Curriculum and Literacy Unit Work Plan

June 2009

Staff: Ana Cardona, Mark Coscarella, Mary Head, Abbie Hilgendorf, Ruth Anne Time Period: 2009 through 2011
Hodges, Dan LaDue, Kevin Richard, Lynnette Van Dyke, John VanWagoner,
Sam Sinicropi
Department: MDE/OEII Supervisor: Deborah Clemmons

Goals Strategies Measures

6 months 1 year 2 years
1. By September 2011, 1.1. Define best A definition for -- --
the C&L Unit will assist instructional practices. instructional best
with the implementation practices will be
of instructional best written and
practices in 100% of disseminated.
High Priority Title 1 and 1.2. Develop a template A template for -- --
non-Title 1Schools. that that will be used for the instructional units and
result in improved development of lesson plans will be
student achievement. instructional examples. written and
disseminated to staff.
Best practice asserts 1.3. Research, collect and Web site design will be Instructional Instructional
that there is a store existing instructional completed on the strategies on at least strategies for the
technique, method, strategies in a web based instructional strategies ten additional entire instructional
process, activity, repository. of differentiation and research-based best framework will be
incentive, or reward that classroom practices will be live online via the
is more effective at management will be available on the website.
delivering a particular posted. website.
outcome than any other Current repositories of A trainer of trainer TOT model is
technique, method, best practices are model is developed to implemented and
process, etc. identified and not support ISDs and the evaluated to
duplicated. SSOS determine its
impact on HP
schools

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 Goals Strategies
1.4. Develop instructional
units/lessons for content
expectations using the
best practices.
1.5. Disseminate the
instructional best practices
through a web based
system.
1.6. Develop an
instructional audit to help
schools assess
instructional effectiveness.
2. By September 2011, 2.1. Use student
the C&L Unit will use achievement and
data to respond to the demographic data to
needs of high priority inform, redefine, and plan
schools and districts to the work of the unit.
ensure that 40% of
Phase 1 and 2 schools
will make AYP for one or
more years.
2.2. Use student
achievement and
demographic data to
measure the progress of
Measures
6 months 1 year 2 years
Develop at least 1 Develop at least 10 Develop at least 25
instructional unit for instructional units for instructional units
each grade span and each grade span and for each grade
each content area each content area span and each
consistent with a consistent with a content area
common template. common template. consistent with a
common template.
Develop a 50% of teachers in 75% of teachers in
dissemination/ high priority schools high priority
diffusion strategy. will use the website schools will use the
monthly. website monthly.
With C&L partners, Pilot instructional Finalized
identify existing audits audit in 25% of high instructional audit
currently in use and priority schools. available for high
evaluate their key priority schools to
components. use.
Develop a systematic, 70% of Phase 1 and 2 90% of Phase 1
reproducible process schools will make and 2 schools will
for analyzing student gains of at least 10% make gains of at
achievement data to in two or more state least 10% in two or
be used on an annual assessed content more state
basis that includes, areas assessed content
but is not limited to, areas.
identification and an
analysis of schools
that are “beating the
odds.”
Data analysis has 20% of Phase 1 and 2 40% of Phase 1
been shared with high schools will have and 2 high schools
MAISA, Field Services, 80% of their students will have 80% of
and other key on track to graduate. their students on
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Goals Strategies Measures
6 months 1 year 2 years
high priority high school departments. track to graduate.
and alternative schools.

2.3. Use student Data analysis has 20% of Phase 1 and 2 40% of Phase 1
achievement and been shared with high priority and 2 high priority
demographic data to MAISA, Field Services, elementary and elementary and
measure the progress of and other key middle schools will middle schools will
high priority elementary departments. have an attendance have an attendance
and middle schools. rate of 85% or rate of 85% or
higher. higher.
2.4. Use CNA and SIF to Data have been vetted 40% of Phase 1 and 2 40% of Phase 1
inform, redefine, and plan and are ready to be schools have made 19 and 2 schools have
the work of the unit. published for state- of the 40 School made all 40 School
wide distribution. Improvement Improvement
benchmarks based on benchmarks based
SI rubrics. on SI rubrics.
2.5. Work with MAISA Title 100% of Phase 1 and 100% of Phase 1 and 100% of Phase 1
I Accountability Grant to 2 schools will have 2 schools will have and 2 schools will
support high priority selected an evidence- implemented the have implemented
schools through the use of based strategy to evidence-based the evidence-based
evidence-based practices, address the needs strategy with fidelity. strategy with fidelity.
D4SS, and instructional based on the data analyzed results,
coaches. from D4SS and improvement of
student learning in
targetted areas
2.6. Disaggregate student C&L staff will meet on 20% of Phase 1 and 2 40% of Phase 1
achievement data to an annual basis to high schools will and 2 high schools
determine barriers to review and reduce the will reduce the
higher achievement disaggregate data to percentage of percentage of
determine the needs students in the non- students in the
of schools. proficient category of non-proficient
achievement by 10% category of

