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```									 Cohort B

Q3: How do we get there?

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GOALS AND
ASSESSMENT

INSTRUCTIONAL
PROGRAMS

INSTRUCTIONAL
TIME

DIFFERENTIATED
INSTRUCTION

ORGANIZATION
All Critical Elements Must Be In Place

PROFESSIONAL
DEVELOPMENT
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Linking Q2: How are we doing? with
Q3: How do we get there?

§     What is the overall effectiveness of our grade-level
instructional support plan (CSI Map)?

§     How are we doing with our benchmark students?
What do the data tell us?

§     How is the combination of current
programs/strategies working for our strategic and
intensive students?

§     So what do we do next year?
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Activity # 1: What is the overall effectiveness of our grade-
level instructional support plan (CSI Map)?

Materials Needed:
• Table 2 from “How Are We Doing?” section
• highlighter pens (green, yellow, pink)

Step 1:
In grade-level teams, revisit the Summary of Effectiveness
data from Table 2 of the “How Are We Doing?” section. In
particular, examine the total percentage of students who

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How effective was the grade-level winter to spring
instructional support plan (CSI Map)?
Table 2 Evaluating Winter to Spring 2006 Grade-Level Instructional Support Plans:
Percent of Students Making Adequate Progress Towards DIBELS Benchmark Goals

Grade/Bench     Total percent of      Percent of           Percent of          Percent of
mark Goal      students at each       Intensive       Strategic Students     Benchmark
Progress           Progress             Progress            Progress
Include actual       Include actual     Include actual
numbers of           numbers of          numbers of
students,            students,           students,
e.g., 1/5 or 20%.      e.g., 25/50 or     e.g., 95/100 or
50%.                95%.
Winter to Spring   Winter to Spring    Winter to Spring     Winter to Spring
2006               2006                2006                 2006

Kindergarten-   87%                86%                 79%                  93%
PSF                                                                                     5
instructional support plan (CSI Map)?

Step 2:
Using the criteria below to determine the appropriate color, draw a box
around the perimeter of your CSI Map to indicate the overall
effectiveness of the grade level system.

Green                top quartile in the state of Oregon
Yellow               middle quartiles in the state of Oregon
Pink                 bottom quartile in the state of Oregon

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instructional support plan (CSI Map)? K-1

•   Kindergarten:

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instructional support plan (CSI Map)? 2-3

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level instructional support plan (CSI Map)?

Sustain or minimal
Green Box =      modifications needed to your
Moderate to substantial
Yellow Box =     modifications needed to your
Substantial modifications
level CSI Map
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level instructional support plan (CSI Map)?

Complete Activity 1 using your data and

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Activity # 2: How effective were the grade-level winter to
spring instructional support plans for benchmark,
strategic, and intensive students?

Materials Needed:
• Table 2 from “How Are We Doing?” section
• highlighter pens (green, yellow, pink)

Step 1:
Revisit the Summary of Effectiveness data from Table 2 of
the “How Are We Doing?” section. What percentage of
benchmark, strategic, and intensive students made
adequate progress toward the spring benchmark goal?

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Benchmark Students

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How effective is the grade-level instructional
support plan for benchmark students?
Kindergarten Example
Step 2:
If your school is in the top quartile for benchmark students making
in green.

If your school is in the middle quartiles for benchmark students
level CSI Map in yellow.

If your school is in the bottom quartile for benchmark students making
level CSI Map in pink.

