Noble Network
of Charter Schools
CMO Pilot Community
Template adapted from the Student Agency Improvement Community (SAIC), Carnegie Foundation and the Building Equitable Learning Environments (BELE) Network
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Table of Contents
Improvement Project Charter |
What are we trying to accomplish? |
What change(s) can we make that will result in improvement? |
How will we know that change is an improvement? |
Problem Statement
ONLY 2 out of 72 students with IEPs are readers which impacts progress towards career and college readiness and limits their post secondary opportunities upon graduation.
Through the CMO Pilot Community, The Noble Improvement Team will address the following problem:
Our Equity Imperative
We believe that literacy is a human right.
Creating equity in learning is key to establishing better opportunities for every person to actively engage in society. We believe it’s important for us to understand our scholars’ experiences and meet them where they are. We are committed to holding not only our scholars to high expectations, but also our teachers, so our scholars can reach their fullest potential and succeed within our schools in order to do so beyond their time at Noble. Schools have been designed to maintain the status quo and keep our black and brown communities from flourishing, but, at Noble, we will resolve these challenges to ensure empowerment, confidence, and options.
Our Equity Imperative
Aim Statement
In alignment to the Networked Improvement Community Aim Statement:
By June 2023, each CMO in the network has achieved dramatic gains in the learning experiences, environment, and outcomes for Black, Latinx students with disabilities experiencing poverty.
By June 1, 2023, Rowe Clark and DRW will increase their population of students with IEPs from 3% readers to >50% readers with IEPs measured by Lexiles reaching >1000.
Improvement Project Charter |
What are we trying to accomplish? |
What change(s) can we make that will result in improvement? |
How will we know that change is an improvement? |
Driver Diagram: Theory for Improvement
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Aim Statement: the north star (why) that guides the improvement effort. Describes what specifically is trying to be accomplished.
Change Ideas: specific ideas to test the changes to the Secondary Driver. They should be specific and tell how the improvement will happen. They test the Theory of Improvement.
Primary Drivers: Areas of focus that represent the hypothesis of what essential changes are needed to meet the Aim. (Measurable States of the World) Should Include 3-5 drivers, be high leverage, organized by priority.
Secondary Drivers: Identifies where a change in the system will create improvement including structures, norms, practices and processes. They have direct impact on a Primary Driver.
Driver Diagram- Year 3 2022-2023
By June 2022, 3 out of 4 students with an IEP at our focal sites will meet or exceed their initial expected Lexile growth target as measured by the Achieve 3000 Level Set.
Learn to Read:
Implement evidence-based reading intervention strategies
Systems for Professional Learning:
A3000 PD
Independent Reading w/ leveled text using A3000 articles
Read to Learn: Implement evidence-based reading curriculum aligned with progress monitoring tools that support student independent reading growth
Self contained Reading Intervention classes
Measures: 100% of teachers trained; 2 PD sessions from A3000 are held at each campus, teacher surveys
Rowe-Clark:T. McCaskill, V. Wooten, D. Chepela
DRW: Sabrina Catlett, Devaughn Benion, Terica Ruffin
Measures: Focal teachers administer A3000 articles weekly/4x month as measured by A3000 & Noble Lexile dashboard, coaching observation, teacher survey feedback
Measures: Coaching observation, collaboration meeting agendas
(A3000 data reflection protocol- Yes, used it. No. It’s filled out or it’s not.
Measures: >95% of students assessed w/ valid scores within 2 given testing window
Measures: percent of students / teachers…who are
Is it happening, is it good?
Measures: implementation trackers, coaching observation
Measures: student goal setting trackers; teachers know students expected growth goals
Aim
Primary Drivers
Secondary Drivers
Systems for Professional Learning: Grade-level/Department meetings
Student goal setting & Progress Monitoring
Changes Ideas
Level Set Assessment & Multiple Gating Assessment
Template PDSA
PDSAs that show impact on results over time
Date (day by day)
# of Minutes
0 50 100 150 200 250
Aim: “By June 2020, the Riverside School District will increase student reading proficiency from 45% to 75% as measured by CAASPP”
Primary Driver 1: Increase time spent reading to 90 min per day
A3000 Implementation Process Map
Prioritized Change Ideas Change Idea Unpacking Template
Primary Driver: | Secondary Drivers: | Change Idea:
| What We Hope to Learn: |
Change/Testing Begins: Owner: | Testers: Additional support: | ||
Our Hypotheses
System Changes
Test of Change
Follow-up Tests
Implementation
Wide Scale Tests of Change
PDSA Ramps
Our Hypotheses
System Changes
What it takes to get it to work?
