The Diagnostic Self-Review Process for Local … Diagnostic Self-Review Process for Local Assistance Plan (LAP) Schools Presented by the Long Island RSE-TASC 2 Sponge activity Hopes

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The Diagnostic Self-Review Process for Local Assistance Plan (LAP)

Schools

Presented by theLong Island RSE-TASC

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Sponge activity

Hopes and fears

• As you get settled, please consider the following:

– As you prepare to embark on the LAP self-assessment process, think about and please note:

»3 hopes (things you hope to get out of the process) you have

»3 fears you have

– Prepare to share with a neighbor, and the whole group…

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Like me…

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That’s us…

• http://www.esboces.org/Page/89

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Engagement: Start with Your Why

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Local Assistance Plan SchoolsAugust 2014

Alexandra Pressley, Office of Accountabilityhttp://www.p12.nysed.gov/accountability/documents/LocalAssistancePlanSchools_08

2714.pdf

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ESEA designations at a glance

Priority Schools

Focus District (identifies Schools)

LAP Schools

Good Standing

Lowest 5% in State for All Students

Lowest 10% in State for a Student Subgroup

Student subgroup performance significantly lower than other students

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ESEA Flexibility Waiver• Priority Schools: All Students

– Lowest 5% in the state and no progress on ELA/Math– Graduation Rate of <60% for 3 consecutive years

• Focus Districts and Schools– Lowest 10% in the state for ELA/Math or Graduation Rate

for a subgroup– Have not shown progress – Focused Schools

• Commissioner assigns minimum number of schools for the district to identify

• District schools with higher percent or number of non-proficient students in the subgroup

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• Local Assistance Plan (LAP) Schools– For a subgroup of students: Students with

Disabilities, Racial/Ethnic Group, Economically Disadvantaged, English Language Learners

• Three criteria for LAP designation 1.Failure to make AYP in ELA or Math for the same

subgroup for 3 consecutive years

2.Large gap In performance between subgroup and non-subgroup students that increased from the previous year: 100 points in the Performance Index or 50% in Graduation Rate

3.ELA and Math Performance Index or 4-Year Graduation Rate at or below state cut points

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The local landscape…

• There were 21 LAP schools identified for the performance of students with disabilities during the 13-14 school year on Long Island

• There are 26 newly identified LAP schools for the performance of students with disabilities this year

• That’s a 24% increase (n=5) in newly identified LAP schools (for SWDs)

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LAP it up…

• Of the 26 new LAP schools identified for students with disabilities, 21 (81%) were identified for LAP criteria 2

– Gap of 100 points or more for Performance Index (PI) or 50% or more for grad rate between subgroup and non-subgroup students, and the gap increased from the previous year

• 69% of all LAP schools on Long Island (33 of 48) are identified for students with disabilities

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Reactions?

Source: http://www.educational-business-articles.com/change-curve.html

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Inside-out orientation…

• There were approximately 350 LAP schools identified in New York State for the 2014-2015 school year

• If not for application of the progress filters, there would have been 1,500+!

– Unadjusted Student Growth Percentile above State average

– 2008 4-year grad rate

– 2007 5-year grad rate

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Use YOUR why to explore the whatand drive the how…

Source: http://www.educational-business-articles.com/change-curve.html

Brightspots!

• Last year, 14 of 21 (67%) LAP schools identified for the performance of students with disabilities made enough progress to be removed from the 14-15 list

• The majority of those schools that made sufficient progress did so because they took ownership of the process and made it meaningful!

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What does your data show?

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Calculating Performance Index: 3-8 ELA & Math

• PI = Number of continuously enrolled tested students scoring at:

– Level 1 on Track + Level 1 On Track

– Level 2 on Track + Level 2 On Track

– Level 2 NOT on Track

– Level 3 + Level 3

– Level 4 + Level 4divided by number of continuously enrolled tested students x 100

Source: http://www.p12.nysed.gov/accountability/diagnostic-tool-institute/DTSDEPresentations.html#September2014

Performance Index: 3-8 ELA & Math Example

Count of students performing at level:

GradeStudent Count

Level 1 on Track

Level 1 NOT on

Track

Level 2 on Track

Level 2 NOT on

TrackLevel 3 Level 4

3 35 2 10 3 4 10 6

4 42 1 3 4 10 14 10

5 30 1 5 3 7 10 4

Total 107 4 18 10 21 34 20

PI = [(4 + 4 + 10 + 10 + 21 + 34 + 34 + 20 + 20) ÷ 107] x 100 = 147

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What are LAP Schools asked to do?

