Continuous School Improvement Continuous School Improvement Planning: Developing a School Planning: Developing a School

Improvement PlanImprovement Plan

October 24, 2011October 24, 2011

Intermediate Unit 1Intermediate Unit 1Instructional Support ServicesInstructional Support Services

Developing a School Improvement PlanDeveloping a School Improvement PlanScheduleSchedule

Developing a School Improvement PlanDeveloping a School Improvement PlanScheduleSchedule

December 2December 2 - Moving to Action - Moving to ActionSetting Goals & Student AchievementSetting Goals & Student AchievementAction SequenceAction SequenceThe Critical Steps of AlignmentThe Critical Steps of AlignmentEvidence of Implementation & EffectivenessEvidence of Implementation & EffectivenessProfessional Development PlanningProfessional Development Planning

January-February-MarchJanuary-February-March - Getting It Done - Getting It Done2 Onsite Consultations with IU1 Staff2 Onsite Consultations with IU1 Staff

April-May-JuneApril-May-June – – Plan ReviewsPlan Reviews2-hour scheduled sessions with IU1 Staff2-hour scheduled sessions with IU1 Staff

Today’sToday’s AgendaAgenda && Objectives:Objectives: Pennsylvania’s Standards-Aligned System ModelPennsylvania’s Standards-Aligned System Model

& School SAS Components Analysis& School SAS Components Analysis

Data Informed Decision Making School Structures Data Informed Decision Making School Structures Model & Data SourcesModel & Data Sources

Research Evidence for Effective SchoolsResearch Evidence for Effective Schools

Getting Results Continuous Improvement ProcessGetting Results Continuous Improvement Process

School Level Planning Offline Guidance ToolSchool Level Planning Offline Guidance Tool

Data Focus and Data Analysis GuidesData Focus and Data Analysis Guides

Standards Aligned System Standards Aligned System

Clear Standards

Fair Assessments

Curriculum Framework

Instruction

Materials & Resources

Interventions

Student Achievement

(Gisting Summary Activity)

Clear StandardsClear Standards

StandardsStandards summarize what we summarize what we value in our educational program. value in our educational program.

Standards establish what all Standards establish what all students should students should knowknow (concepts) (concepts) and and be be able to able to accomplishaccomplish (competencies)(competencies)

Assessment Anchors and Eligible Assessment Anchors and Eligible Content clarify the standards.Content clarify the standards.

Fair AssessmentsFair Assessments

Aligned to Aligned to PA PA StandardsStandards SummativeSummative FormativeFormative DiagnosticDiagnostic BenchmarkBenchmark

Curriculum FrameworkCurriculum Framework

InstructionInstruction

Aligned with standards in orderAligned with standards in orderto identify strategies that to identify strategies that are best suited to helpare best suited to helpallall students achieve the students achieve the expected performance.expected performance.

Materials & ResourcesMaterials & Resources

A repository of material from textbooks, A repository of material from textbooks, reading materials, software, reading materials, software, sample model curricula, media, sample model curricula, media, and any other instructional and any other instructional resources that are needed resources that are needed to fit the framework to fit the framework

and and align to the standardsalign to the standards..

InterventionsInterventions

A safety net/intervention A safety net/intervention

system to ensure that system to ensure that

all students meet standards.all students meet standards.

Data-based decisions andData-based decisions and

supports.supports. Interventions will soon be located in the “Instruction” tab Interventions will soon be located in the “Instruction” tab

of the SAS portal and will be replaced by “Safe and of the SAS portal and will be replaced by “Safe and Supportive Schools” very soon.Supportive Schools” very soon.

What Is the State of the SAS Elements In Your

School?

SAS Focusing Questions on the SAS Focusing Questions on the Six Components of SASSix Components of SASSAS Focusing Questions on the SAS Focusing Questions on the Six Components of SASSix Components of SAS

HOW DOES YOUR SCHOOL HOW DOES YOUR SCHOOL USE DATA?USE DATA?

Student Planning Process

Focus: Classroom of StudentsWho: Teacher

Periodic Grade Level Planning Process

Focus: Groups of StudentsWho: Teacher Teams

How: Regular 1-2 hour meetings

Annual Building-wide Planning ProcessFocus: All Students

Who: School-wide TeamHow: Data Retreat, School Planning Process

District-Level Support(Budgetary Support, Professional Development, Resources and Time)

Student Learning Data

School Structures for Data-Informed Decision Making

School LevelPSSA & PVAAS

Standardized AssessmentsDistrict End-of-Year Tests

Final Benchmark Test

Classroom Level Initial: PSSA/PVAAS/final tests – student levelCyclical: •Benchmark Data – Student LevelContinuous•Individual Classroom Assessments•Progress Monitoring

Grade/Course LevelInitial: PSSA/PVAAS/final tests – class/subgroup levelsCyclical:

•Benchmark Data - grade level•District quarterly assessments•Common Classroom Data•Classroom Summaries

Demographic/Perceptual/Process Data

School Level •School Demographics•Discipline Data•Attendance Data•Mobility Rate•Parent Surveys

Grade/Course Level•Class Demographics •Class Engagement Data•Satisfaction Data•Attendance Data•Walk-through Data

Classroom LevelQualitative Data•Student Historical Information•Student Medical Information•Student Learning Information

Characteristics of High Characteristics of High Performing Educational Performing Educational

SystemsSystems

Research indicates that no single thing a districtcan do will ensure high student performance andachievement.

Research does provide evidence that high performing educational systems have the following characteristics:

1.Clear and Shared Focus

EVERYONE knows the vision and where they are going.

Everyone understands their role in achieving the vision.

The focus is consistent for all.

2. High Standards and Expectations

Teachers and staff believe that all students can learn, and they can teach them.

