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Connector ActivityFrom Differentiated Instruction to Differentiated Assessment by Douglas Reeves
•Individually write a statement about what you believe is true about the connection between ‘Differentiated Instruction’ and ‘Differentiated Assessment’ on the table graphic
•Each person will skim and scan the article essence
•Revise individual statements after reading as necessary
•4 minute Dialogue about what Doug Reeves believes
•Create one collective statement for the team connecting the significance of using differentiated instruction and differentiated assessment
TAB 12
Today’s Outcomes
•Receive updates and new content
•Explore Data Points: Perception and Process Data
•Progress Monitor a SI strategy
•Identify steps to implement a strategy with fidelity
•Examine Formative Assessment Practices
•Network with colleagues on relevant topics
•Start, Continue or Complete SPP/A
•Explore MI School Data Web Portal and Data Director 4.0
Today’s Roadmap
• Welcome• Inclusion Activity• Noteworthy Updates• School Process Profile/Analysis: Rubrics• Formative Assessment• Implementation with Fidelity Matrix 2• Monitoring the Impact of Strategy
Implementation Matrix 3• Data Director/MISchooldata• Network and Planning
TAB 12
Key Working Agreements A Facilitation Tool
• Respect all Points of View
• Be Present and Engaged
• Honor Time Agreements
• Get All Voices in the Room
These breathe life into our Core Values
Parking LotA Facilitation Tool
• Rest questions that do not benefit the whole group
• Place questions that do not pertain to content at this time
• Place questions that pertain, but participants do not want to ask at this time
NOTEWORTHY
• Passports• MEAP and MME Cut Scores• MEAP Un-embargoed 02.14.12• MEAP Student School PDF Reports: available• MI-ACCESS Data Files Now Available• MAASE Professional Learning April 10, 2012• 2012-2013 AdvancED NCA Michigan Accreditation• MDE/AdvancED NCA Due dates• BAA• School Improvement Work Teams• 10-11 MISD Perception Data Surveys
MEAP NEWS
• Un-embargoed February 14• Permissible Use of Assessment Results• MI-Access Data Files Now Available• MEAP Student and School PDF Reports Now Available
– Individual Student– Parent Report– Class Roster– Class Item Analysis Report– School Item Analysis Report– School Demographic Report – School Summary Report
• MEAP-Access Results– Early March 2012 due to setting cut scores in late January
GatherGetting Ready
Collect School DataBuild School Profile
MASSE Professional Learning
Workshop April 10, 2012Lexington Hotel Lansing, MI
“Innovating Through the Chaos: Transforming and building Quality Student Support Systems in our
Schools”
Presenter: Dr. Rhonda Newl-Waltman
Advance Standards for Quality Schoolshttp://www.advanc-ed.org/new-standards-quality
School Process Profile: 33 Quality Indicators
Accreditation• The meaning of your accreditation “status”
• New procedures, new possibilities– Accredited: Excellence– Accredited: Distinction– Accredited– Accredited: On Advisement– Accredited: Warned– Accredited: Probation
© 2011 AdvancED 13
TAB 12
This requires an additional application.
