Introduction to Interim Measurable Objectives (IMOs)

Arkansas Department of EducationDivision of Learning Services

School Improvement

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Real World ExampleJingle Bell Run/Walk

Year Background Information

2012-13 Walking around the block at a distance of 0Not walking in an official race in 2012-13Treadmill sporadically used

2013-14 Walk in the 5 K Jingle Bell Run/Walk with daughter in December of 2013Chart the number of walks and distance per day/week/month on a calendar

Date, Time, and Location of the Jingle Bell Run/Walk

22nd Annual Little Rock Jingle Bell Run/Walk December 07, 2013 11:00 a.m. Clinton Presidential Library

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Series of Checkpoints for targeted IMOs

Walking Progress2013-14

IMO 1September 07, 2013

IMO 2October 10, 2013

IMO 3November 11, 2013

GoalDecember 07, 2013

Distance per month

1.25 K 2.5 K 3.75 K 5 K

IMO/AMO Statements

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Purpose of the Training

• Examine Interim Measurable Objectives as defined in the ESEA Flexibility document.

• Develop a process for creating IMOs.• Create relevant IMOs.

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Interim Measurable Objectives

1. Teacher and leader practice

2. Student progress and achievement—objectives must be set for evaluating interim progress of each low performing subgroup contributing to achievement gaps within the school.

3. Student safety and discipline

4. Parent and community engagement

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Priority SchoolIMOs

Interim measurable objectives for:

1. Teacher and leader practice

2. Student progress and achievement—objectives must be set for evaluating interim progress of each low performing subgroup contributing to achievement gaps within the school.

3. Student safety and discipline

4. Parent and community engagement (Turnaround Principles 1, 2, & 4; Strong Leadership, Effective Teachers, & Strengthening Instruction) 7

Focus SchoolIMOs

The ADE SIS will monitor quality and effectiveness of the district and school in meeting interim objectives and summative AMOs in the TIP.

Interim measurable objectives for closing the achievement gap:

1. Teacher and leader practice

2. Student progress and achievement—objectives must be set for evaluating interim progress of each low performing subgroup contributing to achievement gaps within the school.

3. Student safety and discipline

4. Parent and community engagement8

Flexibility Year 1/Priority

Page 93 - Priority schools and their LEAs that fail to show progress on their IMOs such as lack of commitment to implementing the PIP may be subject to losing flexibility in the use of state and/or federal categorical funds.

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Flexibility Year 1/Focus

Page 103 - School and district leadership sign Memorandum of Understanding that outlines accountability and sanctions for implementation of TIP and failure to meet interim and/or summative measurable objectives.

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Flexibility Year 2/Priority

Page 94 - ADE SIS monitors external provider, school and district progress weekly based on the PIP and the interim measurable objectives.

Page 94 - School leadership team and external provider submit Year 2 PIP progress report of Priority Schools’ progress on interim measurable objectives to district leadership team and ADE SIS and SST.

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Flexibility Year 2/Priority

Page 94 - Priority Schools and their LEAs that fail to meet interim measurable objectives may be subject to Academic Distress status. The Arkansas State Board of Education has begun the process to redefine academic distress. A new definition would provide the state with the authority to take control of the school district if progress toward stated goals is not occurring.

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Flexibility Year 2/ Focus

Page 104 - ADE SIS monitors external provider, or site-based school improvement leader school and district progress monthly based on the TIP and the interim measurable objectives.

Page 104 - School leadership teams and external providers (where applicable) submit Year 2 TIP progress report of Focus Schools’ progress of interim measurable objectives to district leadership team and ADE SIS.

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Flexibility Year 2/Focus

Page 104 - If ADE determines that a Focus School is not making progress after one year on the interim measurable objectives or the AMOs, an approved external provider will be required to facilitate the implementation of the TIP.

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Vocabulary

• AMO- Annual Measurable Objective (Reference to the AMO Report)

• IMO-Interim Measurable Objective

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What is an IMO?

Interim: between, intervals

Measurable: a portion, a degree, an estimate of what is to be expected, a step planned or taken as a means to an end

Objectives: something toward which effort is directed, a goal.

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IMO

• An objective (goal) that is planned with intervals.

• Between now and then, how are you going to break your goal or objective into a series of connected measures that will allow you to accomplish your goal in intervals with increasing or decreasing proportions?

