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WRITING TITLE III IMPROVEMENT PLANS: Planning, Implementing, Monitoring (PIM Process)

WRITING TITLE III IMPROVEMENT PLANS: Planning, Implementing, Monitoring (PIM Process). OREGON DEPARTMENT OF EDUCATION March 19, 2012. Example of a timeline for Implementing Plans/Provisions. SY 2010-11 Parent Notification After four years: Modify Curriculum/ Instruction or Funding?

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WRITING TITLE III IMPROVEMENT PLANS: Planning, Implementing, Monitoring (PIM Process)

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  1. WRITING TITLE III IMPROVEMENT PLANS:Planning, Implementing, Monitoring(PIM Process) OREGON DEPARTMENT OF EDUCATION March 19, 2012

  2. Example of a timeline for Implementing Plans/Provisions • SY 2010-11 • Parent Notification • After four years: Modify Curriculum/ Instruction or • Funding? • Replacement of Personnel 3 yrs. • SY 2009-10 • Parent Notification • After Two years: Improvement Plan; TA SY 2007-08 Parent Notification • SY 2008-09 • Parent Notification • After Two years: Improvement Plan; TA 1 yr 2 yrs. 4 yrs.

  3. ample of Example of a timeline fora Implementing Plans/Provisions • AMAO notifications sent to districts / subgrantees • (late summer / early fall) • Development of 2 year plans / 4 year provisions • (mid fall) • AMAO letters sent to parents • (within 30 days) • Implementation of 2 year plans / 4 year provisions • (throughout the year the subgrantee did not meet AMAOs)

  4. AGENDA GOAL: The goal for this meeting is to provide information on the three major components of a Title III Improvement Plan. • Comprehensive Needs Assessment • Implementation • Monitoring and Evaluation • Lessons learned

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

  6. Comprehensive Needs Analysis

  7. 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.

  8. Comprehensive Needs Analysis I. 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

  9. 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.

  10. 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.

  11. COMPREHENSIVE NEEDS ASSESSMENT Teacher Practices • Who was involved in the identification of the professional knowledge and skills needed to address student-learning needs (teacher learning needs)? • What teacher learning needs were identified as the result of the analysis of student data and identified student-learning needs?

  12. COMPREHENSIVE NEEDS ASSESSMENT Teacher Practices (cont.) 3. How was the planning team involved in analyzing data and planning the professional learning activities?

  13. 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:

  14. 1. Determining Educational Needs This 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 Improvement Educational leaders are expected to know about effective teaching, instructional techniques, and learning theory. 3. Development of Staff and Program Evaluation Educational leaders are expected to know the principles of staff development and methods of evaluation. 4. School Management Educational 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 Skills Educational 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.

  15. COMPREHENSIVE NEEDS ASSESSMENT Acts 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.

  16. COMPREHENSIVE NEEDS ASSESSMENT Strengths • Our 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.

  17. COMPREHENSIVE NEEDS ASSESSMENT Challenges • While 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.

  18. COMPREHENSIVE NEEDS ASSESSMENT Identified Needs As a result of the data analysis, what student learning needs were identified?

  19. 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.

  20. 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.

  21. 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.

  22. Goals and Objectives Not everything that is faced can be changed, but nothing can be changed until it is faced.

  23. Goals and Objectives 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.

  24. Goals and Objectives 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.

  25. Goals and Objectives 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?

  26. Goals and Objectives 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.

  27. Goals and Objectives Draft Goal: 57% of ELL students will move up one level in ELD, based on their ELPA score, by spring of 2012. Directions: How is the goal above a SMART goal?

  28. Goals and Objectives Draft Goal: 57% of ELL students will move up one level in ELD, based on their ELPA score, by spring of 2012. Directions: How is the goal above a SMART goal?

  29. GOALS AND OBJECTIVES YOUR TURN Draft Goal: 57% of ELL students will move up one level in ELD, based on their ELPA score, by spring of 2012. Final Goal: __________________________ ___________________________________ ___________________________________.

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

  31. Goals and Objectives 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?

  32. GOALS AND OBJECTIVES 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.

  33. GOALS AND OBJECTIVES 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. ________________________

  34. IMPLEMENTATION When you look at your goals periodically, you’ll know where you stand and what you still need to accomplish.

  35. 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)

  36. SAMPLE SIOP STRATEGIES

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

  38. IMPLEMENTATION

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

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

  41. IMPLEMENTATION • Parents areempowered toimprove their students’achievement • Parents are providedneeded training and education

  42. IMPLEMENTATION Parental Engagement • Plans are made to empower parents to improving student achievement • Not a narrative of everything currently being done • Not a list of events • Not 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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