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Continuous School Improvement Planning: Developing a School Improvement Plan

Continuous School Improvement Planning: Developing a School Improvement Plan. October 24, 2011 Intermediate Unit 1 Instructional Support Services. Developing a School Improvement Plan Schedule. October 24 - The Beginning and Ending Expectations

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Continuous School Improvement Planning: Developing a School Improvement Plan

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  1. Continuous School Improvement Planning: Developing a School Improvement Plan October 24, 2011 Intermediate Unit 1 Instructional Support Services

  2. Developing a School Improvement PlanSchedule • October 24 - The Beginning and Ending Expectations Detailed overview of PA Standards Aligned System Comprehensive Planning Process Overview of the SIP plan Required Systemic Focus Data Sources, Tools, & Data Analysis • November 14- Building the Foundation Data Analysis Systems Analysis Guiding Foundation Questions Defining and Prioritizing Systemic Concerns

  3. Developing a School Improvement PlanSchedule • December 2 - Moving to Action Setting Goals & Student Achievement Action Sequence The Critical Steps of Alignment Evidence of Implementation & Effectiveness Professional Development Planning January-February-March - Getting It Done 2 Onsite Consultations with IU1 Staff April-May-June– Plan Reviews 2-hour scheduled sessions with IU1 Staff

  4. Today’sAgenda&Objectives: Pennsylvania’s Standards-Aligned System Model & School SAS Components Analysis Data Informed Decision Making School Structures Model & Data Sources Research Evidence for Effective Schools Getting Results Continuous Improvement Process School Level Planning Offline Guidance Tool Data Focus and Data Analysis Guides

  5. Pennsylvania's Standard Aligned System

  6. Standards Aligned System Clear Standards Fair Assessments Interventions Student Achievement Materials & Resources Curriculum Framework Instruction (Gisting Summary Activity)

  7. Clear Standards Standards summarize what we value in our educational program. Standards establish what all students should know (concepts) and be able to accomplish (competencies) Assessment Anchors and Eligible Content clarify the standards.

  8. Fair Assessments Aligned to PA Standards • Summative • Formative • Diagnostic • Benchmark

  9. Curriculum Framework A Framework specifying Big Ideas, Concepts, and Competencies in each subject area, each grade, or course level. www.pdesas.org Standard Aligned System

  10. Instruction Aligned with standards in order to identify strategies that are best suited to help all students achieve the expected performance.

  11. Materials & Resources A repository of material from textbooks, reading materials, software, sample model curricula, media, and any other instructional resources that are needed to fit the framework and align to the standards.

  12. Interventions A safety net/intervention system to ensure that all students meet standards. Data-based decisions and supports. Interventions will soon be located in the “Instruction” tab of the SAS portal and will be replaced by “Safe and Supportive Schools” very soon.

  13. What Is the State of the SAS Elements In Your School? SAS Focusing Questions on the Six Components of SAS

  14. What Data Sources Are Used In Your School? Assessment Inventory Activity

  15. HOW DOES YOUR SCHOOL USE DATA?

  16. School Structures for Data-Informed Decision Making District-Level Support (Budgetary Support, Professional Development, Resources and Time) Demographic/Perceptual/Process Data Student Learning Data Annual Building-wide Planning Process Focus: All Students Who: School-wide Team How: Data Retreat, School Planning Process • School Level • School Demographics • Discipline Data • Attendance Data • Mobility Rate • Parent Surveys School Level PSSA & PVAAS Standardized Assessments District End-of-Year Tests Final Benchmark Test Yur Text Here • Grade/Course Level • Initial: PSSA/PVAAS/final tests • – class/subgroup levels • Cyclical: • Benchmark Data - grade level • District quarterly assessments • Common Classroom Data • Classroom Summaries Periodic Grade Level Planning Process Focus: Groups of Students Who: Teacher Teams How: Regular 1-2 hour meetings • Grade/Course Level • Class Demographics • Class Engagement Data • Satisfaction Data • Attendance Data • Walk-through Data Student Planning Process Focus: Classroom of Students Who: Teacher • Classroom Level • Initial: PSSA/PVAAS/final tests • – student level • Cyclical: • Benchmark Data – Student Level • Continuous • Individual Classroom Assessments • Progress Monitoring • Classroom Level • Qualitative Data • Student Historical Information • Student Medical Information • Student Learning Information

  17. Research Tells Us....

  18. Characteristics of High Performing Educational Systems Research indicatesthat no single thing a district can do will ensure high student performance and achievement. Research does provide evidence that high performing educational systems have the following characteristics:

  19. Clear and Shared Focus EVERYONE knows the vision and where they are going. Everyone understands their role in achieving the vision. The focus is consistent for all.