How to get it to work across multiple contexts?
What support processes are needed?
How to integrate into the system?
Test of Change
Follow-up Tests
Implementation
Wide Scale Tests of Change
Seeing Task Complexity
Seeing Systemic Complexity
PDSA Ramps
Learning from Data Along the Way!
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Our Hypotheses
System Changes
What it takes to get it to work
How to get it to work across multiple contexts
What support processes are needed?
How to integrate into the system
Test of Change
Follow-up Tests
Implementation
Wide Scale Tests of Change
Seeing Task Complexity
Seeing Systemic Complexity
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PDSA Ramps
System of Professional Learning | PHASE 1 - Develop and Adapt the Initial Reading PD + 1-2 Rounds of Coaching / Observation (6 weeks - 3 PDSAs) August → Oct | PHASE 2 - Consistent reliability and quality of Coaching and Progress Monitoring Oct-Nov | PHASE 3 - Expand beyond the initial core team, to full grade-levels and/or departments Dec → Jan | PHASE 4 - Is the whole ecosystem functioning? Are we ready to scale to other departments/sites? Feb → |
High-level Strategy for Learning (What do you need to learn in each phase about the change idea?) | -What are kids experiencing in their reading instruction? -Are they engaging in new texts? -Do they like the reading skill/strategy? Are they engaged in the texts? -What are the strategies that do in fact lead to improved reading outcomes for students? -How is reading situated with broader culture work? | Are teachers using GLT time effectively for its intended purpose? Are we able to identify needs for the next PD? Are we ready to enroll add’l teachers? How might we make teacher lesson planning (for reading) more consistent? | Initial cohort: What additional supports do students need (e.g. Tier 2)? New testers (e.g. Science): What adaptations need to be made for other subjects / teachers? | How does this work with Teacher evaluation? Does this work for other sets of Look Fors? |
Testers (Who do we need to involve in our testing in each phase?) | PD: All staff (Gen Ed, Ed Specialists, Paras, Advisors) Observation & Feedback Cycles:focus on 9th and 10th Content/Grade Level Team: Teacher leaders facilitate | Same as Phase 1 | Adding new teachers Using current teachers to lead future PD, do peer observations. | Other school sites |
Data (What data could you collect in each phase to help answer your learning questions?) | -Observational / Look For data -Level Set Baseline Data attached to goals -Student responses re: strategy use / utility. (i.e. ask students “what strategy are you using and why?”) -Student awareness of Lexile level / reading goal -Visual evidence in classrooms (e.g. Anchor Charts) | -Content/GLT Meeting notes -Evidence of reading skills/strategies in teacher lesson plans -Written and verbal Feedback on the plans to teach reading skills/strategies | Student Data: Student Survey Data re: Reading Goal Progress; Observation data A3000 Reading Skills Reports (Leverage Boost for differentiated support)) | Uptake of strategies Meetings held across network / district |
PDSA Ramp 1
Improvement Project Charter |
What are we trying to accomplish? |
What change(s) can we make that will result in improvement? |
How will we know that change is an improvement? |
Measurement Tree
Balancing Measure: % of GenEd readers, EOY Lexile > 1000
Aim: increase population of students with IEPS from 3% of readers to >50% readers
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Primary Driver 1: Systems of Professional Learning support all teachers to teach literacy skills/strategies
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Primary Driver 2: Implement evidence-based reading intervention aligned with progress monitoring tools
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Primary Driver 3: Students develop a deep understanding and connection to reading skills and apply them in courses that prepare them for post secondary life
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Improvement Team Systems & Structures
Action Planning
Our Improvement Team
Bianca Severino
Senior Director of Student Services
Project Sponsor
Tina Ellis
Principal, DRW
Focal School #1 Lead
Miracle Moss-McMorris
