Unified Improvement
Planning: District-Level
Planning
Sponsored by
The Colorado Department of Education
Fall 2010
Version 1.0
Introductions
Center for Transforming Learning and Teaching
• Julie Oxenford O’Brian
• Mary Beth Romke
www.ctlt.org
Today’s Purpose
Ensure you are prepared to
facilitate district–level unified
improvement planning
One in a series of CDE sponsored sessions on
UIP. . .
1. School Level Support for Schools assigned a Priority
Improvement or Turnaround Plan under state
accountability
2. District Level Support for Districts with schools assigned a
Priority Improvement or Turnaround Plan Under State
Accountability
3. District Level Support for Districts Accredited with
Turnaround or Priority Improvement plans under state
accountability or identified for improvement under ESEA,
including Titles I, IIA and/or III
4. Using the Unified Improvement Plan for Title I
Requirements (Webinar Only)
Materials
Norms
The standards of behavior by
which we agree to operate
while we are engaged in
learning together.
Introductions
• Introduce yourselves to the folks at your
table:
– Name/Role
– One question you have about Unified
Improvement Planning
• Select top two questions from your table to
share.
Outcomes
Engage in
hands-on
learning
activities and
dialogue with
colleagues.
Complete
readings.
Facilitate
processes
locally.
• Understanding the key elements and
processes embedded in the UIP Template
• Recognize unique requirements for districts
that are TA, PI and/or on improvement for
federal programs.
• Gather and organize data for planning.
• Plan for developing major components of the
UIP:
– Significant Trends and Prioritized Needs
– Root Causes
– Annual targets and interim measures
– Major Improvement Strategies
• Practice root cause analysis.
• Apply the UIP Quality Criteria (district level).
Activity: Progress Monitoring
• Go to Progress Monitoring.
• Re-write the learning targets in your own language,
describing what these learning targets mean to you.
• Create a bar graph which describes where you currently
believe you are in relationship to each of learning target.
Learning Target
Understanding the key elements and processes
embedded in the UIP Template
This means:
I know what is expected and what I need to
help my team accomplish in planning.
I don’t
know
what
this Is
I need
more
practice
I’ve
got It
I can
apply it
in a new
way
Reflections
Agenda
Unified
Improvement
Planning
District
Planning
Requirements
Section IV:
Action
Planning
Section III:
Data Analysis
Planning to
Plan
Purposes of Unified Improvement Planning
• Support school and district use of performance data to
improve student learning.
• Transition from planning as “an event” to planning as
“continuous improvement”.
• Provide a mechanism for external stakeholders to learn
about schools/district improvement efforts.
• Reduce the number of required improvement “plans”.
• Align improvement efforts within schools and districts.
• Meet state and federal accountability requirements.
What District Planning Requirements will the
Unified Improvement Plan Meet?
• State accountability
– State Accreditation
– Graduation Completion Plans
• Federal Accountability
– Title IA
– Title IIA
– Title III
• Other Grants
– Tiered Intervention Grant
– District Improvement Grant
Colorado Unified Planning Template
for Districts
Major Sections:
I. Summary Information about the district
II. Improvement Plan Information
III. Narrative on Data Analysis and Root
Cause Identification
IV. Action Plan(s)
Basic Steps in Improvement Planning
I.
Summary Information
about the district
II. Additional Information
III. Narrative on Data
Analysis and Root
Cause Identification
IV. Action Planning
Theory of Action: Continuous
Improvement
FOCUS
Timeline
August 15th
October 15th
November
15th
January 15th
February and
March
Aprils 15th
DPF Reports and initial accreditation categories
released.
District submits data and case for revising
accreditation category if appropriate.
Local plan development and
State releases final accreditation categories and
review.
pre-populated district
templates.
Priority Improvement, Turnaround and districts on
program improvement for federal programs
submit plans to CDE for state review.
State review, feedback to districts and revision
Plans submitted for publication on schoolview.org
Submission Process for District
Plans
• Plans due: January 17th and April 15th, 2011
• Use Tracker to submit improvement plans
• Each district identifies a lead submitter for
improvement plans (respondent form)
• Training for the lead submitters will be available
(e.g., online resources, Webinars)
• Targeting mid-November to have the Tracker
open to accept improvement plans
Features of Tracker
• Currently used for ESEA monitoring (e.g., desk
monitoring, documentation for onsite reviews)
• System is password protected. District controls who
has access to system.
