virginia’s continuous school - vassp

Office of School Improvement

Virginia’s Continuous School

Improvement Planning

An Overview for the 91st Annual Virginia Middle and High School Principals Conference & Exposition


Agenda Welcome and Introductions

• Virginia’s Continuous School Improvement Planning (VCSIP) Process Overview

• School Improvement Planning Timeline

Conducting a Deep and Meaningful Comprehensive Needs Assessment

Part I Components

Creating a Meaningful Continuous School Improvement Plan

Part II Components

Conclusion


What do you know about

Virginia’s Continuous School

Improvement Planning?

Take a minute to reflect

on what you know and

what you want to know

from today’s session.


VCSIP Materials Overview

• VCSIP Toolkit

• VCSIP Workbook

• VCSIP Templates

• Training for schools not

accredited


Virginia’s Continuous School Improvement

Planning (VCSIP) Process

Part I

Completion of a

Comprehensive Needs

Assessment (CNA)

Part II

Development of a

Continuous School

Improvement

Plan (CSIP)


Virginia’s Continuous School Improvement

Planning (VCSIP) Process

The continuous improvement planning process is designed to meet the

following broad goals:

• Engage school-based teams in a rich school improvement planning process that

integrates focused data review and analysis with research-based strategic

planning;

• Support school-based staff development of rigorous data review and analysis

skills;

• Address all elements of federal, state, and local school improvement planning

requirements in a single, integrated format;

• Ensure that all schools have a streamlined, focused, appropriately targeted, and

useful school improvement plan that serves as a meaningful tool for managing

and tracking systems improvement against measureable goals; and

• Ensure that funding necessary for the successful implementation of school

improvement strategies is appropriately aligned to the strategic goals and

activities outlined in the continuous school improvement plan.


VCSIP Model


School Improvement Planning Stages –

General Timeline

CNA

Prioritization and Goal Setting

Action Planning

Summer or Start of the School Year Early Fall Late Fall/Early Winter


School Improvement Planning Stages –

General Timeline

Implementation

Monitoring

Review/Revise

Second Semester Continuous Annually (minimum)/EOY


Domains of the CNA Process The sections for self-study are organized around the two

overarching strands and nine domains of self-study:

*Process provides for self-study in an additional academic area of choice (i.e. Advanced

Placement courses, Career Technical Education, College/Career Readiness, Graduation

Completion Index, Gifted/Talented programs, etc.)

Strand I Teaching for Learning

Content Areas

Domains 1-5

English Language Arts

Mathematics

Science

History & Social Science

*Other Academic Area(s)

Strand II School Environment

Domains 6-9

Leadership and Governance

Commitment to Professional Learning

Safe and Orderly Environments

Family and Community Engagement


Think about your school’s current data and

situation:

• Which domains in the Teaching for Learning strand

may need to be studied?

• Which domains in the School Environment strand

may need to be studied?

• Think about how the school and division team can

collaborate on which areas need to studied.


What is a Needs Assessment?

A needs assessment is the first step in developing a

school improvement plan. It is a process of looking at

data and information about the school to develop a

clear picture and understanding of what is and has

been occurring at the school.

A needs assessment is a process to help school

teams learn about the areas to replicate (strengths)

and the areas in need of change/improvement

(challenges).

A needs assessment includes more than scores on

assessments - it provides the opportunity to

hypothesize about the causes of student achievement.


Goals

The Needs Assessment is a Critical First Step in the Planning Process

Random Acts of School

Improvement

Aligned Acts of School

Improvement

The needs assessment serves as the foundation for the school improvement

plan. All strategies and activities in the plan must be informed by and aligned

with the data.

No Needs Assessment Needs Assessment Completed


Purpose of a CNA

Examine

successful

Examine

less

successful

There are

two primary

inquiries in

a CNA

BOTH are important

inquiries!


CNA Process at a Glance

School-based teams engage in intensive review

of focused data

Based on the data review, teams reach a series of

conclusions and observations

The conclusions and observations feed into

the CNA Summary

Teams write their CNA Executive Summary

Comprehensive needs assessment serves as

foundation for continuous school improvement plan


• Identify Data Sources and Gather Necessary Data Points

Phase 1:

• Data Review by Domain-Specific Subcommittees

Phase 2:

• Overall School-Based Team Summarizes and Prioritizes Key Positive and Negative Findings

Phase 3:

• Write the CNA Executive Summary

Phase 4:

Comprehensive Needs Assessment

Overview

.

