Utilizing the 5Essentials to Drive Continuous School …...Utilizing the 5Essentials to Drive Continuous School Improvement Suzy Dees, ISBE Professional Learning Administrator Sarah
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Utilizing the 5Essentials to Drive Continuous School Improvement Suzy Dees, ISBE Professional Learning Administrator Sarah Ogeto, ISBE 21 st Century and Family Engagement Jacob Thornton, ISBE Safe and Healthy Climate ESSA Statewide Conference Sheraton Grand – Chicago February 13 th 10:00am to 11:00am Room: Michigan A
Utilizing the 5Essentials to Drive Continuous School Improvement
Suzy Dees, ISBE Professional Learning AdministratorSarah Ogeto, ISBE 21st Century and Family EngagementJacob Thornton, ISBE Safe and Healthy Climate
ESSA Statewide ConferenceSheraton Grand – ChicagoFebruary 13th 10:00am to 11:00amRoom: Michigan A
Presenter
Presentation Notes
Jake—2 minutes Take-aways—what is the data that schools and districts should have available ---building greater awareness to the school improvement process ---Raising awareness to the fact that culture and climate data in Five Essentials—how this aligns to ESSA ---Participants will be able to access data and identify next steps in building their capacity for using data to inform decision-making and strategic planning
Who is in the room???
I. Take-aways – what is the data that schools and districts should have available:I. Building greater awareness to the school improvement
processII. Raising awareness to the fact that culture and climate data
in Five Essentials—how this aligns to ESSAIII. Participants will be able to access data and identify next
steps in building their capacity for using data to inform decision-making and strategic planning
Presenter
Presentation Notes
Suzy—5 minutes Takeaways (Jacob welcome and Suzy 5-7m) Overview of School Improvement (Sarah 4m) What is Perception Data The Importance of the 5Essentials Data Actually using the data as part of your process Example/Activity Deeper Dive into the Data Set up the activity Group Activity Close – Next Steps – QA Suzy or Sarah (7min) Jacob (7-10min) Suzy or Sarah All of Us All of Us All this other data to look at Action
Continuous School Improvement
▪ What are words or phrases that come to mind when you hear school improvement plan (SIP) or continuous improvement planning (CIP)?
Presenter
Presentation Notes
Sarah-2 min Activity—do a turn and talk. Capture thoughts on are we trying to get out of them, what are we hoping they will say?
What is CIP?
▪ “In successful districts and schools, there is a collective commitment to collaboratively identify, plan, implement, monitor, evaluate, and communicate the changes necessary to continuously improve student learning.” – IBAM
▪ A systemic approach to improve quality and effectiveness of programs and operations.
▪ An on-going process to continually improve opportunities and outcomes for all students
Presenter
Presentation Notes
Sarah 2min
Continuous Improvement Planning Cycle
Creating Sustainability
Data Informed CIP
Assess Current Practices
Choose a Goal
Create a Plan
Implement the Plan
Monitor the Plan
Make Adjustments
Collaborative
High Priority
Presenter
Presentation Notes
Jake – 1 min: Rising Star Facilitator: overview process cycle: Continuous improvement planning is not an annual or two year planning process, as has been recorded as an E-Plan on IIRC. Rising Star is a collaborative, data-informed continuous improvement process. It does not start and end each year or every two years. It is continuous because the cycle of assessing indicators, creating tasks to bring high priority / high opportunity indicators to full implementation, and monitoring tasks does not end. Indicators of effective practice are routinely revisited. The tasks are checked for progress and continually monitored. The Continuous Improvement Cycle is identical at both the district and school levels, where teams assess current practice relative to the indicators, create the improvement plan, implement the plan, monitor plan progress, and make adjustments in course.
Continuous Improvement Planning: 5Essentials
Analyze
Plan
Implement
Evaluate
Adjust
Presenter
Presentation Notes
Carnegie’s CIP Model to the list; I know that this list isn’t exhaustive but wanted to share the model that we (5Essentials) have adopted in professional learning and leadership development.
Non-exhaustive list of CIP Models
TQM: Plan Do Act Check
IBAM Model: Identify Plan Implement Monitor Evaluate Communicate
Michigan DOE:Gather Study PlanDo
Results-Oriented Cycles of Inquiry: Set Goals PlanActAssess Reflect/Adjust
Presenter
Presentation Notes
Jake-- 1min Total Quality Management – Quality Assurance Model All the models out there have some for of cycle associated with them, that way they are not just a singular phenomenon – it is an on-going process to continually improve. All these models have similar evidence-based attributes in common: Collective team engagement Data-informed decisions Focused and coherent planning Sustained implementation Progress monitoring of the plans impact And a deep foundational belief that all kids deserve the opportunity and supports to succeed – they are processes to implement change to improve social, emotional, and academic growth/learning for all kids. The point behind including the information about school improvement processes it to lay the groundwork for how perception data (5Essentials) is important to incorporate.
CIP Cycle Example
PrepareInquireAct
Presenter
Presentation Notes
Boudett, K. P., City, E. A., & Murnane, R. J. (Eds.). (2013). Data Wise: a step-by-step guide to using assessment results to improve teaching and learning, Revised and expanded edition. Cambridge, MA: Harvard Education Press.