Principal, RCMSA
Focal School #2 Lead
Audrey Borling
AP of Instruction, DRW
Improvement Lead
Claire Goodrich | Tyler Portis
Director of Data | Data Analyst
Data Leads
RCMSA Case Manager
Tester
Sus Saxinger
Manager of Diverse Learning | Student Services Team
Lauren Fagel
AP of Instruction, RC
Improvement Lead
DRW Case Manager
Tester
Improvement Team Agreements, Norms & Values
Name & Role | Key Responsibilities + Commitment | Strategy for Engagement |
Bianca Severino - Project Sponsor | Key Responsibilities: Provide support to the Improvement Leads, including consistent communication Provide recommendations for implementation of project work Oversees the work and regularly communicates progress to leadership team Commitment: | -Bi-weekly check-ins with Improvement Lead -Monthly updates with leadership team -Attend key meetings, Improvement Reviews and check in calls with TA Providers. |
Improvement Leads | Key Responsibilities: Project manager and the primary day-to-day point of contact with the network Plans and coordinates all internal-to-CMO improvement structures Ensures improvement cycles are appropriately documented. Assists in ‘on the ground’ data collection Ensures all stakeholders are informed of updates Commitment: | -Weekly meetings with Marshall Street -Plans for and leads site meetings at focals schools -Participates in core CMO Team meetings -Whole CMO Team meetings |
Data Lead | Key Responsibilities: Ensures the CMO Improvement Team has all of the relevant data to do their regular work Coordinates data pulls with BMGF and Marshall Creates data packets Liaises with R Team (Data TA) Commitment: | -Occasional site meetings at both schools -Core CMO Team meetings -Whole CMO Team meetings -Data meetings |
Improvement Team Members, Roles & Responsibilities
Improvement Team Members, Roles & Responsibilities
Name & Role | Key Responsibilities + Commitment | Strategy for Engagement |
Focal School leaders | Key Responsibilities: -Provides regular input and feedback on tests of change -Ensures that participating educators have the time and space to do improvement work & ensures that improvement work is aligned with (and in the best case, in service of) larger school priorities. -Supports the spread of best practices within the school and to other sites within the CMO (as appropriate) -Engages in regular communication with all Improvement Lead, staff, CMO team, and TA providers -Supports opportunities for staff and stakeholders to learn and design solutions together Commitment: | |
PDSA Testers | Key Responsibilities: Commitment: | |
Collaboration Meeting Structures & Routines
Meeting Name / Cadence | Participants | Purpose / Activities | Plan to Communicate Meeting Outcomes |
Bi-weekly improvement Team Meetings Date and Time of Regularly scheduled meeting: | Improvement Lead Site Improvement Team (School Leader, Special Educators, Teachers, etc.) | - Review site-based Improvement cycles, share best practices and capture narrative of work - Align on measurement of improvement cycles, aligned with the school, CMO, and Network Driver Diagram - Analyzes current strengths, needs, and initiatives at the school level - Actively uses data for problem solving and action planning that is informed by ongoing monitoring efforts - Creates a culture of collective commitment to navigate changes and challenges | |
Monthly Whole Improvement Team Meetings (CMO Improvement Team Meetings) Insert Date and Time of Regularly scheduled meeting: ____ | Project Sponsor Improvement Leads Data Lead Focal School Leads | - Analyzes current strengths, needs, and initiatives at the CMO/school level - Guides selection of effective practices and actively engages in ongoing monitoring through the use of PDSA cycles - Secures resources to support development of staff capacity to deliver the effective practices and use of effective innovations w/fidelity - Communicate learning, progress, impact, and rationale for use of implementation and improvement supports - Assures timely assessments of implementation capacity and functions, and uses the data for action planning - Designs or adopts a model for what and how data will be used and monitors data regularly to inform scale-up - Facilitates bi-directional flow of communication to establish and strengthen enabling contexts in schools (e.g., policy, funding, resources) | |