Key Findings

Reflection: Data Triangulation and

Data Quality

Contributing Factors/Root Cause

Analysis

:


• State and local assessments

• School Quality Profile

• Lesson plans and student work

• Curriculum and assessment

materials

• Observation reports

• Surveys

• Focus groups

• Academic Review

• Student demographics

• School culture and climate

• Academic achievement

• College- and career- readiness

• Human capital/Instructional data

• Parent and community

engagement

• School operations and

management

Identify and Gather Data

Different Types of Data Different Sources of Data

A thorough needs assessment should include multiple types of

data from a variety of sources, both quantitative and qualitative.


Lack of Data IS Data!


Sources of Data


Faculty & Staff

Students at the Secondary Levels

Parents and Family Members

School and Division Administrators

Community Partners

Who should

participate

in the needs

assessment

process?

All stakeholder groups should be

represented, if possible.

Establish Teams


Traits of Effective Teams

Respect

Understanding


Data Review Subcommittees


Review of School Data –

Domains

To what extent has student achievement in this content area improved, or not, in the past year? (annual change) What school-level patterns or trends did you identify for this content area over the past 3 to 5 years?

What school compared to state/division-level patterns or trends did you identify for this content area over the past 3 to 5 years? What school-level subgroup or grade-level patterns or trends did you identify for this content area over the past 3 to 5 years? Includes achievement gaps and subgroups (race, students with disabilities, English Learners (EL), economically disadvantaged)

1

2

3

Primary Question: How are our students performing in [domain]?

4

Utilizing the Data Review Worksheets, engage in a study of student academic performance

in [domain] to answer the following questions:


Review of School Data –

Domains

To what extent are instruction and intervention efforts monitored for degree of implementation and measurable outcomes? To what degree is feedback and monitoring consistent across all areas and grade levels?

1a

Primary Question: How effective is our leadership and governance structure?

Utilizing the Data Review Worksheets, engage in a study of Leadership and Governance to

answer the following questions:

1b


Data Observations DATA SOURCES

(List sources of data)

OBSERVATIONS

(Summarize positive and negative key findings from review of each data source. Statements should be in response to the 4 guiding questions above.)

Source of Data:

Guiding Questions:

1.

2.

3.

4.

Source of Data:

Guiding Questions:

1.

2.

3.

4.

Source of Data:

Guiding Questions:

1.

2.

3.

4.


Reflecting on Observations from the

Data Review and Identifying

Contributing Factors

• Data Triangulation

• Data Quality

• Contributing Factors

• Overall Positive/Negative

Key Findings

+ -


Data Triangulation:

Identifying and Articulating Patterns

and Trends in Key Data Points

Using 3 (or more) sources of data in

order to increase the validity of the

study.

“The goal of data triangulation is NOT

to arrive at consistency across data

sources. In fact, the inconsistencies

may shed light on the strengths of

different approaches. This allows

opportunity to uncover deeper meaning

in the data.” (Patton, 2002)


Importance of Data Triangulation

Additional sources of information give more insight

into a topic.

Inadequacies found in one source of data are

minimized when multiple data sources confirm the

same findings.

Multiple data sources provide verification and

validity while complementing similar findings.

Inconsistencies in data sets are more easily

recognized.

Triangulation allows for more comprehensive

insight.


Data Quality

Decisions to Improve Student

Achievement

Data Quality

Standardization

Protocol

The state of

completeness,

validity, consistency,

timeliness, and

accuracy that makes

data appropriate for

a specific use.


Possible Data Quality Issues

• Incomplete data

• Invalid tool or data

• Inconsistent application of the data source (i.e.,

consistency in attendance recording)

• Timeliness of data collection (i.e., after a major

event; one class before all others)

• Testing irregularities

• Inaccuracies in data recording



• Hypothesize why the data review key findings are

the way they are.

• Some factors can be controlled, other factors are

beyond a school’s control.

• Being aware of the contributing factors may help

educators determine how to address needs.

What factors or root causes could explain the

strengths (areas to replicate) and

challenges (areas to change)?



Four categories of contributing factors:

Learner Factors

Instructional Factors

Climate/ Culture Factors

Family & Community Factors

“Research shows that four factors need to be

influenced to impact student performance.”

