Common Principles of Effective Practice (CPEP)

1. Common Principles of Effective Practice (CPEP) An Application of the CPEP Framework with the Minnesota Q Comp Program

2. School Improvement Division Vision Statement • To build the capacity of public school districts and charter schools to meet their mission. • To increase the level of academic knowledge, college and career readiness and human development in order to minimize the achievement (opportunity) gap across all student groups. • To partner effectively with district and charter school leadership in carrying out the statutory responsibilities, programs and services of the School Improvement Division.

3. The School Improvement Division Programs and Services • Quality Compensation for Teachers (Q Comp) • Teacher Advancement Program (TAP) • High Quality Professional Development • Adequate Yearly Progress (AYP) Statewide System of Support (SSOS) • Gifted and Talented Education Services • Awards and Recogitions • E2T2 (Enhancing Education through Technology) • Enhancing Education through Technology – American Recovery and Reinvestment Act (Ed Tech ARRA)

4. The School Improvement Division promotes the development and implementation of school and student achievement improvement efforts that are derived from current data and incorporates strategic planning and rigorous evaluation of the district/school’s work including: • Clear performance measures • Success criteria • Timelines for defined work • Ongoing, job-embedded support through targeted professional development

5. Quality Compensation for Teachers (Q Comp) Q Comp was enacted by the Legislature in July 2005. It is a voluntary program that allows local districts and exclusive representatives of the teachers to design and collectively bargain a plan that meets the five components of the law. The five components under Q Comp include: Career ladder/Advancement Options, Job-embedded Professional Development, Teacher Evaluation, Performance Pay, and an Alternative Salary Schedule.

6. Quality Compensation for Teachers (Q Comp) In 2011-12 there are 52 Independent School Districts and 56 Charter Schools implementing Q Comp.

7. Minnesota’s Common Principlesof Effective Practice (CPEP)

8. CPEP: the WHAT Common Principles of Effective Practice • Defined and Measurable Goals and Outcomes • Evidence-Based Practices • Data-Based Decision Making • Tiered Levels of Support that Accelerate the learning of ALL Students • Implementation of Instruction / Intervention as Intended • Culturally Responsive Teaching and Learning • Alignment with MN Pre K-12 State and Local Academic Standards • Parent and Community Engagement

9. CPEP: The What Defined and Measurable Goals Q Comp requires districts, schools and teachers to organize and focus on a common agenda: improving instructional quality and teacher effectiveness to increase student achievement. Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards

10. CPEP: The What Evidence-based Practices Teacher Observation • Rubric • Pre and post observation • Inter-rater reliability • Coaching • Reflection Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards

11. CPEP: The What Evidence-based Practices Job-embedded Professional Development: Learning Teams • Ongoing weekly learning team meetings • Team meeting records • Protocols • Analysis of student data • Evidence-based instructional strategy • Collaboration Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards

12. CPEP: The What Data-Driven Decisions SMART goal development and data driven practices are applied at all levels A SMART goal is: Strategic and Specific, Measurable, Attainable, Results-Driven, and Time-Bound. • Identifies achievement gaps • Identifies the content area of focus • Develops purpose for a long term plan Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards

13. CPEP: The What Implementation as Intended Program Review Part 1: Document Review Documentation is provided demonstrating program implementation • Teacher Leader Positions • Professional Development Calendar • Learning Team Records • Staff Training • Teacher Observation/Evaluation Forms • Individual Professional Growth Plans Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards

14. CPEP: The What Implementation as Intended Program Review Part 2: Site Review • A rubric is used to review implementation of the four components of the program. • Evidence is gathered to determine placement on the rubric • Learning Team Observations • Teacher Leaders Interviews • Licensed Staff Members Interviews Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards

15. CPEP: The What Aligned with State Standards • Schoolwide SMART goals are aligned to the state assessments. • The state assessments are aligned to the state standards in reading, language arts, mathematics and/or science. • Curriculum, instruction and classroom assessments are aligned with state and local standards. • Professional Development Activities are aligned to schoolwide goals. Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards

16. CPEP: the HOW Common Principles of Effective Practice • Stages of Implementation • Core Implementation Components • Leadership at All Levels • Coherent Alignment of Policies and Practices

17. “It’s good if you have a plan and address the needs of the school effectively. You can see sustained growth. Without a plan you may have growth, but it will be by accident. Then you don’t know if it had to do with instructional practice or other factors. With a plan you can see how things worked and didn’t work.” Bill Seals, Principal of La Mirada High School, La Marida, California. Delisio, E.R. (2010). Teaming Up to lead Instruction. ASCD Education Update, Volume 52, Number 12, 6.

18. CPEP: The How Stages of Implementation Exploration and Adoption District • Letter of Intent • Examination of existing structures • Application review MDE Support • Technical assistance • Consultation • Approval process Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices

19. CPEP: The How Stages of Implementation Program Installation District • Identification of teacher leaders • Establish learning teams • Establish observation and coaching cycles MDE Support • Technical Assistance • Consultation • Coaching • Continuous Support Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices

20. CPEP: The How Stages of Implementation Innovation/Refinement District • Program review • Plan Change Form MDE • Monthly network meetings • Annual conference • Consultation and coaching • Technical assistance Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices

21. CPEP: The How Stages of Implementation Sustainability District • Measure impact on teacher and student performance • Program review analysis • Data analysis • Examination of annual report MDE • Legislature • Commissioner of Education Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices

22. CPEP: The How Core Implementation Components Staff Selection Leader selection based on qualification and responsibilities outlined in the Q Comp plan Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices

23. CPEP: The How Core Implementation Components Training and Coaching • Teacher observation training • Initial and ongoing teacher observation training • Teacher leader job responsibility training • Any other training defined by Q Comp plan Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices

24. CPEP: The How Core Implementation Components Evaluation • Teacher leaders • Program review • Q Comp Annual Report • Schoolwide student gains • Student achievement goals • Teacher observation/evaluation Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices

25. CPEP: The How Core Implementation Components Systems Intervention Districts/schools have established Q Comp advisory committees or implementation teams to monitor and adjust the program and providing ongoing oversight. Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices

26. CPEP: The How Leadership at ALL Levels Statewide Leadership Team • Commissioner of Education • MDE Staff • Q Comp Advisory Group Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices

27. CPEP: The How Leadership at ALL Levels District Leadership Team • Q Comp leadership teams • Program coordinator • Teacher leaders (Learning team facilitators, Teacher observers, Data coaches, etc.) Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices

28. CPEP: The How Leadership at ALL Levels Site Leadership Team • Q Comp leadership team • Teacher leader team • Learning teams (grade, department or program) Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices

29. CPEP: The How Coherent Alignment of Policies and Practices State Level • Legislation • Commissioner of Education • Q Comp Advisory Group District Level • Q Comp Implementation/Leadership Team School Level • Q Comp Site Leadership Team Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices

30. Quality Compensation for Teachers (Q Comp) Department of Education Releases Analysis of Q Comp Report finds “There is a significant and positive relationship between the number of years a school has been implementing Q Comp and student achievement.” Analysis conducted by Hezel Associates, LLC, an independent education research and evaluation firm. (2/2/2009)

31. It is becoming evident that thoughtful and effective implementation strategies at multiple levels are essential to any systematic attempt to use evidence-based practices to improve the lives of children, families and adults. Implementation is synonymous with coordinated change at system, organization, program and practice. Adapted from Fixsen, Blasé, Homer & Sugai, 2009.

32. Q Comp Program Mde.q-comp@state.mn.us