September 25, 2012 8:30 a.m.- 3:30 p.m.. “If you do what you’ve always done, you’ll get what you’ve always gotten.” -Tony Robbins

September 25, 20128:30 a.m.- 3:30 p.m.

“If you do what you’ve always done, you’ll get what you’ve always gotten.”

-Tony Robbins

Why is it sometimes difficult to solve our own problems?http://www.youtube.com/watch?v=VrSUe_m19FY

http://www.youtube.com/watch?v=VrSUe_m19FY

Anything to add?Anything to delete?

Small groups- try to come up with 4-5 normsHonor the ground rules createdBe ready to share possible normsDecide on norms to get our work accomplishedFewer, synthesized norms will be easier to keep each other on track

Be on time, present and focused

Respect each other’s views

Let people explain their point without interruption

Challenge each other gracefully and in love, balancing grace and truth

Maintain confidentiality Respect integrity of

group Monitor airtime

Everyone is here for a purpose; responsibility for input and output

Come prepared Recognize that we

don’t have all the answers

Voice: everyone in this room has a voice that is no more and no less important than anyone else

Take a couple of minutes to read structure/ function and guidelines for DCIT

Individually using the documents about DCIT, make a list of things you feel we will do and won’t do as part of being a member of DCIT.

Think about your previous experience and what you hope to gain and change about the team.

Then meet with a group of 4 (try to find 1-2 people you do not work with each day).

Make a chart and discuss key will and won’t (s).

Be ready to share out by group.

After looking at the “Will Do” lists, how does this change our role?

How do we communicate the “Won’t Do” lists?

Making the best use of our time What can be done to ensure our time is used

most effectively? How can we communicate the learning and

the work we do to other staff?

http://www.mdoe.state.mi.us/MDEDocuments/TTB/top_to_bottom_top_to_bottom_ranking.html

This is a presentation you might want to view and use with other staff.

The presentation provides many details on the data.




Statewide ranking of ALL schools Bottom 5% = Priority/PLA schools (starting

SY 2012-2013) Also used for Focus and Reward:

Use achievement gap component only Focus schools

Use top 5% overall Reward schools Use improvement component only

Reward schools

Three main components by subject:

Achievement Improvement in achievement over time The largest achievement gap between two subgroups calculated based on the top scoring 30% of students versus the bottom scoring 30% of students

Each component tells schools something about their overall performance and can be used for diagnostics

In addition to the achievement components, student graduation is included in the statewide top-to-bottom ranking for schools with a graduation rate in the two following ways:Graduation RateImprovement in graduation rate over time

Schools with 30+ full academic year (FAY) students over the last two years in at least two state-tested content areas; school must be OPEN at time of list generation Application Some schools do not receive a ranking if they:Have too few FAY studentsOnly have one year of data

Reading and Mathematics: Grades 3-8 and 11 In grades 3-8, testing every year allows us

to figure out student performance level change (our current “growth” metric) in reading and math

Students can either significantly improve, improve, maintain, decline or significantly decline

Writing: Grades 4 & 7 Science: Grades 5 & 8 Social Studies: Grades 6 & 9

Quick Reference for Z-Scores

Z-scores are a standardized measure that helps you compare individual student (or school) data to the state average data (average scores across populations).

Z-scores allow us to “level the playing field” across grade levels and subjects

Each Z-score corresponds to a value in a normal distribution. A Z-Score will describe how much a value deviates from the mean.

What do you need to know: Z-scores are used throughout the ranking to compare a school’s value on a certain component to the average value across all schools.

Z-scores are centered around zero Positive numbers mean the student or school is

above the state average Negative numbers mean the student or school is

below the state average

0 1 2 3-1

-2

-3

State Average Better than state

average….…Worse than state

average

Your school has a z-score of 1.5. You are better than the state average.

0 1 2 3-1

-2

-3

State Average

Better than state average….

…Worse than state average

Z-score of 1.5

Your school has a z-score of .2. You are better than the state average, but not by a lot.

0 1 2 3-1

-2

-3



average

Z-score of 1.5

Z-score of 0.2

Your school has a z-score of -2.0. You are very far below state average.

