Unified Improvement Planning: Updating your Toolkit Sponsored by

Unified Improvement
Planning: Updating your
Toolkit
Sponsored by
The Colorado Department of Education
Provided by: the Center for Transforming Learning and
Teaching
Introductions
Colorado Department of
Education
• Jamie Baker
• Judy Huddleston
• Erin Loften
• Lisa Medler
• Somoh Supharukchinda
• Julie Oxenford O’Brian
• Mary Beth Romke
www.ctlt.org
Center for Transforming
Learning and Teaching
• Julie Oxenford O’Brian
• Mary Beth Romke
Introductions
Share:
– Name, Job Title, School/District
– Your role in facilitating unified improvement
planning
– Your most important outcome for this session
Today’s Purpose
Ensure participants
understand changes to the UIP
template and supporting
resources, and are prepared to
use updated resources in
building local capacity for
continuous improvement.
Making the most of the day. . .
• Assumptions
– Participants are familiar with the basics of Unified
Improvement Planning.
– Participants need information about updates and
revisions.
– Materials should be immediately usable with local
audiences.
• What does participation look like?
– Learning about what has been revised.
– Planning for bringing this content back to your district
(Planning to Build UIP Capacity).
Materials
Put a sticky note
on “Planning to
Build Local UIP
Capacity”
All materials used today will be available
electronically on the UIP web site.
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.
Norms
The standards of behavior by
which we agree to operate
while we are engaged in
learning together.
Learner Outcomes
Engage in
hands-on
learning
activities and
dialogue with
colleagues.
Access
follow-up
resources
•
Describe implications of the ESEA waiver for
changes in SPF, DPF and UIP Template.
•
Accurately use new and frequently misused
planning terminology.
•
Describe changes to SPF reports.
•
Access required data reports.
•
Describe changes to UIP template.
•
Access UIP resources and be aware when
additional resources will be available.
•
Plan for using the following resources in building
local planning capacity: the UIP Handbook,
Quality Criteria, UIP Training Materials.
•
Explore what other districts are doing to build
capacity.
Agenda
Changes:
what and
why
SPF/ DPF
Report
Revisions
Building Local
Capacity with UIP
Resources and Tools
UIP
Template
Revisions
What remains the same?
• Purposes and Theory of Action behind UIP
• Most planning requirements met by UIP
• Structure (performance indicators, measures, metrics,
expectations, targets)
– Performance Indicator Categories
– Most measures and metrics
• Planning Processes (Describing Trends, Identifying Priority
Performance Challenges, Root Cause Analysis, Setting
Performance Targets, Action Planning)
• Review Process
• Timeline
Sources
• ESEA Waiver
• Lessons Learned from plan review
• UIP Needs Assessment Survey
Lessons From. . .
• CDE Staff/State Review Panel Review of Plans
– Turnaround, Priority Improvement Schools and Districts
– Districts on Federal Program Improvement
– 212 School Plans
– 92 District Plans
– Staff Notes, Lead Reviewers Focus Group, Sample of
Plans/Feedback
• UIP Needs Assessment Survey
– 133 respondents
– 120 unique district respondents
– 3 unique BOCES respondents
Federal Accountability Requirements
• Colorado received a waiver from some federal
ESEA accountability requirements 2/2012.
• Greater alignment of federal to state
accountability requirements.
• This included, waiving certain provisions of
ESEA:
– Title I
– Title II
• Still pending: Title III (AMAOs)
UIP Meets State Accountability Requirements
SB09-163 Planning Requirements for districts and schools:
• Targets
• Trends
How
•
•
does the UIP process, as it has
Priority
Challenges
beenPerformance
defined by
CDE, meet
SB09-163
planning requirements?
Root
Causes
• Major Improvement Strategies (appropriate in scope,
intensity, and type)
• Resources
• Interim Measures and Implementation Benchmarks
Activity: Exploring Revisions Jigsaw
• Turn to: Lessons Learned from UIP Reviews (Toolkit, p.3), UIP
Needs Assessment Overview (Toolkit, p. 11), and ESEA Waiver
Implications for UIP (Toolkit, p. 19)
• Form a triad and number off (1= Lessons Learned from UIP Reviews, 2 =
UIP Needs Assessment Overview, 3 = ESEA Waiver Implications for UIP)
• As you read your document, consider these questions:
– What are the most significant revisions to the SPF/DPF and UIP
template and processes? Why were these revisions made?
– Which of the revisions would be a high priority for our district? Schools
in our district?
• Triads:
– Share critical insights from each document,
– Identify questions/concerns (capture each concern on a sticky note).
Capture your Thinking
• Turn to Planning to Build Local UIP
Capacity.
• Capture your notes on the first row:
– How will you help local stakeholders
understand why revisions to the SPF/DPF and
UIP Template have occurred?
– Who needs to understand this? When?
– What tools will you use?
What remains the same?
• Purposes and Theory of Action behind UIP
• Most planning requirements met by UIP
• Structure (performance indicators, measures, metrics,
expectations, targets)
– Performance Indicator Categories
– Most measures and metrics
• Planning Processes (Describing Trends, Identifying Priority
Performance Challenges, Root Cause Analysis, Setting
Performance Targets, Action Planning)
• Review Process
• Timeline
Purposes of Unified Improvement
Planning
• Provide a framework for performance management.
• Support school and district use of performance data to
improve system effectiveness and student learning.
• Shift from planning as an event to continuous
improvement.
• Meet state and federal accountability requirements.
• Give external stakeholders a way to learn about how
schools and districts are making improvements.
Theory of Action: Continuous
Improvement
FOCUS
Coherence in Planning
Elements
Unified
Improvement
Planning/
Continuous
Improvement
Improvements
in Student
Learning
Planning Requirements met by Unified
Improvement Plan
State
Accountability
(SB09-163)




