Target Setting FA 11

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					Unified Improvement
      Planning:
   Target Setting
        (School Level)

                 Developed by
Center for Transforming Learning and Teaching

              www.ctlt.org
      Session Purpose

 Ensure planning teams are
      prepared to identify
performance targets as part of
     unified improvement
           planning.
Materials
           Norms
The standards of behavior by
  which we agree to operate
  while we are engaged in
     learning together.
                   Session Outcomes
                        •   Set a performance target for at least
                            one priority performance challenge.
Engage in hands-
on learning             •   Identify possible interim measures to
                            be used to monitor progress towards
activities and              performance targets.
dialogue with
                        •   Plan for setting performance targets
colleagues.                 for remaining priority performance
                            challenges.
Access additional
resources.

Complete follow-
up activities.
    Unified Improvement Planning Processes
Gather and
 Organize
   Data

  Review             Describe       Prioritize     Identify Root
Performance        Performance    Performance         Causes
 Summary              Trends       Challenges

Data Analysis                          Set         Identify Major
(Data Narrative)                  Performance      Improvement
                                    Targets          Strategies

                                    Identify         Identify
                    Progress         Interim      Implementation
                    Monitoring      Measures       Benchmarks

                                 Target Setting   Action Planning
              Agenda
Review Root        Set       Identify
  Causes      Performance    Interim
                Targets     Measures
        Effective Feedback

Clear, descriptive, criterion-based,
and indicate:
 √ how their response differed from that reflected
   in quality criteria, and
 √ how they can move forward (what they might
   do next).
    Provide feedback about Root
              Causes
• Choose a partner district team.
• With your partner exchange root cause
  statements.
• Consider:
  – To what degree do their root causes meet the
    relevant quality criteria?
  – How could they improve their plan so far?
• Provide feedback to your partner district.
    Responding to Feedback
• Consider the feedback you received
  – How did it go providing feedback about
    another district’s plan?
  – What did you learn?
  – How will you respond to the feedback you
    received?
  – What will you do next?
• Large-group share out (5 minutes)
              Agenda
Review Root        Set       Identify
  Causes      Performance    Interim
                Targets     Measures
 Action Planning: Three Processes
1. Ensuring future activities are headed in the right
   direction:
   – Clarifying performance targets
   – Identifying interim measures.
2. Identifying Major Improvement Strategies
   – Action steps, Timeline ,Resources
   – Implementation Benchmarks
3. Monitoring Progress
   – Establishing a calendar
   – Monitor interim measures and implementation
     benchmarks
   Unified Improvement Planning Processes
Gather and
 Organize
   Data

  Review       Describe        Prioritize     Identify Root
Performance   Significant    Performance         Causes
 Summary        Trends        Challenges


                                  Set        Identify Major
                             Performance     Improvement
                               Targets         Strategies


                               Identify         Identify
                               Interim       Implementation
                              Measures        Benchmarks

                            Target Setting
Action Planning: School Goals Worksheet
• Consider the following handouts:
  – School Target Setting Form (UIP template, p. 7-8)
    and
  – School/District Goals Form: Set Annual Targets and
    Identify Interim Measures (UIP Handbook, p. 16)

• Be prepared to answer these questions:
  – What are the most critical aspects of setting
    performance targets?
  – Where in the UIP template will annual performance
    targets be recorded?
   Performance Targets: Federal
• For Title I schools, in ESEA performance
  indicators, performance targets are determined
  by an existing agreement with USED.
• See AYP Proficiency Targets and Safe Harbor
  (Action Planning Tools, p. 5)
• Identify and capture targets for priority
  performance challenges for federal performance
  indicator areas.
  – Content area focused
  – Disaggregated group focused
               Federal Target Example

 Measures/
                                 2010-11 Target                                   2011-12 Target
  Metrics
          R   94.23% of all students and of each disaggregated   94.23% of all students and by each
AYP           group will be PP and above                         disaggregated group will be PP and above
Element       OR                                                 OR
ary
              will show a 10% reduction in percent of students   will show a 10% reduction in percent of
              scoring non-proficient from X to Y.                students scoring non-proficient from X to Y.
     Annual Performance Targets:
           State Indicators
• Schools and districts must set annual performance
  targets for state performance indicator areas (for 2010-
  2011 and 2011-2012).
• Annual performance targets must result in districts and
  schools at least meeting state expectations within 5
  years.
• They can be set higher (based on local expectations).
• Annual performance targets should be recorded in the
  school/district goals form.
How to set annual performance targets. . .

