Cosl SagSession School Planning for Success – What works and Why ?

1. Cosl SagSessionSchool Planning for Success – What works and Why ? Nov 23,24

2. About Us • Scott Hill • Dave Swanson • Larry Budzinski About You

6. School Planning is like

7. Welcome • Logistics- Lunch , breaks etc • Email address • Seminar Approach- Active – Participatory • For Credit – Attendance -Certificate • Bring your plan and apply • Advanced topic • Interactive and Informative • Reflective

8. Session Norms • R • E • M • Not an old rock band • Responibilty • Experiential • Misery - optional

9. COSL – SAG • Agenda for the session • Developing Priorities – Acctvity 10:00- 11:00 • Profiles • Exercise • The Why of School Improvement Planning – Scott Hill - 11- 12 • Children of the Earth School – Lorne Belmore 1:00- 2:30 • First Nations Filters Debrief and Apply – Dave Swanson 2:30 – 3:30 • Sat am Killarney School – Terry Beazley Evidence at its best 9-10:15 • What works – Larry – 10:30 – 11:00 • Debrief and apply All – 11:00 – 1:00

10. Opener • School planning – 3 words • Pictures • Process or Product • Bring : School Plan report • Demographic Info , Bernhardt Books • Wiki

11. School Profile • 9- 12 Building in North Region • 280 Students • Graduation Rates • Attendance patterns • Course completion • Provincial exams • Student surveys • Mission • Essays to consider

12. Priorities Activities • This is an self organizing group exercise • We will provide you with some information about schools, priorities , etc. • Scan and refer to infromation 10 min • Advocate for your choice of priorities and expound a rationale • Your task is within 30 minutes to establish three priorities for your school plan • Chart and Report Back

13. Steps • Break into groups • 1 member to read Read 1-4 sections of the profile information • Provincial Trends& Mission • Student Surveys • Marks , courses enrolment , grad data • Two Articles ( representing issues in your building) • Group Discuss and advocate for priority areas for the school based on your readings and personal experiences. • Decide upon 2 priorities for the school as a group • Present and defend your choices • There are correct answers!

14. Sub Role –Process observer • Reporter– Process – Meet with Scott • How did the group decide? • Was there an agreed upon process? • Who was influential and why? • What factors helped achieving the task

15. Debrief the exercise • Process Observer • Leaders • When does a priority become a priority? • How is Vision and purpose linked to priority setting?

16. Organizational Commitment Planning Skills Good Planning and reporting involves Evidence Based Outcome Based Participatory Processes Broad Stakeholder Involvement Strong Leadership Supports

17. Children of the Earth School • Stakeholder Involvement Lorne

18. Budzinski’s Continuum of Parent Involvement High Low Keeping Informed Supporting school Newsletters Student Based Helping Child with School Work Attending Events Volunteering ACSLs PTA School Programs Advisory Planning Decision Making Governance Selection of Staff Learning Environment Budget

19. Critique • Team Activity • Look at your plan again. • Who is actually involved? To what extend? • Are there areas where you wish to extend stakeholder involvement? • How can you strengthen this aspect?

20. Day’s End • What topic or question would you like us to address tomorrow?

21. Planning for what?Newer thoughts Chance to review the latest work and consider it in light of your work

22. We will integrate a math/science curriculum We will budget additional time for collaborative planning We will develop a divisional writing rubric We will implement a conflict mediators program We will implement a TAG program Means Inputs Activities Function Senior 1 Failure rate is reduced Student Achievement will improve Student Writing Improves Playground conflict incidents are reduced Student attendance is improved Ends Outcomes Purpose Targets Process Goals to OutcomesProcess Why do we want to ? .so…. Describes the ends

23. Welcome Back- Saturday • To Summarize a discussion • Name some of the points that were discussed yesterday and what you think about them…… • Pair Up Designate A and B ( If thre then take turns with A,B C) • A starts and speaks to the question for 1 minute . B listens actively. • On the signal we switch and B speaks to the question ..however B cannot duplicate any of A’s material • On signal we switch again and A speaks to the question for 30 seconds . Cannot dupilcate previous points. • Signal to B and 30 seconds to finish !

