School Improvement Planning Leadership Council and Principal Meetings September/October 2010.

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School Improvement PlanningLeadership Council and Principal MeetingsSeptember/October 2010AgendaSchool Improvement Plan with Populated DataSchool Improvement Planning ProcessExample Plans and Plan CriteriaPerformance FrameworksData AnalysisRoot Cause IdentificationTarget SettingAction PlanningColorado Unified Planning Template for SchoolsMajor Sections:Summary Information About the SchoolImprovement Plan InformationNarrative on Data Analysis and Root Cause IdentificationAction PlanSchool Improvement Planning ProcessTimeline for School Accreditation and Plan SubmissionDistrict Accountability Handbook p. 54SVVSD Timeline for School Accreditation and Plan SubmissionTurnaround, Priority Improvement, Title 1 on Corrective ActionDec. 1 turn into Area Assistant Superintendent for review and feedbackJan. 7 with revisions completed turn into Area Assistant Superintendent March 30th submit revisions from State Review Panel feedback to CDE (not Title 1 schools)Other SchoolsMarch 1st to Area Assistant SuperintendentApril 8th with revisions completed turn into Area Assistant Superintendent All Plans must be reviewed by District Accountability/Accreditation Committee before submitting to CDEPlanning TerminologyAppendix A: District Accountability Handbook, p. 23 Review each of the terms listedTerms:Performance IndicatorMeasureMetricRoot CauseMajor Improvement StrategyAction StepInterim MeasureImplementation BenchmarkSchool Improvement Plan (SIP)Section I: Summary InformationExamine section 1Mark sections with a that you need more clarification onDiscuss with a partnerWhat data surprised you?What data are you most proud of?At initial glance, what is an area of weakness?Questions School Improvement Plan (SIP)Section II: Improvement Plan InformationAdditional Information about the School Most schools will not answer yes to any If you are not sure ask(usually Regina) Improvement Plan InformationState Accountability (most schools)Plus Title 1A (some schools)If not sure ask(Regina)Section III. Narrative on Data Analysis and Root Cause IdentificationStep 1 Gather and Organize Relevant DataStep 2 Analyze Trends in the Data and Identify Priority NeedsStep 3 Root Cause AnalysisStep 4 Create the Data NarrativeExample Plans and CriteriaElementary/Middle SchoolHigh SchoolDiscuss with a partner:How is this the same as previous goal setting in our District?How is it different?Performance Indicators, Measures, Metrics and Example TargetsPlease read a couple of the examples.Plan CriteriaSection III, Step 1:Gather and Organize DataRead Step One on p. 4 of the planMake a list of data your school has available for school improvement planningWhat questions can your data answer?Gather and Organize DataRequired reports: www.schoolview.orgSchool Performance FrameworkGrowth Summary ReportAYP SummariesPost Secondary Readiness DataRecommended: the use of more sources of data (elementary should definitely consider primary data like PALS)Must consider at least three years of dataData Sources in our DistrictSchoolview.org reports listed in previous slideAlpine Achievement Colorado Assessments - CSAP, CSAPA, CO-ACT, Colorado Growth Model, CELA, AYP ReportData Warehouse PALS, AP, DIBELS, and many more (soon to come Galileo, Theme Tests, SRI)Plans Literacy, RtI, ALP (soon 504)Infinite CampusSection III, Step 2 Analyze Trends in the Data and Identify Priority NeedsData Driven DialogueStep 1 Predict (Activate & Engage)Step 2 Explore (Explore & Discover)Step 3 Explain (Organize & Integrate)Step 4 Take ActionStep One: Predict (Data Driven Dialogue)The purpose: To activate interest and bring out our prior knowledge, preconceptions, and assumptions regarding the data with which we are about to work. Prediction allows dialogue participants to share the frame of reference through which they view the world and lays the foundation for collaborative inquiry. The steps include:Clarify the questions that can be answered by the dataMake predictions about dataIdentify assumptions behind each predictionPrediction Sentence Starters:I predict . . .I expect to see . . .I anticipate . . .Assumption Questions:Why did I make that prediction?What is the thinking behind my prediction?What do I know that leads me to make that prediction?What experiences do I have that are consistent with my prediction?Step One (Chart