ࡱ> x:(0 bF/ 0|DArials 55S(0(B 0 "DTimes New Roman(0(B 0  DWingdingsRoman(0(B 0 0DBookmansRoman(0(B 0  @DUnivers 55oman(0(B 0  B  .  @n?" dd@  @@`` zr 8G9  $! !"  >>@ DEGHIJKQX[ ]b 5   ()    () **21// ..5 ,,>> >>  ()     21 &/OPOPO   0e0e     A@ A5% 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||s " 0e@        @ABC DEEFGHIJK5%LMNOPQRSTUWYZ[ \]^_ `abN E5%  N E5%  N F   5%    !"?N@ABC DEFFGHIJK5%LMNOPQRSTUWYZ[ \]^_ `ab f3Qf܃@8GtHuHEJfʚ;Ky8ʚ;g4KdKd@B 0\ppp@ <4ddddlpC 0S <4BdBdlhG 0g45d5d@B 0pl p0___PPT10 Z___PPT9<4??t$ `New England Comprehensive Assistance Center 9/04Ot , `New England Comprehensive Assistance Center 9/04!LEAVING A LIVING LEGACYRegion I: The New England Comprehensive Assistance Center Serving Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island and Vermont*P=S6AN EVIDENCE-BASED INTERVENTION FOR SCHOOL IMPROVEMENT:77The School Improvement Planning Network (SIPN) Goals and Clients Served Theoretical Framework Strategies Evidence of Success Leaving a Legacy ./`/ ` C9Goals and ClientsH  Ultimate Purpose.X For all students in participating schools to meet or exceed state performance standardsYY/  SIPN Goals 2WA vision that all children can meet standards for achievement and everyone is responsible for each child A climate of authentic community embracing collaboration,equity and respect Internal human capacity at all levels to competently perform essential roles to meet vision Appropriate and continual use of data/research to inform all decisionsXZX  Direct Clients2&Levels Classroom School District State$''!# 2Client Types Teachers Paras Administrators Parents.3 ''&#D:#Research & Evidence-based Framework$$B 0+XCYDZE[F\GM?+Nine Components Of High Performing SchoolsStandards-based Curriculum, Instruction, & Assessment Data-Based Accountability & Evaluation Structural Reform Strategies Leadership & Governance Professional Development Culture and Climate External Support and Resources Parental & Community Involvement Extended Learning Activities BnZZ PB       E; Strategies H N@Key Elements of SIPNdPrincipals Summer Leadership Institute SIPN Fall Institute for teams Site Visits, Teacher consultations Topical Workshops on and off site Principals Winter Networking Meeting 2  The Way We Work ^Establish mutual trust Plan collaboratively with clients Connect all levels of the system Use a systemic approach to improvement Apply the  Authentic Task Approach continued H   " The Way We WorkTrain Trainers: lead teachers, teams Provide sustained support Provide structured networking Develop or acquire supporting resources Be accountable: evaluate our work   Targeted TrainingSelf Assessment: assets and needs Systemic approach to improvement Use of data at all levels to inform decisions Access by all students to curriculum, instruction and assessment Distributed leadership The process of change Parental engagement ZI=Evidence of Success H 8- Student Performance  .MA Statewide Test (MCAS) SIPN Schools in MA 1999-2001 (N:6) 100% showed positive changes in their performance index, range 1.9-16.2 66% showed increases larger than their district increase D='$6.Student PerformanceMA Statewide Test (MCAS) SIPN Schools in MA 2001-2003 (N:14) 57% showed positive changes in performance index, range 3.1-13/9 points 75% showed increases larger than their district average 6='%B8Student PerformanceuNH Statewide Test HOPE Schools in NH 2003-2004 (N:10) 80% of those schools identified in SY 2003 met AYP in SY 2004 R6>'$@90: Client Impact  Self Report ,..CCN Survey SY 2003 results 70% of teachers and over 75% of