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PRINCIPAL ORIENTATION June 18, 2007

PRINCIPAL ORIENTATION June 18, 2007. A ccelerating S tudent A chievement P ilot. WHY?. Mississippi Bend Area Education Agency. Sector 1. Sector 2. Sector 4. Sector 3. Building a plane while you’re flying it. In a sense, this is what we do.

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PRINCIPAL ORIENTATION June 18, 2007

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  1. PRINCIPAL ORIENTATION June 18, 2007

  2. Accelerating Student Achievement Pilot WHY?

  3. Mississippi Bend Area Education Agency Sector 1 Sector 2 Sector 4 Sector 3

  4. Building a plane while you’re flying it.

  5. In a sense, this is what we do. We build your digital business even while you’re up and running. EDS (Voice over: Managing the complexities of a digital economy) http://content.jengajam.com/eds_plane.mpg

  6. AGENDA June 18, 2007 8:30 Welcome and Overview Glenn Pelecky Kristine Wolzen 9:00 Expectations Maggie Van Fossen Edward Gronlund Dave Quinn 10:45 ASAP Schools Dave Quinn 12:00 Lunch 12:30 Relationships Nancy McIntire Georgie Koenig 1:30 Logistics Dave Quinn 2:00 Action Planning Nancy McIntire Maggie Van Fossen 3:15 Evaluation Dave Quinn 3:30 Adjourn Dave Quinn

  7. The Effective School What does an effective school look like and sound like?

  8. Instructional Decision Making (IDM)

  9. Basic Premise All students are part of the general education system

  10. IDM in a nutshell… The Instructional Decision Making (IDM) process focuses on instruction by using data regarding students’ responses to instruction to guide future educational decisions. ALL students!

  11. Three-Tiered Intervention Model Tier I Tier II Tier III

  12. TIER I: Core • TIER I is comprised of three elements: • Core reading program • Benchmark testing of students to determine instructional needs at least three times a year • Ongoing professional development Tier I

  13. TIER II: Supplemental Tier II is small-group supplemental instruction in addition to the time allotted for core reading instruction. Tier II includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I. Tier II

  14. TIER III: Intensive TIER III is intensive, strategic, supplemental instruction specifically designed and customized small-group or 1:1 reading instruction that is extended beyond the time allocated for Tier I and Tier II. Tier III

  15. Behavior

  16. PBIS structure Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive

  17. Instructional Decision Making ALL SOME FEW

  18. Accelerated students Struggling students BELL CURVE Side view of IDM Grade level expectation

  19. IDM Main Concepts • Curriculum • Instruction • Assessment • Systems

  20. Core cycle • The district adopted comprehensive curriculum • Provided for all students • Screening and formative evaluations occur Core Curriculum & Instruction

  21. Instruction that is available for students identified as exceeding or not meeting core- learning expectations • Provided to smaller groups of students with similar needs • Research based/evidence based strategies selected • Targeted instruction in identified area Supplemental Cycle Supplemental Instruction

  22. Intensive • Instruction that is available for students identified as significantly exceeding or not meeting core and/or supplemental learning expectations • Provided to individuals or small groups of students with similar need • Research based/evidence based strategies selected Intensive cycle

  23. Questions answered through Screening • How is each student responding to instruction? • Is the instruction effective? • Which students may need additional assessments?

  24. What is the data telling you? Fourth Grade Math

  25. What is the data telling you? Fourth Grade Math

  26. Questions answered through Diagnostic Assessment • What are the specific concerns? • What instruction does the student need?

  27. Questions answered through Formative Assessment • Is the student making progress compared to self, peers and/or standard? • What instructional adjustments are needed?

  28. IDM is a process to organize and align resources to improve achievement of all learners using… • Assessing needs • Planning • Implementing • Evaluating

  29. Improving Student Achievement by Making Connections

  30. Activity • Use the IDM handout section about “Guiding Principles.” • Use your list of categories of effective schools. • Talk (as a table group) about ways the characteristics of an Effective School are reflected in IDM’s Guiding Principles. • Prepare to whole-groupshare.

  31. Journaling Journaling is a quick, but effective way to reflect on something we have just thought about, seen for the first time or freshly learned. Periodically, we will take a few moments to journal individually, then share as you wish with a partner.

  32. Mississippi Bend Area Education Agency Agency-Wide Goals Increase the percentage of low socioeconomic, minority, and individualized plan students achieving reading proficiency in grades 4, 8, and 11. Increase the percentage of low socioeconomic, minority, and individualized plan students achieving mathematics proficiency in grades 4, 8, and 11. Increase the percentage of low socioeconomic, minority, and individualized plan students achieving science proficiency in grades 5, 8, and 11.

