The Bulletin
Division of School & District Effectiveness
February 2015
Improving on Your Previous Best
Purpose
The SDE Bulletin: to provide regular, timely information to increase the shared understanding of our team of School Improvement professionals
Our Shared SDE Purpose: to increase collective leadership capacity to understand what effective schools and districts know and do, and to support the leaders to own their improvement process
Previous Editions of The Bulletin
August 2014- https://www.smore.com/700mx
September 2014- https://www.smore.com/huyyh
October 2014- https://www.smore.com/std20
November 2014- https://www.smore.com/09uva
December 2014/January 2015- https://www.smore.com/09uva
This Month
You are doing great work in the schools and districts. Here's just one of the many examples of that great work:
I recently had the privilege of serving on a GAPSS. Mike O'Neal ran an extremely efficient process over the 2+ days. He was prepared, had great materials, knew the process inside and out, brought his wisdom to bear on the process, etc. But the most impressive part of his work was the care he showed for the students of the school. Everything kept coming back to us doing a good job on GAPSS so that the children would benefit. What great heart! In addition, I had the opportunity to see the expertise and care in action of a few of our colleagues: Sharquinta Tuggle and Bob Creswell (Metro II Region), Kachelle White (Special Education), and Georgi Nour (Metro RESA). We have such quality professionals working on behalf of Georgia's students!
In keeping with that spirit of professionalism modeled by Mike O'Neal, please remember: it's important that we, as professionals in the SDE Division, work alongside and closely with our customer, the school and district personnel. Please make sure at the upcoming ILA, and in any setting where school and district personnel are gathering, that we sit and collaborate with our colleagues on their work. You know how powerful it is when the Principal in a school participates in the PL that he/she is asking of the teachers? Well, it's the same with us. It's very helpful when we sit elbow-to-elbow with those we are guiding and supporting. Thanks!
from Professional Learning (Joann Hooper)
I hope everyone had a nice break, enjoyed family and friends, and took time to relax and unwind. As we begin a new year it’s a good time to reflect on the work we do each day with our schools and districts. Providing targeted and effective feedback is essential if we want schools to improve. During the February ILA we will work through a protocol that will allow us to assist our schools and districts in giving this feedback. It can be used with any of the School Strands and helps principals pinpoint what is and is not working well within their school.
In his book, The Principal: Three Keys to Maximizing Impact, Michael Fullan writes that studies have shown the implementation of teacher evaluation systems improve (teacher) accountability but there is little or no evidence that they directly improve student performance. He continues to say that feedback is crucial for improvement and is most effective when principals work alongside teachers day-by-day (76).
In the most current issue of JSD, the magazine for Learning Forward, there is an article on effective feedback. It explains that principals and other supervisors have to be taught how to give effective feedback. Verbal and written feedback that supports and helps individuals increase their knowledge and skills is most effective. Feedback needs to be specific and focus on the details of the work, not general statements.
Upcoming Events
ILA
I am excited about the Monitoring for Feedback protocol and the graphic which the schools will receive at the February ILA. I have used the process on several standards in strands other than curriculum, assessment, and instruction and it works for them, also. Thank you to Christy, Paula Herrema and Kristy Kueber for their work on these documents. We will also have our first look at the Leadership Guide (the IR) and principals will learn how it can be used to support a school’s work.
SI PL
In March, Richard Woods, Georgia’s School Superintendent, will be with us for part of the first day. We look forward to hearing his vision for schools. We will also have another data presentation and work session with Nick Handville, learn about districts choosing between being an IE2 or Charter district, and reflect on the work we have completed this year and address our goals for the future.
Summer
Plans are being made for the summer professional learning opportunities. You will be notified as soon as they are complete. As always, SDESs should be available to continue the work with schools as needed. This sometimes means attending leadership team planning meetings, summer PL sessions, and candidate interviews for school positions.