principals reported: increased focus on student achievement new information or skills used in their job working more collaboratively with colleagues 85:16Client Impact  Self Report%CCN Survey SY 2003 results 75% or more of teachers and principals reported their participation resulted in: Improved student achievement in reading Use of data to drive decision making Successful engagement in reform efforts Improved student assessment Evaluation of a program or practice HZQZZ ;26Client Impact  Self ReportCCN Survey SY 2003 results 86% of teachers reported improved instructional practice 94% of principals reported better understanding of NCLB6rr<36Client Impact  Self Report:School Assessment on Nine Components of School Improvement SIPN Schools 2001-2003 (N:14) 100% maintained a high rating (4-5) or improved on one or more components 57% improved in structural reform,leadership and governance, external support and services, extended learning activities, data-based accountability :YYk=46Client Impact  Self ReportSchool Assessment on Nine Components of School Improvement SIPN Schools 2001-2003 (N:14) 64% improved in professional development 79 % improved in culture and climate 6YO;OF<The Challenge:4Translating the SIPN Experience into a Living Legacy55"J>  /24KQRSTU V W ] ^ _`aP)  ` %%/3f3` E1Affff` ffCIfff` CI33̙` rCI]2}/<̙` q3fff3` 3ffffff` ff3f` ff3̙f` ffff3f>?" dd@*?Fd@lK " d@0`4 n?" dd@   @@``PP   @ ` `6p>> NF` d(  d d <o  #" `x:   T Click to edit Master title style! !$ d 0 r  "   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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S 0x"`PU p@The whole school community will have a road map for improvement.AA" T 0"`l]8 WThe district will know how to support the school to ensure the plan can be implemented.XX" U 0X"`@UH uThe leadership team can ensure that staff and parents have the support they require to improve teaching and learning.vv" V 0p "`< M  _The leadership team will continue to improve its skills and ability to lead the change process.``" W 0i"`p Ux  ~A multi-school learning community exists to provide additional support and guidance to each other for its improvement efforts." X 0@m"` UP  }MSchools become re-energized and committed to improving teaching and learning.NN" Y 0tp"`hU gAdjustments can be made in the school plan if the evidence indicates progress is lagging or off target.hh Z <ls  RIntermediate Outcomes - THEN - " [ 0w"`9Y o?NECAC provides a 3-day Leadership Institute for the Principals.@@" \ 0z"` n>NECAC offers a mid-year networking meeting for the Principals.??" ] 0y"`9 dNECAC provides a 3-day Institute for school leadership teams that include district and school staff.ee" ^ 0`"`i)  X(NECAC gives onsite technical assistance.)) _ 0 DProgram Elements L ` c $y)L a c $)y L b c $yL c c $y2 d 0"`y  rPrincipals are provided the knowledge and skills to lead a school in an ongoing process of schoolwide improvement.ss[ Y e 0$"` y  Schools are provided structured and facilitated opportunities to learn from the experiences of other schools, share their own successes, and receive constructive feedback from each other. f 0"`y  SSchool/District leadership teams are provided the time, facilitation, knowledge and tools to plan for the conduct of a comprehensive needs assessment and the development of a coherent, comprehensive schoolwide plan that involves the entire school community. 