• Conduct a self-review and create a plan to support the identified group of students, with:– actions to improve the performance of the

students

– timeline for implementation

– process by which the plan was developed

– how school leadership, staff, parents, and students participated

– resources and professional development that the district will provide to support the plan

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Unless your LAP School is in a Focus District…

• Conduct the self-review

• Incorporate the supports and interventions for the LAP schools into the District Comprehensive Improvement Plan (DCIP)

– Clearly identify the supports for the LAP schools

– The DCIP fulfills the regulatory requirements

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Completing the Diagnostic Self Review

1. Review the Tenets and Statements of Practice, particularly as they relate to the identified subgroup(s)

2. Collect Evidence

3. Assign Ratings

4. Create Action Plan(s)

5. Collaborate with District

6. Get Board of Education Approval

7. Share the Plan

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Timeline

• Post the Board-approved Diagnostic Self-Review Document and Report Template for each LAP school to the district’s website by November 21

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Lunch

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4 (make that 5) corners activity…

• Notice the posters arranged in the corners (around) the room

• The posters are organized around 5 of the 6 tenets of the DTSDE rubric

2. School Leadership3. Curriculum4. Instructional Practice5. Student Social-Emotional Health6. Parental Involvement

• Go stand by the poster representing the tenet you think is most important

• When you get there, introduce yourself to others in the group, and have a discussion about why you selected that tenet

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The Self-Review Rubric

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Five Tenets for School-Based Self-Reviews

• Tenet 2: School leadership

• Tenet 3: Teacher practices and decisions

• Tenet 4: Curriculum development and support

• Tenet 5: Student social and emotional developmental health

• Tenet 6: Family and community engagement

Discussion with the district

• The Diagnostic Self-Review is intended to be completed by the school leadership team, in collaboration with district representatives

• For each SOP with an action plan, the district is required to describe the resources it will provide the school to support the action plan

• Schools must describe how the Self-Review Document and Report Template was developed

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SOPs a’s, b’s, c’s and .1’s, .2’s and .3’s

• a’s are related to planning

• b’s are related to implementation

• c’s are related to assessment/progress monitoring

• .2’s are related to vision/leadership

• .3’s are related to resources

• .4’s are related to collaboration

• .5’s are related to use of data

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Let’s take a walk…

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Demographic Data

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Additional data for students with disabilities

Structure of the self-review template

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Tenet

SOP

Ratings

Evidence

Action Plan

SUB - SOP

Evidence of effort vs. evidence of IMPACT!

• ‘Data’ Doesn’t become evidence until it is ‘triangulated’

Data…I HEARD

Evidence“Evidence of the typical experience

of a child in the school/district”

Data…I SAW Data…I READ

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Getting to Know the DTSDE Rubric• Chart activity:

– Key Ideas

– What evidence you might collect?

– How you would ensure the focus is on students with disabilities?

• Think about evidence like:– Classroom observations

– Interviews with students, teachers, staff, parents

– Surveys and self-assessments

– Other school improvement plans

– Student assessments and other documents

I do…Getting to know the DTSDE Rubric

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SOP Key Ideas Evidence You Might Collect

#.2

School Leader and Planning

School and teacher leaders ensure:

a) that teachers use a plan that is informed by multiple

data points, including summative and formative data

b) that instruction is differentiated to meet the varying

needs and learning styles of various student groups and

individual children

c) that teachers establish short-and long-term goals for

groups of, and individual students, based on grade-level

benchmarks

a) Interview teachers of students with disabilities to

determine ways they are using both summative and

formative data; review IEPs to ensure skill based PLPs

and goals have been developed, and are utilized in

lesson planning; conduct classroom walk-throughs to

collect observable data on teacher use of “checking for

understanding” strategies

b) Conduct classroom walk-throughs to assess the degree

of flexible grouping and SDI (accommodations)

provided for students with disabilities; review student

portfolios for evidence of choice or variation in student

products; interview students with disabilities to

determine if they understand their disability, know

their strengths, and areas in need of improvement

c) Interview students with disabilities to determine if they

know their long and short term goals; review

benchmark assessment results and teacher

logs/portfolios for evidence of progress monitoring;

survey parents to determine if they know their child’s

short and long term goals; conduct classroom walk-

throughs to determine if L.O.’s are measurable and

specific to the lesson being taught

Tenet 4: Teacher Practices and Decisions

Be sure to focus on students with disabilities (or the subgroup you are examining) in each of the areas…