School Level
Performance
Improvement
Priority Improvement
Turnaround

Student Graduation and Completion
Plan
Focus Schools
Title IA Schoolwide Program Plan
Title IA Targeted Assistance
Program Plan

Title I (priority improvement or
turnaround)
Title IIA 2141c (priority improvement
or turnaround)
Title III Improvement (AMAO)-
Tiered Intervention Grant (TIG)
(Priority Schools)
School Improvement Grant (SIG)/
Implementation Support
Partnership (ISP)
Other grants reference the UIP

Student
Graduation and
Completion


ESEA Program Plan 

Competitive
Grants







District Level
Distinction
Performance
Improvement
Priority Improvement
Turnaround




Targeted District Improvement Grant
(TDIP)
Implementation Support Partnership
(ISP)
Other grants reference the UIP
School Performance Indicators
• Academic Achievement
• Academic Growth
• Academic Growth Gaps
• Post-Secondary and Workforce Readiness
District Performance Indicators
Education Accountability Act of 2009
• Student Achievement
• Student Academic Growth
• Growth Gaps
• Post-Secondary and Workforce Readiness
In addition, ESEA includes:
• Title III: English Language Proficiency Attainment
(Additional USDE Waiver pending)
Accountability Timeline
Date
Action
Source
August 15
Release of preliminary DPF/SPF reports to
districts & schools
CEDAR
September
Release of preliminary pre-populated UIP reports
to districts
CEDAR; URL via e-mail
October 15
Deadline to submit Accreditation Form
Deadline to submit Requests to Reconsider
Accreditation & Request
to Reconsider Form
November
CDE finalizes DPF accreditation results and prepopulated UIP reports
E-mail
December
State Board finalizes SPF plan type results
CDE
January 15
First deadline to submit UIPs (e.g., Priority Imp.,
Turnaround, programs)
Tracker
March 30
Revision deadline for district UIPs (e.g., Priority
Imp., Turnaround, programs)
Tracker
April 15
Final deadline to submit UIPs (all)
Tracker
25
Schedule for Planning
• When should local teams engage in developing
or revising unified improvement plans?
• Consider the Sample Planning Calendar for
Developing/Revision UIPs (Toolkit, p. 25)
– What are the strengths and weaknesses of engaging
in planning activity with this kind of timeline?
– How does this calendar compare to the timeline in
which your schools engaged in planning for the 201112 school year?
Planning Terminology
• Consider the Unified Improvement Planning Terminology
(Unified Improvement Planning Handbook, Appendix A, p.
28)
• Work in a triad to answer the following questions:
– Which schools will be designated as a “Focus School”? How long
does this designation last?
– What is the difference between a 4, 5, 6, or 7 year “graduation
rate”?
– What is difference between TCAP/CSAP and CELApro “adequate
growth”?
• How will you ensure local stakeholders are using planning
terminology appropriately? Make notes in Planning to Build Local UIP
Capacity.
Agenda
Changes:
what and
why
SPF/ DPF
Report
Revisions
Building Local
Capacity with UIP
Resources and Tools
UIP
Template
Revisions
Performance Indicators
Achievement
Growth
Growth Gaps
Percent
proficient and
advanced
Normative
and CriterionReferenced
Growth
Growth Gaps
• Reading
(CSAP, Lectura,
and CSAPA)
• Writing (CSAP,
Escritura, and
CSAPA)
• Math (CSAP
and CSAPA)
• Science (CSAP
and CSAPA)
• CSAP Reading,
Writing and
Math
• CELApro
• Median Student
Growth
Percentiles
• Adequate
Median Student
Growth
Percentiles
Median Student
Growth
Percentiles and
Median
Adequate
Growth
Percentiles for
disaggregated
groups:
•
•
•
•
Poverty
Race/Ethnicity
Disabilities
English Language
Learners
• Below proficient
Postsecondary
and Workforce
Readiness
Colorado ACT
Graduation Rate
(overall and for
disaggregated
groups)
Dropout Rate
New Measures and Metrics
• Indicator: Student Academic Growth
