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Michigan Association of Intermediate School Administrators TITLE I ACCOUNTABILITY GRANT SCHOOL TEAM SERVICE REQUEST APPLICATION For Phase 1 And 2 High Priority Schools
Services may be requested by a school team to support schools in the following areas: Data Coaches for Problem Identification and Documentation, Evidence-Based Interventions, and/or Instructional Coaches for Intervention Implementation. (Your Regional Support Coordinator will be the lead contact and all communication will flow through the Regional Support Coordinator). Approval and permission to access student level data has been obtained and is attached for each component. (Attachment A)

Building Name & Grade Level/Range District Central Office Representative Contact Person Contact E-mail Address Contact Phone Number ISD/RESA Name ISD/RESA Contact Person Process Mentor Building Principal Teacher Leader Teacher Leader AYP Identified Areas: Content Area ELA X MATH

Weston Preparatory Academy Grades K - 8 Weston Susan Diehl Kathy Allan kallan@westonacademy.com 313-386-6038 Wayne RESA Karen Winters Kathy Allan (interim) Crystal Webb Jodi Tate

Subgroup Performance Population English Language Learners X Students with Disabilities Alternative Education High School

Other pertinent subgroup population information (please specify):

Subgroup Performance Population X ELA English Language Learners MATH X Students with Disabilities Alternative Education High School COMPONENT ONE : Content Area

Other pertinent subgroup population information (please specify):

v.12.17.09 On-Site Data Professional Development Options Expanded On-Site Training Choices Further Support for using Data Inquiry Tool (Pre-EBI) Using Data to Identify School Improvement Goals (Pre-EBI) Using School Data to Clarify and Address Problem (Pre-EBI) Examining Student Work to Inform Instruction (Monitoring and Support of EBI) Using Classroom Data to Monitor Student Progress (Monitoring and Support of EBI) On-site EBI investigation support or technical assistance Intensive-see Data Coach (See Attachment B for possible Data Coaching Services and Data Coaching Goals)

X X X

Agreements, Timeline, and Other Notes EBIs in Math and Reading to be implemented in September 2010. On-site Data professional development will be need approximately 3 4 weeks after the start of school and should continue in monthly cycles for the duration of the academic year.

We agree to the Data service request.

Please sign and date. ____________________________________ School Principal ____________________________________ Regional Support Coordinator ____________________________________

_____________________________ Central Office Representative _____________________________ Teacher Leader _____________________________

v.12.17.09 ISD/RESA Representative Other, specify name and title

COMPONENT TWO: Evidence-Based Intervention Support (must meet reviewed criteria) On-site EBI investigation support or technical assistance X X Y Math ELA N Name of Intervention (Policy, Practice, or Program): Everyday Math Name of Intervention (Policy, Practice, or Program): Reading Apprenticeship Does the Intervention have an existing coaching structure? NO

Y N Is this an existing Intervention? If yes, for how long? NO How is the Intervention currently funded? This is a new intervention that has not been previously funded.

What is the current funded amount?

If not currently funded, what is the proposed funding source? The proposed funding source is the School Improvement Grant.

Agreements, Timeline, and Other Notes: Interventions will be introduced starting in September 2010 but staff will be available for professional development in August 2010. These interventions will continue through the 2010-11 academic year.

We agree to the Evidence-based Intervention service request. Please sign and date. ______________________________ Central Office Representative ______________________________ Teacher Leader ____________________________________ School Principal ____________________________________ Regional Support Coordinator

v.12.17.09

______________________________ ISD/RESA Representative

____________________________________ Other, specify name and title

COMPONENT THREE: Instructional Coaching to Support Implementation Fidelity (See Attachment C) X Classroom Organization and Management X X X X Student Engagement Time Management Instructional Planning Instructional Strategies (Specify in Other section below)

Other Notes: Weston will need direct assistance with the implementation of Everyday Math and the ongoing use of instructional strategies as taught in the Reading Apprenticeship workshop.

Funding Source Please specify thoughts about funding the above support School Improvement Grant funding will be used to support the instructional coaches.

Lastly, please provide a short narrative on how you will sustain the above requested initiatives: After the initial professional development on these evidence based interventions, Weston will implement a train the trainer program to provide future training and support for staff members. Designated lead teachers will provide the oversight needed to assure these interventions will continue to be implemented with fidelity.

