planning for continuous school improvement

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