DECEMBER 2017
Revised August 2015
Designed by Rae Norwood 2000 Milwaukee Public Schools Graduate
Milwaukee Partnership Schools Best Practices Guide July 2020 www.mpsmke.com
Contents About Milwaukee Partnership Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Milwaukee Partnership Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Milwaukee Partnership Steps for Success Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Milwaukee Partnership Overview: Partners, Programs, and Components . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Milwaukee Partnership Meeting Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Collaborative Intervention Placement Protocol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 SPARK Partner-Teacher Conferences (PTC) Protocol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Partner Teacher Conference Data Tracking Form (Template 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Partner Teacher Conference Updates Form (Template 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 City Year Partner-Teacher Conferences Protocol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Partner-Teacher Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 ST Math Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Collaborative Testing Environment Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Protocol for Analysis and Continuous Improvement Following Winter STAR . . . . . . . . . . . . . . . . . . . . . . . . 16 Milwaukee Partnership Collaboration Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Milwaukee Partnership Implementation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
About Milwaukee Partnership Schools In 2015, Milwaukee Public Schools (MPS), Boys & Girls Clubs of Greater Milwaukee, and City Year Milwaukee formed an innovative partnership focused on whole-school improvement; its purposes are to improve school culture and increase student academic achievement. The Milwaukee Partnership Schools organization was formed as a result of a generous investment from Tashia and John Morgridge (TOSA Foundation). Together, we are using a holistic approach to meet the needs of students in four MPS partner schools: Alexander Mitchell Integrated Arts School, Carver Academy of Mathematics and Science, Clarke Street School, and Rogers Street Academy. We are aligning the day programming and after-school programming and collaborating in ways that have not been achieved before. The Partnership has been successful because of the commitment of the partners involved, all of whom are motivated by a desire to better align existing activities and improve student success. Collaboration exists at every level—among organizational leadership; within program development; in individual school buildings and classrooms; and through individual interventions among students, families, and support professionals. Milwaukee Public Schools (MPS) is a diverse district that welcomes all students, preparing them for success in higher education, post-educational opportunities, work, and citizenship. MPS is the largest school district in Wisconsin and the 43rd largest school district in the nation, with students from diverse racial, ethnic, and cultural backgrounds. MPS’s reported enrollment for the 2018–19 school year was 76,893, with a student population that was 87% nonwhite. A total of 20.1% of students are identified with special education needs, and 11.2% of students have limited English proficiency. Four out of five students in MPS are economically disadvantaged. MPS established the following Five Priorities for Success to better support the unique needs of students; these priorities are intentionally woven throughout the Partnership’s initiative: ] ] ] ] ]
Increase academic achievement and accountability Improve district and school culture Develop staff Ensure fiscal responsibility and transparency Strengthen communication and collaboration
FIVE PRIORITIES FOR SUCCESS The district is committed to improving education outcomes for all students in Milwaukee Public Schools by leveraging the Five Priorities for Success. IMPROVE DISTRICT AND SCHOOL CULTURE
INCREASE ACADEMIC ACHIEVEMENT AND ACCOUNTABILITY
ENSURE FISCAL RESPONSIBILITY AND TRANSPARENCY
DEVELOP OUR STAFF
STRENGTHEN COMMUNICATION AND COLLABORATION
Milwaukee Partnership Schools Best Practices Guide 1
City Year Milwaukee (CYMKE) AmeriCorps members serve as student success coaches who work in schools full time and partner with teachers to help meet student needs. Student success coaches provide students with individualized attention and serve as tutors, mentors, and role models, helping students develop social, emotional, and academic skills needed for success in school and in life. Corps members build positive, developmental relationships, which research shows are critical for learning, and provide a stable and consistent source of support to students throughout the school day. Currently, CYMKE partners with 13 MPS Schools with 100 corps members and 32 staff. With a vision to partner with 38 schools in order to reach 50% of the potential dropouts in Milwaukee, CYMKE is well positioned to grow. Within the Partnership, City Year Milwaukee partners with four schools with 41 AmeriCorps members to serve approximately 1,800 students on a full-time basis. This partnership allows us to align our services with other programs in the school building and to ensure that our services are not being duplicated for the benefit of the student. Boys & Girls Club of Greater Milwaukee (BGCGM) is the largest youth development organization in Milwaukee with more than 43,000 members at 43 clubhouses, 33 of which are located in MPS facilities. Providing a safe environment after school until 6 p.m., the Clubs provide best practice programs in early childhood literacy (Spark Early Literacy Program), college/ career access (Graduation Plus), and character and leadership development (Sista Pride) to youth 5 to 18 years of age. BGCGM thrives on creating a strong sense of belonging for its members by establishing a safe learning environment and providing access to caring adults who develop long-term relationships with youth and their families. The organization credits these relationships as critical to its 128-year history in the Milwaukee community. BGCGM is the largest Boys & Girls Club in the nation and counts MPS as its most important and active partner in service to kids.
