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Unified Improvement Planning: Implementation and Progress Monitoring Hosted by: Colorado Department of Education Provided by : Center for Transforming Learning and ... – PowerPoint PPT presentation

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Title: Hosted by: Colorado Department of Education


1
Unified Improvement Planning Implementation and
Progress Monitoring
  • Hosted by Colorado Department of Education
  • Provided by Center for Transforming Learning
    and Teaching

2
Introductions
Center for Transforming Learning and Teaching Julie Oxenford-OBrian

Colorado Department of Education Judy Huddleston Christina Larson Lisa Medler
3
Session Purpose
Ensure planning teams are prepared to monitor the
progress of the implementation of their unified
improvement plan.
4
Introductions
  • Share
  • Name, Job Title, School/District
  • Your role in supporting unified improvement
    planning within the district
  • Your most burning question about monitoring the
    progress of UIP implementation.
  • Write your question on a sticky note.

5
Materials
6
Capturing Notes Today
  • Plan for completing Progress Monitoring using the
    Planning Progress Monitoring note catcher
    (Toolkit, p. 1).
  • Capture notes for the UIP Target Setting Form and
    UIP Action Planning Form
  • Use your partially completed version
  • Blank versions available in the Progress
    Monitoring Toolkit (p. 5 and p. 9)

7
The materials used during this session were
developed in partnership with the Center for
Transforming Learning and Teaching in the School
of Education and Human Development at the
University of Colorado Denver.
8
Norms
The standards of behavior by which we agree to
operate while we are engaged in learning together.
9
Session Outcomes
  • Understand the statutory and regulatory
    requirements for monitoring the progress of UIPs.
  • Identify and fully describe at least one interim
    measures that will be used to interpret progress
    made towards annual performance targets.
  • Develop implementation benchmarks that will be
    used to determine the level of implementation of
    each action step associated with at least one
    major improvement strategy.
  • Plan for how remaining interim measures and
    implementation benchmarks will be identified.
  • Develop a calendar for when progress monitoring
    will occur, what data will be reviewed, and who
    will participate.
  • Plan for engaging in collaborative data-driven
    inquiry process as part of regular progress
    monitoring.

Engage in hands-on learning activities and
dialogue with colleagues. Access additional
resources. Complete follow-up activities.
10
Agenda
Interim Measures
The Role of Progress Monitoring
Data-Driven Collaborative Inquiry
Planning Progress Monitoring
Implementation Benchmarks
11
Unified Improvement Planning Processes
Gather and Organize Data
Preparing to Plan
Section IV Action Planning
Describe Notable Trends
Prioritize Performance Challenges
Identify Root Causes
Review Performance Summary
Set Performance Targets
Identify Major Improvement Strategies
Identify Interim Measures
Identify Implementation Benchmarks
12
Colorado Unified Planning Template
  • Major Sections
  • Summary Information about the school or
    District
  • Improvement Plan Information
  • Narrative on Data Analysis and Root Cause
    Identification
  • Action Plan(s)

13
Section I Section II Section III Section IV
Summary Information about the School/District Additional Information about the School/ District Improvement Plan Information Contact Information Progress Monitoring of Prior Years Targets Data Worksheet Notable Trends Priority Performance Challenges Root Causes School Target Setting Form Priority Performance Challenges Annual Performance Targets (2 years) Interim Measures Major Improvement Strategies
Summary Information about the School/District Additional Information about the School/ District Improvement Plan Information Contact Information Data Narrative Description of School/District and Process for Data Analysis Review Current Performance Trend Analysis Priority Performance Challenges Root Causes Action Planning Form Major Improvement Strategies Associated Root Causes Accountability Provision Action Steps Timeline Key People Resources Implementation Benchmarks Status of Action Steps
14
Progress Monitoring Terminology
  • Consider the UIP Handbook Excerpt Planning
    Terminology (Toolkit, p.13-14).
  • Mark each term using the following legend
  • ? I have questions about this term.
  • v Ive got it.
  • I could explain this term to someone
    else.
  • Answer these questions
  • What is the difference between an interim measure
    and an implementation benchmark?
  • What is the difference between a measure and a
    metric?

