First-Year Warned Principals’ Institute: SOA Requirements for School Improvement Plans and  October 1 Reports Office of Sc...
Overview of the Academic Review Process <ul><li>Purpose : </li></ul><ul><li>To help schools identify and analyze  instruct...
Overview of the Academic Review Process <ul><li>Areas of review : </li></ul><ul><li>Implementation of  Curriculum Aligned ...
Academic Review for 1 st  Year Warned Schools <ul><li>The Academic Review Team : </li></ul><ul><li>Plans  and executes a r...
SST Visits for 2 nd  and 3 rd  Year Warned Schools (no matter what the warned subject!!!) <ul><li>The School Support Team ...
Academic Review vs. SST Essential Actions are  recommended Strengths and areas for improvement are  included  in the repor...
Top 10 Academic Review Recommendations for Improvement <ul><li>1.  Positive  school culture </li></ul><ul><li>2.  Hiring a...
Top 10 Academic Review Recommendations for Improvement <ul><li>6.  Differentiation   of instruction </li></ul><ul><li>7.  ...
<ul><li>Are We  SMART  Testing or  DUMB  Testing? </li></ul><ul><ul><li>S   pecific D  istracting, dampens morale </li></u...
<ul><li>The benefits of benchmark tests : </li></ul><ul><li>Identify  student strengths and weaknesses </li></ul><ul><li>M...
Benchmark Tests <ul><li>Nearly 7 out of 10 superintendents surveyed for Education Week in the summer of 2005 said they per...
Benchmark Tests <ul><li>What an effective educational benchmarking process would have to do to actually improve instructio...
Benchmark Tests <ul><li>Recommendations: </li></ul><ul><li>Use reliable tests </li></ul><ul><li>Use multiple measures </li...
PSSSTTTT -Have You Heard About  Remediation Recovery ??? <ul><li>8 VAC 20-131-30. Student Achievement Expectations </li></...
Remediation Recovery Data <ul><li>Some schools showed a promising SOL pass rate for remediation recovery students.  Some s...
Some Sample Remediation Data 99% 77 78 100% 28 28 School A 37% 126 339 34% 48 141 School D 78% 14 18 57% 8 14 School C 6% ...
Questions To Ask About   Remediation Recovery <ul><li>1.  Who is being coded and when is the coding taking place? </li></u...
Remediation Recovery Tracking Sheet *Key: A = After-school B = Before-school C = In-class S  = Supplemental Educational Se...
A Tale of Two Teachers <ul><li>Meet  Jane Doe  who teaches third grade. </li></ul><ul><li>She tested her students followin...
October 1st Status Report <ul><li>Due to the Office of School Improvement (OSI) by  October 1st  for  three consecutive ye...
October 1st Status Report - Format <ul><li>Options: </li></ul><ul><li>1)  If the Department of Education (DOE) SIP form or...
October 1 Update Cover Page <ul><li>ANNUAL REPORT </li></ul><ul><li>STATUS OF IMPLEMENTATION OF THREE-YEAR SCHOOL IMPROVEM...
October 1 Status Summary Page Goal Statement:  ______________________________________________ Explanation for Strategies N...
October 1 Status Summary Page Goal Statement:  Increase differentiation of instruction in all classrooms Lesson plan noteb...
October 1 Status Summary Page Goal Statement:   To sustain Professional Development to improve instruction The evidence in...
October 1 Status Summary Page Goal Statement:  To utilize student benchmark data to design and deliver remediation. On-Goi...
Academic Review Follow-up <ul><li>Your AR team leader/consultant may be able to offer assistance with: </li></ul><ul><ul><...
What happens in year 4, 5 and beyond? <ul><li>8 VAC 20-131-300.C states that a school shall be rated  Accreditation Denied...
Quote of the Day <ul><li>“ There are ramblers and there are travelers.  The ramblers will wind up where they will and prob...