2  Milwaukee Partnership Schools Best Practices Guide
Milwaukee Partnership Model
The Milwaukee Partnership Schools Model Milwaukee Partnership Continuous System of Support
Academic Support Academic Interventionists City Year SPARK ST Math After-School Programming
Social and Emotional Supports
Strategic Collaboration
Ancillary Resources
Backbone Support
SEL Leaders Attendance Initiatives
School-Based Partnership Meetings
Professional Development
BGCGM After-school Programming
Partnership Steering Team Meetings
City Year
School-Based Intervention Placement
SPARK Bright
Supplies Technology
Partner-Teacher Conferences
Milwaukee Partnership Schools Best Practices Guide  3 
Milwaukee Partnership Steps for Success Timeline Month June August
September
Action Item ] Steps for Success: Field Guide Institute for Principals ] Complete Steps for Success Trackers ] Finalize visual ] Hold monthly Partnership Meeting – Review Milwaukee Partnership Model and complete the Partnership Overview document – Complete Milwaukee Partnership Collaboration & Implementation rubrics – Complete Collaborative Intervention Placement Protocol (after Fall STAR) – Share School Priority visual and Partner Alignment visual with relevant stakeholders ] Hold ST Math Training and share monthly goals
October
] Hold monthly Partnership Meeting – Review and respond to implementation trackers ] Hold October/November Partner Teacher Conference
November
] Hold monthly Partnership Meeting – Review and respond to implementation trackers ] Hold October/November Partner Teacher Conference
December
] Hold monthly Partnership Meeting – Review and respond to implementation trackers ] Hold December/January Partner Teacher Conference
January
] Complete Responses to Winter STAR ] Hold monthly Partnership Meeting – Share and discuss Responses to Winter STAR – Review and respond to implementation trackers ] Hold December/January Partner Teacher Conference
February
] Hold monthly Partnership Meeting – Review and respond to implementation trackers ] Hold February/March Partner Teacher Conference ] Share and Discuss Responses to Winter STAR
March
] Hold monthly Partnership Meeting – Review and respond to implementation trackers ] Hold February/March Partner Teacher Conference
April
] Hold monthly Partnership Meeting – Review and respond to implementation trackers ] Hold April/May Partner Teacher Conference
May
] Hold monthly Partnership Meeting – Review and respond to implementation trackers – Complete Milwaukee Partnership Collaboration & Implementation rubrics ] Hold April/May Partner Teacher Conference
Milwaukee Partnership Overview: Partners, Programs, and Components Each school will have a Milwaukee Partnership team that consists of the following individuals: Name and Contact Information: Academic Interventionist
] Provides necessary information to partners for Partner-Teacher Conferences and during assessment windows ] Serves as academic coach for teachers/Provides direct academic support to students ] Ensures classroom progress on ST Math Name and Contact Information:
Social and Emotional Learning (SEL) Interventionist
] Serves as social and emotional learning coach for teachers/Provides direct SEL support to students ] Plans and facilitates professional development related to social and emotional learning/school culture Name and Contact Information:
SPARK Program Manager
SPARK Family Engagement Coordinator
] Trains, coaches, and oversees tutors who provide reading intervention for K5–3rd grade students scoring below the 25th percentile on the RtI Universal Screener ] Collaborates with school leadership and other partners to determine intervention placements ] Meets monthly with teachers during Partner-Teacher Conferences to analyze progress monitoring data and determine next steps Name and Contact Information: ] Maintains regular contact with SPARK families through home visits, phone calls, newsletters, and family events ] Meets with school-based point person as needed to review attendance Name and Contact Information:
City Year Impact Manager
] Trains, coaches, and oversees AmeriCorps Members who provide whole class support and reading, math, attendance, and SEL interventions/initiatives for 3rd–8th grade students scoring below proficient on the RtI Universal Screener ] Collaborates with school leadership and other partners to determine intervention placements ] Meets monthly with teachers during Partner-Teacher Conferences to analyze progress monitoring data and determine next steps Name and Contact Information:
BGCGM Club Manager
] Oversees after-school staff who provide academic programming and recreational activities for K4–8th grade students ] Provides family engagement events and attendance initiatives ] Collaborates with school leadership and partners to align day and after-school experiences
Milwaukee Partnership Schools Best Practices Guide 5
Milwaukee Partnership Meeting Structure The following tables display a core component of project success: structured meeting teams. These teams promote relationship building that is essential to the advancement of the project. The tables display the participants necessary for each meeting team to effectively move the project forward. Meeting
School-Based Partnership
Purpose: To bring school partners together to discuss the school’s priorities including academics, attendance, and school culture. Frequency: Monthly UW–Milwaukee Collaboration Leader* BGCGM
City Year Milwaukee
MPS
SPARK Program Manager
Impact Manager
Principal
SPARK Family Engagement Coordinator
Senior Impact Manager
Assistant Principal
SPARK Senior Program Manager
Impact Director
School Social Worker
Club Manager
School Psychologist
Senior Area Director
School Support Teacher
BE GREAT Graduate Coordinator
Academic Interventionist Social Emotional Interventionist Parent Coordinator Teacher Leader
Meeting
Partner-Teacher Conferences
Purpose: To discuss progress, analyze data, and determine next steps of interventions. Frequency: Every 4–6 weeks UW–Milwaukee Collaboration Leader* BGCGM
City Year Milwaukee
MPS
SPARK Program Manager
Impact Manager
Classroom Teacher
SPARK Family Engagement Coordinator
Senior Impact Manager
School Support Teacher
AmeriCorps Members
Academic Interventionist
Meeting
School-Based Leadership Team
Purpose: To discuss progress, analyze data, and determine next steps for school leaders and support staff in the areas of academics, attendance, and school culture. Frequency: Monthly UW–Milwaukee Collaboration Leader* Developmental Evaluator MPS Principal
Academic Interventionist
Assistant Principal
SEL Interventionist
School Support Teacher
Teacher Leader
6 Milwaukee Partnership Schools Best Practices Guide
Meeting
Partnership Backbone
Purpose: To steer project operations through ongoing development of intentional and proactive practices across sites. Frequency: Monthly UW–Milwaukee Collaboration Leader* BGCGM
City Year Milwaukee
MPS
SPARK Senior Program Manager
Impact Director
Teacher Leader
Senior Area Director Meeting
Development
Purpose: To coordinate and engage with current and potential funders to expand the Partnership. Frequency: As needed BGCGM
City Year Milwaukee
MPS
President and Chief Executive Officer
Executive Director and Vice President
Superintendent
Vice President of Development
Managing Director of Development
Grant Development Manager
Meeting
Visit Coordination & Reports
Purpose: To prepare reports to funders and plan visits. Frequency: 3 times/year UW–Milwaukee Collaboration Leader* BGCGM
City Year Milwaukee
MPS
President and Chief Executive Officer
Executive Director and Vice President
Chief Academic Officer
Senior Director of SED
Managing Director of Impact
Project Liaison
Senior Director of Academics
Impact Director
Teacher Leader
Grants Coordinator
Managing Director of Development
Grant Development Manager
* Note: A collaboration leader focuses on achieving identified outcomes by supporting collaborative efforts, facilitating meetings, and guiding the vision and strategy of the project.
