Comprehensive Success Review Implementation Training September 2010.

Comprehensive Success Review

Implementation Training

September 2010

Overview

Agenda

• Overview• Selecting Areas of Expertise• Interviews• Focus Groups• Rubric• Document Reviews• Scoring• Site-visit Organization• General Site-Visit Guidelines• Classroom Walkthroughs

– Only individuals conducting walkthroughs need to remain

Documents

• Rubric• Review Forms

– Principal and Teacher Leader Interview– Teacher Interview– Classroom Walk-throughs– Student Focus Group– Parent Focus Group

• Evidence Forms– Rubric Elements and Evidence Sources– Document Review Worksheets

Documents

• School Organization Forms– Guidance for Principals– Scheduling Forms for Interviews– Scheduling Form for Student and Parent

Focus Groups– Permission Form for Student Participation– Request Form for Parent Participation– Rubric Elements Evidence Sources

What is the Comprehensive Success Review?

• Comprehensive review of school programming, student performance and processes– based on

• analysis of quantitative and qualitative measures

• national research on school improvement

Purpose

• Improve outcomes for students – by providing

• feedback for school success planning and implementation of effective practices

• feedback to improve LEA practices/support to schools

Goal

• Identify areas of strengths and challenges in the research-based elements

• Develop strategies to address the areas of need

• Include these needs, strategies and associated measures in the School Success Plan

• Inform continuous improvement process

Selecting Areas of Expertise

Areas of Expertise for Document Review

• Leadership• Budget and Resources• Teacher and Student Class Assignment• Curriculum and Instruction• Assessment and Accountability• Professional Development• School Environment

PIC/SPAC• Parents and Community

Tasks Assignments

• Principal and Teacher Leader InterviewsMust have administrative experience to

interview principalsPrincipal and Assistant Principal interviews

conducted by contractors only

• Teacher Interviews• Student Focus Groups• Classroom Walk-throughs

Must have classroom teaching experience

PIC/SPAC• Parent Focus Groups

Activity

• Complete Form – Areas of Expertise

• Select all areas in which you have expertise

– Site-visit Tasks• Select tasks corresponding to areas of expertise

(you may select more than two tasks)• Example:

– Area of Expertise: Leadership– Task: Principal Interviews

• Example:– Area of Expertise: Curriculum and Instruction– Tasks: Classroom Walk-throughs and Teacher

Interviews

Interviews

Protocol for Principal and Teacher Leader Interviews

• Individual interviews• 10 total interviews• Interview the principal and all assistant

principals– Contractors Only

• Interview teacher leaders• Each interview approximately 90 minutes• School will designate times and

location(s) for interviews

Protocol for Teacher Interviews

• Individual interviews• 10 teachers• Each interview approximately 60 minutes• School will designate times and locations

for interviews

Guidelines for Interviews

• Respect all opinions/answers• Make an effort to get quotes to support

conclusions• Stick to the questions

– Don’t get distracted and let people take over interview with extraneous information

– Redirect interviewees who try to get off track• Don’t assume that one person who

provides negative information is providing you with accurate information

• This is not the time to share your expertise

Interviewing Skills

• Be prepared• Shake hands and introduce yourself• Review purpose and timeframe• Smile; convey interest• Be positive• Use good eye contact• Use appropriate

– tone of voice – body language

• Use appropriate listening skills

Interviewing Skills

• Probe for more information • Re-state questions for understanding• Do not lead the interviewee to a particular

answer or provide an answer• Take brief and reliable notes• Thank the person for their time

Example

• Volunteer?• Everyone else has two tasks

1. Observe the Interviewer • Mentally note the interviewing skills

2. Take notes of Interviewee responses• Use the worksheet to record

Discussion

• What positive interviewing skills were used during the example interview?

• What were the key points you recorded?– In teams of 3 to 4, check for consistency

Non-Example

• Volunteer?• Everyone else has two tasks

1. Observe the Interviewer • Mentally note the interviewing skills

2. Take notes of Interviewee responses• Use the worksheet to record

Discussion

• What poor interviewing skills were used during the non-example interview?

• What were the key points you recorded?– In teams of 3 to 4, check for consistency

Review the Questions

• Take 5 minutes to read the questions• Is there any question/content you do not

understand?

Practice Interviewing - Directions• Break into two groups

– Principal and Teacher Leader Interview– Teacher Interview

• Find a partner and designate A & B• Partner A is the Interviewer

– Take 10 minutes asking questions and recording answers

– Review notes

• Switch Roles - Partner B is the Interviewer– Take 10 minutes asking questions and recording

answers– Review notes

• Take 5 minutes to provide feedback– Interviewing skills– Note taking skills

• Questions?

