PRINCIPAL ORIENTATION

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PRINCIPAL ORIENTATION June 18, 2007
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Accelerating Student Achievement Pilot
WHY?
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Mississippi Bend Area Education Agency
Sector 1
Sector 2
Sector 4
Sector 3
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Building a plane while youre flying it.
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In a sense, this is what we do. We build your
digital business even while youre up and
running. EDS (Voice over Managing the
complexities of a digital economy)
http//content.jengajam.com/eds_plane.mpg
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AGENDA June 18, 2007 830 Welcome and
Overview Glenn Pelecky Kristine Wolzen
900 Expectations Maggie Van Fossen Edward
Gronlund Dave Quinn 1045 ASAP Schools Dave
Quinn 1200 Lunch 1230 Relationships Nancy
McIntire Georgie Koenig 130 Logistics Dave
Quinn 200 Action Planning Nancy
McIntire Maggie Van Fossen 315 Evaluation Da
ve Quinn 330 Adjourn Dave Quinn
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The Effective School
What does an effective school look like and sound
like?
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Instructional Decision Making (IDM)
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Basic Premise
All students are part of the general education
system
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IDM in a nutshell
The Instructional Decision Making (IDM) process
focuses on instruction by using data regarding
students responses to instruction to guide
future educational decisions.
ALL students!
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Three-Tiered Intervention Model
Tier I
Tier II
Tier III
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TIER I Core

• TIER I is comprised of three elements
• Core reading program
• Benchmark testing of students to determine
  instructional needs at least three times a year
• Ongoing professional development

Tier I
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TIER II Supplemental
Tier II is small-group supplemental instruction
in addition to the time allotted for core reading
instruction. Tier II includes programs,
strategies, and procedures designed and employed
to supplement, enhance, and support Tier I.
Tier II
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TIER III Intensive
TIER III is intensive, strategic, supplemental
instruction specifically designed and customized
small-group or 11 reading instruction that is
extended beyond the time allocated for Tier I and
Tier II.
Tier III
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Behavior
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PBIS structure
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Instructional Decision Making
ALL

SOME
FEW
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Side view of IDM
Grade level expectation
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IDM Main Concepts

• Curriculum
• Instruction
• Assessment
• Systems

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Core cycle

• The district adopted comprehensive curriculum
• Provided for all students
• Screening and formative evaluations occur

Core Curriculum Instruction
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• Instruction that is available for students
  identified as exceeding or not meeting core-
  learning expectations
• Provided to smaller groups of students with
  similar needs
• Research based/evidence based strategies selected
• Targeted instruction in identified area

Supplemental Cycle
Supplemental Instruction
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• Instruction that is available for students
  identified as significantly exceeding or not
  meeting core and/or supplemental learning
  expectations
• Provided to individuals or small groups of
  students with similar need
• Research based/evidence based strategies selected
  

Intensive cycle
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Questions answered through Screening

• How is each student responding to instruction?
• Is the instruction effective?
• Which students may need additional assessments?

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What is the data telling you?
Fourth Grade Math
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What is the data telling you?
Fourth Grade Math
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Questions answered through Diagnostic Assessment

• What are the specific concerns?
• What instruction does the student need?

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Questions answered through Formative Assessment

• Is the student making progress compared to self,
  peers and/or standard?
• What instructional adjustments are needed?

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• IDM is a process to organize and align resources
  to improve achievement of all learners using
• Assessing needs
• Planning
• Implementing
• Evaluating

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Improving Student Achievement by Making
Connections
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Activity

• Use the IDM handout section about Guiding
  Principles.
• Use your list of categories of effective schools.
• Talk (as a table group) about ways the
  characteristics of an Effective School are
  reflected in IDMs Guiding Principles.
• Prepare to whole-group share.

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Journaling Journaling is a quick, but effective
way to reflect on something we have just thought
about, seen for the first time or freshly
learned. Periodically, we will take a few
moments to journal individually, then share as
you wish with a partner.
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Mississippi Bend Area Education
Agency Agency-Wide Goals
Increase the percentage of low socioeconomic,
minority, and individualized plan students
achieving reading proficiency in grades 4, 8, and
11. Increase the percentage of low
socioeconomic, minority, and individualized plan
students achieving mathematics proficiency in
grades 4, 8, and 11. Increase the percentage of
low socioeconomic, minority, and individualized
plan students achieving science proficiency in
grades 5, 8, and 11.
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Accelerating Student Achievement Pilot ASAP
OUTCOMES

1. Improve Student Achievement
2. Implement an Instructional Decision-Making
   Process
3. Have an AEA Building Level Service Plan

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Pilot Year One Improve Student Achievement

• Select 30 students
• At-risk students struggling to be successful
  academically (may have an IEP and some will)
• Students benefiting from changes in general
  education classroom instruction
• Students with an academic history within the
  building (hopefully three years)
• Collect baseline data
• Identify interventions
• Embed interventions in the general education
  classroom and provide supplemental and/or
  intensive support
• Ongoing formative assessment