Milwaukee Partnership Schools Best Practices Guide 7
Collaborative Intervention Placement Protocol The Collaborative Intervention Placement Protocol ensures that students are matched with academic interventions based on individual needs and takes into account the criterion of the partner organizations. The City Year Impact Manager and SPARK Program Manager request necessary baseline data from the school Academic Interventionist (City Year – September; SPARK – May of previous school year) The City Year Impact Manager and SPARK Program Manager review baseline data and create a first draft of a list of students who meet the academic criteria (City Year – September; SPARK – May of previous school year).
City ELA/Reading
] Student percentile rank in the range of 26–59 according to the MPS RtI Universal Screener ] Attendance rate higher than 88% ] Few Office Discipline Referrals
City Year Mathematics
] City Year Mathematics: Student percentile rank in the range of 26–74 according to the MPS RtI Universal Screener ] Attendance rate higher than 88% ] Few office discipline referrals
SPARK
] Student percentile rank of 25 or below according to the MPS RtI Universal Screener (Spring) ] Reading Level Progress after the Spring MPS RtI Universal Screener
The City Year Impact Manager and SPARK Program Manager review the list with the school and crossreferences for duplication of services (school leaders, Academic Interventionist, and teachers) (City Year – September; SPARK – May of previous school year) The City Year Impact Manager and SPARK Program Manager provide a hard copy of final focus lists to MPS Academic Interventionist, School Support Teacher, Principal/Assistant Principal, and after-school Club Manager/Site Coordinator (Both – Early October) The MPS Academic Interventionist inputs focus list students into the rostering spreadsheet for the Milwaukee Partnership Grant provided by the Teacher Leader and create group in STAR (MPS – Early October)
8 Milwaukee Partnership Schools Best Practices Guide
SPARK Partner-Teacher Conferences (PTC) Protocol SPARK Early Literacy provides literacy tutoring during the regular school day through the Boys & Girls Clubs. Tutoring is provided for students in Partnership schools in grades K–3. The program is designed to improve reading through one-on-one literacy tutoring. SPARK staff meet with classroom teachers every four to six weeks to conduct Partner-Teacher Conferences. Purpose of the Meeting Program Managers and Family Engagement Coordinators share each SPARK student’s monthly academic and social-emotional growth. Teachers compare SPARK information to what they see in their classrooms. Collaborative discussions evolve focused on possible modifications any partner can make to increase a student’s academic and/or emotional growth. Materials Used SPARK uses a two-page PTC Data Tracking Form. Template 1 details SPARK data in three areas: Reading, Sight Words, and Word Play. Template 2 provides PTC Progress Updates, captures feedback, and tracks progress if monthly modifications are put in place. Each grade has a unique form allowing the Fountas & Pinnell Text Level Gradient to be shown and tracked by grade level. See pages 9 and 10. Data Tracking Form
q Data is gathered by Program Managers during the monthly review of each student’s lesson binder. Data is entered on Template 1 prior to the meeting.
eading Section: Students read books at their instructional level R per the Fountas & Pinnell’s Text Level Gradient (book leveling system). Each grade has a letter range and year-end goal. Monthly growth is shown by letters entered. Until kindergarten students can read at Level A, their reading section shows Letter Recognition/Sound data.
Sight Words: Students read sight words from a Dolch Sight Word. When they master a grade level list, they continue moving up Dolch grade lists, through Grade 3. The number of sight words known from the group of words they are studying is shown.
ord Play: Thirteen units from the Words Their Way developmental spelling, phonics, and vocabulary W program are used to teach students spelling/sound patterns in words. Student knowledge is assessed by a Unit Pretest, sorts are used to build skills, and growth is measured with a Unit Posttest.
w A few days before the scheduled PTC meeting, Program Managers send reminders to teachers
about
the time and place of the meeting.
e Program Managers and Family Engagement Coordinators divide up grades during the meeting, thereby
giving all partners more time to discuss all students. If a teacher cannot attend a PTC meeting, SPARK will set up a special meeting to share student data.
r SPARK staff enters meeting feedback on page 2 — PTC Progress Updates (Template 2) and covers any updates from prior month modification that were put in place.
