Transcript DCIT

September 25, 2012
8:30 a.m.- 3:30 p.m.
“If you do what you’ve always
done, you’ll get what you’ve
always gotten.”
-Tony Robbins
Why is it sometimes difficult to solve our own problems?
http://www.youtube.com/watch?v=VrSUe_m19FY
Anything to add?
Anything to delete?
Small groups- try to come up with 4-5 norms
Honor the ground rules created
Be ready to share possible norms
Decide on norms to get our work accomplished
Fewer, synthesized norms will be easier to keep each other
on track
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Be on time, present and
focused
Respect each other’s views
Let people explain their
point without interruption
Challenge each other
gracefully and in love,
balancing grace and truth
Maintain confidentiality
Respect integrity of group
Monitor airtime
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Everyone is here for a
purpose; responsibility for
input and output
Come prepared
Recognize that we don’t
have all the answers
Voice: everyone in this
room has a voice that is no
more and no less
important than anyone
else
Take a couple of minutes to read structure/ function and
guidelines for DCIT
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Individually using the documents about DCIT,
make a list of things you feel we will do and
won’t do as part of being a member of DCIT.
Think about your previous experience and
what you hope to gain and change about the
team.
Then meet with a group of 4 (try to find 1-2
people you do not work with each day).
Make a chart and discuss key will and won’t
(s).
Be ready to share out by group.
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After looking at the “Will Do” lists, how does
this change our role?
How do we communicate the “Won’t Do” lists?
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Making the best use of our time
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What can be done to ensure our time is used most
effectively?
How can we communicate the learning and the work
we do to other staff?
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http://www.mdoe.state.mi.us/MDEDocumen
ts/TTB/top_to_bottom_top_to_bottom_rankin
g.html
This is a presentation you might want to view
and use with other staff.
The presentation provides many details on the
data.
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Statewide ranking of ALL schools
Bottom 5% = Priority/PLA schools (starting SY
2012-2013)
Also used for Focus and Reward:
 Use achievement gap component only  Focus
schools
 Use top 5% overall  Reward schools
 Use improvement component only  Reward
schools
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Three main components by subject:
 Achievement
 Improvement
in achievement over time
 The largest achievement gap between two subgroups
calculated based on the top scoring 30% of students
versus the bottom scoring 30% of students
Each component tells schools something about their
overall performance and can be used for diagnostics
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In addition to the achievement
components, student graduation is
included in the statewide top-to-bottom
ranking for schools with a graduation rate
in the two following ways:
 Graduation Rate
 Improvement in graduation rate over
time
Schools with 30+ full academic year (FAY)
students over the last two years in at least
two state-tested content areas; school must
be OPEN at time of list generation
Application  Some schools do not
receive a ranking if they:
Have too few FAY students
Only have one year of data
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Reading and Mathematics: Grades 3-8 and 11
 In grades 3-8, testing every year allows us to
figure out student performance level change
(our current “growth” metric) in reading and
math
 Students can either significantly improve,
improve, maintain, decline or significantly
decline
Writing: Grades 4 & 7
Science: Grades 5 & 8
Social Studies: Grades 6 & 9
Quick
Reference
for ZScores
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Z-scores are a standardized measure that helps you
compare individual student (or school) data to the state
average data (average scores across populations).
Z-scores allow us to “level the playing field” across grade
levels and subjects
Each Z-score corresponds to a value in a normal
distribution. A Z-Score will describe how much a value
deviates from the mean.
What do you need to know: Z-scores are used throughout the
ranking to compare a school’s value on a certain component
to the average value across all schools.
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Z-scores are centered around zero
Positive numbers mean the student or school is above the state
average
Negative numbers mean the student or school is below the state
average
…Worse than state average
3
2
1
State
Average
0
Better than state average….
1
2
3
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Your school has a z-score of 1.5. You are better than
the state average.
Z-score of 1.5
…Worse than state average
3
2
1
State
Average
0
Better than state average….
1
2
3
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Your school has a z-score of .2. You are better
than the state average, but not by a lot.
Z-score of 0.2
…Worse than state average
3
2
1
State
Average
0
Z-score of 1.5
Better than state average….
1
2
3
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Your school has a z-score of -2.0. You are very
far below state average.
Z-score of -2.0
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Z-score of 0.2
…Worse than state average
3
2
1
State
Average
0
Z-score of 1.5
Better than state average….