• Districts upload and organize evidence (documents).
• CDE can access districts’ documents and provide
feedback.
• CDE will pre-populate criteria questions. Only districts
that must submit in January will be able to access the
instruments for the necessary programs.
• File cabinet arranged so that one plan will be linked to
multiple programs (if needed).
Key Planning Resources
Resource
1. Draft Quality
Criteria for
Unified
Improvement
Plans (district
level)
2. Unified
Improvement
Plan Draft
District
Example
Uses
• Provide a “target” for plan
developers for Section III and
Section IV plan elements.
• Serve as the basis for plan
review (local school boards,
state department staff, state
review panel)
• Examples of what might be
included in each section of the
plan.
Quality Criteria
• Individually read: the first 1.5 pages of the draft
UIP Quality Criteria for Districts (General
Directions and Meeting Specific Requirements in
the Plan)
• Table Group Discussion Questions:
– What information do you need to know about your
district to use the quality criteria?
– Which criteria apply to your district?
Quality Criteria Overview
• Designed to be used in conjunction with
the district UIP Template.
• General criteria apply to all districts.
• Criteria designated with program specific
icons only apply to select districts.
Agenda
Unified
Improvement
Planning
District
Planning
Requirements
Section IV:
Action
Planning
Section III:
Data Analysis
Planning to
Plan
Federal Program Requirements
• Districts identified for improvement under:
Title IA, Title IIA, Title III
• Each program has some specific
requirements.
• Detailed in:
– program-specific checklists, and
– quality criteria.
Identification under Title IA
• Program Improvement (PI):
– If an LEA does not make AYP for two
consecutive years in the same content area
(Math, Reading) in the same grade span
• Corrective Action (CA):
– If an LEA does not make adequate progress
by the end of the second full school year it
has been identified for improvement
Requirements under Title I
Program Improvement
• LEA develops a plan to address the areas
it missed district AYP (see district level
Quality Criteria)
• Set aside 10% of the Title IA allocation for
professional development (describe in the
resource column of Section IV – Action
Steps)
Requirements under Title I
Corrective Action
• The state may defer funds until an
approved plan is in place that incorporates
major improvement strategy(s) that will
respond directly to serious instructional,
managerial, and organizational problems
in the LEA.
Identification under Title IIA
(2141c)
• Identification process:
– Missed District AYP targets 3 consecutive
years
AND
– Missed HQ targets 3 consecutive years
• 50 districts were identified under 2141c in
2010-11
Requirements for 2141c
• District cannot use Title IA funds to create new
Title I instructional paraprofessional positions.
• District must enter into a “financial agreement”
with the state.
• State sets priorities for the use of Title IIA funds
– Professional development
– Recruitment, retention and distribution strategies
– HQ strategies
• Must use UIP. Make sure to complete Section V.
Title III Improvement
• Why is my district required to complete the
Unified Improvement Plan Template for
Title III?
• ESEA, Section 3122 (b)(2) requirment
• ……..If an LEA fails to make AMAOs for
two or more consecutive years, the State
shall make the grantee develop an
Improvement Plan that will ensure that the
grantee meets such objectives.
Title III – Things to Remember. . .
• Narrative must address the factors that kept the
grantee from meeting AMAO targets
– Address for 08-09 and 09-10
• Address Root Causes as they relate to ELLs
• Address Strengths and Weaknesses of Current
Plan
• Include Parent Involvement Efforts, ELD
Standards and Professional Development
State Accountability
Distribution of
Districts by
Preliminary
State
Accreditation
Ratings
Dramatic change for “persistent lowperformance”
This idea is not new. . .
• Comprehensive School Reform Designs (New American
Schools Development Corp. & IASA)
• Restructuring (NCLB)
• School Improvement Grants Under Section 1003(g) of
the Elementary and Secondary Education Act of 1965 -January 2009 amendments – school turnaround,
transformation, restart or closure.
• Colorado SB09-163 Educational Accountability Act:
Turnaround and Priority Improvement .
Rapid district improvement means that there
are:
1)Dramatic changes in district structures, culture,
policies, and process within one to three years of
the start of the improvement effort;
2)Evidence of significant improvement in
instructional practices and student academic
performance within three to four years of the
start of the improvement effort; and
3)Evidence that changes and improvements are
system-wide and sustainable.
