principals institute

1

First-Year Warned Principals’ Institute:

SOA Requirements for School Improvement Plans and

October 1 Reports

Office of School Improvement

February 27, 2008

2

Overview of the Academic Review Process

Purpose: To help schools identify and analyze instructional and

organizational factors affecting student achievement

To focus on the systems, processes, and practices that are being implemented at the school and division levels

To offer support, guidance, and resources to schools, administrators, and teachers across the state

3

Overview of the Academic Review Process

Areas of review: Implementation of Curriculum Aligned with the Standards of Learning Use of Time and Scheduling practices that maximize instruction Use of Data to make instructional and planning decisions Design of ongoing, school-based program of Professional Development Implementation of a School Improvement Plan addressing identified areas

of weakness Implementation of Research-based Instructional Interventions for

schools warned in English or mathematics Organizational Systems and Processes School Culture

4

Academic Review for 1st Year Warned Schools

The Academic Review Team: Plans and executes a review of the systems and processes

at the warned school Includes representatives from the DOE and the local

school division (LEA) Schedules an initial review for 2-3 days at the warned

school Observes classroom instruction, reviews pertinent

documents, and interviews staff members Reports their findings and recommendations to the

principal, the central office designee, and the Office of School Improvement

5

SST Visits for 2nd and 3rd Year Warned Schools(no matter what the warned subject!!!)

The School Support Team (SST): Reviews the School Improvement Plan (SIP) and progress

of its implementation Determines whether the recommendations (Essential

Actions) from the previous academic review have been integrated into the SIP

Schedules a visit for 1-2 days Determines whether additional follow-up visits are needed Shares a report of their findings and recommendations

with the principal, the central office designee, and the Office of School Improvement

6

Academic Review

Focus on systems and processes in the school

Will include self-studies, interviews, observations, and document reviews

Strengths and areas for improvement are included

in the report

Essential Actions are recommended

SST Visit

Focus on SIP

May include self-studies, observations, document reviews, and interviews

Last year’s Essential Actions should be in the

SIP

Needs, interventions, and measurement tools are

recommended

Academic Review vs. SST

7

Top 10 Academic ReviewRecommendations for Improvement

1. Positive school culture

2. Hiring and retaining quality teachers

3. Effective use of the school day

4. Appropriate alignment and pacing of curriculum to state standards

5. Monitoring of instruction

8

Top 10 Academic ReviewRecommendations for Improvement

6. Differentiation of instruction

7. Sustained professional development activities

8. Timely remediation of students based on assessments

9. Effective use of school improvement plan

10. Attention to NCLB subgroups

9

Are We SMART Testing or DUMB Testing?

S pecific D istracting, dampens morale

M easurable U nderfunded, untargeted, unrealistic

A chievable M eddlesome, mediocre, menacing

R ealistic B ureaucratic, burdensome, bothersome

T ime Specific

Here’s Some More Food for Thought: Benchmarks

10

The benefits of benchmark tests: Identify student strengths and weaknesses Monitor student progress Identify effective teaching Encourage teacher collaboration Allow uniform access to data Encourage instructional decision-making to be

data-driven Keep pacing on-target

Benchmarks

11

Benchmark Tests Nearly 7 out of 10 superintendents surveyed for Education Week in the

summer of 2005 said they periodically give district-wide tests, and another 10 percent said they planned to do so this school year.

By 2006, it is predicted the “formative-assessment market” would generate $323 million in annual revenues for vendors

“The reason that there is a boom in benchmark assessments is that most states and school systems are providing nothing more than autopsy reports right now,” said Douglas B. Reeves, the founder of the Center for Performance Assessment. “They tell you why the patient died at the end of the year, and then marveled that the patient didn’t get any better.”

Olson, Lynn, Benchmark Assessments Offer Regular Checkups on Student Achievement, Education Week, v25, n13, p13-14, Nov 2005.

12

Benchmark Tests

What an effective educational benchmarking process would have to do to actually improve instruction would be to:• Determine exactly what materials, methods and behaviors result

in actual improved performance outcomes• Determine exactly what methods and behaviors can be measured

for each teacher’s performance• Measure the teacher’s behaviors and performance as instruction is

being delivered• Analyze the metrics and prescribe changes for the teacher before

instruction gets too far off track.http://www.classroomtoolkit.com/benchmark-testing-falacies.html

13

Benchmark Tests

Recommendations: Use reliable tests Use multiple measures Review data in a timely fashion and continue to revisit Take the time to make adjustments as dictated by the

data Teacher observations with constant reinforcement

and revisiting Encourage collaboration for best interests of students

14

PSSSTTTT-Have You Heard About Remediation Recovery???

8 VAC 20-131-30. Student Achievement Expectations

In kindergarten through grade 12, students may participate in a remediation recovery program as established by the board in English (Reading) or mathematics or both.

Students who receive some sort of remediation (whether during the school day or after school) may qualify for this program.

Administrators need to ensure that if remediation is implemented within the school day, the SOA requirements for regular classroom instructional time are met.

15

Remediation Recovery Data

Some schools showed a promising SOL pass rate for remediation recovery students. Some schools did not.

Some schools showed a limited or small number of students who were coded as remediation recovery.

A school with a 100% remediation recovery pass rate did not necessarily have a successful remediation program.

What does the data tell us about remediation recovery programs in schools

Accredited with Warning?