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How effective were the grade-level, Winter to Spring
Instructional Support Plans (CSI Maps)
Table 2 Evaluating Winter to Spring 2006 Grade-Level Instructional Support Plans:
Percent of Students Making Adequate Progress Towards DIBELS Benchmark Goals

Grade/Bench     Total percent of      Percent of           Percent of          Percent of
mark Goal      students at each       Intensive       Strategic Students     Benchmark
Progress           Progress             Progress            Progress
Include actual       Include actual     Include actual
numbers of           numbers of          numbers of
students,            students,           students,
e.g., 1/5 or 20%.      e.g., 25/50 or     e.g., 95/100 or
50%.                95%.
Winter to Spring   Winter to Spring    Winter to Spring     Winter to Spring
2006               2006                2006                 2006

Kindergarten-   87%                86%                 79%                  93%
PSF                                                                                    15
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How effective is the grade-level instructional
support plan for benchmark students?
Step 2:
If your school is in the top quartile for benchmark students making
Map in green.

If your school is in the middle quartiles for benchmark students
level CSI Map in yellow.

If your school is in the bottom quartile for benchmark students
making adequate progress (89% or less of benchmark students
grade-level CSI Map in pink.                                   17
How effective is the grade-level instructional
support plan for benchmark students?
Step 2:
is in the top quartile for benchmark students making
in green.

If your school is in the middle quartiles for benchmark students
level CSI Map in yellow.

If your school is in the bottom quartile for benchmark students making
level CSI Map in pink.

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How effective is the grade-level instructional
support plan for benchmark students?
Step 2:
If your school is in the top quartile for benchmark students making
green.

If your school is in the middle quartiles for benchmark students making
yellow.

If your school is in the bottom quartile for benchmark students making
pink.

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Strategic Students

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support plan for strategic students?
Kindergarten Example
Step 4:
If your school is in the top quartile for strategic students making adequate

If your school is in the middle quartiles for strategic students making adequate

If your school is in the bottom quartile for strategic students making adequate

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How effective were the grade-level, Winter to Spring
Instructional Support Plans (CSI Maps)
Table 2 Evaluating Winter to Spring 2006 Grade-Level Instructional Support Plans:
Percent of Students Making Adequate Progress Towards DIBELS Benchmark Goals

Grade/Bench     Total percent of      Percent of           Percent of          Percent of
mark Goal      students at each       Intensive       Strategic Students     Benchmark
Progress           Progress             Progress            Progress
Include actual       Include actual     Include actual
numbers of           numbers of          numbers of
students,            students,           students,
e.g., 1/5 or 20%.      e.g., 25/50 or     e.g., 95/100 or
50%.                95%.
Winter to Spring   Winter to Spring    Winter to Spring     Winter to Spring
2006               2006                2006                 2006

Kindergarten-   87%                86%                 79%                  93%
PSF                                                                                    22
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support plan for strategic students?
Step 4:
If your school is in the top quartile for strategic students making adequate

If your school is in the middle quartiles for strategic students making adequate

If your school is in the bottom quartile for strategic students making adequate

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support plan for strategic students?
Step 4:
If your school is in the top quartile for strategic students making adequate

If your school is in the middle quartiles for strategic students making adequate

If your school is in the bottom quartile for strategic students making adequate

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support plan for strategic students?
Step 4:
If your school is in the top quartile for strategic students making adequate

If your school is in the middle quartiles for strategic students making adequate

If your school is in the bottom quartile for strategic students making adequate

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Intensive Students

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support plan for intensive students?
Kindergarten Example
Step 4:
If your school is in the top quartile for intensive students making adequate

If your school is in the middle quartiles for intensive students making adequate

If your school is in the bottom quartile for intensive students making adequate

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How effective were the grade-level, Winter to Spring
Instructional Support Plans (CSI Maps)
Table 2 Evaluating Winter to Spring 2006 Grade-Level Instructional Support Plans:
Percent of Students Making Adequate Progress Towards DIBELS Benchmark Goals

Grade/Bench     Total percent of      Percent of           Percent of          Percent of
mark Goal      students at each       Intensive       Strategic Students     Benchmark
Progress           Progress             Progress            Progress
Include actual       Include actual     Include actual
numbers of           numbers of          numbers of
students,            students,           students,
e.g., 1/5 or 20%.      e.g., 25/50 or     e.g., 95/100 or
50%.                95%.
Winter to Spring   Winter to Spring    Winter to Spring     Winter to Spring
2006               2006                2006                 2006

