Comprehensive School Planning

1. Comprehensive School Planning • Revising Your Single Plan • for Student Achievement • Fall 2014 • Tracey McCully, Dianna Marsh, and Art Davis • Regional System of District • and School Support, Region VII • tmccully@maderacoe.us • adavis@maderacoe.us • dmarsh@maderacoe.us

2. Day One • Overview of Program Improvement Requirements and Accountability • Elements of the Single Plan for Student Achievement (SPSA) • The Quality Schooling Framework (QSF) • Plan Alignment • Timeline for SPSA Completion • Next Steps

3. Putting the Pieces Together • Day One: Program Improvement Requirements • Single Plan for Student Achievement • Using the Quality Schooling Framework (QSF) • Using Data • Prioritizing Outcomes • Theory of Action • Aligning Your SPSA to the LCAP • Day Two: Using the QSF • SMART Goals • Implementation Strategies • Monitoring Tools • Research-based Practices • Writing SPSA Action Plans

4. Resources: Binder and Flash Drive

5. “The first step in exceeding your customer's expectations is to know those expectations.” Roy H. Williams “One extends one's limits only by exceeding them.” -- M. Scott Peck Expectations

6. Overview of Program Improvement Requirements and Accountability

7. Site Plan Writing: The Big Picture “In high-performing schools, all members of the school community, both individually and collectively, hold themselves accountable for student success. “ -- LEA and School Improvement Non-Regulatory Guidance, ED, 2006.

8. Site Plan Writing: The Big Picture From compliance oriented to student centered.

9. Collaborative Teams School Site Council (SSC) English Language Advisory Committee (ELAC) School Leadership Team (SLT) District-School Liaison Team (DSLT)

10. DSLT Review and analyze. Make recommendations. Collaborate in planning. Monitor implementation. Evaluate effectiveness.

11. Supporting School Improvement SCHOOL Principal, Teachers, Certificated Support Staff, Classified Support Staff, etc. DISTRICT Superintendent, Assistant Superintendent, Director, Area Administrator, etc. COMMUNITY SSC Members, Other Parents, Informed Individuals, Outside Educators, etc. DSLT or other support team

12. Your Site Plan How to write a school plan that meets the needs of students and addresses the requirements of ESEA.

13. Your Site Plan Quality Schooling Framework

15. Quality Schooling Framework http://goo.gl/OgAWvt

16. The Elements Curriculum Instruction Family/Community Equity Leaders Teachers Culture/Climate Resource Alignment Professional Learning Assessment EPC 1 EPC 9 EPC 5 EPC 7

17. Quality Schooling Framework http://goo.gl/OgAWvt

18. Quality Schooling Framework http://goo.gl/OgAWvt

19. Writing an Effective Plan

20. Vision and Priorities Needs Assessment Students Learning and Thriving Define Outcomes Review and Celebrate Identify Strategies Monitor Progress Implement Strategies Progress Measures Identify Resources

21. Students Learning and Thriving Vision and Priorities Associated elements: Students, Teachers, Leaders, Families and Community, Equity, Culture and Climate Questions to consider: What is your definition of “students learning and thriving”? Have all stakeholders been involved in creating the vision and setting priorities? Do stakeholders know the school’s or districts’ vision and priorities? Tools and resources: California School Parent Survey Harvard Pre-K-12 Parent Survey Teacher and student surveys

22. Students Learning and Thriving Needs Assessment • Associated elements: Students, Teachers, Leaders, Families, Equity, Curriculum, Instruction, Culture and Climate • Questions to consider: • How are our students doing in the areas we have identified as important to “learning and thriving”? • What gaps exist among subgroups? • What limitations of the current school program, or internal and external barriers to improvements in student achievement, might exist? • How are the curriculum, instruction, and materials aligned to content and performance standards? Are they accessible to all students? • What Needs are related to each associated element? • How is staff development aligned to standards, assessed student performance and professional needs? • Tools and resources: • Student data, other data • LCAP, LEAP, SPSA • APS (EPCs), DAS, ELSSA, ISS • EdData

