June ASIP Planning

1. June ASIP Planning  June 4—Lake View June 5—Middle School--The mission of Page Middle School is to empower the wholestudent to be a productive citizen in a global environment by promoting a culture of enriched opportunities. June 6—Desert View June 7—High School

3. Objectives for your SIT • Use needs assessment data to develop CIP Goals, Strategies, and Action Steps for reading, math, and writing. • Identify procedures to ensure CIP is utilized and monitored throughout the 2012-13 school year. Click Here to Open Movie

4. PUSD Norms/Protocols

5. Four Corners Activity • We need diversity of thought in the world to face the new challenges. • T.B. Lee

6. What can planning do for my school?

7. Plan Implement Improve Monitor Evaluate Move from random acts of improvement…

8. Plan Implement Improve Monitor Evaluate …to focused efforts

9. Key Vocabulary • Continuous Improvement Plan (CIP)—a written plan that transfers into action/procedures that you a) implement, b) monitor, c) evaluate, d) improve • Strategy—this is the scope of work or  the overall definition of work that is to be done. This work is directly aligned to the associated SMART Goal.  This should be a one sentence statement. • Action Step—thisis short statement that defines the specific action to be taken. The action step must begin with a verb and is aligned to the associated strategy. • Needs Assessment—asystematic exploration of the way things are and why they are that way. It is an ongoing, dynamic process wherein stakeholders seek input and data from many sources to make decisions regarding instruction.

10. Good Needs Assessments Use systematic procedures Identify the educational needs of all students Establish the priority of these needs Are reported to a variety of audiences Are used in improvement planning Use multiple data sources

11. Your plan needs to answer the following questions • A-1: A-2; A-3:Where are we now? • B-1: Where do we want to go? • B-2: How will we get there? • C-1; C-2:How will we know we are there? Where are we now?

12. A.1-where are we now?

13. The Four Lens’ of Data Strategies/Action Steps Student Data: Demographics Goals Enrollment, Attendance, Drop-out rate, Ethnicity, Gender Programs & Structures Student Data: Student Learning Description of School Programs and Processes Standardized Test, Norm/Criterion-Referenced Tests, Teacher Observations, Authentic Assessments. Family & Community Professional Practices Perceptions of learning environment, values and beliefs, attitudes and observations. # of highly effective, Professional development, Master’s Degree

14. Student Data Programs & Structures Data Family & Community Data Professional Practices Data What Data is Needed? Collect the data that is needed to answer critical questions What types of data do we already have? Do we need to focus on any particular category?

16. A.2—what are our concerns?

17. Identifying Concerns • Observations are statements identifying the concerns you have about student achievement • Primary Concerns become your goals

20. A.3—what are the root causes?

21. Identifying Issues • Hypotheses are statements about the issues you have identified around programs and processes • Primary issues (root causes) become your strategies

22. Tools for Root Cause Analysis Purpose of the Fishbone Diagram: To break down (in successive layers of detail) root causes that potentially contribute to a particular effect. Instruction People Leadership Issue Curriculum Time Culture & Climate

24. B.1—where do we want to go? (SMART goals)

25. By June 30th, 2013, students in grades 6-8 will move from 47% scoring at or above proficient to 57% as measured on the 2013 AIMS Test for Reading.

27. Energizer • Brain Gymnastics: •   “Please take out a piece of scratch paper.  When I say ‘Go.’,  please write the numbers by one as fast as you can (1,2,3,4 …).  Ready” Go!”   Give them about 3 – 5 seconds. • “Please pause.  Put your pencils down.  When I say, ‘Go!’, please say your numbers by two as fast and as loudly as you can (2.4.6.8. . .).  Ready?  Go!”  Give them about  5 seconds.  • “Please pause.  Pick up your pencils.  When I say, ‘Go!’, please write your numbers by one as fast as you can while at the same time, reciting your numbers by two out loud as fast as you can.  Ready?   Go!”  Give them about 5 seconds. • “How many could do this?  Great!  How many found themselves writing what they were saying?  Very Natural.  Great!”  Give other words of encouragement before you move on.

28. B.2—how will we get there?

30. What is a strategy and action step? • Strategies & Action Steps Must: • Connect to the goal • Work for all and each subgroup of students • Involve all teachers • Begin with a verb and be clearly stated • Work synergistically with other strategies toward a common goal • Be observable • Be reached through consensus.

31. How do you prepare for strategies and action steps? • Do research • ID specific subgroups to determine strategies • Consider your Concerns, Data Statement (A-2), and Root Causes (A-3) • Helpful resources: • Center on Instruction– http://www.centeroninstruction.org/ • Doing What Works– http://dww.ed.gov/Data-Driven-Instructional-Decision-Making/topic/index.cfm?T_ID-30 • CCSS Initiative— http://www.corestandards.org/ • Data Use for Improving Learning- http://datause.cse.usla.edu/needs/php • RTI Action Network- http://www.rtinetwork.org/learn/behavior/integrating-behavior-and-academic-supports-general-overview • National Center on RTI- http://www.rti4success.org/ • PD Delivery System (step 5) for PUSD www.learningconcepts.wikispaces.com • The Center for Comprehensive School Reform- http://www.centerforcsri.org/index.php?option=com_frontpage&Itemid=1 • IDEAL- https://www.ideal.azed.gov/p/ • AZ K—12 Academic Standards- http://www.azed.gov/standards-practices/

32. Examples of Strategy and Action Steps: • SMART Goal By June 30, 2013, PUSD will increase math achievement from 56% to 70%. • Prioritized Issue Lack of consistently rigorous and standards based instruction ( your evidence would be things like classroom observation, needs assessment, surveys, and math achievement data) • Strategy School-wide implementation of instructional shifts and math processes. • Action Step Develop K-12 curriculum maps and pacing guides that reflect mathematical shifts. • Action Step Implement mandatory Math PD for math shifts . • Action Step Collect math lesson plans weekly . • Action Step Collect/report CWT trend data back to math teachers monthly. • Action Step Establish a school-wide book study around accessible math and 8 math shifts.

33. B.2—Strategy & Action Step Worksheet

35. C.1 & C.2—how will we know we are getting there?

37. Two Ways To Monitor Monitoring Student Progress Monitoring Implementation Identify how you will monitor implementation. CWT Trend Data Formal/Informal Trend Reports Mtg agenda/Minutes Staff/student Surveys other Identify how you will monitor student progress with: • A) ATI/Galelio • B) PBA’s • C) Common Writing Assignments • D) DIBELS • E) Etc

38. C.1 & C.2: monitoring Student Progress & monitoring Implementation

39. Closure • ALEAT Deadline—Oct 3 Roll-Out Plan: • What steps will you take to begin to communicate your CIP? • How will you solicit input from your teachers? • Who will be responsible? • What is your timeline? • What other components of your CIP will you need to add? (ELL Goal, Attendance & Grad Rate)