Criteria and application process will be
available in the fall of 2012
AdvancED Michigan Workshopsfor 2012-2013 Accreditation
http://www.advanc-ed.org/workshops-webinars
SCHOOL ACCREDITATION• Wayne RESA 02.08.12• AdvancED MI Office, Lansing 03.14.12• AdvancED MI Office, Lansing 04.18.12
DISTRICT ACCREDITATION• Wayne RESA 03.01.12• AdvancED MI Office, Lansing 04.25.12
AdvancED Michiganhttp://www.advanc-ed.org/mde/online_resources_and_tools
Perception Surveys
SURVEY LINKS in Brown BoxOnline Resources and Tools in
Blue Box
Online AdvancED Surveys• FREE to both MDE and NCA this YEAR• FREE to NCA next year, $mall Cost to MDE
schools• Required for NCA schools to be administered
once prior to a QAR• Online Videos possibly• Guidebook in March• Just-in-Time training in March• Languages: Mandarin, Portuguese, Arabic, and
Spanish• Customization in the future
Document I (SDP/A)
School Data Profile/Analysis
Due Online: 09.01.12
Document III (Summary Report/Goals Management)
Summary Report/School Improvement Plan
Due Online: 09.01.12
Document II (SPP/A)
School Process Profile/Analysis
Due Online: 03.09.12
a. MDE: School Process Rubrics 90b. MDE: School Process Rubrics 40c. NCA: Assist Self Assessment (Assist SA) d. NCA: Self Assessment (SA)
Document Due DatesTAB 12
School Process Rubrics (SPR) document two
Two Road Mapswww.advanc-ED.org/mde
MICHIGAN DEPARTMENT EDUCATION
MDEAdvancED ACCREDITATION
NCASchool Process Rubrics
(CNA)90 Rubrics
Discussion Questions
ASSIST Self Assessment (ASSIST SA/ES)
56 RubricsDiscussion Questions
(Required for the year of the QAR)
EDYES! 40 Process Rubrics40 Rubrics
(Required Cycles 1-4)
Self Assessment (SA)56 Rubrics
Quality Assurance Review(QAR)
TAB 4
STANDARD 1 - Curriculum Schools/districts have a cohesive plan for instruction and learning that serves as the basis for teachers' and students' active involvement in the construction and application of knowledge.BENCHMARK A: Aligned, Reviewed and MonitoredSchool/district written curriculum is aligned with, and references, the appropriate learning standards (MCF, AUEN, ISTE, GLCE, HSCE, METS, etc.).
Rubric DefinitionsGetting Started:
Less than half of the local curriculum includes the Content Expectations (GLCE, HSCE) or Michigan Curriculum Framework, CTE program standards or course content expectations as appropriate.
The curriculum is not aligned to the standards.
Content AreaPlease check the content areas that this impacts:
ELA M S SS
Enter Evidence
TAB 4
Standard 4 - Documenting & Using Results
STANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.
Impact Statement: A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.
Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.
TAB 4
One Common Voice – One Plan Michigan Continuous School Improvement
Stages and Steps
DoImplement Plan
Monitor PlanEvaluate Plan
PlanDevelop Action
Plan
GatherGetting Ready
Collect School DataBuild School Profile
StudentAchievement
StudyAnalyze Data
Set Goals Set Measurable Objectives
Research Best Practice
(MI-CSI)
One Common Voice – One Plan Michigan Continuous School Improvement
Stages and Steps
• Getting Ready• Collect School Data • Build School Profile
I. School Data Profile II. School Process Profile
• Analyze Data I. School Data Analysis II. School Process Analysis III. Summary Report/Goals
Management• Set Goals • Set Measurable Objectives• Research Best Practice
• Develop Action Plan
• Implement Plan• Monitor Plan• Evaluate Plan
Comprehensive Needs Assessment
School Improvement
Plan
Gather
Study
Plan
Do
TAB 12
Stage One: GATHERStep 2: Collect School Data
GATHERGetting Ready
Collect School DataBuild School Profile
One Common Voice – One Plan Stage One Gather: Step 2 Collect School Data
What do you already know?What data do you need to know?
What additional information/data do you need to know?Where can the information/data be found?
Definitions
AchievementStudent
Outcome Data
How our students perform on local, state and federal
assessments (subgroups)
Demographic or
Contextual Data
Describes our students, staff, building, and community
Process Data
The policies, procedures, and systems we have
in place that define how we do
business
PERCEPTION DATA
Opinions of
staff, parents, community and
students regarding our
school
TAB 2
What types of data are/are not readily available in your building?