10 MinuteBreak

Focus Groups

Protocol for Student Focus Groups

• Two focus groups• 10 students each• Groups will be designated in advance by DDOE• Both groups will be representative of school

population• School will designate time and location for

groups• Team interview

– Two people will be scheduled for each student focus group

– One facilitator and one recorder

• Each group approximately 45 - 60 minutes

Guidelines for Focus Groups

• Respect all opinions/answers• Permit everyone a chance to talk 

– Don’t allow one student in a group to dominate the conversation

• Make an effort to get quotes to support conclusions• Stick to the questions– Do not get distracted and let people take over interview

with extraneous information – Redirect students who try to get off track

• Don’t assume that one student who provides negative information is providing you with accurate information

• This is not the time to counsel students

Facilitation Skills

• Be aware of physical environment– Arrange chairs/desks in a circle– Post ground rules in direct view of students– Have poster paper in direct view of students– Sit with students in same chair/desk type

• Have students wear name tags so you can direct questions or comments to student by name

• Orient the group to the purpose, timeframe and task

• Review Ground Rules

Facilitation Skills

• Model – respect– appropriate tone of voice– appropriate body language– appropriate listening skills

• Gently invite non-talkers to participate• Probe for more information • Re-state questions for understanding• Read and analyze group dynamics and

adjust as needed• Summarize Information

Ground Rules

• Everyone participates• Respect others when they are talking• Respect everyone's opinion• Be conscious of body language and nonverbal responses

-- they can be as disrespectful as words• Speak from your own experience instead of generalizing

("I" instead of "they," "we," and "you") • Keep answers brief to allow time for everyone to share• Stay focused on the questions• No side conversations• Everything that is said here stays here

Facilitation Skills

• Side Bar Conversations1. A friendly reminder: “Just a reminder we

agreed to one conversation at a time.” Point to the Ground Rules.

2. Direct the reminder: Make eye contact and re-state, “One conversation at a time please.”

3. Personalize it, “John, do you have a clarifying question for Mary?” or “John, I can see that you have something to contribute; when Mary has finished we’ll hear from you.”

4. Make a direct request, “John hold your comments until Mary has finished.”

Facilitation Skills

• Veering off the Subject1. Invoke the “stay focused” ground rule2. Specifically re-focus on the question, “I’d just

like to remind you that we are discussing (re-state the question).”

3. Attempt closure, “We are almost out of time for this question, what do we still need to add.”

4. End question and move on, “We have many questions to complete with only (amount) time left, let’s move on to the next question.”

Facilitation Skills

• Personal Attacks1. Remind group of the ground rules -

respecting others and their opinions2. Re-direct by stating, “Thomas, once Nancy

finishes we would like to hear your answer to the question.”

3. Confront student directly using firm words and supportive tone and stance, “Thomas, please stop making personal comments towards others.”

4. If attacks continue, have one facilitator return student to class.

Example

• Eight Volunteers?• Everyone else has two tasks

1. Observe the Facilitator • Mentally note the facilitation skills

2. Take notes of responses• Use the worksheet to record

Discussion

• What positive facilitation skills were used during the example focus group?

• What were the key points you recorded?– In teams of 3 to 4, check for consistency

Non-Example

• Eight Volunteers?• Everyone else has two tasks

1. Observe the Facilitator • Mentally note the facilitation skills

2. Take notes of responses• Use the worksheet to record

Discussion

• What poor facilitation skills were used during the non-example focus group?

• What were the key points you recorded?– In teams of 3 to 4, check for consistency

Review the Questions

• Take 5 minutes to read the questions• Is there any question/content you do not

understand?

Practice with Facilitating Student Focus Groups - Directions

• Break into groups of 8• Count off 1-8• Facilitators 1 & 2

– Take 5 minutes asking questions and recording answers• Facilitator 1 Asks questions• Facilitator 2 Records

– Facilitator 1 & 2 switch roles and repeat

• Group Members play role of students – Facilitators 1 & 2 lead elementary students– Facilitators 3 & 4 lead middle school students– Facilitators 5 & 6 lead high school students– Facilitators 7 & 8 chose grade level

Practice with Facilitating Student Focus Groups – Directions continued

• Facilitator 1 begins with Question 1; Facilitator 2 picks up where Facilitator 1 ends, etc with all Facilitators

• Repeat 3 more times with Facilitators 3 & 4, Facilitators 5 & 6 and Facilitators 7 & 8

• Take 10 minutes to provide feedback– facilitation skills– note taking skills

• Take 5 minutes to discuss how the facilitator can reword questions for student understanding without changing meaning or intent (provide examples)

• Questions?

Rubric

Research-based Elements

CHILD

Health, Nutrition &Physical

Activity

Social &EmotionalHealth

SchoolClimate

CHILD

Health, Nutrition &Physical

Activity

Social &EmotionalHealth

SchoolClimate

• Leadership for Learning1. Leadership

2. Budget and Resources

3. Teacher and Student Class

Assignment

• Teaching and Learning4. Curriculum and Instruction

5. Assessment and Accountability

6. Professional Development

• Connections to Learning7. School Environment

8. Parents and Community

Activity

• Choose your top two areas of expertise• Note on your yellow form• Read the two corresponding sections of

the rubric• Note any questions you have about the

meaning of each criteria

45 MinuteLunch

DocumentReview

Protocol for Document Review

• Evidence determined by school in advance

• Evidence located in designated area• Review evidence for your two designated

sections• Multiple team members reviewing same

sections• Do not request additional evidence items

– If you do not find sufficient evidence, make a note and discuss with team during scoring

• Review evidence items as time permits during the school visit

How do you search for Evidence?

