The Spring 2007 Progress Review

1. The Spring 2007 Progress Review WHAT TO LOOK FOR, WHAT TO DO

2. Introductions

3. Goals for Today • Present the results of the PDSA Improvement Cycle for the Educational Plan for Student Success • Responded to Feedback from Users • Streamline Process • Add action to the plan • Provide Rationale for changes • Link Diagnostic Assessment to Education Plan for Student Success

4. Outcomes of this training Participants will: • Be presented the revised EPSS process; • Practice data gathering from schools on the spring template; • Review how to use AMO in planning; • Practice how to facilitate the 2007-2008 EPSS Goals for fall planning;

5. Purpose of the Spring Progress Review site visit • Assist schools in evaluating implementation progress and effectiveness of their Diagnostic Assessment and their EPSS. • Assist schools in evaluating their effectiveness as an organization. • Assist schools in using this knowledge to design next year’s improvement plan.

6. What has changed since last Spring? • The review now covers both Diagnostic Assessment Action Steps and EPSS strategies. • The review now concludes with the creation of a preliminary 2007-2008 EPSS. • EPSS Coordinators will need to be highly skilled to complete the process effectively.

7. How have the forms changed? • Standards for Effective Schools • A set of standards to help analyze the school’s total structure • Includes a rubric to describe what the indicators look like. • Review of Action Steps and Strategies • Education Plan for Student Success includes a PDSA Cycle

8. Setting the Stage…. • Spring visit gathers data in two ways: • What about DAR action steps and EPSS strategies ? • What have you noticed during the year ?

9. Reflecting on the Year – Scene 1 • Consider three things you did this year that had the most positive effect on student achievement? • What results made you choose these three things? • Why were they so successful?

10. Reflecting on the Year – Scene 2 • What do you consider to be the three most significant challenges or issues related to student achievement facing the school in the coming year?

11. EPSS Strategies DAR/DAPR Action Steps Review • To what extent do the strategies and action steps on the matrix align with your top three successes and challenges listed above?

12. Review of Action Steps and Strategies Using the templates provided, work at your tables to: • Choose 2 or 3 action steps and/or EPSS strategies; • Anticipate what your school’s leadership team would respond to template cells; • Be ready to report out to question on agenda.

13. Revised EPSS Process • Draft to be completed in Spring for at least S2, CA, R1, & R2 schools; • Links diagnostic assessment, data analysis, target goals and recommendations for instructional strategies and intensive interventions to an action plan. • Begins with the Standards for Effective Schools

15. 2007-2008 School Improvement FrameworkSCHOOLS IN NEED OF IMPROVEMENTSummary of PED Requirements and Recommendations

16. Recommendations Training recommendation for all NM Districts: • Understanding and implementing NM Standards & Benchmarks based instruction to include: curriculum mapping, pacing guides, benchmark assessments, etc. • Using site assessment data to redirect instruction and program revisions. • Classroom management and expectations for student behavior. • Intervention strategies for students not meeting proficiency (based on standards deficits). • Writing individualized student goals & action plans for every student involving parents and students in the process. • (Principals) Using effective observation strategies of classroom instruction, such as “walkthroughs” for teacher evaluation, instructional feedback, meeting with teams/individuals to monitor student achievements on a consistent basis. • (Principals) Facilitation of effective instructional meetings with staff – focus on data, instructional strategies, and interventions. • Methodology and instruction in the content areas of math and literacy. Additional recommendations for all NM Districts: • Develop a district curriculum guide that is articulated and produce for all teachers in elementary and secondary for literacy and math. • Use data to inform decisions, policy, and budgetary expenditures. • Monitor the participation of the School Advisory Council at each school site, and be able to provide evidence and schedule of those periodic meetings pertaining to issues of budget, student assessment, data, policy relating to instructional issues and curricula, parent and community involvement, and business partnerships (HB 212; NMSA 22-5-16). • Participate in Regional Baldrige Leadership Trainings and Institutes for Educators provided by the PED. Attendance is open to all district and school administrators, teachers, and educational assistants.

