Indiana
Student
Achievement
Institute
MEETING 5
STRATEGY SELECTION
InSAI
InSAI
Raising the bar:
Meeting the challenge
WARM-UP!
K
N
O
T
S
Vision-to-Action
School Improvement
Process
Vision-to-Action School Improvement Process
Steering Team / Community Council /
Full Faculty / Student Body
1 VISION
2
Vision
Data
4
Data
Targets
3
Current
Data
5 Areas of Concern
6
Strategy
Selection
Curriculum
Extra Help
Environment
7 Strategy Plan
Implementation
Professional Development
Anti-Resistance
Evaluation
Instruction
Guidance
8
ACTION
© American Student Achievement Institute
Expectations
Assessment
Local Meeting 1 - Rationale
Steering Team / Community Council /
Full Faculty / Student Body
1 VISION
2
Vision
Data
4
Data
Targets
3
Current
Data
5 Areas of Concern
6
Strategy
Selection
Curriculum
Extra Help
Environment
7 Strategy Plan
Implementation
Professional Development
Anti-Resistance
Evaluation
Instruction
Guidance
8
ACTION
© American Student Achievement Institute
Expectations
Assessment
Local Meeting 2 - Vision
Steering Team / Community Council /
Full Faculty / Student Body
1 VISION
2
Vision
Data
4
Data
Targets
3
Current
Data
5 Areas of Concern
6
Strategy
Selection
Curriculum
Extra Help
Environment
7 Strategy Plan
Implementation
Professional Development
Anti-Resistance
Evaluation
Instruction
Guidance
8
ACTION
© American Student Achievement Institute
Expectations
Assessment
Local Meeting 3 – Data Targets
Steering Team / Community Council /
Full Faculty / Student Body
1 VISION
2
Vision
Data
4
Data
Targets
3
Current
Data
5 Areas of Concern
6
Strategy
Selection
Curriculum
Extra Help
Environment
7 Strategy Plan
Implementation
Professional Development
Anti-Resistance
Evaluation
Instruction
Guidance
8
ACTION
© American Student Achievement Institute
Expectations
Assessment
Local Meeting 4 - Concerns
Steering Team / Community Council /
Full Faculty / Student Body
1 VISION
2
Vision
Data
4
Data
Targets
3
Current
Data
5 Areas of Concern
6
Strategy
Selection
Curriculum
Extra Help
Environment
7 Strategy Plan
Implementation
Professional Development
Anti-Resistance
Evaluation
Instruction
Guidance
8
ACTION
© American Student Achievement Institute
Expectations
Assessment
Local Meeting 5 – Strategy Selection
Steering Team / Community Council /
Full Faculty / Student Body
1 VISION
2
Vision
Data
4
Data
Targets
3
Current
Data
5 Areas of Concern
6
Strategy
Selection
Curriculum
Extra Help
Environment
7 Strategy Plan
Implementation
Professional Development
Anti-Resistance
Evaluation
Instruction
Guidance
8
ACTION
© American Student Achievement Institute
Expectations
Assessment
Strategy Groups – Develop Plans
Steering Team / Community Council /
Full Faculty / Student Body
1 VISION
2
Vision
Data
4
Data
Targets
3
Current
Data
5 Areas of Concern
6
Strategy
Selection
Curriculum
Extra Help
Environment
7 Strategy Plan
Implementation
Professional Development
Anti-Resistance
Evaluation
Instruction
Guidance
8
ACTION
© American Student Achievement Institute
Expectations
Assessment
Next School Year – Implement Plans
Steering Team / Community Council /
Full Faculty / Student Body
1 VISION
2
Vision
Data
4
Data
Targets
3
Current
Data
5 Areas of Concern
6
Strategy
Selection
Curriculum
Extra Help
Environment
7 Strategy Plan
Implementation
Professional Development
Anti-Resistance
Evaluation
Instruction
Guidance
8
ACTION
© American Student Achievement Institute
Expectations
Assessment
CRITICAL
POINT
Everything we . . .
1) have done up to now
2) will do after today
will be a waste of time
if our strategies are not
selected carefully.
13
We must identify . . .
1) Strategies that hold
high promise for enabling
us to reach each of our data
targets.
2) Strategies that we believe in
and will commit to fully
implementing well.
14
FIVE
GUIDELINES
GUIDELINE # 1
Strategies must be designed to bring about
changes in adult behaviors.
Students will not change their behaviors until
adults change their practices.
EXAMPLES:
 Students will not attend after school tutoring until adults
provide after school tutoring.
 Students will not engage in the classroom until adults
make lessons engaging.
 Students will not turn in their homework until adults
provide the proper incentive for turning in homework.
16
GUIDELINE # 2
Strategies must result in different adult
behaviors in the:
1) School
2) Community
All strategies, including strategies that impact
the community, should be included in the
improvement plan.
17
GUIDELINE # 3
Strategies must cause the faculty to work
hard but not push the faculty beyond their
capacity for change.
Each strategy we select will be assigned an
energy level:
• High energy
• Medium energy
• Low energy
• Low energy - continuation
18
GUIDELINE # 4
Strategies must address:
• Specific concerns about things that
interfere with learning in a specific area
o
o
EX: Teachers don’t give writing assignments
EX: No extra help program for Algebra students
and
• General concerns about things that
interfere with learning in all areas
o
o
EX: Students don’t turn in homework
EX: Students don’t ask for extra help
19
GUIDELINE # 5
Strategies must address high-impact areas.
 High Impact – Inside