1LB g c $D  LB h c $Dp LB i c $D LB j c $D LB k c $D LB l@ c $D  m 0"`y  @Schools are supported throughout the year by onsite technical assistance, including help in monitoring implementation of their plan using data to make informed decisions, professional development targeted at specific identified needs, encouragement from a critical friend.L n c $ U*" o 0,"`$i  The school will have encouragement and expert guidance to ensure that knowledge, skills and tools are used to improve teaching and learning." p 0X"`J y  Schools reflect on a yearlong process of improving, celebrating successes and identifying needs to be targeted during the next year.L q c $ %y L r c $ %y LB s c $D - LB t c $D %% " u 0"`" `  l<NECAC convenes the leadership teams for spring work session.==6" v 0,"`8 W@  The process of school improvement will continue, based on both analysis of data and a recommitment to improve the learning environment for all students.L w c $ W d x@ <ZGHIy_ y 0 "` y  School communities are guided and supported throughout the year, with an emphasis on using data and a systemic approach to improving student achievement, with a minimum of a 2-year involvement." z 0"`w a ~The school culture will begin to change toward a collaborative process of continual improvement using data to drive decisions." { 0"`[ ?School leadership and organization, parental and district involvement, professional development, curriculum/instruction/ assessment, and other elements shown to impact student learning will continue to be improved, all targeted toward improving learning for each student.L | c $ a L } c $ [LB ~ c $D $  T ?"6@ NNN?Nc b0New England Comprehensive Assistance Center 9/041 1 V  0޽h ?"`O[d`\da]fbhQ?hR@jSAmoBkVC kYD jTE lWF lXG ^mciUntpqterpvw9yx~z|~{} f___PPT10i.bp+D=' = @B +1t  H@NB (  LB 6 c $D X"  0 `   <""`E NImproved Student Achievement   <('  FAssumptions - IF -     <%0 Logic Model  The New England School Improvement Planning Network CCL  c $@L  c $ UP RB  s *Dp0pRB  s *DPEP"   01"`@ q]The Principals will be able to engage the school community in a systemic improvement process." ! 0T5"`U  The Principals will be able to identify and access human, fiscal and material resources for leading the school community in a systemic change process. ) <8  RIntermediate Outcomes - THEN - " * 0="`p S?NECAC provides a 3-day Leadership Institute for the Principals." + 0NECAC offers a mid-year networking meeting for the Principals. . 0hC DProgram Elements L / c $PL 0 c $P  3 0H"`P P  rPrincipals are provided the knowledge and skills to lead a school in an ongoing process of schoolwide improvement.[ LB 7 c $D $ N TL ?"6@ NNN?Nc b0New England Comprehensive Assistance Center 9/041 1 V  0޽h ?"`O*3/+307 7! f___PPT10i.bp+D=' = @B +t  1)O+(  RB  s *D@ERB  s *D@ERB N s *D @E " $ 0U"`pU  uThe leadership team can ensure that staff and parents have the support they require to improve teaching and learning.X"  0`    <W"`E NImproved Student Achievement   <l\  FAssumptions - IF -     <L0 Logic Model  The New England School Improvement Planning Network CCL  c $ ]L  c $ U " " 0t_"`]( T@The whole school community will have a road map for improvement." # 0P"` U  kWThe district will know how to support the school to ensure the plan can be implemented. ) <̳  RIntermediate Outcomes - THEN - " , 0s"`  xdNECAC provides a 3-day Institute for school leadership teams that include district and school staff. . 0. DProgram Elements L 1 c $Xpp 5 0h;"`pp p 7School/District leadership teams are provided the time, facilitation, knowledge and tools to plan for the conduct of a comprehensive needs assessment and the development of a coherent, comprehensive schoolwide plan that involves the entire school community. 