  Focus on a          Review state          Determine
    priority            or local             timeframe
 performance          expectations         (max 5 years)
   challenge



         Determine                  Describe
         progress needed            annual targets
         in first two years         for two years


           Action Planning Tools, p. 9
      Minimum State Expectations
• Provided in the Performance Framework Reports (excerpted as the
  SPF Rubrics Action Planning Tools, p. 11).

• The value for which a rating of “meets” would be assigned for the state
  metric in each sub-indicator area.
   – Academic Achievement: the 50th percentile of % proficient or
     advanced for Colorado schools.
   – Academic Growth and Academic Growth Gaps: a median growth
     percentile (MGP) of 55 if MGP is < AGP, and 45 otherwise.
   – Postsecondary and Workforce Readiness: Graduation rate at or
     above 80%, Drop-Out rate at or below the state average, and
     Colorado ACT Composite Score at or above the state average.
   Setting Academic Achievement Targets

1. Consider the 50th percentile of Colorado schools for %
   proficient or advanced for:
   – Your school level (elem, middle, high)
   – The content area(s) that is the focus of your priority performance
     challenge(s).
2. Is your school’s %P/A at or above the typical school in
   Colorado (50th percentile value)?
3. If not, how long would it take for your school to meet
   that level? (at most 5 years)
4. How much progress can you make in the next two
   years?
Setting Growth and Growth Gap Targets (MGP)
• On which students do your priority performance
  challenge(s) focus?
• For that group of students, is your school’s median growth
  percentile < median adequate growth percentile?
   – If yes, set a median growth percentile target of not less
     than 55.
   – If no, set a median growth percentile target for not less
     than 50.
• No penalty for not making targets in one year.
• Targets can be set for any state metric, but should include
  median growth percentile.
 Practice: Setting Performance Targets
• Consider Unified Improvement Plan Quality Criteria:
  Performance Targets. What do performance targets need
  to include? (Buzz with a partner.)
• Identify Performance Targets for at least one priority
  performance challenge for the next two years (10 minutes).
• Using the quality criteria, evaluate your performance
  target(s) and revise if needed (15 minutes).
• Share out examples.
• Follow-up: set annual performance targets for each priority
  performance challenge.
              Agenda
Review Root        Set       Identify
  Causes      Performance    Interim
                Targets     Measures
            Interim Measures
• Consider:
  – Interim Measures section in the UIP Handbook (p. 17).
  – Quality Criteria for Interim Measures
• Work with a partner to answer these questions:
  – What are interim measures? How frequently do they
    need to be available during the school year?
  – How frequently do schools/district need to monitor
    progress using interim measures?
  – What must be included in the description of interim
    measures in the School Goals Form?
             Interim Measures
• Interim measures must be identified for each annual
  target.
• Data from interim measures should be available more
  than once during the school year.
• Across all interim measures, data should be available
  that would allow schools to monitor progress quarterly.
• Examples: District Benchmark Assessment, NWEA
  MAPS, Galileo, Acuity, DIBELS, commonly
  administered end-of-unit assessments
• Measures, metrics and availability should be specified
  in the School Goals Form.
  What interim measures do you have
              available?
• Consider your Inventory of Performance Data
• Work with your team to generate a list of interim
  measures available within your school or district.
• Consider:
  – Which interim measures would best align to each
    annual performance target?
  – Are there gaps in the interim measures available to
    you?
           Progress Monitoring
• Consider Progress Monitoring Calendar: Performance
  Targets and Interim Measures.
• Team Dialogue: How could you use this calendar to:
   – Describe the performance data that will be used to
     monitor progress towards performance targets.
   – Plan for how school stakeholders will consider
     performance data (at least quarterly) in monitoring
     progress towards performance targets.
• Follow-up: develop a calendar for which interim
  measures will be reviewed when
 Apply Quality Criteria Section III: Annual
Performance Targets and Interim Measures

• Use the Quality Criteria for Unified Improvement
  Planning, section on Annual Performance Targets and
  Interim Measures, UIP Handbook, page 48-49.
• Consider:
   – How are the targets and interim measures similar
     and/or different from that reflected in quality criteria
   – How could these sections be improved on this sample
     plan (what they might do next)?
                 Tools you can Use
Tool                               Use
AYP Proficiency Targets and Safe   Identify pre-set annual targets for federal
Harbor                             performance indicators.
Setting Annual Targets for State   Process to follow for setting annual targets
Performance Indicators             for state performance indicators.

DPF Rubrics                        Identify state expectations for state
                                   performance indicators (some metrics).
Performance Data Inventory         Identify measures available locally that
                                   could be considered for interim measures
Progress Monitoring Calendar:      Organize and plan progress monitoring
Annual Targets and Interim         efforts.
Measures
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 didn’t
    get to today
  –      Ideas, ah-has, innovations
• Oral: Share one ah ha!

				
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posted:9/11/2012
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