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Introduction to Interim Measurable Objectives (IMOs). Arkansas Department of Education Division of Learning Services School Improvement. Real World Example Jingle Bell Run/Walk. Series of Checkpoints for targeted IMOs. Purpose of the Training.
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Introduction to Interim Measurable Objectives (IMOs) Arkansas Department of Education Division of Learning Services School Improvement
Purpose of the Training • Examine Interim Measurable Objectives as defined in the ESEA Flexibility document. • Develop a process for creating IMOs. • Create relevant IMOs.
Interim Measurable Objectives • Teacher and leader practice • Student progress and achievement—objectives must be set for evaluating interim progress of each low performing subgroup contributing to achievement gaps within the school. • Student safety and discipline • Parent and community engagement
Priority SchoolIMOs Interim measurable objectives for: • Teacher and leader practice • Student progress and achievement—objectives must be set for evaluating interim progress of each low performing subgroup contributing to achievement gaps within the school. • Student safety and discipline • Parent and community engagement (Turnaround Principles 1, 2, & 4; Strong Leadership, Effective Teachers, & Strengthening Instruction)
Focus SchoolIMOs The ADE SIS will monitor quality and effectiveness of the district and school in meeting interim objectives and summative AMOs in the TIP. Interim measurable objectives for closing the achievement gap: • Teacher and leader practice • Student progress and achievement—objectives must be set for evaluating interim progress of each low performing subgroup contributing to achievement gaps within the school. • Student safety and discipline • Parent and community engagement
Flexibility Year 1/Priority Page 93 - Priority schools and their LEAs that fail to show progress on their IMOs such as lack of commitment to implementing the PIP may be subject to losing flexibility in the use of state and/or federal categorical funds.
Flexibility Year 1/Focus Page 103 - School and district leadership sign Memorandum of Understanding that outlines accountability and sanctions for implementation of TIP and failure to meet interim and/or summative measurable objectives.
Flexibility Year 2/Priority Page 94 - ADE SIS monitors external provider, school and district progress weekly based on the PIP and the interim measurable objectives. Page 94 - School leadership team and external provider submit Year 2 PIP progress report of Priority Schools’ progress on interim measurable objectives to district leadership team and ADE SIS and SST.
Flexibility Year 2/Priority Page 94 - Priority Schools and their LEAs that fail to meet interim measurable objectives may be subject to Academic Distress status. The Arkansas State Board of Education has begun the process to redefine academic distress. A new definition would provide the state with the authority to take control of the school district if progress toward stated goals is not occurring.
Flexibility Year 2/ Focus Page 104 - ADE SIS monitors external provider, or site-based school improvement leader school and district progress monthly based on the TIP and the interim measurable objectives. Page 104 - School leadership teams and external providers (where applicable) submit Year 2 TIP progress report of Focus Schools’ progress of interim measurable objectives to district leadership team and ADE SIS.
Flexibility Year 2/Focus Page 104 - If ADE determines that a Focus School is not making progress after one year on the interim measurable objectives or the AMOs, an approved external provider will be required to facilitate the implementation of the TIP.
Vocabulary • AMO- Annual Measurable Objective (Reference to the AMO Report) • IMO-Interim Measurable Objective
What is an IMO? Interim: between, intervals Measurable: a portion, a degree, an estimate of what is to be expected, a step planned or taken as a means to an end Objectives: something toward which effort is directed, a goal.
IMO • An objective (goal) that is planned with intervals. • Between now and then, how are you going to break your goal or objective into a series of connected measures that will allow you to accomplish your goal in intervals with increasing or decreasing proportions?
IMO Components • Date- Calendar date • Number/Percentage- the amount of change to increase or decrease • Who or What- Who and/or what the change will affect • Objective/Goal- What is to be accomplished • Tool- What is used to measure the change
Guiding Questions • WHEN is the objective to be accomplished? • WHAT number/percentage is to be achieved? What baseline data will be needed? • WHO or What will be affected? • WHAT objective will be accomplished? • WHAT tool will determine the outcomes?
Basic Sample Structure By (DATE), (NUMBER/PERCENT)% of (WHO AND/OR WHAT) will meet (OBJECTIVE/GOAL) as determined by (TOOL).
Basic Sample IMO By (_________), (__________________)% of (______________) will meet (_______________) as determined by (______).
