Transcript ACSIP fWorkday and Review

Got Champions !
School, District, and State levels
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SCHOOL CHAMPIONS
A collaborative Leadership team uses Indistar
processes to create a system which changes
teacher behavior, impacts student behavior, and
promotes student success.
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Augusta School Leadership Team
Augusta, Arkansas
IIIA06
All teachers test frequently using
a variety of evaluation methods
and maintain a record of the
results.
WISE WAYS®
Tally Sheet of Math Assessments
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Tally Sheet of Literacy Assessments
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Tally Sheet of Elementary Assessments
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Tally Sheet Chart of Grades
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IIIA06
Next Steps
• January—tallied variety of methods collected.
• January--Looked at grades in eSchool to see if
assessments have been graded and recorded.
• February--Decided to keep this indicator on
the agenda again and review assessments
collected during the month.
IIIA06
Next Steps
• March—Data will be shared with faculty on
the variety of assessments used and the
observed recording process.
• April--?
• May--?
DISTRICT CHAMPIONS
Managing District-Wide INDISTAR® Implementation.
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Managing District-Wide
INDISTAR Implementation
District’s Point of View
From a REAL Arkansas
District
Claire Pence and Cedarville District Team
How did we implement
INDISTAR?
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became a HS Focus School in 2012
chose to create a TIP using INDISTAR
conducted a needs assessment
began to assess indicators based on our
needs assessment, CWT data analysis
tool, and “The Big Three.”
Data Analysis Tool
Percent Proficient and Advanced
 0 – 34%
 Align curriculum and classroom instruction. The Curriculum has not
been taught (time on task) or does not exist.
 35 – 49%
 Coordinate curriculum across grade levels and subject areas
(horizontal and vertical alignment.) Align curriculum and instruction.
 50 – 69%
 Implement high-yield strategies by analyzing instructional strategies
to determine most effective teaching methods.
 70 – 84%
 Spend more quality time on instructional strategies to yield greater
results.
 85 – 100%
 Provide aligned enrichment; add depth and breath.
The Big Three
• Time on Task
• Curriculum
• Instruction
Possible Time on Task Indicators
 IF03: Professional development for teachers
includes observations by the principal related to
indicators of effective teaching and classroom
management. (67)
 IIIC08:All teachers display classroom rules and
procedures in the classroom. (163)
 IIIC10: All teachers reinforce classroom rules and
procedures by positively teaching them. (165)
 IIIA35: Students are engaged and on task. (144)
Possible Curriculum Indicators
 IIA01: Instructional Teams develop standardsaligned units of instruction for each subject and
grade level. (88)
 IIA02: Units of instruction include standards-based
objectives and criteria for mastery. (89)
 IIIA01: All teachers are guided by a document that
aligns standards, curriculum, instruction, and
assessment. (110)
 IIIA02: All teachers develop weekly lesson plans
based on aligned units of instruction. (111)
Possible Instruction Indicators
ID11: Teachers are organized into grade-level
clusters, or subject-area Instructional Teams. (46)
IE07: The principal monitors curriculum and
classroom instruction regularly. (58)
IIIA09: All teachers clearly state the lesson’s
topic, theme, and objectives. (118)
IIIC05: All teachers use a variety of instructional
modes (whole-class, small group, computerbased, individual, homework, for example). (160)
Sustainability/Efficacy/Fidelity
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PLC teams must hold regular meetings and stick to
a purposeful agenda. (district and building)
Progress monitor objectives by routinely sharing
your task report and celebrating your
achievements.
Share leadership to create ownership of your TIP.
Create a time line for implementation and
document and maintain evidence of completed
tasks.
Frequently revisit data and revise needs
assessment.
Challenges
 A few technical issues
 Learning to use the software
 Defining terminology (IH01)
 Learning to create simple, specific tasks
must eat the elephant one bite at a time.)
 Learning to use Smart Goals and Smart
Tasks.
Comments
 More relevant system
 Easier to implement
 Provides talking points for teams
 Involves all stakeholders in collaboration
 Built in accountability
(You
STATE CHAMPIONS
Collaborative team approach among Zone Leaders and
School Improvement Specialists to support statewide
coaching and provide technical assistance within the
Arkansas system.
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Collaborative Support through
Leadership Teams
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State Teams
ADE Division
Collaboration
ADE Division
Unit
Collaboration
Arkansas Zone
Leaders
School
Improvement
Specialists
District Teams
• District
Leadership
teams
School Teams
• School
Leadership
teams
• Instructional
teams
Zone Leaders
work with
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ACSIP Pilot Districts
ACSIP Pilot Schools
Zone regional support
Arkansas ACSIP Pilot
Advisory Team
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Zone Leader
Locations
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12 Pilot districts
11 Pilot districts
Little Rock, AR
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14 Pilot districts
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School Improvement Specialists
work with
School Improvement Schools
(some are ACSIP Pilot schools)
Focus
Priority
Academic Distress
Schools within the
lowest 10% within
the state.
Schools within the
lowest 5% within
the state.
Schools with a
three year math
and literacy
average below
49.5%
___ Schools
___ Schools
____ Schools
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School site visits
We meet with the
leadership team to
discuss
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Coaching comments
Bulletin boards
Coaching reviews
Celebrate successes
Review Task reports
Work on Indicators for self
assessment, planning and/or
monitoring of implementing the
plan
Review multiple measures of data
Create next steps
Follow up on previous visit next
steps
Collaborate with
internal/external providers
Feedback to districts and schools
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Coaching Reviews
Coaching Comments
Critique and Feedback
Bulletin Boards
What are challenges and how we are
working to address them
Challenges
• Low performing
administrators
• No sense of urgency
• Moving from compliance to
true school improvement
practices
• Building capacity among
administrators, building
leaders, and teachers
Next steps
• Train administrators to become
instructional leaders
• Establish a sense of urgency by
focusing on goals as evidence of
student achievement
• Less focus on resources and
more focus on student
achievement
• Build systems of shared
leadership for sustained school
improvement
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Indistar Successes
Work in progress….
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