  20. 2. High Standards and Expectations Teachers and staff believe that all students can learn, and they can teach them. Barriers for some students are not insurmountable. All students are engaged in rigorous courses of study.

  21. 3. Effective District Leadership Effective leadership is required for implementing any change process. Effective leaders nurture and sustain a district culture and instructional program conducive to student learning and professional growth.

  22. 4. High Levels of Communication and Collaboration There is constant collaboration and collaboration between and among teachers of all grades. Everyone involved is connected to solve problems and generate solutions for success.

  23. 5. Curriculum, Instruction, and Assessment Aligned with Standards Curriculum is aligned to standards. Research-based teaching strategies and materials are implemented. All have a clear understanding of the assessment system and its purpose.

  24. 6. Frequent Monitoring of Teaching and Learning There is constant adjustments in teaching and learning based on monitoring student progress and needs. Variety of assessment procedures used to obtain data to improve student learning and the instructional program.

  25. 7. Focused Professional Development Professional development for all educators is aligned to district’s focus, objectives, and high expectations. Professional development is ongoing and based on defined needs and areas of concern.

  26. 8. Supportive Learning Envirnoment District has a safe, civil, and intellectually stimulating learning environment. Students feel connected to teachers and are engaged in learning. Instruction is personalized to students’ defined needs.

  27. 9. High Levels of Community and Parent Involvement There is a sense that all stakeholders have a responsibility to educate students. Parents, service agencies, businesses, and community all play a vital role in this undertaking and see the need to do so.

  28. GETTING RESULTS Continuous Improvement Process

  29. ANALYZE DATA to identify the school’s student achievement accomplishments and concerns DETERMINE EFFECTIVENESS of Action Plansusing school-identified indicators (evidence) of Effectiveness ANALYZE SYSTEMS by comparing the systems in the school to those characteristic of effective schools MONITOR IMPLEMENTATION of Action Plans using school-identified indicators (evidence) of implementation The Getting Results Continuous ImprovementProcess IDENTIFY SYSTEMIC CHALLENGES that are probable causes of insufficient student achievement DESIGN & IMLEMENT ACTION PLANS to implement and sustain research-based practices PRIORITIZE SYSTEMIC CHALLENGES based upon which challenges, if addressed, will have the most significant impact upon achievement SELECT RESEARCH-BASED PRACTICES that have a high probability of diminishing or eliminating systemic challenges

  30. ANALYZE DATA DETERMINE EFFECTIVE-NESS OF ACTION PLANS USING SCHOOL-IDENTIFIED INDICATORS (EVIDENCE) OF EFFECTIVENESS ANALYZE SYSTEMS MONITOR IMPLEMEN-TATION TO IDENTIFY THE SCHOOL’S STUDENT ACHIEVEMENT ACCOMPLISHMENTS AND CONCERNS OF ACTION PLANS USING SCHOOL-IDENTIFIED INDICATORS (EVIDENCE) OF IMPLEMENTATION BY COMPARING THE SYSTEMS IN THE SCHOOL TO SYSTEMS CHARACTERISTIC OF EFFECTIVE SCHOOLS The Getting Results Continuous Improvement Process THAT HAVE A HIGH PROBABILITY OF DIMINISHING OR ELIMINATING SYSTEMIC CHALLENGES IDENTIFY SYSTEMIC CHALLENGES DESIGN AND IMPLEMENT ACTION PLANS THAT ARE PROBABLE CAUSES OF INSUFFICIENT STUDENT ACHIEVEMENT TO IMPLEMENT AND SUSTAIN RESEARCH-BASED PRACTICES PRIORITIZE SYSTEMIC CHALLENGES SELECT RESEARCH-BASED PRACTICES BASED UPON THOSE CHALLENGES, IF ADDRESSED, THAT WILL HAVE THE MOST SIGNIFICANT IMPACT UPON STUDENT ACHIEVEMENT

  31. School Level Offline Planning Guide (SLPG)

  32. Downloading theOffline Planning Tool www.pasip.org

  33. GETTING RESULTS Pre-Populated Plan www.pasip.org

  34. Pennsylvania Data Tools Pennsylvania AYP http://paayp.emetric.net eMetric https://solutions1.emetric.net PVAAS https://pvaas.sas.com

  35. DATA ANALYSIS GUIDES • Elementary/Middle School Level • High School Level

  36. Our next School Improvement Planning Session #2 November 14, 2011

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