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IMO Components

• Date- Calendar date

• Number/Percentage- the amount of change to increase or decrease

• Who or What- Who and/or what the change will affect

• Objective/Goal- What is to be accomplished

• Tool- What is used to measure the change

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Guiding Questions

• WHEN is the objective to be accomplished?

• WHAT number/percentage is to be achieved? What baseline data will be needed?

• WHO or What will be affected? • WHAT objective will be accomplished?• WHAT tool will determine the outcomes?

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Basic Sample Structure

By (DATE), (NUMBER/PERCENT)% of

(WHO AND/OR WHAT) will meet

(OBJECTIVE/GOAL) as determined by

(TOOL).

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Basic Sample IMO

By (_________), (__________________)%

of (______________) will meet

(_______________) as determined by

(______).

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Example IMO 1

By October 31, 2013, 85% of required Classroom Walkthroughs, CWTs will be completed by trained personnel as indicated by Teachscape report. (IF07 and SA Standard 6)

(Sample Change in Leader Practice –ESEA Flexibility IMO sample IF07 )

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Example IMO 2

By October 31, 2013, 200 of

required Classroom Walkthroughs, CWTs will be completed by trained personnel as

as indicated by Teachscape report. (IF07 and SA Standard 6)

(IF07 and SA Standard 6)

(Sample Change in Leader Practice –ESEA Flexibility IMO sample IF07 )

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Example IMOs showing another order

• On October 12, 2012, The Leadership Team will examine office discipline slips to ensure that classroom referrals will be decreased by 5%.

• From August 19, 2012 to October 12, 2012, there will be a 5% decrease in the number of office discipline slips submitted to the principal and leadership team.

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IMO - Process

1. Collect Baseline data- During the month of August 2013, 243 discipline slips were submitted to the office.

2. Write the IMO- By October 12, 2013, There will be a 5% decrease in the number of classroom referrals submitted to the principal and leadership team.

3. Review IMO data following the completion date (Post-data) - During the month of October 2013, the data showed there was a 10% decrease in office referrals at 219.

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If the IMO was not met what will be the next steps?

• Modify/update the TIP and PIP to reflect the current reality • Gather data• School leadership team or staff will analyze the

actions connected to the IMO. (In many cases the IMO may be attainable.)

• Targeted Professional Learning (Professional Development)

• Adjust the next IMO (if applicable)

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Where should we find IMOs in the School Improvement Plan?

IMOs are placed in the Benchmark section of the School Improvement (ACSIP) Priority immediately following the goal.

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For the schools using IndistarWise Ways Indicator:

Keeps a focus on instructional improvement and student learningoutcomes.(57)

• Schmoker encourages schools to set small, measurable goals that can be achieved monthly, quarterly, or annually.

• Small, measurable successes are the seeds of large-scale success, and can release optimism and enthusiasm, or “zest” as Schaffer calls it.

• A teaching staff can use this zest to maintain energy for reaching further goals.

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Real World ExampleJingle Bell Run/Walk

Year Background Information

2012-13 Walking around the block at a distance of 0Not walking in an official race in 2012-13Treadmill sporadically used

2013-14 Walk in the 5 K Jingle Bell Run/Walk with daughter in December of 2013Chart the number of walks and distance per day/week/month on a calendar

Date, Time, and Location of the Jingle Bell Run/Walk

22nd Annual Little Rock Jingle Bell Run/Walk December 07, 2013 11:00 a.m. Clinton Presidential Library

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Series of Checkpoints for targeted IMOs

Walking Progress2013-14

IMO 1September 07, 2013

IMO 2October 10, 2013

IMO 3November 11, 2013

GoalDecember 07, 2013

Distance per month

1.25 K 2.5 K 3.75 K 5 K

IMO/AMO Statements

From 08/05/13 to 09/07/13 the Jingle Bell participant will complete 1. 25 K run/walk as indicated in iPhone fitness App..

From 09/07/13 to 10/10/13 the Jingle Bell participant will complete 2.5 K run/walk as indicated in iPhone fitness App..

From 10/10/13 to 11/11/13 the Jingle Bell participant will complete 3.75 K run/walk as indicated in iPhone fitness App..