Webinar
During our webinar Christy introduced you to the agenda and details of the February ILA. You received an email with the webinar PowerPoint for you to use as a resource. You also saw the name changes and new titles for our division. We continue to utilize the webinars as a means to keep everyone updated. If there are topics you would like covered please let us know.
Strategy of the Month
Each month we’ll provide a PL strategy that could be used with adults or students. Our goal is to deepen learning and engage the learner.
Description: A quick and easy strategy for reflection. The simple structure helps encourage constructive feedback.
Directions:
- Use sticky notes or index cards for participants to write on.
- Have participants fill in the prompts: I like... I wish... What if...?
- Have partners or small groups share out with each other.
- If you want, have large chart paper labeled with each prompt and have people put their sticky notes under the appropriate header for easy reading among the group.
This strategy can also be used as an opener and brainstorming discussion tool that helps you and the groups decide what further topics to pursue.
Intended Audience: Students, Adults
Source:
from Technical Assistance & Support (Paulette Richmond)
Our new website
Thank you for your input. The website review feedback email was sent last week. Please continue to review for errors and to provide suggestions.
Name changes
You’ll continue to see this as we transition.
*Division of School and District Effectiveness
*School Effectiveness Specialists
*Lead School Effectiveness Specialists
*District Effectiveness Specialists
*School Assessment Specialists
*RESA staff are still School Improvement Specialists.
*Georgia School Performance Standards formerly known as School Keys
Save the date
February 6, 2015
· IT Support/updates webinar.
Note: The January IT Update webinar notes were sent in January 30 email.
IT Inventory
GaDOE staff please submit your IT inventory to Cindy Popp by February 6 if you have not already done this.
Title I, Part A, 1003(a) School Improvement Funding
Ongoing dialogue. How do we (school, district, SIS, GADOE, RESA) sustain ongoing, monthly dialogue related to the allowable and reasonable use of 1003(a) SI funds and the relationship to the continuous plan for improvement?
Spending milestone. Districts were asked to spend 35% of their Title I, Part A, 1003(a) School Improvement funds by January 30, 2015.
Cross-Functional Monitoring. In February 2015, the following districts that received Title I, Part A, 1003(a) School Improvement funds will be monitored Dalton City, Barrow, Dodge, Dublin City and Terrell. Please note we’re only sharing information related to the districts that received SI funding. As you know, the Cross-Functional Monitoring process involves other monitoring outside of Title I, Part A, 1003(a) School Improvement funds.
Just for RESA School Improvement Specialists
In chapter 1 of a book we were given a couple years ago as a resource: DuFour, R., & Marzano, R. (2011). School Improvement Means People Improvement. In Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement. Bloomington: Solution Tree Press, pages 22 – 23, the authors shared some questions we’ve all seen in several variations.
· What is it we want our students to know?
· How will we know if our students are learning?
· How will we respond when students do not learn?
· How will we enrich and extend the learning for students who are proficient?
So we’ve been thinking … over the next couple of months, as we engage our leadership teams about their short term action plans / tasks, let’s go back to the core of the aforementioned questions … students. My recent school visit was so re-energizing; students and leaders were engaged in the right work!
ANSWER FROM LAST MONTH’S TRIVIA and NEW TRIVIA:
TRIVIA #2: In what document is this standard located AND what is the intent of the standard?
- Ensures that teachers have a shared understanding of expectations for standards, curriculum, assessment and instruction.
This standard can be found in the Georgia School Performance Standards formerly known as School Keys. It’s Curriculum Planning Standard 1. The intent is to ensure “Across most content areas or grade levels, teachers have a shared understanding of expectations for standards, curriculum, assessment, and instruction.” In addition, the goal is to move from understanding to indelibly etching the practices in our daily work with students.
TRIVIA#3: What were the two questions sent in the January 28, 2015 email that could be used to guide conversations with leadership teams (Hint: Crosswalk/Evidence document)?
There’s a prize for the first person who texts the correct response and your name to 404.293.4974 OR email me at prichmond@doe.k12.ga.us.