Meeting Name / Cadence | Participants | Purpose / Activities | Plan to Communicate Meeting Outcomes |
Site based meetings | Improvement Lead, Focal Site Leaders, Additional Stakeholders | -Review Improvement cycles, share best practices and capture narrative of work -Align on measurement of improvement cycles aligned with school and STRIVE Prep context, based on Driver Diagram -Analyze current strengths, needs, and initiatives at the school level -Use data for problem solving and action planning informed by ongoing monitoring -Create a culture of collective commitment to navigate changes and challenges | |
Sponsor 1-1s | Improvement Lead Project Sponsor | - Provide updates from the ‘front-line’, wins/celebrations - Re-prioritize the work of the team - Clear barriers to the work | |
Stakeholder 1-1s | Improvement Lead Stakeholder (Dir SPED, Data Dir, etc.) | - Check alignment between Improvement work and other priorities. - Long-term planning - Review progress towards agreed-upon deliverables. - Feedback on changes being tested, responses to data collected | |
Collaboration Meeting Structures & Routines
Team Commitment Sign-Off
Final seal of Approval from all Improvement Team Members on the completed Project Charter - by June 2023
Four Legs of the Improvement Chair
A diverse, dedicated, and collaborative Improvement Team, centered on a student-centered goal, a strategy, and a process.
2. Process.
A committed, knowledgeable guide leading you through valuable activities. This is Marshall.
3. Data.
Support defining a system of measures, enacting testing and learning routines, and making data-driven decisions. This is RTeam + Marshall.
4. Content.
An engaged content expert and/or framework, who you choose and who ensures that the testing begins at the frontier of knowledge. This is our next frontier - the opportunity unlocked by this meeting.
Professional Learning Communities (PLCs)
THANK YOU!
Additional slides to reference
Appendix
Community Engagement Plan
Goal: To enroll community stakeholders so that they understand what the Improvement Project is trying to accomplish, align with the vision and support the implementation of this plan, we will... | ||||
Group | Action Step What needs to be done? | Responsible Person/People Who should take action to complete this step? By when? | Resources What do you need to complete this step? | Additional Support, Outstanding Questions |
Teachers/ Faculty | Enroll and ignite staff buy in to “Words Matter” Literacy PD Teacher Lexile Level goal setting PD by site teachers | Conor/Tony Conor, Mo Krahm DoSS, DOIs, Drew | | Content expert support Exemplar resources/ videos/slides |
Students | Ground students in Lexile level goal setting check ins | DoSS | | |
Families | | | | |
Community Partners | | | | |
Senior CMO Leaders | Engage leadership with the improvement effort to facilitate change management, prioritization, resource allocation, and aligned words & actions | Bianca, Sue, Improvement Leads, Focal Site Leaders | Project Charter slides | Ongoing check ins and reporting |
Driver Diagram
By June 1, 2023, Rowe Clark and DRW will increase their population of students with IEPs from 3% readers to >50% readers with IEPs measured by Lexiles reaching >1000.
Implement evidence-based reading intervention aligned with progress monitoring tools that support student independent reading levels so that teachers make instructional changes based on student progress data and student feedback.
Learn to Read: Wilson Reading System
Read to Learn:
RC ELA/SS/Science classes
DRW ELA/SS classes
CHANGE IDEA 1
Key Learning Questions:
Owner(s):
Testers: 9th/10th ELA/SS/Science Teachers
When will this start? After 10/1; A3000 PD in Aug as teachers are writing plans
Why
What
Where
Reading Intervention: DRW Reads
How
Driver Diagram
By June 2022, 3 out of 4 students with an IEP at our focal sites will meet or exceed their initial expected Lexile growth target as measured by the Achieve 3000 Level Set.
2.0 Implement evidence-based reading intervention aligned with progress monitoring tools that support student independent reading levels so that teachers make instructional changes based on student progress data and student feedback.
