Transcript UPS Check - Akron Public Schools

5-Step Process Clarification
• The 5-Step Process is for a unit, topic, or “chunk” of information.
• One form should be used for the unit, topic, etc.
• The form should not drive teaching! The form is simply used to
record good teaching!
• The 5-Step Process does not replace daily lesson plans.
• Daily lesson plans are Steps 3 and 4
• On-going formative assessments are in Steps 3 and 4.
• Make sure your PLCs have the right teachers at the table.
Step 0
Learning Target and Pre-Assessment
Description
Clarification
• Learning Target (s) are selected.
• Pre-Assessment tied to the
learning target(s) is determined
and administered.
• This step occurs before Step 1.
• What is a learning target?
• The pre-assessment must be
tied to the learning target.
• Can be “teacher-made”
• Not graded
• Should not be a State-wide or
District-wide data
Step 1
Collect and chart data to identify how students are
performing / progressing
Description
Clarification
• Pre-assessment data is ready
and brought to PLC meetings.
• Item analysis is done.
• Includes number and
percentage of students tested /
proficient and not proficient.
• Benchmark scores for grouping
students are determined.
• Data should be disaggregated
before the meeting.
• Benchmark score needs to be
recorded.
Step 2
Analyze student work specific to data
Description
Clarification
• Determine overall student
strengths.
• Are there patterns or trends?
• Were there common errors?
• Are there urgent needs?
• Prioritize needs for next steps.
• “What does the data tell you
about student learning?”
• The data should help you plan
instruction for identified student
groups.
Step 3
Establish shared expectation for implementing specific
effective changes in the classroom
Description
Clarification
• How will students be grouped
for instruction?
• What differentiated strategies
will be used?
• When will instruction take
place e.g. during core
instruction, intervention
period, enrichment time?
• Determine frequency/length
of instruction.
• Decide on post-assessment.
• Students need to be grouped with
differentiated strategies.
• Formative assessments should be
determined.
• Game Plan
• Daily lesson plans are being used for
implementation.
• Daily lesson plans should include
formative assessments being used
and different strategies for different
groups.
• Technology should be used to
support differentiated instruction.
Step 4
Implement changes consistently across all classrooms
Description
Clarification
• What strategies should be
observed in the classroom?
• During Step 4, strategy
effectiveness, grouping, and
formative assessments are
being discussed and revised as
indicated by formative
assessment results.
• Daily lesson plans.
• Daily learning targets.
• Minutes are updated to reflect
progress.
• What will the teachers be doing?
What will the students be doing?
• Principal ties walk-throughs to the
strategies the PLC has chosen to
implement.
• Feedback is provided to the
teachers.
• Peer to peer classroom visits can
occur to work as a team on tuning
the instructional strategy.
Step 5
Collect, chart, and analyze pre and post data to
determine effectiveness of practices
Description
Clarification
• Everyone comes with
assessments scored and data
ready.
• Best practices are shared with
classroom teachers with high
student results on post-test.
• Includes pre and post data for
all students by subgroups.
• Use the same chart format
from Step I to collect and
record data.
• Post-assessment results should
be compared to pre-assessment
results.
• The 5-Step Process is not
complete if you still have
students who are not proficient.
Teachers are recording what
intervention is being continued
for those students, while
moving on to the next unit,
topic etc.
(Insert School Name)
February 5, 2014
School Improvement Process
Akron Public Schools
District Focus, 2008-09 and Beyond
The mission of Akron
Public Schools, a pioneer
in academic excellence
passionately committed to
life-long learning, is to
ensure that each student in
our diverse population
achieves his or her fullest
potential in a safe and
affirming learning center
characterized by an
extensive, student-focused
collaboration of all
segments of the community,
with an emphasis on
preparing students to live
and excel in a global
environment.
CREATING A CULTURE OF EXAMINING PROFESSIONAL
PRACTICE IN THE AKRON PUBLIC SCHOOLS
Instructional Framework
• Planning for and Delivering Instruction
• Implementing Teaching for Learning
and Understanding
• Developing Professional Growth
and Responsibility
Professional Development
Embedded & Sustained Training
Instructional Rounds
Professional Learning Communities
Instructional Support
Instructional Coaching
Walkthroughs
Embedded in the School Improvement Planning (SIP) Process
Intensive
Targeted
Universal
Accountability
Monitor Student Growth
Staff Performance
District Goal
By June 2014, APS district and schools
will cut the achievement gap in onehalf for all students and all subgroups,
as measured by the State Local Report
Card
Priority I
Our Professional Learning Communities will
use the 5 Step Process with a high degree of
fidelity, including using assessment data to
inform and differentiate instruction, as
measured by reaching “Approaching
Proficient” or “Proficient” by the Pace team,
SIP team and teacher perception survey in the
Data and PLC domains of the Instructional
Improvement Cycle Rubric.
Priority II
Implement a robust Pyramid of Learning
(Response to Intervention model) to meet the
needs of all students with an emphasis on
delivering high quality universal instruction as
measured by reaching “Approaching Proficient”
or “Proficient” by the Pace team, SIP team and
teacher perception survey in the Adjusting
Instruction and Instructional Strategies
domains of the Instructional Improvement Cycle
Rubric.