Facilitators of
School Improvement
Lisa Guzzardo Asaro
Deane Spencer
January 2014
Feedback for Learning
Connector Activity
“7 Keys to Effective FEEDBACK”
Grant Wiggins
Visible Learning for Teachers
Ch7 The flow of the lesson: the place of
feedback
John Hattie
“Dropping Balls”
Uncovering Student Ideas in Science
Mr. Miller has three different
balls. Each is about the same
size with a different mass.
Ball 1 is a wooden ball. Its mass is 28 g.
Ball 2 is a golf ball. Its mass is 46 g.
Ball 3 is a metal ball. Its mass is 110 g.
He holds his arms out and drops the
three balls at the same time from the
same height. In what order will the balls
hit the floor?
Prediction A:
Prediction B:
Prediction C:
Prediction D:
Prediction E:
Ball 1, then ball 2, then ball 3.
Ball 3, then ball 2, then ball 1.
Ball 2, then ball 3, then ball 1.
All three balls will hit the floor at about
the same time.
Ball 3 will hit first, followed by ball 1 and
ball 2 hitting the floor at the same time.
Choose a prediction and explain your thinking.
What “rule” or reasoning did you use to make
your prediction?
“7 Keys to Effective FEEDBACK”
• Goal-Referenced
• Tangible and Transparent
• Actionable
• User-Friendly
• Timely
• Ongoing
• Consistent
“7 Keys to Effective FEEDBACK”
1. Deal the Keys like playing cards to each
person at the table. Make sure each Key
has a reader.
2. Silently read the Key you have been dealt.
3. Once all have read their Key, one at a time
teach the meaning of your Key to the rest
of the table.
4. As you listen to the others at your table use
the bookmark to record your
understanding of each Key.
Remember our
Science Class?
7
Mr. Miller has three different
balls. Each is about the same
size with a different mass.
Ball 1 is a wooden ball. Its mass is 28 g.
Ball 2 is a golf ball. Its mass is 46 g.
Ball 3 is a metal ball. Its mass is 110 g.
He holds his arms out and drops the
three balls at the same time from the
same height. In what order will the balls
hit the floor?
Prediction A:
Prediction B:
Prediction C:
Prediction D:
Prediction E:
Ball 1, then ball 2, then ball 3.
Ball 3, then ball 2, then ball 1.
Ball 2, then ball 3, then ball 1.
All three balls will hit the floor at about
the same time.
Ball 3 will hit first, followed by ball 1 and
ball 2 hitting the floor at the same time.
Choose a prediction and explain your thinking.
What “rule” or reasoning did you use to make
your prediction?
Focus Question: In what order will the balls hit the floor?
Sample Exemplar
All three balls will hit the floor at the same time. The
reason is that they are all the same shape and size.
Gravity causes objects to fall at the same rate, but air
resistance can cause some things to fall slower. The
shape and size of an object determines how much air
pushes up on it and slows down its fall (air
resistance). When objects are the same size and
shape, they have the same amount of air pushing up
on them, so they will fall at the same rate. Since the
balls are all the same size and shape, they will fall at
the same rate and hit the ground at the same time.
Some people might think that mass will matter and
that the metal ball will hit the ground first because it
is heavier. We observed in class that only shape and
size matter.
10
Gravity
causes objectsClaim
to fall at theEvidence
same rate,
Exemplar
but
air resistance
can
some
things
to is
All three
balls will hit the
floorcause
at the same
time.
The reason
thatslower.
they are allThe
the same
shape
andsize
size. of
Gravity
causes
fall
shape
and
an object
objects to fall athow
the same
rate,air
butpushes
air resistance
determines
much
up can
on cause
it and
some things to fall slower. The shape and size of an object
slows
down
fallair(air
resistance).
When
determines
howits
much
pushes
up on it and slows
down its
objects
are the same
size and
shape,
they
fall (air resistance).
