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Developing the Fall 08-09 Educational Plan for Student Success (EPSS)

Developing the Fall 08-09 Educational Plan for Student Success (EPSS). New Mexico Public Education Department Priority School Bureau Regional EPSS Trainings Spring to Fall 2008. Goals for Today. Provide review of Plan Do Study Act Process for the Educational Plan for Student Success:

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Developing the Fall 08-09 Educational Plan for Student Success (EPSS)

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  1. Developing the Fall 08-09 Educational Plan for Student Success (EPSS) New Mexico Public Education Department Priority School Bureau Regional EPSS Trainings Spring to Fall 2008

  2. Goals for Today • Provide review of Plan Do Study Act Process for the Educational Plan for Student Success: • Provide feedback from internal PDSA of 2007-2008 process • Deepen understanding and application of Study/Act • Include requirements for building out Core Educational Curriculum and Programs including Early Intervening Services (EIS) • Inform stakeholders of potential changes based on Title 1 and funding legislation needs; • Directions for Developing the Educational Plan for Student Success; • Timelines and Responsibilities

  3. Definition The Educational Plan for Student Success is a long range plan each district/school is required to develop, implement, assess and evaluate for the purpose of student achievement and continuous school improvement. (6NMAC3.2.9.1)

  4. Fall 2008-2009 • Anticipate 296+ CA,R1 & R2 Schools • Anticipate 200+ S1 & S2 Schools • Less Resources to provide services • Build capacity in Local Educational Agency (District) to support schools • Must rely on District to provide early Technical Assistance

  5. After a Year-“What did the stakeholders say?” What worked ? ALIGNMENT VISITS-MOSTLY FEEDBACK TALKING ABOUT INSTRUCTION FACE TIME SHORT-CYCLE ASSESSMENTS GAVE MEANING TO GOAL TEAMS AND LEADERSHIP TEAMS What didn’t ? DATA, STILL DATA ANALYSIS STUDY/ ACT TIME SYNC (Reports, Data) Did we meet the original goal(s) of making the EPSS a working instructional document?

  6. Changing Roles of PED and Districts • Districts (LEAs) will assume more responsibility for district and school direction, support and reform initiatives • PED will provide support to district efforts, through professional development, monitoring, coaching, and flow- through money

  7. 1) Three Committees of Practitioners established in March 2008 will review the School Improvement Framework clarity and alignment regarding district focus and implementation of requirements review the EPSS for inclusion of Title I, Bilingual/ELL and SPED indicator considerations 2) Possible modifications in the EPSS submission process (electronic submission pilot) 3) Possible modifications to Technical Assistance Assessment Process to allow a follow-up visit from the external Consultant 4) Possible PSB satellite office support for certain locations Potential Changes Prior to fall 2008-2009 • develop through common agreement an understanding of Alternative Governance options and “Good Faith Efforts” criteria

  8. Annual Goals will be set at AMO level Districts will provide Technical Assistance for S1, S2 & CA schools Districts will appoint a person in charge of school reform to be PED Liaison Districts will report results to PED (PSB) on a regular basis for S1 & S2 Principals and Superintendents will be invited to attend Leadership Training in School Reform Expectations For S1, S2 & CA Schools

  9. PED will focus intensive service at these levels through TA Assessment and district/school support and monitoring A Technical Assistance Assessment will occur at the CA level that will include pre-requirements for the Alternative Governance Plan Support for Principals and Superintendents (or designee) will be provided though coaching or professional development for Leadership Training in School Reform All schools must focus on providing Early Intervening Services (EIS) to increase the number of students successful in Core (Tier One) levels of regular education CA,R1 & R2 schools must have research based core programs, with supplemental and intensive interventions in place, as example: additional classes, after school, extended year. What will change for CA, R1 & R2 Schools

  10. Expectations for R2 “Good Faith Efforts” The PED will be looking for assurance and documentation that the school has implemented all of the following: • Short-cycle assessments in reading and/or math administered quarterly or on a trimester basis for planning and monitoring instruction; • Research-based and results driven instructional strategies as well as interventions based on demonstrated student needs; • Proficiency data that shows growth greater than chance from year to year for groups that do not achieve AYP by the conventional methods (AMO, safe harbor, and the AYP growth model); • Intensive professional development based on documented teacher needs to meet the identified student needs for academic improvement; • District assurance that additional instructional time beyond the core instruction has been added for all students who are not proficient in reading and/or math; • Financial resources allocated to support successful implementation of EPSS. Dr. Veronica Garcia, Letter to Superintendents, February 22, 2008.