1LB 8 c $D LB 9@ c $D L = c $ U$ O T1 ?"6@ NNN?Nc b0New England Comprehensive Assistance Center 9/041 1 V  0޽h ?"`O,519" 9#8$= f___PPT10i.bp+D=' = @B +t N (  RB  s *D0X"  0`    <,ԙ"`E NImproved Student Achievement   <ə  FAssumptions - IF -     <L0 Logic Model  The New England School Improvement Planning Network CCL  c $0 @0 L  c $p @L  c $P @PRB  s *D0RB  s *DA" % 0'"` @ s_The leadership team will continue to improve its skills and ability to lead the change process." ( 0+"`p@0 {gAdjustments can be made in the school plan if the evidence indicates progress is lagging or off target. ) <  RIntermediate Outcomes - THEN - " - 0"`P  <(NECAC gives onsite technical assistance. . 0X 0@ DProgram Elements L 2 c $ y0 LB : c $DP p < 0"`@y  $Schools are supported throughout the year by onsite technical assistance, including help in monitoring implementation of their plan using data to make informed decisions, professional development targeted at specific identified needs, encouragement from a critical friend." > 0"``@  The school will have encouragement and expert guidance to ensure that knowledge, skills and tools are used to improve teaching and learning.$ N T ?"6@ NNN?Nc b0New England Comprehensive Assistance Center 9/041 1 V  0޽h ?"`O<>:% :( -<2 f___PPT10i.bp+D=' = @B + t " O(  LB B c $D LB  c $D] } ] RB  s *D0E0X"  0`P    <"`E NImproved Student Achievement   <  FAssumptions - IF -     <d0 Logic Model  The New England School Improvement Planning Network CCL  c $ U L  c $ URB  s *DPEPRB  s *DP IP " & 0,"`@U  ~A multi-school learning community exists to provide additional support and guidance to each other for its improvement efforts." ' 08>"` U aMSchools become re-energized and committed to improving teaching and learning. ) <(E RIntermediate Outcomes - THEN -  . 0F DProgram Elements = 4 0W"` 0 Schools are provided structured and facilitated opportunities to learn from the experiences of other schools, share their own successes, and receive constructive feedback from each other.LB ; c $D  ? 0^"` P Schools reflect on a yearlong process of improving, celebrating successes and identifying needs to be targeted during the next year.L @ c $ L A c $p p LB C c $D  p " D 0XT"`{  P<NECAC convenes the leadership teams for spring work session." E 0"`W The process of school improvement will continue, based on both analysis of data and a recommitment to improve the learning environment for all students.L F c $ W$ O T ?"6@ NNN?Nc b0New England Comprehensive Assistance Center 9/041 1 V  0޽h ?"`_ ;& ;'C?@C4A?EF f___PPT10i.bp+D=' = @B +Gt ^ V @Nx (  RB  s *DERB  s *D E LB  c $DP X"  0 P   <ʗ"`E NImproved Student Achievement   <̗  FAssumptions - IF -     <Η0 Logic Model  The New England School Improvement Planning Network CC ) <  RIntermediate Outcomes - THEN -  . 0(p DProgram Elements d2 G <ZGiHII 5XyC H 0 "``y P  School communities are guided and supported throughout the year, with an emphasis on using data and a systemic approach to improving student achievement, with a minimum of a 2-year involvement." I 0L "`@a8 ~The school culture will begin to change toward a collaborative process of continual improvement using data to drive decisions." J 0t"`[ ASchool leadership and organization, parental and district involvement, professional development, curriculum/instruction/ assessment, and other elements shown to impact student learning will continue to be improved, all targeted toward improving learning for each student.L K c $ aL L c $ [ LB M c $D $ N Td ?"6@ NNN?Nc b0New England Comprehensive Assistance Center 9/041 1 V  0޽h ?"