By 12/07/13 the Jingle Bell participant will complete 5 K in an official race as indicated in iPhone fitness App..

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Comments on IMO Introduction

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Understanding IMOs in Context Scenario #1

The Power in IMOs

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Background information

Sample High School

Building grades 9-12

ESEA Flexibility Status Priority School

AMO 2012-13 • In improvement for math

• 20 Algebra I students

AMO 2013-14 • AMO 57%• 32 Algebra I students

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Background information

Algebra I2012-13

Interim Assessment

1

Interim Assessment

2

Interim Assessment

3

Interim Assessment

4

Percentage of students scoring Proficient or Advanced

32% 28% 17% 26%

Number of students scoring Proficient or Advanced (Total of 20 students).

6/20 6/20 3/20 5/20

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Flexibility Turnaround Principle

• Change Teacher and Leader Practice

• Student Progress and Achievement

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Goal: Increase Math Scores and reach AMO of 57%

Intervention: Instructional Teams develop standards-aligned units of instruction for each subject and grade level (IIA01)

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Action 1: Teachers align Algebra I instruction to interim assessment during common planning time. July 12 first unit of instruction due. August 2 second and third units due. September 6 fourth unit due.

Action 2: August 19, 2013, Algebra I lesson plans reflect alignment of instruction.

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Action 3: Support Algebra staff with embedded professional learning utilizing instructional facilitators and cooperative staff using common planning time and assigned days with substitutes.

Action 4: Leadership follows with classroom observation, Focus Walks and CWTs to monitor alignment.

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Targeted Benchmark

Algebra I2013-14

Interim Assessment

1

Interim Assessment

2

Interim Assessment

3

Interim Assessment

4

Percentage of students scoring Proficient or Advanced

45% 50% 55% 60%

Number of students scoring Proficient or Advanced (Total of 32 students).

14/32 16/32 18/32 19/32

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IMO Targeted Benchmark

Algebra I2013-14

IMO IMO IMO IMO

Percentage of students scoring Proficient or Advanced as indicated in an IMO statement.

45%IMO: By September 27, 2013, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 45% (14 students). (Post data to be included)

50%IMO: By December 15, 2013, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 50% (16 students).  (Post data to be included)

55%IMO: By February 17, 2014, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 55% (18 students). (Post data to be included)

60%IMO: By April 4, 2014, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 60% (19 students). (Post data to be included)

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A Series of IMOs

IMO: By September 27, 2013, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 45% (14 students). (Post data to be included)

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A Series of IMOs

IMO: By December 15, 2013, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 50% (16 students).  (Post data to be included)

IMO: By February 17, 2014, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 55% (18 students).  (Post data to be included)

IMO: By April 4, 2014, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 60% (19 students).  (Post data to be included)

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Post IMO DataAlgebra I2013-14

Interim Assessment

1

Interim Assessment

2

Interim Assessment

3

Interim Assessment

4Percentage of students scoring Proficient or Advanced

45%Met 45%

50%Exceeded 50% at 55%

55%Met 55%

60%Did not meet 60%Met 55%

Number of students scoring Proficient or Advanced (Total of 32 students).

14/32

14/32

16/32

18/32

18/32

18/32

19/32

18/32

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IMOs in a Series including Post data

IMO: By September 27, 2013, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 45% (14 students). (Data showed 45%, 14/32.)

IMO: By December 15, 2013, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 50% (16 students).  (Data showed 55%, 18/32.)

IMO: By February 17, 2014, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 55% (18 students).  (Data showed 55%, 18/32.)

IMO: By April 4, 2014, the Algebra I interim assessment will increase the number of students scoring Proficient and Advanced to 60% (19 students).  (Data showed 55%, 18/32.)

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If the IMO was not met what will be the next steps?

• Modify/update the TIP and PIP to reflect the current reality • Gather data• School leadership team or staff will analyze the

actions connected to the IMO. (In many cases the IMO may be attainable.)

• Targeted Professional Learning (Professional Development)

• Adjust the next IMO (if applicable)

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Comments and Questions

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Understanding IMOs in Context Scenario #2

The Power in IMOs

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Scenario #2Part A

Safety and Discipline Subcommittee:

During the 2012-13 school year there were 882 referrals during instructional time reported to the office for a variety of classroom discipline issues. Due to these referrals, students are missing significant instructional time.

