Leadership Edition, ACPs

January 6, 2016

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Dear Awesome ACE Principals,

Happy New Year! There are so many priorities right now, but as Paul Bambrick asserts, none as powerful as using our data to guide instruction. It is our #1 lever for increasing student achievement. With that said, please take some time to review this email with your leadership team and talk through your action plans based on the ACP data.

We will participate in ACE ACP data meetings the 15th of January. You will create your own 20 minute presentations to cover the tasks below. Please share artifacts and ideas. This is an important time for us to learn together.

(School leadership will send you data meeting templates regarding climate. We will save these to review at our feeder meeting rescheduled for Jan 28th at Lee Elem, 8:30 AM.)

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ACP Analysis & Action Plans for ACE Data Meetings

Please complete the tasks below. This process is meant to not only assist you in analyzing your data, but to also help you see the impact of teaching and learning from the first semester. All items due at data meeting, January 15th.

ACP Action Plan Components

1. Create a Written Tiered Support Action Plan for teachers based on ACP data. Please provide details on how you will support individual teachers. Please be specific when prescribing what each teacher needs to improve. Consider these questions:

    • What specific support will struggling teachers receive?

    • How will student learning be compensated/maximized in the presence of ineffectiveness?

    • What professional development will be conducted?

    • How can you adjust your master schedule to maximize student learning in areas of need?

    • How are support staff/other personnel being leveraged as an additional academic resource? What resources will they need to be effective?
    • How are you ensuring teachers have strong, aligned lesson plans and resources, etc.

2. Share data tracking to ensure all STAAR areas have carefully tracked readiness standards that demonstrate longitudinal data from interims, ACP and reteach/retest sessions, submit copies.

3. Share student profiles to ensure all are updated with interim assessment and ACP scores, as well as interventions. Share sample copies and the process teachers use with data.

4. Revise STAAR Tutoring/Intervention Action Plan. Backward map from the STAAR testing date for each tested area to determine how many instructional days each teacher will have with students. Then prioritize to create a specific school-wide campus intervention plan (focused on the school day 8-4) where you describe:

  1. How will you ensure that effective intervention is being provided?

  2. What will extra time and support look like on your campus? What type of creative scheduling will you employ? How will students get more time in the content areas where they have needs?

  3. How will group sizes get smaller and match closely to needs?

  4. How will expertise and additional support be provided in areas of need?

  5. How the plan will be monitored and celebrated? For both students and teachers?

  6. How could CICs & AFs support this process? What role will they play?

  7. What types of intervention meetings (either SAMS, SST, or ABC, etc.) are needed to bring all stakeholders together to make and monitor intervention plans for students?

Additional Ideas to Consider

As you reflect on your school-wide system, consider these questions:

  • How are teachers using the profile pages that we created and emailed, or another type that you provided? Tracking their class rosters for interim progress, ACP, attendance and interventions is a must. What about adding 8-10 key readiness standards? How to can we make this more effective and time sensitive/convenient?

  • How are teachers using the SE booklets we shared? After facilitating a quality lesson cycle with multiple strategies and strong engagement, are teachers studying the STAAR released question stems within the booklets to ensure everyday ends with 2-4 STAAR aligned questions? (Daily short practice is so much more effective than long days of silent drill --- this is a powerful practice.)

  • Are students profiling their assessment data, reflecting, goal setting, then engaging in new learning and reassessing? Are we celebrating small incremental improvement to increase motivation? All 3rd - 8th grade students should profile STAAR tested areas. You may use the Lead4ward profile, or view the one linked here that was given as a sample by our Assistant Superintendent. How are we tying this to other motivation ideas?
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