Kindergarten-   87%                86%                 79%                  93%
PSF                                                                                    29
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support plan for intensive students?
Step 4:
If your school is in the top quartile for intensive students making adequate

If your school is in the middle quartiles for intensive students making adequate

If your school is in the bottom quartile for intensive students making adequate

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support plan for intensive students?
Step 4:
If your school is in the top quartile for intensive students making adequate

If your school is in the middle quartiles for intensive students making adequate

If your school is in the bottom quartile for intensive students making adequate

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support plan for intensive students?
Step 4:
If your school is in the top quartile for intensive students making adequate

If your school is in the middle quartiles for intensive students making adequate

If your school is in the bottom quartile for intensive students making adequate

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support plans for benchmark, strategic, and
intensive students?

Sustain or minimal modifications needed
Green Box = to the identified level of support section
Moderate to substantial modifications
Yellow Box = needed to the identified level of support
Substantial Modifications needed to the
Pink Box = identified level of support section on
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plans for benchmark, strategic, and intensive students?
Kindergarten Example

Step 5:
For each instructional recommendation, document student progress:
For Example:

Benchmark
38 established on PSF
3 emerging on PSF
0 deficit on PSF

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How effective are the grade level winter to
spring instructional support plans?

Complete Activity 2 using your data and

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So what do we do next year?

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Activity 3: Complete the PET Action
Planning Tool

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PET Action Planning Tool
• A tool designed to help schools achieve an
model. The tool will assist school personnel
in identifying relevant goals within the
schoolwide model and pinpointing actions
necessary to achieve those goals.

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Planning and Evaluation Tool (PET) for

•   Goals, Objectives, Priorities
•   Assessment
•   Instructional Programs and Materials
•   Instructional Time
•   Differentiated Instruction, Grouping, Scheduling
•   Professional Development

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Element I:
Goals, Objectives, Priorities
• are clearly defined and quantifiable at each grade
level
• are articulated across grade levels
• are prioritized and dedicated to the essential
• guide instructional and curricular decisions
• are commonly understood and consistently used
by teachers and administrators within and between
grades to evaluate and communicate student
learning and improve practice.
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Goal   Actions

PET
Element

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PET Action Planning Tool

School Action Plan
(Goals, Objectives, Priorities)
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PET Action Planning Tool

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PET Action Planning Tool
• Complete elements II - VII
• Elements II and VII will be completed as a school
team. Elements III, IV, and V will be completed in
grade level teams*. Element VI will be completed
by the principal and district team.
• Discuss goals listed under each element
• A school may check off a goal as being complete
ONLY IF all actions to the right of the goal are
already in place or have been completed.
• Goals that that are not currently completed (and
the relevant actions) will become part of your
school’s action plan for 2006-2007.
* Grade level teams will complete these sections of the tool 3 times - once for intensive, strategic and   48
benchmark instructional support plans.
PET Action Planning Tool

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Element II: Assessment
• Please complete as a school team.

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Elements III, IV, and V:
Instruction

• Element III: Instructional Programs and Materials
• Element IV: Instructional Time
• Element V: Differentiated Instruction, Grouping,
Scheduling
• Complete these sections three times - once for
benchmark, once for strategic, and once for
intensive instructional support plans.           51
Elements III, IV, and V:
Instruction
• Note that if an instructional support system
(benchmark, strategic, or intensive) is quite
progress), then problem-solve at the individual
student level. How can you intensify instruction
for those few students who are not making

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Organization, Communication
• This section will primarily be completed by
the principal and district team
representative.
• Item #5 will be completed in grade level
teams:
5. Concurrent instruction (e.g., Title, special education) is
coordinated with and complimentary to general education

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Element VII: Professional
Development
• Please complete as a school team.

