Planning Product

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Planning Product

  1. 1. School Improvement Planning: The P rocess and the P roduct Virginia Department of Education Office of School Improvement February 27, 2008
  2. 2. Part I: The Process School Improvement Planning Coordinating School Plan Responsibilities under NCLB and the SOA Why Not One Plan?
  3. 3. The Common Goal Improved Student Achievement Research NCLB SOA
  4. 4. From the Experts <ul><li>What does research say about the bottom line— </li></ul><ul><li>Delivering </li></ul><ul><li>Good Instruction? </li></ul>
  5. 5. The Language of “The Research” <ul><li>Any school and school division involved in improvement should: </li></ul><ul><ul><li>Ensure that parents are kept informed and involved in the school improvement planning process. </li></ul></ul><ul><ul><li>Provide technical assistance to staff in the areas of: </li></ul></ul><ul><ul><ul><li>data analysis; </li></ul></ul></ul><ul><ul><ul><li>curriculum alignment; </li></ul></ul></ul><ul><ul><ul><li>time and scheduling; </li></ul></ul></ul><ul><ul><ul><li>professional development; </li></ul></ul></ul><ul><ul><ul><li>use of funds; </li></ul></ul></ul><ul><ul><ul><li>organizational systems and procedures; </li></ul></ul></ul><ul><ul><ul><li>selecting instructional methods; </li></ul></ul></ul><ul><ul><ul><li>use of scientifically-based research; and </li></ul></ul></ul><ul><ul><ul><li>school culture. </li></ul></ul></ul>
  6. 6. The Language of Virginia’s Standards of Accreditation (SOA) <ul><li>Plan Requirements for Schools “Warned” and Beyond </li></ul><ul><li>The school must include in its plan: </li></ul><ul><li>A description of how the school will meet accreditation; </li></ul><ul><li>Specific measures for achieving and documenting academic achievement; </li></ul><ul><li>Amount of time in the school day devoted to instruction in core academic areas; </li></ul><ul><li>Instructional practices designed to remediate students who have not been successful on Standards of Learning tests; </li></ul><ul><li>Intervention strategies to prevent further decline in student performance </li></ul><ul><li>Staff development; </li></ul><ul><li>Strategies to involve and assist parents; </li></ul><ul><li>Description of the use of funding to support implementation; and </li></ul><ul><li>Restructuring and reconstitution options when appropriate. </li></ul>
  7. 7. The Language of the No Child Left Behind Act of 2001 (NCLB) <ul><li>Requirements for a Title I School Improvement Plan </li></ul><ul><li>The school must: </li></ul><ul><li>Incorporate scientifically based strategies to strengthen the core academic subjects in the school; </li></ul><ul><li>Directly addresses the academic achievement problem that caused the school to be identified for school improvement; </li></ul><ul><li>Adopt policies/practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all students meet proficiency; </li></ul><ul><li>Establish specific, annual, measurable objectives for continuous and substantial progress by each group of students in the legislation; </li></ul><ul><li>Include strategies to promote effective parental involvement; and </li></ul><ul><li>Identify implementation responsibilities of the school, the LEA, and the SEA. </li></ul>
  8. 8. The Language of NCLB (continued) <ul><li>The local school division must: </li></ul><ul><ul><li>Ensure that parents are kept informed and involved in the school improvement planning process. </li></ul></ul><ul><ul><li>Provide technical assistance in the areas of: </li></ul></ul><ul><ul><ul><li>data analysis; </li></ul></ul></ul><ul><ul><ul><li>professional development; </li></ul></ul></ul><ul><ul><ul><li>use of funds; </li></ul></ul></ul><ul><ul><ul><li>selecting instructional methods; and </li></ul></ul></ul><ul><ul><ul><li>use of scientifically-based research. </li></ul></ul></ul><ul><ul><li>Provide an opportunity for students to be transferred to other more successful schools. </li></ul></ul><ul><ul><li>Provide organized tutorial services. </li></ul></ul><ul><ul><li>Provide corrective action and restructuring options when appropriate </li></ul></ul>
  9. 9. The Result: Common School Improvement Themes <ul><li>Data Analysis </li></ul><ul><li>Use of Time </li></ul><ul><li>Research-base Instructional Practices </li></ul><ul><li>Curriculum Alignment </li></ul><ul><li>Specific Instructional Interventions for at-risk subgroups </li></ul><ul><li>Professional Development </li></ul><ul><li>Parental Involvement </li></ul><ul><li>Use of Funds </li></ul><ul><li>Corrective Action or Restructuring Options </li></ul>
  10. 10. Common School Improvement Themes from the Research , NCLB , and the SOA <ul><li>Data Analysis </li></ul><ul><li>Use of Time </li></ul><ul><li>Research-base Instructional Practices </li></ul><ul><li>Curriculum Alignment </li></ul><ul><li>Specific Instructional Interventions for At-Risk Subgroups </li></ul><ul><li>Professional Development </li></ul><ul><li>Parental Involvement </li></ul><ul><li>Use of Funds </li></ul><ul><li>Corrective Action or </li></ul><ul><li>Restructuring Options </li></ul>THEN WHY NOT ONE PLAN?