Upcoming SlideShare
Loading in...5
×

Soa Requirements For School Improvement Plans

521

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
521
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
14
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Soa Requirements For School Improvement Plans

  1. 1. First-Year Warned Principals’ Institute: SOA Requirements for School Improvement Plans and October 1 Reports Office of School Improvement February 27, 2008
  2. 2. Overview of the Academic Review Process <ul><li>Purpose : </li></ul><ul><li>To help schools identify and analyze instructional and organizational factors affecting student achievement </li></ul><ul><li>To focus on the systems, processes , and practices that are being implemented at the school and division levels </li></ul><ul><li>To offer support , guidance , and resources to schools, administrators, and teachers across the state </li></ul>
  3. 3. Overview of the Academic Review Process <ul><li>Areas of review : </li></ul><ul><li>Implementation of Curriculum Aligned with the Standards of Learning </li></ul><ul><li>Use of Time and Scheduling practices that maximize instruction </li></ul><ul><li>Use of Data to make instructional and planning decisions </li></ul><ul><li>Design of ongoing, school-based program of Professional Development </li></ul><ul><li>Implementation of a School Improvement Plan addressing identified areas of weakness </li></ul><ul><li>Implementation of Research-based Instructional Interventions for schools warned in English or mathematics </li></ul><ul><li>Organizational Systems and Processes </li></ul><ul><li>School Culture </li></ul>
  4. 4. Academic Review for 1 st Year Warned Schools <ul><li>The Academic Review Team : </li></ul><ul><li>Plans and executes a review of the systems and processes at the warned school </li></ul><ul><li>Includes representatives from the DOE and the local school division (LEA) </li></ul><ul><li>Schedules an initial review for 2-3 days at the warned school </li></ul><ul><li>Observes classroom instruction, reviews pertinent documents, and interviews staff members </li></ul><ul><li>Reports their findings and recommendations to the principal, the central office designee, and the Office of School Improvement </li></ul>
  5. 5. SST Visits for 2 nd and 3 rd Year Warned Schools (no matter what the warned subject!!!) <ul><li>The School Support Team (SST) : </li></ul><ul><li>Reviews the School Improvement Plan (SIP) and progress of its implementation </li></ul><ul><li>Determines whether the recommendations (Essential Actions) from the previous academic review have been integrated into the SIP </li></ul><ul><li>Schedules a visit for 1-2 days </li></ul><ul><li>Determines whether additional follow-up visits are needed </li></ul><ul><li>Shares a report of their findings and recommendations with the principal, the central office designee, and the Office of School Improvement </li></ul>
  6. 6. Academic Review vs. SST Essential Actions are recommended Strengths and areas for improvement are included in the report Will include self-studies, interviews, observations, and document reviews Focus on systems and processes in the school Academic Review Needs, interventions, and measurement tools are recommended Last year’s Essential Actions should be in the SIP May include self-studies, observations, document reviews, and interviews Focus on SIP SST Visit
  7. 7. Top 10 Academic Review Recommendations for Improvement <ul><li>1. Positive school culture </li></ul><ul><li>2. Hiring and retaining quality teachers </li></ul><ul><li>3. Effective use of the school day </li></ul><ul><li>4. Appropriate alignment and pacing of curriculum to state standards </li></ul><ul><li>5. Monitoring of instruction </li></ul>
  8. 8. Top 10 Academic Review Recommendations for Improvement <ul><li>6. Differentiation of instruction </li></ul><ul><li>7. Sustained professional development activities </li></ul><ul><li>8. Timely remediation of students based on assessments </li></ul><ul><li>9. Effective use of school improvement plan </li></ul><ul><li>10. Attention to NCLB subgroups </li></ul>
  9. 9. <ul><li>Are We SMART Testing or DUMB Testing? </li></ul><ul><ul><li>S pecific D istracting, dampens morale </li></ul></ul><ul><ul><li>M easurable U nderfunded, untargeted, unrealistic </li></ul></ul><ul><ul><li>A chievable M eddlesome, mediocre, menacing </li></ul></ul><ul><ul><li>R ealistic B ureaucratic, burdensome, bothersome </li></ul></ul><ul><ul><li>T ime Specific </li></ul></ul>Here’s Some More Food for Thought: Benchmarks
  10. 10. <ul><li>The benefits of benchmark tests : </li></ul><ul><li>Identify student strengths and weaknesses </li></ul><ul><li>Monitor student progress </li></ul><ul><li>Identify effective teaching </li></ul><ul><li>Encourage teacher collaboration </li></ul><ul><li>Allow uniform access to data </li></ul><ul><li>Encourage instructional decision-making to be data-driven </li></ul><ul><li>Keep pacing on-target </li></ul>Benchmarks