Milwaukee Partnership Schools Best Practices Guide 9
Partner Teacher Conference Data Tracking Form (Template 1) 1st Grade PTC Data Tracking Form 2019-‐20 Teacher ________________________ Student _____________________________ Tutor ____________________________
READING F&P Benchmarks
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
D/E
E
F
F
G
H
H
I
J
J
Feb
Mar
Apr
May
Jun
Reading Level
Sight Words Sept
Oct
Nov
Dec
Jan
List Known / Possible
Word Play Unit Skill
Beg. Assess.
Unit 1
Initial Consonants
Unit 2
Same Short Vowel Word Families
Unit 3
Mixed Short Vowel Word Families
Unit 4
Digraphs
Unit 5
Blends
Unit 6
CVCe vs. CVVC
Unit 7
Nasals
Unit 8
R-‐Controlled Vowels
Unit 9
CVCe vs CVVC
Unit 10
Long Vowel Combinations
Unit 11
R-‐Influenced
Unit 12
Varients
Unit 13
3 Letter Clusters
10 Milwaukee Partnership Schools Best Practices Guide
Pretest Pretest Pretest Posttest Posttest Posttest Date Score % Date Score % Growth
Partner Teacher Conference Updates Form (Template 2) PTC Progress Updates Student _____________________________ Covered since last meeting:
Currently working on:
SEL (Attitude, Behavior) + All Teacher Feedback
Covered since last meeting:
Currently working on:
SEL (Attitude, Behavior) + All Teacher Feedback
Covered since last meeting:
Currently working on:
SEL (Attitude, Behavior) + All Teacher Feedback
Covered since last meeting:
Currently working on:
SEL (Attitude, Behavior) + All Teacher Feedback
Covered since last meeting:
Currently working on:
SEL (Attitude, Behavior) + All Teacher Feedback
Covered since last meeting:
Currently working on:
SEL (Attitude, Behavior) + All Teacher Feedback
Milwaukee Partnership Schools Best Practices Guide 11
City Year Partner-Teacher Conferences Protocol City Year Milwaukee recruits and trains AmeriCorps members to serve full time in schools as student success coaches, providing individual, small group, and classroom support to students in grades 3–8. Corps members work with small groups of students to provide interventions in math and English language arts (ELA) using research-based strategies and district curricular resources. Corps members meet with classroom teachers every four to six weeks to conduct Partner-Teacher Conferences (PTC). Purpose of Meeting ] To hone in on intervention groups in math and ELA (start with one student and build up) who did not show progress on their most recent STAR assessment – Create, modify, or adapt a new strategy to support each student ] Create a plan to monitor progress of City Year-tutored students ] Use a productive mindset to determine how to adjust intervention instruction to increase student academic growth Materials We Will Use ] Student support reflection template; see page 13 ] Most recent STAR data (group or individual) ] Exit Tickets from interventions; an Exit Ticket is a formative assessment given to students at the end of each lesson to determine their level of understanding. ] Math Diagnostic Intervention System (MDIS) progress monitoring data (if applicable) Process
q Look at student data for math and ELA. w Math: Discuss the specific strategies you will use in intervention and in class, using data provided, to support the student’s growth in the current focus skill.
e Repeat the process for ELA. r A strategic plan for student support has now been created. Ensure that you have a communication/ collaboration plan for how to work together, such as regular check-ins or other approaches.
12 Milwaukee Partnership Schools Best Practices Guide
Partner-Teacher Conferences City Year Student Support Reflection Template Names Student name Teacher name Corps member name
STAR 360 Focus Domain Skills Example: Craft and Structure Determine the connotative meaning of particular words and phrases based on context in a literary text and distinguish between the connotations of words with similar meanings (e.g., smile vs. smirk)
City Year Strategy for Focus Skill Example: Frayer Model Are there particular stories or words to cover? What exit tickets could be helpful in determining student understanding?
Classroom Strategy for Focus Skill Example: Frayer Model What common core standard does this focus skill align with? What other strategies/ activities could be helpful?
How will we collaborate? List how and when. Example: Classroom teacher and City Year member will discuss student progress and upcoming lesson plans/unit plan during specials twice a month.
