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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
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
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
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.
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
Pennsylvania Data Tools
Pennsylvania AYPhttp://paayp.emetric.net
eMetrichttps://solutions1.emetric.net
PVAAShttps://pvaas.sas.com