`?`HGMIKMJL f___PPT10i.bp+D=' = @B + t :(  r  S dx:     S #d  "hp`PpH  0޽h ? 3ffffff___PPT10i.)6z+D=' = @B +t `T(  TN2 T 3 #" `>p  T  `\*1? h  u-CORE REALM Instruction Curriculum Assessments,.0  # T  `21? b DIMENSIONS OF SCHOOL IMPROVEMENT&!0 !H T 0޽h ? f___PPT10i.a+D=' = @B +$t KCl(  l l  `81?nP 0   w-CORE REALM Instruction Curriculum Assessments..0  #N2 l 3 #" `N2 l 3 #" `p  l 6?"@ @ ; D0   l 6B"@ @ ; D0   l 6F"@ @ ; D0   l 6J"@ @ ; D0    l 6P"@ @ ; D0    l 6R"@ @  D0    l 6(V"@ @  D0    l 6Y"@ @  D0    l 6]"@ @  D0   l 6ha"O@ @  D0   l 6Pe"O@ @  D0   l 6j"@ @ = D0   l 6Xm"@ @ = D0   l 6p"@ @ = D0   l 6t"@ @ - D0   l 6w"@ @ - D0   l 6{"@ @ - D0  * l T1? ^ENABLING REALM Professional Development Leadership and governance Structural reform strategies,_0 P l T1??   x<Culture and Climate Data-based accountability And evaluation =0 = l  `1? g b DIMENSIONS OF SCHOOL IMPROVEMENT&!0 !H l 0޽h ? a(y___PPT10Y+D=' = @B +t  p(  pN2 p 3 #" `` N2 p 3 #" `  N2 p 3 #" `    p Th1?(X4 y1SUPPORTING REALM Parent and community involvement,20 !D p TX1?~0P  ^ENABLING REALM Professional Development Leadership and governance Structural reform strategiesF0 P P p T1?  w-CORE REALM Instruction Curriculum Assessments..0  $ p T1?@ H  p<Culture and Climate Data-based accountability And evaluation= =  p T1? 0P w;Extended learning activities External support and resources <0 <  p  `1?P b DIMENSIONS OF SCHOOL IMPROVEMENT&!0 !H p 0޽h ? a(y___PPT10Y+D=' = @B +y! t    @.. (  p  H''8cpp?h  p  H''8cpp?I xp  H''8cpp?p6p  HU(I8cpp?Z g p  H(I8cpp?  p  HU(I8cpp?p  H8cpp?p   H(I8cpp? b" pB   H'1?< ipB   H'1?(S pB   H(I1?cpB   H'1? pB  H'1?AB pB @ H'1?^2  68c?   Ngֳgֳ'?@ W \Structural Reform Strategies$0( 2 $  Ngֳgֳ'?l   fStandards Based Curriculum/ Instruction/ Assessment$40( 24   Hpgֳgֳ''?f k  \External Support/ Resources$0( 2   Hagֳgֳ?r NData Based Accountability & Evaluation:(0( 2'    Hegֳgֳ?_ T/m  VCulture & Climate(0( 2   H|gֳgֳ?   bFamily & Community Involvement(0( 2   Ngֳgֳ?Ud?c iLeadership & Governance60( 2    Nܖgֳgֳ'?GU YProfessional Development$0( 2   Hgֳgֳ?l UCommunity Context(0( 2'NF N  L  ]   S BUCDEF ''pp?FF  #-:|DmO]XMb;l+t{ wfT>- 2@R_n}}vof_WLC9- $$ -8BKT^fov|t1NT @N  L  S BQCDE$F,''pp? PMPMPMP@T  gNF hL   t  S BUCDEF ''pp?FFJV_lx #-:DOXbl)t:{K^n';NTC4"}vof_WwLjC_9T-H$;0 ' t#NNJ@jL  S BQCDE$F,''pp? PM@hgpB   HD'1?  pB ! HD'1?A pB " HD'1?  pB #@ HD'1? dpB $@ HD'1?K @pB % HD'1?xb pB & HD'1?S pB ' HD'1?  ( Hgֳgֳ? E  UStudent Equity Lens&0( 2'p ) HU(I8cpp?   * Ngֳgֳ?   rExtended Learning Activities:0( 2  pB + H'1? M pB , HD'1?Z pB -@ H'1?jj pB . H'1? S H  0޽h ? 3ffffff___PPT10i.ۜE+D=' = @B +&  tZK0 x(  xr2 x <>?"`R` x Z}gֳgֳ ?s-' GStudent Equity Lensg x <Xp,$D 0 THE STUDENT AS AN INDIVIDUAL Learning styles: strengths and weaknesses Social/cultural background Language history Family ,cX x <Pp  THE STUDENT AS A MEMBER OF SOCIAL/CULTURAL GROUPS History of racism and/or discrimination Achievement expectations Educational issues Commonly held stereotypes ,2sF x <W  nSTUDENT PERFORMANCE DATA How each student is progressing over time Patterns of performance: Which groups of students are doing well? Which are not? In what subject-areas? Identification of standards gaps and equity gaps in performance (i.e. patterns of performance by race/ethnicity, limited English proficiency, economic status, gender, disability status) PUlH x 0޽h ? a(___PPT10~+,Db' = @B D' = @BA?