23. Students Learning and Thriving Using Data Four types: • Achievement • Demographic • Process • Perceptual

24. Students Learning and Thriving Using Data • Student Achievement Data • Patterns and Trends • Schoolwide and Subgroups: • • System Level • • School Level • • Classroom Level • • Student Level

25. Students Learning and Thriving Achievement Data

26. Students Learning and Thriving Achievement Data

27. Students Learning and Thriving Achievement Data Ms. Rodriguez’s Student Achievement Data California English Language Arts Standards Test Number of Scaled Scores in Each Performance Level

28. Students Learning and Thriving Demographic Data

29. Students Learning and Thriving Perception Data Teacher Perceptions of Articulation Survey Fall Results 1. I understand the knowledge and skills students need to know to be successful at the grade level following mine. definite weakness needs improvement average good definite strength 0% 19% 19% 43% 19% The teacher(s) at the grade level preceding mine understand what knowledge and skills students need to be successful in my grade level. definite weakness needs improvement average good definite strength 0% 14% 24% 52% 5% (This totals less than 100% because one responded “na”.) 3. I regularly discuss curriculum with the teachers below and and above my grade level. definite weakness needs improvement average good definite strength 10% 19% 24% 29% 19% 4. Proper articulation exists from one level to the next. definite weakness needs improvement average good definite strength 10% 48% 5% 33% 5% Notes: • A few noted that there are differences in between communication and articulation with grade below, and with grade above. • The highest percentage of combined “good” and “definite strength” responses (62%) were for question #1, “ understand the knowledge and skills students need to know to be successful at the grade level following mine.” • Over half (58%) of the respondents believe that articulation from one grade level to the next is a “definite weakness” or “needs improvement”. “Perception is reality.”

30. Students Learning and Thriving Process Data Fifth Grade Staff – Writing Process Grade Level Meeting* October 13 Purpose: To identify major concerns and strategies to promote better results for an agreed-upon goal. 1. Our new goal is getting the students prepared to pass the DWA on Persuasive writing. Outcome: Should be determined and articulated by the grade level leader. 1. Teachers know best strategies for teaching persuasive writing. Review: What has worked? The grade level leader gives each member of the team a chance to present evidence of a strategy that was effective in helping reach the goal. 1. None of the teachers feel confident that the strategies they have used in the past have worked well with most students. Challenges: What is the most urgent concern, problem, or obstacle to progress and better results? 1. Teachers do not have confidence in the strategies currently used. Solutions: Brainstorm possible concrete, practical solutions to these problems. 1. Attend workshop offered by the district or other groups. 2. Give students prompts. 3. Use the overhead projector to present students a variety of good writing samples. Action Plan: Agree upon a solution or strategy for the team to focus on between now and the next meeting. 1. Attend the Persuasive Writing workshops offered by the District Writing Program. *Grade Level Meeting Format adapted from Results, Schmoker, 1999.

31. Students Learning and Thriving Using Data • Additional Data Sources: • Other State Tools • - APS • - ISS • - ELSSA • District Benchmark • Assessments • Publisher • Assessments • Teacher-made • Assessments • Projects

32. Students Learning and Thriving Using Data Findings from Data

33. Once you have the data collected,then what?

34. Insights? • As you consider the different kinds of data you have collected, what insights, epiphanies, concerns do you have?

35. Students Learning and Thriving Data Statements: Putting Words to the Data Translating the data – what are they telling us? Simple, straightforward sentence(s) that put words with the data. Examples: 2013 CELDT results indicate that our English Learners are not meeting AMAO 1. The numbers of students being sent to the office for minor discipline offenses has increased 30% in the 2013-14 school year over the same period in 2012-13. Few students are taking advantage of CAHSEE after school support classes because of a lack of transportation. You may have several of these that stand out from all of your data. These become the RATIONALE(S) for what you want to do.