• Item #1 will require each member of the
team to complete a Teacher Needs Survey
1. Teachers and instructional staff have thorough
understanding and working knowledge of grade-level
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PET-R Action Planning Tool: What actions are
necessary to achieve our schoolwide beginning

• For each element, go back and highlight those
actions that are not completed.
• Highlight any goal that has incomplete actions.

Coach: Highlight Elements II and VII

Grade-Level Teams: Highlight Elements III, IV, and V (and
item #5 from Element VI)

Principal/District Team: Highlight Element VI

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PET-R Action Planning Tool

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PET-R Action Planning Tool:
•   Now that you’ve highlighted actions that have
not been completed, it’s time to prioritize.

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PET-R Action Planning Tool:

•   Review the data to determine the area(s) of greatest need (benchmark,
•   Review highlighted actions for those area(s) from the PAPT - Elements III,
IV, and V. Select the few actions that are most critical for improving
instructional support for those particular area(s) (benchmark, strategic,
intensive).
•   Consider whether there are actions from the 05-06 School Action Plan that
were not met that would be important to include.
•   Record selected high priority actions on grade-level action plan breakout
forms.

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Data:
Percent AP:
Quartile:

Benchmark Instructional Support
Data:                          Key Proposed Action(s)
Percent AP:                  •
Quartile:                    •

Strategic Instructional Support
Data:                            Key Proposed Action(s)
Percent AP:                    •
Quartile:                      •

Intensive Instructional Support
Data:                          Key Proposed Action(s)
Percent AP:                    •
Quartile:                      •
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Activity 4: Revisit 2005-2006 CSI Maps
• What changes need to be made?

Materials Needed:
• grade-level action plan breakout forms (just completed)
• 2005-2006 Winter-Spring CSI Maps
• Post-It Notes

Revisit the high priority grade-level actions identified in Activity
instructional support plans for your benchmark, strategic and
map reflecting desired actions/changes based on the prioritized
actions.

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Select stronger
intensive program -
RM?

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• How are we doing? How do we get there?

Materials Needed:
• completed grade-level action plan breakout forms
• 2005-2006 winter-spring CSI Maps
• chart paper and markers

Work in your grade-level team to prepare a brief share-out of your
grade-level data and proposed high priority actions for next year.
Share data summary and key proposed actions from instructional
support areas (i.e., benchmark, strategic and intensive) with the
entire school team. Building principals facilitate the large group
share-outs.

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Next Steps
• Each grade-level team should turn in one copy of the
completed PET-R Action Planning Tool - Elements III, IV,
and V (for benchmark, strategic, and intensive) with
highlighted actions/goals to the coach. Also include #5
from Element VI. Include a copy of the action plan
breakout form.
• Principal/District Team Representative will turn in a copy
of Element VI to the coach.
• Coach will save Elements II and VI which were completed
by the school team.
• Coach will collect Teacher Needs Surveys and summarize
results.

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Next Steps
•   Early Reading Team will take the completed sections of the PET-R Action
Planning Tool from the IBR and combine into a draft of a School Action Plan
for 2006-2007.
•   Early Reading Team will draft an 06-07 RF budget that is linked to the School
Action Plan using the budget worksheets provided by ODE/ORFC.
•   Drafts of the School Action Plan and budget will be turned into the Regional
Coordinators on June 30, 2006 along with “How Are We Doing? Reports from
principal and district. Principals and District Team Members should plan to
share out their reports some time in the month of June.
•   ODE/ORFC will send a complete school report, including DIBELS and SAT-
10 data to RF schools in July.
Plan/Budget as necessary based on the report.
•   Leadership Team (district, principal, coach) will submit a final draft of School
Action Plan/Budget to ODE/ORFC at the end of August.
•   CSI Maps for fall-winter 06-07 will be due in September, 2006.

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06-07 School Action Plan

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06-07 School Action Plan

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