Southwest Horizon S.D.
What works in School Improvement?
Ask yourself
How many chances will I have for someone to wade through the research and present ideas and actions which seem promising? Without any expectation or pressure to replicate With and invitation and the time to consider the
worthiness , adaptations or applicability With the thinking and creativity of an amazing
group of educators
Requirements3 Year Cycle
Oct 30 Division to electronically submit school plans to MECY
Internal Deadline Approval by Board
Division Plan, Student Services Plan, Categorical Grant Plans
ELI, ENI, AAA, ECDI, SSG, EAL,ESD,BF Division Visits - MECT Team Feb- Mar 2010
Day meeting, Report and Feedback,
In two Parts
Form Outcomes – What will we improve? Data- How will we know we are improving? Involvement- Process- Who decides?
Content Strategies- How will we improve? Best Ideas- Will it work?
What will we improve?
IKEA’s new Car
From Activity ---> OutcomesIn Manitoba we have had a long history
of identifying the strategies and activities that are implemented in schools: eg
Implement the new Science Curriculum Run a TAG group Inservice staff on Differentiated Instruction or
Authentic Assessment Establish the Lion’s Quest Program
We are newer at identifying the Outcome or targeted result
Outcome Tips
Ask “Why are we doing this?” …the because is the out come
Try to keep it focused upon Student Learning
Don’t get to hung up on the Numbers. How will we know…observable , concretely, etc.
Stated clearly in a way that is observable so everyone knows what we are trying to accomplish
Process Outcome is often an Activity - not result outcome
ie We will implement an Anti Bully Policy
The purpose of a SMART outcome is to clearly state what we all are trying to do in a manner which allows us to objectively assess whether we have progressed towards achieving it.
Perfection is not the aim..improvement is
Get A Resource Teacher on board to review
What is the benefit to the students, staff, school ?
SMART Outcomes
pecific
easurable
chievable
elevant
ime related
Process Goals to Outcomes
Process Why do we want to ? .so…. Describes the ends
We will integrate a math/science curriculum
We will budget additional time for collaborative planning
We will develop a divisional writing rubric
We will implement a conflict mediators program
We will implement a TAG program Means Inputs Activities Function
Senior 1 Failure rate is reduced
Student Achievement will improve
Student Writing Improves
Playground conflict incidents are reduced
Student attendance is improved Ends Outcomes Purpose Targets
Indicators
What would let us know that we are making progress toward the outcome? Specify one or more indicators for each
outcome Decide which factors could influence
participant/program outcomes Indicators will decide what data to
collect
Not So Smart Outcomes
The Blue Bombers will improve next year.
The 2005 Mission Hill Shiraz will be better.
Greg Thompson will become a good golfer …( I know this is hard to believe but humour us)
Alice Munro’s next novel will be an improvement.
Students will have more success next year.
Smarten Up
At your table take one of the not so smart outcomes and try to make it SMART
Select 3 indicators to go with the outcome
3-5 Minutes
Report back
Critical Friend Activity
With your friend once again review your school plans:
Explore your planning report for Outcomes and Indicators- SMART
Are they Truly Outcomes? Or Strategies? Do the indicators help clarify the outcomes Are there other indicators or outcomes that
may work better? Are they focused on Student Learning ?
Who decides?
PotentialTeam Members
Students
Parents
Teachers
Department heads/Chairpersons
School administrators
Other school staff
Parent Council representatives
Community membersRequirements :Regulation on Advisory Councils for School Leadership says that the ACSL may provide advice on school plans.Education Administration Miscellaneous Provisions Regulation states in Section 31:
"A principal must involve teachers in any planning process that is undertaken for the school."
Keeping Informed
Supporting schoolNewsletters
Student BasedHelping Child
with School WorkAttending Events
VolunteeringACSLs
PTASchool Programs
AdvisoryPlanning
Decision Making
GovernanceSelection of Staff
Learning EnvironmentBudget
Budzinski’s Continuum of Parent Involvement
HighLow
Critique
Activity Look at your plan again. Who is actually involved? To what
extend? Are there areas where you wish to
extend stakeholder involvement? How can you strengthen this aspect?
How will we know we are improving?
