Transcript 5 Step Process - Akron Public Schools

APS SCHOOL
IMPROVEMENT
PROCESS
August, 2014
District Goal
By June 2015, APS district and
schools will cut the achievement
gap in one-half 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.
90 Day Plan
Data
PLCs
Cut the
achievement
gap in 1/2
Adjusting
Instruction
Instructional
Strategies
August SIP – Day One
• Learning Target: Walk out with a draft 90 Day Plan that
has many of your strategies and PD planned for the first
90 days based on MAP/DAP data, IIC rubric data, and
OTES data.
• Learning Target: Draft a 90 Day plan that will truly drive
the school improvement initiatives in your school and is
not a compliance document.
SIP DAY TWO
• Learning Target: Have a deeper
understanding of Steps 0, 1, and 2 of
the 5 Step Process.
• Learning Target: Evaluate the
effectiveness of the 5-Step Process by
quality, rather than quantity
STEP 5
STEP 0
STEP 4
STEP 1
STEP 3
STEP 2
5-Step Process
• We have a better
understanding of the
5-Step Process.
• Teachers are working very
hard on the process.
• IIC Rubric Feedback
Sheet scores are
increasing.
Quality of the minutes could be
improved.
We are letting the form drive
instruction, rather than letting
instruction drive the form.
Quantity vs Quality
LEARNING
TARGET
Pre-Assessment
STEP 0 – Learning Target(s)
& Pre-Assessment
• We identify the Learning
Target.
• We often identify Content
Standards.
• We can see data from a preassessment.
Our Learning Target may be very
narrow or very large.
We struggle with tying the
learning target to the content
standards.
We are confused about the
Learning Target definition.
Solutions
• Change “Learning Target” to “Learning Goal” in Step 0.
• Using pacing guides, the learning specialists will identify
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5-Step Process cycles. They will also identify the correct
learning goals, as well as the connected content
standards.
The pacing guides will also include the recommended
pre-assessment, if there is one in the curriculum guide.
For teachers who use DAPS, the transparent exams can
be used to select pre-test items that are connected to the
learning goal(s).
Eventually, we would like to pre-populate the learning
goals and content standards on the form.
Consider quality questions if this is an area of concern.
Quality Questions – Pre-Assessment
LEARNING
TARGET GOAL
Pre-Assessment
Step 1
Collect and chart data to
identify how students
are
performing/progressing
• Pre-Assessment data is ready and brought to
meetings.
• Subgroup data is reported.
• Item analysis is done.
• Number and percentage of students
tested/proficient and not proficient are included.
• Benchmark scores for grouping students are
determined.
Step 1 – Collect and Chart Data
• We are collecting data.
• We are setting
benchmarks.
• We are charting the % of
students proficient and
non-proficient.
• We are analyzing data.
We are not always doing a
thorough item analysis.
Our item analysis is not always
tied to the content standards.
We aren’t charting sub-groups.
Solutions
• Build assessments in Performance Plus to allow for a
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strong item analysis.
Use available technology to easily tie the test questions
with the content standards.
Require subgroup data analysis to chart progress toward
our district goal.
Offer PD on deeper item analysis.
Use the technology available from publisher for easier
item analysis.
Consider quality questions if this is an area of concern.
Step 1 - Quality Questions
Step 2
Analyze student
work specific to
the data
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Determine overall student strengths.
Are there patterns or trends?
Were there common errors?
Are there urgent needs?
Prioritize needs for next steps.
Step 2 – Analyze student work
• We are identifying
strengths, weaknesses,
patterns, and common
errors.
We are often making general
observations, e.g. ½ of our
students failed the test.
Our analysis is often not
informing instruction.
Solutions
• As in Step 1, we should do a deeper data analysis.
• Having transparent assessments should allow us to
identify errors in student thinking.
• Consider quality questions if this is an area of concern.
Step 2 – Quality Questions
Step 3
Establish shared
expectations for
implementing specific
effective changes in the
classroom.
• 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.
Step 3 – Planning for effective change in
the classroom
• We are grouping students.
• We are often listing
strategies.
Our instructional strategies
are not always differentiated
for different groups.
The quality of the instructional
strategies is inconsistent.
We need to include more
instructional strategies that
are HOT.
Solutions
• Ensure 90 Day Plans include action steps / strategies for
PD on instructional strategies.
• Ensure 90 Day Plans include action steps / strategies for
PD on differentiation.
• Consider quality questions if this is an area of concern.
Step 3 – Quality Questions
Step 4
Implement changes
consistently across
all classrooms.
• What strategies should be observed in the
classroom?
• 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 4 - Implementation
• We are stating what
students will be doing.
• We are stating what adults
will be doing.
The form does not give us a
place to record on-going
formative assessments.
The form does not give us a
place to record re-grouping
students based on on-going
formative assessments.
The form does not give us a
place to record new instructional
strategies based on on-going
formative assessments.
Solutions
• Revise the form to include a place to record on-going
formative assessments and the subsequent re-grouping
of students and different instructional strategies.
• Consider quality questions if this is an area of concern.
Based on formative assessments, I have
made the following changes…
Rewrite these questions referencing daily
lesson plans.
Step 5
Collect, chart, and
analyze pre/post data and
determine effectiveness of
practices
• Everyone comes with assessments scored
and data ready.
• Best practices are shared by classroom
teachers with high student results on posttest.
• Include pre and post data for all students by
subgroups.
• Use the same chart format from Step I to
collect and record data.
Step 5 – Collect, chart, and analyze postassessment data
• We are collecting and
charting post-assessment
data.
We are not always analyzing
the pre and post-assessment
data.
We are not always identifying
what worked and what didn’t
work.
We are not always recording
what the next steps are for
the students who didn’t learn.
Solutions
• Ensure 90 Day plans have action steps / strategies for PD
on data analysis.
• Through PD, stress the importance of Step 5 and the
need to analyze the data to identify what instructional
strategies worked and what didn’t work.
• Consider quality questions if this is an area of concern.
Step 5 – Quality Questions
Step 5 – Quality Questions (continued)