  11. 11. The SIP Requirements: A Comparative Look <ul><li>NCLB </li></ul><ul><li>Develop/Revise the </li></ul><ul><li>School Improvement Plan </li></ul><ul><li>Incorporate scientifically based strategies to strengthen the core academic subjects in the school; </li></ul><ul><li>Directly addresses the academic achievement problem that caused the school to be identified for school improvement; </li></ul><ul><li>Adopt policies/practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring student proficiency; </li></ul><ul><li>Establish specific, annual, measurable objectives for continuous and substantial progress by each group of students in the legislation; </li></ul><ul><li>Include strategies to promote effective parental involvement; and </li></ul><ul><li>Identify implementation responsibilities of the school, the LEA, and the SEA. </li></ul><ul><li>Include corrective actions, restructuring and reconstitution options when appropriate </li></ul><ul><li>SOA </li></ul><ul><li>Develop/Revise the </li></ul><ul><li>School Improvement Plan </li></ul><ul><li>Incorporate scientifically based strategies to strengthen the core academic subjects; </li></ul><ul><li>Describe how the school will meet accreditation; </li></ul><ul><li>and include specific measures for achieving and documenting academic achievement; </li></ul><ul><li>Examine amount of time in the school day devoted to instruction in core academic areas; </li></ul><ul><li>Include instructional practices designed to remediate students who have not been successful and Intervention strategies to prevent further decline in student performance; </li></ul><ul><li>Provide staff development; </li></ul><ul><li>Include strategies to involve/assist parents; </li></ul><ul><li>Describe of use of funding; and </li></ul><ul><li>Include corrective action, restructuring and reconstitution options when appropriate </li></ul>
  12. 12. A Reminder <ul><li>There may be other local requirements. </li></ul>The Common School Improvement Plan Requirements Represent the CORE of School Improvement Planning.
  13. 13. A Reminder <ul><li>There are other requirements for NCLB Years 3-6 </li></ul><ul><li>schools and for those consecutively </li></ul><ul><li>warned under the SOA. </li></ul>The Common School Improvement Plan Requirements Represent the CORE of School Improvement Planning.
  14. 14. NCLB Year 3: Selection of a Corrective Action <ul><li>Continue to offer public school choice and supplemental educational services (SES) </li></ul><ul><li>Choose one of these Corrective Actions </li></ul><ul><ul><li>Replace school staff deemed relevant to the failure to </li></ul></ul><ul><ul><li>make AYP; or </li></ul></ul><ul><ul><li>Implement a new curriculum shown by research as </li></ul></ul><ul><ul><li>effective in raising achievement; or </li></ul></ul><ul><ul><li>Decrease the authority of school-level management; or </li></ul></ul><ul><ul><li>Appoint an outside expert to advise the school on </li></ul></ul><ul><ul><li>the plan implementation; or </li></ul></ul><ul><ul><li>Extend the school year or school day; or </li></ul></ul><ul><ul><li>Restructure the internal organization of the school. </li></ul></ul><ul><li>(Teachers and parents must be promptly notified and given an opportunity to participate in the planning and comment on any action before taken.) </li></ul>
  15. 15. NCLB Year 4 and 5: Preparation for or Implementation of Alternative Governance <ul><li>Continue to offer public school choice and SES </li></ul><ul><li>Choose one of these Alternative Governance Options </li></ul><ul><ul><li>Reopen the school as a public charter school; or </li></ul></ul><ul><ul><li>Replace all or most of the school staff (may include </li></ul></ul><ul><ul><li>principal and other staff) relevant to the school’s failure; or </li></ul></ul><ul><ul><li>Enter into a contract with an entity; i.e., a private </li></ul></ul><ul><ul><li>management company with a demonstrated record of </li></ul></ul><ul><ul><li>effectiveness to operate the school; or </li></ul></ul><ul><ul><li>Institute other significant governance and staffing changes </li></ul></ul><ul><ul><li>that will likely impact the problems that are causing the </li></ul></ul><ul><ul><li>school to remain in improvement. </li></ul></ul><ul><li>(Teachers and parents must be promptly notified and given an opportunity to participate in the planning and comment on any action before taken.) </li></ul>
  16. 16. SOA: School Divisions with Schools Warned Four Consecutive Years Must… <ul><li>Enter into a Memorandum of Understanding with the Virginia Department of Education that will outline actions the school(s) will undertake. </li></ul><ul><li>The Memorandum of Understanding may include, but is not limited to: </li></ul><ul><li>A Service/management review </li></ul><ul><li>Employment of a Turnaround Specialist </li></ul><ul><li>Reconstitution </li></ul><ul><ul><li>May include restructuring governance, instructional program, staff, student body </li></ul></ul><ul><ul><li>Closing/combining schools </li></ul></ul><ul><ul><li>(Parents must be involved in the process.) </li></ul></ul>