When objects
are the
same size
and
Some
people
might
think
that
mass
shape,
they
have the
same amount
of air
pushing will
up
them,
have
the
same
amount
of air
pushing
uponon
so
they will
fall at
the same
rate. Since
the
balls
arethe
all the
matter
and
that
the
metal
ball
will
hit
them,
so
they
will
fall
at
the
same
rate.
Since
same size and shape, they will fall at the same rate and hit the
ground
first
because
it issize
heavier.
We
the
balls
aresame
all
the same
and
ground
at the
time.
Some people
mightshape,
think thatthey
mass
observed
inthat
class
that
only
shape
and
size
will
matter
the metal
willhit
hit the
first at
will
fall atand
the
same
rateball
and
theground
ground
because
it istime.
heavier. We observed in class that only shape
matter.
the
same
and size matter.
Science
Reasoning
Counter
Argument
11
Use the Keys to analyze Feedback
I chose prediction D because we did
this in class with a metal ball and
wooden ball and they both were
about equal when they fell.
12
Use the Keys to analyze Feedback
I chose prediction D because we did this
in class with a metal ball and wooden
ball and they both were about equal
when they fell.
Teacher 1
Great  !!
13
Use the Keys to analyze Feedback
I chose prediction D because we did this
in class with a metal ball and wooden
ball and they both were about equal
when they fell.
Teacher 2
What was it about the metal ball
and the wooden ball that made
them fall at the same rate?
14
Use the Keys to analyze Feedback
I chose prediction D because we did this
in class with a metal ball and wooden
ball and they both were about equal
when they fell.
Teacher 3
What about the golf ball?
15
Use the Keys to analyze Feedback
I chose prediction D because we did this
in class with a metal ball and wooden
ball and they both were about equal
when they fell.
Teacher 4
Too vague.
16
Use the Keys to analyze Feedback
Now you try….
Use your tools to provide valuable
feedback on the following response.
I think all 3 balls will hit the
floor about the same time
because they all have the
same mass and same size.
17
18
Today’s Outcomes
•Engage in a Science Experiment and Read 7 Keys
to Effective Feedback, by Grant Wiggins
•Explore the School Systems Review and Interim
Self-Assessment
•Explore the NEW Michigan Student Test of Educational
Progress M-Step
•10 Lessons Learned from the Assessment Field Test
•Strategy Implementation Guide
•Program Evaluation Tool
•Explore MI School Data, Data Director, and
Macombfsi.net
19
Today’s Roadmap
• Welcome
• Connector: Seven Keys to Effective Feedback, article
• School Systems Review or Interim SelfAsessment
• Assessment and Accountability
• Strategy Implementation Guide
• Program Evaluation Tool
• MI School Data, Data Director, and
Macombfsi.net
• Program Evaluation Team Work
20
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
21
Parking Lot
A 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
22
Action Required Chart
•Any request by you that I need to
respond to must be placed on the
Action Required Chart
•You need to PRINT your complete
name, school, and email address
23
FSI Materials
New to FSI
•Notebook Tabs
•FSI website has been updated with the
exception of the ASSIST guides and
flowcharts.
24
Harvey Silver – The Core Six
Professional Learning 03.09.15 at the MISD
The Common Core State Standards represent the new
promise in education – the promise prepare all of our
students for college and careers and the challenges of the 21st
Century. In this interactive one-day workshop, participants
will identify key challenges in fulfilling the promise of the CC.
Dr. Harvey Silver will then introduce participants to the Core
Six: six easy-to-use researched-based strategies that teachers
at any grade level can use to develop their students’ core
thinking, literacy, and communication skills.
Register at gomiem.org
25
Principal Resource Packet
• Listening to the Data
Student are talking to you through their assessments. Are you
listening?
