June ASIP Planning

1. June ASIP Planning June 3- Desert View June 4- Middle School June 5-Lake View June 6- High School 1

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3. Four Corners Activity • We need diversity of thought in the world to face the new challenges. • T.B. Lee

4. Objectives for your SIT • Use needs assessment data to develop CIP Goals, Strategies, and Action Steps for reading, math, and writing. • Identify procedures to ensure CIP is utilized and monitored throughout the 2013-14 school year and document them in your CIP.

5. PUSD Norms/Protocols

6. What can planning do for my school?

7. Plan Implement Improve Monitor Evaluate Move from random acts of improvement… 7

8. Plan Implement Improve Monitor Evaluate …to focused efforts

9. Key Vocabulary • Continuous Improvement Plan (CIP)—a written plan that transfers into action/procedures that you a) implement, b) monitor, c) evaluate, d) improve • Strategy—this is the scope of work or  the overall definition of work that is to be done. This work is directly aligned to the associated SMART Goal.  This should be a one sentence statement. • Action Step—thisis short statement that defines the specific action to be taken. The action step must begin with a verb and is aligned to the associated strategy. • Needs Assessment—asystematic exploration of the way things are and why they are that way. It is an ongoing, dynamic process wherein stakeholders seek input and data from many sources to make decisions regarding instruction.

10. Good Needs Assessments Use systematic procedures Identify the educational needs of all students Establish the priority of these needs Are reported to a variety of audiences Are used in improvement planning Use multiple data sources

11. Your plan needs to answer the following questions • A-1: A-2; A-3:Where are we now? • B-1: Where do we want to go? • B-2: How will we get there? • C-1; C-2:How will we know we are there? Where are we now?

12. What did we learn? • Based on your strategies and action steps from last year’s CIP, please reflect on you implementation quality. • Perry and Robin to administer a reflection activity.

13. CIP Reflection Activity

14. A.1-where are we now?

15. The Four Lens’ of Data Strategies/Action Steps Student Data: Demographics Goals Enrollment, Attendance, Drop-out rate, Ethnicity, Gender Programs & Structures Student Data: Student Learning Description of School Programs and Processes Standardized Test, Norm/Criterion-Referenced Tests, Teacher Observations, Authentic Assessments. Family & Community Professional Practices Perceptions of learning environment, values and beliefs, attitudes and observations. # of highly effective, Professional development, Master’s Degree

16. Student Data Programs & Structures Data Family & Community Data Professional Practices Data What Data is Needed? Collect the data that is needed to answer critical questions What types of data do we already have? Do we need to focus on any particular category?

17. Curriculum maps PD Surveys PD Plans Intervention System Procedures Grade level Data Sub Group Data Cohort Data Historical Data Concept Data State/County Comparison Data Perception Data Tripod Survey Evaluation Data Walk Through Data Tripod Survey

18. A.2—what are our concerns?

19. Identifying Concerns • Observations are statements identifying the concerns you have about student achievement • Primary Concerns become your goals

20. 49% of 3rd Grade students passed the 2013 AIMS math assessment The number of 4th graders in Falls Far Below for math was 25% in 2012. In 2013 the number 5th graders in Falls Far Below for math was 31%. There is a 22% percent difference in the pass rate between Native American Students and Anglo students on the 4th grade 2013 AIMS math assessment.

22. Break Time

23. A.3—what are the root causes?

24. Identifying Issues • Hypotheses are statements about the issues you have identified around programs and processes • Primary issues (root causes) become your strategies

25. Tools for Root Cause Analysis Purpose of the Fishbone Diagram: To break down (in successive layers of detail) root causes that potentially contribute to a particular effect Training Instruction Details Details Details Issue or Concern Systems Curriculum

26. Curriculum maps are not followed. • The shift to common core standards requires more training and a deeper understanding of content. • Students need more opportunity write across the curriculum with common grading rubrics 26

27. B.1—where do we want to go? (SMART goals)

29. B.2—how will we get there? • Remember your review of last year’s strategies? Your conclusions? Did you feel equipped in the time available to develop effective strategies that could be supported? The feedback you gave us was that it was a struggle. • We seem to have lots of initiatives going on. Name some. • Are all of these initiatives really different, or are they aiming at more effective learning and rigor approached from multiple perspectives? We want to take learning we have already done to get better. The destination is the same – more rigorous learning for increased student achievement.

