transcript
- Slide 1
- Slide 2
- The following PowerPoint has been prepared by ESAI Educational
Consultation LLC and is based upon its interpretation of the school
improvement planning process to be used by Priority and Focus
Schools in Pennsylvania. Interpretations and opinions expressed are
solely those of ESAI Educational Consultation LLC and do not
represent endorsement by the Pennsylvania Department of Education.
The PowerPoint will now automatically advance and will be
accompanied by a verbal narrative.
- Slide 3
- ORGANIZATION ANALYSIS For SCHOOL LEVEL IMPROVEMENT PLANNING
Using the Guided Planning Structure within the Comprehensive
Planning Process [January 2014] Narrator: Jeff Byrem ESAI
Educational Consultation LLC
- Slide 4
- Primary Objectives of This PowerPoint: Participants will be
able to describe the sequence of steps in the Guided Planning
Structure (GPS), explain the purpose of each step, use an example
to explain the importance of root cause analysis (RCA) and where it
falls within the GPS, and determine the root causes of the highest
priority deficiencies associated with the Systemic Challenges
selected for Action Planning. Comprehensive Planning Development
Team & ESAI Educational Consultation LLC January 2014
- Slide 5
- Why is data analysis essential for school improvement? Kung-tse
(Confucius) Heraclitus The Buddha Nothing is permanent
Comprehensive Planning Development Team & ESAI Educational
Consultation LLC November 2013
- Slide 6
- Opens our eyes to see beyond our individual non-scientific
samples of one Opens our eyes to how changes in practice have
impacted the changes we see in our students achievement and
performance Data Analysis Comprehensive Planning Development Team
& ESAI Educational Consultation LLC November 2013
- Slide 7
- Increases the probability of knowing how our practice is
actually impacting the changing achievement and performance of our
students in the ever-changing entity that is a school Data Analysis
Comprehensive Planning Development Team & ESAI Educational
Consultation LLC November 2013
- Slide 8
- PDE-Recognized Strategies S.T.A.R. O.C. Educational Leadership
Vol. 66 No. 4 December 2008/January 2009 Data; now what? Data
Analysis Comprehensive Planning Development Team & ESAI
Educational Consultation LLC January 2014
- Slide 9
- Planning is important Improvement Planning The planning process
should be structured Guided Planning Structure GPS Comprehensive
Planning Development Team & ESAI Educational Consultation LLC
November 2013
- Slide 10
- The Guided Planning Structure within the Comprehensive Planning
Process IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC
CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation
Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL
ANALYSIS OF SCHOOL HEALTH Comprehensive Planning Development Team
& ESAI Educational Consultation LLC January 2014
- Slide 11
- The Guided Planning Structure within the Comprehensive Planning
Process ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS
PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor
Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS
Continuous Improvement Cycle Enhancements INITIAL / ANNUAL ANALYSIS
OF SCHOOL HEALTH Comprehensive Planning Development Team & ESAI
Educational Consultation LLC January 2014
- Slide 12
- The Guided Planning Structure within the Comprehensive Planning
Process ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS
PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor
Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS
Continuous Improvement Cycle Enhancements INITIAL / ANNUAL ANALYSIS
OF SCHOOL HEALTH Comprehensive Planning Development Team & ESAI
Educational Consultation LLC January 2014
- Slide 13
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC January 2014 The Guided Planning Structure within
the Comprehensive Planning Process ROOT CAUSE ANALYSIS IDENTIFY
CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES
IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation
ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL
HEALTH Continuous Improvement Cycle DATA
- Slide 14
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC January 2014 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS
& ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY
ACTION PLAN GOALS Monitor Implementation Implementation ACTION
PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH
DATA Identify your schools data sources
- Slide 15
- ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS
PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor
Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS
INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Comprehensive Planning
Development Team & ESAI Educational Consultation LLC January
2014
- Slide 16
- Summary: Comp. Metabolic Panel (14) Tests: (1) Comp. Metabolic
Panel (14) (322000) Glucose, Serum[H]107 mg/dL 65-99 BUN 13
mg/dL8-27 Creatinine, Serum1.21 mg/dL0.76-1.27 Sodium, Serum 142
mmol/L134-144 Potassium, Serum4.9 mmol/L3.5-5.2 Chloride, Serum 104
mmol/L97-108 Carbon Dioxide, Total27 mmol/L19-28 Calcium, Serum10.0
mg/dL8.6-10.2 Protein, Total, Serum7.0 g/dL6.0-8.5 Albumin,
Serum4.5 g/dL3.6-4.8 Globulin, Total2.5 g/dL1.5-4.5 A/G Ratio
1.81.1-2.5 Bilirubin, Total1.2 mg/dL0.0-1.2 Tests: (2) Lipid Panel
(303756) Cholesterol, Total165 mg/dL100-199 Triglycerides[H]171
mg/dL0-149 HDL Cholesterol47mg/dL>39 VLDL Cholesterol Cal34
mg/dL5-40 LDL Cholesterol Calc84 mg/dL0-99 Concern Accomplishments
Comprehensive Planning Development Team & ESAI Educational
Consultation LLC November 2013
- Slide 17
- ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS
PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor
Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS
INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Data Walk-throughs
Comprehensive Planning Development Team & ESAI Educational
Consultation LLC January 2014
- Slide 18
- ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS
PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor
Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS
INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Like many districts
across the Commonwealth, our district is facing daunting financial
challenges. We are faced with declining student enrollment, greater
competition from Charter Schools, and rising operating costs
(pension, health care, and utility expenses). Responding to these
challenges requires us to reallocate and reduce our resources while
maintaining gains in student achievement. Comprehensive Planning
Development Team & ESAI Educational Consultation LLC January
2014
- Slide 19
- ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS
PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor
Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS
INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH ROOT CAUSE ANALYSIS
Implementation ACTION PLANNING SYSTEM ANALYSIS 72% of our students
did not score at the proficient or advanced level in the 2013 PSSA
Reading exam Enrollment has decreased by 20% since 2009-10 The
total number of behavioral referrals increased by 11% from 2011-12
to 2012-13 Comprehensive Planning Development Team & ESAI
Educational Consultation LLC January 2014
- Slide 20
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC January 2014 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS
& ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY
ACTION PLAN GOALS Monitor Implementation Implementation ACTION
PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH
With concerns identified, doctors use a diagnostic process to
identify those things that might be the cause of identified
concerns
- Slide 21
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC January 2014 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS
& ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY
ACTION PLAN GOALS Monitor Implementation Implementation ACTION
PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH
With concerns identified, doctors use a diagnostic process to
identify those things that might be the cause of identified
concerns The GPSs diagnostic System Analysis process determines
whether or not system characteristics associated with GQs are
present in the school
- Slide 22
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC January 2014 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS
& ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY
ACTION PLAN GOALS Monitor Implementation Implementation ACTION
PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH
With concerns identified, doctors use a diagnostic process to
identify those things that might be the cause of identified
concerns The GPSs diagnostic Systems Analysis process determines
whether or not system characteristics associated with GQs are
present in the school Missing System Characteristics point to
systemic deficiencies that might be related to identified
concerns
- Slide 23
- A Guided Question with System Characteristics: Is there a
system within the school that fully ensures consistent
implementation of a standards aligned curriculum framework across
all classrooms for all students? All Standards are mapped and
aligned for all courses / subjects. Content, including materials,
activities and estimated instructional time for achieving the
academic standards, is identified within all planned instruction.
The objectives of planned courses and instructional units are
identified for each subject within planned instruction. The
procedures for measurement of mastery of the objectives of planned
course and instructional units are identified within planned
instruction. The alignment among the objectives of a planned
course, instructional units and academic standards is identified
within planned instruction. The curricula for all courses /subjects
are easily accessible to all educators. Processes are in place and
implemented to identify, update and align standards, curriculum,
instruction, and assessments. All educators, including the
Principal, are engaged in curricula review, revisions, and
monitoring. Comprehensive Planning Development Team & ESAI
Educational Consultation LLC November 2013 X X X X X
- Slide 24
- A Guided Question with System Characteristics: Is there a
system within the school that fully ensures consistent
implementation of a standards aligned curriculum framework across
all classrooms for all students? All Standards are mapped and
aligned for all courses / subjects. Content, including materials,
activities and estimated instructional time for achieving the
academic standards, is identified within all planned instruction.
The objectives of planned courses and instructional units are
identified for each subject within planned instruction. The
procedures for measurement of mastery of the objectives of planned
course and instructional units are identified within planned
instruction. The alignment among the objectives of a planned
course, instructional units and academic standards is identified
within planned instruction. The curricula for all courses /subjects
are easily accessible to all educators. Processes are in place and
implemented to identify, update and align standards, curriculum,
instruction, and assessments. All educators, including the
Principal, are engaged in curricula review, revisions, and
monitoring. Comprehensive Planning Development Team & ESAI
Educational Consultation LLC November 2013 X X X X X NO
- Slide 25
- A Guided Question with System Characteristics: Establish a
system within the school that fully ensures consistent
implementation of a standards aligned curriculum framework across
all classrooms for all students. All Standards are mapped and
aligned for all courses / subjects. Content, including materials,
activities and estimated instructional time for achieving the
academic standards, is identified within all planned instruction.