  17. 17. All in One Place: Overview of School Plan Requirements Accredited with Warning Years 1-3 Accreditation Denied Year 3 in School Improvement Year 4 in School Improvement (for Implementation in Year 5) SOA NCLB Continue implementation of Year 3 Corrective Action Plan Implement alternative governance at the beginning of Year 5 of School Improvement Ready for implementation at the beginning of the school year Corrective Action Plan to State Board for consideration within 45 days MOU no later than November 1 No later than October 1 Timeline Until the school exits Improvement Until the school exits Improvement or moves in to Year 4 3 years 3 years Term Teachers and parents must be promptly notified and given an opportunity to participate in the planning and comment on any action before taken. Teachers and parents must be promptly notified and given an opportunity to participate in the planning and comment on any action before taken. In addition to year 3 requirements: Provide written notice to parents of standing within 30 days Copy of plan/timeline Opportunity for input Developed with assistance of parents and teachers and be made available to the public Requirement for Notice <ul><li>Continue to offer school choice and SES and select one of the following: </li></ul><ul><li>Reopen the school as a public charter school; or </li></ul><ul><li>Replace all or most of the school staff (may include principal and other staff) relevant to the school failure; or </li></ul><ul><li>Enter into a contract with an entity; i.e., a private management company with a demonstrated record of effectiveness to operate the school; or </li></ul><ul><li>Institute other significant governance and staffing changes that will likely impact the problems that are causing the school to remain in improvement. </li></ul><ul><li>Continue to offer school choice and SES and select one of the following: </li></ul><ul><li>Replace school staff deemed relevant to the failure to make AYP; or </li></ul><ul><li>Implement a new curriculum shown by research as effective in raising achievement; or </li></ul><ul><li>Decrease the authority of school-level management; or </li></ul><ul><li>Appoint an outside expert to advise the school on </li></ul><ul><li>the implementation plan developed during the first year of school improvement; or </li></ul><ul><li>Extend the school year or school day; or </li></ul><ul><li>Restructure the internal organization of the school. </li></ul>MOU-may include, but not limited to: Service/management review Turnaround Specialist Reconstitution May include restructuring governance, instructional program, staff, student body Closing/combining Undergo an Academic Review Warned in English or mathematics must adopt a research-based intervention Other Notes No criteria/components specified. Should demonstrate evidence of a comprehensive and inclusive planning process No criteria/components specified. Should demonstrate evidence of a comprehensive and inclusive planning process. <ul><li>Where are we now? </li></ul><ul><li>Where do we want to go? </li></ul><ul><li>How will we get there? </li></ul><ul><li>How will we know we are (getting) there? </li></ul><ul><li>How will we sustain the focus and momentum? </li></ul><ul><li>Draft-Final Guidelines Pending </li></ul><ul><li>Per SOA: may be required to submit status reports and appear before the board </li></ul><ul><li>A description of how the school will meet accreditation </li></ul><ul><li>Specific measures for achieving and documenting student academic achievement </li></ul><ul><li>The amount of time in the school day devoted to instruction in core academic areas </li></ul><ul><li>Instructional practices designed to remediate students who have not been successful on SOL test </li></ul><ul><li>Intervention strategies designed to prevent further decline in student performance </li></ul><ul><li>Staff development needed </li></ul><ul><li>Strategies to involve/assist parents </li></ul><ul><li>Need for flexibility or waivers </li></ul><ul><li>Description of use of funding to support implementation </li></ul><ul><li>8VAC20-131-10 </li></ul>Plan Criteria Failure to make AYP in reading and/or math for 5 consecutive years Failure to make AYP in reading and/or math for 4 consecutive years Accredited with warning 4 consecutive years Failure to meet benchmarks on SOL Trigger Year 4 Plan (for implementation in Year 5) Year 3 Plan School Improvement Plan/Corrective Action Plan School Improvement Plan Name
  18. 18. The Task: Include NCLB and SOA Requirements in One Plan Extras Example: NCLB Additional Year 3, 4, or 5 Requirements Example: Locally Directed Requirements Extras SOA Additional Accreditation Denied Requirements Common School Plan Requirements
  19. 19. Ensuring that Both Sets of Requirements Are In the School Improvement Plan: A Management Tool