17. Standards for Effective Schools • Derived from and aligned with “Standards for Excellence”,6.30.2.8 NMAC, Subsection G. • Derived from and aligned with Baldrige Criteria. • Aligned with Title I reporting requirements.

18. WHAT ARE THEY • “… a clear and shared vision of the knowledge, skills, and qualities essential for students to function effectively as individuals and as members of society.” • Standards for Excellence sets expectations for all New Mexico students.

19. EXPECTATIONS • …that school communities periodically examine and assess all aspects of their educational program. • …that boards of education and school personnel for all public schools… will implement these standards.

20. (1) Instructional Leadership -- • In collaboration with staff, parents, students, and community, the school leadership defines and communicates the school's mission and frames the goals. • Ensures that instructional effectiveness is present, promoted, and consistently improved upon.

21. (2) Safe and Orderly Environment -- • Schools must provide a safe, clean, well maintained, orderly, and purposeful environment • with an atmosphere that is conducive to teaching and learning.

22. (3) High expectations • Teachers and other members of the school community believe all students can learn. • high expectations are communicated to students, and • programs are provided to enable students to achieve these expectations.

23. (4) Clear and Focused Mission -- • There is a clearly articulated school mission shared by staff and • demonstrated by a commitment to the instructional goals, priorities, assessment procedures, and accountability.

24. (5) Opportunity to Learn and Student Time on Task - • Teachers use, and the school supports, resources and classroom time for optimum teaching and learning. • Instructional time will take precedence over all other activities.

25. (6) Frequent Monitoring of Student Progress -- • Student academic progress is measured frequently. • A variety of assessment procedures are used. • The results of the assessments are used to improve individual student performance as well as the instructional program.

26. (7) Parent and Community Support (Home/School Relations) -- • A common mission is established and the responsibility for achieving the mission is shared by the total educational community.

27. Relationship to the EPSS “The purpose of this regulation is to assist in the implementation of Standards for Excellence through the Educational Plan for Student Success…” 6.30.2.9 NMAC

28. Four Comprehensive Standards • Standard 1: Effective Leadership • Dynamic and Distributed Leadership • Focus on Student Learning • Sustained Improvement Efforts • Standard 2: Quality Teaching and Learning • Quality Classroom Instruction • Coordinated and Embedded Professional Development Focused on Classroom Instruction • Coordinated and Aligned Curriculum and Assessments • High Expectations for Teachers and Students • Standard 3: Collaborative Relationships • Family and Community Involvement • Professional Culture and Collaborative Relationships • Standard 4: Support for System-wide Improvement • Effective Use of Data • Strategic Allocation of Resources

29. Today’s Focus… • Standard 2: Quality Teaching and Learning • Quality Classroom Instruction • Coordinated and Embedded Professional Development Focused on Classroom Instruction • Coordinated and Aligned Curriculum and Assessments • High Expectations for Teachers and Students

30. The Rubric Standard 2: QUALITY TEACHING AND LEARNING Criterion: Coordinated and Embedded Professional Development Focus on Classroom Instruction

31. Exceeds(Exceeds, exemplary, integrated, systemic)

32. Meets(Fully meets, functioning, routine, system-wide)

33. Partially Meets(Partially meets, limited, beginning)

34. Does Not Meet(Does not meet, unsatisfactory, unsound)

35. Supported by data…

36. Applications for 2007-08 EPSS Planning • Asking for new information • New requirements for SI, CA and Restructuring schools • Guiding schools toward a new way of thinking about the EPSS

44. School Data Review and Discussion ASK: • “What sense do you make of this data? What is positive? What are the problems?”

46. Changes to EPSS Process • Align reporting systems • Compliance to Collaboration • Work through a team approach • Laser Focus on Instruction and Results • Integration of Process (Helping Students Learn : Who, What, How, By When & How Much)

47. New format for goals with data tables

48. Action Plan with PDSA , Responsibilities, Resources

49. Continue through DO each quarter; completing the STUDY And ACT/PLAN at the end of the time period (quarter)

50. Implications & Conclusions • What implications and conclusions can you draw from everything we’ve discussed and reviewed today? • How can you incorporate these ideas into your 2007-08 EPSS?