PMI IMPLEMENTATION RUBRIC: SCHOOL LEVEL

Transcription

1 Parkway PMI IMPLEMENTATION RUBRIC: SCHOOL LEVEL This PMI Implementation Rubric serves as a broad school based overview of implementation for Progress Monitoring & Intervention (PMI). It describes what PMI looks like across 4 essential components of PMI (Curriculum, Assessment, Instruction & Continuum of Support, and Problem Solving). Embedded across these essential components are 3 additional system wide elements critical for successful implementation (Leadership, Professional Learning, and Student/Family Partnerships). The essential components are categorized across 4 growth stages aligned with Parkway professional learning & evaluation models (,,, and ). Due to our current development stage as a district, and in an effort to keep the information on this form manageable, descriptors are currently only provided for the category. Please use the Growth Stages definitions below when considering full range of systems growth. The purpose of this rubric is to: 1 Serve as an informational resource (i.e., blueprint, roadmap of PMI implementation) 2 Provide feedback for continuous improvement a School Leadership b District PMI Team Growth Stages: The goal of this stage is to build consensus and school wide ownership for PMI implementation. This stage involves designing the infrastructure to implement PMI. During this stage, the school implements the structures that were designed during the stage and works to build consistency and fidelity. Within this stage, the model is embedded and done with fidelity. Schools now focus on how effective the model is and make changes based on data to ensure it remains effective and responsive to changing population needs or other challenges. (Innovation & supporting capacity building at district, regional, and/or national level) Directions: 1 Determine if you re going to focus on one component, several, or all of them. 2 Read the rows and columns to get a sense of the scope of the component. 3 Using existing data, work your way through the rubric and highlight or circle the cells that describe your school. 4 Once you have completed a rubric, complete the scoring summary. (TO BE DEVELOPED) 5 Identify desired level of implementation. 6 Compare the gap between desired level and current level. Establish specific goal(s). 7 Create an action plan for next steps 8 Check on progress throughout the school year. PMI IMP SL v

2 CURRICULUM Guaranteed and Viable Curriculum a curriculum that (1) gives students access to the same essential learning regardless of who is teaching the class and (2) can be taught in the allotted time (Marzano, 2003). Parkway s guaranteed curriculum is Stage 1 of the courses and units for all content areas located on the on line curriculum guide. Professional Learning Community Question # 1: What do we want our students to understand? Understanding by Design Stage 1 Addresses both academic and social emotional learning (character development) Anchors Collaborative Teams All grade/content level teams have identified what all students should know and be able to do (PLC Question 1, UbD Stage 1) Stage 1 addresses what all students will need to be successful in school and life (Parkway Vision). Curriculum Implementation Academic and Social Emotional Learning All teachers are delivering guaranteed curriculum (Stage 1) in all content areas and grade levels (PLC Question 1) All teachers consistently use Parkway s curriculum for planning including planning backwards from big ideas essential questions goals for knowledge acquisition goals for skill development The online curriculum guide is accessed by teachers and teacher teams to support planning and delivery of essential instruction. Stage 1 includes (guaranteed curriculum) social emotional learning (character development). PLC Question 1 All teachers intentionally integrate academic and social emotional learning (character development). teach students to act out of a strong sense of personal, social, and civic responsibility PMI IMP SL v

3 ASSESSMENT The process of measuring and documenting what students have learned including academic and social emotional learning (character development). Professional Learning Community Question #2: How will we know if students understand? Understanding by Design Stage 2 Anchors Classroom Practice Collaborative teacher teams have identified a common formative method (with standards based criterion) of knowing if students have learned what they need to know and be able to do. (PLC Question 2, UbD Stage 2) Teachers use a variety of quality formative and summative assessments to monitor student progress improve student learning provide meaningful feedback access student support systems as needed assist students in goal setting and self assessment Universal Screening Multiple measures are used for all students with the purpose of identifying low and high performing learners at risk of not having their needs met. Levels of risk are clearly and consistently defined by grade/course level and time of school year. Screening includes assessment of academic performance and socialbehavioral indicators. Screening is conducted multiple times a school year. Diagnostic At building level, helps eliminate false positives from screening process At all levels with varying degrees of intensity data are gathered and analyzed from multiple sources to determine why students are not benefiting from instruction. Problem solving process and hypotheses being tested determine types of data to use diagnostically. Used to determine actions such as adjusting instruction and/or selecting interventions PMI IMP SL v