  11. 11. Benchmark Tests <ul><li>Nearly 7 out of 10 superintendents surveyed for Education Week in the summer of 2005 said they periodically give district-wide tests, and another 10 percent said they planned to do so this school year. </li></ul><ul><li>By 2006, it is predicted the “formative-assessment market” would generate $323 million in annual revenues for vendors </li></ul><ul><li>“ The reason that there is a boom in benchmark assessments is that most states and school systems are providing nothing more than autopsy reports right now,” said Douglas B. Reeves, the founder of the Center for Performance Assessment. “They tell you why the patient died at the end of the year, and then marveled that the patient didn’t get any better.” </li></ul><ul><li>Olson, Lynn, Benchmark Assessments Offer Regular Checkups on Student Achievement, Education Week, v25, n13, p13-14, Nov 2005. </li></ul>
  12. 12. Benchmark Tests <ul><li>What an effective educational benchmarking process would have to do to actually improve instruction would be to: </li></ul><ul><ul><li>Determine exactly what materials, methods and behaviors result in actual improved performance outcomes </li></ul></ul><ul><ul><li>Determine exactly what methods and behaviors can be measured for each teacher’s performance </li></ul></ul><ul><ul><li>Measure the teacher’s behaviors and performance as instruction is being delivered </li></ul></ul><ul><ul><li>Analyze the metrics and prescribe changes for the teacher before instruction gets too far off track. </li></ul></ul><ul><ul><li>http://www.classroomtoolkit.com/benchmark-testing-falacies.html </li></ul></ul>
  13. 13. Benchmark Tests <ul><li>Recommendations: </li></ul><ul><li>Use reliable tests </li></ul><ul><li>Use multiple measures </li></ul><ul><li>Review data in a timely fashion and continue to revisit </li></ul><ul><li>Take the time to make adjustments as dictated by the data </li></ul><ul><li>Teacher observations with constant reinforcement and revisiting </li></ul><ul><li>Encourage collaboration for best interests of students </li></ul>
  14. 14. PSSSTTTT -Have You Heard About Remediation Recovery ??? <ul><li>8 VAC 20-131-30. Student Achievement Expectations </li></ul><ul><li>In kindergarten through grade 12, students may participate in a remediation recovery program as established by the board in English (Reading) or mathematics or both. </li></ul><ul><li>Students who receive some sort of remediation (whether during the school day or after school) may qualify for this program. </li></ul><ul><ul><ul><li>Administrators need to ensure that if remediation is implemented within the school day, the SOA requirements for regular classroom instructional time are met. </li></ul></ul></ul>
  15. 15. Remediation Recovery Data <ul><li>Some schools showed a promising SOL pass rate for remediation recovery students. Some schools did not. </li></ul><ul><li>Some schools showed a limited or small number of students who were coded as remediation recovery. </li></ul><ul><li>A school with a 100% remediation recovery pass rate did not necessarily have a successful remediation program. </li></ul>What does the data tell us about remediation recovery programs in schools Accredited with Warning?
  16. 16. Some Sample Remediation Data 99% 77 78 100% 28 28 School A 37% 126 339 34% 48 141 School D 78% 14 18 57% 8 14 School C 6% 0 6 0% 0 1 School B R & R Pass % R & R Passed Math R & R R & R Pass % R & R Passed English R & R School
  17. 17. Questions To Ask About Remediation Recovery <ul><li>1. Who is being coded and when is the coding taking place? </li></ul><ul><li>2. Who is receiving remediation? </li></ul><ul><li>3. What remediation materials were being utilized? </li></ul><ul><li>4. Does the pass rate increase: </li></ul><ul><li>a. According to the number of hours of remediation? </li></ul><ul><li>b. For in-school or after-school remediation (attendance)? </li></ul><ul><li>c. Depending upon whether a teacher or tutor provides the remediation? </li></ul><ul><li>5. Were valid benchmark /formative assessments used to select remediation students and plan the remediation program? </li></ul><ul><li>6. Is there a difference in the pass rate for math and reading? </li></ul><ul><li>7. How much did remediation recovery help your final pass rate? </li></ul>
  18. 18. Remediation Recovery Tracking Sheet *Key: A = After-school B = Before-school C = In-class S = Supplemental Educational Services (SES) N C, S Y 5 John Adams B, C Y N 4 Sarah Smith A, S Y B, C Y 3 Jane Doe *Type(s) of Math Remediation Math Remediation? Y/N *Type(s) of Reading Remediation Reading Remediation? Y/N Grade-level Student
  19. 19. A Tale of Two Teachers <ul><li>Meet Jane Doe who teaches third grade. </li></ul><ul><li>She tested her students following an instructional unit about fractions. </li></ul><ul><li>Eight of her students performed poorly on the test. </li></ul><ul><li>On the next day, she reviewed the test items and solutions with them. </li></ul><ul><li>The eight students were re-tested; however, they performed poorly again. </li></ul><ul><li>Meet John Einstein who also teaches third grade. </li></ul><ul><li>He tested his students following an instructional unit about fractions. </li></ul><ul><li>Eight of his students performed poorly on the test. </li></ul><ul><li>He conducted an item analysis and used the results to plan lessons for the eight students by dividing them into two groups. </li></ul><ul><li>On the next day, he taught a lesson to two small groups of students using colored teddy bear counters instead of fraction models. </li></ul><ul><li>What do you think happened when he re-tested his eight students? </li></ul>