The objectives of planned courses and instructional units are
identified for each subject within planned instruction. The
procedures for measurement of mastery of the objectives of planned
course and instructional units are identified within planned
instruction. The alignment among the objectives of a planned
course, instructional units and academic standards is identified
within planned instruction. The curricula for all courses /subjects
are easily accessible to all educators. Processes are in place and
implemented to identify, update and align standards, curriculum,
instruction, and assessments. All educators, including the
Principal, are engaged in curricula review, revisions, and
monitoring. Comprehensive Planning Development Team & ESAI
Educational Consultation LLC November 2013 X X X X X
- Slide 26
- A Guided Question with System Characteristics: Establish a
system within the school that fully ensures consistent
implementation of a standards aligned curriculum framework across
all classrooms for all students. All Standards are mapped and
aligned for all courses / subjects. Content, including materials,
activities and estimated instructional time for achieving the
academic standards, is identified within all planned instruction.
The objectives of planned courses and instructional units are
identified for each subject within planned instruction. Procedures
for measurement of mastery of the objectives of planned course and
instructional units ARE NOT identified within planned instruction.
The correlation between the objectives of a planned course,
instructional units and academic standards IS NOT identified within
planned instruction. The curricula for all courses /subjects are
easily accessible to all educators. Processes are in place and
implemented to identify, update and align standards, curriculum,
instruction, and assessments. All educators, including the
Principal, ARE NOT engaged in curricula review, revisions, and
monitoring. Comprehensive Planning Development Team & ESAI
Educational Consultation LLC November 2013 X X X X X
- Slide 27
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC January 2014 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS
& ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY
ACTION PLAN GOALS Monitor Implementation Implementation ACTION
PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH
Support decisions with data or physical evidence In the absence of
data or physical evidence (1)Rely on consensus (hypothesis)
(2)Obtain the data or physical evidence that would validate the
hypothesis STRONG STATEMENT
- Slide 28
- A Guided Question with System Characteristics: Establish a
system within the school that fully ensures consistent
implementation of a standards aligned curriculum framework across
all classrooms for all students. All Standards are mapped and
aligned for all courses / subjects. Content, including materials,
activities and estimated instructional time for achieving the
academic standards, is identified within all planned instruction.
The objectives of planned courses and instructional units are
identified for each subject within planned instruction. Procedures
for measurement of mastery of the objectives of planned course and
instructional units ARE NOT identified within planned instruction.
The correlation between the objectives of a planned course,
instructional units and academic standards IS NOT identified within
planned instruction. The curricula for all courses /subjects are
easily accessible to all educators. Processes are in place and
implemented to identify, update and align standards, curriculum,
instruction, and assessments. All educators, including the
principal, ARE NOT engaged in curricula review, revisions, and
monitoring. Comprehensive Planning Development Team & ESAI
Educational Consultation LLC January 2014 X X X X X STRONG
STATEMENT
- Slide 29
- ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS
PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor
Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS
INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Comprehensive Planning
Development Team & ESAI Educational Consultation LLC January
2014
- Slide 30
- ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS
PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor
Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS
INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Comprehensive Planning
Development Team & ESAI Educational Consultation LLC January
2014
- Slide 31
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY
CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES
IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation
ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL
HEALTH
- Slide 32
- ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS
PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor
Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS
INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Root Cause Analysis
(RCA) is the process of identifying the deepest underlying cause or
causes of deficiencies within any system, which, if dissolved, will
result in elimination or substantial reduction of the deficiency
Comprehensive Planning Development Team & ESAI Educational
Consultation LLC January 2014
- Slide 33
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY
CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES
IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation
ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL DATA ANALYSIS RCA
eliminates patching and wasted effort RCA conserves scarce
resources RCA induces discussion and reflection and diminishes the
non-scientific sample of one RCA provides the rationale for
strategy selection Strategies will be selected that address root
causes
- Slide 34
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY
CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES
IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation
ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL DATA ANALYSIS At
the simplest level, RCA looks for incidents, procedures, programs
or processes that might be root causes
- Slide 35
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY
CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES
IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation
ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL DATA ANALYSIS At
the simplest level, RCA looks for incidents, procedures, programs
or processes that might be root causes In the GPS, the entire
organization is scanned to identify deficiencies that impact an
entire system
- Slide 36
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY
CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES
IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation
ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL DATA ANALYSIS At
the simplest level, RCA looks for incidents, procedures, programs
or processes that might be root causes In the GPS, the entire
organization is scanned to identify deficiencies that impact an
entire system In the GPS, systemic deficiencies are the entry
points for RCA DEFICIENCIES
- Slide 37
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY
CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES
IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation
ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL DATA ANALYSIS In
the GPS, the entire organization is scanned to identify
deficiencies that impact an entire system In the GPS, systemic
deficiencies are the entry points for RCA DEFICIENCIES Schools have
limited ability to address external root causes
- Slide 38
- Comprehensive Planning Development Team & ESAI Educational
Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY
CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES
IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation
ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL DATA ANALYSIS The
Five Whys (1)Begin with an identified deficiency (2)Ask why the
deficiency exists (3)Ask why the answer exists (4)Ask why the
answer to the answer exists (5)Rule of Thumb: asking and answering
a minimum of 5 times gets close to the root cause
- Slide 39
- SYSTEMIC CHALLENGE: Establish a system within the school that
fully ensures consistent implementation of a standards aligned
curriculum framework across all classrooms for all students.