1
2
3
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West
Kathleen, Gloria,
Michelle, Maria,
Susan V
Holland High School
Justin, Mark, Sue,
Lynette, Deb, Patsy,
John
East
Nery, Lara, Janette,
Jamie
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Holland Heights
Kevin, Susan W, Jim ,
Bill, Becky
Jefferson
Rick, Sandy, Greg,
Ellen, Carol
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For grade 3-8 reading and mathematics
Two-Year Average
Standardized
Student Scale (Z)
Score
School Achievement
Z-Score
Two-Year Average
Performance Level
Change Index
School Performance
Level Change
Z-Score
Two-Year Average
Bottom 30% - Top
30%
Z-Score Gap
School Achievement
Gap Z-Score
1/
2
1/
4
1/
4
School
Content
Area Index
Content
Index
Z-score
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For grade 3-8 reading and mathematics
Two-Year Average
Standardized
Student Scale (Z)
Score
School Achievement
Z-Score
Two-Year Average
Performance Level
Change Index
School Performance
Level Change
Z-Score
1/
2
1/
4
School
Content
Area Index
Step #1: Achievement
How well did the school do in that subject?
Two-Year Average
Positive number = better than average
Bottom 30% - Top
School Achievement
30%
Near
= average1/
Gapzero
Z-Score
4
Z-Score Gap
Negative number = worse than
average
Content
Index
Z-score
Step #2: Improvement
Is the school improving in that subject?
Positive number = greater rate of improvement
 For grade 3-8 reading
and
mathematics
than
average
Near zero = average improvement
Negative = slower rate of improvement than
Two-Year Average
Standardizedaverage;School
can Achievement
also mean they
1/ are declining
Student Scale (Z)
Score
Z-Score
Two-Year Average
Performance Level
Change Index
School Performance
Level Change
Z-Score
Two-Year Average
Bottom 30% - Top
30%
Z-Score Gap
School Achievement
Gap Z-Score
2
1/
4
1/
4
School
Content
Area Index
Content
Index
Z-score
Raw value is also meaningful:
Positive number: More students improving
than declining
 For grade 3-8 reading and mathematics
Negative number: More students declining
than improving
Two-Year Average
Standardized
Student Scale (Z)
Score
School Achievement
Z-Score
Two-Year Average
Performance Level
Change Index
School Performance
Level Change
Z-Score
Two-Year Average
Bottom 30% - Top
30%
Z-Score Gap
School Achievement
Gap Z-Score
1/
2
1/
4
1/
4
School
Content
Area Index
Content
Index
Z-score
Step #3: Achievement Gap
Is the gap in that subject between top 30%
and bottom 30%:
(positive
number)
= smaller
gap than
 For grade
3-8 reading
and
mathematics
average
Two-Year Average
(negative number) = larger gap than
Standardized
School Achievement
1/
average
Student Scale (Z)
Z-Score
2
Score
(near zero) = average gap
Two-Year Average
Performance Level
Change Index
School Performance
Level Change
Z-Score
Two-Year Average
Bottom 30% - Top
30%
Z-Score Gap
School Achievement
Gap Z-Score
1/
4
1/
4
School
Content
Area Index
Content
Index
Z-score

For grade 3-8 reading and mathematics
Two-Year Average
Standardized
Student Scale (Z)
Score
School Achievement
Z-Score
Two-Year Average
Performance Level
Change Index
School Performance
Level Change
Z-Score
Two-Year Average
Bottom 30% - Top
30%
Z-Score Gap
1/
2
1/
4
Reward Schools
(for
improvement)
School
Content
Area Index
Content
Index
Z-score
Focus Schools
School Achievement
Gap Z-Score
1/
4
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Calculating an overall ranking for a school with a
graduation rate
School
Mathematics Std
Index
18
%
School Reading Std
Index
18
%
School Science Std
Index
School Social
Studies Std Index
School Writing Std
Index
School Graduation
Rate Std Index
Overall
Standardized
School Index
18
%
18
%
18
%%
%
10
%
Overall
School
Percentile
Rank
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Calculating an overall ranking for a school without a graduation rate
School
Mathematics Std
Index
School Reading Std
Index
School Science Std
Index
School Social
Studies Std Index
School Writing Std
Index
20%
20%
20%
20%
20%
Look at each subject index. Help schools
understand which subjects are strong/weak for
them.
Positive
number: better thanOverall
average
Overall
School
School
Standardized
Index
Negative
number: below Percentile
average Rank
Near zero: near average
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Use handout entitled “What is Important to
Show Schools?” and discussion questions
Discuss among your school colleagues
Use a huddle board. Take notes.
Share your school’s story
How does this affect our work in DCIT?
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What’s the overall pattern?
 Low achievement?
 Declining achievement?
 Large gaps?
Where are the actionable areas?
 Which subjects need the most attention?