  20. 20. October 1st Status Report <ul><li>Due to the Office of School Improvement (OSI) by October 1st for three consecutive years after the school has been Accredited with Warning </li></ul><ul><li>Reports the status of implementation of the three-year school improvement plan and progress toward meeting the goals of the plan </li></ul><ul><li>Requires the superintendent’s signature prior to submission to OSI </li></ul>
  21. 21. October 1st Status Report - Format <ul><li>Options: </li></ul><ul><li>1) If the Department of Education (DOE) SIP form or a locally-developed SIP form containing a status reporting column was used, complete the status reporting column and attach the annual report cover sheet . </li></ul><ul><li>2) If a SIP form was used that had no means for reporting status of implementation, use the DOE Annual Report form (Status of Implementation of Three-Year School Improvement Plan) found at http://www.pen.k12.va.us/VDOE/Forms/ </li></ul>
  22. 22. October 1 Update Cover Page <ul><li>ANNUAL REPORT </li></ul><ul><li>STATUS OF IMPLEMENTATION OF THREE-YEAR SCHOOL IMPROVEMENT PLAN </li></ul><ul><li>(8 VAC 20-131-310.H.) </li></ul><ul><li>DUE OCTOBER 1 </li></ul><ul><li>Office of School Improvement </li></ul><ul><li>Annual Report for the Year School Name: </li></ul><ul><li>Targeted Academic Area(s): School Number: </li></ul><ul><li> </li></ul><ul><li> Division: </li></ul><ul><li> Grade Levels Served: </li></ul><ul><li>Revised Three-Year School Improvement Plan </li></ul><ul><li>Attached? Yes No </li></ul><ul><li> Superintendent’s Signature: </li></ul><ul><li> Principal’s Signature: </li></ul><ul><li> </li></ul>
  23. 23. October 1 Status Summary Page Goal Statement: ______________________________________________ Explanation for Strategies Not Implemented According to Projected Time Frame Evidence of Progress Status /Progress Made Strategies Developed to Meet Goal
  24. 24. October 1 Status Summary Page Goal Statement: Increase differentiation of instruction in all classrooms Lesson plan notebooks and summary data Lesson plan reviews indicated 60% of the time this was being accomplished according to a rubric Differentiation of Instruction Explanation for Strategies Not Implemented According to Projected Time Frame Evidence of Progress Status /Progress Made Strategies Developed to Meet Goal
  25. 25. October 1 Status Summary Page Goal Statement: To sustain Professional Development to improve instruction The evidence indicated a need for additional training, peer observations, and modeling 70% of walkthroughs did not document the use of the newly learned strategies Teachers received professional development regarding the Marzano strategies Professional development monitoring Explanation for Strategies Not Implemented According to Projected Time Frame Evidence of Progress Status /Progress Made Strategies Developed to Meet Goal
  26. 26. October 1 Status Summary Page Goal Statement: To utilize student benchmark data to design and deliver remediation. On-Going In-progress Complete Students averaged 80% passing rate on retests after remediation Groups were formed and regrouped each 9 weeks according to teacher review of data Benchmark data utilized to form remediation groups Explanation for Strategies Not Implemented According to Projected Time Frame Evidence of Progress Status /Progress Made Strategies Developed to Meet Goal
  27. 27. Academic Review Follow-up <ul><li>Your AR team leader/consultant may be able to offer assistance with: </li></ul><ul><ul><li>The SIP </li></ul></ul><ul><ul><li>The October 1 Status Report </li></ul></ul><ul><ul><li>Professional development </li></ul></ul><ul><ul><li>Individual or department “coaching” </li></ul></ul><ul><ul><li>Analysis and use of student data </li></ul></ul><ul><ul><li>Anything, except the lunch menu!!! </li></ul></ul>
  28. 28. What happens in year 4, 5 and beyond? <ul><li>8 VAC 20-131-300.C states that a school shall be rated Accreditation Denied based on its academic performance during academic years ending in 2006 and beyond if it fails to meet the requirements to be rated Fully Accredited for the preceding three consecutive years or for three consecutive years anytime thereafter. </li></ul><ul><li>As outlined in 8 VAC 20-131-315, as an alternative to the Memorandum of Understanding required of schools rated Accreditation Denied, a local school board may choose to reconstitute the school and apply to the Board of Education for a rating of Conditionally Accredited . The application shall outline specific responses that address all areas of deficiency that resulted in the Accreditation Denied status. </li></ul>
  29. 29. Quote of the Day <ul><li>“ There are ramblers and there are travelers. The ramblers will wind up where they will and probably won’t remember how they got there. </li></ul><ul><li>The travelers will probably reach their destination, especially if there are rest stops and information booths along the way. </li></ul><ul><li>As leaders, change agents, and group facilitators, we staff the rest stops and information booths.” </li></ul><ul><li>Asking the Right Questions , Edie Holcomb </li></ul>
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×