Data Data “information or evidence collected through a
systematic method of selection, observation or analysis. Data are symbolic representations of information that can be expressed in numbers or words.”
(Earl, 1999)
Identifying data sources that are:- presently available- easily accessed
or- electronically generated
Examples of Commonly Available Data Sources
Information about students Enrollment records (enrollments, transfers & dropouts) Daily attendance
records Student records
(demographics, extracurricular activities
Transcripts (course enrollments and levels, credits earned, grades)
– Student Portfolios– Standards tests results– Occupational
competency tests– Exit exams– Counselling reports – Employer evaluations
(co-op placements)– Student survey results– Post-secondary
enrollment
…More
Information about teachers or administrators Personnel files
(teacher training and certification, staff development activities, continuing education credits)
Attendance records
In-service records
School-level information Funds/expenditures per
pupil
Reports prepared for/or by the school
Partnerships with post-secondary institutions/businesses/other
Dropout & completion rates
Student-faculty ratios
What to do with the Data
Measure Progress Identify Priority Areas Clarify Issues Hold Conversations Inform Planning
Victoria Bernhardt California State U
DemographicsEnrolment, attendance, Drop out rate, Ethnicity, Gender ,
Grade levelTells us What processes – programs different groups like
bestPerceptions
Perceptions of Learning environmentValues and beliefs, Attitudes, ObservationsTells us about environmental improvements
Student LearningStandards AssessmentsTeacher Grades, Observations,
Stadardized assessmentsTells us about student performance on different measures
School ProcessesDescriptions of programs, processesTells us how classrooms change
Data Critique
Another Team critique Do the data tools listed align with the
outcomes Are there a mix of Quantitative-
Perceptual Data Are baselines established? Does the data collected make sense?
Generating Strategies What do we think will make a
difference What research exists? What do other schools do? Do we have enough information? What have we done in the past? Can we enlist the help of others? Is this educationally sound? Action Research
Story of a conductor He was a mediocre conductor of a mediocre
orchestra. He had been having problems with the basses; they were the least professional of his musicians. It was the last performance of the season, Beethoven’s 9th Symphony, which required extra effort from the basses at the end. Earlier that evening, he found the basses celebrating one of their birthdays by passing a bottle around. As he was about to cue the basses, he knocked over his music stand. The sheet music scattered. As he stood in front of his orchestra, his worst fear was realized;
A midget fortune teller Queen Nyteshade had two claims to fame. She
could tell fortunes and she was a midget. The local authorities frowned on her because they thought that fortune telling was fraudulent. They had Queeny arrested. She was placed in a holding cell. Since she was so small she was able to squeeze between the bars of her cell and escape. This to incensed the judge that he ordered the local newspaper to print an article about the culprit. The following was printed in the paper the next day. Small medium at largeSmall medium at large
it was the bottom it was the bottom of the 9th, no of the 9th, no score and the score and the basses were basses were loaded.loaded.
The vultures are flyingAs migration approached, two elderly
vultures doubted they could make the trip south, so they decided to go by airplane.
When they checked their baggage, the attendant noticed that they were carrying two dead raccoons. "Do you wish to check the raccoons through as luggage?" she asked.
"No, thanks," replied the vultures. "They're "No, thanks," replied the vultures. "They're carrion."carrion."
2) Content What is in your plan? What works around us?
In other words an hour or so to be curious…
…about the ideas silly
…you are likely curious curious enough , at least according to your spouse or relatives.
Al..one of our cats . Full name Al- Queda
Aims of this section A chance to get caught up on what is working in school
improvement. A chance to reflect upon or consider any impact the
information may hold for your planning team and school. A chance to dream or scheme. Intended as a quick hit introduction to ideas. If something
resonates for you or your school you can follow that up in detail.
Guarantee that some of you will have heard some of these concepts before and some concepts will be new to you. There is at least one idea here which could help your project.
Join our PIE Wiki to get this PPT and keep abreast. Just pass along an email sheet to me and I’ll invite you
The adage about Gum
You take a stick of gum…
Then you need to Chew it
Adults need the same.
They don’t learn from experience they learn from reflecting and discussing their experiences
So during this session you will have plenty of chew time.
