Title I Accountability Grant to Expand the SSOS for Schools in Phases 1 & 2

1. Title I Accountability Grant to Expand the SSOS for Schools in Phases 1 & 2

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).

3. Grant Goals 1. 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

4. Theory of Action If 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, and • Coaching to support implementation fidelity, designed to influence core instruction by developing leadership capacity and changing classroom practice, then student achievement will increase.

5. 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

6. Step 1Identify 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

7. Suggested School Team Members Principal Teacher Leaders (2-3) Central Office Representative ISD/RESA Representative Process Mentor (optional)

8. 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

9. 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 data • Co-develop action plans

10. Data-Driven Needs Assessment Activities School teams will: • Apply protocols to: • Identify questions raised by their data • Engage staff in the data analysis process • Engage staff in clarifying the problem • Identify additional data needed • Identify professional development needs

11. 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

12. Step 3Select Intervention • Research-based intervention selection • Review possible interventions • Collaborate 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

13. Interventions Include… • Program, Practice or Policy • Documented Success • Defined outcomes and components: • Measurable, • Replicable, • Consistent across users, and • Sustainable

14. Step 4Coaching Support • Instructional strategies supported by coaching • Develop astatewide school-based coaching system • Train coaches • Regional coordinators, in partnership with ISDs/RESAs, support school teams and coaches

15. Research on Coaching(Joyce & Showers, 2002)

16. Systemic Integration Coaching to Support Implementation Fidelity Data-driven Needs Assessment Evidence-based Intervention

17. Mutual Benefits Increased student learning Making AYP Instructional support for teachers Coaching support Targeted professional development Other?

18. 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

19. 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

21. 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.

22. Selection Formula

23. 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.

24. 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

25. What questions do you have?

26. Contact Information Charlotte Koger, Grant Administrator ckoger@gomasa.org Cathy Owens, Instructional Specialist cowens@gomasa.org Betsy Van Deusen-MacLeod, Instructional Specialist bmacleod@gomasa.org

27. Plus/Delta