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Develop or Revise an Improvement Plan

Develop or Revise an Improvement Plan. Creating and Implementing Improvement Plans with Impact. Session Questions. What are some common mistakes district/school staff make in developing improvement plans? What are some solutions and strategies for overcoming these planning mistakes?

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Develop or Revise an Improvement Plan

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  1. Develop or Revise an Improvement Plan Creating and Implementing Improvement Plans with Impact

  2. Session Questions • What are some common mistakes district/school staff make in developing improvement plans? • What are some solutions and strategies for overcoming these planning mistakes? • How can district and school leaders use a description of the ideal state to develop an improvement plan? • How can district and school leaders plan for monitoring of implementation and impact of plans? 2

  3. Learning from Research: Four Mistakes in Planning 1. Planning team with the wrong members 2. Incomplete and unfocused needs assessment 3. “Everything but the kitchen sink” plan 4. Plan that is left in the drawer The Center for Comprehensive School Reform and Improvement, Newsletter, March 2006. 3

  4. Match Solutions to the Mistakes • Match the mistake to the solution that will correct it. • Discuss and and be prepared to share. 4

  5. Match Solutions to the Mistakes Mistakes Solutions 1 D 2 B 3 A 4 C 5

  6. Mistakes in Planning 1. Planning team with the wrong members 2. Incomplete and unfocused needs assessment 3. “Everything but the kitchen sink” plan 4. Plan that is left in the drawer Which mistake do you see most often? 6

  7. Strategies to Correct Mistakes Come to agreement on one mistake to explore further. Review Handout 2, “Avoiding Common Mistakes in Planning.” What are some strategies that districts and schools can use to correct these mistakes? Be prepared to share. 7

  8. Handout 3 GOSA Chart: Goal Objectives Strategies Action Steps 8

  9. Ideal State The school has a system to ensure that teachers know and use research-based literacy practices and that they collaborate regularly to plan lessons using these practices to align instruction to state standards. 9

  10. Developing S.M.A.R.T. Objectives Specific Measurable Attainable Relevant Time-bound Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria, VA: ASCD. 10

  11. Unpack Ideal State to Identify Objectives Ideal State: The school has a system to ensure that teachers know and use research-based literacy practices and that they collaborate regularly to plan lessons using these practices to align instruction to state standards. Underline key aspects 11

  12. From Ideal State to Objectives Ideal State: The school has a system to ensure that teachers know and use research-based literacy practices and that they collaborate regularly to plan lessons using these practices to align instruction to state standards. 12

  13. From Ideal State to Objectives Objective 1 100% of teachers will learn four research-based literacy practices in the 2009–2010 school year. Objective 2 100% of teachers will collaborate to plan lessons that incorporate the four research-based practices in the 2009–2010 school year. 13

  14. Objectives Ideal State 100% of teachers will learn at least 4 research-based literacy strategies in the 2009-2010 school year. The school has a system to ensure that teachers know and use research-based literacy practices and that they collaborate regularly to plan lessons using these practices to align instruction to state standards. 100% of teachers will collaborate to plan lessons with at least three research-based literacy practices in the 2009-2010 school year. Your turn… 14

  15. Objectives Ideal State 100% of teachers will learn at least 4 research-based literacy strategies in the 2009-2010 school year. The school has a system to ensure that teachers know and use research-based literacy practices and that they collaborate regularly to plan lessons using these practices to align instruction to state standards. 100% of teachers will collaborate to plan lessons with at least three research-based literacy practices in the 2009-2010 school year. 100% of teachers will apply the four research-based literacy practices in their classrooms throughout the 2009-2010 school year. 15

  16. From Objective to Strategy Strategy: • Is a plan of action to achieve an objective • Addresses how objective will be met • Identifies a sustained course of action • Is small enough to be manageable • Is significant enough to accomplish the objective Usually 1–3 for each objective 16

  17. Strategies Objectives 100% of teachers will learn four research-based literacy strategies in the 2009-2010 school year. Ideal State 100% of teachers will collaborate to plan lessons with the four research-based literacy practices in the 2009-2010 school year. 100% of teachers will apply the four research-based literacy practices in their classrooms throughout the 2009-2010 school year. 17