Paper) (Data Driven Dialogue) PredictionsAssumptionsStep One: Predict Hints(Data Driven Dialogue)Predictions may go fairly quickly at this point because staff members have already seen some of the dataDevelop assumptions concurrentlyGroups do not need to agree upon theseGive groups a mostly blank data table to help with predictions (so they have some idea of what data they are predicting)1000OverallGrade 4Grade 5BoysGirlsFRLNonFRLELLnonELLIEPnonIEPCSAP Growth PercentileStep Two: Explore (Data Driven Dialogue)The purpose: Generate priority observations or fact statements about the data that reflect the best thinking of the group.The steps include:Interact with the data (highlighting, creating graphical representations, reorganizing)Look for patterns, trends, things that pop outBrainstorm a list of facts (observations)Prioritize observationsTurn observations into priority needsAvoid: Statements that use the word because or that attempt to identify the causes of data trends.Sentence starters:It appears . . . I see that . . . It seems . . .The data shows . . .Step 2: Explore - Hints (Data Driven Dialogue)It is very important to take the time to really explore the dataremind people to not jump to because or action steps and to really look at what the data is telling themGive people one piece of data at a timeRefine Observations:In math 58% of 5th graders were proficient or advanced compared to 52% of 4th graders.The ELL population increased from 10% last year to 30% this year.UIP - Section III, Step 2:Analyze Trends in the Data and Identify Priority NeedsRead this section on p. 4 Identify areas of strengthIdentify areas of needPrioritize needs***the first two columns (trends and priority needs) of the data analysis worksheet on p. 5 can now be filled outHow good is good enough?State Performance Indicators:School and District Performance FrameworksState expectations defined for each performance indicatorFederal Performance Indicators:Annual AYP TargetsSee, AYP Proficiency Targets and Safe HarborTrends and Priority NeedsTrends must include at least 3 years of data.Priority needs must be identified for at least every performance indicator for which school performance did not meet state or federal expectations:AchievementGrowthGrowth GapsPost Secondary/Workforce Readiness)Step Three: Explain (Data Driven Dialogue)The Purpose: Generate theories of causation, keeping multiple voices in the dialogue. Deepen thinking to get to the best explanations and identify additional data to use to validate the best theories. The steps include:Generate questions about observations Brainstorm explanationsCategorize/classify brainstormed explanationsNarrow (based on criteria)PrioritizeGet to root causesValidate with other dataGuiding Questions:What explains our observations about out data? What might have caused the patterns we see in the data?Is this our best thinking? How can we narrow our explanations?What additional data sources will we explore to validate our explanation?Step 3: Explain Hints (Data Driven Dialogue)Help groups stay open to multiple interpretations of whydevelop multiple theories of causationSeparate the generation of theories of causation from theories of action (do not go to action steps in this step)UIP Section III, Step 3 Root Cause AnalysisA cause is a root cause if:The problem would not have occurred if the cause had not been presentThe problem will not reoccur if the cause is dissolvedCorrection of the cause will not lead to the same or similar problems***the school should have control over the root causeSteps in Root Cause AnalysisGenerating explanations (brainstorm)Categorize/classify explanationsNarrow (eliminate explanations over which you have no control)PrioritizeGet to root causeValidate with other dataNon-examples of Root CauseStudent attributes (poverty level)Student motivationBrainstorm a few ideas with your table team of explanations that might appear to be root causes but dont qualifyRoot Cause ExamplesThe school does not provide additional support/interventions for students performing at the unsatisfactory level Lack of clear expectations for tier 1 instruction in math.Lack of intervention tools and strategies for math. Limited English language development.Inconsistency in instruction in the area of language development.Low expectations for all subgroups. Low expectations for IEP students.Five Whys (Explanation)Why?Because:Why?Because:Why?Because:4. Why?Because:5.Why?Because:5 