School Improvement School Improvement PlanningPlanning

QuestionsQuestions

Is our current process working optimally?Is our current process working optimally? What might we do to improve/enhance the What might we do to improve/enhance the

process to build better connections?process to build better connections? Are there any other areas we might want Are there any other areas we might want

to examine?to examine? Are there structures and resources in Are there structures and resources in

place that we can utilize to support our place that we can utilize to support our initiatives using this process?initiatives using this process?

WHEN DOES DATA WHEN DOES DATA BECOME… BECOME…

KNOWLEDGE?KNOWLEDGE?

School Improvement Process School Improvement Process and Planningand Planning

Components of an effective school Components of an effective school improvement plan:improvement plan:

Curriculum, Instruction, AssessmentCurriculum, Instruction, Assessment LeadershipLeadership Student GroupingsStudent Groupings TechnologyTechnology Parent Involvement/ParticipationParent Involvement/Participation

LEADERSHIP AND LEARNING MATRIXO

RG

AN

IZA

TIO

NA

L R

ES

UL

TS

ANTECEDENTS OF EXCELLENCE

Lucky Good results No understanding of the

reasons Replication of success not probable

Losing Poor results No understanding of the

reasons Replication of mistakes

a certainty

Leading Good results Clear understanding of the

reasons Replication of success

quite possible

Learning Poor results Clear understanding of the

reasons Replication of mistakes

not probable

DuFour’s Four Critical DuFour’s Four Critical QuestionsQuestions

What do we expect all students What do we expect all students to learn?to learn?

How will we know when they How will we know when they have learned “it”?have learned “it”?

How will we respond when they How will we respond when they haven’t learned “it”?haven’t learned “it”?

What is our response if they What is our response if they already know “it”?already know “it”?

Strategic and

SpecificMeasurable Attainable

Results- Based

Time-Bound

SMARTSMARTGoalsGoals

SSMARTMARTGoalsGoals

Strategic and Specific

Goals will have both broad-based and long-term impact because they are focused on the specific needs of the students for whom the goal is intended.

SSMMARTARTGoalsGoals

MeasurableGoals must have the ability for ongoing evaluation to occur and should include multiple measures when gauging progress.

SMSMAARTRTGoalsGoals

Attainable

Goals must be achievable yet ambitious; they must motivate us to continuously increase our tenacity towards accomplishing a feat which elicits some degree of uncertainty. It’s the balance of stretching the rubber band to its limits.

SMASMARRTTGoalsGoals

Results-based

Goals must target specific outcomes that can be measured or observed. Results-based goals define not only what is expected, but they also communicate a desired end point.

SMARSMARTTGoalsGoals

Time-boundGoals need a defined duration, a specific time-frame, in which they will be accomplished. They must create a sense of urgency which is motivating, not alarming.

HCSD SMART GoalsHCSD SMART Goals

                                      

PlanPlan a change or action

DoDo the change or action (small first)

Study Study the results to learn what did and did not work

ActAct by refining the idea or by implementing it on a boarder scale

Action Plan for achieving SMART Goals

Pareto Principle

80% of the trouble is caused by 20% of the problems.

Process GoalsProcess Goals Progress GoalsProgress Goals

Means

Inputs

Capacity improvement

Systems interventions

Improvement activities

Function

Ends

Outputs

Productivity

Outcomes

Improvement targets

Purpose

Model District Data WallModel District Data WallData Wall ElementsData Wall Elements

Ask the Questions:Ask the Questions: Where do we want to be?Where do we want to be? Where are we now?Where are we now? How will we get there?How will we get there?

Select Your PrioritiesSelect Your Priorities Plan Around Your PrioritiesPlan Around Your Priorities Make Connections with DIP Goals in SIPMake Connections with DIP Goals in SIP Define Your Process and Progress SMART Define Your Process and Progress SMART

GoalsGoals Create Action Plan to Achieve SMART GoalsCreate Action Plan to Achieve SMART Goals

Keys for Future SIP PlanningKeys for Future SIP Planning

HCSD Accountability

Tied to Tied to District GoalsDistrict Goals

Focused on Focused on Continuous Continuous

ImprovementImprovement

System WideSystem Wide

Results DrivenResults Driven

Clear, Focused,Clear, Focused,and Pervasiveand Pervasive

Our commitment:Our commitment:To identify and implement what works by:To identify and implement what works by:

•• Creating the conditions and support systems by Creating the conditions and support systems by establishing PLC’s that LASW.establishing PLC’s that LASW.

Identifying antecedents in our own classrooms.Identifying antecedents in our own classrooms.

Routinely asking: “As a LASW data team, what tools and Routinely asking: “As a LASW data team, what tools and strategies have a cause and effect relationship in strategies have a cause and effect relationship in improving student learning?”improving student learning?”

How do we know if what we’re doing is working... what How do we know if what we’re doing is working... what evidence do we have?evidence do we have?

Two parts:

The plan The process

• What are we going to do to improve student learning? = The written plan

• How are we going to implement the plan? = Data teams, LASW process, Instructional feedback loop.

HOW What is our plan of action?

The integrated process is dependent on

an instructional feedback loop to include all teachers

planning, implementing, measuring, adjusting, monitoring

Teaching is an

ART and a SCIENCE

A Cause and Effect relationship

Causing learning

• Methods

• Tools

• Strategies

• Approaches

Measuring learning and variables effecting results.

• Using measurement tools to examine, analyze, evaluate, and deconstruct “what works” (and what doesn’t).

• Using a strategic process to determine cause and effect relationships.

The SIP The SIP (the written plan)(the written plan)

Implementing Instructional Strategies Implementing Instructional Strategies (the operational plan)(the operational plan)

Measuring Evidence of Student Learning and Growth Measuring Evidence of Student Learning and Growth (the results)(the results)

planning, implementing, measuring, adjusting, monitoring

Our Ongoing ChallengeOur Ongoing ChallengeTo Know, duplicate, and repeat what works To Know, duplicate, and repeat what works

by:by:

Using research from the broad educational Using research from the broad educational community (professional literacy).community (professional literacy).

Using data to tell us how well our students Using data to tell us how well our students are learning and performing.are learning and performing.

Connecting data with research to inform Connecting data with research to inform our decisions and guide our work.our decisions and guide our work.

Sharing what works in our classrooms and Sharing what works in our classrooms and modeling those practices that produce modeling those practices that produce desired results.desired results.

Celebrating success.Celebrating success.

Data TeamData Team

Jennifer PerriJennifer Perri Jen GiallellaJen Giallella Michelle BoothMichelle Booth Michelle KujawaMichelle Kujawa Michele MontoroMichele Montoro Annette Kullman (she is going to Annette Kullman (she is going to

change her name to Jen)change her name to Jen)

Grade Level Meeting Grade Level Meeting ObjectivesObjectives

Review Mission Statement and Draft Review Mission Statement and Draft School Profile; What do we need to add or School Profile; What do we need to add or change?change?

What data do we need for our next grade What data do we need for our next grade level meeting? level meeting?

How can we address the special/regular How can we address the special/regular education gap?education gap?

Data Team will be writing an attendance Data Team will be writing an attendance goal.goal.

MeetingsMeetings

Grade 6 10:00Grade 6 10:00 Grade 7 11:00Grade 7 11:00 Grade 8 1:00Grade 8 1:00 Core Team 2:00Core Team 2:00