Unified Improvement Planning New Principal UIP Meetings 2014-15.

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<ul><li><p>Unified Improvement PlanningNew Principal UIP Meetings2014-15</p></li><li><p>AgendaResources (blog, people)Unified Improvement Plan with Populated DataUnified Improvement Planning ProcessExample Plans and Plan CriteriaPerformance FrameworksData AnalysisRoot Cause IdentificationTarget SettingAction Planning</p></li><li><p>Colorado Unified Planning Template for SchoolsMajor Sections:</p><p>Summary Information About the School</p><p>Improvement Plan Information</p><p>Narrative on Data Analysis and Root Cause Identification</p><p>Action Plan</p></li><li><p>Timeline for School Accreditation and Plan SubmissionUIP Handbook p. 48</p></li><li><p>SVVSD Timeline for School Accreditation and Plan SubmissionTurnaround and Priority Improvement Dec. 1 turn into Area Assistant Superintendent and Tori Teague for review and feedbackJan. 2 with revisions completed turn into Tori TeagueMarch 30th submit revisions from State Review Panel feedback to CDEOther SchoolsMarch 1st to Area Assistant SuperintendentApril 1st with revisions completed turn into Tori Teague</p><p>All Plans must be reviewed by School Accountability Committees, District, Turnaround, and Priority Improvement plans must be reviewed by District Accountability/Accreditation Committee and Board of Education</p></li><li><p>Planning TerminologyUIP Handbook, p. 30-46 </p><p>Review each of the terms listedTerms:Performance IndicatorMeasureMetricRoot CauseMajor Improvement StrategyAction StepInterim MeasureImplementation Benchmark</p></li><li><p>Unified Improvement Plan (UIP)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 </p></li><li><p>Unified Improvement Plan (UIP)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) </p><p>Improvement Plan InformationState Accreditation (most schools)If not sure ask(Regina)</p></li><li><p>Section III. Narrative on Data Analysis and Root Cause IdentificationData Narrative do last or as you go</p><p>Progress Monitoring of Prior Years Performance Targets</p><p>Step 1 Review Current Performance Step 2 - Identify Notable TrendsStep 3 Prioritize Performance ChallengesStep 4 Determine Root Causes</p></li><li><p>Example Plans and Criteriahttp://blogs.stvrain.k12.co.us/aciExamplesUIP Quality Criteria (School Level)</p><p>Read Data Narrative Section of Quality Criteria:Place a where you have questionsDiscuss with a partner</p></li><li><p>Section III, Step 1:Review Current Performance and Identify Trends</p><p>Read Step 1 &amp; 2 p. 11-16 in UIP Handbook</p><p>Make a list of data your school has available for school improvement planning</p><p>What questions can your data answer?</p></li><li><p>Gather and Organize DataRequired reports: www.schoolview.orgSchool Performance FrameworkGrowth Summary ReportPost Secondary Readiness DataOther Local DataMust use more sources of data (Galileo, PALS, SRI, Dibels, etc.)Must consider at least three years of data</p></li><li><p>Data Sources in our DistrictSchoolview.org reports listed in previous slide</p><p>Alpine Achievement Colorado Assessments - TCAP, CoAlt, CO-ACT, Colorado Growth Model, ACCESS for ELLsData Warehouse Galileo, SRI, iReady, PALS, AP, DIBELS, Theme Tests and many morePlans APAS - READ, Literacy, RtI, ALP, 504, ELLInfinite Campus</p></li><li><p>Section III, Step 3 Prioritize Performance ChallengesUse Data Driven Dialogue to identify data trends, priority performance challenges, and root causes</p><p>Priority Performance Challenges are a summary of the data trends (examples on p. 16 in UIP Handbook) For the past years, English Language Learners (making up 15% of the student population) have had median growth percentiles below 30 in math, substantially below the minimum state expectation of 55</p></li><li><p>Section III, Step 3 Prioritize Performance Challenges</p><p>Data Driven Dialogue</p><p>Step 1 Predict (Activate &amp; Engage)Step 2 Explore (Explore &amp; Discover)Step 3 Explain (Organize &amp; Integrate)Step 4 Take Action</p></li><li><p>Step One: Predict (Data Driven Dialogue)</p><p>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. </p><p> The steps include:</p><p>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 . . .</p><p>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?</p></li><li><p>Step One (Chart Paper) (Data Driven Dialogue) PredictionsAssumptions</p></li><li><p>Step 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)</p></li><li><p>1000OverallGrade 4Grade 5BoysGirlsFRLNonFRLELLnonELLIEPnonIEPTCAP Growth Percentile</p></li><li><p>Step Two: Explore (Data Driven Dialogue)</p><p>The purpose: Generate priority observations or fact statements about the data that reflect the best thinking of the group.</p><p>The steps include:</p><p>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 performance challenges</p><p>Avoid: Statements that use the word because or that attempt to identify the causes of data trends.</p><p>Sentence starters:It appears . . . I see that . . . It seems . . .The data shows . . .</p></li><li><p>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.</p></li><li><p>UIP - Section III:Analyze Trends in the Data and Identify Performance Challenges</p><p>After completion with staff of Data Driven Dialogue steps for Predict and Explore to</p><p>Identify areas of strengthIdentify areas of needPrioritize needs</p><p>the first two columns (trends and priority performance challenges) of the data analysis worksheet on p. 6 can be filled out</p></li><li><p>How good is good enough?State Performance Indicators:School and District Performance FrameworksState expectations defined for each performance indicator</p><p>Federal Performance Indicators:</p></li><li><p>Trends and Priority Performance ChallengesTrends must include at least 3 years of data.</p><p>Priority Performance Challenges must be identified for every performance indicator for which school performance did not meet state or federal expectations:AchievementGrowthGrowth GapsPost Secondary/Workforce Readiness</p></li><li><p>Trends and Priority Performance ChallengesRead p. 4-5 of UIP School Quality Criteria </p><p>Put where you have questionsDiscuss with partnerwhat surprises you?