Why ExampleELL students are not engaged in learning in the core content classes.Why? BecauseCore curriculum is not accessible to ELL students.Why? BecauseELL students English skills are not proficient enough to participate in discussions, ask questions, and comprehend core content.Why? BecauseThere is inconsistent English language support for students in core content classes. Why? BecauseLack of implementation of INSIDE and EDGE ELL curriculum as parallel support for ELL students in core content classes.Work At Your School So FarShare in table groups the work you have done with your school staff and/or school accountability committee so farWhat has been your process?What is your next step?UIP Section III, Step 3 Data Analysis WorksheetRead about the Data Analysis Worksheet and look at the chart on p. 5.Once the Data Driven Dialogue has been finished through Step 3: Explain, then the Data Analysis Worksheet can be completedUIP Section III, Step 4 Data NarrativeRead about the Data Narrative and read the two examples provided.Read the Unified Improvement Plan Quality Criteria document Section III.Discuss at table:What parts of the plan so far do you see as your strength area to write?What parts do you feel will be more challenging?Step Four: Take Action (Data Driven Dialogue)The Purpose: Prepare to take action based on the data. The critical steps include:Change observations/problem statements into goalsState the goals as SMART GoalsDetermine what will indicate that the problem has been solved or the goal(s) have been met.Identify strategies and action steps that will eliminate or correct the root cause(s) of the problemIdentify what data to track over time to determine if action steps are having the desired effectCautionsMake sure that there is a direct causal link between the goal or solution and the action steps that are being taken. Clearly define what success looks like and measure it. Dont be afraid to change course if action steps are not having the desired effect.Step 4 - Hints (Data Driven Dialogue)Action plan must be able to eliminate the root causeAction steps must be within the power of the group to implement (budget, capacity, etc.)Action plan should be a commitment to action by the groupUIP Section IV: Action PlanSchool Goals WorksheetNeed to set targets for every performance indicator where the school failed to meet state expectations.AchievementGrowthGrowth GapsPost Secondary/Workforce ReadinessDo NOT need to set targets for every lineUIP Section IV: Action PlanRead UIP Quality Criteria: Section IVCode the Text:! Surprises you Affirms what you already know ? A question you haveDiscuss in table groupsUIP Section IV: Action PlanAnnual TargetsMeet Goals in 3 YearsMeet Goals in 5 YearsCDE is preparing a document to guide appropriate goal setting.UIP Section IV: Action PlanAction Plan WorksheetRead the two of the examples of Action PlansDiscuss at tables:How is this similar to our previous action plans?How is this plan different?School Improvement PlanningYou now have the tools, processes, and resources to complete your school improvement plan.Please feel free to ask questions when you need clarification.Remember you have support, please call and ask for what you need.Discussions are in progress for how to provide smaller group support.SVVSD Timeline for School Accreditation and Plan SubmissionTurnaround, Priority Improvement, Title 1 on Corrective ActionDec. 1 turn into Area Assistant Superintendent for review and feedbackJan. 7 with revisions completed turn into Area Assistant Superintendent March 30th submit revisions from State Review Panel feedback to CDE (not Title 1 schools)Other SchoolsMarch 1st to Area Assistant SuperintendentApril 8th with revisions completed turn into Area Assistant Superintendent All Plans must be reviewed by District Accountability/Accreditation Committee before submitting to CDENext StepsBefore the November Leadership Council:Lead staff (and possibly School Accountability Committee) though data driven dialogue (Steps 1-4, through action planning)Complete a rough draft of your School Improvement PlanAt the November Leadership Council we will share our plans in small groupsSupportArea Assistant Superintendents - Amy Weed and Mark MillsConnie Syferd, Regina Renaldi, and Tori Teaguehttp://blogs.stvrain.k12.co.us/aci/school-improvement-planning/www.schoolview.orgLearning Center Unified Improvement Planning

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