-- The Center on Innovation and Improvement
Incremental vs. Dramatic
• Work with your table.
Select a recorder.
• Using a flip chart page
create a t-chart
• Brainstorm examples of
incremental changes
and dramatic changes
• How do these compare
to one another?
Incremental
Dramatic
Reviewing Turnaround Options
• Work with a partner. Take out “District
Turnaround Options”
• Silently read one row in the chart (individually).
• When each partner has completed a row, look
up and “say something.” Something might be a
question, a brief summary, a key point, an
interesting idea or personal connection to the
text.
• Continue until you complete all of the rows in the
chart.
Essential Strategies for Dramatic
District Improvement
• Acknowledge poor performance and the seek solutions.
• Establish a system wide approach to improving instruction—one that
articulates curricular content and provides instructional supports.
• Instill a visions that focuses on student learning and guided
instructional improvement.
• Made decisions based on data, not instinct.
• Adopt new approaches to professional development that involve a
coherent and district-organized set of strategies to improve
instruction.
• Redefine leadership roles.
• Commit to sustaining reform over the long haul.
BEYOND ISLANDS OF EXCELLENCE: What Districts Can Do to Improve
Instruction and Achievement in All Schools -- Learning First Alliance
Resources to help. . .
• Resources available through: comprehensive
school reform, NCLB restructuring,
Turnaround/Transformation
• Centers:
– The Center for Comprehensive School Reform and
Improvement: http://www.centerforcsri.org
– Center on Innovation & Improvement (CII):
http://www.centerii.org/
– Learning Point Associates: http://www.learningpt.org/
– Mass Insight Education: http://www.massinsight.org/
– Public Impact: http://www.publicimpact.com
– U.S. Department of Education: http://www.ed.gov/
Steps to prepare for dramatic
change
• Determine who will engage in planning for dramatic
change.
• Engage in a comprehensive qualitative review of the
district (CADI).
• Engage school and community stakeholders (input to the
approach)
• Establish the district data infrastructure.
• Determine a the dramatic change approach.
• Define a new vision.
Integrating your Thinking
• Take out, Planning to Plan Notecatcher
• Make notes about your efforts to
determine a dramatic improvement
approach and engage local stakeholders.
• What tools will you use?
Agenda
Unified
Improvement
Planning
District
Planning
Requirements
Section IV:
Action
Planning
Section III:
Data Analysis
Planning to
Plan
Section III: Narrative on Data Analysis
and Root Cause Identification
• Four Steps:
1.
2.
3.
4.
Gather and Organize Relevant Data
Analyze Trends and Prioritize Needs
Root Cause Analysis
Create the Data Narrative
• Data Analysis Worksheet (table)
• Data Narrative for School (text box)
Section III, Step One: Gather and
Organize Relevant Data
• Consider:
– “Required reports.” and “Suggested local data
sources” UIP Template, Section III.
• Team Discussion:
– Have you accessed all of the required state reports?
– To which local data sources do you have access?
– Highlight all of the “local data sources” that you
currently use.
State Performance Data Sources
• School and District Growth Summary
• CSAP score reporting
• Colorado Growth Model (both public and private)
• Student-level CSAP files (from CTB)
• Student-level flat files (growth, CSAPA, PSWR)
from CEDAR
Multiple measures must be
considered and used to understand
the multifaceted world of learning from
the perspective of everyone involved.
-Victoria Bernhardt
What types of data do we have?
• Demographics
• Perceptions
• Student Learning
• School Processes
Demographics
School
Processes
Provides information that
allows for the prediction of
actions, processes,
programs that best meet the
needs of all students.
Student
Learning
Perceptions
Victoria Bernhardt
For what do you use multiple data
sources in UIP?
• To answer questions about performance:
– Significant Trends
– Priority needs?
Performance Measures
• To determine why district performance is what it is
Process Measures
(root causes)?
• To monitor district progress towards annual
targets (interim measures).
• To monitor implementation of improvement
strategies (implementation benchmarks).
Using Multiple Data Sources
• To answer questions about performance:
– Significant trends
– Priority needs
• To determine why district performance is what it is
(root causes)?
• To monitor district progress towards annual
targets (interim measures).
• To monitor implementation of improvement
strategies (implementation benchmarks).
Inventory Local Performance Data
• Consider the following tools:
– Survey of Assessment Data Example
– Survey of Assessment Data Template
• Working with your team, answer:
– Do you know what assessment data sources are
available within your district?