• How to Access & Complete the SIF and DIF 2.0 Overview Course
• School Improvement Frameworks and MTSS Essential Elements
• Harvey Silver –The Core Six Flyer
• AdvancED Creating the Student Performance Data Document
FSI Website
www.macombfsi.net
Facilitators of School Improvement
Website Update
• MDE School Reporting Requirements TAB
• School Improvement Framework
• MDE District Reporting Requirements TAB
• District Improvement Framework
27
28
Stage One Gather
Steps 2-3 Collect Data and Build Profile
GATHER
Get Ready
Collect Data
Build Profile
Process
Data
29
DUE DATE:
SCHOOL Improvement
Framework (SIF 2.0)
MDE School Improvement
Framework documents can be
downloaded from the MDE site, or
by visiting the links below:
*SIF 2.0
*Overview
*School Systems Review (SSR)
(see below)
*SIF 2.0 Strategy Cards
*School System Review (SSR)
*MVU Online Module
31
School Improvement Framework
School Systems Review (SSR) 26 Indicators
32
DISTRICT Improvement Framework
(SIF 2.0)
MDE District Improvement Framework
documents can be downloaded from
the MDE web site or by visiting the
links below:
*DIF 2.0
*Overview
*District Systems Review (DSR) (see
below)
*DIF 2.0 Strategy Cards
*District Systems Review (DSR)
*MVU Online Module
33
District Improvement Framework
District Systems Review (DSR) 10 Indicators
34
AdvancED ISA
MDE SSR
One or the Other; NOT BOTH
AdvancED Michigan
Summary Report
36
MDE: School Systems Review (SSR)
AdvancED: Interim Self Assessment (ISA)
• Examine the Summary Reports from last year in
ASSIST
• Identify your challenge areas
• As a School, talk about how you will engage staff in
assessing the indicators, surfacing evidence and
dialoguing where you rate as a school with regard to
the each MDE: strand, standard, and indicator or
AdvancED: standard and indicator.
37
Stage One Gather
Steps 2 Collect Data
GATHER
Get Ready
Collect Data
Build Profile
Achievement
Data
38
Division of Accountability Services
Assessment and Accountability
http://www.michigan.gov/mde/0,1607,7-140-22709---,00.html
• Michigan Student Test System Developed for Spring 2015
News Release 11.13.14
• Michigan Student Test of Educational Progress: M-Step
NEWS Release 11.13.14
39
THE JOURNAL
10 Lessons Learned from the Assessment Field Test





Prioritize Your Infrastructure
Do A Dry Run
Prepare Staff for New Priorities
Try a “SWAT” Approach
Adjust on the Fly
40
THE JOURNAL
10 Lessons Learned from the Assessment Field Test





Get All Hands on Deck
Try Out Various Scheduling Scenarios
Deal With Keyboards
Practice the Sample Tests
Put Your Communications Experts to Work
41
What’s NEW
•
Improving
Michigan’s
Accountability
System to Better
Measure Student
Growth
42
Student Growth Percentile
43
Three measures for Accountability
Achievement
Improvement(PLC)
Achievement Gap
44
Student Growth Percentiles
Student
Growth Percentiles (SGPs)
represent one powerful way to quantify
the growth of individual students over time
Conceptually, SGPs describe the variation
of student’s growth (how much is greater
or less than) compared to the growth of
other students who had equivalent past
test scores
45
Student Growth Percentiles
In order to calculate SGPs
 Students
are grouped with other students
throughout the state who had equivalent scores
on the previous test
 Students are then ordered in their group based
on their score on the current year test
 Each student then receives a percentile rank
based on their order in the group
46
Student Growth Percentiles (SGPs)
Basic
questions
 What
is a Student Growth Percentile?
 How would proposed SGPs be calculated?
 Why are SGPs helpful for parents and educators?
Let’s
try to understand SGPs by looking at
two students who appear to be very
similar, but in reality, are very different
 Took
Jane
the most recent
grade 4 mathematics
test
 Received a scaled score
of 434,
 which
happened to be the
state average, and
 Placed her in the
“Proficient” performance
level.
 But
what is her progress?
 How much growth has
she demonstrated?
 Also
John
took the most recent grade 4
mathematics test
 Also received a scaled score of 434,
 which happened to be the state
average, and
 he was also in the “Proficient”
performance level.
 But what is his progress?
 How much growth has he
demonstrated?