%,( < +O%,( < +DT' =%(%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*xH%(+{u  ''028 q'(   B . s *D` P ,$D 0B 4 @ s *D 0 ,$@ 0B  s *D p,$D 0B 5 s *Dp ,$@ 0B  @ c $D@,$@ 0B  @ c $Dp,$@ 0B / @ c $Dp,$@ 0B & @ c $D@ 0@ ,$@* 0B ( @ c $D 0 ,$@+ 0B ) c $D` P` ,$@, 0B 3 c $Dp0p,$@ 0x + 0 "`` 0 ,$@ 0 Public Engagement in School s & District s Process for Continual Improvement"M <   0"`R`@0,$@ 0 n<Policies & Practices to Ensure Physical and Emotional Safety==   00T YThe Components of a Learner-Centered Comprehensive School & District Accountability ModelZZ2  0"` @,$@ 0 ^Continual Updating of Data on Academic Achievement as Measured Against State & Local Standards__ ,  0ȳ"``,$@ 0 XDocumented Alignment of Curriculum Instruction & Assessment with State & Local StandardsYY   0l"`0,$@ 0 V$Student Choices to Optimize Learning%%   0j"`0 ,$@ 0 DQualified Teachers   0u̙"` 0 ,$@- 0 OMultiple Measures for Testing    0\q̙"` 0`,$@. 0 j8Multiple Ways for Student to Demonstrate What is Learned99    0xf̙"` 0 ,$@0 0 j6Equitable Opportunities to Demonstrate What is Learned77   0li"` ,$@  0 T Equitable Opportunities to Learn!! N  0"` P ,$@ 0 zFrequent Monitoring of Individual Student s Academic Progress>> F  0"` p,$@ 0 rInstruction Adjusted as Necessary to Meet Learner s Needs::   0"` ,$@ 0 X&Data Continually Available to Teachers'' B  s *D 0  ,$D1 0B  c $D` 0` ,$@  0B  s *D ` ,$D) 0B  c $D` ,$@! 0B  c $D` 00 ,$@" 0B  s *D` `,$@# 0B  c $D00,$@$ 0B  s *D0,$@% 0B  c $D`,$@& 0B  c $Dpp,$@  0  0"`~ ,$@  0 m;Professional Development & Other Teacher Support Mechanisms<< B ! c $DP,$@  0B " c $D~,$@  0B # c $DPP,$@ 0B $ c $D,$@ 0B % c $D@  ,$@/ 0B ' c $D@,$@ 0 * 0Q"``P,$@ 0 Timely Reporting of Student Achievement Data: Disaggregated to Show Progress in Ways That Are Understandable to All Stakeholders Groups; Individual Reports to Parent/Guardians"  ) , 04"`@PP,$@ 0 UUsing Multiple Data Sources to Identify Root Causes When Students Are UnderperformingVV | - 0"` 0P,$@' 0 Adapting Research or Evidence-based Practices to Improve Each Student s AchievementUU  0 0 "`p ,$@ 0 CData Management  1 0"`  ,$@( 0 <Data Use   B 2 c $DP,$@ 0G2 8 TD ?"6@ NNN?Np  ,$D 0 QEach Student high performanceV  0޽h ?"` 33ZSRS___PPT102S.~p*A+-JeDO' = @B DAO' = @BA?%,( < +O%,( < +DB' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*/ %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*! %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*" %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*# %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*$ %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*' %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*5 %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*8 %(Dd' =%(D ' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*, %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*0 %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*2 %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<** %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*+ %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*4 %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*. %(D' =%(D9' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*3 %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*- %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*1 %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D/ ' =%(D ' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*& %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*( %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*) %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*% %(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(++0++  ++0+  ++0+  ++0+  ++0+  ++0+  ++0+  ++0+  ++0+  ++0+  ++0+  ++0+  ++0+*  ++0+-  ++0+1  ++0+8  +ot  @ P(  PB P@ # l?D1?"0 P |B P TD1? 