The due date for the next Jot Form monthly report is February 15, 2015 (one cumulative report per RESA).
from the Leads (Paula Cleckler)
Improving Literacy and Math Instruction through Network Professional Learning
Professional Learning through monthly networks in math and literacy provide support to coaches, principals, department chairs, teachers and district staff of Priority and SIG Schools to increase the capacity to understand what effective schools and districts know and do. Alert Schools are invited and many also attend the sessions. In Central, Southwest and Southeast, three regions that serve schools across multiple school districts, the Math and Literacy School Effectiveness Specialists are providing the coaching networks. Designed to improve instruction aligned to the state curriculum through increasing the effectiveness of collaborative planning, the sessions are focused on a variety of topics, including:
· deconstructing standards to identify the true intent of the standards to lead classroom instruction, curriculum planning, and instructional planning;
· understanding formative and summative assessments with a focus on higher order questions as found in the new Milestone Assessments;
· implementing the coaching cycle with fidelity;
· learning how to lead others to incorporate complex text and writing across the curriculum; and
· identifying and addressing barriers that impede best practices.
The coaching networks are strategically structured using the Coaching Cycle so that coaches are not only learning but are using analysis, planning, and teaching to develop the capacity of teachers. At the beginning of the school year, coaches were asked to create literacy and mathematics action plans that addressed specific issues reflected in their school improvement plan and driven by data. Each month, coaches are held accountable for the implementation of the coaching cycle which addresses: plan implementation, classroom observations with feedback, collaboration, and redelivery of network PL. All tasks within the literacy and mathematics plans are monitored through Indistar with follow-up school visits to monitor expectations with coaching comments provided by the School Effectiveness Specialists on an ongoing basis.
In all regions, the local districts are conducting monitoring visits with feedback in the SIG and Priority Schools. These district visits, in addition to the State Quarterly Monitoring, are providing a strong connection between districts and schools to address concerns and support the schools in their improvement efforts. Alert Schools in all regions are also in the process of being contacted for a mid-year status check.
Other news: Congratulations to Asia Toliver on the birth of Morgan Elise on December 31, 2014. Mom and baby are both doing great! Cindy Hillsman, Turnaround SES, has resigned her position effective February 5, 2015. We wish Cindy well, and will truly miss her as a valuable team member in SE Region.
from District Effectiveness (Sam Taylor)
- The draft District Standards are now posted on the GaDOE website at http://www.gadoe.org/School-Improvement/School-Improvement-Services/Documents/School%20and%20District%20Effectiveness/District%20Performance%20Standards%20Field%20Test%20Document%2012-31-14.pdf
- The DE Team plans to conduct its first District Assessment of Performance Standards, a.k.a. District Review, in March.
- The team working on the IR which is now called the Leadership Guide to Georgia’s School Performance Standards are completing one strand per month. Three sections have been completed: Instruction, Curriculum, and Assessment.
- In that Linda Massenburg has left, Sam Taylor is researching the state rules on alternative education in order to re-examine how to maximize that position.
- DE Team members have collaboratively worked with local SIG Coordinators to present a mid-year SIG review to each local Board of Education.
from SIG (Patty Rooks)
Cohort 3 (July 1, 2013-September 30, 2016)
Bibb County- Matilda Hartley Elementary School; Westside High School
Fulton County- Frank McClarin High School
Gwinnett County- Meadowcreek High School
Quitman County- Quitman County High School
Twiggs County- Twiggs County High School
Wilkinson County -Wilkinson County High School
Cohort 4 (July 1, 2014-September 30, 2017)
Atlanta Public Schools- Frederick Douglass High School
Bibb County - Southwest Magnet High School and Law Academy
Dougherty County - Dougherty County Comprehensive High School; Monroe Comprehensive High School
Muscogee County- Fox Elementary School; Jordan Vocational High School; William H. Spencer High School
Fiscal Reminders
Purchase of Equipment, Supplies and Materials
In order to maximize the impact of the resources provided by the grant, all equipment, supplies and materials to be purchased with this year’s SIG funds should now be purchased and in the schools. By the third LEA and SEA quarterly monitoring the drawdowns must reflect the purchase of all equipment, supplies and materials.