15
Where and how is Progress Monitoring represented
in the UIP?
  • Consider UIP Handbook Excerpts (Toolkit, p. 11)
    and UIP Quality Criteria Excerpts (Toolkit, p.
    15)
  • Interim Measures
  • Implementation Benchmarks
  • Answer the following questions
  • Where in the UIP template will interim measures
    be captured? What information should be provided?
    How many should be included?
  • Where in the UIP template will implementation
    benchmarks be captured? What information should
    be provided?
  • How should progress monitoring be included in
    action steps?

16
Statutory and Regulatory Requirements
  • Consider the District Accountability Handbook
    Excerpts (Toolkit p. 19) to answer the following
    questions
  • What is the School Accountability Committee (SAC)
    role in monitoring the progress of the schools
    implementation of their UIP?
  • How frequently must the SAC be involved in
    progress monitoring?
  • What is the District Accountability Committee
    role in monitoring the progress of the districts
    implementation of their UIP?

17
Data Analysis UIP Development vs. Progress
Monitoring
  • Turn to Annual UIP Development vs. Progress
    Monitoring, (Toolkit, p. 53)
  • Work with a partner. Use a flip chart and
    markers.
  • Develop a double-bubble map to describe how
    Annual UIP Develop and Progress Monitoring are
    the same and how they are different.
  • What would you add/change in this table?

18
UIP Development vs. Progress Monitoring
19
Agenda
Interim Measures
The Role of Progress Monitoring
Data-Driven Collaborative Inquiry
Planning Progress Monitoring
Implementation Benchmarks
20
Simulation
21
Agenda
Interim Measures
The Role of Progress Monitoring
Data-Driven Collaborative Inquiry
Planning Progress Monitoring
Implementation Benchmarks
22
Performance Targets and Interim Measures
  • What is the relationship between performance
    targets and interim measures?
  • With a partner, share a one-sentence description
    of how they relate to one another.
  • Interim measures should provide data several
    times during the school year about the degree to
    which progress is being made towards each
    performance target.

23
Effective Feedback
  • Clear, descriptive, criterion-based, and
    indicate
  • v how their response differed from that reflected
    in the UIP quality criteria, and
  • v how they can move forward (what they might do
    next).

24
Provide Feedback about Performance Targets
  • Choose a partner group/table. Exchange Target
    Setting Forms (with performance targets
    identified).
  • As you review their targets, consider the
    following questions
  • To which students do the targets pertain? On what
    content is the target focused? For what metric is
    the target set?
  • To what degree do the targets meet the relevant
    quality criteria?
  • How could they improve their annual performance
    targets?
  • Provide feedback to your partner group/table.

25
Responding to Feedback
  • Consider the feedback you received
  • How will you respond to the feedback you
    received? What will you do next to incorporate
    this feedback into your annual performance
    targets?
  • How did it go providing feedback about another
    districts plan? What did you learn?
  • Large-group share out

26
Currently Available Performance Data
  • Take out your Inventory of Performance Data
    Sources.
  • Determine which of the identified resources could
    be used as interim measures
  • Administered more than once a year.
  • Provide data related to your performance targets.

27
Describing Interim Measures
  • Data Source (assessment name)
  • Purpose
  • Related Performance Target
  • Content Focus
  • Which Students
  • When Available
  • Metrics
  • Comparison Point(s)
  • Questions

Consider the Describing Interim Measures Legend
(Toolkit, p. 29). Ensure you can explain what
will information should be captured in each row
of this table.
28
Purposes of Interim Assessment
  • Consider excerpts from Benchmark Assessment for
    Improved Learning (Toolkit, p. 23)
  • Work with a partner to answer these questions
  • What are different purposes of benchmark (or
    interim) assessments?
  • What best describes our purpose(s) for the
    benchmark (interim) assessments we currently
    administer?
  • What purpose(s) are we serving when we use
    interim assessments as part of our
    school/district improvement efforts?

29
How do Performance Targets Shape Interim Measures
  • Interim measures should
  • Provide data several times during the school year
    about the degree to which progress is being made
    towards each performance target.
  • Provide data about the same students as the
    performance target
  • Provide data about the same content focus.

30
Describing Interim Measures
  • For at least one performance target, use the
    Describing Interim Measures worksheet (toolkit p.
    29) and identify
  • The name of the interim measure.
  • The purpose(s) of administering the interim
    measure.
  • The performance target (including on which
    students and on what content the target is
    focused) about which this interim measure will
    provide data.
  • The content focus (or foci) for interim measure
    analysis.
  • Student group(s) results that will be the focus
    of the analysis.
  • When data will be available (be specific).