4 Anchors Progress Monitoring Data are used at all levels (classroom, teacher team, building team) to assess, students level of performance quantify rate of improvement or responsiveness to instruction, evaluate the effectiveness of instruction enabling timely decision making. (formative data use) Evaluation Outcome data used to retrospectively assess effectiveness of instruction specific interventions or programs. (summative data use) Communicating Assessment Results Assessment results are routinely shared with students and families in a manner that is: timely clear meaningful in relationship to student learning and performance (feedback) Assessment Quality and Use School leadership ensures: ongoing analysis and improvement of assessments for intended purpose(s) assessments accurately measure what students know and are able to do assessment cultural and developmental appropriateness for student population Data Literacy Most staff have a good grasp of data literacy concepts and use data in an ethical and responsible manner There is an ongoing plan to assess staff data literacy Data literacy is part of school professional learning plan Strategic action steps are implemented to support increasing school wide data literacy. Assessment Culture Assessment information is used to: help understand student needs plan how to accelerate student learning to the next level of performance, not lower expectations PMI IMP SL v

5 Instruction & Continuum of Support Multi tiered Instructional Model (pyramid model) a continuum of integrated academic and social emotional (character development) instruction, where each tier provides increasingly intense interventions and levels of supports, typically in addition to previously provided instruction (universal, targeted, intensive). The model is most effective when implemented on the foundation of an effective professional learning community. Professional Learning Community Question #3: How will we respond if students don t understand? Professional Learning community Question #4: How will we respond if students do understand? Professional Learning Community Question #5: How will we teach to ensure student understanding? Understanding by Design Stage 3 Anchors (Innovating Growing Capacity) (Designing Infrastructure) (Momentum, Ownership) Continuum of Support Universal Tier 1 Teachers collaboratively and consistently use enduring understandings, essential questions, and knowledge and skills from the Parkway curriculum in daily practice. Students know what proficiency looks like, and know what they need to do to meet or exceed proficiency Teachers consistently differentiate instruction in response to varied student needs and challenge all levels of learners Rigor, relevance and relationships are present in every classroom Numerous evidence based universal instructional best practices are present in every classroom. Grade/Content level teams collaboratively examine student work and align grading practices Culturally responsive and linguistically appropriate teaching is universally evident in all classrooms. The team intentionally addresses PLC Questions 1, 2, 3, 4 and 5 for ALL Continuum of Support Targeted Tier 2 Collaborative teacher teams and building leadership team work cooperatively to quickly identify and support students requiring targeted level of support. Targeted support is delivered by classroom teachers, specialist, and other staff based on who is best qualified to meet students identified needs. Support at this level is fluid and flexible with decisions made based on student progress. Targeted support is provided only as a supplement to universal instruction. Intentionally addresses PLC questions 3 & 4 for SOME Continuum of Support Intensive Tier 3 Teachers with the most training, skill, and expertise provide instruction to students with the highest level of need. Students receiving intensive level of support have a long range plan (may be 1 2 or more years) designed to accelerate rate of learning and, at minimum, eventually meet grade/course Stage 1 expectations. Resources for intensive level intervention are sustainable over time. Intentionally addresses PLC questions 3 & 4 for A FEW PMI IMP SL v