Drawdowns:
Please be reminded that the monthly deadline for drawdowns was moved from the 15th to the 20th of each month and the expectation is that drawdowns be taken monthly. The drawdown is to include all SIG expenditures from the previous month. Both the LEA and the SEA quarterly monitorings should reflect the level to which these expectations have been met. It is important to note that the timeliness of drawdowns is a critical factor when considering the recommendation for continued funding.
Expenditure of FY15 Funds
The expiration date for the FY15 funds for Cohort 3 and 4 schools is September 30, 2015. In order to ensure timely expenditure of this year’s funds, it is expected that 70% of the FY15 budget be liquidated by April 30th, and that by May 20th, 70% of the budget has been drawn down. For those SIG schools that fail to meet this deadline, a plan for expenditure for the remainder of the FY15 funds will be required. The plan will be due to Lyndsay Moses no later than June 1, 2015.
SIG Program/Budget Amendments
Changes to the SIG budget and/or program require an approved SIG program/budget amendment. Please note, the final date for the submission of amendments for the FY15 budget is August 14, 2015.
Cross-Functional Monitoring:
With the exception of Gwinnett County and Muscogee County, all Cohort 3 and Cohort 4 SIG districts will receive a Cross-Functional monitoring this year, which will include fiscal monitoring for 1003(g) SIG. The dates for the Cross-Functional Monitoring are as follows:
Atlanta Public Schools – April 28-May 1, 2015
Bibb County – April 21-23, 2015
Dougherty County – March 19-20, 2015
Fulton County – May 12-15, 2015
Quitman County – March 10-11, 2015
Twiggs County – April 21-22, 2015
Wilkinson County – April 23-24, 2015
LEA Monitoring of SIG Schools
As noted last month, this year LEAs with SIG Cohort 3 and/or Cohort 4 schools will be responsible for submitting four (4) LEA Monitoring Reports in Indistar for each of their SIG schools. The format and content of the monitoring report has been revised to allow the SIG Coordinator, in collaboration with key leaders at the district level, to assess the level of progress of the LEA/school in implementing the SIG indicators.
The electronic LEA Monitoring Report forms can be accessed from the District Dashboard and are to be completed and submitted within Indistar. The Q3 LEA Monitoring Report is due January 30th, and the Q4 LEA Monitoring Report is due April 30th.
In the event that an indicator is either not progressing at an expected rate or not evident, an interim or “follow-up” LEA monitoring of those indicators is required and submitted in Indistar utilizing the appropriate LEA Monitoring Report “follow-up” form. If all indicators are either progressing at an expected rate or fully implemented, completion and submission of the “follow-up” Monitoring Report form is not required.
2014-2015 Reward Incentives Plan
The 2014-2015 Reward Incentive Plans for each of the Cohort 3 and 4 schools have now been reviewed and approved at the state level. The approved 2014-2015 Reward Incentives Plan is to be uploaded as a document in Indistar. (Please have the school create a folder in the “file cabinet” entitled Reward Incentives Plans, in which they can place their SEA approved Reward Incentives Plans each year of the grant.)
Please be reminded that the process by which the 2014-2015 Reward Incentives Plan was determined, as well as the notification of the GaDOE approved Plan to the school staff, should be documented by the schools within Indistar. This documentation should be reviewed during the second and third LEA and SEA quarterly monitoring.
Sustainability Training
Research indicates that approximately two-thirds of schools that begin reform initiatives do not sustain their reform efforts after the funding is eliminated. In order to support our SIG schools and districts, we have secured the services of Dr. Cheryl Turner (RMC) to provide sustainability training. This training will provide in-depth understanding of sustainability, the characteristics of districts and schools that have been successful in sustaining programs/reform initiatives, and strategies for sustaining efforts. Participants will leave with practical tools to develop a comprehensive sustainability plan which includes the work of both the district and school.