Milwaukee Partnership Schools Best Practices Guide  13 
ST Math Progress Monitoring Created by MIND Research Institute, ST Math is game-based instructional software aligned to the Common Core State Standards for K–12 students. ST Math is designed to boost conceptual understanding of mathematics and promote perseverance through visual learning. All students enrolled at a Partnership school receive access to ST Math. The ST Math implementation report is sent monthly (see sample below) to the school leadership team by the Teacher Leader and is reviewed during the monthly Partnership school leadership team meeting. The academic interventionist is responsible for supporting classrooms that are not meeting the monthly Syllabus Progress Goal. The goal for each month is to have 70% of students in each classroom meet the monthly Syllabus Progress Goal.
Teacher/Grade
September
October
November
December
TEACHER NAME / GRADE
72%
72%
83%
94%
TEACHER NAME / GRADE
94%
100%
100%
100%
TEACHER NAME / GRADE
79%
89%
89%
100%
TEACHER NAME / GRADE
89%
88%
89%
100%
TEACHER NAME / GRADE
0%
5%
62%
100%
TEACHER NAME / GRADE
72%
71%
83%
90%
TEACHER NAME / GRADE
81%
69%
97%
97%
TEACHER NAME / GRADE
30%
39%
39%
57%
TEACHER NAME / GRADE
76%
33%
37%
63%
TEACHER NAME / GRADE
75%
50%
38%
86%
TEACHER NAME / GRADE
79%
36%
29%
90%
TEACHER NAME / GRADE
30%
0%
0%
11%
Key:
n Green = 70 – 100%
14 Milwaukee Partnership Schools Best Practices Guide
n Yellow = 40 - 69%
n Red = Below 40%
Collaborative Testing Environment Support STAR is a district assessment used in kindergarten through grade 12. It is a computer-adaptive test used to screen students three times per year in the areas of early literacy, reading, and math. It is also used for progress monitoring of students who receive academic interventions. Prior to each STAR testing window (fall, winter, spring), the STAR Assessment Coordinator should meet with the SPARK Program Manager and the City Year Impact Manager to review the testing schedule and determine whether partner support should be provided following the guidelines below.
Collaborative Testing Environment Support STAR Supporting Guidelines The following guidelines are intended to clarify the role of partners in supporting the testing environment. The following tips ensure that students feel supported while maintaining the integrity of the testing environment.
Do!
] Be positive and offer encouragement for effort (e.g., “You’re doing great!” “You’re working really hard, keep it up!”) ] Use a calm and quiet voice. ] Encourage students to take their time. ] Encourage students to focus if off task. ] Sit or stand quietly next to students. ] Make sure students wearing headphones are connected to the correct device with volume at a reasonable level. Be sure they understand how to listen to the audio instructions. ] Listen to students whisper read, if they choose to do so. ] Read math questions to students upon request (math only). ] Make sure students have pencil and paper (math). ] Ask the MPS proctor if you have questions. ] Celebrate students’ efforts!
Don’t!
] Put extra pressure on students regarding performance. ] Hover over students. ] Require students to whisper read. ] Rephrase, read, pronounce words, translate, give hints or examples. ] Ask follow-up questions based on a student’s question. ] Restate the question in a different way. ] Allow students to use dictionaries, calculators, or reference materials that are not provided by the software. ] Support without MPS proctor. ] Share students’ scores with anyone not working directly with that student.
Milwaukee Partnership Schools Best Practices Guide 15
Protocol for Analysis and Continuous Improvement Following Winter STAR Following the closure of the winter STAR testing window, MPS Academic Interventionists, SPARK Program Managers, City Year Impact Managers, and any additional staff members providing small group intervention instruction should complete the form below. Completed forms are brought to the next school-based partnership meeting for discussion. Part I: Share the following information regarding our academic interventions: ] Number of scholars receiving the intervention ] Number of scholars who grew the intended amount (at least one percentile rank from fall to winter STAR) ] Number of scholars who need additional support Part II: List scholars in your program who did not grow the intended amount on STAR. List other partners working with this scholar if known (CLC, SPARK, CY, TRI). Put an X for all reasons (scholar is making progress in your intervention but did not show on STAR; the test environment or the scholar’s testing practices; the scholar did not receive the intended program dosage; you are uncertain why; they did not take this STAR test; or other — please list reason). Part III: List the next step you will take to impact this scholar’s future STAR progress. Review at the monthly school-based partnership meeting. Revisit the following month for an update. Name of Scholar Not Yet Making Progress on STAR
Other Partner(s)
Scholar Absences
Making Progress: Not on STAR
16 Milwaukee Partnership Schools Best Practices Guide
Test Environment
Did Not Meet Dosage
Uncertain
Not Tested on STAR
Other
Next Step
Milwaukee Partnership Collaboration Rubric1,2 The Milwaukee Partnership Collaboration Rubric measures the level of collaborative practices on a continuum from Co-Location to Collaboration. Stakeholders complete this rubric and use the compiled results for continuous improvement planning. Collaborative Practices
Intervention placements
Alignment of programs/services and priorities
Integration into school culture
Co-Location
Cooperation
Coordination
Collaboration
Partners place students into their interventions and do not share student placement information with school staff and school leaders.