 Is everyone doing poorly (small gap, low
achievement) or are some students doing well and
others falling behind (decent achievement, but large
gap)
Taking a look at Professional Development written into the
plans
You will work in teams by school with other team members
You will look at your SIP
Work with other members from your school
Other staff, please find a group to work with
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Go to HPS website
Find your school
Find your SIP
Take a few minutes to
review with your
colleagues
Complete PD chart for
each plan
What trends did you
see? What problems
may arise?
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Ranked as #1 school level factor (Marzano, Lezotte, Edmonds)
Guaranteed, viable curriculum is cornerstone of rigor
Impossible to raise and maintain high achievement levels without
Guaranteed, Viable curriculum
Greatest impact on student achievement, more than programs or
materials
Focus on differences between intended and implemented (must
have it in place first)
Road map for principals’ to support teaching and learning
Will allow conversation around teaching and learning
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http://www.youtube.com/watch?v=2IGTjrYO
UYE
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Thoughts?
More than a textbook or series
These are essential resources
A curriculum should lay out what is to be
taught, how and how it will be assessed
Intended
 Implemented
 Tested
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A textbook is a book on a specific topic, like
biology.
A curriculum is what is contained in the
courses, the materials to be covered, what tests
and books will be used by a school. It can also
apply to the materials to be covered in a
particular field of study, such as biology.
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Content is CCSS
Includes use of text or other resources
Not only text or resources
We should be able to teach without the
text….does not mean we want to or should but
we could.
Books should be listed but where in map?
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Kindergarten- Ellen,
Carol, Gloria
1st- Maria, Deb
2nd - Michelle, Nery,
Phil
3rd- Lynette, Jim
4th- Becky, Lara,
Kevin
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5th- Bill, Sandy V,
Rick, Suzanne W
6th- Mark, Patsy,
Kathleen, Susanne V
7th- Sue, John, Greg,
Jamie
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In assigned groups
Work on grade level
maps
Maps are located on
HPS School
Improvement Site
Complete an audit
form for each content
by grade level
Provide input
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What trends did you
see?
What does this mean
for our next step?
How do we ensure
secondary classes that
are commonly taught
have a articulated
curriculum?
Details, details, details
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Nov. 6…..3:30-5:30
p.m.
Dec. 4…..12-3:00 p.m.
Jan. 16….12-3:00 p.m.
Jan. 29….3:30-5:30
p.m.
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Feb. 12….12-3:00 p.m.
March 5….3:30-5:30
p.m.
March 19….12-3:00
p.m.
April 16….12-3:00
p.m.
May 14….12-3:00 p.m.
May 21….3:30-5:30
p.m.
www.hollandpublicschools.org
What is it?
Does it apply to my school/program?
Yes!
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Title I
Title II a
Title III
At-Risk/31 A
All HPS buildings receive
funding/services from some or all
programs listed above
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To fulfill MDE’s oversight responsibilities for
State and Federal programs
To encourage program coordination and
collaboration
To help MDE consultants identify programs
that need improvement
To identify effective programs and practices
Visit from Michigan Department of Education,
Office of Field Services
For purpose of monitoring how programs are
operated
To review how closely the School Improvement
Plans reflect the money spent from
Consolidated Application Programs
To meet with staff from Central Office, buildings
and discuss progress and data to support work
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District Study Guide
Each building will complete a Building Study
Guide
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This needs to be done with entire staff or reviewed
with staff
Lists of identified students for each program
should always be on file and used to collect
data on program
Data to back up lists of identified students
Logs for all staff who are paid for from
identified funding sources
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Agendas, minutes and sign in sheets (Google doc)
for CSI, SIT, and other curriculum related meetings
Logs and PARS are kept for all staff funded
Be able to demonstrate how each school is
monitoring the SIP (through use of data and other
documentation)
Parent Representation on SIT
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Title I Schools- additional parent who has a Title I student
List of staff funded by various programs
Completion and evidence for Study Guide
Title I buildings have other responsibilities
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Inventories, check out procedure, Parent Involvement
Policy and Compact
Brainstorm ideas/topics you feel we need to explore.
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Review the book Focus
Bring 3 things we should focus on during DCIT
Be able to tell us “why”
If you have not read the book, please read for
next time
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Norms
Agenda
Key Tasks
Process of DCIT
 Purpose refined
 Learned about TTBL
 Developed plan for PD based on SIP
 Audited/provided feedback for Grade Levels
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Homework: Focus; 3 areas and why
Talking Football???
When it comes your way, say what the day has been for you
or meant to you…if you don’t have anything to say you can
“pass” and keep passing it to your right until we are
finished. This may take several rotations of the stick.