  11. Changes in EPSS Form • Includes question stems to facilitate PDSA Cycle cells • Optional Implementation Plan • Addendum to address compliance issues (Title 1, Special Education, Bilingual)

  12. Based on analysis from the previous quarter, adjust strategy and implementation plan as needed What does the data tell us? Not tell us? Celebrations/OFIs? Next Step? Identify key strategy or approach Addition of Question stems for clarity

  13. Continue through DO each quarter; completing the STUDY And ACT/PLAN at the end of the time period (quarter) Choose the teaching sequence, plan and interventions to be used to implement the instructional plan and list the steps below

  14. Optional Implementation/Deployment Plan From Iradell-Statesville,NC Schools (Handout)

  15. Additional Resources • 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 • Self-Assessment for Intensity of Instruction • Coaching Reports • Technical Assistance Assessment Reports • Primary Sources from Trainings

  16. Setting the Stage…. • In the Spring schools should gather data in three ways: • Open-ended reflection on the school year using worksheets provided • Review of 3rd trimester or 4th quarter EPSS • Data Review of short-cycle assessments, progress monitoring, end-of-unit assessments or building-wide target actions

  17. School Data Review and DiscussionStep 1 • How do the results of the spring short- cycle assessments compare with the fall results? • What do the data tell us? What questions are further raised by these data? • Ask: “What’s working? What’s not working? What are your opportunities for improvement?“ • What needs to be done next?

  18. Using Data to Drive Instruction • You must start with information about the performance of the students – • Disaggregated by ethnicity • Disaggregated by subgroups • Disaggregated by content standards

  19. Reflecting on 2007 - 2008 Review your current EPSS Step 2 • After the spring data review - complete the 4th quarter or 3rd trimester EPSS analysis • Focus specifically on the outcomes/ results for the Action steps • Record results in STUDY • Formulate a decision for ACT to be carried to PLAN for the fall ’08

  20. Use the results of the DO to complete the STUDY Use the findings to make a decision in the ACT/PLAN at the end of the time period (quarter/trimester)

  21. Break!

  22. Reflecting on 2007- 2008 Review Current Instructional Systems & ProcessesStep 3 • Create Self-Assessment Summary Worksheets of current math and reading programs • Utilize summary worksheets to analyze current instructional systems and processes in order to determine opportunities for improvement for the 2008-2009 EPSS

  23. Tier 1: Core curriculum – what all students get in the general education classroom! Includes differentiated instruction and the use of high yield instructional strategies Universal Screening (DIBELS) and Data Analysis (NMSBA, SCA, CBMs…) Ongoing professional development In-class support and mentoring Math and Reading curriculum Trophies (Harcourt) Nations Choice (Houghton Mifflin) Saxon Middle School Math Rigby Literacy (Harcourt) Reading Mastery (SRA/MCGraw-Hill) Macmillan-McGraw-Hill Reading Open Court (SRA/McGraw-Hill) Scott Foresman Reading Math Investigations Connect Math Tier 2: Supplemental – in addition to the core! Includes strategies and interventions (programs) Small group instruction: 1: 5-12 students Math and Reading Intervention Programs Soar to Success Read Naturally Wilson Reading Reading Mastery Ramp Up to Literacy Read 180 Plato I Can Learn (Pre-Algebra, Algebra I) Cognitive Tutor (Algebra I) Navigator Math Tier 3: Intensive Interventions - more prescriptive and focused! Smaller group instruction: 1:1-3 students Math and Reading Intervention Programs Plato Ramp Up Math Corrective Math Fast ForWord Reading Recovery Soar to Success Earobics Wilson Reading EIS Tier 1 Core 75-85% Tier 2 10-15% Tier 3 5-10%

