IPI

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I?PI!

• Lessons Learned from Work in Five
• Program Improvement Districts
• Napa/Solano/Contra Costa Educational Support Team
• Achievement Gap Summit 2007 - Sacramento

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• Ten proven strategies
• that will have you sayingI?PI!

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Closing the Achievement Gap
SAIT School Anderson Elementary - Dixon
API White students
API Hispanic students
800
779
757
754
700
731
684
644
600
87points growth
500
2003/04
2004/05
2005/06
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Closing the Achievement Gap
SAIT School Colusa High - Colusa
API White students
API Hispanic students
800
786
772
700
699
683
669
600
106points growth
577
500
2003/04
2004/05
2005/06
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Closing the Achievement Gap
SAIT School Kimball Elementary - Antioch
API White students
API Hispanic students
800
762
742
764
744
700
689
659
600
105points growth
500
2004/05
2005/06
2006/07
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Closing the Achievement Gap
PI District Sequoia UHSD Redwood City
API White students
API Hispanic students
850
800
835
789
700
104points growth
600
645
602
541
500
2003/04
2004/05
2005/06
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Before the EPCs

• Equity and Access...
• a Powerful Forcein U.S. History

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• "No Taxation Without Representation
• The Westward Movement
• The Civil War and the 14th, 15th, and16th
  Amendments
• Women get the right to vote
• The G.I. Bill
• Brown vs. Board of Education and the Civil
  Rights movement
• Literacy is a Civil Right!

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EPC 1 Instructional Program

• Insanity Doing the same thing
• and expecting different results.
• -Albert Einstein

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EPC 1 Instructional Program

• Successful implementation of an Intensive
  Intervention Program
• requires the entire system to think about
  support in a new way.

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EPC 1 Instructional Program

• Five systems that must be in place
• 1. Pathways for success
• No student should be in an intensive intervention
  programfor more than two years.
• A clear exit criteria motivates students to work
  harder.
• 2. Master schedule flexibility
• Master schedule intentionally built to facilitate
  andsupport student movement to the next level at
  theend of each semester.

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EPC 1 Instructional Program

• Five systems that must be in place
• 3. Regular student monitoring
• Student progress formally monitored every two
  weeks.
• 4. Regular program monitoring
• Regular trend data on program implementation and
  pacing.

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EPC 1 Instructional Program

• Five systems that must be in place
• 5. System support for students and teachers
• About 50 of intensive intervention students will
  be helpedby the program alone.
• The other 50 has a set of needs that has not
  been metat home, in school, or by the system.
• Examples can include need for glasses, hearing
  tests, and support with undiagnosed learning or
  behavior problems.

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EPC 1 Instructional Program

• Five systems that must be in place
• 5. System support for students and teachers
• System support is needed for teachers to help
  them become diagnosticians, including additional
  training.
• Intensive intervention teachers need a regular
  opportunity to collaborate with their peers.
• This is the most important thing the system can
  doto prevent teacher burn out!

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EPC 2 Instructional Time

• Development of a siteMaster Schedule must put
  the needs ofindividual students abovethe needs
  of adults.

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EPC 2 Instructional Time

• Types of master schedule questions to ask
• What would a schedule look like for
• An English Learner who just entered the U.S.?
• An incoming 9th grader who completed two years of
  intensive intervention in Middle School, but
  still needs academic support?
• An elementary student who needs ELD support plus
  intensive intervention for both ELA and math?

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EPC 2 Instructional Time
Time Allocations for Strategic Intervention
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EPC 2 Instructional Time
Time Allocations for Intensive Intervention
Time depends on requirements of intervention
program and student need.
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EPC 2 Instructional Time

• Accruing Credits for Students inIntensive
  Intervention
• Credit decisions are locally determined.
• CDE Recommends that high schools award graduation
  credits for intensive intervention.

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EPC 2 Instructional Time

• At your site, does themaster schedule ensure
  that theBest Teachers are serving theneediest
  students?

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EPC 3 Administrative Training

• AB 430 provides a solid foundation
• Special circumstances necessitate additional
  training
• English Learner Population
• Non-Standard English Population
• New Administrators

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EPC 4 Teacher Training

• SB 472 Training
• Teachers
• Principals
• Subject Matter Coaches
• Common Experience
• Common Practice

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EPC 5 Data Systems

• Nugget 1 Timeliness of Data
• Make sure site data is available in real time
• Nugget 2 Format
• Make sure site data is teacher friendly
• Nugget 3 Data Discussion
• If an I Do We Do You Do processis in
  place, you are more likely to sustain the
  monitoring and have everyone own it.

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EPC 5 Data Systems

• How do you track the monitoring process?
• Use a GANNT Chart process to map benchmarks
  across multiple years.
• Pull from the GANNT Chart the monthly monitoring
  pieces needed to ensure the deliverables.

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EPC 5 Data Systems

• Sample GANNT Chart

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EPC 6 Coaching

• Urgent Coaching Model
• Grade level or department is the unit of
  practice.
• Every teacher receives coaching based on a
  collaborative model of teachers as life-long
  learners, not on a deficiency model.
• No time to waste!
• Coaching is focused on student learning.
• Monitoring is based on grade level trend data
  around effective program implementation.

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EPC 7 Collaboration

• Urgent Collaboration Model
• Grade level or department is the unit of
  practice.
• Collaboration is facilitated.
• Training for Literacy and Math Coaches on the PLC
  (Professional Learning Community) model and
  conducting crucial conversations.
• Focus on building capacity.

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EPC 7 Collaboration

• What Strategies are Most Effective?
• Laser-like focus on student achievement
• Alignment of standards, curriculum, instruction,
  and assessment
• Assignment of teachers based on student need
• Modeling and Mentoring of instructional
  strategies
• Engaging classroom environments
• Monitoring that is frequent and visible
• Feedback that is timely and specific
• Multiple opportunities for student success
• Universal staff involvement
• Structured collaboration

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EPC 7 Collaboration
Cycle of Inquiry
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EPC 8 Pacing

• Collaboration is the foundation!
• Unpack Standards
• Common Language
• Common Perspective
• Common Understanding
• Backward Plan Assessment Scheme
• Summative
• Formative
• Common Assessments

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EPC 9 Fiscal Alignment

• The 64K Questions
• Q1 Who participates in the budget process when
  it comes to determining the allocation of
  resources to address the PI portion of the
  Budget Pie?
• Q2 Who decides?
• Sharpen your leveraging strategies to help the
  decision-makers build the Budget Pie for PI
  first!

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Beyond the EPCs

• Data Support
• Allows stakeholders to remain 100 present.
• Provides context for agreements.
• Facilitates transparent communication.
• Provides a forensic trail.

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• Regardless of what got you into
• Program Improvement
• these are the tools and strategiesthat will have
  you saying
• I?PI!

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• For more information, contact
• Jan Sabo
• Napa County Office of Education
• jsabo_at_ncoe.k12.ca.us