Henry smith csip ppt


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Henry smith csip ppt

  2. 2. WHERE DO YOU START WHEN CREATING A CSIP? • How do you improve a school? • No single answer • Super complicated • Scary • Honor the staff’s previous work • Take time to learn what’s been done • What is the staff moving toward? • Don’t jump in and start making big changes right away. It leads to rebellion from your staff. ME Alicia
  3. 3. HOW DO YOU WADE THROUGH ALL THE DATA? ME • You are swamped with meetings, commitments, paperwork, and a million other unpredictable events and tasks. How do you find the time and energy to effectively collect, analyze, and respond to data? ALICIA • Tow the line between delegating and shrugging off your duties! • Know the strengths of your staff • Empower them to help • Don’t “create monsters” by giving too much of the decision making power to certain staff • Make staff feel valued
  4. 4. WHERE DOES DATA COME IN? Me • What kinds of data do you look at in terms of your teachers? • Scheduling? • FTE? • Prior training? Alicia • Noticed a waste of teacher time sitting in the OdysseyWare lab • How can you jockey the schedule to maximize the use of all teachers? • Makes for a wacky schedule at Walker
  5. 5. STUDENT DATA? Me • What student data do you look for first? • Is that approach different at an alternative school versus a comprehensive high school? • Once you go through the data, what is something you do to make improvements? Alicia • Look at data points like attendance, graduation rates, and credits accumulated per semester. • Figure out what intervention classes are needed • Support classes based on STRAND data • Traditional student data is not very reliable for Walker kids • Kids have not been in school for years • Perception data is better
  6. 6. THE HARD PARTS ME • What is the hardest part about trying to turn a school around? • What are strategies you can use to deal with that? ALICIA • Walker as a “credit mill” three years ago • Kids able to take failed classes on OdysseyWare instead of retaking them • “packets” versus rigor • “Graduate quickly” culture versus teaching the “whole child” • Push back from staff at first • CHANGING A CULTURE TAKES YEARS
  7. 7. TRICKY STAFF: UNWILLING ME • What happens if you have staff members who are not willing to support you with a CSIP? • What strategies can you use to respond to issues that come up because of resistant staff? ALICIA • It is okay to encourage staff to look for work elsewhere—no hard feelings or grudges • Remember, you can’t just fire a teacher • Build relationships with staff • Float ideas to key players first • Know who likely naysayers will be • Massage the idea before you assert it— this will help with knee-jerk reactions
  8. 8. TRICKY STAFF: UNABLE ME • If you have teachers who are not skilled enough to implement a CSIP, what do you do? • How much of a negative impact can weaker teachers have on the implementation of a CSIP? • What can you do to help with this? ALICIA • Must know when to give directives or agency • Find ways to pair weaker staff with stronger staff • Find opportunities to set up weaker staff for success. • Visit their rooms and coach them. • Ask them to think about what they did well and what next steps they have • Don’t throw in the towel just because they don’t seem like a good fit.
  9. 9. ACADEMICS AND IMPROVEMENT ME • We talked a lot about soft skills and touchy feely stuff, but what about academic improvement and data? • Can you give an example where you used specific data to implement changes? ALICIA • A lot of test scores are “kid dependent” and not reliable. (Kid doesn’t take the test seriously or doesn’t understand some of the questions, etc.) • Look at NORMATIVE progress. • Look for deficits in strand data • Worked with the math teacher and learned that kids could do proofs but not statistics • Able to tailor instruction accordingly
  10. 10. WHAT IF A CSIP BOMBS??? ME • So, you put all of this effort into a CSIP; you get the staff on board, and then the thing tanks. . . . • Now what? • What does this mean for staff morale? • Has it happened? ALICIA • They don’t fail. We revisit and revise. • A living document • You don’t admit defeat; you adapt. • CAMP WALKER is an example • Tried changing discipline formula • Came up with it at the start of her second year at WHS • Reduce the amount of time spent dealing with behaviors • Improve student morale
  11. 11. INTEGRITY ME • Have you ever felt that political pressure has forced your hand to make decisions that go against your personal philosophy or integrity? • What do you do? • How does staff respond? ALICIA • Graduation rates were big in first year at WHS • Want kids to graduate, but want to hold them accountable • Can’t suddenly force change. Focus on moving toward your vision gradually • Biology test example: I disagree with it—kids need different skills, yet I have to play the game • Look at the positives of “the test” when you have to teach to it—there is some good stuff in there. . . • If you “teach kids first and content second,” you can make everyone feel that they are doing right by students
  12. 12. IS TIME REALLY OF THE ESSENCE? ME • So, you get charged with the task of turning a school around. There is money, reputation, and maybe your job at stake. How long do you have before you can expect to see real results? • How much time can pass with no measurable progress before you are in big trouble? • Stress, anyone? ALICIA • Only the district knows, so it is stressful! • It takes a MINIMUM of three years. • Just now seeing big changes at WHS • Patience. If you try to go too fast, you will be counterproductive • Believe that when you set your staff up with important, challenging tasks, they will rise to the occasion. • School is an experiment. You try different things; you fail; you succeed; you make it work.
  13. 13. Conclusion Final thoughts Questions, etc.