0 1 2 3-1

-2

-3



average

Z-score of 1.5

Z-score of 0.2

Z-score of -2.0

West Kathleen, Gloria,

Michelle, Maria, Susan V

Holland High School

Justin, Mark, Sue, Lynette, Deb, Patsy, John

East Nery, Lara, Janette,

Jamie

Holland Heights Kevin, Susan W, Jim

, Bill, Becky Jefferson Rick, Sandy, Greg,

Ellen, Carol

For grade 3-8 reading and mathematicsTwo-Year Average

Standardized Student Scale

(Z) Score

Two-Year Average

Performance Level Change

Index

Two-Year Average Bottom 30% - Top 30%

Z-Score Gap

School Achievement

Z-Score

School Performance Level Change

Z-Score

School Achievement Gap Z-Score

School Content

Area Index

1/2

1/4

1/4

Content

Index Z-

score



(Z) Score

Two-Year Average


Index


Z-Score Gap

School Achievement

Z-Score


Z-Score


School Content

Area Index

1/2

1/4

1/4

Content

Index Z-

scoreStep #1: AchievementHow well did the school do in that subject?

Positive number = better than averageNear zero = average

Negative number = worse than average

For grade 3-8 reading and mathematics

Two-Year Average


(Z) Score

Two-Year Average


Index


Z-Score Gap

School Achievement

Z-Score


Z-Score


School Content

Area Index

1/2

1/4

1/4

Content

Index Z-

score

Step #2: ImprovementIs the school improving in that subject?

Positive number = greater rate of improvement than average

Near zero = average improvementNegative = slower rate of improvement than average; can also mean they are

declining



(Z) Score

Two-Year Average


Index


Z-Score Gap

School Achievement

Z-Score


Z-Score


School Content

Area Index

1/2

1/4

1/4

Content

Index Z-

score

Raw value is also meaningful:Positive number: More students

improving than decliningNegative number: More students

declining than improving



(Z) Score

Two-Year Average


Index


Z-Score Gap

School Achievement

Z-Score


Z-Score


School Content

Area Index

1/2

1/4

1/4

Content

Index Z-

score

Step #3: Achievement GapIs the gap in that subject between top

30% and bottom 30%:(positive number) = smaller gap than

average(negative number) = larger gap than

average(near zero) = average gap



(Z) Score

Two-Year Average


Index


Z-Score Gap

School Achievement

Z-Score


Z-Score


School Content

Area Index

1/2

1/4

1/4

Content

Index Z-

score

Focus Schools

Reward Schools (for

improvement)

Calculating an overall ranking for a school with a graduation rate

School Graduation

Rate Std Index

School Mathematics

Std Index

School Reading Std Index

School Science Std Index

School Social Studies Std

Index

School Writing Std Index

Overall Standardized School Index

18%

18%

18%

18%

18%%%10%

Overall School

Percentile Rank

Calculating an overall ranking for a school without a graduation rate

School Mathematics

Std Index

School Reading Std Index

School Science Std Index

School Social Studies Std

Index

School Writing Std Index

Overall School Standardized

Index

20%

20%

20%

20%

20%

Overall School Percentile Rank

Look at each subject index. Help schools understand which subjects are strong/weak

for them.Positive number: better than average

Negative number: below averageNear zero: near average

Use handout entitled “What is Important to Show Schools?” and discussion questions

Discuss among your school colleagues Use a huddle board. Take notes. Share your school’s story How does this affect our work in DCIT?

What’s the overall pattern? Low achievement? Declining achievement? Large gaps?

Where are the actionable areas? Which subjects need the most attention? Is everyone doing poorly (small gap, low

achievement) or are some students doing well and others falling behind (decent achievement, but large gap)

Taking a look at Professional Development written into the plans

You will work in teams by school with other team members

You will look at your SIP

Work with other members from your schoolOther staff, please find a group to work with

Go to HPS website Find your school Find your SIP Take a few minutes

to review with your colleagues

Complete PD chart for each plan

What trends did you see? What problems may arise?