  20. 20. Checklist and Certification of SOA and NCLB School Improvement Plan Requirements ( http://www.doe.virginia.gov/VDOE/SchoolImprovement/SOAandNCLB-SIPrequirements.doc) This component is included. Page(s)       ix. incorporates, as appropriate, activities before school, after school, during the summer, and during an extension of the school year 3. The amount of time in the school day devoted to instruction in the core academic areas This component is included. Page(s)       This component is included. Page(s)       v. establishes specific annual, measurable objectives for continuous and substantial progress by each group of students 2. Specific measures for achieving and documenting student academic improvement This component is included. Page(s)       This component is included. Page(s)       ii. adopts policies and practices concerning the core academic subjects that have the greatest likelihood of ensuring that all groups of students. . .will meet the State’s proficient level of achievement 1. A description of how the school will meet the provisional accreditation benchmarks, or the requirements to be Fully Accredited, for each of the years covered by the plan This component is included. Page(s)       NCLB Title I School Improvement Plan Components Certification NCLB Tile I, Section 1116(b)(3) Each school identified. . .for school improvement shall. . .develop or revise a school plan that. . . SOA 8 VAC 20-131.310. G The improvement plan shall include: SOA School Improvement Plan Components Certification REGULATIONS ESTABLISHIING STANDARDS FOR ACCREDITATING PUBLIC SCHOOLS IN VIRGINIA (SOA) and the NO CHILD LEFT BEHIND ACT OF 2001 (NCLB) School Improvement Plan Requirements
  21. 21. Checklist and Certification of SOA and NCLB School Improvement Plan Requirements (continued) This component is included. Page(s)       ii. adopts policies and practices concerning the core academic subjects that have the greatest likelihood of ensuring that all groups of students. . .will meet the State’s proficient level of achievement <ul><li>Intervention strategies </li></ul><ul><li>designed to prevent further declines in student performance </li></ul>This component is included. Page(s)       This component is included. Page(s)       This component is included. Page(s)       <ul><li>incorporates scientifically based research strategies that strengthen the core academic subjects. . .and addresses the specific academic issues that caused the school to be identified for improvement </li></ul><ul><li>ix. incorporates, as appropriate, activities before school, after school, during the summer, and during an extension of the school year </li></ul>4. Instructional practices designed to remediate students who have not been successful on SOL tests This component is included. Page(s)       NCLB Title I School Improvement Plan Components Certification NCLB Title I, Section 1116(b)(3) Each school identified. . .for school improvement shall. . .develop or revise a school plan that. . . SOA 8 VAC 20-131.310. G The improvement plan shall include: SOA School Improvement Plan Components Certification
  22. 22. Checklist and Certification of SOA and NCLB School Improvement Plan Requirements ( continued) This component is included. Page(s)       This component is included. Page(s)       iii. allows for the required expenditure of not less than 10 percent of the funds available. . .for the purpose of providing to the school teachers and principal high-quality professional development that (I) directly addresses the academic achievement problem. . (II) meets the requirements for professional development activities under 1119; and (III) is provided in a manner that affords increased opportunity for participating in that professional development x. incorporate a teacher mentoring program 6. Staff development needed This component is included. Page(s)       NCLB Title I School Improvement Plan Components Certification NCLB Title I, Section 1116(b)(3) Each school identified. . .for school improvement shall. . .develop or revise a school plan that. . . SOA 8 VAC 20-131.310. G The improvement plan shall include: SOA School Improvement Plan Components Certification
  23. 23. Checklist and Certification of SOA and NCLB School Improvement Plan Requirements (continued) Add and Discuss the Implementation of the Extras. Then This component is included. Page(s)       iv. specifies how the funds. . .will be used to remove the school from school improvement status 9. A description of the manner in which local, state, and federal funds are used to support the implementation of the components of this plan This component is included. Page(s)       This component is included. Page(s)       vii. specifies the responsibilities of the school, the local educational agency, and the State educational agency. . .including specifying the technical assistance to be provided by the local educational agency 8. The need for flexibility or waivers to state or local regulations to meet the objectives of the plan This component is included. Page(s)       This component is included. Page(s)       This component is included. Page(s)       viii. includes strategies to promote effective parental involvement in the school vi. describes how the school will provide written notice about the identification to parents 7. Strategies to involve and assist parents in raising their child’s academic performance This component is included. Page(s)       NCLB Title I School Improvement Plan Components Certification NCLB Title I, Section 1116(b)(3) Each school identified. . .for school improvement shall. . .develop or revise a school plan that. . . SOA 8 VAC 20-131.310. G The improvement plan shall include: SOA School Improvement Plan Components Certification
