Slide 1

School Improvement Planning

Thompson School District Summer 2010

The horizon leans forward, offering you space to place new steps of change.-- Maya Angelou1Version 1.3CDE Stated Purposes of Improvement PlanningFacilitate school and district Performance Management -- anchor for Accountability 2.0Support school and district use of performance data to improve system effectiveness and student learning. Provide a mechanism for external stakeholders to learn about how schools and districts are making improvements.Meet state and federal accountability requirements (regardless of plan type assignment).

OK, WHATS MISSING HERE?

Note: The UIP Template can be used for any plan regardless of the plan type assignment.Version 1.32Planning TerminologyFor each of the terms on this slide, prepare to explain the term to a team member

Terms:Performance IndicatorMeasureMetricRoot CauseAction StepInterim MeasureImplementation BenchmarkMaterials: Accountability Terminology DAH page 23Talking Points:Read slide. . .

Now that youve had a chance to review these definitions. Answer this question. . . What is the difference between an interim measure and an implementation benchmark

Activity: Facilitator Notes:

Version 1.33Planning ProcessWho needs to be involved? What questions should we ask? What results in the data need our focus?Identify Skills, Define Process & Timeline for SIP What tools & support do we need?*Identify Root Causes*Develop a THEORY OF ACTION

Develop targeted research-based Action Plan

Implement, Monitor progress, adjust plan

Gather DataEngage school team in Data Dialogue

DAY 2 TEAM FOCUS*DAY 2 CAPACITY BUILDINGBuild schedules to support thissignificant amount of time (building days) before school starts Prep time in advance to get dataVersion 1.34Moving up the Data Continuum

Brieter & Light, Light, Wexlar, Heinze, 2004YOU ARE HEREMaterials:Talking Points: Conceptual framework that links data, information and knowledge3 phases that begin with raw data and ends with meaningful knowledge that we use to make decisionsData exist in a raw state can exist in any form, usable or not, because they have no meaning themselves. Whether they become information depends upon the users understanding.Information is data that is given meaning connected to a context. Helps to provide a relation between the data and the context. No implications for future action.Knowledge is the collection of information determined to be useful and eventually used to guide action. For teachers and students, these are the connections between assessment results, classroom instruction and adjustments teachers and students make based upon the results. Version 1.35SIP Timeline

Sept 15, 2010 SIP Due Nov 15, 2010 SIP UDATE Due Feb 15, 2011 SIP UPDATE Due May 15, 2011 SIP UPDATE Due Version 1.36CDE Unified School Improvement Planning Template Major Sections:Summary Information about the school CDE Will Provide Improvement Plan Contact Information 5 Minutes Narrative on Data Analysis and Root Cause Identification SCHOOL TEAM FOCUS Action Plan(s) SCHOOL TEAM FOCUS

Materials:Talking Points:Take out your unified planning template.

Unified in that this plan combines Title I, Title II, Title III and Accreditation into one planDistrict Summary Informationmuch of this is pre-populated by CDEIncludes both state accountability & NCLB piecesmade need some clarifications for consortiums (particularly related to ELL)Data Analysis & Root Cause Identificationopportunity to look both backward and forwardAction Plansasks districts to focus on 2-3 ???clarifies which components are required based on Title I, Title II, Title III and Accreditation

Activity:Facilitator Notes:

Version 1.37School Improvement Unified Planning TemplateIV. Action PlanningIII. Narrative on Data Analysis and Root Cause IdentificationData Organization Summary Information about the school

II. Contact InformationVersion 1.38Section III: Narrative on Data Analysis and Root Cause IdentificationFour Steps:Gather and Organize Relevant DataAnalyze Trends in the Data and Identify Priority NeedsRoot Cause AnalysisCreate the Data NarrativeData Analysis Worksheet (table)Data Narrative for School (text box)

Quick overview of these sections of the template.Version 1.39Multiple measures must be considered and used to understand the multifaceted world of learning from the perspective of everyone involved. -Victoria Bernhardt

Materials:Talking Points:Activity:Facilitator Notes: 1 minutes:We want to be able to answer these questions

1. What different perspectives do we need?2. Why would they be important?3. Where do we find them?4. What can we learn from them?5. How do we use them in best way?

For what do you use multiple data sources?To answer questions about performance: How has the school performed (trends and priority needs)?Why is school performance what it is (root causes)?To monitor school progress towards our targets (interim measures).To monitor implementation of improvement strategies (implementation benchmarks).Materials:Talking Points:Activity:Facilitator Notes: Section III, Step One: Gather and Organize Relevant DataIndividually read Gather and Organize Relevant data.Consider the Required reports. and Suggested data sourcesDo you have access to the required reports?Consider the Suggested data sources table. Highlight any data you currently collect within your school.Plan Templates for HEALTH & WELLNESS, TECHNOLOGY, SAFETY will be in packet. For adaptation & update.Version 1.312Section III, Step Two: Analyze Trends and Identify NeedsIndividually read Step 2: Analyze trends and identify needs.