The Subcommittee has analyzed and reported the following data to the Building Leadership Team:

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Background informationSample School Building

Student Discipline Information

882 referrals in 2012-13 during instructional time

85% were minor infractions according to policy and student handbook

15% of all referrals were major infractions according to policy and student handbook

Of the above 15%, 65% of major infractions were due to fighting

55% of the 882 referrals were initiated from the same grade level49

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

156 273 162 291

Scenario #2Part B

Building Leadership Team:

In order to plan specific interventions and related actions, the Leadership Team will need to review the referral data from the Student Safety and Discipline subcommittee.

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IMO Teamwork Activity

• Develop a written goal from the above scenario.

• Create an Intervention (For those using Indistar- This Intervention may or may not be tied to an Indistar Indicator.)

• Write multiple actions to support a fully developed Intervention. (For those using Indistar – Tasks)

• Identify the ESEA Flexibility aligned Turnaround Principle: Change in Teacher and Leader Practice Student Progress and Achievement Student Safety and Discipline Parent and Community Engagement

• List a series of four connected IMOs to reach the goal.51

Activity – 1. After developing the IMOs and implementing the improvement plan, post data must be included with the IMOs. Return to the written IMOs on your chart paper and write sample post data for the first IMO.

2. What changes if any must be in place before the next IMO deadline?

3. Write the next steps to address the goals that were not achieved by the IMO. 52

Goal: Improve student discipline

Intervention: IIIC10 All teachers reinforce classroom rules and procedures by positively teaching them. (SA Standard 4,5)

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Action 1: The Student Safety and Discipline Subcommittee will continue to complete on-going diagnostic analysis on major infractions from discipline data.

Action 2: After analyzing the data on major infractions, procedures are written and shared with staff.

Action 3: During arrival time, lunch time and dismissal, adults will be strategically placed to help reduce behavior during outside transition time. 54

Action 4: All adults will stand in classroom doorways at each bell to help reduce behavior during transition between classes.

Action 5: Leadership analyzed the data on minor infractions. Classroom observations were scheduled.

Action 6: Professional development on classroom and school management will be provided to all staff.

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Action 7: Targeted professional development will be added to appropriate staff PGPs.

Action 8: Leadership will monitor procedures and professional development with classroom observation and CWTs.

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Flexibility Turnaround Principle

• Change in Teacher and Leader Practice

• Student Safety and Discipline

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A Series of Connected IMOs

IMO/Student Safety and Discipline

By October 31, 2013, the student safety and discipline subcommittee will analyze the number of office referrals to ensure that fighting will decrease by 50% at the end of the first nine weeks. (Post data to be included)

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A Series of Connected IMOsIMO/ Student Safety and Discipline

By December 31, 2013, the student safety and discipline subcommittee will analyze the number of office referrals to ensure that fighting will decrease by 55% at the end of the second nine weeks. (Post data to be included)

IMO/ Student Safety and Discipline

By March 15, 2013, the student safety and discipline subcommittee will analyze the number of office referrals to ensure that fighting will decrease by 60% at the end of the third nine weeks. (Post data to be included)

IMO/ Student Safety and Discipline

By May 31, 2013, the student safety and discipline subcommittee will analyze the number of office referrals to ensure that fighting will decrease by 65% at the end of the fourth nine weeks. (Post data to be included)

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If the IMO was not met what will be the next steps?

• Modify/update the TIP and PIP to reflect the current reality • Gather data• School leadership team or staff will analyze the

actions connected to the IMO. (In many cases the IMO may be attainable.)

• Targeted Professional Learning (Professional Development)

• Adjust the next IMO (if applicable)

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IMO Teamwork ActivityBased on Campus Data

• Develop a written goal from the data.

• Create an Intervention (For those using Indistar- This Intervention may or may not be tied to an Indistar Indicator.)

• Write multiple actions to support a fully developed Intervention. (For those using Indistar – Tasks)

• Identify the ESEA Flexibility aligned Turnaround Principle: Change in Teacher and Leader Practice Student Progress and Achievement Student Safety and Discipline Parent and Community Engagement

• List a series of four connected IMOs to reach the goal. 61

Comments and Questions

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School Improvement(501) 683-3434

Arkansas Department of EducationDivision of Learning Services

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