Ranked as #1 school level factor (Marzano, Lezotte, Edmonds)

Guaranteed, viable curriculum is cornerstone of rigor Impossible to raise and maintain high achievement levels

without Guaranteed, Viable curriculum Greatest impact on student achievement, more than

programs or materials Focus on differences between intended and implemented

(must have it in place first) Road map for principals’ to support teaching and learning Will allow conversation around teaching and learning

http://www.youtube.com/watch?v=2IGTjrYOUYE



Thoughts? More than a textbook or series These are essential resources A curriculum should lay out what is to be

taught, how and how it will be assessed Intended Implemented Tested

A textbook is a book on a specific topic, like biology.

A curriculum is what is contained in the courses, the materials to be covered, what tests and books will be used by a school. It can also apply to the materials to be covered in a particular field of study, such as biology.

http://wiki.answers.com/Q/What_is_difference_between_curriculum_and_textbook%23

Content is CCSS Includes use of text or other resources Not only text or resources We should be able to teach without the

text….does not mean we want to or should but we could.

Books should be listed but where in map?

Kindergarten- Ellen, Carol, Gloria

1st- Maria, Deb 2nd - Michelle,

Nery, Phil 3rd- Lynette, Jim 4th- Becky, Lara,

Kevin

5th- Bill, Sandy V, Rick, Suzanne W

6th- Mark, Patsy, Kathleen, Susanne V

7th- Sue, John, Greg, Jamie

In assigned groups Work on grade level

maps Maps are located on

HPS School Improvement Site

Complete an audit form for each content by grade level

Provide input

What trends did you see?

What does this mean for our next step?

How do we ensure secondary classes that are commonly taught have a articulated curriculum?

Details, details, details

Nov. 6…..3:30-5:30 p.m.

Dec. 4…..12-3:00 p.m.

Jan. 16….12-3:00 p.m.

Jan. 29….3:30-5:30 p.m.

Feb. 12….12-3:00 p.m.

March 5….3:30-5:30 p.m.

March 19….12-3:00 p.m.

April 16….12-3:00 p.m.

May 14….12-3:00 p.m. May 21….3:30-5:30

p.m.

www.hollandpublicschools.org

What is it?Does it apply to my school/program?

Yes!

Title I Title II a Title III At-Risk/31 A All HPS buildings receive

funding/services from some or all programs listed above

To fulfill MDE’s oversight responsibilities for State and Federal programs

To encourage program coordination and collaboration

To help MDE consultants identify programs that need improvement

To identify effective programs and practices

Visit from Michigan Department of Education, Office of Field Services

For purpose of monitoring how programs are operated

To review how closely the School Improvement Plans reflect the money spent from Consolidated Application Programs

To meet with staff from Central Office, buildings and discuss progress and data to support work

District Study Guide Each building will complete a Building

Study Guide This needs to be done with entire staff or

reviewed with staff Lists of identified students for each

program should always be on file and used to collect data on program

Data to back up lists of identified students Logs for all staff who are paid for from

identified funding sources

Agendas, minutes and sign in sheets (Google doc) for CSI, SIT, and other curriculum related meetings

Logs and PARS are kept for all staff funded Be able to demonstrate how each school is

monitoring the SIP (through use of data and other documentation)

Parent Representation on SIT Title I Schools- additional parent who has a Title I

student List of staff funded by various programs Completion and evidence for Study Guide Title I buildings have other responsibilities

Inventories, check out procedure, Parent Involvement Policy and Compact

Brainstorm ideas/topics you feel we need to explore.

Review the book Focus Bring 3 things we should focus on during

DCIT Be able to tell us “why” If you have not read the book, please

read for next time

Norms Agenda Key Tasks

Process of DCIT Purpose refined Learned about TTBL Developed plan for PD based on SIP Audited/provided feedback for Grade Levels

Homework: Focus; 3 areas and why

Talking Football???

When it comes your way, say what the day has been for you or meant to you…if you don’t have anything to say you can “pass” and keep passing it to your right until we are finished. This may take several rotations of the stick.