June ASIP Planning

 June 4—Lake View

June 5—Middle School--The mission of Page Middle School is to empower the wholestudent to be a productive citizen in a global environment by

promoting a culture of enriched opportunities.

June 6—Desert View

June 7—High School

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 2012-13 school year.

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PUSD Norms/Protocols

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Four Corners ActivityWe need diversity of thought in the world to face

the new challenges.• T.B. Lee

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What can planning do for my school?

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Move from random acts of improvement…

…to focused efforts

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—this is 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—a systematic 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. 9

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

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?

A.1-where are we now?

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The Four Lens’ of Data

GoalsStrategies/Action Steps

Student Data: Student Learning

Standardized Test, Norm/Criterion-Referenced Tests, Teacher Observations, Authentic Assessments.

Family & Community

Programs & StructuresDescription of School Programs and Processes

Perceptions of learning environment, values and beliefs, attitudes and observations.

Professional Practices

# of highly effective,Professional development,Master’s Degree

Student Data:Demographics

Enrollment, Attendance, Drop-out rate, Ethnicity, Gender

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What types of data do we already have?

Do we need to focus on any particular category?

What Data is Needed?

Family & Community DataProfessional

Practices Data

Programs & Structures Data

StudentData

Collect the data that is needed to answer critical questions

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A.2—what are our concerns?

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Identifying Concerns

Observations are statements identifying the concerns you have about student achievement

Primary Concerns become your goals

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Data Statements

•Communicate a single idea about student achievement•Present the facts objectively rather than state evaluative or explanatory comments•Be short, clear sentences or phrases in everyday language that is easy to understand•Be an independent statement, that is…its meaning should not be dependent on other statements•Represent the data accurately by including relevant numerical data when needed for evidence

A.3—what are the root causes?

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Identifying Issues Hypotheses are statements about the issues you have identified around programs and processes

Primary issues (root causes) become your strategies 21

Tools for Root Cause AnalysisPurpose of the Fishbone Diagram: To break down (in successive layers of detail) root causes that potentially contribute to a particular effect.

Instruction

Time

People

Curriculum Culture & Climate

Leadership

Issue

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

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Improve Reading skills for Middle School Students

Expository Text

AIMSIncrease the number of

Students passing the reading portion of AIMS by 10%

GalileoDecrease the number of Falls Far

Below Students by 10% from pretest to posttest

vocabulary

Results Goal: Ultimate improvement we want to see in student skills, competencies, performance

IndicatorsStandards and objectives (weak areas for students)

Measures: Tools we’ll use to determine if there is improvement

Targets:

The attainable level we’d like to see.

Smart Goals:• S

trategic/

Specific

• Measurable

• Attainable

• Results based

• Time Bound

By June 30th, 2013, students in grades 6-8 will move from 47% scoring at or above proficient to 57% as measured on the 2013 AIMS Test for Reading.

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.

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B.2—how will we get there?

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Continuous

Improvement

Planning Process

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 teachers Begin with a verb and be clearly stated Work synergistically with other strategies toward a

common goal Be observable Be reached through consensus.

How do you prepare for strategies and action steps?

Do research

ID specific subgroups to determine strategies

Consider your Concerns, Data Statement (A-2), and Root Causes (A-3)

Helpful resources:

Center on Instruction– http://www.centeroninstruction.org/ Doing What Works–

http://dww.ed.gov/Data-Driven-Instructional-Decision-Making/topic/index.cfm?T_ID-30

CCSS Initiative— http://www.corestandards.org/ Data Use for Improving Learning-

http://datause.cse.usla.edu/needs/php RTI Action Network-

http://www.rtinetwork.org/learn/behavior/integrating-behavior-and-academic-supports-general-overview

National Center on RTI- http://www.rti4success.org/ PD Delivery System (step 5) for PUSD

www.learningconcepts.wikispaces.com The Center for Comprehensive School Reform-

http://www.centerforcsri.org/index.php?option=com_frontpage&Itemid=1

IDEAL- https://www.ideal.azed.gov/p/ AZ K—12 Academic Standards-

http://www.azed.gov/standards-practices/

Examples of Strategy and Action Steps: SMART Goal By June 30, 2013, PUSD will increase math

achievement from 56% to 70%.

Prioritized Issue Lack of consistently rigorous and standards based instruction ( your evidence would be things like classroom observation, needs assessment, surveys, and math achievement data)

Strategy School-wide implementation of instructional shifts and math processes.

Action Step Develop K-12 curriculum maps and pacing guides that reflect mathematical shifts.

Action Step Implement mandatory Math PD for math shifts .

Action Step Collect math lesson plans weekly .

Action Step Collect/report CWT trend data back to math teachers monthly.

Action Step Establish a school-wide book study around accessible math and 8 math shifts.

B.2—Strategy & Action Step Worksheet

Strategies (by SMART Goal-Reading) Strategy #1 Strategy #2 Strategy #3

Action Steps A. A. A.

B. B. B.

C. C. C.

Strategies (by SMART Goal-Math) Strategy #1 Strategy #2 Strategy #3

Action Steps A. A. A.

B. B. B.

C. C. C.

Strategies (by SMART Goal-Graduation Rate) Strategy #1 Strategy #2 Strategy #3

Action Steps A. A. A.

Strategies and Action Steps should: * Connect to the goal * Work for all and each subgroup of students *Involve all teachers *Begin with a 'verb' and be clearly stated

* Work synergistically with other strategies toward common goal * Be observable * Be reached through consensus * Make a positive difference

B.2--Strategy & ACTION PLAN WORKSHEET

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

Continuous

Improvement

Planning Process

Two Ways To MonitorMonitoring

Student Progress

Identify how you will monitor student progress with:

A) ATI/GalelioB) PBA’sC) Common Writing

AssignmentsD) DIBELSE) Etc

Monitoring Implementati

on

Identify how you will monitor implementation. CWT Trend Data Formal/Informal Trend

Reports Mtg agenda/Minutes Staff/student Surveys other

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

Implementation

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ClosureALEAT Deadline—Oct 3

Roll-Out Plan:

What steps will you take to begin to communicate your CIP?

How will you solicit input from your teachers?

Who will be responsible?

What is your timeline?

What other components of your CIP will you need to add? (ELL Goal, Attendance & Grad Rate)