themonitoring, the greater the opportunity to determine what actually contributes to improved student achievement as well as the degree to which there is fidelity of implementation.”

White & Smith, 2010

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4 Approved

3 Approved with recommen -dations

2 Deferred Approval

1 Not Approved

Section C: Monitoring 1. Monitoring

Plan

2 Monitoring Frequency

3. Evaluation Cycle

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MONITORING

1. Monitoring Plan •Explicit steps are taken to monitor progress on the goals

•Multiple forms of data are used •Key people are identified to monitor activities

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MONITORING

2. Monitoring Frequency •Frequent monitoring of student achievement set by specific timelines

•Monitoring includes the actions of adults and student results

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MONITORING

3. Annual Evaluation •Compares planned results with achieved outcomes using an improvement cycle

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EVALUATION

Annual Evaluation:• Analyze data collected during the monitoring

process (during the school year)• Ascertain if goals are met• Use the data analysis to inform adjusting goals

or write new goals for the following school year.

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Title III Contacts

Susan Inman, D.Ed.Director of Learning Opportunities, Options and

SupportOffice of Educational Improvement and InnovationOregon Department of Education(503) 947-5685(503) 378-5156 - [email protected]

mailto:[email protected]

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Title III Contacts

Kim A. Miller Education Specialist Education Improvement and Innovation [email protected] (503) 947-5712

Leslie CasebeerOregon Department of EducationOffice of Educational Improvement and [email protected] Phone: (503) 947-5648Fax: (503) 378-5156



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Title III Contacts

Carmen West Program Specialist forTitle III, ESL, Bilingual ProgramsOregon Department of Education [email protected] 503-947-5669Jenni Deaton

Administrative Specialist | Office of Educational Improvement and Innovation | Oregon Department of Education503-947-5860 (desk) | 503-378-5156 (fax) | [email protected] | www.ode.state.or.us



http://www.ode.state.or.us/

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Links to Materials

http://www.ode.state.or.us/search/page/?id=2596



writing title iii improvement plans: planning, implementing, monitoring (pim process) oregon...

Documents

yr slide

comprehensive needs

analysis of student

qualitative data

ayp academic status

lep students

ayp reports students

assessment results data