SYSTEMIC CHARACTERISTIC: All educators, including the principal,
are engaged in curricula review, revisions, and monitoring.
SYSTEMIC CHALLENGE:
- Slide 40
- 2. The Director has always had the responsibility for
curriculum development and has only involved high school content
chairs. SYSTEMIC CHALLENGE: Establish a system within the school
that fully ensures consistent implementation of a standards aligned
curriculum framework across all classrooms for all students.
SYSTEMIC DEFICIENCY: All educators, including the principal, ARE
NOT engaged in curricula review, revisions, and monitoring.
SYSTEMIC CHALLENGE: 4. Most teachers dont follow the district
curriculum and didnt see the point in participating in curriculum
development. 5. Principals do not monitor the degree to which
teachers base lesson design on standards-aligned curricula. 3. When
asked to participate in curriculum review and revisions, only a few
teachers agreed to participate. GQs
- Slide 41
- 6. District administrators do not monitor the degree to which
principals are monitoring the degree to which teachers are basing
lesson design on standards-aligned curricula. SYSTEMIC CHALLENGE:
Establish a system within the school that fully ensures consistent
implementation of a standards aligned curriculum framework across
all classrooms for all students. SYSTEMIC DEFICIENCY: All
educators, including the principal, ARE NOT engaged in curricula
review, revisions, and monitoring. 7. District administrators give
monitoring of lesson design a low priority compared to other
responsibilities. 8. District administrators (and principals?) dont
fully appreciate the importance of alignment. 9. We dont know!
- Slide 42
- 2. The Director has always had the responsibility for
curriculum development and has only involved high school content
chairs. SYSTEMIC CHALLENGE: Establish a system within the school
that fully ensures consistent implementation of a standards aligned
curriculum framework across all classrooms for all students.
SYSTEMIC DEFICIENCY: All educators, including the principal, ARE
NOT engaged in curricula review, revisions, and monitoring.
SYSTEMIC CHALLENGE: SYSTEMIC DEFICIENCY: 4. Most teachers dont
follow the district curriculum and didnt see the point in
participating in curriculum development. 3. When asked to
participate in curriculum review and revisions, only a few teachers
agreed to participate. 5. Most teachers dont know how to base
lesson designs on student learning objectivesmost teach to topics.
5. Principals do not monitor the degree to which teachers base
lesson design on standards-aligned curricula.
- Slide 43
- 2. The Director has always had the responsibility for
curriculum development and has only involved high school content
chairs. SYSTEMIC CHALLENGE: Establish a system within the school
that fully ensures consistent implementation of a standards aligned
curriculum framework across all classrooms for all students.
SYSTEMIC DEFICIENCY: All educators, including the principal, ARE
NOT engaged in curricula review, revisions, and monitoring.
SYSTEMIC CHALLENGE: SYSTEMIC DEFICIENCY: 4. Most teachers dont
follow the district curriculum and didnt see the point in
participating in curriculum development. 3. When asked to
participate in curriculum review and revisions, only a few teachers
agreed to participate. 5. Most teachers refuse to change the
content of their courses because they want to teach what theyve
always taught.
- Slide 44
- SYSTEMIC CHALLENGE: Establish a system within the school that
fully ensures consistent implementation of a standards aligned
curriculum framework across all classrooms for all students.
SYSTEMIC DEFICIENCY: All educators, including the principal, ARE
NOT engaged in curricula review, revisions, and monitoring. ROOT
CAUSE OF DEFICIENCY: Teachers want to teach what theyve always
taught because the prep is done AND they believe students poor
achievement is caused by the baggage students bring to school so
teaching to the curriculum wont make any difference. ACTION
PLANNING: select strategies that address these root causes
- Slide 45
- Access and Info: Questions related to the GPS within
Comprehensive Planning, or questions related to the CP web app
(including access to the web app) should be directed to the CP
Support Desk at: paplanning@caiu.org 717-732-8403 Comprehensive
Planning Development Team & ESAI Educational Consultation LLC
November 2013
- Slide 46
- Jeff Byrem ESAI Educational Consultation LLC
esaiconsultation@gmail.com