One way to better understand
Jane’s growth would be to look at
students who scored the same as
Jane on last year’s mathematics
test.
One way to better understand
Jane’s growth would be to look at
students who scored the same as
Jane on last year’s mathematics test.
In reality, there are many
students in Michigan
who scored the same as
Jane on last year’s 3rd
grade mathematics test,
but let’s imagine that
there were only 10.
301
Each of these students scored a 301
on last year’s 3rd grade mathematics test and
have now taken this year’s 4th grade
mathematics test as well.
301
301
301
301
301
301
301
301
301
301
375
376
382
390
395
408
421
430
Let’s order these students by their score on this year’s
mathematics test.
432
448
All these students had the same 3rd grade mathematics score (301).
375
376
382
390
395
408
421
430
432
448
But each of them scored differently on the 4th grade mathematics test.
434
All these students had the same 3rd grade mathematics score (301).
375
376
382
390
395
408
421
430
432
434
A Student Growth Percentile (SGP) of 90 indicates that
Jane scored better on the 4th grade mathematics test
than 90% of the students who started at the same
point based on the previous test.
448
Let’s go through that same
process for John by identifying
the students in the state who
scored the same as John on last
year’s mathematics test.
Once again, in reality, there are many
students in Michigan who scored the
same as John on last year’s
mathematics test, but let’s
imagine that there were only 10.
364
Each of these students scored a
364 on last year’s 3rd grade
mathematics test and have now
taken this year’s 4th grade
mathematics test as well.
364
364
364
364
364
364
364
364
364
364
418
428
452
469
478
Once again, let’s order these students by
their score on this year’s 4TH grade
mathematics test.
484
490
499
501
502
Last year’s mathematics score was 364 for all these students.
418
428
452
469
478
484
But each of them scored differently on the 4th grade mathematics test.
434
490
499
501
502
Last year’s mathematics score was 364 for all these students
418
428
434
452
469
478
484
490
499
501
502
A Student Growth Percentile (SGP) of 20 indicates that John scored better on the 4th
grade mathematics test than only 20% of the students who started at the same
point as he did on the previous test.
Even though Jane and John received the same score on the 3rd grade
mathematics test, looking at their SGPs reveals that their growth is very
different, and their academic progress in the last year varies significantly.
Jane’s SGP of 90 shows her learning over
time is greater than the majority of
students who started at the same point as
she did.
John’s SGP of 20 tells a different story.
John’s learning over time is less than
other students who started at the same
point as he did.
Student Growth Percentiles
 Student
Growth Percentiles (SGPs) describe a student’s
learning over time compared to other students with
equivalent prior test scores
 An SGP of 50 shows average learning over time, with
higher SGPs showing higher than average learning and
lower SGPs showing lower than average learning
 SGPs are a very useful and powerful way to understand
student learning over time
Stage Four: Do
Step 8 Develop Improvement Plan
PLAN
Develop Improvement
Plan
66
STRATEGY IMPLEMENTATION GUIDE
67
68
69
Stage Four Do
Step 11 Evaluate Plan
DO
Implement Plan
Monitor Plan
Evaluate Plan
70
PURPOSE ONE
Evaluating the Fidelity of Implementation
implemented as
intended?
implemented
consistently and with
fidelity?
enough time and
resources available and
used for
implementation?
Did the strategy work?
PURPOSE TWO
Evaluating Impact (Student Achievement)
 increased student
achievement?
 unintended consequences
(good and bad)?
 be continued?
discontinued? modified?
Demographics
School
Processes
Student
Outcomes
Perception
Deconstruct a STRATEGY at the ACTIVITY Level
Created a Strategy Addendum
73
74
Program Evaluation Diagnostic: Due June 30
OCTOBER Work During FSI
•
•
•
•
Deconstructed a Strategy at the Activity Level
Revised the Strategy as needed
Created a PE Strategy Addendum
Complete Strategy/Program/Initiative Description(page 2 in ASSIST)
PAGE 2
What is the name of the strategy/program/initiative being evaluated?