26
Demographic Data Achievement/Outcome Data
Process Data Perception Data
•Enrollment•Subgroups of students•Staff•Attendance (Students and Staff)•Mobility•Graduation and Dropout•Conference Attendance•Education status•Student subgroups•Parent Involvement•Teaching Staff•Course enrollment patterns•Discipline referrals•Suspension rates•Alcohol‐tobacco‐drugs violations•Participation extra‐curriculars•Physical, mental, social and health
•Local assessments: District Common Assessments, Classroom Assessments, Report Cards•State assessments: MME, ACT, MEAP, MI-Access, MEAP Access, ELPA• Nationalassessments: ACT Plan, ACT Explore, ACT WorkKeys, NWEA, ITBS, CAT, MET NAEP, PSAT•GPA•Dropout rates•College acceptance
•Policies and procedures (e.g. grading, homework, attendance, discipline)•Academic and behavior expectations•Parent participation – PT conferences, PTO/PTA, volunteers•Suspension dataSchool Process Profile Rubrics(40 or 90) or SA/SAR (NCA)•Event occurred: Who, what, when,where, why, how•What you did forWhom: Eg. All 8th gradersreceived violencePrevention
•Survey data (student, parent, staff, community)•Opinions•Clarified what others think•People act based on what they believe•How do they see you/us?
TAB 2
Overview of Differences
ASSESSMENT
FORLEARNING
ASSESSMENT
OF LEARNING
REASONS FORASSESSING
Promote increases in achievement to help students meet more standards; support ongoing student growth; improvement
Document individual or group achievement or mastery of standards; measure achievement status at a point in time for purposes of reporting; accountability
AUDIENCE Students about themselves Others about students
TAB 4
Determining Where I Am Now: Assessment FOR Learning and Assessment Quality
Directions:Evaluate the classroom practice of yourself, your building, district, or clients for each of the nine statements below, according to the following scale:
1 = I don’t do this, or this doesn’t happen in my classroom.
2 = I do this infrequently, or this happens infrequently in my classroom.3 = I do this sometimes, or this sometimes happens in my classroom.4 = I do this frequently, or this happens frequently in my classroom.5 = I do this on an ongoing basis, or this happens all the time in my classroom.
TAB 4Study
Analyze DataSet Goals
Set Measurable ObjectivesResearch Best Practice
Learning ForwardLearning Organizer
and Participant Needs Templates
• The Learning Organizer template will help session participants crystallize their understanding of new content and record it for future use.
• The Names and Needs template will help the presenter understand better the CONTENT/PROCESS needs of those participating
TAB 12
One Common Voice – One Plan
Michigan Continuous School ImprovementStages and Steps
DoImplement Plan
Monitor PlanEvaluate Plan
PlanDevelop Action Plan
GatherGetting Ready
Collect School DataBuild School Profile
StudentAchievement
StudyAnalyze Data
Set Goals Set Measurable Objectives
Research Best Practice
ESEA and PA 25 require annual evaluation of the following:
• Implementation of the plan• Student achievement results by subgroup
using data from state assessments and other indicators
• Modifications to plan as needed
ISDs/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluations.
One Common Voice – One Plan
Do: Requirements
MATRIX 1 MATRIX 1 ActivitiesActivities
Connection to SPR 40/90, SA/Assist
SA*
Getting Ready to Implement
ImplementMonitoring Fidelity of Implementation and
Impact
How will you address the targeted areas in your Summary Report (SPP)?
How will you ensure readiness for implementation?
How will you ensure that participants have the knowledge and skills to implement?
POSSIBILE ACTIVITIES Professional
development around strategy
Purchase materials Planning for
implementation – Identify schedule for strategy use, personnel, mechanism for monitoring, rollout, etc.
Communication vehicles
How will you ensure successful implementation for your selected activities?
POSSIBLE ACTIVITIES Communication – to whom?
How? Instructional technology* Activities to support at-risk
students (For Title One students)*
• Parent Involvement
*Required Components
How will you ensure the program/activity is implemented with fidelity?
How will you monitor the programs impact on student achievement?
POSSIBLE ACTIVITIES Walkthroughs PLC/CASL meetings Documentation of impact Demonstration classrooms Gathering achievement
data
3333
April/May 2011
PlanDevelop Action
Plan
MATRIX 2 Classroom Strategy Implementation
Goal Focus Area:
WHAT and HOW
January - February
District Administrator (Actions) Will…
Administrator (Actions) Will…
"Why Are We Doing This, This Way?"