16

Some Sample Remediation Data

School English

R & R

R & R

Passed

R & R Pass %

Math

R & R

R & R

Passed

R & R

Pass %

School A 28 28 100% 78 77 99%

School B 1 0 0% 6 0 6%

School C 14 8 57% 18 14 78%

School D 141 48 34% 339 126 37%

17

Questions To Ask About Remediation Recovery

1. Who is being coded and when is the coding taking place?2. Who is receiving remediation?3. What remediation materials were being utilized?4. Does the pass rate increase:

a. According to the number of hours of remediation?b. For in-school or after-school remediation (attendance)?c. Depending upon whether a teacher or tutor provides the remediation?

5. Were valid benchmark /formative assessments used to select remediation students and plan the remediation program?

6. Is there a difference in the pass rate for math and reading?7. How much did remediation recovery help your final pass rate?

18

Remediation Recovery Tracking Sheet

Student Grade-level

Reading Remediation

? Y/N

*Type(s) of Reading

Remediation

Math Remediation?

Y/N

*Type(s) of Math

Remediation

Jane Doe 3 Y B, C Y A, S

Sarah Smith 4 N Y B, C

John Adams 5 Y C, S N

*Key:A = After-schoolB = Before-schoolC = In-classS = Supplemental Educational Services (SES)

19

A Tale of Two Teachers

• Meet Jane Doe who teaches third grade.

• She tested her students following an instructional unit about fractions.

• Eight of her students performed poorly on the test.

• On the next day, she reviewed the test items and solutions with them.

• The eight students were re-tested; however, they performed poorly again.

• Meet John Einstein who also teaches third grade.

• He tested his students following an instructional unit about fractions.

• Eight of his students performed poorly on the test.

• He conducted an item analysis and used the results to plan lessons for the eight students by dividing them into two groups.

• On the next day, he taught a lesson to two small groups of students using colored teddy bear counters instead of fraction models.

• What do you think happened when he re-tested his eight students?

20

October 1st Status Report

Due to the Office of School Improvement (OSI) by October 1st for three consecutive years after the school has been Accredited with Warning

Reports the status of implementation of the three-year school improvement plan and progress toward meeting the goals of the plan

Requires the superintendent’s signature prior to submission to OSI

21

October 1st Status Report - Format

Options:

1) If the Department of Education (DOE) SIP form or a locally-developed SIP form containing a status reporting column was used, complete the status reporting column and attach the annual report cover sheet.

2) If a SIP form was used that had no means for reporting status of implementation, use the DOE Annual Report form (Status of Implementation of Three-Year School Improvement Plan) found at http://www.pen.k12.va.us/VDOE/Forms/

22

October 1 Update Cover Page ANNUAL REPORT

STATUS OF IMPLEMENTATION OF THREE-YEAR SCHOOL IMPROVEMENT PLAN(8 VAC 20-131-310.H.)

DUE OCTOBER 1 Office of School Improvement

Annual Report for the Year School Name:

Targeted Academic Area(s): School Number:

Division:

Grade Levels Served:

Revised Three-Year School Improvement PlanAttached? Yes No

Superintendent’s Signature: Principal’s Signature:

23

October 1 Status Summary Page

Strategies Developed to Meet

Goal

Status /Progress Made

Evidence of Progress

Explanation for Strategies Not Implemented According to

Projected Time Frame

Goal Statement: ______________________________________________

24



Goal





Differentiation of Instruction

Lesson plan reviews indicated 60% of the time this was being

accomplished according to a rubric

Lesson plan notebooks and summary data

Goal Statement: Increase differentiation of instruction in all classrooms

25



Goal





Professional development monitoring

Teachers received professional development regarding the

Marzano strategies

70% of walkthroughs did not document the

use of the newly learned strategies

The evidence indicated a need for additional training, peer observations,

and modeling

Goal Statement: To sustain Professional Development to improve instruction

26



Goal





Benchmark data utilized to form remediation groups

Groups were formed and regrouped each 9 weeks according to teacher review of data

Students averaged 80% passing rate on retests after remediation

Complete In-progress On-Going

Goal Statement: To utilize student benchmark data to design and deliver remediation.

27

Academic Review Follow-up

Your AR team leader/consultant may be able to offer assistance with: The SIP The October 1 Status Report Professional development Individual or department “coaching” Analysis and use of student data Anything, except the lunch menu!!!

28

What happens in year 4, 5 and beyond?

8 VAC 20-131-300.C states that a school shall be rated Accreditation Denied based on its academic performance during academic years ending in 2006 and beyond if it fails to meet the requirements to be rated Fully Accredited for the preceding three consecutive years or for three consecutive years anytime thereafter.

As outlined in 8 VAC 20-131-315, as an alternative to the Memorandum of Understanding required of schools rated Accreditation Denied, a local school board may choose to reconstitute the school and apply to the Board of Education for a rating of Conditionally Accredited. The application shall outline specific responses that address all areas of deficiency that resulted in the Accreditation Denied status.

29

Quote of the Day

“There are ramblers and there are travelers. The ramblers will wind up where they will and probably won’t remember how they got there.

The travelers will probably reach their destination, especially if there are rest stops and information booths along the way.

As leaders, change agents, and group facilitators, we staff the rest stops and information booths.”

Asking the Right Questions, Edie Holcomb

principals institute

Education

school systems

school academic review

school year

school day

academic review team

previous academic review

school support team

improvement areincludedin