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SIP or SAP? IT’S A HUGE DIFFERENCE

SIP or SAP? IT’S A HUGE DIFFERENCE. Maryland Assessment Group Annual Conference November 18, 2004. Education’s Paradigm Shift. From process to results : Schools no longer judged by the processes in which educators engage, but by the results that students achieve

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SIP or SAP? IT’S A HUGE DIFFERENCE

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  1. SIP or SAP? IT’S A HUGE DIFFERENCE Maryland Assessment Group Annual Conference November 18, 2004

  2. Education’s Paradigm Shift • From processto results: Schools no longer judged by the processes in which educators engage, but by the results that students achieve • From someto all: Schools no longer just responsible for universal access to education, but for universal proficiency in learning Center for Leadership in Education

  3. Essential Question #1: Why do we need data to improve student achievement and school performance? Center for Leadership in Education

  4. The bottom line: Documenting student progress is the primary way the school demonstrates its effectiveness Center for Leadership in Education

  5. Essential Question #2: What data do we need to improve student achievement and school performance? Center for Leadership in Education

  6. Data Levels • Student achievement data • Curriculum, Instruction, and Assessment (CIA) data • School Capacity data • Local, state, and national policies and programs Center for Leadership in Education

  7. The Hierarchy of Data for Accountability Purposes State & National Assessments System Assessments School Assessments Classroom Assessments Center for Leadership in Education

  8. The Hierarchy of Data for School Improvement Purposes Classroom Assessments School Assessments System Assessments State & National Assessments Center for Leadership in Education

  9. The “SIP” Process in Most Schools • Previous year’s state and national assessment results are presented to faculty at beginning of school year and are only examined shallowly • Targets are written into SIP that are based upon guesses • No one really has confidence in the planning based on past year’s results because students are not the same, generalizations based on small sample size, and way data are packaged are not meaningful to the faculty for whom they are intended Center for Leadership in Education

  10. “The prevailing way that teachers decide what to teach, and when to teach it, is to use a textbook or curriculum to determine the sequence of instruction, rather than to teach based upon their assessments of students’ developmental levels. If teachers stomp through standards in the same way that they have traditionally tramped through textbooks, then they are no more likely to produce greater gains in student learning than they have in the past.” --Supovitz and Klein (2003) Center for Leadership in Education

  11. “Students produce a mountain of work in school each year, but only a fraction of those data are mined for instructional guidance.” --Supovitz and Klein (2003) Center for Leadership in Education

  12. Data Levels Data Level OneStudent Achievement ResultsDataLevel TwoInstructional Quality Curriculum, Instruction, AssessmentData Level Three School Capacity Data Level Four National, State, and Local Policies and Programs Center for Leadership in Education

  13. Three Primary Student Data Sources • External assessments --CTBS, SAT, state assessments, district quarterly assessments • School-wide assessments --Running records, theme tests, uniform writing examples, grades • Individual teacher assessments --Portfolios, writing folders, journals, conference logs, classroom assessments Center for Leadership in Education

  14. Uses of External Assessments • Benchmarking against similar schools • Providing initial direction • Aligning instruction with external content • Setting annual goals • Planning initial professional development • Identifying low-performing students • Developing a culture of inquiry --Supovitz and Klein, 2003 Center for Leadership in Education

  15. Providing cross-grade/subject guidance throughout the school year Refining professional development Developing and refining assistance plans for low-performing students Reinforcing the culture of inquiry Uses of School-wide Assessments Center for Leadership in Education

  16. Uses of Individual Teacher Assessments • Providing quick and flexible feedback throughout the year • Allowing for opportunistic adjustments in instruction and targeted assistance • Individualized to particular style and needs of classroom teacher Center for Leadership in Education

  17. Examining Curriculum, Instruction, and Assessment Data • The Essential Question: • What are the characteristics of the curriculum, instructional strategies, and assessments (CIA) at our school that contribute to these results? Center for Leadership in Education

  18. Examining Curriculum,Instruction, and Assessment Teachers need to: • Understand the curriculum standards and indicators • Teach to the standards and indicators • Assess the standards and indicators with the same rigor as the important assessments • Monitor individual student progress in relation to the standards and indicators • Intervene with students not succeeding on the standards and indicators Center for Leadership in Education

  19. What Does It Mean to “Understand” the Curriculum Standards? When teachers “understand” the curriculum standards, they can “unpack” or “unwrap” them and will know exactly the specific knowledge and skills students need to learn in their grade or course. Center for Leadership in Education

  20. What Does It Mean to“Teach to” the Curriculum Standards? When teachers “teach to” the curriculum standards, they focus 1.) on the standards assessed on national, state, and district assessments in which achievement data indicate students are weak; 2.)standards most needed by students for success in future grades and in life; and 3.) standards most useful in more than one academic discipline. Center for Leadership in Education

  21. What Does It Mean to “Assess” the Curriculum Standards? When teachers “assess” the curriculum standards, they align the content, format, and grading rigor of their classroom assessments with the expectations of the standards and with sample questions from the important assessments. Center for Leadership in Education

  22. What Does It Mean to “Monitor Individual Progress” in Relation to the Curriculum Standards? When teachers monitor student progress in relation to the curriculum standards, they can identify the standards that individual members of their class have mastered and the standards they need to work on. Center for Leadership in Education

  23. What Does It Mean to “Intervene” with Students Not Succeeding on the Curriculum Standards? When teachers intervene with students not succeeding on the curriculum standards, they focus their academic assistance on the specific standards students need help on and vary the assistance based on individual needs. Center for Leadership in Education

