Using The Standards Assessment Inventory SAI to Design School Improvement Plans

1. 1 Using The Standards Assessment Inventory (SAI) to Design School Improvement Plans Arizona Department of Education Tucson Unified School District February 6, 2007 Stephen M. Preston, Ed.D

2. 2 Guiding Question How can we lead our school to use SAI data to improve student and adult learning? NOTE: TIMES HERE ON THE “NOTES” PAGES FOR THE PPT AND ON THE AGENDA DO NO MATCH THE TIMES ON THE MODULE. THESE ARE MODIFIED FOR THE WORKSHOP AND TIME MUST BE MADE FOR THE INTRODUCTORY SLIDES AND THE CONCLUDING SLIDES. Slides 2-9 = 20 mins. NOTE: TIMES HERE ON THE “NOTES” PAGES FOR THE PPT AND ON THE AGENDA DO NO MATCH THE TIMES ON THE MODULE. THESE ARE MODIFIED FOR THE WORKSHOP AND TIME MUST BE MADE FOR THE INTRODUCTORY SLIDES AND THE CONCLUDING SLIDES. Slides 2-9 = 20 mins.

3. 3 Desired OutcomesParticipants Will: Gain an overview of the SAI instrument and the use of its data. Learn to analyze the SAI data for school improvement planning. Prepare to redeliver the SAI analysis and school improvement processes. The SAI is merely a jumping off point for developing a school improvement plan. The SAI can be used each year (or more often) as a formative assessment of where you are in your plan. This is a train-the-trainer session. You will receive a complete module to use back in your school with a PowerPoint, directions for conducting staff activities and a set of handouts.The SAI is merely a jumping off point for developing a school improvement plan. The SAI can be used each year (or more often) as a formative assessment of where you are in your plan. This is a train-the-trainer session. You will receive a complete module to use back in your school with a PowerPoint, directions for conducting staff activities and a set of handouts.

4. 4 Training/implementation Options Half-Day Training Full-Day Training Training Module Both Half-Day and Full-Day PPts come with notes for slides. Half-Day Times on this Training Module (hold up Module) you will get later today are for this actual activities in the school. Times for train-the-trainer using this PPt are on the PPt notes and Agendas. Adjust slides 1-3, take away this slide, take away slides 18-23, adjust your times and you have a PPt for regular school data analysis activities 1 and 2. Full-Day – HIGHLY RECOMMENDED FOR ALL TRAIN-THE-TRAINER WORKDHOPS Can use this PPt. Times for modified Activity 3 and 4 in full day included on Notes of the PPt Training Module looks the same for half-day and full-dayBoth Half-Day and Full-Day PPts come with notes for slides. Half-Day Times on this Training Module (hold up Module) you will get later today are for this actual activities in the school. Times for train-the-trainer using this PPt are on the PPt notes and Agendas. Adjust slides 1-3, take away this slide, take away slides 18-23, adjust your times and you have a PPt for regular school data analysis activities 1 and 2. Full-Day – HIGHLY RECOMMENDED FOR ALL TRAIN-THE-TRAINER WORKDHOPS Can use this PPt. Times for modified Activity 3 and 4 in full day included on Notes of the PPt Training Module looks the same for half-day and full-day

5. 5 Standards Assessment Inventory (SAI) Perceptual survey of professional development processes and practices in your school. 60 items – 5 for each of the NSDC PL Standards. Valid and reliable. Results delivered in two electronic reports. Brief – Keep ‘er movin’!Brief – Keep ‘er movin’!

6. 6 Refer them to their reports and briefly remind them of its structure and use.Refer them to their reports and briefly remind them of its structure and use.

7. 7 Refer participants to their data report and briefly go over source, structure and uses.Refer participants to their data report and briefly go over source, structure and uses.

8. 8 “Let’s put the SAI in the larger context of data collection.” As each puzzle piece comes up, ask group to call out types of data for that category. (the list is likely to be shorter for “Perception” and even shorter for “process”) The SAI is Perception data, but perceptions about school processes, procedures and practices – how things are done in your school. So analysis of the SAI can give a staff insight into the degree to which they are using processes in their school that have been proven to enhance student success in school. The NSDC Standards embody proven, research-based, high-impact school processes and are therefore an ideal source of processes to include in your school improvement plans.“Let’s put the SAI in the larger context of data collection.” As each puzzle piece comes up, ask group to call out types of data for that category. (the list is likely to be shorter for “Perception” and even shorter for “process”) The SAI is Perception data, but perceptions about school processes, procedures and practices – how things are done in your school. So analysis of the SAI can give a staff insight into the degree to which they are using processes in their school that have been proven to enhance student success in school. The NSDC Standards embody proven, research-based, high-impact school processes and are therefore an ideal source of processes to include in your school improvement plans.

