June 22, 2010

1. Oklahoma State Department of Education June 22, 2010 Day 2 Oklahoma WISE Planning Tool

2. Goals for Today • Provide a detailed and interactive view of the features of the WISE Planning Tool. • Provide assistance in developing adequate responses for indicator assessment, full implementation description, and action steps. • Provide information on required supplemental documentation. • Provide training on how to effectively monitor the comprehensive plan.

3. AND: • Provide a culture of candor as a model for the conversation and collaboration that is the true benefit of the WISE Planning Tool.

4. Anticipation Guide • Review the anticipation guide for today’s session. • Put an “X” next to the statements with which you agree or think are true. • You may add X’s or change your answers as we proceed through the training today.

5. Let’s Get Started!

6. Group Activity • In your group, enter a new test. • Provide sample results for your test. • You will have five minutes to complete this activity. • Answers will be shared with the group.

7. Step 3: Form School Team

8. Title I Requirements • Title I requires the plan be developed with the involvement of parents and other members of the community to be served and individuals who will carry out the plan including teachers, principals, and administrators. • Planning Team should oversee and organize the assessment of indicators, develop the plan, and conduct or oversee the annual review.

9. Step 4: Assess School Indicators

10. Title I Requirements • Title I schools should conduct an annual needs assessment to determine strengths and weaknesses at the school site. • Title I schools should collect multiple forms of data as part of the annual needs assessment. • The School Team should analyze the multiple forms of data to inform the assessment of indicators in WISE.

11. What data should we collect? • Quantitative Data: enrollment counts, student achievement results, dropout rates, graduation rates, and demographic statistics. • Qualitative Data: surveys, interviews, focus groups, and classroom observations. • Data should be displayed in an easy to use format.

12. Group Activity • In your group, review the Data Checklist. • Complete the review sheet by marking a: • C next to data currently collected • A next to data available but not collected • N next to data you would like to collect, but is not currently collected • N/A next to data that does not apply to you.

13. Why analyze the data? • Data analysis is essential to create a plan that accurately and realistically address the issues facing the school. • As data is analyzed, strengths, weaknesses and areas of critical need emerge. • Areas of critical need that have the most significant impact on student achievement should be addressed in the assessment of indicators and the school plan.

14. In the WISE Planning Tool, results of the data analysis are used in the assessment of indicators and in creating the school plan.

15. Key Points to Remember • A needs assessment is a required component of all Title I schools. • The needs assessment provides a data driven focus for the school plan. • The needs assessment should be conducted by a planning team. • Results from the needs assessment should be integrated into the assessment of the indicators and the school plan.

16. Time for a… 15 minute break!!!

17. Step 4: Assess School Indicators

18. Step 4: Assessing School Indicators

19. What is an adequate response? • Description of current implementation should integrate results from the data analysis. • Description of current implementation should be formed according to the Nine Essential Elements (9 EEs) rubrics. • Description should be a “snapshot” of the school at the present. Avoid jumping right into “planning.”

20. Group Activity • In your small group, read the descriptions of current implementation provided in the sample packet. Next to each description, mark an “A” for adequate or an “NA” for not adequate. • You may be asked to explain your answer. • You have 5 minutes to complete this activity.

21. Group Activity • Choose an indicator that has not been assessed. • As a team, practice the process of assessing an indicator. • You have 10 minutes to complete the activity. • Responses will be read aloud. • Remember to SAVE your information!

22. Which indicators do we assess? • Schools must assess the indicators that meet the requirements of Title I schoolwide plans. These are found on page 61 of the Planning and Implementation Workbook. • Schools identified for improvement, corrective action or restructuring must assess additional indicators to meet requirements of school improvement plans.

23. Key Points to Remember • The assessment of indicators should integrate the results of the data analysis. • The 9 EEs rubrics should be used to determine status of implementation. • Description of current implementation should be a “snapshot” of the present. • Avoid the urge to “plan” as you describe the current implementation.

24. Step 5: Create the School Plan

25. Description of Full Implementation • The planning team should discuss what their school will look like when the indicator is fully implemented in terms of student achievement. • The planning team should discuss how that vision differs from what currently exists. • A shared vision is an essential component of a school’s culture.