  24. Think about your school’s performance data for the past several years. Are you satisfied with it? Is your community? Is there a trend? Up? Down? Have you changed the way things are done in your school in response to the data? Center for Leadership in Education

  25. “Good teaching,” as currently practiced by most teachers, is precisely the kind of teaching that is producing the results they are currently getting. To get markedly different results, teachers will have to learn to do something they don’t know how to do. Center for Leadership in Education

  26. Doing the same things and expecting different results is the definition of insanity. --Albert Einstein Center for Leadership in Education

  27. Data Levels • Data Level One Student Achievement DataLevel Two Instructional Quality Curriculum, Instruction, AssessmentData Level Three School Capacity • Data Level Four • National and Local Policies Center for Leadership in Education

  28. “Every organization is perfectly designed to get the results it achieves.” --W. Edwards Deming Center for Leadership in Education

  29. “Most ailing organizations have developed a functional blindness to their own deficits. They are not suffering because they cannot resolve their problems, but because they cannot see their problems.” --John Gardner Center for Leadership in Education

  30. “School capacity is the crucial variable affecting instructional quality and corresponding student achievement.” --Newmann, King, & Youngs (2001) Center for Leadership in Education

  31. School Capacity School capacity refers to the potential of a school to fulfill its primary function, which is to provide instruction that results in a high degree of learningfor all its students. Center for Leadership in Education

  32. “A significant body of circumstantial evidence points to a deep, systemic incapacity of American schools, and the practitioners who work in them, to incorporate, develop, and extend new ideas about teaching and learning in anything but a fraction of schools and classrooms.” --Elmore, R. F. “Getting To Scale With Successful Educational Practices.” (1996) Center for Leadership in Education

  33. Key Elements of School Capacity • Knowledge, skills, & dispositions of staff • School-wide professional community • Program coherence for student & staff learning • Availability of technical resources required • Effective instructional leadership by a skilled principal Center for Leadership in Education

  34. True school improvement planning uses data to: • Inform instruction • Identify low-performing students and inform assistance plans for them • Plan professional development • Set targets and goals • Celebrate faculty and student accomplishments • Provide a visual means of reinforcing school priorities and focus • Provide supporting evidence in conversations with parents about students Center for Leadership in Education

  35. 1.) Informing Instruction • Using data as basis for identifying lesson objectives: Deciding what to teach • Using data to guide flexible grouping of students for more focused instruction • Using data to align their lessons with standards Center for Leadership in Education

  36. 2.) Developing Assistance Plans • Identifying students who are in need of additional assistance • Matching students’ needs to appropriate intervention responses • Monitoring students’ progress more closely throughuse of more timely data Center for Leadership in Education

  37. 3.) Planning Professional Development • Using state and district test data to help determine initial topics for professional development and define preliminary areas of staff need • Using subsequent student performance data to refine their teacher capacity-building strategies throughout the year, making adjustments and refinements based upon more recent discoveries about student need and teacher response. Center for Leadership in Education

  38. 4.) Setting Goals and Targets • Using student performance data to set ambitious annual improvement goals • Using data to set intermediary goals that showed progress toward their annual goals, thus making longer-term goals more immediate and linking them to classroom instructional approaches that could be adjusted very quickly • Using data to make school improvement goals public Center for Leadership in Education

  39. 5.) Celebration for Faculty & Students • Sharing data analyses to create a whole-school awareness of both achievements and areas of need • Celebrating accomplishments of students and staff • Tracking student progress and encouraging further effort Center for Leadership in Education

  40. 6.) Visual Statement of School Priorities and Progress • Providing a clear picture of the school’s current reality • Signaling priorities to students, faculty, and parents • Serving as working documents to monitor students and develop strategies with faculty • Gaining insight into patterns that would otherwise not be apparent Center for Leadership in Education

  41. 7.) Communicating with Parents • Allowing parents to understand the basis on which child has been assessed, as well as the types of work their child has been producing • Providing parents a picture of what the class has been working on and how their student’s work is situated within the larger class Center for Leadership in Education

  42. What Real School Improvement Does Focus on important learning problem Devise strategy to collect data to identify the root cause of the problem Analyze the data Take action based on what is learned Collect data to see if action taken has influenced the identified problem Process is interactive and recursive Process occurs at grade level team or subject team level Center for Leadership in Education

  43. Typical “SIP” • Format and process established at system level and is typically prescriptive in nature • Strategic: strategies developed and pursued over the course of the year (or more) • Linear process • Primary impact is institution (e.g., the school) • Focus of plan is the whole school • Primary intent is to develop plan, implement its strategies, and leave it in place for the year Center for Leadership in Education

  44. Short-cycle SIP • Format and process designed at team level • Strategic, but with very short time frame and utilizing a P-D-S-A strategy • Non-linear process; recursive and interactive • Primary impact is on students • Focus of plan is the grade-level team or dept. • Primary intent is adjustment of teaching practice based on student performance data, thus making learning more effective Center for Leadership in Education

  45. “School improvement is most surely and thoroughly achieved when teachers engage in frequent, continuous, and increasingly concrete and precise talk about teaching practice . . . adequate to the complexities of teaching, capable of distinguishing one practice and its virtue from another.” --Judith Warren Little Center for Leadership in Education

  46. Benefits of Short-cycle Planning • Higher-quality solutions to instructional problems • Increased confidence among faculty • Increased ability to support one another’s strengths and to accommodate weaknesses • More systematic assistance to beginning teachers • Ability to examine an expanded pool of ideas, methods, and materials --Mike Schmoker (2004) Center for Leadership in Education

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