24. Today • Killarney School – Terry Beazley and Darlene Shaw • What works and Why • Application and Summary discussion • Wrap up and Invitations

25. Killarney School • Data and Evidence

26. What to do with the Data • Measure Progress • Identify Priority Areas • Clarify Issues • Hold Conversations • Inform Planning Elmer henderson

27. Victoria Bernhardt California State U Demographics Enrolment, attendance, Drop out rate, Ethnicity, Gender , Grade level Tells us What processes – programs different groups like best Perceptions Perceptions of Learning environment Values and beliefs, Attitudes, Observations Tells us about environmental improvements Student Learning Standards AssessmentsTeacher Grades, Observations, Stadardized assessments Tells us about student performance on different measures School Processes Descriptions of programs, processes Tells us how classrooms change

28. Data Critique Another Team critique • Do the data tools listed align with the outcomes • Are there a mix of Quantitative- Perceptual Data • Are baselines established? • Does the data collected make sense?

29. Top 10 reasons • In your group discuss and identify the factors,resources or supports which helped you or your team to develop the school plan. • Report back • Compare with a Provincial Report

30. Lessons Learned During the fall of 2006 MECY interviewed several exemplary school planning teams to identify elements that contribute to successful school improvement planning. Here is a sample of their ideas: Factors contributing to successful school planning • Providing time and resources for planning • Belief in and ownership of planning by the entire staff • Parent and student voices included in priority setting • Distributed and shared leadership for planning • Evidence (data) informed planning • School division support and emphasis on planning • Cyclical patterns of planning activities over 2- 3 year periods • Planning imbedded in school practices • Well developed planning framework and structures in place • Aligning budget resources and support to areas identified in school plan • Aligning staff development and professional learning to planning • Focusing on improved student learning with clear outcomes • Commitment to improving planning practices through staff development, leadership and dialogue • Networking, researching, and implementing effective strategies • Ongoing monitoring of progress, feedback, support, and mentoring

31. Questions from Yesterday

32. Invitations • Wiki • School Plan Database • School Plan Review • Adopt a school • http://www.edu.gov.mb.ca/k12/specedu/pie/index.html

33. PIE WIKI

34. Caveats • Planning is a process not an event • Planning is just a start • Research supports some features and refutes other features • Fullan, Hargreaves, Reeves, Schmoker, Marzano , et al have shown that schools and divisions who plan well tend to get better results for students than those plan poorly • If its worth doing ..then its worth doing well

35. Focussed discussion • Review of content • We know what factors can contribute to successful school improvement planning. • We will revisit then during the discussion and you can comment upon their importance. • Closure Take a moment to reflect upon the two days : • What factors resonate for you ? • What will you take away from the session to apply to your situation? • What advice do you have for Manitoba Education in regard to School planning?

36. Organizational Commitment Planning Skills Good Planning and reporting involves Evidence Based Outcome Based Participatory Processes Broad Stakeholder Involvement Strong Leadership Supports

37. A first grade school teacher in Virginia had twenty-five Students in her class. She presented each child in her classroom the first Half of a common Proverb Don't change horses........................... until They stop running. Strike while the............................... .bug is close. It's always darkest before.................... ..Daylight Saving Time. Don't bite the hand that ..................... ...looks dirty. A miss is as good as a .....................Mr. You can't teach an old dog new .......... Math. If you lie down with dogs, you'll ...... stink in the morning. The pen is mightier than the ............ ..pigs. Where there's smoke there's ........... pollution.

38. A penny saved is .............................. not so much Two's company, three's ................... .the Musketeers Laugh and the whole world laughs with you, cry and..... You have to Blow your nose. There are none so blind as ................ .Stevie Wonder. Children should be seen and not ........ spanked or grounded. You get out of something only what you .. . See in the picture on the box. When the blind lead the blind ......... Get out of the way. And the WINNER and last one! Better late than.................................. ..Pregnant

39. Examples of Bad Planning

40. Another

41. And…

42. Larry • In God we trust, everybody else bring data.”

43. Planning is essentially describing a Desired State and developing a course to achieve it. Existing State Desired State

44. Questions to consider as we work • Who is the plan for? ( Division, Schools, Teachers, Kids,Parents ) • What role will school plans play in setting division priorities? • What data do we have that can help set our priorities ? • Who will be involved and have input? ( Trustees, Administrators, Staff Groups, Students , Parents) • How will we monitor progress? • Who will do the work, when, how? • Will we plan to plan?

45. Good Practice • Top Down or Bottom up or alignment • Stake holder Involvement • Evidence Based • Clear Outcomes • Longer Cycles • Research based • Imbedded into Processes and Culture • Well Resourced • Planning for What ? Student Learning