– Do you have a comprehensive inventory of available
performance data?
Practice: Drilling-Down into Performance
Data
• Consider Data Analysis: Drilling Down
• Choose a sub-indicator for which your district
did not meet state expectations.
• Select questions that would help your staff to
“drill-down” to better understand performance in
that indicator area.
Develop a Data Analysis Plan
• Consider the data analysis plan template
• Capture critical questions for your team to drill
down in one indicator or sub-indicator area.
• Determine what state and local data reports your
team will review as part of this data analysis
plan.
Using Multiple Data Sources
• To answer questions about performance:
– Significant trends
– Priority needs
• To determine why district performance is what it is
(root causes)?
• To monitor district progress towards annual
targets (interim measures).
• To monitor implementation of improvement
strategies (implementation benchmarks).
If you’re only looking at Student
Learning, you’re missing 65% of
the data.
– Victoria Bernhardt
Root Cause Analysis Data Needs
• Root cause analysis will require your team
to consider types of data other than
performance data.
• Consider the SST Evidence List
• Do you have access to or could you gather
these data for your district?
Using Multiple Data Sources
• To answer questions about performance:
– Significant Trends
– Priority needs
• To determine why district performance is what it is
(root causes)
• To monitor district progress towards annual
targets (interim measures).
• To monitor implementation of improvement
strategies (implementation benchmarks).
Data Sources Calendar
• Monitoring progress over time requires your
team to know when different data become
available.
• Consider the sample Data Sources Calendar,
– What are the benefits of having timing attached to a
survey of available data sources?
– What would you add, delete from this template?
– How will you facilitate organization of your data
sources over time?
Tools you can use
Tool
Multiple Measures Graphic
Survey of Assessment Data Example
Survey of Assessment Data Template
Drilling Down
Data Analysis Plan
SST Evidence
Data Sources Calendar
Use
Identify what data is needed to answer
critical educational questions
Build background knowledge related to
inventorying local assessment data
Support gathering of local assessment
data.
Supporting local data analysis
Supporting local data analysis
Identify possible local process data
sources
Prepare to use multiple data sources in
improvement planning
Integrating your Thinking
• Take out, Planning to Plan Notecatcher
• Make notes about your next steps in
gathering and organizing data.
• What tools will you use?
Section III: Narrative on Data Analysis
and Root Cause Identification
• Four Steps:
1.
2.
3.
4.
Gather and Organize Relevant Data
Analyze Trends and Prioritize Needs
Root Cause Analysis
Create the Data Narrative
• Data Analysis Worksheet (table)
• Data Narrative for School (text box)
Review UIP Quality Criteria
• Work with a partner. Take out the UIP Quality
Criteria for Districts, sections on Significant
Trends and Priority needs.
• Read (individually) the definition and criteria for
Significant Trends.
• Clarify any questions with your partner.
• Repeat for the definition and criteria for priority
needs.
Reminder: Significant Trends
• Include all performance indicator areas.
• Include at least three years of data.
• Include positive and negative trends.
• Identify where the district did not at least
meet state and federal expectations.
• Consider data beyond that included in the
district performance framework (gradelevel data).
Reviewing priority need(s)
Priority needs are. . .
• Specific statements about the district’s performance
challenges
• Strategic focus for the district
• Description of “what is” based on analysis of trends
Priority needs are NOT
• What caused or why we have the performance challenge
• Action steps that need to be taken
• Concerns about budget, staffing, curriculum, or instruction
• Data interpretation
Priority Need Non-Examples
• Provide staff training in explicit instruction and adequate
programming designed for intervention needs.
• Implement interventions for English Language Learners
in mathematics.
• Identify budgetary support for para-professionals to
support students with special needs in regular
classrooms.
• No differentiation in mathematics instruction when
student learning needs are varied.
Priority Need Examples
For turnaround and priority improvement districts:
• Math achievement across all elementary grade-levels
and all disaggregated groups over three years is
persistently less than 30% proficient or advanced.
• Median Student Growth Percentiles in reading in middle
and high school levels for all disaggregated groups is
below 30 and has declined over the past three years.
• For the past three years, English language learners
(making up 60% of the student population) have had
median growth percentiles below 30 in all content areas
and grade/school levels.
Steps in Analyzing Data
1.
Focusing on each indicator area, identify performance
questions.