  33. Accelerating Student Achievement Pilot “ASAP” OUTCOMES • Improve Student Achievement • Implement an Instructional Decision-Making Process • Have an AEA Building Level Service Plan

  34. Pilot Year One: Improve Student Achievement • Select 30 students • At-risk students struggling to be successful academically (may have an IEP and some will) • Students benefiting from changes in general education classroom instruction • Students with an academic history within the building (hopefully three years) • Collect baseline data • Identify interventions • Embed interventions in the general education classroom and provide supplemental and/or intensive support • Ongoing formative assessment The 30 student concept is intended to put-a-face to the overall school improvement intervention plan

  35. Pilot Year One: Implement an Instructional Decision-Making Process • Conduct an Instruction Decision-Making gap analysis • September 2007 • Involve the building leadership team • Devise an implementation action plan • Engage faculty in a conversation to begin the process of understanding IDM • Initiate beginning steps towards implementation • Develop an Instructional Decision-Making flow chart that begins with effective instruction in the general education classroom A key assumption underlying the ASAP project is that core instruction in the general education classroom needs to improve to reduce the number of academically at-risk students; thus, we believe higher levels of student learning require changes in instructional methods and processes.

  36. Pilot Year One: Have an AEA Building Level Service Plan • Identify current AEA services • Building level teaching and learning needs assessment • Conduct an AEA service gap analysis • Prioritize needs • Align AEA services to building needs for 2008-09 • Describe the AEA services • State the 2008-09 outcomes • State a feedback loop It is anticipated that 2008-09 school year should produce positive outcomes for the 30 students and all students within the pilot buildings.

  37. Pilot Year One: ASAP 2007-2008 Outcome Timeline • By September, select the 30 at-risk students in partnership with the building principal • By the end of September, complete the building level Instructional Decision-Making gap analysis • By October 19, complete the following (30 students): • Interventions for the selected 30 students • Teacher training related to the interventions • Ongoing formative assessment collection & analysis timeline • Involvement of teachers in the data feedback • By April 2008, complete the following: • AEA Service Plan for 2008-2009 • Embed the IDM action plan inside the AEA Service Plan

  38. Journaling Journaling is a quick, but effective way to reflect on something we have just thought about, seen for the first time or freshly learned. Periodically, we will take a few moments to journal individually, then share as you wish with a partner.

  39. Let’s Look at the Job Descriptions and Support • What will this partnership look like in your school? • Job descriptions for Service Facilitator and Sector • Coordinator • Role of Principal • Supports that are available • AEA resources • AEA directors • School and district resources

  40. The Current State of our Schools • Principal and Service Facilitator describe: • A. Current state of the school? • B. Why the principal applied? • Vision for the Pilot • Given expectations and school context, what is the vision of the pilot? • What will be necessary for this to happen? • Journaling

  41. Relationships • Predictive Index- Sharing and Application of Knowledge • Profile (PRO) for Service Facilitator and Sector Coordinator Positions • Predictive Index (PI) for Each of Us • PI Related to Job Responsibilities • Where are you the most confident? • Where might you want support? • What kind of support works best for you? • Using PI Information to Work Well as a Team • Journaling

  42. Logistics • Outlook Calendar – Please keep your calendar in Outlook for ease of scheduling meetings • Progress Review • Coordinators and Service Facilitators – Please meet at least monthly to review progress toward accomplishing the three outcomes for ASAP. • Coordinators, Service Facilitators and Service Providers – Please meet monthly at the school site to review relationships and progress toward accomplishing the three outcomes for ASAP. Include the building principal at least initially. • Coordinators and Director – Please meet at least monthly to also review how things are going toward accomplishing the three outcomes for ASAP

  43. More Logistics • Service Facilitators as a Collaborative Team • Facilitated by a Professional Development Coach • September and October – Meet twice each month, then according to established schedule. May meet at school site or in AEA offices. • Focus on Blended Coaching and other knowledge/skills identified by the collaborative team

  44. Impossibilities are merely things which we have not yet been learned.  -- Charles W. Chesnutt http://www.youtube.com/watch?v=Pk7yqlTMvp8

  45. Key Dates for Action Planning • July 30-August 15, service facilitator and sector coordinator engage in a complete overview of the evaluation process and project outcomes; plus, • How to select the 30 at-risk students • How to identify interventions • How to set-up formative assessment • How to collect baseline building data • By September, select the 30 at-risk students in partnership with the building principal • By the end of September, complete the building level Instructional Decision-Making gap analysis • By October 19, complete the following (30 students): • Interventions for the selected 30 students • Teacher training related to the interventions • Ongoing formative assessment collection & analysis timeline • Involvement of teachers in the data feedback • By April 2008, complete the following: • AEA Service Plan for 2008-2009 • Embed the IDM action plan inside the AEA Service Plan

  46. Action Planning – Creating a Draft • Communication of ASAP Vision, Expectations, Outcomes • To Whom? • When? • Establishing Relationships • With Whom? • How? • Selection of 30 Students • Who will select? • How? • Mapping IDM • Who will map? • How? • Creating 08-09 Service Plan • Who will create the plan? • How? • Set meeting Time for Later this Summer

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