School Improvement PlanningMid Year Review, 2012

“The price of doing the same ’ ole thing is far greater than the price of change.” Unknown

Outcomes

Participants will:• Identify the characteristics of an effective

professional learning community•Review relevant data sources, including

MAP-R, mClass, Fluency Rates, IRIs, and Discipline

•Reflect on and update current SIP action plans

•Discuss next steps for continuous school improvement

Professional Learning Community•According to Learning Forward’s recently

released 2011 Standards for Professional Learning, professional learning communities:▫Engage in continuous school improvement,▫Promote collective responsibility, and▫Support alignment of individual, team,

school, and school system goals

Professional Learning Community•Powerful PLCs effectively respond to the

four critical questions:▫What do students need to know and/or be

able to do?▫How will we know they have learned it?▫What will we do when they haven’t?▫What will we do when they already know

it?

Professional Learning Community•Effective PLCs have 6 key characteristics:

▫Focus on Learning/Results▫Shared Values and Vision▫Supportive and Shared Leadership▫Culture of Collaboration▫Collective Inquiry and Learning▫Mutual Trust and Respect

•Dr. Starr has a vision for all schools to engage in a PLC by September 2012

Focus on Learning/Results

•Essential outcomes/focus•Use of common formative assessments or

monitoring tools•Regular monitoring of student

performance•Systemic response when students do not

learn or targets are not met

Data Review

•MAP-R, grades 3-5•mClass, grades K-2•IRIs, grades 3-5•Intervention data, fluency, grades 3-5•Discipline data, K-5 O

Objective Level 

RReflective Level

 

IInterpretive Level

 

DDecisional Level

 

MAP-R: Grade 3

MAP-R: Grade 4

MAP-R: Grade 5

mClass, Grades K-2

mClass, Grades K-2

IRI Data, Grades 3-5

74767880828486889092

% Met Benchmark

Fall

Win

ter

Fall

Win

ter

Fall

Win

ter

Grade 3 Grade 4 Grade 5

Students Meeting Reading Benchmark Gr. 3-5

QuickReads Fluency, Grade 3

QuickReads Fluency, Grade 4

QuickReads Fluency, Grade 5

Discipline Data-Office Referrals

0

5

10

15

20

25

30

35

40

45

Quarter 1 Quarter 2

Total

Discipline Data-By Grade

0

2

4

6

8

10

12

14

16

Total

Total 15 7 3 5 5 6 1

K 1st 2nd 3rd 4th 5th LFI0

1

2

3

4

5

6

Total

Total 1 6 0 5 2 0 0

K 1st 2nd 3rd 4th 5th LFI

Quarter 1 Quarter 2

Discipline Data-By Location

0

2

4

6

8

10

12

Total

Total 1 11 5 0 5

Bus Classroom Recess Lunch Other0

2

4

6

8

10

12

14

16

18

20

Total

Total 1 19 9 2 12

Bus Classroom Recess Lunch Other

Quarter 1 Quarter 2

Discipline Data-By ReasonOffice Referrals

0

5

10

15

20

25

30

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Non-

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Quarter 1 Quarter 2

Reasons

Nu

mb

er

of

Occu

ren

ces

Discipline Data-By Gender

0

5

10

15

20

25

30

Total

Total 13 29

Girls Boys0

2

4

6

8

10

12

14

16

18

Total

Total 17 7

Girls Boys

Quarter 1 Quarter 2

Action Plan Analysis

•In pairs or triads, work together to review the assigned action plan. Think about:▫What have we done so far?▫What is working? Successes?▫What is not working? Challenges?▫Where should we go next?

•Record your thoughts on the chart paper provided.

•Be prepared to share.

Professional Learning Community•Take another look at the characteristics of

effective PLCs---▫What do we already have in place?▫In what areas are we already enjoying

success?▫In what area should we focus to ensure

continuous school improvement?

Next Steps

•Update action plans, send to OSP•Identify students for intervention exit•Revisit positive behavior interventions

and discipline plan; refocus efforts•Set up walk-through to gather feedback

on differentiated small group instruction in reading and math