planning for continuous school improvement
DESCRIPTION
Outcomes To understand the importance of utilizing multiple measures of data. To understand the systematic process for continuous school improvement planning. To understand the HISD SIP process and requirements.TRANSCRIPT
Planning for Continuous School Improvement
Professional Development Services Curriculum, Instruction, and Assessment
Outcomes
To understand the importance of utilizing multiple measures of data.
To understand the systematic process for continuous school improvement planning.
To understand the HISD SIP process and requirements.
Pre-Conditions for School Improvement
Instructional Coherence Shared Vision for School Improvement Data Driven Decision Making
Multiple Measures of Data
Demographics Perceptions Student Learning School Processes
Demographics
Because trends have a clear direction, instead of causing turbulence, they actually help reduce it because they have a significant amount of predictability.
Joel Barker
Demographics
Schools should begin the planning process by setting the context
What we believe turns into expectations and then action
Longitudinal trends are important for planning
Implications for professional learning and leadership
Perceptions
Perceptions are important because they are someone’s reality.
Informs behavior of the staff, students, and parents
For table conversation--What are some of the perceptions we can gain regarding students? Staff? Parents?
Staff values and perceptions impact behavior Perceptions have an implication for planning
Student LearningWhy is it Important?
Measures student group proficiency Assess individual or group achievement Assess added-value progress Guide curriculum development or revision Improve instruction Understand which programs are getting the results
we want Accountability PLC Key Questions Formative assessments
School Processes
Improvement is not achieved by focusing on results, but by focusing on improving the systems that create the results.
National Leadership Network
School Processes
Most difficult to measure Evaluate impact of curriculum, instruction,
assessment, and interventions What processes will create the results we
want?
Evaluation of School Processes
Review the continuum and determine where your school is in each area.
Pair/share- Discuss your reflections with a partner.
Intersection of Data– Moving from Random Acts of Improvement to Focused Acts of Improvement
What processes or programs work best for different groups of students measured by student learning results?
What impact do demographic factors and student attitudes about the learning environment have on student learning?
Are all groups of students represented in the different programs and processes offered by the school?
Table Activity
Categorize each of the activities as Input, Process, or Outcome
InputData elements that describe the “givens” that are usually beyond our immediate control.
ProcessElements that describe the actions learning organizations plan for and implement to get the outcomes they are striving to achieve, given the input.
OutcomeThe data elements that describe the results of a learning organization’s processes.
Table Activity (con’t)
The Process
Review of flow chart questions HISD planning process HISD template
Resources
Victoria Bernhardt, Using Data to Improve Student Learning
DuFour, DuFour, Eaker, and Many, Learning by Doing
List of resources on handout aligned to district initiatives and framework
Next Steps
Gather and analyze demographic data to extent possible
Discuss mission, vision, and values If possible, determine perceptions of stakeholders Analyze student achievement data Develop first draft of 3 SMART goals