Partners place students into their interventions and share student placement information with school staff and school leaders.
Partners work with school staff and school leaders to place students into interventions.
Intervention placements are based on student data and are integrated into a school-wide, strategic, comprehensive intervention plan.
Partners and school staff provide programming separately without sharing information, program content, or student progress.
Partners and school leaders/staff meet inconsistently; partners’ programming and school priorities are not aligned.
Partners and school leaders/staff meet regularly and align programming and school priorities.
Partners meet regularly with school leaders/staff and use data to review and improve program implementation and student progress.
Partners are located at the school but are not acquainted with school staff or other partners.
School staff are aware of the partners’ programs and staff and interact informally and/ or infrequently.
Partners and school staff are aware of each other’s programs, meet regularly, and have productive relationships.
Partners are part of the school culture, including some school events, school procedures, school initiatives, and/or professional development.
Adapted from: Bailey, D. & K. McNally Koney. 2000. Strategic Alliances Among Health and Human Services Organizations: From Affiliations to Consolidations, Thousand Oaks, CA: Sage Publishing. 2 Adapted from: Peterson, N. L. 1991. Interagency collaboration under Part H: The key to comprehensive, multidisciplinary, coordinated infant/toddler intervention services. Journal of Early Intervention, 15(1), 89–105. 1
Place an X on the square for each collaborative practice to best indicate your progress on the continuum of best practices occurring at your school at this time.
Milwaukee Partnership Schools Best Practices Guide 17
Milwaukee Partnership Implementation Rubric The Milwaukee Partnership Implementation Rubric measures the level of implementation of program components on a continuum from Not Effective to Very Effective. Stakeholders complete this rubric and use the compiled results for continuous improvement planning. Program Components
Student Attendance
School Culture
Academics
Interventions (Academic and Social Emotional)
Not Effective
Somewhat Effective
Effective
Very Effective
Limited efforts are in place to address student attendance.
Efforts are in place to address student attendance, but they are not coordinated or proactive.
Coordinated efforts are being implemented, but not consistently, and with limited communication with partners.
A written strategic attendance plan is in place and intentionally communicated to all stakeholders. Coordinated efforts are being implemented consistently.
School-wide and classroom routines and procedures are not regularly followed.
School-wide and classroom routines and procedures are regularly followed.
School-wide and classroom routines and procedures are regularly followed. Proactive practices to address disruptive student behaviors are regularly followed.
A calm, orderly, positive culture is established through strategic, intentional practices and school-wide and classroom routines and procedures.
High quality instruction by school staff and partners is occurring in few classrooms and spaces.
High quality instruction by school staff and partners is occurring in most classrooms and spaces.
School leaders have communicated an academic vision and provide support for it. Some teachers/ partners are implementing it.
School leaders have communicated an academic vision and provide support and on-boarding for it. Most teachers/partners are implementing it.
It is unclear which interventions are in place and which students are receiving them.
Interventions are in place, but do not happen consistently and/or do not happen with fidelity to the intended model.
Interventions are in place and happen consistently with fidelity to the intended model.
A coordinated system of interventions is in place with a system of progress monitoring and continuous improvement.
Place an X on the square for each program component to best indicate what is occurring at your school at this time.
Notes _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Notes _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Notes _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________