In Preparation
Reviewed the work of recognized experts Andy Hargreaves Michael Fullan Mike Schmoker Douglas Reeves Bob Marzano Ben Levin Larry Lezotte Manitoba Experiences Others see reference books at front for details
Project Planning can be like …
School Improvement-A History Lesson
“We can, whenever and wherever we choose , successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far”
Ron EdmondsEffective School research 1982
Yesterday we knew
Correlates of Effective SchoolsLezotte.. A rationale for evidence
All children can learn and come to school motivated to do so Schools control enough of the variables to assure that virtually all
students do learn Schools should be held accountable for measured student
achievement Schools should disaggregate measured student achievement to be
certain that students , regardless of gender , race, ethnicity or SES are successfully learning
The internal and external stakeholders of the individual school are the most qualified and capable people to plan and implement the changes necessary to fulfill the learning for all mission: Instructional Leadership Clear and Focused Mission Safe and Orderly Environment Climate of high expectations Frequent Monitoring of Student Progress Opportunity to Learn and Student Time on Task Positive Home- School Relations
Today
Educational Leadership Oct 2008 “Instead, school improvement is the result of
school self-evaluationschool self-evaluation that principals and teachers lead , which takes into account parental feedback and student self- assessment”
Finland National Board of Education randomly evaluates
different subjects in each comprehensive school every 3rd year to determine needs for curricular improvements. Schools use this data in self –evaluations . Singapore
“Two Roads to High Performance” Susan Sclafani Two Highest Scoring Countries PISA
Some Traits and Tools at play in successful schools…according to
But first a test
Which of the following have the highest influence upon Teaching Practices?
1= Not influential 4= Very Influential
What Influences Teacher Practice? Undergrad Courses Professional Reading Graduate Courses Motivational Speaker Bonus Pay Advice from Colleagues Action Research
1.8
2.3
2.6
?
?
3.6
4.0
1- Action Research
Compelling QuestionsSense or urgencyPersonal RelevanceAnswers “What’s in it for me ?”How can we reduce failure within a year?How can we improve engagement ?
Action ResearchPublic Exposure
Action Research Start with a guiding hypothesis
“If we increase narrative writing teaching in our school we will get better academic results across the board.”
What is the research question or outcome we want ? Writing skills will improve by 2 levels on
our writing continuum by May 2010 In what other subject areas will
achievement increase?
Benefits Action Research
Greatest Single impact on Teacher Practices
Redefines PD 7: 1 Rule 7 hrs implementation for
every 1 hour Research Question Method- Plan- Strategies- Analysis
#2Professional Learning Communities
PLC’s
“ we have relied too much, with miserable results, on a failed model for improving instructional practice: Training in the form of workshops”-Schmoker
Bad PD No arrangement for teachers to translate
learning to actual lessons Mental Dependency… external guidance
needed
Possible PLC Foci
Provincial Standards Results Common Assessment Results Planning Teams- Develop Written
School Continua Collaborative Lesson Time Planning Common Assessments- Group Analysis Common Lesson Planning Specialist Support to planning teams Co Teaching Planning
Study teams – Japan Germany Lesson study Team meetings – build lessons Standard based lessons
Modeling lessons – Co-teaching Leadership Focus on Learning not teaching
Urgency Essential standards Formative assessment Teacher meetings 2-3 monthly (lessons based on results of
common assessment) Admin “to what extent are students learning intended outcomes
“What steps can I take to give students and teachers support to improve learning?”
Monitor effective instruction Quarterly reviews Student work Team logs Classroom tours
Chew Time
With your team take a few minutes to consider the previous information.
Are there lessons for our school? What can we use, adapt or avoid?
3 –Educational Leadership
..”is mainly just talk. In Fact few administrators of any kind or at any level are directly involved in instruction. “
-Glickman-Wow !
Reeves on Leadership & Change Employees in any organization are
volunteers. We can compel their attendance and compliance , but only they can volunteer their hearts and minds
Leaders can make decisions with their authority , but they can only implement those decisions only through collaboration
Leverage for improved organizational performance happens through networks, not individuals
Source of Decision making
Level 1 Level 2 Level 3
Perceived 4 22 74
Actual 39 34 27
Level 1- Teacher Discretion
Level 2- Collaborative
Level 3 – Unilateral Administrator
Reeves 2006
Myths about school change People are happy doing what they are doing now “
Determined Impotence” People resist change because of irrational fears.
