Title I Accountability Grant

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• Title I Accountability Grant
• to Expand the SSOS
• for Schools in Phases 1 2

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Grant Purpose

• To improve student achievement
• in Phase 1 2 Title 1 High Priority Schools
• by expanding the current
• Statewide System of Support (SSOS).

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Grant Goals

• 1. Assist HP Phase 1 2 schools in
• addressing needs of target populations
• that did not make AYP in math or ELA
• 2. Use research-based strategies to change
• instructional practice
• 3. Create partnerships to customize services
• 4. Provide PD to school teams
• 5. Expand system capacity for scale-up

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Theory of Action

• If a system of SSOS-aligned enhancements
• for target populations in Phase 1 2 HP
• Schools is developed, that includes
• Data-driven needs assessment,
• Evidence-based intervention selection, and
• Coaching to support implementation fidelity,
• designed to influence core instruction by
  developing leadership capacity and changing
  classroom practice,
• then student achievement will increase.

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Step-by-Step Program DesignHow does it work?

• 1) Identify a school team
• 2) Attend data training
• Identify needs based on data
• Identify next steps
• 3) Select research-based interventions
• 4) Support implementation through coaching

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Step 1 Identify a School Team

• Schools may modify an existing team or develop a
  new team
• The role of this team is to lead and guide the
  building improvement process over time

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Suggested School Team Members

• Principal
• Teacher Leaders (2-3)
• Central Office Representative
• ISD/RESA Representative
• Process Mentor (optional)

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School TeamGetting Ready to Attend

• Complete a Zoomerang self-assessment data
  survey
• Gather and bring the following documents
• School Improvement Plan
• School-based Data
• Sign up for a regional DDNA training

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Step 2 Attend Data-Driven Needs Assessment
(DDNA) Training

• Data 4 SS - Basic Assessment
• (All Phase 1 and 2 schools)
• Two-day professional development session will
• Assess school data culture
• Introduce Dynamic Inquiry tool review detailed
  school data
• Co-develop action plans

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Data-Driven Needs Assessment Activities

• School teams will
• Apply protocols to
• Identify questions raised by their data
• Engage staff in the data analysis process
• Engage staff in clarifying the problem
• Identify additional data needed
• Identify professional development needs

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Additional Data-Driven Needs Assessment Options

• School teams will assess need for
• Expanded Assessment
• Additional school-based PD support
• Intensive Assessment
• Data coach provides training and decision-making
  support
• Facilitated analysis and execution of action plan
  to address organizational and instructional
  challenges

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Step 3Select Intervention

• Research-based intervention selection
• Review possible interventions
• Collaborate with ISDs/RESAs, regional
  coordinators, and coaches to select interventions
  based on needs
• Demonstrate other school-based interventions that
  meet selection criteria
• Complete service request

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Interventions Include

• Program, Practice or Policy
• Documented Success
• Defined outcomes and components
• Measurable,
• Replicable,
• Consistent across users, and
• Sustainable

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Step 4 Coaching Support

• Instructional strategies supported by coaching
• Develop a statewide school-based coaching system
• Train coaches
• Regional coordinators, in partnership with
  ISDs/RESAs, support school teams and coaches

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Research on Coaching(Joyce Showers, 2002)
Training Components Knowledge Skill Demonstration Use in the Classroom
Theory and Discussion 10 5 0
Demonstration in Training 30 20 0
Practice Feedback in Training 60 60 5
Coaching in Classroom 95 95 95
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Systemic Integration
Coaching to Support Implementation Fidelity
Data-driven Needs Assessment
Evidence-based Intervention
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Mutual Benefits

• Increased student learning
• Making AYP
• Instructional support for teachers
• Coaching support
• Targeted professional development
• Other?

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As a result, schools will

• Use data to identify areas of need
• Select strategies based on needs
• Work with a coach to support interventions
• Show continuous improvement

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Target School Quick Facts

• 50 schools in Phase 1 or 2
• 12 ISDs/RESAs serving these schools
• 3 primary areas Wayne, Kent, and Oakland
• 26 in Wayne (52)
• 8 in Kent
• 4 in Oakland
• Sub groups 20 ELA, 33 Math

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Selection Formula

• To ensure equity, the level of services is
  determined by greatest need
• Points distributed across all subgroups and
  categories
• Total points determine the level at which schools
  may request services
• Excludes schools not meeting AYP due to
  participation and attendance
• Note No schools missed AYP in LEP in the last
  2 years.

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Selection Formula
School With Point totals Missed AYP 200 Made AYP 100 All Students MATH ELA 3 pts Students w/Disab. MATH ELA 2 pts Econ Disadv. MATH ELA 2 pts 10 Pts Per subgroup missing AYP Pts for Student Population Range
School A Total pts 243 200 MATH 3 MATH 2 MATH ELA 4 30 4
School B Total pts 103 100 3
School C Total pts 248 200 MATH ELA 6 ELA 2 ELA 2 30 8
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Suggested Regions for Regional Implementation
Teams

• Wayne RESA(26)
• Oakland(4), Macomb(1), Washtenaw(1)
• Kent(8), Muskegon(1)
• Allegan(1), Calhoun(1), Berrien(1)
• Genesee(2), Saginaw(3), Bay Arenac(1)
• Note Numbers represent individual schools.

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How Schools Get Started

• Attend an orientation webinar
• Feb. 18th 19th 900-1030 a.m. Feb. 23rd
  25th 100-230 p.m.
• Identify a school team
• Register for DDNA training
• Complete the Data Self-Assessment
• Collect SIP and data materials
• Attend DDNA training Calhoun, March 24-25

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What questions do you have?
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Contact Information

• Charlotte Koger, Grant Administrator
• ckoger_at_gomasa.org
• Cathy Owens, Instructional Specialist
• cowens_at_gomasa.org
• Betsy Van Deusen-MacLeod, Instructional
  Specialist
• bmacleod_at_gomasa.org

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Plus/Delta