Example: Classroom Instruction that Works: Non Negotiables
Provide a brief description of the strategy/program/initiative being evaluated?
Example: Robert Marzano’s 2nd Edition elaborates on the 9 Strategies that work in a
Classroom to include all effective instructional pedagological tools.
What is the need being addressed by the strategy/program/initiative?
Describe what data analysis surfaced a student learning need that contributed to the selection
of the strategy/program/initiative.
Provide the reason for selecting the strategy/program/initiative, include intended
results.
Describe the student learning results you expect to achieve due to implementing the
strategy/program/initiative.
Cite the research supporting the strategy/program/initiative along with a brief summary.
Include a brief summary explaining the strategy/program/initiative.
75
Program Evaluation Tool
January – February Work
•
•
•
Complete pages 5-6 on Readiness
Complete pages 7-8 on Knowledge and Skills
Complete pages 9-10 Opportunity
76
Program Evaluation Diagnostic
Pages 5-6
1.) Readiness: What was the readiness for Implementing the strategy/program/initiative?
Part A
Part B
What is the evidence regarding stakeholder
understanding of the need as well as stakeholder
ability to articulate the research regarding the
choice of the strategy/program/initiative?
What does the evidence show
regarding stakeholder
understanding?
What does the evidence show regarding
stakeholders having a shared vision and purpose
for the work and a strong commitment to the
strategy/program/initiative?
What does the evidence show
regarding stakeholders having
a shared vision?
What is the evidence regarding how stakeholder
concerns were identified and addressed?
What does the evidence show
regarding how stakeholder
concerns were identified?
What is the evidence regarding the ability of staff
and administrators to integrate the strategy
/program/initiative?
What does the evidence show
regarding the ability of staff
and administrators to integrate
the
strategy/program/initiative?77
Program Evaluation Diagnostic
Pages 7-8
2.) Knowledge and Skills: Did staff and administrators have the knowledge and skills to implement
the strategy/program/initiative?
Part A
Part B
What does the evidence show regarding staff and
administrators’ vision for how practice would change as a
result of the strategy/program/initiative?
What does the evidence show
regarding staff and administrators’
vision for how practice would
change?
What is the evidence regarding administrator knowledge
and ability to monitor and assess the effectiveness of the
strategy/program/initiative?
What does the evidence show
regarding administrator knowledge
and ability to monitor and assess
the effectiveness?
What is the evidence regarding the sufficiency of
opportunities for staff to learn knowledge and skills
identified as essential (the non-negotiables or acceptable
variations of the elements) strategy/program/initiative?
What does the evidence show
regarding the sufficiency of
opportunities for staff to learn
knowledge and skills ?
What is the evidence regarding staff ability to apply the
acquired knowledge and skills?
What does the evidence show
regarding the ability apply the
acquired knowledge and skills?
78
Program Evaluation Diagnostic
Pages 9-10
3.) Opportunity: Was there opportunity for high quality implementation of the
strategy/program/initiative?
Part A
Part B
What is the evidence regarding the sufficiency of
administrative support to achieve the intended results?
What does the evidence show
regarding the sufficiency of
administrative support?
What is the evidence regarding the sufficiency of
professional learning during implementation, e.g.
modeling and coaching?
What does the evidence show
regarding the sufficiency of
professional learning?
What is the evidence regarding the sufficiency of
resources -including financial and time- to achieve the
intended results?
What does the evidence show
regarding the sufficiency of
resources?
What is the evidence regarding staff collaboration in
support of the strategy/program/initiative?
What does the evidence show
regarding staff collaboration?
79
AdvancED and MDE RESOURCES
http://advanc-ed.org/partnership/mde
Located Here
80
STUDY
Analyze Data
GATHER
Get Ready
Collect Data
Build Profile
Set Goals
Set Measurable Objectives
Research Best Practice
Presenter: Dr. Jennifer Parker-Moore
MISchooldata.org
Data Director
81
Team Work Time
•Create an PE Strategy Addendum
•Complete page one- of the
Program Evaluation Diagnostic in
ASSIST
•Network with Colleagues
82