Categories of Data
▪ Demographic Data – what does the school look like? What does the student population look like (the community)?
▪ School Processes and Procedures – how does the school operate; instructionally, organizationally, administratively, programmatically, and continuous improvement.
▪ Student Learning and Achievement – common formative assessments, grades/standards-based grading, competencies, and summative assessments.
▪ Perceptions – how we do what we do or how we do business.
Presenter
Presentation Notes
Jake – 1 min Examples - Dr. Victoria Berhardt: Demographics – number/percent of girls in STEM classes or number/percent of black males identified for special education services School Processes and Procedures – IBAM Rubric, AdvancEd Accreditation Rubric, Illinois CSI Core Functions/Indicators, Rising Star. Student Learning – MAP, Star, Grades, PARCC, SAT Perceptions – 5Essentials, AdvancEd, etc.
What is Perception Data?
▪ Thoughts?
Presenter
Presentation Notes
SUZY-- 2MIN Ask participants for thoughts, record feedback. 5Essentials is perception data. Focusing on Essentials given the emphasis on culture and climate in ESSA
Perception Data is…
▪ Thoughts and feelings about how we operate and do business (social, emotional, and academic). – School context and environment – the climate and culture– School context– Personal interactions and experiences with the environment, processes, and
programs
▪ Feedback from staff, students, and parents about what they perceive to be true
▪ If you care and want to know what others think…you need to ask them
Presenter
Presentation Notes
Jake-- 2MIN In the business sector, perception data drives change in how a company operates, deliveries products/services, and responds to clients/customers…so why don’t we value this type of data in education? Multiple research studies have shown that a positive school climate and culture are necessary for the success of all students. Perception has multiple meanings; a generally held view, a judgement one holds true, a formal expression of judgement or advice, a belief stronger than impression and less strong than positive knowledge, and a view, judgement, or appraisal formed in the mind about a particular matter.
Why is Perception Data Important?
▪ Thoughts?
▪ “Not to understand another person’s way of thinking does not make that person confused..” – Michael Quinn Patton
Presenter
Presentation Notes
Suzy—2 min Ask participants for thoughts, record feedback.
It is Important Because…
▪ Allows us to answer the ‘How do we actually do business?’ question in the continuous school improvement process
▪ It expresses our belief in the importance for student, teacher, and parent voice in how the school operates…creating schools that are truly representative of a democratic organization
▪ Can show progress on change initiatives – are we positively impacting the schools organizational culture?
▪ Are we living our values and beliefs?
Presenter
Presentation Notes
Sarah –1 min If we say community mattes, then we need to care what they have to say. If we say all kids deserve opportunity and support (academic, social, emotional), then we need to hear from them about how we are doing. If we value distributive leadership, teacher leadership, and teacher participation in the governance and management of the school – we have to get their input on how we are doing.
How is Perception Data Collected?
▪ Thoughts around how we collect/assess perceptions???
Presenter
Presentation Notes
Jake---1 min Popcorn activity Ask participants for thoughts, record feedback. Popcorn activity
Collection and Assessment
▪ Interview Protocols
▪ Focus Groups
▪ Questionnaires
▪ Self-assessment Tools
▪ Anyone have experience, examples, or suggestions with one of these areas of perception data collection?
Presenter
Presentation Notes
Jake—2-3 mins Pros – Cons of each: Interviews are very personal and allow for some in-depth understanding, can be done in person, on the phone, or through the internet. Hard to control for all factors to ensure the questions are being asked the same way from all interviewing and can be hard to code for analysis. Focus groups are a great way to take a representative sample of the population and engage them in dialogue. Group dynamics play a huge part in the quality of the dialogue, so care really needs to be taken when setting up focus group selections (gender, age, grade level, ethnicity, socio-economic status, etc.). Groups tend to develop a group think mentality, censor themselves, and not be as honest depending on the group dynamics and power status. Questionnaires are a great way to collect large quantities of standardized data from groups that can be compared overtime (when the same questions are used). They can also be totally anonymous, so people are more willing to be completely honest. Results are easily aggregated for analysis. Self-assessment tools can be varied depending on the specific data being sought, can allow people to provide quantitative and qualitative data about the topic. 5Essentials – survey/self-assessment tool Indian Prairie School District model CPS, 21st CCCL CWIP
Basics about the 5Essentials
▪ Effective Leaders
▪ Involved Families
▪ Ambitious Instruction
▪ Collaborative Cultures
▪ Supportive Environments
Evidence-based climate survey, rooted in over 20 years of research, that provides schools data around their effectiveness to improve student opportunity and outcomes. A valuable instrument measure strengths and weaknesses in the five domains or Essentials. Research shows school strong in 3 of the 5 Essentials are 10 times more likely to succeed.
Perception Data – Where to Start?!
▪ Creating norms around valuing perception data and student, parent, and educator voice.
▪ Evaluating the data for school strength, weaknesses, and implications.
▪ Practice task: 5Essentials data.
▪ Reconciling the variances, if any, of perceptions from the ‘school’ to what the data show.