(Marzano, 2003)


Contributing Factors Learner

Factors

Factors contributing to (in)effective learning on the part of individual students:

involvement and engagement of students in their learning

language barriers interrupted schooling

issues related to poverty/socioeconomics

mental health social and emotional issues

Instructional

Factors

Factors contributing to an (in)effective instructional environment:

implementation of an aligned written, taught, tested curriculum

implementation of a continuous improvement process

use of Response to Intervention or similar system

appropriate student grouping

high-quality learning opportunities within and beyond the school day

culture of high expectations

empowerment of learners as active participants

grade level teaming student advisory

other structures around developmental/transitional milestones


Contributing Factors, cont’d

School

Environment

Factors

Factors contributing to an (in)effective school environment:

Factors related to (in)effective teachers and leaders:

• professional development coaching teacher supports communities of practice

recruitment/retention of highly effective educators and support staff

Factors related to (in)effective school-based supports:

coordinated and comprehensive supports systems for the whole child

integrated and aligned interventions cultivation of parent leadership

capacity and skills in support of learning two-way, internal and external

communication with a variety of stakeholders

safe , orderly, engaging and challenging learning environments

Family &

Community

Factors

Factors contributing to (in)effective family and community supports:

providing a coordinated and comprehensive support system for learners’ families in a

multi-generational approach

family and community engagement in the learning process

authentic partnerships with a variety of stakeholders

ability to leverage existing and new partnerships with all activities managed towards

student outcomes


Pulling it all Together:

Writing the CNA Executive Summary The CNA Executive Summary serves as the

introductory pages to the Continuous School

Improvement Plan. It is the opportunity to share

the narrative, story or overview of what is and has

been occurring at the school:

– Who we are (student body, faculty, demographics, etc.)

– What we do (curriculum, programs, opportunities)

– Areas of strength (things we are good at)

– Areas of challenge (things we need to do better)

Once finalized, the CNA Executive Summary will

be utilized in Part II of Virginia’s CSIP process -

Goal Setting and Action Planning.

Organized by domain


CNA Executive Summary Components

5

7

6

4

3

Pulled directly from

the Data

Summary Worksheets

2

1


Comprehensive Needs Assessment

(CNA) to Continuous School

Improvement Plan (CSIP)

Current State:

What is our starting

point for

improvement?

(Determined

through the CNA) Desired State:

What is our vision for

school improvement?

Where do we hope to

be in 3-5 years?

Through the CNA process, schools are able to

identify their greatest strengths and needs or

priority areas. The CSIP considers the gap

between current performance and desired

outcomes. The CSIP becomes the roadmap to

achieve the desired state.


VCSIP Process Overview

.

Phase 1

• Develop Overarching School Goal

Phase 2

• Develop Domain-Specific SMART Goals

Phase 3

• Design the Strategic Action Plan Components of the VCSIP

Phase 4

• Design Monitoring Plan Components of the VCSIP

Phase 5

• Write the VCSIP

Phase 6 • Monitor the Completed Continuous School Improvement Plan


Continuous School Improvement Plan

Template Option A, Page 1



Template Option A, Page 2



Template Option B, Page 1



Template Option B, Page 2


Optional Templates- Integrating the Title I

Schoolwide Plan into Virginia’s CSIP


School Use of the Templates

• Schools should select the template that best suits the needs of

their school and implementation plan.

• Schools can use page 1 of one template and page 2 of another

template.

• Pages and table rows can be added as needed for additional

Essential Actions and Action Steps.

• Goals may be multi-year.

• Action Steps may be multi-year or may be accomplished by a

specific date.

• Plans should be considered ever-changing documents that are

updated regularly.


• Principals lead the school staff through

prioritization activities to determine the

overarching school goal, referencing the CNA

documents and Executive Summary.

• The top priority becomes the foundation for the

Overarching School Goal.

Phase 1

• Develop Overarching School Goal


Developing the Overarching School

Goal: Determining Priority Areas

Purpose: To keep school teams focused on the priority area deemed to have the greatest impact on academic performance.

Worksheets facilitate consensus among school subcommittees to prioritize areas of concern from the CNA.


Overarching Goal Development

Sample

overarching goals

help schools

formulate the

school’s main

goal.


• Domain-specific subcommittees are utilized

(may vary) to develop SMART goals.

• Schools may use established division practices

for SMART goal development.

• Principals review SMART goals in relation to

the Overarching School Goals.

Phase 2

• Develop Doman-specific SMART Goals


Developing Domain-specific

SMART Goals

Domain-specific goals are created to lead to the

identification of targeted strategies for each

identified domain.

All domain-specific goals should support the

attainment of the Overarching School Goal.


Trajectory of Progress

• Rigorous, yet attainable

goals

• Challenging, but

reasonable targets

• Long term projection

with short and interim

goals for progress

(Hanover Research, 2014)


Writing SMART Goals GOAL DEVELOPMENT WORKSHEETS

STRAND: (Teaching for Learning or School Environment)

DOMAIN: (Enter specific domain)

Subcommittee Members: (Insert names here)

Overarching School Goal: (Insert OSG from previous activities)

Goal #1:

Current State: Over the past three years/Last year, (Enter data from the CNA)

Our Goal: (Enter the goal statement)

Self-Check: Is this goal S M A R T?