</p></li><li><p>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. </p><p>The steps include:Generate questions about observations Brainstorm explanationsCategorize/classify brainstormed explanationsNarrow (based on criteria)PrioritizeGet to root causesValidate with other data</p><p>Guiding 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?</p></li><li><p>Step 3: Explain Hints (Data Driven Dialogue)</p><p>Help groups stay open to multiple interpretations of whydevelop multiple theories of causation</p><p>Separate the generation of theories of causation from theories of action (do not go to action steps in this step)</p></li><li><p>UIP Section III, Step 4 Root Cause Analysis</p><p>A 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 cause</p></li><li><p>Steps in Root Cause AnalysisGenerating explanations (brainstorm)Categorize/classify explanationsNarrow (eliminate explanations over which you have no control)PrioritizeGet to root causeValidate with other data</p></li><li><p>Non-examples of Root CauseStudent attributes (poverty level)Student motivation</p><p>Brainstorm a few ideas with your table team of explanations that might appear to be root causes but dont qualify</p></li><li><p>Root 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.</p></li><li><p>Five Whys (Explanation)Why?Because:</p><p>Why?Because:</p><p>Why?Because:4. Why?Because:</p><p>5.Why?Because:</p></li><li><p>5 Why ExampleELL students are not engaged in learning in the core content classes.</p><p>Why? BecauseCore curriculum is not accessible to ELL students.</p><p>Why? BecauseELL students English skills are not proficient enough to participate in discussions, ask questions, and comprehend core content.</p><p>Why? BecauseThere is inconsistent English language support for students in core content classes.</p><p> Why? BecauseLack of implementation of INSIDE and EDGE ELL curriculum as parallel support for ELL students in core content classes.</p></li><li><p>Root CausesRead p. 5 of UIP School Quality Criteria</p><p>In pairs write a root cause</p></li><li><p>Work At Your School So Far</p><p>Share 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?</p></li><li><p>UIP Section III Finalize Data NarrativeRead the Data Narrative for School (p. 5 template)</p><p>Review UIP School Quality Criteria p. 2-3</p><p>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?</p></li><li><p>UIP Section III Finalize Data Narrative ChecklistBrief description of school</p><p>General process for development the UIP (who participated and how)</p><p>Accountability status (plan type and indicators where performance did not meet expectations)</p><p>How current performance compares to prior years target</p></li><li><p>UIP Section III Finalize Data Narrative ChecklistNotable trends (at least 3 years of data), what data was considered and how the team determined the trends were notable</p><p>Priority performance challenges, and how and why priorities were identified</p><p>Root cause(s) of each priority performance challenge, how root causes were identified and what additional data was reviewed to validate each one</p></li><li><p>Step Four: Take Action (Data Driven Dialogue)</p><p>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 effect</p><p>CautionsMake 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.</p></li><li><p>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 group</p></li><li><p>UIP 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 Readiness</p><p>Do NOT need to set targets for every line</p></li><li><p>UIP Section IV: Action PlanRead UIP Quality Criteria: Section IV (p. 6-9)</p><p>Code the Text:! Surprises you Affirms what you already know ? A question you have</p><p>Discuss in table groups</p></li><li><p>UIP Section IV: Action PlanAnnual TargetsMeet Goals in 3 YearsMeet Goals in 5 Years</p><p>2011-20122012-20132013-20142014-20152015-20162016-201748%53%58%63%68%73%</p><p>2011-20122012-20132013-20142014-201562%65%69%73%</p></li><li><p>UIP Section IV: Action PlanAction Plan Worksheet</p><p>Read an example of the Action Plan</p><p>Discuss at tables:How is this similar to other action plans you have written?How is this plan different?</p></li><li><p>School Improvement PlanningYou now have the tools, processes, and resources to complete your school improvement plan.</p><p>Please feel free to ask questions when you need clarification.</p><p>Remember you have support, please call and ask for what you need.</p></li><li><p>SVVSD Timeline for School Accreditation and Plan SubmissionTurnaround and Priority Improvement Dec. 1 turn into Area Assistant Superintendent and Tori Teague for review and feedbackJan. 2 with revisions completed turn into Tori TeagueMarch 30th submit revisions from State Review Panel feedback to CDEOther SchoolsMarch 1st to Area Assistant SuperintendentApril 1st with revisions completed turn into Tori Teague</p><p>All Plans must be reviewed by School Accountability Committees, District, Turnaround, and Priority Improvement plans must be reviewed by District Accountability/Accreditation Committee and Board of Education</p></li><li><p>Next StepsTimeline Depends on Plan TypeLead staff (and possibly School Accountability Committee) though data driven dialogue (Steps 1-4, through action planning) takes about 3 group meetingsData Driven Dialogue through root cause Root cause refinementAction planning</p><p>Complete a rough draft and turn into me of your School Improvement Plan by November 15th (Turnaround, Priority Improvement)February 1st </p></li><li><p>Next StepsMeet again</p><p>Make sure you call or email me questions for support and clarification</p><p>Tori Teague - 303-682-7242, 57242</p></li><li><p>SupportArea Assistant Superintendents Regina Renaldi, David Burnison, and Mark Mills</p><p>Connie Syferd and Tori Teague</p><p>http://blogs.stvrain.k12.co.us/aci/school-improvement-planning/</p><p>www.schoolview.org</p></li></ul>

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