School Improvement Planning 2006-2007. Today’s Session Review the purpose of SI planning Review...
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Transcript of School Improvement Planning 2006-2007. Today’s Session Review the purpose of SI planning Review...
Today’s SessionToday’s Session
Review the purpose of SI planning Review the components of SI plans Discuss changes to SI planning for
2006-2007
Purpose of School Purpose of School Improvement PlanningImprovement Planning
Plan for increased learning for all students
Align curriculum standards and resources (human, financial, material)
Develop focus for all staff members Promote involvement in the
educational process by parents, students, families, and communities
Policy Base for SI PlanningPolicy Base for SI Planning
It is the intent of the Cobb County School Board and Administration that all schools be held accountable for students performing at high levels
It is their expectation that schools will assess student performance, identify which students are not making adequate progress toward state standards, institute appropriate measures for improvement, and monitor student learning
Components of School Components of School Improvement PlansImprovement Plans
ProfileSchool Mission/BeliefsAction Plans for Student Performance
and School PerformanceResults
ProfileProfile
Several major categories of information about the school Demographic characteristics Performance information Stakeholder perspective information Organizational characteristics
Profile hits on major points about each data type to guide the reader through “big picture” information about the school
Mission and BeliefsMission and Beliefs
These two elements form the basis for all decision making
Mission is an expression of why the school exists and what it hopes to accomplish with the students
Beliefs are an expression of school values evident in daily practice
Action PlansAction Plans
Keep the focus on students….development of the action plan is based on student needs, not adult needs or schedules
Clear goals, performance indicators, and benchmarks are essential to development of the resource plan (vision of SI leadership team)
Action Plan: GoalsAction Plan: Goals
Goals (reflect priorities)Student Learning School Performance
Performance IndicatorsCurrent Performance Levels Benchmarks Resource Plans
GOALS FOR STUDENT GOALS FOR STUDENT PERFORMANCE PERFORMANCE
Goals Arise from an
analysis of the data and address the most pressing academic issue in the school
Are written broadly Address
• proficiency OR
• grade level performance
Remember Emphasize
achievement in the learning area
Be sure you can clearly describe what it will look like if students attain the goal (performance indicators)
Exclude test or assessment measures in the goal statement
Goal Statement Goal Statement for Student Learningfor Student Learning
EXAMPLEAll students will be proficient writers.
Questions to consider: Can proficiency in writing be defined in
observable terms? (Performance Indicators) Can proficiency in writing be measured?
(Benchmarks)
Performance IndicatorsExamples
Students use correct spelling, grammar, and punctuation in written work
Students can successfully use the editing process to produce a grade level writing product
Student writing papers have a clearly articulated main idea with supporting details
Students write for a purpose
Defines proficiency (or grade level performance)in terms of observable student behaviors. (What a student should do to demonstrate proficiency)
Current Performance Level
Defines where the school currently stands in the goal area
Data may be reported as school wide proficiency or by grade level performance
May include standardized test information as well as local school data (if they are to be used as a benchmark)
If there is a subgroup not meeting AYP requirements a current level of performance must be included for that group
Current Performance LevelsCurrent Performance LevelsExamplesExamples
On the Georgia Writing Assessment, 42% of students are proficient, and 3% exceed standards
56% of students were proficient writers on local school prompt at the beginning of the year
43% of students scored above the 49th PR on the language section of the ITBS
68% of students showed an increase in their ability to use the editing process to produce a grade level writing product.
Benchmarks
Sets the desired level of improvement sought
Written for a single yearAdjusted annually Includes who, measure, amount of
change, and when the measurement will be taken
Sample BenchmarksSample Benchmarks
60% of fifth grade students will demonstrate proficiency or higher on the Georgia Writing Assessment in the spring of 2007
80% of all students in grades 3-5 will use the editing process to successfully produce a grade level writing product in the spring of 2007
85% of students will be proficient writers at the end of the 2006- 07 school year as measured by the local school rubric
67% of special education students will meet or exceed standards on the English/Language Arts section of the CRCT in spring of 2007
SCHOOL PERFORMANCE
Looks at the organizational and instructional effectiveness of the school and plans how to better align the systems to achieve the student performance goals
Instructional effectiveness could be in curriculum, instruction, or assessment
Organizational effectiveness might include scheduling, interventions for at risk learners, collaboration, parental/community involvement
RESOURCESRESOURCES
Resources are what staff members need to fully implement and monitor the strategy. Typically includes:PeopleTimeTraining and SupportMoneyMaterials
Identification of potential hotspots
Resource Plan Resource Plan ComponentsComponents
Strategy Activities for teachers by year Timeline and Professional Development Financial Resources Monitoring Plan
StrategiesStrategies
Details the action steps taken by the adults in the building to achieve the goal
Targets the performance indicators related to the goal
Activities/Strategies…What’s Activities/Strategies…What’s the difference?the difference?
Activities Usually one time
implementation Require little or no
training to become expert
Require minimal planning
Strategies Refined over time Require training and
practice to become expert
Require extensive planning to integrate resources
Typically a string of activities related to the goal
Strategy QuestionsStrategy Questions
What is the specific strategy to be used? Does this strategy represent the best chance to
improve student learning in the goal area? When, in a teacher’s day, is the strategy to be
used? To what extent is the teacher expected to use
the strategy? How can we make time to fully implement this
strategy? What results might we see (for students) if
the strategy is implemented?
Sample StrategySample Strategy
Incorporate the use of writing across all content areas. Increase the amount of non-fiction writing
students produce. Develop a writing rubric commonly used by all
teachers to evaluate student writing. Use collaborative scoring of student writing. Use direct instruction to teach the editing
process.
Str
ing
of
Acti
vit
ies f
or
the S
trate
gy
Professional DevelopmentProfessional DevelopmentExamplesExamples
Workshop on writing across the curriculum Consultation with central office language arts
specialist on the development of a rubric to evaluate student writing
In service sessions on collaborative scoring of student work
Specialist rounds or teacher rounds to develop best practices in student editing
Visits to demographically similar schools who are achieving at higher rates
Sample ResourcesSample Resources
Literacy specialist and Instructional Lead Teacher to model writing across the curriculum (PEOPLE)
Faculty meetings devoted to collaborative scoring (TIME)
Sub days for selected teachers to develop a writing rubric and present to the staff for approval (TIME, MONEY)
Sub days and travel funds to visit another school who has been successful in raising student writing scores to identify best practices (TIME, MONEY)
Funds to purchase supplemental writing assessments for all students (MONEY, MATERIALS)
Monitoring PlanMonitoring Plan
Purpose is to determine if the strategy is getting results
Provides for a review of student data and implementation
Periodic through the year Can use:
Performance Series Data team work Observations Checklists Rubrics CWT
Monitoring Plan Examples Monitoring Plan Examples
Individual teacher feedback on the number of students using the editing process as common practice
Specialist review of student writing in their area
Observation of students who demonstrate proficiency in a particular area
Use of a school wide rubric to measure a particular aspect of the goal
Teachers review of student work samples in the targeted area once per quarter and data reviewed by the SI team
Changes for 2006-2007Changes for 2006-2007
No more NSSE Compacting of Parts New Template Standardized Data Profile Storage of Plans on District Web
page Annual calendar of SI events Mid Year Report
SI Template
Sample Data Profile
TimelinesTimelines
Plans due to AAS and Accountability Office by September 1
NI schools will meet at the end of August (date/location TBA) to identify location of components required by SDOE
Revised NI plans due by September 15