4 B P@ # l?D1?"L @0 |B P TD1?@ P B P@ # l?D1?"@@ P ZH1?"`P ` T Identify Effective Interventions!!BB P@ # l?D1?" 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f___PPT10.g+YD~' = @B D9' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*>%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+ t  0(   x   c $Sdx:  S x   c $Sd S H   0޽h ? f___PPT10i.rб+D=' = @B +2  t p\(  x  c $XSdx:  S   c $TSd`<$D 0 S H  0޽h ? f___PPT10.iy+YD' = @B Du' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*Qx%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*x%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(+ t \(  x  c $H$Sdx:  S   c $D%Sd<$D 0 S H  0޽h ? f ~ ___PPT10^ .it+YD2 ' = @B D ' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*m%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*&%(+ t \(  x  c $6Sdx:  S   c $P:Sd<$D 0 S H  0޽h ? f___PPT10.jЎ+YD~' = @B D9' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*V%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*V%(+ t \(  x  c $BSdx:  S   c $CSd<$D 0 S H  0޽h ? f___PPT10.k %u'+YD~' = @B D9' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*Y%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*:%(+ t  \(   x   c $SSdx:  S    c $TSd<$D 0 S H   0޽h ? f___PPT10.l +YD~' = @B D9' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* Y%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(+u  P0(  Px P c $\Sh`@0 S x P c $\]Sh0 @0 S H P 0޽h ? f___PPT10i.vxc+D=' = @B + t %x>(  xf2 x 01"`P`2 x s *"`ppl2 x 61"` 2 x 60hS1"`p@@p  :  x <gS  pMath ELA Science Soc. Sci.@2 x < L  = (content)  x |3M WGo?InstructionTimes New Roman"`` 0  x  WGo?Curriculum Times New Roman"` ` x  WGo?Assessment Times New Roman"`6P `  x $ WGo?Standards-Based Times New Roman"` 0 `  x (~4 WGi?Data-based accountabilityTimes New Roman4   x %P]* WGi?Continuum ComponentsTimes New Roman0= A x RZ$ WGu?Leadership VisionTimes New Roman `  x Y2 WG8#?Professional DevelopmentTimes New Roman `@ x S1> WGg?Parent & Community InvolvementTimes New Roman H :  x h( WGu?Time for ReflectionTimes New Roman"`  x 5. WGyax?FacilitationTimes New Roman"` I x =P6 WGu?Data-Based Decision MakingTimes New Roman"` s  x ;| WGGZz?ResourcesTimes New Roman"` z %x 0tSP Z  ;ATAH x 0޽h ? 3ffffff___PPT10i.o0ϙ+D=' = @B + 0 aY |(  | |  T1 ?UP   S | C xShh ? D  S ]IEquity comprises a number of considerations that we cluster into 3 realmsH | 0jB ? a(^+ 0 n(  ^  S NH   S  c $S x!  S dPBegin with our logic model that explains the rationale for each program element H  0jB ? 3380___PPT10.d$ :z> 0 |(  |^ | S NH   S | c $0S x!  S lOuter ring contains some examples of  how we work  i.e., our TA strategies Yellow rings are the components of a continually improving, student centered school on which we focus our TA on a whole-school basis. The inner circle addresses the actual content PD for teachers. For our legacy we are focusing on the outer 3 rings. We have shorthand labels for each section: pink= process-process, yellow=content-process and blue=content-contentH | 0jB ? 3380___PPT10.p? 0  P(  ^  S NH   S  c $hS x!  S 8These are based on all the research we could find 2 years ago, primarily from studies of the characteristics of as Joe Johnson calls them, the  beat the odds schools, i.e., hi poverty and diversity, yet high performing. Interestingly, we then found that all but one aligned with the CSR components. CSR omitted no. 6 culture and climate, but in the new version, actually added that component. For each of these we have defined the element comprising the component, created a rubric schools can use to assess their status, based on examples of measures and evidence that we provide. We have a document called the Assessment Continuum of Schoolwide Improvement Outcomese8} H  0jB ? 