9. 9 “Now lets put the SAI in the context of that School Improvement Process.” Slide begins with the accepted cycle of school improvement The four arrows indicate that every part of the cycle informs every other part and although it appears as a circle it is not linier The SAI informs current reality. “To what extent are we implementing research-based processes and practices in our school and high impact professional development?” This is critical because most staff don’t think about school practices and procedures, beliefs and values as part of their profile. The SAI should be able to help you to compare your practices against your vision too. The IC (they will learn about this later today) is the Star of the show and the link between current status and planned action – It points to specific research-based (for ex. SAI and Standards are are closely aligned with Marzano) ACTIONS! the faculty need to take. Often this step is just brainstorming and dependent solely on the knowledge and experience of the staff and leadership. With the IC you have a proven road map.“Now lets put the SAI in the context of that School Improvement Process.” Slide begins with the accepted cycle of school improvement The four arrows indicate that every part of the cycle informs every other part and although it appears as a circle it is not linier The SAI informs current reality. “To what extent are we implementing research-based processes and practices in our school and high impact professional development?” This is critical because most staff don’t think about school practices and procedures, beliefs and values as part of their profile. The SAI should be able to help you to compare your practices against your vision too. The IC (they will learn about this later today) is the Star of the show and the link between current status and planned action – It points to specific research-based (for ex. SAI and Standards are are closely aligned with Marzano) ACTIONS! the faculty need to take. Often this step is just brainstorming and dependent solely on the knowledge and experience of the staff and leadership. With the IC you have a proven road map.

10. 10 Group Activity 1: Identify Standards for SI Plan Familiarize staff with the survey and begin data analysis. Identify 1-3 Standards to work on in the school’s SI Plan. Increase understanding of the standards and their potential for enhancing and sustaining improvement in the school. Indicate that this activity is in two parts A and B Slides 10-12 – app. 30 mins.Indicate that this activity is in two parts A and B Slides 10-12 – app. 30 mins.

11. 11 Group Activity 1: Analyze the “Standard and Question Averages Report” Identify a Facilitator and Recorder Read HO 1.1.1 – 1.1.2 (do not do entire activity) HO 1.1.2 – Circle and calculate only 2 “highest” and 2 “lowest” averages. Prepare to report out on conclusions from your group discussions. 20 Minutes Remind groups that this is just to give them a taste of the exercise. They should not expect to have time for a full discussion. Don’t linger over Part A or Part B too long. Put up Report Out slide before you let them begin and remind them that the report out discussion today will center around these items. Give group warnings at 10 (time to move on to Part B), 15 and 18 min. marks. (Move on if looks like everyone finished early) Remind groups that this is just to give them a taste of the exercise. They should not expect to have time for a full discussion. Don’t linger over Part A or Part B too long. Put up Report Out slide before you let them begin and remind them that the report out discussion today will center around these items. Give group warnings at 10 (time to move on to Part B), 15 and 18 min. marks. (Move on if looks like everyone finished early)

12. 12 Report Out (5 Min.) Which Standards did you choose for Part A? Which Standards did you choose for Part B? Were they different? If so, why? Interesting anomalies in the data? Training questions about this Activity? 10 minutes max. – Less if possible. 10 minutes max. – Less if possible.

13. 13 Group Activity 1: Identify Standards to be Implemented Identify a Facilitator and Recorder Read HO 1.2 (Do not do full activity) Task 1 - Read and study only items and Standards on HO 1.1.1-1.1.2 – previous activity Prepare to report out on conclusions from you group discussions 30 Minutes Put up Report Out slide before letting them begin and remind them that the report out discussion today will center around these items. Slides 13-14 app. 45 mins. Put up Report Out slide before letting them begin and remind them that the report out discussion today will center around these items. Slides 13-14 app. 45 mins.

14. 14 Report Out (5 Mins.) What did you learn about your standard by discussing the survey items for that standard? Which standard did you identify as high impact on student success? Why? If we were a faculty, what strategies might we use to come to consensus on which standards to pursue? Questions about this activity? This can be a full group discussion. Give every group a chance to respond to the #2 Bullet and keep track of Standards identified. This could give you some interesting insights like are there Standards that seem to be common among a lot of schools? Do the results of Bullet #2 help with consensus building in Bullet #3? MAX. – 10 min. 15 MIN. BREAK AFTER SLIDE 14This can be a full group discussion. Give every group a chance to respond to the #2 Bullet and keep track of Standards identified. This could give you some interesting insights like are there Standards that seem to be common among a lot of schools? Do the results of Bullet #2 help with consensus building in Bullet #3? MAX. – 10 min. 15 MIN. BREAK AFTER SLIDE 14

15. 15 Group Activity 2Analyze the Standards Selected To clarify staff understanding of the SAI items defining each selected standard. To begin the process of staff consensus on the meaning of selected standards. Slides 15 – 17 app. 45 Mins.Slides 15 – 17 app. 45 Mins.

16. 16 Group Activity 2Analyze the Standards Selected Identify a Facilitator and Recorder Read HO 2.1.1 – 2.1.2 and follow directions. Prepare to report out on conclusions from you group discussions. 15 Minutes (5 min. per Standard) Warn groups at 5 min. intervals to keep them on trackWarn groups at 5 min. intervals to keep them on track

17. 17 Report Out (10 mins.) Give a good example of at least one “interesting” distribution. What are the ways you decided you might explain that distribution? Given one of your explanations, how might you approach helping your staff to come to consensus on that item? Training questions about this activity? 5 min. Max. – You may want to just do one or two groups at most, just as an example.5 min. Max. – You may want to just do one or two groups at most, just as an example.