36. Students Learning and Thriving Define Outcomes Associated elements: Students, Equity, Leaders, Teachers, Families and Community Questions to consider: What should our students know, be able to do, and have accomplished to “learn and thrive”? How is our vision translated into outcomes? Do our outcomes increase student achievement, support district priorities, and make effective use of resources? How do our outcomes address the eight state priorities and associated metrics? What is our timeline for student outcomes? How does each associated element impact our definition of Outcomes? How have we prioritized our outcomes to maintain our focus? Tools and resources: ELA/ELD Standards, Mathematics Standards, NGSS State Curricular Frameworks Family Engagement Framework

37. Students Learning and Thriving Priorities

38. Students Learning and Thriving Prioritization Matrix

39. Students Learning and Thriving Prioritization Matrix

40. Students Learning and Thriving Stakeholder Input “To set clear goals, we need to know the needs of the people whom we serve.” -- Van Clay and Soldwedel

41. Students Learning and Thriving Identify Strategies Associated elements: Teachers, Leaders, Curriculum, Instruction, Professional Learning Questions to consider: What current strategies are contributing to students “learning and thriving”? For underperforming? For high achieving? What is the role of each associated element in Identifying Strategies? Of those, which should be continued and which expanded? In which areas should we consider the adoption of new, evidence-based strategies? What are our “theories of action” to achieve our desired outcomes? Tools and resources: LCAP ELA/ELD Standards, Mathematics Standards Local CCSS Implementation Plan 5 Dimensions of Teaching and Learning™

42. Students Learning and Thriving Theory of Action Based on therationale(s) generated by your data: What steps could you take to improve the data you are seeing AND what improvement would you expect based on the steps you are taking?

43. Students Learning and Thriving Framed as an IF, THENstatement: • If we implement a schoolwide deployment for reading instruction , then our EL population will perform at a higher level on the next CELDT administration. • If we train teachers and classified staff in the methods of positive discipline, then the number of referrals will decrease. • If we provide after school transportation, then the number of students attending CAHSEE after school support classes will increase.

44. Theory of Action SMART Goals Based on your Theory of Action your SMART Goals will jump out at you!

45. Students Learning and Thriving The Cascade Effect Annual review and revision. Approve district curricular goals. Establish subject area essential learning targets. Translate learning objective into student-friendly language. District Evaluate appropriateness of strategies. Site Develop and implement training programs/timelines. Develop classroom learning objectives. Use knowledge, skills, and tools in daily lesson planning. Classroom Deconstruct learning objectives to identify prerequisite skills. Acquire knowledge, skills, and tools to translate learning objective into classroom practice.

46. Students Learning and Thriving Progress Measures Associated elements: Assessment , Teachers, Leaders, Curriculum, Instruction, Equity Questions to consider: How will we measure students’ progress toward outcomes? How will do we use state and local assessments to modify instruction and improve student achievement? What will be our indicators of sufficient progress? How will we respond to students not making sufficient progress? To students exceeding expectations? How is each associated element related to Progress Measures? Tools and resources: Building an Interim Assessment System (CCSSO) SBAC resources CAASPP CELDT Rubrics

47. Students Learning and Thriving Identify Resources • Associated elements: Resource Alignment, Teachers, Leaders, Curriculum, Instruction, Equity • Questions to consider: • How will we fund our ACTION PLAN? • Who is responsible for carrying out the actions? • What materials and technology are required? • Do all student groups have access to appropriate standards-based instructional materials in class? • What services do we provide by categorical funds and/or supplemental/concentration funds to enable struggling students to meet standards? • What family and community resources might be available to assist them? • What is our timeline for monitoring and completing our actions? • How does each associated element contribute to our ACTION PLAN? • Tools and resources: • Education Resource Strategies • EdData • Mass Insight Education “District Self-Assessment Tool”

48. Students Learning and Thriving What Is Our ACTION PLAN?

49. Students Learning and Thriving Aligning Your SPSA with the LCAP

50. Students Learning and Thriving Aligning Your SPSA with the LCAP