  24. 24. Goal Attained: One Plan <ul><li>Submit the </li></ul><ul><li>Checklist and Certification of SOA and NCLB School Improvement Plan Requirements as a cover sheet </li></ul><ul><li>to the SOA required plan if the school is both warned and in </li></ul><ul><li>Title I School Improvement. </li></ul>
  25. 25. <ul><li>The Difference in </li></ul><ul><li>Process and Product </li></ul>
  26. 26. Fully Accredited and Making AYP Part II: The Product An Improved School
  27. 27. Producing the Product <ul><li>What are our school’s needs? </li></ul><ul><li>How simple or difficult is it to determine our school’s needs? </li></ul><ul><li>Is there a formal tool or process that can be used to determine the needs? </li></ul><ul><li>Could the needs fall in several different but equally important categories? </li></ul><ul><li>Can we tackle all of our needs at one time? </li></ul>
  28. 28. Is There Time? <ul><li>Juggling Priorities </li></ul><ul><li>Principals Aim To: </li></ul><ul><li>Improve the literacy and numeracy of their </li></ul><ul><li>student populations </li></ul><ul><li>Raise standards of achievement in general </li></ul><ul><li>Maximize the learning opportunities for pupils with special </li></ul><ul><li>needs </li></ul><ul><li>Improve poor attendance </li></ul><ul><li>Share good teaching practices of staff </li></ul><ul><li>Perfect performance monitoring. </li></ul><ul><li>When laid out in a list like this, it can seem </li></ul><ul><li>that the role of most school managers is </li></ul><ul><li>something akin to a highly skilled </li></ul><ul><li>juggling act….” </li></ul><ul><li>Phil Neal, Capita Education Services </li></ul>
  29. 29. Is There Time To Examine… <ul><li>The Quality of Teaching </li></ul><ul><li>Effective teachers employ effective instructional strategies, </li></ul><ul><li>classroom management techniques, and classroom </li></ul><ul><li>curricular design in a fluent, seamless fashion. </li></ul><ul><li>Leinhardt and Greens; Brooks and Hawke </li></ul><ul><li>The most important factor affecting </li></ul><ul><li>student learning is the teacher. </li></ul><ul><li>Robert J. Marzano </li></ul>
  30. 30. Is There Time To Examine… <ul><li>The Degree of Central Office Support </li></ul><ul><li>“ Effective school improvement involves building </li></ul><ul><li>the capacity for change and development. This </li></ul><ul><li>necessitates pressure and support from both </li></ul><ul><li>external and internal sources. </li></ul><ul><li>The need for 'change agentry' is well established </li></ul><ul><li>in the literature; however, relatively little has been written </li></ul><ul><li>about the role of the LEA as an external agent of change.” </li></ul><ul><li>School Leadership & Management, Taylor & Francis Group </li></ul>
  31. 31. Is There Time To Examine… <ul><li>The Order of </li></ul><ul><li>Priorities </li></ul><ul><li>The old way of thinking </li></ul><ul><li>was that parental </li></ul><ul><li>involvement was </li></ul><ul><li>all about parents. </li></ul><ul><li>The new way is that it’s </li></ul><ul><li>about student success.” </li></ul><ul><li>Dr. Joyce Epstein, Center on School, Family </li></ul><ul><li>and Community Partnerships </li></ul>Is Increased Parental Involvement a Top Priority in Our School?
  32. 32. Is There Time To Examine… <ul><li>Fundamental </li></ul><ul><li>Student Beliefs </li></ul><ul><li>“ What matters most is that students </li></ul><ul><li>come to believe deeply in their own </li></ul><ul><li>capacity to master difficult academic </li></ul><ul><li>material through sustained, </li></ul><ul><li>thoughtful effort. </li></ul><ul><li>Every student is completing </li></ul><ul><li>homework, volunteering in class…” </li></ul><ul><li>Changing the Culture, D. Bruce Jackson </li></ul>
  33. 33. It Can Be Done. <ul><li>Research Shows… </li></ul><ul><li>&quot;Any school in the United States can operate at </li></ul><ul><li>advanced levels of effectiveness--if it is willing to </li></ul><ul><li>implement what is known about effective schooling. </li></ul><ul><li>If we follow the guidance offered from 35 years of </li></ul><ul><li>research, we can enter an era of unprecedented </li></ul><ul><li>effectiveness for the public practice of education.&quot; </li></ul><ul><li>Robert J. Marzano </li></ul>
  34. 34. Will Your School Take the Time? <ul><ul><li>The Good </li></ul></ul><ul><ul><li>The Bad </li></ul></ul><ul><ul><li>The Ugly </li></ul></ul>What’s Really Behind Your School Doors ?