2.
Consider relevant data reports/views.
3.
Interact with the data.
4.
Look things that pop out, patterns over time (three years).
5.
Capture a list of facts statements/observations about your
data (identify significant trends).
6.
Identify indicator/sub-indicator areas where the district did
not meet state/federal expectations.
7.
Prioritize your observations in these areas.
8.
Re-write priority observations as priority needs.
Capturing your Data Analysis in
the UIP template
• Capture significant trends and priority needs in
the data analysis worksheet
• Data narrative will include:
– What data you reviewed
– The process in which your team engaged to analyze
the school’s data
– The results of the analysis
Apply Quality Criteria Section III:
Significant Trends and Priority Needs
• Use the Quality Criteria for Unified Improvement
Planning, Significant Trends and Priority Needs.
• Use your district plan, or the sample district plan,
consider:
– How are the significant trends and priority needs
similar and/or different from that reflected in quality
criteria
– How could these sections be improved upon in this
plan?
Integrating your Thinking
• Take out, Planning to Plan Notecatcher
• Make notes about your efforts to support
your schools in identifying significant
trends and priority needs
• What tools will you use?
Section III: Narrative on Data Analysis
and Root Cause Identification
• Four Steps:
1.
2.
3.
4.
Gather and Organize Relevant Data
Analyze Trends and Prioritize Needs
Root Cause Analysis
Create the Data Narrative
• Data Analysis Worksheet (table)
• Data Narrative for School (text box)
Moving up the Data Continuum
Brieter & Light, Light, Wexlar, Heinze, 2004
The Role of Root Cause
Analysis
Root Cause Analysis
Action Plan
Priority Needs/
Performance Challenges
Root Causes are. . .
• Statements describing the deepest underlying
cause, or causes, of performance challenges.
• Causes that if dissolved would result in
elimination, or substantial reduction of the
performance challenge(s).
• Why. . .
• Things we can change and need to change
• The focus of our major improvement strategies.
Non-examples of Root Causes
• What is NOT a root cause?
– Student attributes (poverty level)
– Student motivation
• With your table, identify two explanations
that might appear to be root causes but
don’t qualify (2 min).
How to engage in Root Cause Analysis
• Stay open to multiple possibilities.
• Keep multiple voices in the conversations.
• Generate possible theories of causation
(testable explanations).
• Dig deeper to organize and integrate our
thoughts.
• Identify additional data sources to confirm causal
theories.
Steps in Root Cause Analysis
1. Identify questions about the priority need.
2. Generate explanations (brainstorm).
3. Categorize/ classify explanations.
4. Narrow (eliminate explanations over which you
have no control).
5. Prioritize.
6. Get to root cause(s).
7. Validate with other data.
Practicing Root Cause Analysis
• Select one priority need for your district.
• Remember priority needs are performance
challenges.
• Write that priority need at the top of a flip
chart page.
• Whip around to share priority needs.
Activity: Brainstorm Explanations
1. Brainstorm testable explanations for your
priority need.
2. Formulate as many explanations or theories of
causation as possible
3. Post those on your data wall
Steps in Root Cause Analysis
1. Identify questions about the priority need.
2. Generate explanations (brainstorm)
3. Categorize/ classify explanations
4. Narrow (eliminate explanations over which you
have no control)
5. Prioritize
6. Get to root cause(s)
7. Validate with other data
Practice: Categorize your Explanations
• Options:
– Fishbone Diagram (tool), p. 71
– Diagnostic Tree (tool), 73
– Re-labeling (on your flip chart)
• Consider the fishbone and diagnostic tree
tools.
• As a group, select one strategy.
• Categorize/organize your explanations.
Steps in Root Cause Analysis
1. Identify questions about priority need(s)
2. Generate explanations (brainstorm)
3. Categorize/ classify explanations
4. Narrow (eliminate explanations over which you
have no control)
5. Prioritize
6. Get to root cause(s)
7. Validate with other data
Activity: Deepening our Thinking
1.
Take out “Narrow Your Explanations”
2.
Cross out any explanation which the school cannot
influence or control (student characteristics).
3.
Eliminate additional explanations which fail to meet the
following criteria:
4.
5.
• It derives logically from the data
• It is an explanation, not just an opinion
• It is plausible, it could be verified or tested
Prioritize your remaining explanations (getting down to
at most two).
Clarify the language, if needed, for your priority
explanations.