3.0 Students develop a deep understanding and connection to reading skills and apply them in courses that prepare them for post secondary life
1.1 Ongoing PD for all staff on reading skills/strategies
1.3 Observation and Feedback Cycles
1.0 Systems of Professional Learning support all educators to teach adolescent reading strategies/skills in their classrooms across all content areas
1.2 Content/Grade Level Team Meetings
2.2 Learn to Read: Wilson Reading System
2.1 Read to Learn: A3000
RC ELA/SS/Science classes
DRW ELA/SS classes
3.1 Advisory
3.2 Electives
Why
What
Where
1.4 Lesson Plans
2.3 Reading Intervention: DRW Reads
1.5 Independent Reading in Class
2.4 Co-taught classes
How
Driver Diagram
By June 1, 2023, Rowe Clark and DRW will increase their population of students with IEPs from 3% readers to >50% readers with IEPs measured by Lexiles reaching >1000.
Ongoing PD for all staff on reading skills/strategies
Observation and Feedback Cycles
Systems of Professional Learning support all educators to teach adolescent reading strategies/skills in their classrooms across all content areas
Content/Grade Level Team Meetings
CHANGE IDEA 1
Provide Literacy PD cycles every 6 weeks that support teachers to plan and implement essential reading skills & strategies
Key Learning Questions:
Owner(s): Conor +1/DRW DOI, Literacy Experts Genevieve Thomas, Christy Lundy;
Testers: All staff
When will this start? Introduce and Ignite interest during August Site Based PD; 10/22 first all staff Literacy PD
Why
What
Where
How
Literacy PD Action Planning
Action Step What needs to be done by when? | Responsible Person/People Who should take action to complete this step? | Collaborator/ Strategic Partners Enrollment Who will provide input/feedback? When and how? | Resources What do you need to complete this step? | Additional Support, Outstanding Questions |
ILT/Academic meeting before the PD to understand the state of things, understand who is needs what (see steps below in notes) | Conor/Miracle/Mo/Tony & DoSS | | | |
Staff Buy In: Intro PD to overall plan & A3000 Levelset (Aug PD day) | Conor/ Meredith, DoSS, DoI Humanities | Literacy Experts | | Create the PD; identify LevelSet testing schedule |
Reading PD 1 scheduled for 10/21...Calendar specific dates every 5-6 weeks after | Conor/ Meredith, DoSS, DoI Humanities | Literacy Experts | | |
Campus LT meetings with Lit experts for scope & sequence ( | Conor/ Meredith, DoSS, DoI Humanities | | | |
Prelim ELA/SS/Science teacher check ins | Meredith, DoSS, DoI Humanities | | | |
Determine how the team will evaluate each PD; create Exit Surveys | Meredith, DoSS, DoI Humanities | | | |
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Level Set Action Planning
Action Step What needs to be done by when? | Responsible Person/People Who should take action to complete this step? | Collaborator/ Strategic Partners Enrollment Who will provide input/feedback? When and how? | Resources What do you need to complete this step? | Additional Support, Outstanding Questions |
Achieve PD for Level set for those administering in August 8/23-9/2 | Conor/Meredith | Achieve Reps | | Teachers need framing to support the beginning of testing for students. & test condition set up - Why this is important for students - could include LL for careers, etc. used by Drew before. |
Account set up for Teachers and Students by | Steph | Tech Support | | Passwords are tough with PS; adding kids who join after 8/23 |
Level Set Given 9/13 - 10/1 | RC: Rey & ELA Content Lead DRW: Dalissa &, Meredith | | | |
Schedule meetings around 9/23 to check on completion rate | Conor/Meredith | | | |
RC PD on student conferences with A3000 | Mo | Meredith/Conor/Rey/Miracle | | |
Driver Diagram
By June 1, 2023, Rowe Clark and DRW will increase their population of students with IEPs from 3% readers to >50% readers with IEPs measured by Lexiles reaching >1000.
