Comprehensive School Planning

1. Comprehensive School Planning • Revising Your Single Plan • for Student Achievement • Fall 2014 • Tracey McCully, Dianna Marsh, and Art Davis • Regional System of District • and School Support, Region VII • tmccully@maderacoe.us • adavis@maderacoe.us • dmarsh@maderacoe.us

2. Review of Day 1 • Using the Quality Schooling Framework • Research-based Practices • Writing SPSA Action Plans • Next Steps Day Two

3. Putting the Pieces Together • Day One: Program Improvement Requirements • Single Plan for Student Achievement • Using the Quality Schooling Framework (QSF) • Using Data • Prioritizing Goals • Theory of Action • Aligning Your SPSA to the LCAP • Day Two: Using the QSF • SMART Goals • Implementing Strategies • Research-based Practices • Monitoring Tools • Writing SPSA Action Plans

4. Expectations

5. Students Learning and Thriving What Is Our ACTION PLAN?

6. Students Learning and Thriving SMART Schools Linking Learning to Improvement

7. Students Learning and Thriving SMART Schools #1 • SMART Goals • Strategic and Specific • Measureable • Attainable • Results-based • Time-bound Madera County Office of Education Sally Frazier, Ed.D., Superintendent Regional System of District and School Support Region VII Art Davis, Director Nina Nagel, Program Director

8. Students Learning and Thriving SMART Schools Creating SMART Goals By the end of the 2014-2015 school year, increase by 10% the number of English Learner students scoring Early Advanced or Advanced on the CELDT.

9. Students Learning and Thriving Activity -- create a SMART goal for your school.

10. Students Learning and Thriving SMART Schools Creating SMART Goals By the end of the 2014-2015 school year, increase by 1% the schoolwide average daily attendance (ADA) .

11. Students Learning and Thriving SMART Schools Link Learning to Improvement ACT upon the results PLAN a change or action A P Q D QUESTION the results DO the change or action

12. Students Learning and Thriving Aligning Your SPSA with the LCAP SAMPLE

13. Students Learning and Thriving What Is Our ACTION PLAN? Our School Goal contains the elements of a SMART goal. The Theory of Action results in a STRATEGY. An Action describes the primary activities needed to implement the strategy. The aggregate steps needed to fulfill each action are listed as TASKS.

14. Students Learning and Thriving Aligning Your SPSA with the LCAP SAMPLE

15. Students Learning and Thriving Implement Strategies Associated elements: Teachers, Leaders, Instruction, Professional Learning Questions to consider: How will we share information on challenges and successes of instructional strategies? How will teachers receive feedback and support? What are the roles of the associated elements in Implementing Strategies? Tools and resources: Local CCSS Implementation Plan 5 Dimensions of Teaching and Learning™ California Standards for the Teaching Profession Continuum of Teaching Practice California’s Quality Professional Learning Standards

16. Students Learning and Thriving Research-based Strategies More can be done to improve education by improving the effectiveness of teachers than by any other single factor. The most important factor affecting student learning is the teacher.

17. Students Learning and Thriving Research-based Strategies Effective teachers appear to be effective with students of all achievement levels regardless of the level of heterogeneity in their classrooms.

18. Summary of the Research Least Effective Teacher 14 points Most Effective Teacher53 points Average Student Gain in Percentile Points over One Year Least Effective Teacher 29 points Most Effective Teacher 83 points Average Student Gain in Percentile Points over Three Years According to Katy Haycock, “Differences of this magnitude – 50 percentile points – are stunning. As all of us know only too well, they can represent the differences between a ‘remedial’ label and placement in the ‘accelerated’ or even ‘gifted’ track. And the difference between entry into a selective college and a lifetime [of subsistence wages].”