Barriers for some students are not insurmountable.

All students are engaged in rigorous courses of study.

3. Effective District Leadership

Effective leadership is required for implementing any change process.

Effective leaders nurture and sustain a district culture and instructional program conducive to student learning and professional growth.

4. High Levels of Communication and Collaboration

There is constant collaboration and collaboration between and among teachers of all grades.

Everyone involved is connected to solve problems and generate solutions for success.

5. Curriculum, Instruction, and Assessment Aligned with Standards

Curriculum is aligned to standards.

Research-based teaching strategies and materials are implemented.

All have a clear understanding of the assessment system and its purpose.

6. Frequent Monitoring of Teaching and Learning

There is constant adjustments in teaching and learning based on monitoring student progress and needs.

Variety of assessment procedures used to obtain data to improve student learning and the instructional program.

7. Focused Professional Development

Professional development for all educators is aligned to district’s focus, objectives, and high expectations.

Professional development is ongoing and based on defined needs and areas of concern.

8. Supportive Learning Envirnoment

District has a safe, civil, and intellectually stimulating learning environment.

Students feel connected to teachers and are engaged in learning.

Instruction is personalized to students’ defined needs.

9. High Levels of Community and Parent Involvement

There is a sense that all stakeholders have a responsibility to educate students.

Parents, service agencies, businesses, and community all play a vital role in this undertaking and see the need to do so.

GETTING RESULTS Continuous Improvement Process

ANALYZE SYSTEMSby comparing the

systems in the school to those

characteristic of effective schools

ANALYZE SYSTEMSby comparing the

systems in the school to those

characteristic of effective schools

IDENTIFY SYSTEMIC

CHALLENGESthat are probable

causes of insufficient student

achievement

IDENTIFY SYSTEMIC

CHALLENGESthat are probable

causes of insufficient student

achievement

PRIORITIZE SYSTEMIC

CHALLENGES based upon which

challenges, if addressed, will have the most

significant impact upon achievement

PRIORITIZE SYSTEMIC

CHALLENGES based upon which

challenges, if addressed, will have the most

significant impact upon achievement

SELECT RESEARCH-BASED PRACTICES

that have a high probability of

diminishing or eliminating

systemic challenges

SELECT RESEARCH-BASED PRACTICES

that have a high probability of

diminishing or eliminating

systemic challenges

DESIGN & IMLEMENT ACTION

PLANS to implement and sustain research-based practices

DESIGN & IMLEMENT ACTION

PLANS to implement and sustain research-based practices

MONITOR IMPLEMENTATION

of Action Plans using school-

identified indicators

(evidence) of implementation

MONITOR IMPLEMENTATION

of Action Plans using school-

identified indicators

(evidence) of implementation

DETERMINE EFFECTIVENESS of Action Plans using school-

identified indicators

(evidence) of Effectiveness

DETERMINE EFFECTIVENESS of Action Plans using school-

identified indicators

(evidence) of Effectiveness

ANALYZE DATA to identify the

school’s student achievement

accomplishments and concerns

ANALYZE DATA to identify the

school’s student achievement

accomplishments and concerns

The Getting Results Continuous Improvement

Process

The Getting Results Continuous Improvement

Process

ANALYZE SYSTEMSANALYZE SYSTEMS

IDENTIFY SYSTEMIC

CHALLENGES

IDENTIFY SYSTEMIC

CHALLENGESPRIORITIZE SYSTEMIC

CHALLENGES

PRIORITIZE SYSTEMIC

CHALLENGES

SELECT RESEARCH-

BASED PRACTICES

SELECT RESEARCH-

BASED PRACTICES

DESIGN AND IMPLEMENT

ACTION PLANS

DESIGN AND IMPLEMENT

ACTION PLANS

MONITOR IMPLEMEN-

TATION

MONITOR IMPLEMEN-

TATION

DETERMINE EFFECTIVE-

NESS

DETERMINE EFFECTIVE-

NESS

ANALYZE DATA

ANALYZE DATA

The Getting ResultsContinuous Improvement

Process

TO IDENTIFY THE SCHOOL’S STUDENT

ACHIEVEMENT ACCOMPLISHMENTS AND

CONCERNS

THAT ARE PROBABLE CAUSES OF INSUFFICIENT STUDENT ACHIEVEMENT

BASED UPON THOSE CHALLENGES, IF

ADDRESSED, THAT WILL HAVE THE MOST

SIGNIFICANT IMPACT UPON STUDENT ACHIEVEMENT

TO IMPLEMENT AND SUSTAIN RESEARCH-BASED PRACTICES

OF ACTION PLANS USING SCHOOL-IDENTIFIED

INDICATORS (EVIDENCE) OF IMPLEMENTATION

OF ACTION PLANS USING SCHOOL-IDENTIFIED

INDICATORS (EVIDENCE) OF EFFECTIVENESS

THAT HAVE A HIGH PROBABILITY OF DIMINISHING OR

ELIMINATING SYSTEMIC CHALLENGES

BY COMPARING THE SYSTEMS IN THE SCHOOL

TO SYSTEMS CHARACTERISTIC OF EFFECTIVE SCHOOLS

School Level School Level

Offline Planning Offline Planning

Guide (SLPG)Guide (SLPG)

Downloading theDownloading theOffline Planning ToolOffline Planning Tool

www.pasip.org

www.pasip.org

GETTING RESULTS Pre-Populated Plan

Pennsylvania Data Tools

Pennsylvania AYPhttp://paayp.emetric.net

eMetrichttps://solutions1.emetric.net

PVAAShttps://pvaas.sas.com

DATA ANALYSIS GUIDES

• Elementary/Middle School Level

• High School Level

November 14, 2011

Our next School Improvement Planning Session #2