Example IMO 1 By October 31, 2013, 85% of required Classroom Walkthroughs, CWTs will be completed by trained personnel as indicated by Teachscape report. (IF07 and SA Standard 6) (Sample Change in Leader Practice –ESEA Flexibility IMO sample IF07 )
Example IMO 2 By October 31, 2013, 200 of required Classroom Walkthroughs, CWTs will be completed by trained personnel as as indicated by Teachscape report. (IF07 and SA Standard 6) (IF07 and SA Standard 6) (Sample Change in Leader Practice –ESEA Flexibility IMO sample IF07 )
Example IMOs showing another order • On October 12, 2012, The Leadership Team will examine office discipline slips to ensure that classroom referrals will be decreased by 5%. • From August 19, 2012 to October 12, 2012, there will be a 5% decrease in the number of office discipline slips submitted to the principal and leadership team.
IMO - Process • Collect Baseline data- During the month of August 2013, 243 discipline slips were submitted to the office. • Write the IMO- By October 12, 2013, There will be a 5% decrease in the number of classroom referrals submitted to the principal and leadership team. • Review IMO data following the completion date (Post-data) - During the month of October 2013, the data showed there was a 10% decrease in office referrals at 219.
If the IMO was not met what will be the next steps? • Modify/update the TIP and PIP to reflect the current reality • Gather data • School leadership team or staff will analyze the actions connected to the IMO. (In many cases the IMO may be attainable.) • Targeted Professional Learning (Professional Development) • Adjust the next IMO (if applicable)
Where should we find IMOs in the School Improvement Plan? IMOs are placed in the Benchmark section of the School Improvement (ACSIP) Priority immediately following the goal.
For the schools using IndistarWise Ways Indicator: Keeps a focus on instructional improvement and student learningoutcomes.(57) • Schmoker encourages schools to set small, measurable goals that can be achieved monthly, quarterly, or annually. • Small, measurable successes are the seeds of large-scale success, and can release optimism and enthusiasm, or “zest” as Schaffer calls it. • A teaching staff can use this zest to maintain energy for reaching further goals.
Understanding IMOs in Context Scenario #1 The Power in IMOs
Flexibility Turnaround Principle • Change Teacher and Leader Practice • Student Progress and Achievement
Goal: Increase Math Scores and reach AMO of 57% Intervention: Instructional Teams develop standards-aligned units of instruction for each subject and grade level (IIA01)
Action 1: Teachers align Algebra I instruction to interim assessment during common planning time. July 12 first unit of instruction due. August 2 second and third units due. September 6 fourth unit due. Action 2: August 19, 2013, Algebra I lesson plans reflect alignment of instruction.
Action 3: Support Algebra staff with embedded professional learning utilizing instructional facilitators and cooperative staff using common planning time and assigned days with substitutes. Action 4: Leadership follows with classroom observation, Focus Walks and CWTs to monitor alignment.
A Series of IMOs IMO: By September 27, 2013, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 45% (14 students). (Post data to be included)
A Series of IMOs IMO: By December 15, 2013, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 50% (16 students). (Post data to be included) IMO: By February 17, 2014, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 55% (18 students). (Post data to be included) IMO: By April 4, 2014, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 60% (19 students). (Post data to be included)
IMOs in a Series including Post data IMO: By September 27, 2013, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 45% (14 students). (Data showed 45%, 14/32.) IMO: By December 15, 2013, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 50% (16 students). (Data showed 55%, 18/32.) IMO: By February 17, 2014, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 55% (18 students). (Data showed 55%, 18/32.) IMO: By April 4, 2014, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 60% (19 students). (Data showed 55%, 18/32.)
If the IMO was not met what will be the next steps? • Modify/update the TIP and PIP to reflect the current reality • Gather data • School leadership team or staff will analyze the actions connected to the IMO. (In many cases the IMO may be attainable.) • Targeted Professional Learning (Professional Development) • Adjust the next IMO (if applicable)
Understanding IMOs in Context Scenario #2 The Power in IMOs
Scenario #2Part A Safety and Discipline Subcommittee: During the 2012-13 school year there were 882 referrals during instructional time reported to the office for a variety of classroom discipline issues. Due to these referrals, students are missing significant instructional time. The Subcommittee has analyzed and reported the following data to the Building Leadership Team:
Scenario #2Part B Building Leadership Team: In order to plan specific interventions and related actions, the Leadership Team will need to review the referral data from the Student Safety and Discipline subcommittee.