Ongoing PD for all staff on reading skills/strategies
Observation and Feedback Cycles
Systems of Professional Learning support all educators to teach adolescent reading strategies/skills in their classrooms across all content areas
Content/Grade Level Team Meetings
CHANGE IDEA 2
Develop a standard agenda template for Lead Facilitators that supports cycles of inquiry (Plan-Do-Study-Act) for planning, reflection & adjustment by monitoring student progress monthly using a variety of formative assessments (Exit tickets, Assessments, A3000 data)
Key Learning Questions:
Owner(s): Conor/DRW DOI
Testers: Lead Facilitators, Teachers
When will this start? Week of 10/4
Why
What
Where
How
Content/GL Collaboration Action Planning
Action Step What needs to be done by when? | Responsible Person/People Who should take action to complete this step? | Collaborator/ Strategic Partners Enrollment Who will provide input/feedback? When and how? | Resources What do you need to complete this step? | Additional Support, Outstanding Questions |
PD on A3000 starting the week (?) | Meredith | | | |
Begin progress monitoring collaboration week of 10/4 | DOIs, Lead Facilitators | Literacy Experts | Common Data Analysis agenda/process | |
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Driver Diagram
By June 1, 2023, Rowe Clark and DRW will increase their population of students with IEPs from 3% readers to >50% readers with IEPs measured by Lexiles reaching >1000.
Ongoing PD for all staff on reading skills/strategies
Observation and Feedback Cycles
Systems of Professional Learning support all educators to teach adolescent reading strategies/skills in their classrooms across all content areas
Content/Grade Level Team Meetings
CHANGE IDEA 1
DOIs provide observation & feedback coaching cycles with 9th & 10th grade teachers in alignment with the literacy PD
Key Learning Questions:
Owner(s): Conor/DRW DOI
Testers: DOIs, 9th & 10th grade ELA, SS, and/or Science Teachers
When will this start? November 1
Why
What
Where
How
Observation & Feedback Action Planning
Action Step What needs to be done by when? | Responsible Person/People Who should take action to complete this step? | Collaborator/ Strategic Partners Enrollment Who will provide input/feedback? When and how? | Resources What do you need to complete this step? | Additional Support, Outstanding Questions |
A3000 comfort check w platform & LevelSet (to start 9/6) | | | | |
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Driver Diagram
By June 1, 2023, Rowe Clark and DRW will increase their population of students with IEPs from 3% readers to >50% readers with IEPs measured by Lexiles reaching >1000.
Implement evidence-based reading intervention aligned with progress monitoring tools that support student independent reading levels so that teachers make instructional changes based on student progress data and student feedback.
Learn to Read: Wilson Reading System
Read to Learn:
RC ELA/SS/Science classes
DRW ELA/SS classes
CHANGE IDEA 1
Key Learning Questions:
Owner(s):
Testers: 9th/10th ELA/SS/Science Teachers
When will this start? After 10/1; A3000 PD in Aug as teachers are writing plans
Why
What
Where
Reading Intervention: DRW Reads
How
Read to Learn: A3000 Action Planning
Action Step What needs to be done by when? | Responsible Person/People Who should take action to complete this step? | Collaborator/ Strategic Partners Enrollment Who will provide input/feedback? When and how? | Resources What do you need to complete this step? | Additional Support, Outstanding Questions |
Check to see that teacher and student can log in to the A3000 platform | | | | |
Operationalize what is meant by student engagement | IT @ a Marshall Check in | | | |
Small scale surveys via google form; 6-8 min to check on engagement | | | | |
Schedule separate mtg. w/ Steph re: A3000 data interface (2nd/3rd week of Sept) | | | | |
August PD for ELA/SS/Science Teachers on A3000 | | | | Many of the Teachers at RC |
Driver Diagram
By June 1, 2023, Rowe Clark and DRW will increase their population of students with IEPs from 3% readers to >50% readers with IEPs measured by Lexiles reaching >1000.
Implement evidence-based reading intervention aligned with progress monitoring tools that support student independent reading levels so that teachers make instructional changes based on student progress data and student feedback.