Strategy will impact an adult practice inside the classroom
Examples:
o
o
o
o
o
Curriculum strategies to align lessons with standards
Instructional strategies to engage students
Assessment strategies to use classroom test results to inform instructional decisions
Extra help strategies to support students who don’t “get it” the first time
Environment strategies to improve classroom discipline
 High Impact – Outside



Strategy will impact an adult practice outside the classroom
Supports or compliments classroom practices
Examples:
o
o
o
Guidance strategies to help every student understand global economics
Extra help strategies to support students outside of the classroom
Environment strategies to improvement parent involvement
 Low Impact



No or remote impact on classroom practices
Implemented too infrequently to have a significant impact
Not well-thought-out (vague description); implementation unlikely
20
Two important questions:
What’s the danger of low-impact strategies?
Low impact strategies . . .

Give us the impression that we’re doing something to raise
achievement when we’re really not

Make us “feel good” so there’s no sense of urgency for
making changes that will raise achievement

Use up valuable time and energy
Why do schools implement low-impact strategies?

Safe – don’t ask people to change current practices

Harmony
LET’S HAVE THE
COURAGE
• To allow others to suggest insidethe-classroom strategies for us
• To suggest inside-the-classroom
strategies for others
TODAY’S
TASK
Today’s Task
To recommend high-impact strategies to
address each of our Areas of Concern
Part A – Small groups (one for each AOC)
1. Discuss the strategies you found
2. Decide which strategies you want to
present to the large group for possible
implementation next year
Part B – Large group:
1. Listen to small-group presentations
2. Decide which strategies you’d like to
recommend for implementation next
year
Our Areas of Concern
Requiring New Strategies
School Concerns
Community Concerns
1
Xxxxx
Xxxxx
2
Xxxxx
Xxxxx
3
Xxxxx
Xxxxx
4
Xxxxx
Xxxxx
5
Xxxxx
Xxxxx
6
Xxxxx
Xxxxx
7
Xxxxx
Xxxxx
8
Xxxxx
Xxxxx
PART A
Small Group
Discussion
Step 1 – Group Discussion
1. INDIVIDUAL REPORTS:
Each group member presents strategies
they would like the group to consider
2. CHART:
Strategies are
recorded on
the “Strategy
Brainstorm
Chart”
Step 2 – Group Consensus
Select 3-5 strategies that you
would like to present to the
group for their consideration.
Step 3 – Prepare Presentation
1. PREPARE 10 MIN PRESENTATION:
a. Create “Strategies for
Consideration Table”
b. Decide who will present the above
table to the group
PART B
Large Group
Discussion
Prioritization Process
1. As each Small Group presents, the
Steering Team will write the strategies
on an Instagraph.
2. Each strategy will have a number. As
each Strategy Group presents, record
the number of the strategy and take
notes on the strategy.
Instagraph
Complete Strategy Instagraph
Which strategies hold the most
promise for impacting our areas of
concern?
-- Vote for one third
After today, the Steering Team will
1.
Seek input
 Full faculty
 Community council
 Student body
2.
3.
Identify “tentative” strategies
Analyze the collective strategies:
•
Are all outside requirements met (PL221 / Title I)?
(when possible, we’ll use our strategies to meet requirements)
•
4.
Are all InSAI guidelines met?
Seek approvals:
 FF and CC
 InSAI
 Superintendent
5. Secure Strategy Chairs
 Invite Strategy Chairs for more comprehensive
strategies to attend the InSAI Strategy Chair Training
Indiana
Student
Achievement
Institute
MEETING 5
STRATEGY SELECTION
InSAI
InSAI
Raising the bar:
Meeting the challenge