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 Goals Strategies
3. By September 2011, 3.1. Comply with
the C&L Unit will achieve requirements specific to
effective leadership and grant(s)
technical assistance for
grant programs
3.2. To the extent
possible, require grant
programs to actively
target high priority schools
(both Title and non-Title
1)
3.3. Provide technical
assistance to high priority
schools in writing and
implementing grant
programs.
3.4. Increase capacity of
unit to use MEGS and CMS
Measures
6 months 1 year 2 years
(safe harbor). achievement by
10% (safe harbor).
Clean audit report Clean audit report
All grant monies All grant monies
properly disbursed properly disbursed
All disbursed monies All disbursed
used per grant monies used per
guidelines grant guidelines
100% of grant 100% of grant
programs will involve programs will
high priority schools involve high
priority schools
50% of eligible HP 75% of eligible HP 100% of eligible HP
schools who apply for schools who apply for schools who apply
a grant program a grant program for a grant program
successful obtain successful obtain successful obtain
grant funds. grant funds. grant funds.
100% of HP schools 100% of HP
that are awarded schools that are
grant funds are in awarded grant
compliance with grant funds are in
rules and regulations. compliance with
grant rules and
regulations.
Two staff – consultant Unit has a clear plan 100% of grant
and secretary- will be that expedites grant programs have
proficient with the applications in MEGS fiscal and program
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 Goals Strategies
3.5. One person on staff
will be the resident expert
on creating board packets
for grant programs.
3.6. Provide leadership
and technical assistance
for grant programs
4. By September 2011, 4.1. Identify and prioritize
the C&L Unit will provide areas of need for HPS in
high quality professional using instructional best
development to support practice to deliver and
best practice in content assess the Michigan GLCE
instruction for 100% of and HSCE.
identified Title I high
priority schools in order
to increase student
achievement.
4.2. Plan and develop
professional development
Measures
6 months 1 year 2 years
features of MEGS and and increases monitoring in place
CMS. monitoring in CMS to ensure grantees
implement grants
Unit has a clear plan as funded by MDE.
for program
monitoring of grant
programs to ensure
grants meet goals
established in the
grant application
Board packets created Develop an additional Sustain the
and approved in two person to be back up creation and
weeks. to our resident approval of board
expert. items in two
weeks.
Grants and lead Grant list distributed Grant list updated
person of all MDE and posted to the yearly
grants are identified. web.
Survey available data Survey available
from HPS’ CNAs and data from HPS’
MEAP/MME CNAs and
achievement data to MEAP/MME
determine top five achievement data
areas of need for to determine any
professional changes in PD
development to needs to support
support classroom classroom
instruction. instruction; revise
top five areas as
necessary.
Planning for two Planning for five
areas of professional areas of
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Goals Strategies
strands utilizing evidence-
based research on adult
teaching and learning
strategies and data
regarding areas of
prioritized need in HPS.
4.3. Facilitate and deliver
professional development
strands utilizing evidence-
based research on adult
teaching and learning
strategies and data
regarding areas of
prioritized need in HPS to
build the capacity of
educators to increase
academic achievement of
all students.
4.4. Monitor, assess, and
make changes as
necessary to professional
development content and
delivery to ensure
alignment to the goal.
4.5. Provide high quality
Measures
6 months 1 year 2 years
development professional
complete and ready development
for implementation. complete and ready
for implementation.
Research available Pilot professional Build attendance
and innovative development and reach of
methods of delivering opportunities with professional
professional participation of at development
development least 30% of HPS. opportunities to
statewide to minimize 100% of HPS.
cost and maximize
effectiveness; develop
delivery plan based on
available resources
and stated needs.
Draft Align evaluation with Align evaluation
assessment/evaluation two completed areas with five completed
plan for the of professional areas of
implementation of development; use professional
professional evaluation to development; use
development. determine impact of evaluation to
pilot PD program(s) determine impact
and make changes as of pilot PD
necessary. program(s) and
make changes as
necessary.
State survey data A trainer of trainer TOT model is
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 Goals Strategies
professional development
to support content
instruction in high priority
schools
5. The Curriculum and 5.1. Develop strategies for
Literacy Unit will provide reviewing national
leadership in the common and state
development and standards
alignment of curriculum,
instruction, and 5.2. Align Michigan
assessment. standards and content
expectations to national
commonstate standards to
5.3. Organize feedback
groups to review survey
results
Measures
6 months 1 year 2 years
collected and used to model is developed to implemented and
determine needs of support ISDs and the evaluated to
schools and staffs. SSOS determine its
impact on HP
schools
Survey for high school Survey for K-12 K-12 common
common standards common standards standards
developed and posted developed and posted disseminated to the
for field feed back for field feed back field.
HS Survey results K-12 survey results Professional
reviewed, analyzed reviewed, analyzed development on
and forwarded to and forwarded to alignment and use
national work groups national work groups of K-12 commons
standards provided
HS common state K-12 common state to HP schools
standards aligned to standards aligned to
Michigan’s standards Michigan’s standards
and HSCEs and GLCEs
Provide Michigan’s
review of national
common state
standards to national
work group
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Goals Strategies Measures
6 months 1 year 2 years