• Designated area will have multiple documents– Locate documents pertinent to your element

• Document names may not be the same as listed on Document Review Worksheet

– Do not review all documents

• Evidence items may cut across multiple rubric elements (e.g., success plans, student handbooks)– Plan for shared use of documents

• Record your comments on the Document Review Worksheet

How do you record information to support the rubric?

• Comments should be limited and brief– Focused on generating strengths and

challenges

• Only record pertinent information– Take brief notes

• Some items make only take a check mark (e.g., Mission and Vision statement appear in the Success Plan)

– Use bullets, phrases, check marks

Practice Documenting Evidence - Directions• Break into your 1st Expertise Area

– Leadership– Budget and Resources– Teacher and Student Class Assignment– Curriculum and Instruction– Assessment and Accountability– Professional Development– School Environment

• Move to table with corresponding table tent• Break into small teams of 3 or 4• Discuss questions you noted from Rubric Activity• Share and Review documents (located under table

tent)– Take 10 minutes to review 1 to 2 documents

Practice Documenting Evidence – Directions continued

• Take notes using your Document Review Worksheet– Take 5 minutes recording notes related to 2

or 3 areas on the worksheet• Exchange notes and provide feedback on clarity

and thoroughness– Take 3 minutes to review a team member’s

notes– Take 7 minutes to discuss as a team

• Return documents under table tent• Move to your 2nd Expertise Area• Repeat process• Questions?

5 MinuteBreak

Scoring

Process• Individual Reflection

– Focus on Strengths and Challenges– Triangulate data

• Interviews• Focus Groups• Classroom Walk-throughs• Document Reviews

• Designate Facilitator, Scribe, Time Keeper• Team Collaboration

– Following Rubric Elements• Discuss strengths and challenges for each criterion

based on data collection• Record statements of agreement

Guidelines

• Respect all team members• Allow time for each team member to

provide input• Stay on Task• Be committed to time and process• Be positive• School Information and Discussion is not

shared outside of team

Outcomes for Day 2 - Scoring

• Rubric complete with strengths and challenges for each criteria

• Next steps for team members

Site-VisitOrganization

Documents

• Principal Responsibilities• Principal Scheduling Forms

– Principal and Teacher Leader Interviews– Teacher Interviews– Focus Groups

• Permission Form for Student Participation– Sample or Use your own

• Request Form for Parent Participation– Sample or Use your form or method

General

Site Visit

Guidelines

Procedures• Arrive at the school at the designated time • Meet in the front office and Sign-in• Wear identity – if you do not have a badge, the

school will provide a name tag• Turn off your cell phone, Blackberry, etc.• Meet with the team leader for assignment,

directions and schedule• Stick to your schedule and assigned areas of

the building• During non-assigned time (time you are not

conducting interviews, walk-throughs, or focus groups) review evidence in designated location

• Take breaks and lunch during non-assigned times

• Check-in with the team leader prior to leaving the building

Guidelines• Information gathered as part of the visit must be

treated as confidential – Do not share with colleagues– Nothing should become a topic of gossip

• Be respectful of people’s time and of the culture of the school and district

• Be a thoughtful “guest” – Try to disrupt the school process as little as possible

• Don’t regale people with stories of what “you” did in your school or district

• Keep to the schedule– Be respectful of staff and student time– Follow the timetables– Be prompt and efficient

• Respect other team members• Arrive on time

Questions/Comments/Concerns

???

Thank you!

ClassroomWalk-throughs

Protocol for Classroom Walk-throughs• Multiple team and individual walk-throughs

– 40 - 100 walk-throughs in all• Team walk-throughs

– One DDOE or contracted staff and One district office staff

• Individual walk-throughs– DDOE staff– Contracted Staff

• Each walk-through approximately 10 minutes• Walk-throughs cover

– teacher experience– content– grade level– course levels

• Copies of lesson plans will be available at pre-determined location

Guidelines for Walk-throughs

• Be respectful to the educational process– Be quiet in the hallways– Be invisible in the classrooms

• Do not engage in conversation • Be conscious of body language• Respect the 10 minute observation rule• Cover as many classrooms as possible

– You will be assigned content area(s)– Develop your individual or team schedule to

cover • different sections/levels of assigned content area• different portions of class periods

– You may visit the same classroom more than once

Discussion of Form

• In teams of 3 to 4, discuss each section in detail– Draw on your own experience– Share examples of what each looks like in

practice– Gather consensus on what the strengths and

the challenges will be

• Share in large group

Questions?

Thank you!