26. What is an adequate response? • The description of “full implementation” should align with the school’s vision for the future. • Information in the 9 EEs rubrics will be helpful in writing the description, but description should be site specific. • Description should align with the indicator.

27. Group Activity • In your small group, read the samples provided in the sample packet. These are labeled, “How it will look when fully met.” • Next to each sample mark an “A” for adequate and an “NA” for not adequate. • Do not read ahead to Tasks. • You may be asked to share your answers. • You have 5 minutes to complete the activity.

28. Group Activity • Using the indicator the group assessed previously, write an adequate description of full implementation. • Remember to think about how this will look in your school. • You have 5 minutes to complete this activity. • Descriptions will be read aloud. • Remember to SAVE your information.

29. Creating Tasks • Tasks should be clearly written and manageable. • Tasks should directly align to the description of full implementation. • Tasks should be the “road map” or “Google directions” to achieve full implementation.

30. Tasks should not be too general. • To get to Grandma’s house: • Go down that one road. • Turn right after the big tree. • Go down the other road. • Turn left. Or . . .

31. To increase reading scores by 10% • Provide interventions to students. • Provide professional development for teachers. • Purchase reading software. • Buy more library books. • Provide summer school. To be effective, tasks should be detailed and provide the who, what, when, why, and HOW.

32. Group Activity • In your small group, read over the tasks provided in the sample packet. • Mark an “A” next to the adequate responses and an “NA” next to responses that are not adequate. • You will to share your answers. • You have 5 minutes to complete this activity.

33. Group Activity • For the indicator the group has assessed, create 3 tasks for the school plan. • You will have 5 minutes to complete the activity. • Tasks will be read aloud.

34. Don’t Forget . . . • When a task is completed, the process manager will need to indicate the completed task in the plan. If the objective has been met, no further action is needed. If the objective was not met, the team will need to meet and plan new tasks for the objective.

35. Step 6: Monitor the Plan

36. Group Activity • Using the three tasks the group has created, mark each as completed. • Choose “Objective has been fully met” and enter the required information. • You have 10 minutes to complete this activity.

37. Key Points to Remember • The planning team should develop a focused vision with input from all stakeholders. • The vision or description of full implementation should be specific to your school and your students. • Tasks should be clear, manageable, and aligned to the indicator and description of full implementation. • The plan is your “road map” to continuous student achievement.

38. Time for a 10 minute break.

39. Required Supplemental Documentation

40. What are the requirements? • ALL Title I schoolwide schools must complete the Schoolwide Program Supplemental Documentation. • Schools identified for improvement, corrective action, or restructuring must complete the additional School Improvement Supplemental Plan.

41. Why? • Federal law requires Title I schoolwide plans and school improvement plans include certain components. Because not all components are included in the indicators, schools must complete the supplemental documentation to meet all federal requirements.

42. What is an adequate response? • Detailed information should be provided as answers to the supplemental questions. • Responses should directly align with the question and answer the who, what, where, when, why, and how, as applicable. • Sample responses are included in your sample packet.

43. What are SMART Goals? • SMART goals are formed from the identified critical needs of the needs assessment. They provide clarity and direction, promote whole-school ownership, and drive collective actions. • SMART stands for: • Specific and Strategic • Measurable • Attainable • Results-Based • Time-Bound

44. Group Activity • In your small group, review the six examples of smart goals. • Mark “Yes” if the goal is SMART and “No” if the goal is lacking. • Provide a short explanation for your choice. • You will be asked to share your answers. • You have 10 minutes to complete this activity.

45. What Other Resources are Available? • Multiple reports for quick review of plan status • Meeting Agenda Set-Up • Indicator Worksheet Sample • Wise Ways/Rubric • Coaching Comments

46. Resources and Reports

47. Next Steps • Continuing Title I schoolwide schools will be notified of the CIP due date by Terry Fraley. • Schools identified for school improvement, corrective action or restructuring must submit the schoolwide/school improvement plan by November 15, 2010.

48. Any Questions?

49. EXIT Ticket • Complete the Evaluation Form. • Leave the document on the desk near your computer.

50. Contact Information Jill Hendricks, Title I Compliance Officer (405) 587-0020 <jehendricks@okcps.org> Amber Polach, Title I Compliance Officer (405) 587-0400 <apolach@okcps.org>