  24. System/Processes Summary of How Our School Varies Intensity of Instruction Worksheet Content Area: Reading

  25. Analysis Summary: Based on the analysis of what is currently in place as part of a continuous improvement cycle, it has been determined that the Tier 2 interventions need to be reviewed to determine if implementation in the regular education classroom is the right setting or if students would be better served through small groups made up of students from several classrooms that would rotate through a separate classroom. There have been difficulties with students being able to remain focused during the supplemental intervention lessons, sound issues when two staff members are teaching in the same classroom, overall space constraints, and being able to consistently provide supplemental interventions at the same time on a daily basis. These issues and concerns are documented from several sources: feedback from classroom teachers, assistants and students, student survey results (4th and 5th grade), feedback reports from Reading Support Specialist, classroom observations, student performance gains as measured by Tier 2 interventions. Currently, Educational Assistants are providing the Tier 2 intervention instruction under the guidance of the classroom teachers. They are very interested in “teaming” and working together, still under the guidance of their respective teachers. Currently, the Reading Support Specialist is provided a portable classroom which could be utilized as the “Intervention Central” classroom. Grade levels would have to create a schedule for when the room would be used. This idea needs to be discussed further to determine feasibility. The forth and fifth grade classroom teachers have agreed to begin a pilot for next year where they would refine their current “teaching/learning cycle (PDSA) to include input from their students regarding the effectiveness of instructional practices in meeting the student’s learning needs. A three day retreat has been approved and is scheduled in early June 2008 to provide time for staff to develop the pilot. Implementation at Tier 1 would begin in the fall of 2008. The Kindergarten students are not currently being provided Tier 2 or Tier 3 interventions. Data and information of incoming kindergarten students for the 08-09 school year needs to be reviewed and analyzed to determine if there is a significant need to begin providing Tier 2 and possibly Tier 3 interventions for these students.

  26. Reflecting on 2007- 2008 Review Current Instructional Systems & ProcessesActivity • Complete Core component from either the school or district perspective • Time allocation – 30 minutes • Report out

  27. Planning for 2008-2009Step 4 • For all schools, consider how many students you have that meet expectations at grade level • If you have less than 75% proficient at grade level, at what grade level are 75% proficient? That’s Core/Tier 1 Think about: • What did you do that worked for those students in reading and math? • Why were they so successful? • What didn’t work?

  28. Planning for 2008-2009 Critical Questions

  29. Planning for 2008-2009 Step 4 continued … Now- • What do they need ? • In reading? In Math? • What do you have and what do you need? • What will you do to increase the number of students in Core/Tier 1 to 75-85% proficient at grade level over a ______ period of time? • Review and complete Planning for 2008-2009 Content Worksheets (math & reading)

  30. Planning for the Upcoming School Year 2008-2009Content Area: Reading

  31. What else do you need for the 2008-2009 EPSS? Remember : • Refer to the Standards for Effective School Criteria • Refer to Seven Components to School Reform • Survey data from Parents • Attendance & Behavioral data

  32. School Improvement Framework“Standards of Effectiveness” • 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

  33. Break!

  34. Effective Schools Review and DiscussionStep 5 • Review Indicators and Rubric for Standard 2: Quality Teaching and Learning • “How can you use these indicators and the rubric to paint a picture of quality instruction?” • “What’s working? What’s not working? What are your opportunities for improvement?“

  35. Using the 2008 – 2009 EPSS Template- PLANStep 6 With the AMO charts for SY 2009 - • Choose an Overall Goal with a measure for the PLAN box of the EPSS (percent increase to be inserted in fall from NMSBA) • Using short-cycle assessment data, choose target goals from the gap analysis • Choose a Target Goal/Measure for math • Choose a Target Goal/Measure for reading • Write a statement about why you chose the target goals and measures based on the data analysis

  36. Same format for goals with data tables

  37. Using the 2008 – 2009 EPSS Template- STUDYStep 7 In the STUDY box – • Insert assessment data to inform target goals/measures • NMSBA • Short-cycle Assessment (SCA) • Curriculum-based Measures (CBM) • Any other data measures (attendance, discipline …) • Up-date assessment data based on SCA to track and trend progress toward target goals/measures and inform the STUDY/ACT components of EPSS

  38. Next StepsACTION PLANStep 8 • What do the data tell us? Not tell us? Celebrations/Opportunities For Improvement (OFI)? • Who are you going to target with the 1st Strategy?Hint- What is your plan? Choose supplemental instruction or extra period of math…. • What intervention will you choose to assure that students will be successful ?Hint- What are your programs, practices or materials? Choose Navigator Math. • Remember- what does it look like when good instruction is occurring?

  39. Based on analysis from the previous quarter, adjust strategy and implementation plan as needed What does the data tell us? Not tell us? Celebrations/OFIs? Next Step? Identify key strategy or approach Addition of Question stems for clarity

  40. Optional Implementation/Deployment Plan From Iradell-Statesville,NC Schools (Handout)

  41. Complete the EPSS Action PlanStep 9 • Complete the remaining PLAN/DO components of the 1st quarter up to STUDY/ACT (last two boxes) • At the end of the 1st quarter report results of interventions in the STUDY ACT/PLAN: - What were the results of your efforts? - What do you need to do differently? (refine, revise, rework - or not change)

  42. Continue through DO each quarter; completing the STUDY And ACT/PLAN at the end of the time period (quarter/trimester) Choose the teaching sequence, plan and interventions to be used to implement the instructional plan and list the steps below

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