  35. 35. W orkshop T ime <ul><li>In your teams, decide what are the top three “Goods” and the top three “Bads and Uglies” in your collective school. </li></ul><ul><li>Discuss the impact each of the six factors has on your school. </li></ul><ul><li>Prioritize the three positive factors and the three negative factors. </li></ul>15 minutes
  36. 36. Behind Those Doors <ul><li>The Good </li></ul><ul><li>Changing Behaviors </li></ul><ul><li>Assessing Students </li></ul><ul><li>Parent Conferencing </li></ul><ul><li>Articulation Among/Across Grade Levels </li></ul><ul><li>Thinking Big </li></ul><ul><li>On-going Development of Integrated, Sequential Curriculum </li></ul><ul><li>Team Building </li></ul><ul><li>Sharing Ideas, Materials, Resources </li></ul><ul><li>Creating a Supportive Risk- Taking, No-Fault Environment </li></ul><ul><li>The Bad and The Ugly </li></ul><ul><li>Inadequate Planning Time </li></ul><ul><li>Lack of Adequate Funding </li></ul><ul><li>Few Materials / Resources </li></ul><ul><li>Traditional Assessments </li></ul><ul><li>Lack of Parental Involvement </li></ul><ul><li>Community Apathy </li></ul><ul><li>Student Apathy and Poor Behavior </li></ul><ul><li>Fear of Job Security </li></ul><ul><li>Constant Change in Administrative Policy </li></ul><ul><li>Inadequate Teacher Compensation </li></ul><ul><li>Inconsistent Professional Development </li></ul>
  37. 37. Why Are the Good, the Bad, and the Ugly All Good? <ul><li>For the lowest achieving students in the highest poverty schools to meet high standards of performance, the entire instructional program must be substantially improved and every facet of the school must be examined. </li></ul><ul><li>From The No Child Left Behind Act of 2001 </li></ul><ul><li>Comprehensive School Reform </li></ul><ul><li>Administration, staff, parents, and community </li></ul><ul><li>must assess the good , the bad , and the ugly (of the whole </li></ul><ul><li>school) before there can be change. </li></ul>
  38. 38. The Path to Producing the Product <ul><li>Where are we now? </li></ul><ul><li>Where do we want to go? </li></ul><ul><li>How will we get there? </li></ul><ul><li>How will we know when we get there? </li></ul><ul><li>How will we sustain the focus and the momentum? </li></ul><ul><li>Asking the Right Questions : Techniques for Collaboration and School Change </li></ul><ul><li>Edie Holcomb </li></ul>
  39. 39. Examining Data To Answer “Where Are We Now?” Academic Data Sources <ul><li>Achievement Tests Scores </li></ul><ul><ul><li>Criterion-Referenced Tests </li></ul></ul><ul><ul><li>Norm-Referenced Tests </li></ul></ul><ul><ul><li>Diagnostic Tests </li></ul></ul><ul><ul><li>Benchmark Tests </li></ul></ul><ul><ul><li>Competency Tests </li></ul></ul><ul><ul><li>End-of-Chapter Tests </li></ul></ul><ul><li>Other Performance Indicator Tools </li></ul><ul><ul><li>Progress through Levels of Instruction </li></ul></ul><ul><ul><li>Teacher Grades (Report Card) </li></ul></ul><ul><ul><li>Grade-point Averages </li></ul></ul><ul><ul><li>Progress Checklists and Logs </li></ul></ul><ul><ul><li>Workbook Completions </li></ul></ul><ul><ul><li>Student Assignment Sheets </li></ul></ul>
  40. 40. Even More Data: School/Student Status Indicators <ul><ul><li>Percentages of </li></ul></ul><ul><ul><li>Students-- </li></ul></ul><ul><ul><li>Continuing in, Formerly in, or New Identification for Special Programs </li></ul></ul><ul><ul><li>Retained </li></ul></ul><ul><ul><li>Dropping Out </li></ul></ul><ul><ul><li>Attending at or Near 100 percent and lower </li></ul></ul><ul><ul><li>Tardy Each Day </li></ul></ul><ul><ul><li>Referred, Suspended, Homebound, Expelled </li></ul></ul><ul><ul><li>Percentages of </li></ul></ul><ul><ul><li>Students-- </li></ul></ul><ul><ul><li>On Honor Roll </li></ul></ul><ul><ul><li>Taking AP Courses </li></ul></ul><ul><ul><li>College Bound </li></ul></ul><ul><ul><li>Attending College Each Year </li></ul></ul><ul><ul><li>On, Below, Above Grade Level </li></ul></ul><ul><ul><li>Involved in Extra-Curricular Activities </li></ul></ul>
  41. 41. Even More Data… <ul><li>Staff </li></ul><ul><ul><li>Staff Credentials </li></ul></ul><ul><ul><li>Staff Attendance </li></ul></ul><ul><ul><li>Staff Morale </li></ul></ul><ul><ul><li>Use of Instructional Time </li></ul></ul><ul><ul><li>Teacher After-school Involvement with Students </li></ul></ul><ul><ul><li>Professional Development </li></ul></ul><ul><li>Instructional Support Programs </li></ul><ul><ul><li>Guidance/ School Health </li></ul></ul><ul><ul><li>Gifted and Talented </li></ul></ul><ul><ul><li>Title I /Other Federal Programs </li></ul></ul><ul><ul><li>Parent Resource Center </li></ul></ul><ul><ul><li>Instructional Materials </li></ul></ul><ul><ul><li>Technology </li></ul></ul><ul><ul><li>Before/After School Programs </li></ul></ul>