3380___PPT10.S@w  0 `(  ^  S NH   S  c $S x!  S }iFor us, these components follow a hierarchy, at the center of which is what happens in the classroom withH  0jB ? 3380___PPT10.Fe 0 A9p(  ^  S NH   S3  c $S x!  S The second level are all those components that enable teachers to provide equitable opportunities for learning and assessment that will result in high performance by all students.H  0jB ? 3380___PPT10.pњV 0 f(  ^  S NH   S  c $S x!  S \HThe elements across all three dimensions are the 9 components of high performing schools. However, all of the elements within these dimensions must be viewed through the lens of what is needed to ensure each student has access to both the opportunity to learn and the opportunity to demonstrate what she knows and is able to do.H  0jB ? 3380___PPT10.`f`B 0 p(  ^  S NH   S  c $S x!  S fRThus, each of the 9 components is always viewed through the lens of student equityH  0jB ? 3380___PPT10.`/˓ 0 (  ^  S NH   S   c $0S x!  S hThere is another perspective through which we view school performance: accountability. We define accountability in a broader way than it is normally defined. We have clustered the elements of accountability into 4 areas: equitable opportunities to learn and to demonstrate what is learned, data management and use, and community engagement and communication.K H  0jB ? 3380___PPT10.<i  0 y(  ^  S NH   S  c $@S x!  S o[Finally, at the school level, we follow this data-based system for ensuring student successH  0jB ? 3380___PPT10.v2$C 0 4(  d  c $NH   S  s *S x!  S  H  0jB ? 3380___PPT10.d$ :$D 0 4(  d  c $NH   S  s *0S x!  S  H  0jB ? 3380___PPT10.d$ :$E 0 4(  d  c $NH   S  s *S x!  S  H  0jB ? 3380___PPT10.d$ :$F 0 04(  d  c $NH   S  s *HS x!  S  H  0jB ? 3380___PPT10.d$ :$G 0 P4(  d  c $NH   S  s *ģ  x!  S  H  0jB ? 3380___PPT10.d$ :r@8hHNX[ `kLnzQXZs]  2 ]0?2W46z8`rA{-+)BiS':EpfM UP0;|"* KJTewbOh+'0 hp   Slide 1Dorothea WheelereEchoheaUserhea33rMicrosoft PowerPointP@7ڃ@4~@c Gt g  N  Y--$XX--'--%}P}--'3ff--F$!  !!! --'--F$!<975321000123579<>@BDEFGGGFEDB@><--'--F$!a_][YXWVVVWXY[]_adfhjklmmmlkjhfda--'@"Arial-. 2 LEAVING A  # ."Systemi-@"Arial-. 2 LIVING LEGACY  # $ .-@"Arial-. 2 = Region I: C.-@"Arial-. 2 =The New England .-@"Arial-. 62 )=Comprehensive Assistance Center  .-@"Arial-. N2 _=/Serving Connecticut, Maine, Massachusetts, New          .-@"Arial-. <2 q=#Hampshire, Rhode Island and Vermont         .-՜.+,0    On-screen Show EDCO%: +ArialTimes New Roman WingdingsBookman Univers 55EchoLEAVING A LIVING LEGACY7AN EVIDENCE-BASED INTERVENTION FOR SCHOOL IMPROVEMENT:Goals and ClientsUltimate Purpose SIPN GoalsDirect Clients$Research & Evidence-based FrameworkSlide 8Slide 9 Slide 10 Slide 11 Slide 12 Slide 13,Nine Components Of High Performing Schools Slide 15 Slide 16 Slide 17 Slide 18 Slide 19 Slide 20 Slide 21 StrategiesKey Elements of SIPNThe Way We Work The Way We WorkTargeted TrainingEvidence of Success  Student Performance Student PerformanceStudent Performance Client Impact Self Report Client Impact Self ReportClient Impact Self ReportClient Impact Self ReportClient Impact Self ReportThe Challenge: Slide 37  Fonts UsedDesign Template Slide Titles%_UserUser  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|~Root EntrydO)Current UserSummaryInformation(}PowerPoint Document(DocumentSummaryInformation8