The Sustainability training will consist of two 1½-day Institutes. A description of the Institutes is provided below:
Institute I
· Module 1: What is Sustainability?
This module introduces the participants to sustainability and research on characteristics of programs/reform initiatives that have been successfully sustained.
· Module 2: Are We Ready to Sustain?
Common barriers to sustainability, such as funding and leadership, are explored, as well as specific strategies participants can incorporate to overcome those barriers. Participants delve into ten critical elements that should be examined to continue to improve outcomes and sustain effective programs/initiatives.
Institute II
· Module 3: Preparing to Sustain
In this module, participants prepare for developing a sustainability plan by exploring systems level changes including the role of district, school, and classroom personnel. Other areas of preparation include strengthening communication with stakeholders, determining areas of control and influence, and examining effective policies and procedures that support continued success.
· Module 4: Developing Your Sustainability Plan
This module guides the participants through the development of a comprehensive sustainability plan. Participants complete self-assessments to determine priority areas for sustainability of the program/reform initiatives and develop goals, objectives, strategies, and action steps for a successful sustainability plan.
Given the nature of the training, we are planning for the training to be provided to each of the SIG Cohorts individually. Institute I will be provided to each Cohort the summer following Year 2 of the implementation of the grant, and Institute II will be provided during the winter of Year 3 of the grant. Participants will be designated LEA and school leaders. The training schedule for Cohort 3 and the tentative schedule for Cohort 4 are listed below:
Cohort 3 Sustainability Training Schedule:
· Institute I (1½ days) June 11-12, 2015
· Institute II (1½ days) February 4-5, 2016
Cohort 4 Sustainability Training Schedule:
· Institute I (1½ days) June/July, 2016
· Institute II (1½ days) January/February, 2017
Communication to the Cohort 3 SIG LEAs/schools regarding Sustainability training will be forthcoming.
GaDOE Sustainability Facilitator Training
In order to provide support to the SIG LEAs/schools as they work through the process of developing their sustainability plan, selected School and District Effectiveness staff will receive facilitator training prior to the summer Institute. This training is scheduled for April 14th – 15th, 2015. Participants will include the Turnaround and Leadership School Effectiveness Specialists, Lead School Effectiveness Specialists, and District Effectiveness Specialists.
Critical Dates for 1003(g) SIG Schools
Ø January 30th—Q3 LEA Monitoring Report submission due in Indistar
Ø February 20th—Monthly drawdown by LEA’s due for all SIG expenses (including salaries & benefits) encumbered to date
Ø March 20th--Monthly drawdown by LEA’s due for all SIG expenses (including salaries & benefits) encumbered to date
Ø April 14th-15th—GaDOE Sustainability Facilitator Training (designated GaDOE staff only)
Ø April 30th—Q4 LEA Monitoring Report submission due in Indistar
Ø April 30th—70% of FY15 Budget expended
Ø May 20th—70% of FY15 Budget drawn down
Ø June 1st—Submission of plan for expenditure for remaining FY15 funds for schools with a total drawdown less than 70% by May 20, 2015
Ø June 11th-12th—Cohort 3 Sustainability Training—Institute I
Ø August 14th—Deadline for final FY15 SIG Program/Budget Amendments
Indistar (Celeta Thomas)
Bulletin : INDISTAR IN ACTION
This month Indistar is Featuring Spotlight Indicators for Schools
Spotlight Indicators are a way to streamline and focus the work of the Leadership Team. Indicators selected will be included in the Spotlight Indicator filter on the Assess, Create, and Monitor sections as well as reports.
Data and commentary from STAP and/or Monitoring visits should drive the direction of the spotlight indicators.
Monthly Focus: Coaching through Effective Feedback
The Coach embeds in the team the abilities and procedures for continuous improvement.