Rationale: How does this objective/target lead towards achievement of the

overarching school goal?

When writing a SMART goal:

Identify a specific goal or challenge

Determine a measure of success

Ensure that the goal is challenging, yet appropriate

Align the results with the broader mission so they are relevant and realistic

Create a time-limited goal


• Subcommittees reflect on the contributing factors/root causes for each domain studied in the CNA process.

• Teams conduct research to identify evidence-based solutions aligned to the school’s needs and their identified challenge areas.

• Principals review the work of the subcommittees and further develop the Essential Actions and action steps to include in the continuous school improvement plan.

• Schools which have an existing Corrective Action Plan as a result of the Standards of Accreditation: Essential Actions will be copied into the CSIP and Action Steps will be developed accordingly.

Phase 3

• Design the Strategic Action Plan Components of the VCSIP


Finding Research-based Strategies

• If conducting online research, look for improvement

strategies that have a sound basis for growth in challenge

areas and in schools with a similar population or context

as your school.

• With the goal to provide educators with the information

needed to make evidence-based decisions, USED has on-

line resources available for use.

What Works Clearinghouse, https://ies.ed.gov/ncee/wwc/

USED’s State Support Network: https://statesupportnetwork.ed.gov/

https://ies.ed.gov/ncee/wwc/

https://ies.ed.gov/ncee/wwc/

https://statesupportnetwork.ed.gov/

https://statesupportnetwork.ed.gov/


Prioritizing Improvement Strategies

Consider the following questions while prioritizing strategies for the continuous school improvement planning process:

Where are your current efforts in targeting school

improvement? How can you leverage these efforts when determining school priorities?

What existing plans (e.g., school and district improvement plans) might impact your school improvement efforts? How are these plans used? If there are multiple plans, how are planning efforts aligned across and within schools and districts? How can these plans be leveraged?

What other resources, initiatives, and policies should be leveraged to support planning and implementation?

Source: Hanover Research (2014), Best Practices for School Improvement Planning, http://www.hanoverresearch.com/media/Best-Practices-for-School-Improvement-Planning.pdf

http://www.hanoverresearch.com/media/Best-Practices-for-School-Improvement-Planning.pdf













Prioritization of Improvement Strategies

Prioritization helps schools

consider the resources

available and resources

needed to implement an

improvement strategy.

Strategies should lead to

the attainment of the

identified domain-specific

SMART goals and

ultimately the attainment of

the Overarching School

Goal.


Prioritizing Improvement Strategies


• Principals and school subcommittees work

together to determine the monitoring plan

components.

• Division leaders will need to provide input on

the monitoring components as appropriate.

Phase 4

• Design Monitoring Plan Components of the VCSIP


Design Monitoring Components of the VCSIP

The monitoring plan describes explicit data and artifacts to be collected,

when it will be collected and analyzed, and who will be responsible for

reporting progress towards the achievement of school improvement goals.

Virginia’s continuous improvement cycle (CAMRA) should be evident in the

monitoring plan.

The plan should articulate the type(s) of data to be collected and analyzed,

specifically, student achievement and assessment data from a range of

measures (annual assessments, common formative assessments, unit

assessments, progress monitoring tools, etc.).

The plan should provide direction for monitoring improved teaching practices

(degree of implementation, percentage of teachers collaborating, number of

teachers posting/analyzing data).

Responsibility for monitoring should be distributed across a range of

individuals; administrators and teachers will engage in data collection,

analysis, reflection and action planning.


• Principals will determine the lead writer of the CSIP to work in collaboration with leadership and school subcommittees (this can be the principal).

• Finalized CSIPs should be submitted to pre-determined division staff for review and approval prior to implementation.

• Schools which have an existing Corrective Action Plan as a result of the Standards of Accreditation: Essential Actions will be copied into the CSIP and Action Steps will be developed accordingly.

Phase 5

• Write the VCSIP


• Regular monitoring timelines should be

established by division leadership (monthly,

quarterly, etc.).

• Monitoring reports should be shared with school

leadership.

Phase 5

• Monitor the Completed CSIP


Overall Monitoring the CSIP


Reflecting on Continuous School

Improvement Planning

One, Two, Three

• Name one thing you learned,

• Two people with whom you will share this

information, and

• Three important factors to consider when

implementing continuous school improvement

planning.

62


School Improvement is like a CAMERA…

Focus on what is important,

Capture the good,

Develop from the negatives,

And if things do not work out,

Take another shot!


For more information, contact:

[email protected]

mailto:[email protected]

virginia’s continuous school - vassp

Documents