Steps in Root Cause Analysis
1. Identify questions priority needs
2. Generate explanations (brainstorm)
3. Categorize/ classify explanations
4. Narrow (eliminate explanations over which you
have no control)
5. Prioritize
6. Get to root cause(s)
7. Validate with other data
Practice: Getting to Root Causes
1. Use the 5 Whys -- Root Cause Identification
Form
2. Choose someone to be the recorder and to
write one priority explanation at the top of the
worksheet.
3. Begin the process of asking “why” and
identifying “because” for your explanation,
following the directions on the form.
4. Circle your “root cause” explanation(s).
Practice: Are we at “root cause(s)”
• Ask the key questions for identifying a root
cause of your explanations
– Would the problem have occurred if the cause had
not been present?
– Will the problem reoccur if the cause is corrected or
dissolved?
– Will correction of dissolution of the cause lead to
similar events?
• Make revisions to your root cause explanation if
needed.
Steps in Root Cause Analysis
1. Identify questions about priority needs
2. Generate explanations (brainstorm)
3. Categorize/ classify explanations
4. Narrow (eliminate explanations over which you
have no control)
5. Prioritize
6. Get to root cause
7. Validate with other data.
What additional information
do we need to validate our “root
cause” explanations?
Demonstrating the thinking. . .
Priority Need Explanations
Questions to
Explore
Data Sources
Reading
scores in
grades 4 and
5 have
declined for 3
years.
K-3 is using
new teaching
strategies, 4-5
are not.
What strategies are
primary vs.
intermediate teachers
using ?
Curriculum
materials and
Instructional plans
for each grade.
Less time
given to direct
reading
instruction in 45
How much time is
devoted to reading in
primary v.
intermediate grades?
Daily schedule in
each grade level.
More ELL
students in
grades 4 & 5
Is there a difference
between ELL and
other students
scores?
NWEA results
disaggregated by
ELL status.
Activity: Validating Our Theories
1. Use the “Validating with Data” job aide to
identify additional data needed to verify your
explanations.
2. Identify at least two additional data sources
that could help validate your explanation.
3. Post a list of your additional data needs to your
data wall.
Data Wall Chart
Priority Need:
Root Cause Explanation:
Questions to explore:
Data sources:
Quality Criteria for Unified Improvement
Planning
•
Review: UIP Quality Criteria, Section III, Root Cause
Analysis.
•
Consider:
– To what degree do the root causes in your district’s
plan or the example plan meet the quality criteria?
– How could these root causes be improved?
Tools you can use
Tool/ Resource
Use
Diagnostic Tree
Support organizing and categorizing root
causes.
Fishbone Diagram (Blank)
Brainstorming in categories
Narrowing Explanations (CTLT,
2009)
Apply criteria to eliminate explanations that
are not actionable
The five why’s
Deepen thinking about root causes
Validate with Data (CTLT, 2009)
Identify additional data sources to use to
validate root causes
Integrating your Thinking
• Take out, Planning to Plan Notecatcher
• Make notes about your next steps to
identify root causes.
• What tools will you use?
Section III: Narrative on Data Analysis
and Root Cause Identification
• Four Steps:
1.
2.
3.
4.
Gather and Organize Relevant Data
Analyze Trends and Prioritize Needs
Root Cause Analysis
Create the Data Narrative
• Data Analysis Worksheet (table)
• Data Narrative for School (text box)
Data Narrative
• Tells the story of the district’s data.
• Describes the process in which the planning team
engaged to identify trends, priority needs and root
causes.
• Identifies data that was analyzed
• Provides a Description of:
– Trend Analysis and Priority Needs
– Root Cause Analysis
– Verification of Root Causes
Generating a Data Narrative
1. Identify critical elements of the data narrative
2. A small group (or individual) generate a draft of
data narrative based on data analysis and root
causes analysis notes.
3. Reach consensus among all planning
participants that the narrative:
–
tells the “data story” for the district.
–
meets state criteria
4. Revise data narrative as needed.
Quality Criteria: Data Narrative
•
•
Review: UIP Quality Criteria, Data Narrative
Consider the Data Narrative from your district’s draft
plan (or the example district plan).
– How does the data narrative differ from the quality
criteria?
– How could the data narrative be improved (what
might be next steps)?
