Indiana Student Achievement Institute InSAI MEETING 6 WRITING STRATEGY PLANS InSAI Raising the bar: Meeting the challenge.

IndianaStudent

AchievementInstitute

InSAI

MEETING 6WRITING STRATEGY

PLANS

InSAIRaising the bar:

Meeting the challenge

Four components:A.Title & DescriptionB.Task Force RosterC.Strategy DataD.To-Do Lists

1. Strategy Implementation2. Anti-Resistance3. Professional Development4. Evaluation

COMPUTER REPORTS NOTES

Strategy Plan

Professional Development Summary Law requires Exclusive Rep to sign

Task Force Roster Optional

To-Do List Master To-Do ListStrategy To-Do ListIndividual To-Do Lists

Strategy Crosswalks Check: PL221 Requirements Title I Requirements NCLB Requirements InSAI Force Fields Student Groups Local Areas of Concern

Strategy Progress Report Monitor Changes in Adult Practices

Who sees these reports?

A.InSAI StaffB.Local Steering TeamC.Exclusive RepD.FacultyE.SuperintendentF.DOEG. Public

(Parents, school board, anyone!)

STRATEGY PLAN

WORKSHEET

Title1. Strategy required

a. Use title providedb. Optional – May use subtitlec. May have more than one strategy with the same title, but different subtitles

2 Strategy not requireda. You write titleb. 3-5 wordsc. Descriptive

Title Description

Big Al Students who have multiple F’s will participate in after school tutoring once a week provided by teachers with transportation provided.

Problem: Title not descriptive

Common Mistakes

Title Description

Extra Help for Algebra I

An extended (two period) Algebra I class will be offered for freshmen who failed 8th grade ISTEP. In addition, math tutoring will be offered before school.

Problem: Two strategies

Common Mistakes

GROUPERS

ACTIVITY ACTION STEPS PERSON DATE

Parent Newsletter

Annual Parent Meeting____

1. Write newsletter S. Rose 2-1-07

2. Newsletter prep T. Smith 3-7-07

1. Invite parents S. Rose 5-1-07

2. Develop program R. Hart 5-1-07

Strategy Title: Parent Involvement

SPLITTERS

ACTIVITY ACTION STEPS PERSON DATEDevelop newsletter__

1. Gather articles S. Rose 1-1-07

2. Computer layout S. Rose 2-1-07

Newsletter prep

1. Make copies T. Smith 3-1-07

2. Take to Post Office T. Smith 3-7-07

Strategy Title: Parent Newsletter

ACTIVITY ACTION STEPS PERSON DATEInvite Parents

1. Get labels from office S. Rose 1-1-07

2. Send postcard S. Rose 2-1-07

Develop Program

1. Write agenda T. Smith 3-1-07

2. Invite presenters T. Smith 3-7-07

Strategy Title: Annual Parent Meeting

Description

1. What2. Who3. When

Common Mistakes

Title Description

Problem Solving All students will improve problem solving skills across the curriculum

Problem: Vague, not descriptive

Title Description

Activity Period Tutoring

Tutoring will be provided by teachers during activity period each day for students who did not pass the most recent benchmark test in English and/or Math.

No Problem

(what / who / when)

Common Mistakes

Title Description

Teachers follow district attendance policy

Teachers will follow the district attendance policy (copy attached)

No Problem

(Low Energy)

Common Mistakes

LESSONS LEARNED

Title Short & Descriptive

Description

SINGLE STRATEGY

What?

Who?

When?

NO WHY

Strategy Chair

YOU

Energy LevelHigh

Comprehensive strategy; involves most of the staff in a major way

MediumInvolves most of the staff in a medium wayor a few staff members in a major way

Low Very minimal effort

Low-continuationComprehensive strategy; no longer higher energy because it has been in place for a long time.

Plan Components1. Computer will customize the plan

according to components selected

2. ComponentsA Title & Description Required

B Task Force Roster Optional

C Strategy Data Optional

D To-Do Lists Required for High & Medium

InSAI Force Fields

Check 1-3 Force Fields that your strategy addresses

Don’t get “click happy!”

Area(s) of Concern Required strategy

- Check the requirement

Local strategy

- Check the “Area of Concern” that your school identified that will be addressed by this strategy

- Don’t get “click happy”(only make realistic claims)

Task Force Group

1. Delegate tasks:a. Strategy

b. Anti-Resistance

c. Professional Development

d. Evaluation

2. Few teachers? All teachers?

PRIMARY DATA(Required if doing strategy data)

Changes in teacher behaviors and/or attitudes

SECONDARY DATA(Optional if doing strategy data)

Changes in student behaviors and/or attitudes

Changes in Adults

Strategy Data: TIPS6a. Who are you trying to

change with this strategy?