18. 18 Staff Activity 3: Study the Standards to Focus the Vision To begin to develop the deep, mutual understandings of the selected standards the staff will need to develop an informed plan for improvement. To see the relationships between each standard and improved staff and student performance. To begin to build a sustainable staff vision of your school as a community of learners. Slides 18 – 21 – 50 minutes.Slides 18 – 21 – 50 minutes.

19. 19 Staff Activity 3: Study the Standards to Focus the Vision Individually read/study rational for “Professional Learning Community” Standard. Underline/highlight words, phrases or sentences significant to you. Round robin sharing until time is up. Time – 15 mins. Go over the origins, the content and the purpose of the Standard Rationales and each of the handouts. Briefly describe the activities Emphasize that this is important enough to take as much time as necessary, even months. Also, it would be good to introduce additional literature and research for staff study. If the school doesn’t have learning teams yet, this is a good way to start. Talk about Vision It isn’t “touchy-feely;” it is not abstract; but very concrete; it must include “what it looks like” i.e.. Observable, measurable evidence, iGo over the origins, the content and the purpose of the Standard Rationales and each of the handouts. Briefly describe the activities Emphasize that this is important enough to take as much time as necessary, even months. Also, it would be good to introduce additional literature and research for staff study. If the school doesn’t have learning teams yet, this is a good way to start. Talk about Vision It isn’t “touchy-feely;” it is not abstract; but very concrete; it must include “what it looks like” i.e.. Observable, measurable evidence, i

20. 20 Staff Activity 3: Study the Standards to Focus the Vision Facilitator goes over Norms Handout. Individually study the 4 Learning Community discussion questions. Facilitator leads discussion of questions. Start anywhere the group likes. Facilitator responsible for monitoring adherence to Norms. Time – 20 mins. (refer to p. 17 of module)

21. 21 Report Out – (10 mins.) What is the Professional Learning Community Standard about according to the Rationale? How did the discussion questions add to your understanding of the Standard? Training questions about this activity?

22. 22 Staff Activity 3: Study the Standards to Focus the Vision Individually read/study rational for “Evaluation” Standard. Underline/highlight words, phrases or sentences significant to you. Round robin sharing until time is up. Time – 15 mins.

23. 23 Staff Activity 3: Study the Standards to Focus the Vision Individually study the 4 Evaluation discussion questions. Facilitator leads discussion of questions. Start anywhere the group likes. Facilitator responsible for monitoring adherence to Norms. Time – 20 mins. (refer to p. 17 of module)

24. 24 Report Out – (10 mins.) What is the Evaluation Standard about according to the Rationale? How did the discussion questions add to your understanding of the Standard? Training questions about this activity?

25. 25 Staff Activity 4: Assess Standards and Action Planning To assess the current level of implementation of selected standard by learning to use the IC Maps To translate SAI data and resulting staff learning and discussion into action plans for the school. Max. time for Slides 21 - 26 60 mins.Max. time for Slides 21 - 26 60 mins.

26. 26 Staff Activity 4: Assess Standards and Action Planning Individually Read HO 4.1 – Facilitator assures adherence to dialogue and discussion. Individually read/study rubrics for teacher Professional Learning Standard. Individually circle level on each rubric for your school. Time – 20 mins. Explain the IC Maps – structure, features (include esp. Crosswalk) and uses. Remind groups at 5, 10 and 13 mins.Explain the IC Maps – structure, features (include esp. Crosswalk) and uses. Remind groups at 5, 10 and 13 mins.

27. 27 Staff Activity 4: Assess Standards and Action Planning Using “Dialogue” group members share levels for first rubric. Using “Discussion” group comes to consensus on level for first rubric. Continue for remaining Desired Outcomes. Time – 20 mins.

28. 28 Staff Activity 4: Assess Standards and Action Planning Using HO 4.2.1- Action Planning Process Tool for Professional Learning Communities, discuss “Barriers” and “Boosters” for teacher and principal Desired Outcomes 1.1 and 1.2 Include “Crosswalk” and what Central Office and Superintendent must do to facilitate PLCs. Time – 20 Mins. Note that often the whole group process ends with consensus on the place of the school on each of the rubrics. This step is often passed on to Leadership Team or ad hoc committees who then report back to the full staff for ratification.Note that often the whole group process ends with consensus on the place of the school on each of the rubrics. This step is often passed on to Leadership Team or ad hoc committees who then report back to the full staff for ratification.

29. 29 Report Out (15 mins.) What have you learned about the Innovation Configuration Maps and the Action Planning Process Tool? What questions do you have about these tools? Training questions about this activity?

30. 30 Next Steps What do we need to do in our school (or school district) to use the SAI results to enhance school improvement? Who to involve in planning? Logistics? Resources (TIME!) Preparation? Discuss 15 min. in your team Share with the group 25 mins.25 mins.

31. 31 5 minutes5 minutes