31
Metrics (Levels)
  • Two levels of metrics (interim assessment
    results)
  • Individual
  • Group
  • Examples of groups
  • All students in the school
  • All students in a grade level
  • Students in a disaggregated group
  • Students in a classroom
  • Group metrics are aggregates of individual
    metrics.

32
Levels and Performance Metrics
  • Levels
  • Performance Metric (examples)

Individual
  • Classroom (formal)/Individual
  • Aggregate school/district over-all or
    grade-level
  • Standard/strand (grade-level)
  • Disaggregated group
  • individual performance rating, student growth
    percentile, scale score.
  • /number scoring at each performance level, MGP,
    AGP, average scale score.
  • /number meeting scoring proficient or better by
    standard
  • /number (within group) scoring at each
    performance level, MGP, AGP (overall and by
    grade-level)

Group
33
Individual Metrics/Scores
  • Raw Scores
  • Number correct
  • Percent correct
  • Number of points earned (may incorporate item
    difficulty)
  • Standardized scores (T-Scores)
  • Scaled Scores (often incorporates item difficulty
    IRT)
  • Norm Referenced
  • Percentile Ranks
  • Grade Equivalent
  • Criterion Referenced
  • Performance Category Ratings
  • Lexile Rating, Estimated Oral Reading Fluency,
    etc.

34
Comparison Points
  • What is a comparison point? (Consider definition
    in UIP Handbook Excerpt, Toolkit, p. 13)
  • Comparison points can be norm or criterion
    referenced.
  • Norm referenced scores often embed the comparison
    point in the score itself.
  • Each interim assessment metric that is used to
    evaluate progress towards performance targets,
    needs an associated comparison point.
  • What are examples of comparison points?

35
Metrics and Comparison Points for Assessments
most used by Colorado Districts
  • Consider Typical Interim Assessments Metrics and
    Comparison Points, (Green Sheets on your table)
  • Job aide for identifying metrics and comparison
    points for interim and early literacy assessments
    most frequently used by Colorado districts.
  • Are any of these typical interim assessments
    being used in your school/district?

36
Identifying Metrics and Comparison Points for
Interim Assessments
  • Consider Report Examples
  • Review several reports.
  • Use Identifying Metrics and Comparison Points
    (Toolkit, p. 31)
  • For each report reviewed, identify
  • What metrics are available on the report?
  • To what could performance on each metric be
    compared (comparison points)? How good is good
    enough?

37
Identify your metrics and Comparison Points
  • Use the Describing Interim Measures worksheet
    (Toolkit, p. 29).
  • For at least one interim measure, identify what
    you will use to track and evaluate progress
    toward the associated performance target
  • Metrics
  • Comparison points
  • If you know, identify what reports will be used
    to analyze the identified metric(s) and
    comparison points for your performance target
    group and content focus?

38
Questions
  • Different metrics make it possible to answer
    different questions. What metrics would help
    answer the following questions
  • How many students in the school are likely to
    score proficient or better in mathematics within
    the next three years?
  • Are most of our students meeting minimum
    expectations in reading?
  • How does student achievement writing compare
    across the grades in the school?
  • Are there differences in the rates of growth in
    math between ELL and non-ELL students in the
    school?

39
Questions to Guide Analysis
  • Work with a partner to identify what questions
    can be answered with the metrics and comparison
    points you have identified on the Describing
    Interim Measures worksheet.
  • Capture those questions in the final row of that
    work sheet for at least one interim measure.

40
Planning for Progress Monitoring
  • How will remaining interim measures be identified
    and fully described?
  • Take out Planning for Progress Monitoring
    (Toolkit, p. 1)
  • Make notes about
  • Current status
  • How you will complete this task
  • Who will complete it? When?

41
Agenda
Interim Measures
The Role of Progress Monitoring
Data-Driven Collaborative Inquiry
Planning Progress Monitoring
Implementation Benchmarks
42
Role of Implementation Benchmarks
  • Consider UIP Handbook Excerpts (Toolkit, p. 11)
    to answer the following questions
  • What are implementation benchmarks?
  • What would not be an example of an implementation
    benchmark?
  • Where are implementation benchmarks captured in
    the UIP Template?