Learn to Read: Wilson Reading System
Read to Learn:
RC ELA/SS/Science classes
DRW ELA/SS classes
CHANGE IDEA 1
Implement the Wilson Reading System in an instructional setting for ~45-60 min/5 days a week
Key Learning Questions:
Owner(s):
Testers: M. Krohm/DRW Wilson teacher
When will this start? September 2
Why
What
Where
Reading Intervention: DRW Reads
How
Prioritized Change Ideas for SY 2021-22
Prioritized Change Idea | Level of the System | Owners/ Testers | When and where will the change occur? |
System of Prof Learning: Ongoing Literacy Skills/Strategies PD | All staff | Owners: Literacy Expert PD, P/APs/Leadership Team (Conor/Dustin) Testers: Gen Ed teachers, Ed specialists, Paras, Advisors | 3-4 pd sessions SM1 6 week cycles; 3 PDSA cycles |
System of Prof Learning: Coaching & Observation Feedback Cycles | Teachers | Owners: P/APs/Leadership Team w/ possible coaching support from content expert Testers: Start with 9th & 10th grade teachers? | M-F 6 week cycles; 3 PDSA cycles |
System of Prof Learning: Content Department/ Grade Level Team Progress Monitoring | Groups of Teachers / Educators (e.g. grade-level, course-level) | Owners: P/APs/Leadership Team w/ possible coaching support from content expert Start with 1-2 grade levels/content departments | Fridays 6 week cycles; 3 PDSA Cycles |
Implement at least 1 Achieve 3000 per week in either ELA/SS/Science by completing the 5 step routine; students will use the annotation tool to highlight key ideas for each article | Groups of Teachers / Educators (e.g. grade-level, course-level) | Owners: Conor/Dustin/ Additional APs Testers: Start with 1-2 grade levels/content departments? ELA, SS teachers | At least 1 article week (4 per month) |
Implement Wilson 5 days a week for ~60 min per day and train Ed Specialists on how to use the program | Individual Teachers / Coaches | Owner: DoSS Tester: Mo, Lakiva, Ed Specialists | Mon-Fri: ~45- 60 min |
Prioritized Change Ideas 21-22
Change Idea: Aligned systems of Professional Learning
Primary Driver 1: Systems of Professional Learning support all educators to teach adolescent reading strategies/skills in their classrooms across all content areas | Secondary Drivers:
| Change Idea:
| What We Hope to Learn from: Literacy Strategy Professional Development
Content/GL Team Meetings
Observation & Feedback Cycles
Guiding Questions for How the Work is Impacting Students:
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Change/Testing Begins: August/September Owner: Literacy Expert PD, P/APs/Leadership Team (Conor/Dustin) | Testers: General Education teachers, Education Specialists, DOIs, Case Managers, Paras, Advisors Additional support: Content expert support | ||
Prioritized Change Ideas 21-22
Change Idea: A3000 reading intervention and progress monitoring
Primary Driver 2: DRW and RC implement evidence-based reading intervention aligned with progress monitoring tools that support student independent reading levels so that teachers make instructional changes based on student progress data and student feedback. | Secondary Drivers: Read to Learn: Rowe Clark ELA/SS/Science classes DRW Read to Learn: ELA/SS classes | Change Idea:
| What We Hope to Learn:
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Change/Testing Begins: Owner: | Testers: Additional support: | ||
Prioritized Change Ideas 21-22
Change Idea: Intervention progress monitoring
Primary Driver 2: DRW and RC implement evidence-based reading intervention aligned with progress monitoring tools that support student independent reading levels so that teachers make instructional changes based on student progress data and student feedback. | Secondary Drivers: Read to Learn: Rowe Clark ELA/SS/Science classes DRW Read to Learn: ELA/SS classes | Change Idea:
| What We Hope to Learn:
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Change/Testing Begins: Owner: | Testers: Additional support: | ||
SY21-22 Lexile Data (SWD):
How do our scholars feel?
Quotes from students & teachers:
Additional data & questions...
Level Set BOY | DRW | RC | ||
# of testers | SWD | SW/oD | SWD | SW/oD |
All tests | 66 | 154 | 77 | 245 |
>= .75min/response | 29 | 45 | 43 | 90 |
Delta | -37 | -109 | -34 | -155 |
Level Set MOY | DRW | RC | ||
# of testers | SWD | SW/oD | SWD | SW/oD |
All tests | 4 | 16 | 55 | 143 |
>= .75min/response | 3 | 7 | 23 | 66 |
Delta | -1 | -9 | -32 | -77 |
Equity Narrative: Why does this problem matter to Black, Latinx, students with disabilities experiencing poverty, staff, families, and community stakeholders within your organization?