Teacher (Actions) Will…
"Why Are We Doing This, This Way?"
Student (Actions) Will…
"Why Are We Doing This, This Way?"
DoImplement Plan
Monitor PlanEvaluate Plan
TAB 9
MONITORMONITOR IMPLEMENTATION OF THE PLAN
(Formative)
IS IT WORKING?
EVALUATEEVALUATE ADULT IMPLEMENTATION and the
IMPACT ON STUDENT ACHIEVEMENT(Summative) DID IT WORK?
ARE STRATEGIES AND ACTIVITIES
BEING IMPLEMENTED
WITH FIDELITY?
ARE WE COLLECTING &
USING STUDENT AND ADULT DATA
TO MODIFY & ADJUST ONGOING IMPLEMENTATIO?
IS WHAT WE ARE DOING WORKING?
ARE WE SHOWING EVIDENCE OF STUDENT
GROWTH?
WHAT INTERIM ADJUSTMENTS ARE
SUGGESTED BY IMPLEMENTATION
DATA? HOW MIGHT THESE ADJUSTMENTS
AFFECT THE INTEGRITY OF THE
RESULTS?
Implementation: Adult Focused Impact: Student Focused
MONITOR EVALUATE EVALUATEMONITOR
DoImplement Plan
Monitor PlanEvaluate Plan
Just Do IT!Just Do IT!
• Monitor ImplementationMonitor Implementation
• Evaluate ImplementationEvaluate Implementation
• Monitor ImpactMonitor Impact• Evaluate ImpactEvaluate Impact
Adult Focused
Student Focused
DoImplement Plan
Monitor PlanEvaluate Plan
37
Michigan Continuous School ImprovementMichigan Continuous School Improvement Plan, Monitor, and Evaluate Plan, Monitor, and Evaluate A Strategy/Initiative/Program A Strategy/Initiative/Program
MONITOR - to be used on an on-going basis during implementation
Question 4: Is the strategy/initiative/program implemented as intended?Question 5: What is the impact on students?
Do
Plan
Gather
Student Achievement Study
MATRIX 3 Progress MonitoringWHAT and HOW
March - April
District Administrator Monitored by…
Administrator Monitored by…
What We Learned?
"Why Are We Doing This, This Way?"
Teacher Monitored by…
What We Learned?
"Why Are We Doing This, This Way?"
Students Monitored by…
What We Learned?
"Why Are We Doing This, This Way?"
TAB 10
• Are you meeting on a regular basis to monitor implementation of your plan?
• -What does the data say when you monitored implementation?
• -What evidence have you collected to determine if adults are implementing with fidelity?
• -What evidence have you collected to determine the impact of implementation?
• -What adjustments are suggested by implementation and impact data?
• -How might these adjustments affect the integrity of results?
How will you communicate progress with stakeholders?
One Common Voice – One PlanMonitoring Implementation and Impact
1.Standards-based
professional learning
2.Changes
in educator knowledge, skills and dispositions
3.Changes in student
results
4.Changes in educator
practice
Relationship between Professional Learning and Student Results
LEARNING COMMUNITIES:• Professional learning that increases
educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
LEADERSHIP• Professional learning that increases
educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.
Data:• Professional learning that
increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.
Hybrid Classes
Fraser High School
Presenters: Principal, Michael Lonze
Director of Online Learning, Luke Woods
A Discussion Protocol
COLLABORATIVE TEAMS
ANLAYZE DATA
SOURCE: Institute for Research and Reform in Education.
TAB 4
STUDYAnalyze Data
Set GoalsSet Measurable ObjectiveResearch Best Practice
Data Director 4.0MISchooldata.org
Presenter Dr. Jennifer Parker-Moore
MI School Data
HS-District Graduation and Dropout Rates
GATHERGetting Ready
Collect School DataBuild School Profile