The 30 student concept is intended to put-a-face
to the overall school improvement intervention
plan
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Pilot Year One Implement an Instructional
Decision-Making Process

• Conduct an Instruction Decision-Making gap
  analysis
• September 2007
• Involve the building leadership team
• Devise an implementation action plan
• Engage faculty in a conversation to begin the
  process of understanding IDM
• Initiate beginning steps towards implementation
• Develop an Instructional Decision-Making flow
  chart that begins with effective instruction in
  the general education classroom

A key assumption underlying the ASAP project is
that core instruction in the general education
classroom needs to improve to reduce the number
of academically at-risk students thus, we
believe higher levels of student learning require
changes in instructional methods and processes.
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Pilot Year One Have an AEA Building Level
Service Plan

1. Identify current AEA services
2. Building level teaching and learning needs
   assessment
3. Conduct an AEA service gap analysis
4. Prioritize needs
5. Align AEA services to building needs for 2008-09
6. Describe the AEA services
7. State the 2008-09 outcomes
8. State a feedback loop

It is anticipated that 2008-09 school year should
produce positive outcomes for the 30 students and
all students within the pilot buildings.
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Pilot Year One ASAP 2007-2008 Outcome Timeline

• By September, select the 30 at-risk students in
  partnership with the building principal
• By the end of September, complete the building
  level Instructional Decision-Making gap analysis
• By October 19, complete the following (30
  students)
• Interventions for the selected 30 students
• Teacher training related to the interventions
• Ongoing formative assessment collection
  analysis timeline
• Involvement of teachers in the data feedback
• By April 2008, complete the following
• AEA Service Plan for 2008-2009
• Embed the IDM action plan inside the AEA Service
  Plan

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Journaling Journaling is a quick, but effective
way to reflect on something we have just thought
about, seen for the first time or freshly
learned. Periodically, we will take a few
moments to journal individually, then share as
you wish with a partner.
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Lets Look at the Job Descriptions and Support
What will this partnership look like in your
school? Job descriptions for Service
Facilitator and Sector Coordinator Role of
Principal Supports that are available AEA
resources AEA directors School and district
resources
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The Current State of our Schools

• Principal and Service Facilitator describe
• A. Current state of the school?
• B. Why the principal applied?
• Vision for the Pilot
• Given expectations and school context, what is
  the vision of the pilot?
• What will be necessary for this to happen?
• Journaling

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Relationships Predictive Index - Sharing and
Application of Knowledge Profile (PRO) for
Service Facilitator and Sector Coordinator
Positions Predictive Index (PI) for Each of
Us PI Related to Job Responsibilities Where are
you the most confident? Where might you want
support? What kind of support works best for
you? Using PI Information to Work Well as a Team
Journaling
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Logistics Outlook Calendar Please keep your
calendar in Outlook for ease of scheduling
meetings Progress Review Coordinators and
Service Facilitators Please meet at least
monthly to review progress toward accomplishing
the three outcomes for ASAP. Coordinators,
Service Facilitators and Service Providers
Please meet monthly at the school site to review
relationships and progress toward accomplishing
the three outcomes for ASAP. Include the
building principal at least initially. Coordinato
rs and Director Please meet at least monthly to
also review how things are going toward
accomplishing the three outcomes for ASAP
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More Logistics Service Facilitators as a
Collaborative Team Facilitated by a Professional
Development Coach September and October Meet
twice each month, then according to established
schedule. May meet at school site or in AEA
offices. Focus on Blended Coaching and other
knowledge/skills identified by the collaborative
team
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Impossibilities are merely things which we have
not yet been learned.  -- Charles W. Chesnutt
http//www.youtube.com/watch?vPk7yqlTMvp8
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Key Dates for Action Planning July 30-August
15, service facilitator and sector coordinator
engage in a complete overview of the evaluation
process and project outcomes plus, How to select
the 30 at-risk students How to identify
interventions How to set-up formative
assessment How to collect baseline building
data By September, select the 30 at-risk
students in partnership with the building
principal By the end of September, complete the
building level Instructional Decision-Making gap
analysis By October 19, complete the following
(30 students) Interventions for the selected 30
students Teacher training related to the
interventions Ongoing formative assessment
collection analysis timeline Involvement of
teachers in the data feedback By April 2008,
complete the following AEA Service Plan for
2008-2009 Embed the IDM action plan inside the
AEA Service Plan
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Action Planning Creating a Draft Communication
of ASAP Vision, Expectations, Outcomes To
Whom? When? Establishing Relationships With
Whom? How? Selection of 30 Students Who will
select? How? Mapping IDM Who will
map? How? Creating 08-09 Service Plan Who will
create the plan? How? Set meeting Time for Later
this Summer

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Evaluation of the Day Journaling Likert
Scale Please do not hesitate to identify areas
in which you would like assistance. Agency
Professional Development Form