Equity Narrative: What is your rationale for addressing this issue or need?
Equity Narrative: What are the benefits of successfully addressing this issue or need?
Anti-racism at Noble: Our Commitment
In order to continue our path toward becoming an anti-racist organization, we, individually and collectively, commit to:
Problem Statement Work Through:
Through the CMO Pilot Community, The Noble Improvement Team will address the following problem:
Student Experience Observation...
SWD report a greater sense of unfair rules and negative energy at both DRW and RC compared to their SW/oD peers AND compared to SWD across the network, BUT they reported a sense of trust, belonging, and respect on par with other SWD across the network and similar to their SW/oD peers.
Driver Diagram (RC Draft)
By June 1, 2023, Rowe Clark and DRW will increase their population of students with IEPS from 3% of non readers to >50% readers with IEPs measured by lexiles reaching >1000.
DRW and RC create and implement sustainable curriculum to support reading for Tier 2 and Tier 3 students
Students have opportunities to identify pathways for Post secondary Life (Student Engagement) - trusting relationships
DOIs coaching & observations
Campus PD on Reading
All teachers are teaching reading skills.
Noble has an MTSS System that supports students’ academic and social emotional needs with Tier 2 interventions
Grade level meetings
Co-taught courses
Instructional Reading Courses/Wilson
Academic Lab
Advisory
In co-taught settings
Electives
Enrichment offerings before and after school
Transition curriculum
Why- AIM
What-Primary Drivers
Where- Secondary Drivers
How- Change Ideas
Aim Statement: the north star (why) that guides the improvement effort. Describes what specifically is trying to be accomplished.
Primary Drivers: Areas of focus that represent the hypothesis of what essential changes are needed to meet the Aim. (Measurable States of the World) Should Include 3-5 drivers, be high leverage, organized by priority.
Secondary Drivers: Identifies where a change in the system will create improvement including structures, norms, practices and processes. They have direct impact on a Primary Driver.
Change Ideas: specific ideas to test the changes to the Secondary Driver. They should be specific and tell how the improvement will happen. They test the Theory of Improvement.
Driver Diagram (DRW Draft)
By June 1, 2023, Rowe Clark and DRW will increase their population of students with IEPS from 3% of non readers to >50% readers with IEPs measured by lexiles reaching >1000.
DRW and RC create and implement sustainable reading-based curriculum to support reading for Tier 2 and Tier 3 students
Students and DRW/RC Staff partner to identify post-secondary pathways that are informed by students’ reading level to create a student-centered post-secondary plan.
Role specific PD for teachers and instructional leadesr
Grade Level Team Meetings
All teachers are teaching content-driven reading skills.
DRW and RC refine their MTSS System to support students’ reading-related academic needs and social emotional needs with a focus on Tier 2 interventions
PD/Best Practices informed & structured observations
Intervention Block
Co-taught courses
Instructional Reading Courses/Wilson
Created & Planned in Grade Level Team Mtgs
Implemented in CT spaces, advisory, intervention block
Student Centered and Data Informed
Senior Seminar Sections
Elective and Enrichment Opportunities during and before/after school
Post-Secondary Performance Conversations in Advisory
Why- AIM
What-Primary Drivers
Where- Secondary Drivers
How- Change Ideas
Aim Statement: the north star (why) that guides the improvement effort. Describes what specifically is trying to be accomplished.
Primary Drivers: Areas of focus that represent the hypothesis of what essential changes are needed to meet the Aim. (Measurable States of the World) Should Include 3-5 drivers, be high leverage, organized by priority.
Secondary Drivers: Identifies where a change in the system will create improvement including structures, norms, practices and processes. They have direct impact on a Primary Driver.
Change Ideas: specific ideas to test the changes to the Secondary Driver. They should be specific and tell how the improvement will happen. They test the Theory of Improvement.