5.4. Submit national HS common state K-12 commons state

common and state standards approved standards approved
standards to SBE for and adopted by SBE and adopted by SBE
approval and adoption.

5.5. Disseminate national K-12 common

common and state standards
standards to the field disseminated to the
field.
5.6. Provide professional PD plan developed PD plan implemented Evaluate the extent
development on use of to which high
national common and Professional priority schools
state standards development on have aligned local
alignment and use of curriculum to
K-12 commons common state
standards provided to standards.
HP schools

Application developed Organize to

5.6. Assist in the and submitted to develop aligned
development of the Race USOE. assessments with
to Top application to the common state
develop national common standards.
assessments aligned with
national common state
standards

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 Goals Strategies Measures
6 months 1 year 2 years
5.7. Develop strategies to Strategies and plans Strategies Strategies
assist with cross content developed to help implemented and evaluated.
teaching to national LEAs teach common documented.
common core and state state standards
standards.

6. By September 2011, 6.1. Identify and Key partners Partnerships and Partnerships and
the C&L Unit will ensure collaborate with key identified, strategies strategies strategies
100% alignment and partners to develop developed implemented evaluated to assess
coherence with other specific strategies to to what degree
departments at MDE facilitate alignment and standards,
and identified partners coherence between curriculum,
standards, curriculum, and instruction and
instruction assessments are
aligned.
6.2. Collaborate with Assist OEAA in Assessments are Review state data
OEAA to align state and selecting/developing aligned with state and and other forms of
national assessments to the MME, MEAP, and national curriculum. information to
state and national national assessments determine if
standards and content for common state assessments are
expectations standards. aligned with
curriculum.

MDE’s commitment A plan is developed to Plan is

6.3. (?) Collaborate with and capability to identify and explore implemented
OEAA and other partners support a longitudinal the 8 key factors of a
to develop a state data system and state longitudinal
longitudinal data system studies is determined. data system.
to sustain evidenced
based curriculum and MDE participates in
instructional programs. the High School
Longitudinal Study of

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Goals Strategies
6.4. Develop specific
strategies for the 6th grade
to address the early
warning signs for students
dropping out of high
schools.
6.5. Align with and
develop specific
instructional support for
Project Re-imagine.
6.6. Collaborate with Field
Services, School
Improvement Support,
and the Office of Special
Education and Early
Intervention Services to
align efforts to ensure
researched based
practices support the
academic needs of special
populations.
Measures
6 months 1 year 2 years
2009
Strategies are Install strategies and Review drop out
developed in drop out early data and have a
collaboration with Jan warning system into 50% reduction in
Ellis and other schools and drop out rates.
identified partners. coordinate system
with Superintendent’s
Drop Out Challenge
Specific instructional Instructional supports Instructional
supports to align with are implemented and supports evaluated
Project Reimagine are an evaluation design and redesigned
developed in developed to assess based on the needs
collaboration with effectiveness. districts and
Jean Shane and other schools.
partners
Strategies for special Strategies are Data reviewed and
populations are implemented and a used to improve
aligned to the unit’s evaluation design strategies
work on best developed to assess
instructional practices to what degree efforts
meet the needs of
special populations
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Goals Strategies
6.7. Collaborate with Field
Services, School
Improvement Support,
and High Priority Schools
staff to align curriculum
and instructional efforts to
support improved
achievement for at-risk
students.
6.8. Collaborative with
MAISA to implement
instructional support for
phase 1 and 2 high priority
schools
6.9. Coordinate C and I
Unit’s work with 100% of
appropriate departments
and identified partners to
increase the number of
high priority students who
are proficient and can
perform well with a
challenging curriculum.
Measures
6 months 1 year 2 years
Strategies for high risk Strategies are Data reviewed and
students are aligned implemented and a used to improve
to the unit’s work on evaluation design strategies
best instructional developed to assess
practices to what degree efforts
meet the needs of at
risk students
Schools engaged in Schools select an EBI Evaluation data
D4SS reviewed and used
Schools select an to improve
instructional coach instructional
support for schools.
Key partners identified Strategies Data collected and
and strategies implemented and analyzed to assess
developed for reaching evaluated to assess effectiveness and
and engaging HP effectiveness with HP to improve
students. students. strategies.
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