Possible Ideas for Evidence:

Classroom observations, interviews with students/teachers/staff/parents, surveys and self-assessments, other school

improvement plans, student assessments and other documents

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Observation Tool: The RSE-TASC Walk-Through Tool

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Walk-through tool prediction activity• Spend some time in your teams, and predict

what you think you would see with high frequency (+60%) and low frequency (-40%) in your LAP schools

• The Walk-through tool may be used in many different ways

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Survey or focus group: special education guiding questions

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Some additional (optional) tools

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Writing statements

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Creation of action plan(s)

• If the Statement of Practice (SOP) rating is Effective, Developing, or Ineffective, the school must either create an action plan to address the SOP, or cite current work that is being done to address the SOP

• The action plan must:– Describe the actions that will be taken or have recently

been taken to improve the identified subgroup(s) student performance levels

– Describe the district resources to be used or that are being used to implement the actions in this area

– Describe the professional development activities planned to support the implementation of actions

– Provide information that addresses the “who, what, when and why” of the actions being taken

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Guidance from Office of Accountability for writing statements

• Use evaluative language

• Connect how the strategies and practices have or will impact teaching and learning– State how your finding is related to the performance

of the identified group of students

– Specify whether actions will be targeted to that group or be part of a whole school transformation

• Name it! Say where a reviewer will find evidence of the strategies and practices noted

• Be concise and clear– Consider using bullet points to list multiple points

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Priority regional topics

• Behavior Specialists– Significant number of districts on Long Island identified for discrepancy in suspensions of

students with disabilities and students with disabilities by race/ethnicity• PBIS Overview• Science of Behavior• Classroom Management• Adapting Instruction to Address Behavior

• Bilingual Special Education Specialist– A training “Series” designed to prepare the field for imminent changes to

Commissioner’s Regulations Part 154, and implications for teachers of students with disabilities

• Difference Vs. Disability• Developing IEPs for ELLs• Assisting families of ELLs identified or suspected of having a disability

• Transition– In an effort to improve the graduation and unemployment rates (44% and 14.7%,

respectively) of students with disabilities in NYS; and to build on the momentum of the Career Development and Occupational Studies (CDOS) PD module roll out

• Interagency Transition Teams• Self Determination• Student-Directed IEP Series• 21st Century CDOS skills

https://www.mylearningplan.com/WebReg/catalog.asp?D=10057&M=&Term=&btn_View=Search&INT_PROGRAMID=68956&StartDate=08%2F06%2F2014&E

ndDate=01%2F31%2F2016&Instructor=&Page=1

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Priority regional topics, cont’d…

• RSETS

– To accommodate the extraordinary turnover in special education administrators in the field, and to support Special Education School Improvement Specialists (SESISs)/districts who will be delving deeper (year 2) into the QIP process, vis-à-vis connections between IEPs and classroom instruction

• New CSE/CPSE Chairperson training

• New CSE/CPSE Chairperson extension days

• Quality IEP: Present Levels of Performance to Goals

• Quality IEP: Developing Measurable Annual Goals

• Non-District Specialist

– As a result of mutually agreed upon needs developed by the Non-District Professional Learning Community (PLC), facilitated by RSE-TASC Non-District Specialist Mr. Larry Anderson

• SDI With Explicit Instruction

• Literacy Instruction & Strategies

• Class/Behavior Management

• Use of Formative Assessment

https://www.mylearningplan.com/WebReg/catalog.asp?D=10057&M=&Term=&btn_View=Search&INT_PROGRAMID=68956&StartDate=08%2F06%2F2014&E

ndDate=01%2F31%2F2016&Instructor=&Page=1

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Examples

• Critique the examples provided using the criteria on the preceding slide

• How might they be improved?

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Team planning time

• What evidence do we want to collect for each Tenet?

– Are there tools that will help us collect for more than one Tenet at a time?

– What’s the most important data to focus on?

• Who will do What and When?

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Closing

• Go forth and collect data!

• One interesting thing you anticipate coming out of this experience