43
Different Types of Implementation Benchmarks
  • Two basic types
  • Outputs (e.g. professional development sessions
    held)
  • Adult Outcomes (e.g. new instructional strategy
    implemented)
  • Can be different types of data too
  • Qualitative
  • Quantitative

44
Logic Model
  • A Logic Model can be used to describe your theory
    of
  • How major improvement strategies will result in
    improved student performance.
  • The outputs and adult outcomes that will result
    from each action step.
  • The outputs and adult outcomes that will result
    in desired changes in student outcomes
    (performance).
  • About what implementation benchmarks should
    provide information.

45
Example Logic Model
  • Consider the Example Logic Model (Toolkit, p. 33)
    Work with a partner to answer the following
    questions
  • What outputs are expected for different action
    steps?
  • What adult outcomes are expected?
  • What student outcomes are expected?
  • What evidence would you collect to determine if
    the expected outputs and adult outcomes are being
    met (implementation benchmarks)?
  • Be prepared to share some suggested
    implementation benchmarks for this major
    improvement strategy.

46
Create a Logic Model
  • Select at least one major improvement strategy on
    which to focus.
  • Use the Logic Model Template (Toolkit, p. 35) to
    describe the logic model behind your Major
    Improvement Strategy.
  • Include
  • Action Steps
  • Associated Outputs and Adult Outcomes
  • If time, student outcomes

47
Identifying Implementation Benchmarks
  • Consider your Logic Model and your Inventory of
    Data Sources other than Performance Data.
  • Use the Identifying Implementation Benchmarks
    worksheet (Toolkit, p. 37).
  • Capture
  • Action Steps
  • Associated Outputs and Adult Outcomes
  • Identify Implementation Benchmarks associated
    with each Output and Adult Outcome. What will
    count as evidence?

48
Planning for Progress Monitoring
  • How will remaining implementation benchmarks be
    identified and fully described?
  • Take out Planning for Progress Monitoring
    (Toolkit, p. 1)
  • Make notes about
  • Current Status
  • How this will be completed
  • Who will complete it and when

49
Agenda
Interim Measures
The Role of Progress Monitoring
Data-Driven Collaborative Inquiry
Planning Progress Monitoring
Implementation Benchmarks
50
Institutionalizing Progress Monitoring
  • How can progress monitoring become key to how we
    do business?
  • Consider the following resources
  • Case study of West Denver Prep Using Data to
    Drive Instruction and Improve Achievement.
    (Toolkit, p. 39)
  • Sample Planning Calendar for Developing and
    Revising UIPs (Toolkit, p.47).
  • Institutionalizing Progress monitoring includes
    building it into the regular schedule of the
    school/district.

51
Develop a Progress Monitoring Calendar
  • Take out the Progress Monitoring Calendar
    template (Toolkit, p.49)
  • With your team, identify progress monitoring
    activity that will occur between December 2012
    and February 2013.
  • Consider
  • Could this calendar template meet our needs?
  • What might we change about this basic template?

52
Preparing Data for Progress Monitoring
  • How will your team track
  • the changes in student performance at different
    points during the school year, and
  • progress made towards implementing your action
    steps?
  • Consider Example Tracking Tools (packet)
  • What components do you like in these tools?
  • What components would you change about these
    tools?
  • Could you adapt one of these tools for your use?

53
Planning for Progress Monitoring
  • Turn to Planning for Progress Monitoring
    (Toolkit, p. 2)
  • Make notes about how you will
  • Develop a calendar for progress monitoring
    sessions.
  • Determine how data will be tracked through out
    the year.
  • Build capacity to engage in data-driven
    collaborative inquiry.

54
Preparing for Progress Monitoring Sessions
  • Checklist for Preparing for Progress Monitoring
    Sessions (Toolkit, p. 3)
  • Tasks include
  • Determine what data will be reviewed
  • Generate appropriate interim assessment reports.
  • Organize and prepare implementation benchmark
    data.
  • Identify guiding questions
  • Schedule time
  • Determine participants.
  • How could you use this checklist?

55
Give us Feedback!!
  • Written Use sticky notes
  • the aspects of this session that you liked or
    worked for you.
  • ?The things you will change in your practice or
    that you would change about this session.
  • ? Question that you still have or things we
    didnt get to today
  • Ideas, ah-has, innovations
  • Oral Share out one ah ha!
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