– Sub-Indicator: English Language
– Measure: CELApro
– Metrics: Median Student Growth Percentile, Median
Adequate Growth Percentile (interpreted differently)
• Indicator: Postsecondary and Workforce
Readiness
– Sub-Indicator: Graduation Rate
– Measure/Metrics: Disaggregated 4,5,6,7 year
graduation rates
Other Revisions to SPF/DPF Reports
• Participation Rates
– Additional information
– Revised requirements
• New information included in rubrics
– Disaggregated graduation rates
• Other Formatting Revisions
– Participation rates moved to first page
– Sub-indicator information extended to pages 2-3
Explore SPF Revisions
• Take Out:
– Revisions to the District and School Performance Framework
(Toolkit, p. 27)
– Sample SPF Report (revised format)
– Exploring SPF Revisions (Toolkit, p. 29)
• Work with a partner to answer the questions in the
Exploring SPF Revisions chart.
• Identify questions/concerns about revisions and capture
them on sticky notes (one per sticky note).
English Language Proficiency Growth
• Additional Resources:
– CELApro and TCAP/CSAP growth Metric
Comparison
– School Performance Framework Scoring
Guides and Reference Data (Toolkit, p. 31)
• Talk with a partner:
– How is the application of the Colorado Growth
model to CELApro different from
TCAP/CSAP?
Disaggregated Graduation
Rates
• Additional resources:
• School Performance Framework Scoring Guides and
Reference Data (Toolkit, p. 31)
• State disaggregated graduation rates (last page)
• Why would it be helpful to know the state
graduation rates for disaggregated groups?
Building Local Capacity
• Consider the most critical revisions to the
SPF. . .
• Make notes in the Planning to Build Local
UIP Capacity chart.
– What will you do to ensure local stakeholders
understand changes to the SPF?
– Who needs to know about this? When?
– What tools will you use?
Required Data Reports
(www.schoolview.org)
• Equitable Distribution of Teachers
– Always required for consolidated applications.
– Now included in UIP required reports.
• Disaggregated Achievement
– AYP Summary report no longer provided.
– New guidance on setting performance targets
for achievement of disaggregated groups.
Accessing Equitable Distribution
of Teachers Data
• www.schoolview.org, Data Center
• Review, Accessing Equitable Distribution
of Teacher Data (Toolkit, p. 37)
– Have you used this data report/view before?
– What, if anything, was difficult about
accessing this data report/view?
Accessing Disaggregated
Achievement Data
• Most districts already use this data and
access it through a local data tool.
• Available through: www.schoolview.org,
data center
• Job-aide: Accessing Disaggregated
Achievement Data (Toolkit, p. 39)
Agenda
Changes:
what and
why
SPF/ DPF
Report
Revisions
Building Local
Capacity with UIP
Resources and Tools
UIP
Template
Revisions
Unified Improvement Planning Processes
Gather and
Organize
Data
Review
Performance
Summary
Describe
Notable
Trends
Data Analysis
(Data Narrative)
Progress
Monitoring
Prioritize
Performance
Challenges
Identify Root
Causes
Set
Performance
Targets
Identify Major
Improvement
Strategies
Identify
Interim
Measures
Identify
Implementation
Benchmarks
Target Setting
Action Planning
Colorado Unified Planning Template
Major Sections:
I. Summary Information about the school or
District
II. Improvement Plan Information
III. Narrative on Data Analysis and Root
Cause Identification
IV. Action Plan(s)
Section I
Section II
Grant Info
Performance
Summary
Contact
Improvement
Plan Info
Section III
Section IV
Review Progress on Last School Target Setting Form
Year’s Targets Worksheet  Priority Performance
Challenges
Data Worksheet
 Targets
 Performance Trends  Interim Measures
 Priority Performance  Major Improvement
Challenges
Strategies
 Root Causes
Data Narrative