This is a group of adults because unless adults change, we can’t expect students to change.

6b. What behavior or attitude is the strategy trying to change?

Say to yourself, “I want this group of people to . . . .”

6c. What will you count to see if the targeted change occurred?

Self report (survey) Documentation Observation

6a. Who are you trying to change with this strategy?

4th grade teachers

6b. What behavior or attitude is the strategy trying to change?

Provide increased reading time during the school day

6c. What will you count to see if the targeted change occurred?

The average number of books passed out by the teachers.

Strategy Title: Ready-Set-Read

Common Mistakes

Doesn’t measure 6b

6a. Who are you trying to change with this strategy?

4th grade teachers

6b. What behavior or attitude is the strategy trying to change?

Provide increased reading time during the school day.

6c. What will you count to see if the targeted change occurred?

The average number of minutes teachers provide for student reading in class each marking period.

Strategy Title: Ready-Set-Read

BETTER

6a. Who are you trying to change with this strategy?

All teachers

6b. What behavior or attitude is the strategy trying to change?

Align their lesson plans with the Indiana Academic Standards

6c. What will you count to see if the targeted change occurred?

% attending a curriculum alignment seminar

Strategy Title: Instructional Alignment with Standards

Common Mistakes

Attendance ≠ change

6a. Who are you trying to change with this strategy?

All teachers

6b. What behavior or attitude is the strategy trying to change?

Align their lesson plans with the Indiana Academic Standards

6c. What will you count to see if the targeted change occurred?

% turning in weekly lesson plans aligned with standards

% observed teaching lessons that are aligned with standards

Strategy Title: Instructional Alignment with Standards

BETTER

6a. Who are you trying to change with this strategy?

All parents

6b. What behavior or attitude is the strategy trying to change?

Attend non-sports related events at school

6c. What will you count to see if the targeted change occurred?

Number of parent who attend non-sports related events

Strategy Title: Parents in the Building Project

Common Mistakes

Doesn’t measure 6b

Attendance ≠ change

6a. Who are you trying to change with this strategy?

All parents

6b. What behaviors or attitude is the strategy trying to change?

Talk to their children daily about school

6c. What will you count to see if the targeted change occurred?

% of students reporting their parents talk to them daily about school

% of parents reporting they talk to their children daily about school

Strategy Title: Parents in the Building Project

BETTER

LESSONS LEARNED - PRIMARY

6a

Who?A group of adults

6b

Behavior or attitude?

No attendance.

Think: Why do you want them to attend?

6c

What will you count?

Make sure what you’re counting reflects the behavior or attitude

you’re trying to bring about.

Changes in Students

6a. Who are you trying to change with this strategy?

9th grade students

6b. What behaviors, attitudes, or situations is the strategy trying to change?

9th graders passing all classes

6c. What will you count to see if the targeted change occurred?

% of 9th graders passing all classes

Strategy Title: Study Skills Lesson in Advisor-Advisee

Common Mistakes

Not an attitude or behavior

Not an attitude or behavior

6a. Who are you trying to change with this strategy?

9th grade students

6b. What behaviors or attitude is the strategy trying to change?

9th graders will be prepared for class.

6c. What will you count to see if the targeted change occurred?

% who turn in all homework % who bring materials to class

% who demonstrate they are using sound learning strategies on a daily log for two weeks

Strategy Title: Study Skills Lesson in Advisor-Advisee

BETTER

LESSONS LEARNED - SECONDARY

6a

Who?A group of students

6b

Behavior or attitude?

No attendance.

Think: Why do you want them to attend?

6c

What will you count?

Make sure what you’re counting reflects the behavior or attitude

you’re trying to bring about.

NO ACHIEVEMENT

Four To-Do Lists

D1 STRATEGY IMPLEMENTATION

D2 ANTI-RESISTANCE

D3 PROFESSIONAL DEVELOPMENT

D4 EVALUATION

D-1Strategy

Implementation

ACTION PLAN PARTS

ACTIVITY ACTION STEPS PERSON DATE

Assessment

Research

Test item bank

Test calendar

1. Get school list - InSAI S. Rose 4-1-10

2. Online research T. Smith 5-1-10

1. Math items T. Smith 5-1-10

2. L.A. items S. Rose 5-1-10

3. Science Items R. Hart 5-1-10

1. Get corp calendar B. Bruce 5-30-10

2. Set test calendar B. Bruce 5-30-10

Implementation: Benchmark Assessment

Common Mistake

ACTIVITY ACTION STEPS PERSON DATE

Learning Style Assessment

1. Give learning style assessment

J. Doe 4-1-07

Strategy Title: Learning Style Assessment

ADVANTAGE

Saves Time This Year

DISADVANTAGE

No Master Calendar Next Year

BETTER

ACTIVITY ACTION STEPS PERSON DATE

Assessment selection

Funding_

Lesson Plans

1. Gather assessments S. Rose 4-1-10

2. Form selection comm. T. Smith 5-1-10

1. Develop proposal T. Smith 5-1-10

2. Talk to businesses S. Rose 5-1-10

1. Develop lesson format B. Bruce 5-1-10

2. Schedule time for lesson planning

T. Smith 5-30-10

Implementation: Learning Style Assessment

D-2Anti-Resistance

RESISTANCE

is normal!