  42. 42. ...and More Data <ul><li>In-School </li></ul><ul><ul><li>School Climate </li></ul></ul><ul><ul><li>Parent / Teacher / Adm. Relationships </li></ul></ul><ul><ul><li>Teacher Satisfaction </li></ul></ul><ul><ul><li>Building / Equipment </li></ul></ul><ul><ul><li>Communication/ </li></ul></ul><ul><ul><li>Accessibility to Adm. </li></ul></ul><ul><ul><li>Student Nutrition Program </li></ul></ul><ul><ul><li>Transportation </li></ul></ul><ul><li>Community Relations </li></ul><ul><ul><li>Confidence in School </li></ul></ul><ul><ul><li>Commitment to School </li></ul></ul><ul><ul><li>Volunteerism </li></ul></ul><ul><ul><li>Donations </li></ul></ul><ul><ul><li>Open Door Policy </li></ul></ul><ul><ul><li>Mentorships </li></ul></ul><ul><ul><li>Quality of Public Relations </li></ul></ul>
  43. 43. Learning About Students from Parent and Teacher Driven Data <ul><li>Parent Input </li></ul><ul><ul><li>Parent-noted Strengths/Deficiencies </li></ul></ul><ul><ul><li>Noted Adjustment Problems </li></ul></ul><ul><ul><li>Physical Handicaps or Health Problems </li></ul></ul><ul><ul><li>Degree of Commitment to Education in Home </li></ul></ul><ul><ul><li>Parent Requests for Certain Teachers </li></ul></ul><ul><li>Teacher Input </li></ul><ul><li>Student Comfort in Classroom </li></ul><ul><li>Peer Influence </li></ul><ul><li>Student Appreciation of Academics </li></ul><ul><li>Student Respect for Teachers and Administration </li></ul><ul><li>Student Response to Rewards and Consequences </li></ul>
  44. 44. “ Where Do I Start?”
  45. 45. <ul><li>The Language of the Research </li></ul><ul><li>Where are we now? </li></ul><ul><li>Where do we want to go? </li></ul><ul><li>How will we get there? </li></ul><ul><li>How will we know when we get there? </li></ul><ul><li>How will we sustain the focus and the momentum? </li></ul><ul><li>Asking the Right Questions : Techniques for </li></ul><ul><li>Collaboration and School Change </li></ul><ul><li>Edie Holcomb </li></ul>“ Where Do You Want to Go?” Begin With the End in Mind.
  46. 46. Improved Student Achievement Accurate Curriculum Alignment Effective Use of Time and School Scheduling Practices Effective Use of Data for Making Instructional/Planning Decisions Aligned Professional Development Effective School Improvement Planning Effective Organizational Systems and Processes Positive School Culture Isn’t This Where You Want To Go? ~Destinations~ From the Virginia Department of Education Academic Review Process
  47. 47. Improved Student Achievement Accurate Curriculum Alignment Effective Use of Time and School Scheduling Practices Effective Use of Data for Making Instructional/Planning Decisions Aligned Professional Development Effective School Improvement Planning Effective Organizational Systems and Processes Positive School Culture Do Your Good, Bad, and Uglies Fall Under These Destinations? Workshop Time
  48. 48. There May Be Other Categories of Destinations from Research <ul><ul><li>This Is What You Want…Where You Want to Go. </li></ul></ul><ul><ul><li>Effective </li></ul></ul><ul><ul><li>Reform Activities for All Children </li></ul></ul><ul><ul><li>Scientific Based Methods and Strategies to Strengthen Core Academic Program </li></ul></ul><ul><ul><li>Strategies to Meet the Needs of Historically Underrepresented </li></ul></ul><ul><ul><li>Students </li></ul></ul><ul><ul><li>On-going Plan to Assess Implementation of Progress </li></ul></ul><ul><ul><li>Strategies to Increase Parent Involvement </li></ul></ul><ul><ul><li>Plan to Involve Teachers in Assessment Plan </li></ul></ul><ul><ul><li>Identification of and Intervention for Students </li></ul></ul><ul><ul><li>Experiencing Difficulty </li></ul></ul><ul><ul><li>Coordination of Local, State, Federal Funding </li></ul></ul>
  49. 49. So How Do We Get There? <ul><li>Improved Student Achievement </li></ul><ul><li>Accurate Curriculum Alignment </li></ul><ul><li>Effective Use of Time and School Scheduling Practices </li></ul><ul><li>Effective Use of Data for Making Instructional/Planning Decisions* </li></ul><ul><li>Aligned Professional Development </li></ul><ul><li>Effective School Improvement Planning </li></ul><ul><li>Effective Organizational Systems and Processes </li></ul><ul><li>Positive School Culture </li></ul><ul><li>The Language of the Research </li></ul><ul><li>Where are we now? </li></ul><ul><li>Where do we want to go? </li></ul><ul><li>How will we get there? </li></ul><ul><li>How will we know when we get there? </li></ul><ul><li>How will we sustain the focus and the momentum? </li></ul><ul><li>Asking the Right Questions : Techniques for </li></ul><ul><li>Collaboration and School Change </li></ul><ul><li>Edie Holcomb </li></ul>