We agree to the Instructional Coaching service request. Please sign and date. ______________________________ Central Office Representative ______________________________ Teacher Leader ______________________________ _________________________________ School Principal _________________________________ Regional Support Coordinator __________________________________

v.12.17.09 ISD/RESA Representative Other, specify name and title

Return completed form via e-mail to: Your Regional Support Coordinator (Patti Dobias, pdobias@gomasa.org, or Gail Weeks, gweeks@gomasa.org, or Gene Seaborn, eseaborn@gomasa.org, or Darlene Schoolmaster, DSchoolmaster@comcast.net) The Title I liaison at your ISD/RESA/ESA

DISTRICT LETTERHEAD
Attachment A Date

To Whom It May Concern: As superintendent, or designee, of the SCHOOL DISTRICT NAME, I hereby provide authorization for the MAISA or Title 1 Accountability Grant (T1AG) team view only access to school and student data. I understand that this access includes historical teacher and student data, which includes providing designated personnel with access to individual student data, including their assessment, demographic, and eligibility for supplemental nutrition information submitted to the State of Michigan. I have granted this access for the purposes of data analysis, identifying Evidence Based Interventions (EBIs), and work on the school improvement process or Comprehensive Needs Assessment (CNAs). The following is a list of T1AG team members that may be included for this process: Project Director, Instructional Specialists, Regional Support Coordinators (RSCs), Data Coaches, Instructional Coaches, and members of Red Cedar. These individuals, by signing this form, agree to preserve confidentiality of all records that are viewed during the course of this project. Federal and state law in regards to the Family Educational Rights and Privacy Act (FERPA) protects the information contained in this data.

Printed Name

Signature

Title _______________ _______________ _______________

Date _______________ _______________ _______________

__________________ _______________ __________________ _______________ __________________ _______________

v.12.17.09 Thank you for your help and support on this mutually agreed upon T1AG project.

_____________________________ Superintendent / Designee Signature

______________ Date

Data Coaching Services

Attachment B

TO SUPPORT:
Creating a Culture of Quality Data o This may include: Data Inventory MEAP Data Review : Summative ELA and Math Help to determine Professional Learning for Leadership team Develop plan for implementation of EBI Planning for Learning Staff Meetings Outcomes Evidence Planning Analysis of local data o Reading o Writing o Math Writing and Prioritizing Data Narrative Statements Developing SMART goals/objectives o Building level o Grade level o Set the stage for systematic monitoring of goals Assessment plan Comparative Item Analysis o Determining GLCE of greatest need o Unwrapping GLCEs (with Instructional Coaching Support) Review and revise School Improvement Plan based upon the data Reviewing packet of evidence for choosing EBI

v.12.17.09 Staff training on Data 4SS Inquiry Tool o Data 4SS Modules as connected to need Using State Data to Identify School Improvement Goals Using School Data to Clarify and Address the Problem Examining Student Work to Inform Instruction Using Classroom Data to Monitor Student Progress

Support DDDM Support monitoring of EBI

Data Coaching
Attachment B

The goal of Data Coaching is to build the capacity of the Leadership team to analyze data and effectively support the selection of an EBI Face to face planning meetings occur o Planning staff meetings to scaffold teams learning Data Used to Plan Outcomes Determine Outcomes Evidence to Collect Facilitation of Leadership Team to plan to the outcomes Support for facilitation by the Leadership Team for staff meetings Next Steps o Plan for hand off Active participation of Leadership team (including the building principal) o Gradual release of responsibility Determine outcomes for meeting Data analysis Support for planning Assumption of roles for facilitation of learning Site reports are completed after each visit Our role is to support the Leadership team as they continue to analyze data and select an EBI Planning to reach Outcomes Evidence to Collect Planning and facilitating learning meetings to meet outcomes Determining if Outcome is reached Next Steps

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Instructional Coaching
Attachment C

Instructional coaches are one of the three components of Michigan's Title 1 Accountability Grant. This grant is part of the Statewide System of Support focused on schools in the early stages of not meeting Adequate Yearly Progress in English Language Arts and Mathematics. The purpose of the instructional coaching position is to provide support in literacy and mathematics instruction through evidenced based practices. An Instructional Coach provides individual or group support to teachers surrounding instructional issues and understandings of the school's chosen intervention to address areas of need. Instructional coach support may include:

Assisting teachers to implement the selected literacy and/or mathematics evidence-based intervention Collaborating with teachers before and after lessons Co-teaching or co-planning instruction Facilitating professional learning communities Assisting teachers in analyzing formative assessment data Offering strategies that differentiate teaching and learning for students Working with teachers on literacy and mathematics strategies Working with teachers to implement specific instructional strategies and identified supports