Presenter
Presentation Notes
15 min Activity (need chart paper) I envision two main Maybe look at one area on the Five Essentials and do an abbreviated SWOT analysis
Weblinks
▪ https://www.illinoisreportcard.com/
▪ https://www.5-essentials.org/demo/5e/2017/
▪ https://www.5-essentials.org/
Presenter
Presentation Notes
Dive deeper into the data: Brainstorm hunches from the perception data about what in the school environment could be a contributing factor? Greatest Strengths/Weaknesses – 20 What other categories of data are needed to dive deeper into root causes of the hunches? What questions arise after viewing the data? What else do you need to collect from students, parents, educators, and the community?
▪ The Every Student Succeeds Act: – Focused on equity and the whole child– Places an emphasis on the local context and community – The Illinois plan includes climate surveys as part of balanced accountability– Supports driven by local need – strategies and interventions that are grounded in
research and evidence
▪ Systemic educational equity
▪ A part of comprehensive needs assessments
▪ Meaningfully engaging students, teachers, and families
▪ School as learning systems
Presenter
Presentation Notes
5Essentials Institute of Educational Sciences (What Works Clearinghouse) Vanderbilt University – Center on Scaling Up Effective Schools Carnegie Foundation for the Advancement of Teaching Design-based Implementation Research Networked Improvement Communities – Context, Scale, Research, Capacity Building Improvement Science – How we respond to issues, Six Sigma, Lean, Seeking out/Highlighting Positive Deviances – seeking out the successes in extenuating circumstances According to Hirsch, Psencik, & Brown (2014), “a learning system is one in which all members of an organization are continuously involved in the learning process, and in which learning and working are seamlessly intertwined.”
Educational Equity
▪ Individual and collective consciousness targeted at continuously improving academic, social and emotional outcomes for All Children.
▪ Equity work requires critical analysis of our current practices and beliefs around the conditions we create within our learning system(s).
▪ It goes beyond creating equal conditions within the system, instead focusing on meeting the needs of all students.
▪ Doing so seeks to remove the barriers some students face and creates equal opportunity for educational outcomes for All Students regardless of: gender, race, ethnicity, gender identity, disability, language, sexual orientation, and socio-economic status.
Presenter
Presentation Notes
Equity is not just a topic to be discussed or a task to checkoff the list. Equity involves developing. Examining current practices through the lens of systemic equity, programmatic equity, leader for excellence and equity, educator effectiveness equity, and achievement equity. As a state, we are all part of a learning system that seeks to meet the needs of All Children (see Vision and Mission).
Presenter
Presentation Notes
True equity is not a once and done task, it is a mindset shift and lens of how we approach our work that is aligned and a part of climate/culture – the 5Essentials.
Thoughts - Questions?
Presenter
Presentation Notes
All—2 min Closing Thoughts Questions Evaluation link
Thanks for all you do in the name of children, families, and communities
in Illinois!▪ Jacob Thornton (IL-EMPOWER and 5E) – [email protected]
Bernhardt, Victoria. Data analysis for continuous school improvement. Routledge, 2018.
Boudett, K. P., City, E. A., & Murnane, R. J. (Eds.). (2013). Data Wise: a step-by-step guide to using assessment results to improve teaching and learning, Revised and expanded edition. Cambridge, MA: Harvard Education Press.
Bryk, Anthony S., Penny Bender Sebring, Elaine Allensworth, John Q. Easton, and Stuart Luppescu. Organizing schools for improvement: Lessons from Chicago. University of Chicago Press, 2010.
Easton, Lois Brown. "Powerful designs for professional learning." Learning Forward, 2015.
Fullan, Ml. (2016). Coherence: The Right Drivers in Action for Schools, Districts, and Systems. Thousand Oaks, California: Corwin.
Hirsh, Stephanie, Kay Psencik, and Frederick Brown. Becoming a learning system. Learning Forward, 2014.
Hattie, John and Timperley, Helen. "The power of feedback." Review of educational research 77, no. 1 (2007): 81-112.
References and Resources
Hooper, Mary A., and Victoria L. Bernhardt. Creating Capacity for Learning and Equity in Schools: Instructional, Adaptive, and Transformational Leadership. Routledge, 2016.
Killion, Joellen, and Cindy Harrison. Taking the lead: New roles for teachers and school-based coaches. Oxford, OH: National Staff Development Council, 2006.
Kruse, Sharon, K. Seashore Louis, and Anthony Bryk. "Building professional community in schools." Issues in restructuring schools 6, no. 3 (1994): 67-71.
Marzano, Robert J., Timothy Waters, and Brian A. McNulty. School leadership that works: From research to results. ASCD, 2005.
McEntee, Grace Hall, ed. At the heart of teaching: A guide to reflective practice. Teachers College Press, 2003.
Mishook, J., S. McAlister, and K. Edge. "Peer networks in school reform: Lessons from England and implications for the United States." New York: Brown University (2011).
Exit Slip
▪ Please take a moment and, on your post-it note, please give us some feedback. You may answer one or all three of the following:–What was one positive idea you heard today?–What was one piece of the presentation you
would alter/change?–What else would you like us to know?