  50. 50. … By Examining the Indicators of Effectiveness in Each Area (Destination) and Where Your School Stands What Are the Indicators of Effectiveness? <ul><li>Destinations </li></ul><ul><li>Improved Student Achievement </li></ul><ul><li>Accurate Curriculum Alignment </li></ul><ul><li>Effective Use of Time and School Scheduling Practices </li></ul><ul><li>Effective Use of Data for Making Instructional/Planning Decisions </li></ul><ul><li>Aligned Professional Development </li></ul><ul><li>Effective School Improvement Planning </li></ul><ul><li>Effective Organizational Systems and Processes </li></ul><ul><li>Positive School Culture </li></ul>
  51. 51. From the AR Indicators <ul><li>Area: Professional Development </li></ul><ul><li>Is the school with division support — </li></ul><ul><li>Designing an ongoing, school-based program of professional development that is based on the analyses of data and is aligned with the school’s goals for improving student achievement? </li></ul><ul><li>Focusing the core of staff learning on research-based content and instructional practices that have been proven effective in improving student achievement? </li></ul><ul><li>Identifying essential learning outcomes from professional development activities that will be used to change practice? </li></ul><ul><li>Embedding professional growth and development into job performance expectations and the performance evaluation process? </li></ul>
  52. 52. From the AR Indicators (cont.) <ul><li>Area: Use of Data for Making Instructional / Planning Decisions </li></ul><ul><li>Is the school with division support — </li></ul><ul><li>Using data/evidence from multiple sources to plan instruction that promotes the attainment of state standards and essential understandings, knowledge, and skills? </li></ul><ul><li>Collecting, compiling, and analyzing data related to instructional practices to determine the degree of alignment with state learning standards and to identify professional development needs? </li></ul><ul><li>Collecting and compiling individual student performance data to identify students’ needs, plan instruction, and monitor progress? </li></ul><ul><li>Disaggregating state and local student performance data by appropriate subgroups of students to identify needs and monitor student progress? </li></ul>
  53. 53. From the AR Indicators (cont.) <ul><li>Area: Use of Time and School Scheduling Practices </li></ul><ul><li> Is the school with division support— </li></ul><ul><li>Basing decisions related to the pacing of the curriculum on state test blueprints and on student performance data? </li></ul><ul><li>Organizing instruction and structuring lessons to maximize student time on task? </li></ul><ul><li>Maintaining a high level of student engagement throughout the lesson? </li></ul><ul><li>Using classroom instructional time to provide enrichment opportunities and support services to individuals and small groups, based on students’ identified strengths and needs? </li></ul>
  54. 54. From the AR Indicators (cont.) <ul><li>Area: Taught Curriculum </li></ul><ul><li>Is the school with division support : </li></ul><ul><li>Focusing instruction on specific learning objectives that promote the attainment of state learning standards and address essential understandings, knowledge, and skills? </li></ul><ul><li>Using available curriculum resources and supplementary materials appropriately to promote attainment of state learning standards? </li></ul><ul><li>Differentiating instruction to meet the identified needs of individual students and groups of students? </li></ul><ul><li>Assigning projects and tasks that require students to integrate and apply their learning in meaningful contexts and to reflect on what they have learned? </li></ul>
  55. 55. From the AR Indicators (cont.) <ul><li>Area: School Culture </li></ul><ul><li>Is the school with division support — </li></ul><ul><li>Basing the mission of the school on the shared beliefs and common vision of the members of the school community? </li></ul><ul><li>Clearly communicating expectations for student performance to students and parents? </li></ul><ul><li>Implementing instructional and organizational practices that reflect high expectations for all students and consideration of the culture and needs of the school community? </li></ul><ul><li>Assigning teachers by matching the needs of students with the endorsements and demonstrated strengths of teachers? </li></ul>
  56. 56. Practicing Planning A School Improvement Team Planning Tool Workshop
  57. 57. Contact Information <ul><li>Brenda A. Spencer </li></ul><ul><li>School Improvement Coordinator </li></ul><ul><li>Virginia Department of Education </li></ul><ul><li>Office of School Improvement </li></ul><ul><li>[email_address] </li></ul><ul><li>(804) 371-6201 </li></ul>

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