6 Anchors (Innovating Growing Capacity) (Designing Infrastructure) (Momentum, Ownership) Interventions School has formal, documented continuum of interventions that includes reading, writing, math and social emotional (character development) School uses evidence based interventions and regularly monitors fidelity of implementation. School has multiple interventions available designed to meet the range of needs demonstrated by student population and in a variety of content areas (Precise matching intervention to specific need). School has identified staff, trained staff and specified schedules to deliver interventions. Intervention is considered a critical element of the student s educational program and part of the schools responsibility to meeting mission, so participation is directive, not invitational. Intervention Time School schedule allows for maximum use of resources in classes (for example, flexible grouping, push in) School schedule is flexible and ensures tiered supplemental intervention time during the school day. Collective Responsibility Throughout the school there is a pervasive culture of collective responsibility Among the faculty and staff there is a belief and shared ownership for all students achieving high standards of learning and performance. All faculty and staff are able to identify their role(s) within the school s intervention structures. The system of intervention is viewed by all as what happens all day long in every setting to support students at risk of not having their learning needs met. Leadership Structures There are clearly defined leadership structures (team or teams) that meet regularly and maintain responsibility for systems level problem solving and decision making. Responsibilities include: ensuring flexible and timely response to students learning needs (movement between levels of support Tiers) ensuring students are placed in the right intervention to meet a specific underlying need (root cause) monitoring and supporting high quality implementation of instruction and intervention at all levels ongoing evaluation of instruction and intervention effectiveness allocating resources to address identified priority needs throughout the school Professional Learning School leadership utilizes student results and knowledge of evidence based practices to ensure quality, targeted professional learning for teachers and staff to continuously improve instruction and intervention. PMI IMP SL v

7 PROBLEM SOLVING The continuous, collaborative process of planning for student success (academic and social emotional) through the use of ongoing progress monitoring and analysis of data. Problem solving occurs at all levels of support (universal, targeted, intensive) with varying degrees of frequency and specificity depending on level of the system (district, building, content/grade level, classroom, or individual student). Within the context of a PLC the problem solving method helps guide collaborative teams when they ask: Professional Learning Community Question #3: How will we respond if students don t understand? Professional Learning community Question #4: How will we respond if students do understand? Professional Learning Community Question #5: How will we teach to ensure student understanding? Anchors Process Teams A data based problem solving process is consistently followed by: Building level team(s) All Grade/content level teams Individual student level (Intensive Tier 3) team(s) Process Steps At all levels the ongoing problem solving process consistently includes the following: Identifying priority problem(s) in measurable, observable terms Determining potential root cause and writing quality goal(s) and implementing a feasible, focused action plan designed to address root cause Monitoring progress toward goal(s) and quality of action plan implementation with results driving decision making. Systems Perspective Problem solving taking place in any level of team (building, grade/content, individual student) is conducted with a systems perspective problem solving is about improving the system to better meet our student s needs Instruction, Curriculum, and Environment are frequently high leverage targets for action planning by all teams PMI IMP SL v

8 Anchors Team Coordination There is common understanding of the purpose and unique roles of each team within the building Team members understand the ways in which these teams are interdependent and interrelate There are regular routines or methods of communication and coordination of responsibilities between teams. Certain Access For all students at risk the school leadership ensures appropriate: level of problem solving level of intervention type of intervention matched to specific need level of progress monitoring and timely decision making Leadership Participation Building leadership: are knowledgeable about problem solving process actively participate in or facilitate problem solving meetings at various levels (i.e., building, grade/content, individual student) model problem solving actively support other staff to learn about problem solving Student & Family Partnerships Students and families are valued resources in the problem solving process at all levels If a student is considered at risk there are clear, consistent procedures for student and family communication and partnership early in the problem solving process. Increasing Capacity There is a strong core of staff with strong problem solving and data use skills who are able to support all school teams Problem solving and using data for improvement are part of school s professional learning plan The school has strategic action steps in place to increase or sustain school wide capacity for problem solving and collaborative data use. PMI IMP SL v