Performance Trends
Priority Performance
Challenges
Root Causes
Action Planning Form
 Major Improvement
Strategies
 Research supporting
 Associated Root Causes
 Action Steps
 Timeline
 Key People
 Resources
 Implementation Benchmarks
 Progress
Explore UIP Template Revisions
• Take Out:
– UIP Template (revised draft)
– Revisions to the UIP template (Toolkit, p. 41-42)
– Exploring UIP Template Revisions (Toolkit, p. 49-50)
• Work with a partner to answer the questions in the
Exploring UIP Template Revisions chart that pertain to
the UIP Template
• Identify questions/concerns about UIP template revisions
and capture them on sticky notes (one per sticky note).
Building Local Capacity
• Consider the most critical revisions to the
UIP Template. . .
• Make notes in the Planning to Build Local
UIP Capacity chart.
– What will you do to ensure local stakeholders
understand changes to the UIP template?
– Who needs to know about this? When?
– What tools will you use?
Agenda
Changes:
what and
why
SPF/ DPF
Report
Revisions
Building Local
Capacity with UIP
Resources and Tools
UIP
Template
Revisions
Key Planning Resources
Resource
1.
UIP Handbook
2.
Quality Criteria for
Unified Improvement
Plans (school and district
levels)
3.
Unified Improvement
Planning Training
Resources
4.
Unified Improvement
Plan School and District
Examples
5.
District Case Stories
Uses
• Primer on UIP
• Target for plan developers and basis
for plan review
• Resources for training local staff on
unified improvement planning
• Examples of what should and
should not be included in each
section of the plan
• Information about how different
districts have engaged in planning
UIP Handbook: Exploring Revisions
• Take out:
– UIP Handbook (version 2.0)
– Revisions to UIP resources: UIP Handbook (Toolkit,
p. 45-48)
– Exploring Revisions to the UIP Handbook (Toolkit, p.
51-52)
• Work with a partner
– Answer the questions for exploring the revisions to
the UIP Handbook
– Make notes about your questions/feedback
• Full-Group Dialogue about revisions
Using the UIP Handbook
• On an index card, list:
– How your district has used the UIP Handbook in
building local capacity for planning.
– One additional idea about how you could use the UIP
Handbook moving forward.
• Give one, get one. . .
–
–
–
–
Find one person you haven’t talked with yet today.
Share ideas about how to use the UIP Handbook.
Add new ideas to your index card.
Repeat
Using the UIP Handbook
• Return to your table group.
• Make notes in the Planning to Build Local
UIP Capacity chart.
– How will you use the UIP Handbook to build
local capacity?
– What will you do? When? With Whom?
UIP Quality Criteria
• Organization
– Designed to be used in conjunction with the UIP Template.
– General criteria apply to all schools/districts.
– Criteria designated with program specific icons only apply to
select schools/districts.
• Revisions Include . . .
– Changes in the categories of schools for which different criteria
apply.
– Clarifying expectations for the data narrative (trends and priority
performance challenges)
– Removal of AYP related criteria
– Addition of “Focus School” criteria
•
Exploring UIP Quality Criteria
Revisions
Take out:
– UIP Quality Criteria (p.38 of UIP Handbook)
– Revisions to the UIP Template, Quality Criteria and
Handbook (Toolkit, p. 41-48)
– Exploring UIP Revisions (Toolkit, p. 49)
• Work with a partner to answer the questions for
exploring the revisions to the Quality Criteria.
• Identify questions/concerns about UIP Quality
Criteria revisions and capture them on sticky
notes (one per sticky note).
Using the Quality Criteria
• At your table, answer the following questions in
a round-robin:
– How does your district use the quality criteria to
ensure local planning teams understand what is
expected for each section of the UIP?
– How does your district use the quality criteria in the
review of UIPs?
• Table groups share one idea (for each question)
with the full group.
• Capture notes in the Planning to Build Local UIP
Capacity chart.
UIP Web Site
• Turn to: UIP Website Map (Toolkit, p.55)
http://www.cde.state.co.us/uip/
• What is available on the CDE UIP web site?
How is it organized?
– UIP Basic Documents
– District Case Stories
– Supporting Resources for UIP Processes
• Tools
• Presentations
• Online Tutorials (coming soon)
District Case Stories
• Newly available on UIP Web site.
• Case Stories
– 3 districts, 5 currently posted
– Text, Video Clips, Tools
• Video Interviews
– Organized by topic
– Clips from several different districts
UIP Resources Coming Soon
• Training Resources currently available on the UIP web
have not been revised, but will be updated by mid-June.
• Resources from today’s session and the session on
Diving into New Data will be posted by next week.
• New resources coming by September 30th:
– Implementing UIPs and monitoring progress over time
– Building SAC/DAC/Board capacity to review UIPs
UIP Training Opportunities
• Symposium
• CASE (pending)
• Regional Facilitated Plan Reviews
• Tentative Fall Training Topics:
– Progress Monitoring
– Working with DAC/SAC/Boards on planning
• What do you need? When?
Building Local Capacity: Learning
from Each Other
• Turn back to Planning to Build Local UIP
Capacity to make any additional notes about
your plans.
• Form a triad with two people from different
districts with whom you have not worked today.
• Do a round robin, sharing the critical
components of your plans for building local
capacity.
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!