Feedback and Follow up- “Feedback is most powerful when we offer Menus vs. Mandates. "Research is accumulating confirming the powerful role of effective feedback in promoting change. In fact, the evidence is startling: in meta-analyses of studies on feedback in classrooms, the effect size of feedback was 0.79, twice the average of other influences on student achievement such as curricula, families, teachers, and school traits (Hattie & Timperley, 2007).
Researchers learned that not all feedback is equally powerful—feedback about how to do a task more effectively and with different options (menus) was stronger than one or two phrase words to praise, simple compliance recognitions, punishment or simple advice (mandates). Through the use of coaching comments or other means of communication. Coaches can use multiple data sources such as: findings or guided recommendations from monitoring reports /STAPs to provide feedback to coach schools to success.
Important Due Dates:
*Focus Plans-(Focus Schools Only) Plan tasks for 6 indicators - 01/30/2015
*Performance Review Report (Focus Schools Only)-01/30/2015
* SIG /Non Priority Schools only -01/30/2015
All previous years’ work documented for indicators will be temporarily saved and can be accessed through the Priority (RT3, SIG) Indicators link on the
school’s dashboard page until January 30, 2015.
Coming Soon! NEW AND IMPROVED PLATFORM AND KEY STANDARDS!
from the Literature
Note these concepts: alignment, guidance system, coherence, engagement, and PLCs
from "Organizing Schools for Improvement," by Anthony Bryck (PDK 2010)
Why do some schools improve dramatically while similar schools fail? A study by the Consortium on Chicago School Research found that how schools are organized and how they interact with their communities can make the difference.
The researchers found five essential supports for school improvement. Those supports are:
• A coherent instructional guidance system;
• The school’s professional capacity;
• Strong parent-community-school ties;
• A student-centered learning climate; and
• Leadership that drives change.
Schools with strong indicators for these supports were much more likely to improve than were schools with weak indicators.
In terms of the organizational mechanisms influencing academic achievement, this can be told in two contrasting stories. Schools that stagnated — no learning improvement over several years — were characterized by clear weaknesses in their instructional
guidance system. They had poor curriculum alignment coupled with relatively little emphasis on active student engagement in learning. These instructional weaknesses combined with weak faculty commitments to the school, to innovation, and to working together as a professional community. Undergirding all of this were anemic school-parent-community ties.
In contrast, schools in which student learning improved used high-quality professional development as a key instrument for change. They had maximum leverage when these opportunities for teachers occurred in a supportive environment (that is, a school-based professional community) and when teaching was guided by a common, coherent, and
aligned instructional system. Undergirding all of this, in turn, was a solid base of parent-community-school ties.
Upcoming Meetings & Events
Instructional Leadership Academy
Monday, Feb 2, 2015, 09:00 AM
Macon Coliseum, Coliseum Drive, Macon, GA, United States
Instructional Leadership Academy
Tuesday, Feb 3, 2015, 09:00 AM
Macon Coliseum, Coliseum Drive, Macon, GA, United States
Instructional Technology Webinar
Friday, Feb 6, 2015, 09:15 AM
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Region Team Meetings
Friday, Feb 20, 2015, 12:00 AM
TBD
School & District Effectiveness Webinar
Friday, Feb 20, 2015, 10:00 AM
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Content Job-Alike Meetings
Thursday, Feb 26, 2015, 12:00 AM
TBD
Atlanta-Based Team Meetings
Thursday, Feb 26, 2015, 09:30 AM
205 Jesse Hill Junior Drive Southeast, Atlanta, GA, United States
Your School & District Effectiveness Leadership Team
Leads:
Paula Cleckler
Melba Fugitt
Bari Geeslin
Joel Standifer
Lyn Wenzel
Patty Rooks
RESA Director Representative:
Carolyn Williams/Rachel Spates/Peggy Stovall
Program Managers:
Joann Hooper
Paulette Richmond
Sam Taylor
Director:
Will Rumbaugh