30. We already have these systems in place. • We have developed an overarching toolbox to show how all of the things we do are intertwined and aim for the same destination. • We wanted to give you a toolbox so that as you develop your strategies and action steps, you have research- based choices that can be supported by the systems we already have in place. • It took lots of reading and research to find these effective strategies, and we have done that for you. • The topics each semester are the same K-12 and align to CCSS Level Two.

36. How did we research and prepare for strategies and action steps? • Helpful resources: • Center on Instruction– http://www.centeroninstruction.org/ • Achieverthecore.org • CCSS Initiative— http://www.corestandards.org/ • The Core Six • Accessible Mathematics • PD Delivery System (step 5) for PUSD www.learningconcepts.wikispaces.com • IDEAL- https://www.ideal.azed.gov/p/ • AZ K—12 Academic Standards- http://www.azed.gov/standards-practices/ • Mathematics Assessment Project: http://map.mathshell.org/materials/index.php • Mathematics Assessment Resource Service: http://www.toolkitforchange.org/index.php • NRICH Enriching Mathematics: http://nrich.maths.org/frontpage

37. What is a strategy and action step? • Strategies & Action Steps Must: • Connect to the goal • Work for all and each subgroup of students • Involve all and be clearly understood and supported by all – district wide/ • Begin with a verb and be clearly stated • Work synergistically with other strategies toward a common goal • Be observable • Be reached through consensus.

38. Examples of Strategy and Action Steps: • SMART Goal By June 30, 2013, PUSD will increase reading achievement from 56% to 70%. (Comes from root causes.) • Strategy: All subject area teachers will implement critical reading strategies in their classes. Addresses shift 3: regular practice with complex text, both literary and informational. • Action Step Train all teachers in marking the text and writing in the margins. • Action Step Administrators conduct critical reading activities in late starts at least once a month • Action Step Working with colleagues, each teacher submits an implementation record for a critical reading lesson monthly.. • This strategy comes from column two and three on the first page.

39. So, using your concerns, data statements (A2), root causes (A3) and tool box, you need to develop strategies and action steps for reading, writing, and math. • You need to work as a group before lunch to reach consensus on your strategies for reading. • Remember that consensus means that all have been heard and the will of the group is obvious, not that all agree.

40. Take five minutes to study your concerns, data statements, root causes and toolbox. • Write the strategy you think would give you the biggest bang for your buck. • Post the strategy on a chart paper. Can you create an affinity diagram from the strategy? 10 minutes. • Now, working as a group, can you reach consensus on the action steps needed to support that strategy? Use your rubric. 20 minutes. • Remember the rules for writing strategies and action steps and that less is more.

41. Closure – 5 minutes. • Do your strategy and action step adhere to the rubric? • What can YOU do this summer to help your building launch this goal? • Lunch

42. Energizer: Spelling Game. • We shall spell out a phrase that we used this morning. If it is a consonant that we call out, sit. It is a vowel, stand. • We shall go very quickly.

43. Let’s repeat our steps for reading with writing, and then with math.

45. C.1 & C.2—how will we know we are getting there?

47. Two Ways To Monitor Monitoring Student Progress Monitoring Implementation Identify how you will monitor implementation. CWT Trend Data Formal/Informal Trend Reports Mtg agenda/Minutes Staff/student Surveys other Identify how you will monitor student progress with: • A) ATI/Galelio • B) PBA’s • C) Common Writing Assignments • D) DIBELS • E) Etc

48. Energizer • Brain Gymnastics: •   “Please take out a piece of scratch paper.  When I say ‘Go.’,  please write the numbers by one as fast as you can (1,2,3,4 …).  Ready” Go!”   Give them about 3 – 5 seconds. • “Please pause.  Put your pencils down.  When I say, ‘Go!’, please say your numbers by two as fast and as loudly as you can (2.4.6.8. . .).  Ready?  Go!”  Give them about  5 seconds.  • “Please pause.  Pick up your pencils.  When I say, ‘Go!’, please write your numbers by one as fast as you can while at the same time, reciting your numbers by two out loud as fast as you can.  Ready?   Go!”  Give them about 5 seconds. • “How many could do this?  Great!  How many found themselves writing what they were saying?  Very Natural.  Great!”  Give other words of encouragement before you move on.

49. C.1 & C.2: monitoring Student Progress & monitoring Implementation