(Previously burned by bad experiences) You can’t make significant change until you get” buy
in” ( Behavior precedes beliefs)
You must have perfect research “ The Paralysis of Analysis”
The risk of change is great so you must wait until things are perfectly organized before implementation . ( Not what is the risk of change but… what are the risks for failing to change)
4 -School Improvement Planning
Elaborate Strategic plans don’t work Simple Plans work best Clear and SMART Outcomes Direct focus on straight forward actions
Arrange for teachers to Analyze achievement data Set goals Plan together to address goals Monitor Progress Modify Strategies
School Improvement
…but what do we improve?
5 Things according to Marzano Guaranteed and Viable Curriculum
I.D. and Communicate essential content Ensure essential content can be addressed in
time available Sequence and organize essential content Ensure teachers address essential content Protect Instructional time
Challenging Goals and Effective Feedback Parental and Community Involvement Safe Orderly Environment Collegiality and Professionalism
“The Lessons from Reeves”
Douglas ReevesASCD 2006“ If the job of leadership is not about student achievement , What in the world is it about?’
A test
Disclaimer American Data Knowing – Doing Gap
1500 Classrooms 2005
Take a guess at the percentage of classrooms where the following was observed
Clear Learning Objective Worksheets Lecture Monitor work without feedback Students required to speak in full sentences Evidence of assessment for learning Evidence of “ Bell to Bell Instruction Fewer than ½ student engaged
Observations of 1500 Classrooms Clear Learning Objective 4% Worksheets 52% Lecture 31% Monitor work without feedback 23% Students required to speak in full sentences
0% Evidence of assessment for learning 0% Evidence of “ Bell to Bell Instruction “ 0% Fewer than ½ student engaged % 82
A “State “ of Classroom Affairs 2003
Clear Learning Objective 4% High Yield Strategies observed 0.2% Higher order Thinking Required 3% Students writing or using rubrics 0% Fewer than ½ student paying
attention 85% Students using worksheets %52 Non Instructional Activities occurring
%35
Study Connecting Leadership Actions to Improved
Student Academic Results 1500 School Plans Nevada , West Virginia 90 , 90 , 90 Schools ( Poverty, Minority, Proficiency)
When external variables are factored out ( Budget, governance, union agreements, Policies, laws)
What variables are most related to improvements?
What works?Schools who were high achieving shared the following qualities
Inquiring Beliefs Frequent monitoring of achievement Non Fiction Writing Across the
curriculum Immediate and Decisive Interventions Constructive use of data
“ Pull the weeds before planting the flowers” Announcements Meetings ( Centered around What to teach , How to teach it
and how to meet the needs of individual students” ) Study Halls, Silent Reading, Homeroom
periods ( “Last resort for those unable to design a master schedule”)
Transitions Paperwork ( avoid duplication , collect only what is
necessary) One Stop Assessments ( The consequence for poor
performance on assessment is not a low grade ..but a requirement that students perform proficiently
Three Things which work
Add More Time for the area in question Time for Collaboration
To be effective the collaboration must focus on the examination of real student work. Common expectations for student performance
Unequal Coverage of the Curriculum“ Coverage as substitute for student learning” Vrs Clustering, Power StandardsNot all standard have equal weight
Another Test
Ask yourself …What causes student achievement?
“ If you believe that adults make a difference in student achievement , you are right.
If you believe that adults are helpless bystanders while demographic characteristics work their inexorable will on the academic lives of students , you are right.
Both statements become self- fulfilling prophecies.”
% of students scoring proficiency or higher
43.6 in Low Inquiry Leadership Teams
64.8 High Inquiry Leadership Teams
Ask yourself …What causes student achievement?