Identifying resistance:What does resistance look / sound like?

RESISTANCE

is the outward expression

of the fear of losing something

COMMON FEARS

What might people be afraid of losing?

PEOPLE MAY BE AFRAID OF LOSING. . .

REDUCING RESISTANCE

What could you do to help people get past their fear?

Fear of losing TIME

ANTI-RESISTANCE STRATEGIES

Fear of losing CONTROL

ANTI-RESISTANCE STRATEGIES

HELP SHEET

6.9

Person or group?

What are they afraid of losing?

What are you going to do?

REMEMBER

Resistance is triggered by fear.

Listen. What is the fear?

No resistance = Not Engaged

Don’t take it personally

SAME ACTION PLAN FORMAT

ACTIVITY ACTION STEPS PERSON DATE

Talk to

Publish results data______

1. Divide teachers S. Rose 8-1-07

2. Steering team talks to each individual

Steering Team

8-15-07

1. Get on agenda for faculty meeting

T. Smith 12-1-07

2. Distribute data to teachers & explain

S. Rose 12-15-07

Resistance: Learning Styles (losing time)

D-3Professional Development

Teachers deserve help in developing the new

knowledge and skills they need to

successfully implement a new strategy.

WHY PROFESSIONAL DEVELOPMENT?

Professional Development

Sit &Get

1. Consider the stage of the staff

2. Design professional develop activities accordingly

Professional Development Design

Participant stage

Question they will ask

What they need

What you do

1. No Awareness

What is this?

Why should I care?Information ?

2. Interested How do I do this? Skill building ?

3. Early

UseDid I do ok?

Feedback

Support?

4. Routine Use

Can I do it better? Refinement ?

Finding Time

During Contract Hours

Outside Contract Hours

TOKEN COMPENSATION

ACTIVITY FOCUS

Document 6.10

ACTIVITY FORMAT

Document 6.11

SAME ACTION PLAN FORMAT

ACTIVITY ACTION STEPS PERSON DATE

Distribute Pamphlet

Learning Styles Workshop

Follow-Up Support Groups

1. Write pamphlet S. Rose 9-1-07

2. Copy and distribute J. Overheld 9-15-07

1. Develop Workshop S. Rose 10-1-07

2. Schedule workshop J. Overheld 10-1-07

3. Conduct workshop S. Rose 10-15-07

1. Organize Groups J. Overheld 11-1-07

2. Write facilitator guide S. Rose 11-1-07

3. Set meeting date J. Overhead 11-15-07

Professional Development: Learning Styles

D-4Strategy Evaluation

SAME ACTION PLAN FORMAT

ACTIVITY ACTION STEPS PERSON DATE

Gather pre-strategy data

Give

follow-up surveys

1. Develop survey B. Dunlap 8-1-07

2. Survey teachers B. Dunlap 8-15-07

3. Tally surveys B. Dunlap 9-1-07

1. Survey teachers J. Overheld12-1-07

5-1-07

2. Tally survey S. Rose10-15-07

5-15-07

3. Present pre-and post- data to Steering Team

J. Overheld1-6-08

6-1-08

Evaluation: Learning Styles

Part 3 (Strategy Data) should agree with Part 8 (Evaluation)

Part 3 (Strategy Data)6d. When will you collect your

baseline data?

6e. Who will collect the baseline data?

6f. When will you collect your follow-up data?

Enter strategies onlineStrategy Chair Page (password)

Step 1: Enter the Strategy Plan

Enter from “scratch” ORimport strategies from this year1. Import all info2. Import title only3. Omit this strategy

Enter strategies onlineStep 2: Enter additional professional development activity information

(Becomes the Professional Development Report that the Exclusive Rep signs)

ENTER NOTE

Activity Title Auto-Populated

1. Brief Description What, when, who

2. Funding Amount $$$

3. Funding Source District / DOE Prof Dev Grant / etc.

4. Primary Focus Document 6.10

5. Primary Format Document 6.11

IndianaStudent

AchievementInstitute

InSAI

MEETING 6WRITING STRATEGY

PLANS

InSAIRaising the bar:

Meeting the challenge