Do a whip around at your table about the most important aspects of this step in the planning process.Version 1.313Steps in Analyzing DataClarify how good was good enough for each performance indicator (SPF).Interact with the data (measures)HighlightCreate graphical representationsReorganize Look for patterns, things that pop out (trends).Brainstorm a list of facts (make observations)Prioritize observations.Turn observations into priority needs.Steps in Root Cause AnalysisGenerating explanations (brainstorm)Categorize/ classify explanationsNarrow (eliminate explanations over which you have no control)PrioritizeGet to root cause

Steps in Root Cause Analysis:Tools to use for different steps:Root Cause AnalysisChoose a ProblemGenerate explanations (brainstorm)Categorize/ classify explanationsNarrow (eliminate explanations over which you have no control)PrioritizeGet to root causeTargeted Action Steps

Binder Tools for SupportPotential questions to probe for Root Causes The Five WhysFishbone Diagram

Non-examples of Root CausesWhat is NOT a root cause?Student attributes (poverty level)Student motivationBrainstorm a few ideas with your table team of explanations that might appear to be root causes but dont qualify.

Root Cause ActivityAs a team/table group, consider the following questions:Why is it important to identify root causes?How will you know when you have identified a root cause?Version 1.318

FISHBONE DIAGRAM

The Five WhysDid we get to root causes? Ask the key questions for identifying whether a cause is a root cause:Would the problem have occurred if the cause had not been present?Will the problem reoccur if the cause is corrected or dissolved?Will correction of dissolution of the cause lead to similar events?Section III, Part 4Data NarrativeNarrative Description of:Trend Analysis and Priority NeedsRoot Cause AnalysisVerification of Root CauseTell the story of your dataTwo Concurrent Planning StepsEnsuring future activities are headed in the proper direction:Clarifying annual targetsIdentifying interim measures and associated targets.Identifying Major Improvement StrategiesAction stepsTimeline ResourcesImplementation BenchmarksVersion 1.323Action PlanningConsider the Action Planning section of the Basic Steps in Improvement Planning. A = School Goals Worksheet: Establish Annual Targets and Interim Measures B = Identify Major Improvement Strategies and Implementation BenchmarksC= Monitor ProgressShare: major ideas, local connectionsVersion 1.324Clarify Annual TargetsIn ESEA performance indicator areas, annual targets have been set (See AYP Proficiency Targets and Safe Harbor). Schools will need to set annual targets for the Education Accountability Act of 2009 performance indicator areas (considering state expectations).Annual targets should reflect current trends/needs as well as the desired end-point.

Materials:Talking Points:Activity:Facilitator Notes:

Version 1.325Interim MeasuresInterim measures must also be identified in each performance indicator area for which improvement is needed.Interim measures allow you to track your progress during the year.

Version 1.326Identifying Interim MeasuresConsider your local data sources:What data do you have available that will allow you to track progress towards your annual targets in each performance indicator area?When will it be available? How will school stakeholders use it?What additional data is needed to monitor progress towards your targets?

Materials: Data Sources Inventory participants prepared ahead of time on templateTalking Points:Activity: update the Data Sources Inventory15-30 min -- Time check after 15 min

Facilitator Notes: Version 1.327Major Improvement StrategiesRespond to root causes of the problems you are attempting to remedy.Action steps are smaller activities that fit within larger major improvement strategies.Strategies and Action Steps must be associated with resources (people, time, money).

Materials:Talking Points:Activity:Facilitator Notes:

Version 1.328Implementation BenchmarksWhat is the difference between interim measures and implementation benchmarks?How will you know your major improvements strategies (and aligned action steps) have been implemented?What will you monitor?Consider your local data sourcesSet a calendar for when you will look at the implementation benchmarks.Version 1.329What School Plans will be reviewed by the State?The state will NOT review all school plans.Based on SB09-163, the state will review:Priority Improvement PlansTurnaround PlansBased on ESEA, the state will:Monitor districts to determine if school plans are in place (e.g., desk review, onsite visits)This includes schoolwide plans, targeted assistance plans and school improvement/corrective action/ restructuring plans.Version 1.330Who Will Review School Plans?District administration is expected to review all school plans. Local school boards must adopt priority improvement and turnaround plans. The principal and superintendent (or his designee) must adopt school performance and improvement plans.The School Accountability Committee must approve.A state review panel appointed by the commissioner will review all state required turnaround plans. The state review panel MAY review priority improvement plans.District must use peer review if school is on Title I Improvement, Corrective Action or Restructuring within 45 days of submittal.

Version 1.331What criteria will be used to review plans?Checklist for State AccountabilityChecklist for Title I Schoolwide ProgramsChecklist for Title I Targeted Assistance ProgramsChecklist of ESEA Requirements for School Improvement, Corrective Action and Restructuring PlansVersion 1.332

Planning to PlanAs you move through each step in the planning process, consider:TimingWhat will we do?Who will be involved?What tools/support do we need?Version 1.333