  18. Strategies Objectives Identify a variety of ways to learn research-based literacy practices 100% of teachers will learn four research-based literacy strategies in the 2009-2010 school year. Provide professional development in a variety of ways Ideal State 100% of teachers will collaborate to plan lessons with the four research-based literacy practices in the 2009-2010 school year. Provide needed time & resources for collaborative planning Monitor the effectiveness of collaborative planning 100% of teachers will apply the four research-based literacy practices in their classrooms throughout the 2009-2010 school year. 18

  19. Strategies Objectives Identify a variety of ways to learn research-based literacy practices 100% of teachers will learn four research-based literacy strategies in the 2009-2010 school year. Provide professional development in a variety of ways Ideal State 100% of teachers will collaborate to plan lessons with the four research-based literacy practices in the 2009-2010 school year. Provide needed time & resources for collaborative planning Monitor the effectiveness of collaborative planning 100% of teachers will apply the four research-based literacy practices in their classrooms throughout the 2009-2010 school year. Monitor the use of research-based literacy practices for continuous improvement 19

  20. Identifying Action Steps to Carry out Strategies Action Step: • Provides a detailed step-by-step process for implementing the strategies • Leadership roles should be considered and written into the plan: • Communicating clear expectations • Building capacity • Monitoring and reviewing 20

  21. Action Steps Step 1: Conduct walk-throughs focused on use of literacy practices Objectives Strategies Ideal State Step 2: Analyze data on the use of research-based literacy practices Objective 3: 100% of teachers will apply the four research-based literacy practices in classrooms in the 2009-2010 school year Strategy 1: Monitor the use of research-based literacy practices for continuous improvement Step 3: Use the data to plan next steps Step 4: Step 5: 21

  22. Action Steps Step 1: Conduct walk-throughs focused on use of literacy practices Objectives Strategies Ideal State Step 2: Analyze data on the use of research-based literacy practices Objective 3: 100% of teachers will apply the four research-based literacy practices in classrooms in the 2009-2010 school year Strategy 1: Monitor the use of research-based literacy practices for continuous improvement Step 3: Use the data to plan next steps Step 4: Share the data on use of practices with others Step 5: Provide continuous coaching to teachers on practices 22

  23. Handout 5 GOSA Chart: Goal Objectives Strategies Action Steps 23

  24. Completing the Improvement Plan For each action step, identify or describe. . . • person(s) ultimately responsible • needed resources • expected completion date • benchmarks for monitoring • evidence of implementation • evidence of impact 24

  25. Implementation — Impact How are they similar? How are they different? 25

  26. Determining Evidence of Implementation Implementation: • Did we do what we said we would do? 26

  27. Determining Evidence of Implementation Objective 3, Action Step 1: Conduct walk-throughs focused on use of literacy practices. Evidence of Implementation: Walk-through logs reflect weekly visits to each classroom and document the observed use of literacy practices. 27

  28. Determining Evidence of Impact Impact: • Did it make any difference? Did it result in expected outcomes? 28

  29. Determining Evidence of Impact Objective 3, Action Step 2: Analyze data on the use of research-based literacy practices. Evidence of Impact: The leadership team plans ongoing support for teachers based on data collected regarding the use of research-based literacy practices. 29

  30. Examples of Implementation and Impact 30

  31. Your Turn • At each table, appoint. . . • Facilitator • Keeps the group focused on creating examples of evidence (implementation and impact) • Recorder • Writes examples of evidence on chart paper • Reporter • Shares examples of evidence with whole group 31

  32. Implementation and Impact Data 32

  33. Your Turn Objective 3, Action Step 5: Provide continuous coaching to teachers on research-based practices. Evidence of Implementation: How would we know whether or not we completed this step? Evidence of Impact: What would we look for to determine whether or not this action made any difference? 33

  34. Improvement Plan Example 34

  35. Rubric for Monitoring and Evaluation (RS) (IHQ) (PD) 35

  36. Key to Title I Schoolwide Components 36

  37. 37

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