When the answers are about adults in the school ( Curriculum, Assessment practice, Engaging lessons )= High Inquiry
When the answers were about students ( poverty, motivation, ethnicity ,parenting )
=Low Inquiry
More Reeves
Power of Monitoring Monitor adult actions not just scores Frequently Treasure hunt not Witch Hunt
Rule of Six Learning Walks SMART ( Specific and Measurable) Action Research Public Displays “ Adult Science Fairs”
Leadership Mapping Exercise
Lucky Leading
Losing Learning
Effectiveness of Strategies
Student A
chievement
-1.0 0 +1.0
From Lucky to LeadingCorrelates of student achievement Achievement =% of students proficient Effectiveness Coefficient 1.0 Is direct relationship ie non fiction writing +.8
Grading Practices 0 Common Assessment program +.6 One Day workshop -.2
Student Proficiency Measure ie Sr 4 pass rate currently 54 % School Writing Continuum Currently 32%
5- Evidence/ Data
School Planning Teams Staff Analysis
What types of Data? Quantitative
Numbers
Qualitative Words-
anecdotal, stories
Intuitive Opinions,
Perceptions
Triangulation
Multiple independent sources of data to establish the accuracy of a claim
Richard Sagor Guiding School Improvement with Action Research
Engineering – Architecture Estimate new positions or data based on the
existing position or data
Education Use Verifying progress and setting direction
Victoria Bernhardt California State
DemographicsEnrolment, attendance, Drop out rate, Ethnicity, Gender ,
Grade levelTells us What processes – programs different groups like best
PerceptionsPerceptions of Learning environmentValues and beliefs, Attitudes, ObservationsTells us about environmental improvements
Student LearningStandards AssessmentsTeacher Grades, Observations,
Stadardized assessmentsTells us about student performance on different measures
School ProcessesDescriptions of programs, processesTells us how classrooms change
School Tours Quality and Substance of Instruction Student AttentivenessEg: Walk About Groups- Tracy Caldwell
RETSD If your plan states that Students will
improve their expository writing skills Inform Staff, Form a group, Provide some
guidance and training , turn them loose in the classrooms to seek evidence or students writing,
Data Stephen White - Ideas Assessment Calendar Critical Incident analysis
Assemble participant stakeholders Respond in writing to questions Most difficult to handle Repeats itself Causes most trouble or embarrassment Costs the most or wastes most time Requires most rework Inhibits student achievement
Select a set of questions that get at the crux of issues that have been resistant to change
Collect responses and create affinity chart Discuss and analyze possible causes and antecedents
Data-Informed Planning
WISDOM
KNOWLEDGE
INFORMATION
DATA
Data is not wisdom During WWII in order to bolster defenses, reduce Bomber and
Pilot Loss and to manufacture better armored planes.
Abraham Wald Bombers returning to base after missions were extensively
“mapped” to determine exactly where the bullet holes were likely to hit. A meticulous grid system was used over a long period of time.
They found that planes were generally hit evenly all over except for a few limited areas.
In deciding where to put the additional armor plating to best protect the bombers it was reasoned that the additional armor would be most useful if placed on the limited areas that the mapping revealed were rarely or never hit by bullets
Counterintuitive- However the insight was that if planes who
were hit in those limited “unhit “areas they simply did not return. These were the most highly vulnerable target areas which when hit caused a crash and destruction.
London Taxi Company Problem with turnover and training new
drivers London is a very difficult city to become
knowledgeable with its streets system. Doesn’t follow grid system, Thames River, etc
Resorted to a study of their rider-ship Found that about ½ of riders new exact directions
for their proposed route As a result they introduced a slightly reduced
fare to use a new service for those people who knew where they we going
Results: More Traffic, Better Trained Drivers , less turnover.
Stakeholder Involvement Who is involved and to what extent?
Staff Non Teaching Staff Parents Community Students?
Who’s learning is it anyway? Student Voice Student Action Research Community Service Student Cabinet
Parking Lot DiscussionFour Corner DiscussionNumber off – Go to your assigned corner to:A) Individually share your ideas about some aspect of the
work presented today which interests you and that you will integrate into your project.Comment upon :Why ?What do you expect to happen as a result?What obstacles do you anticipate?
B) As a group identify what is common to the discussion.C) Assign a Reporter to Report back
Invitations
PIE WIKI School Plan Review- Dec 09 Action Research Pilot School Plan Data Base Provincial Steering Committee