Agenda
Unified
Improvement
Planning
District
Planning
Requirements
Section IV:
Action
Planning
Section III:
Data Analysis
Planning to
Plan
Action Planning
1. School Goals Worksheet
– Annual Targets (2010-2011 and 2011-2012)
– Interim Measures
2. Action Planning Worksheet
– Major Improvement Strategies
– Root Cause(s) addressed
– Action Steps (timeline, key personnel, resources,
implementation benchmarks)
Clarify Annual Targets: Federal
• For federal performance indicators, annual
targets have been set.
• AYP and Safe Harbor targets available on
www.cde.state.co.us
• Highly Qualified Target 100%
• Title III AMAO targets available on
www.cde.state.co.us
Setting Annual Targets for State Indicators
Focus on
priority
need(s)
Review state
or local
expectations
Determine
progress needed
in first two years
Determine
timeframe
(max 5 years)
Describe
annual targets
for two years
How good is good enough?
General guidelines:
• Median student growth percentile targets should
not be less than 50
• If median growth percentile is < median
adequate growth percentile, targets should not
be less than 55.
• No penalty for not making targets in one year.
• Targets can be set for any state metric, but
should include median growth percentile.
Apply Quality Criteria for Annual
Targets
•
•
Review: UIP Quality Criteria, Section IV. Annual
Targets
Consider the Annual Targets from your district’s draft
plan (or the example district plan).
– How do the annual targets differ from the quality
criteria
– How could the annual targets be improved (what
might be next steps)?
– What specific metrics must be used in setting targets
for districts identified for Student Graduation and
Completion Plan
Interim Measures
• Interim measures must be identified for each annual
target.
• Data from interim measures should allow districts to
monitor progress quarterly.
• Examples: District Benchmark Assessment, NWEA
MAPS, Progress Monitoring assessments
• Table discussion:
– Review Quality Criteria, Section IV, Interim Measures
– What interim measures are available in your district?
Review Interim Measures
• What would be appropriate interim measure(s)
for the targets in your districts’ plan (or the
example district plan)?
• Write a description of the interim measure,
include:
– Assessment or performance measures only
– Administered during the school year (more than
once).
– Specify how frequently the data will be available.
– Specify what metrics will be used.
Integrating your Thinking
• Take out, Planning to Plan Notecatcher
• Make notes about your efforts to support
your schools in identifying annual targets,
and interim measures
• What tools will you use?
Action Planning
1. School Goals Worksheet
– Annual Targets (2010-2011 and 2011-2012)
– Interim Measures
2. Action Planning Worksheet
– Major Improvement Strategies
– Root Cause(s) addressed
– Action Steps (timeline, key personnel, resources,
implementation benchmarks)
Major Improvement Strategies
• Respond to root causes of the performance
problems you are attempting to remedy.
• Reflect an understanding that state takeover will
occur in 5 years if performance does not meet
expectations.
• Are of appropriate intensity and scope for the
level of change that is needed.
– For 2010-2011 school year – reflect planning for
dramatic change.
– 2011-2012 – beginning to implement dramatic change.
Implementation Benchmarks
• Implementation Benchmarks are. . .
– how districts will know major improvement strategies
are being implemented;
– measures of the fidelity with which action steps are
implemented; and
– what will be monitored.
• Implementation Benchmarks are NOT:
– performance measures (assessment results).
Action Planning
• Work with a partner. Consider the Unified Improvement
Planning Quality Criteria: Action Planning Worksheet.
• Individually read the criteria for the first element (major
improvement strategies).
• Look at your partner and “say something”. Something
can be a question, a brief summary, a key point, an
interesting idea or personal connection to the text.
• Read the criteria for the next element, interacting with
your partner after each row/element until you have come
to the end of the document..
Agenda
Unified
Improvement
Planning
District
Planning
Requirements
Section IV:
Action
Planning
Section III:
Data Analysis
Planning to
Plan
Planning to Plan
• Go back to your Planning to Plan note
catcher.
• Fill in any gaps related to taking the next
steps in developing your district unified
improvement plan.
• On sticky notes. . . identify remaining
support needs.
Your Feedback!!!
• Written:
– Take out several sticky notes.
– Identify additional support needs (one per sticky note)
– For the parking lot
• + the aspects of this session that you liked or worked for you.
• The things you will change in your work or would change
about this session.
• ? Questions that you still have
•
Light bulb: ideas, a-has, innovations
• Oral: Your current thinking