19. 83 pts

20. 29 pts

21. Summary of the Research

22. RtI for Teachers

23. Professional Learning Communities

24. Summary of the Research Categories of Instructional Strategies That Affect Student Achievement Category Identify Similarities and Differences Summarizing and Note Taking Reinforcing Effort/Providing Recognition Homework and Practice Non-linguistic representations Using Cooperative Learning Setting Objectives/Providing Feedback Generating and Testing Hypotheses Questions Cues, & Advanced Organizers ES 1.61 1.00 .80 .77 .75 .73 .61 .61 .59 P 45 34 29 28 27 27 23 25 22 N 31 179 21 134 246 122 408 63 1251 SD .31 .50 .35 .36 .40 .40 .28 .79 .26

25. Instructional Strategies: Identifying Similarities and Differences Four generalizations about identifying similarities and differences: - Explicit guidance; - Students independently identify; - Graphic or symbolic form; - Highly effective forms: Comparing Classifying Metaphors Analogies

27. Instructional Strategies: Self-reported Grading

28. 21st Century

29. The Future ...is here! And it ain’t what it used to be! “The best way to predict the future is to invent it.” -- Alan Kay

30. IBM Report, Capitalizing on Complexity, 2010 “The most important leadership quality to deal with the future is creativity.”

31. 21st Century Work The Future World of Work Creative Personal Creative On-screen Creative (Moving Offshore) (Remaining Onshore) Skills Routine On-screen Routine Personal Routine (Offshore, lower pay) (Remaining Onshore, but lower pay) Delivery On-screen Personal

32. 21st Century Learning

33. 21st Century Learning

34. 21st Century Learning

35. 21st Century Learning Personalized. Immediate access to tools. Networks and collaboration. Playful.

36. 21st Century Learning

37. 21st Century Learning Personal Character Identity, Meaning, Purpose, Passion, Motivation, Goals Performance Character Initiative, Self-direction, Self-regulation, Flexibility, Adaptability, Persistence, Grit, Confidence, Resilience Social Character Social Awareness, Empathy, Helpfulness, Caring, Belonging, Relationships, Responsibility, Leadership, Ethics

38. 21st Century Learning

39. Partnership for 21st Century Skills

40. How do we engage students in learning that matters?

41. Increased Engagement = Increased Academic Outcomes • Bluemnfeld, Friedel, and Paris (2003) • Marzano (2007) • (Raphael, Pressley, & Mohan, (2008)

42. Autonomy Mastery Purpose

43. What do students think will improve their engagement?

44. Active Engagement and Direct Instruction Explicit and systematic teaching does not preclude the use of active engagement strategies. In fact, one of the most prominent features of well delivered direct instruction is high levels of active engagement on the part of all students.

45. If….Then IF… we don’t design lessons and units that will earn students’ commitment to learn, THEN… we can’t expect them to take an active or in depth approach to learning.

46. Marzano, (2011) Emotions Interest Importance Efficacy On-the-spot Hold-ups Movement Note-taking Concept analysis Himmele & Himmele, (2011)

47. Active Engagement and Motivation Factors affecting the development of intrinsic motivation in a school setting: • Level of challenge offered by tasks and materials • Quality and timing of feedback to students about heir work • Supports and scaffolds available to learners • Students’ interest in tasks and content • Nature of the learning context • Intrinsically motivated students tend to persist longer, work harder, actively apply strategies, and retain key information more consistently.

48. Students Learning and Thriving RtI for Teachers

49. Students Learning and Thriving Implementation Science Segue from implementing strategies to monitoring progress. Michael’s slides and notes?

50. Students Learning and Thriving Monitor Progress Associated elements: Assessment, Teachers, Leaders, Instruction, Curriculum, Equity Questions to consider: What data will we collect? How will we judge the impact on learning of our efforts? How will we modify instruction based on the data? How is each associated element related to Monitoring Progress? Do we have the appropriate supports, interventions, and extensions in place? For students? For teachers? Tools and resources: Local assessments Rubrics Building an Interim Assessment System (CCSSO) SBAC resources