Virgin Islands Department of Education. District Superintendent Deputy Superintendent

Virgin Islands Department of Education

District SuperintendentDeputy Superintendent

eSIP Roadmap 2011-2012Empowering

Students for Success

Sept/Oct

Feb PLC

Today’s Purpose:

Improve the quality of our school improvement plans

through guided reflection.

OutcomesParticipants will:Reflect on progress on Priorities 1 & 2 using school specific dataExpand the focus of School Culture (Priority 2)Revise school improvement plans based on data and reflectionsDiscuss Priority 3

Ms. Karen UnderwoodMs. Chris Crocco

Ms. Alexandria Baltimore-Hookfin

The Continuous Improvement Process

Plan

Do

Study

Act

Plan – Analyze where you are

– Set evidence-based goals (outcomes)

– Strategize how you can get there (what you’ll do, what you’ll need)

Do – Implement the plan

– Collect data on the process Study

– Analyze formative results

– Reflect on what’s going well, what needs to change

Act – Share results

– Decide to stay the course or modify as needed

Your conversation is the focus

“A single conversation across the table with a wise person is worth a month’s study of books.”

-Chinese Proverb

Two ToolsSIP Progress Reflection Guide

Actions TakenIndicators of SuccessEvidence of SuccessNext Steps

Discussion Questions for Facilitators

State Priority Actions TakenWhat have we done?

Indicators of SuccessWhat data indicators are we using to monitor our progress/success?

Evidence of Success/ProgressHow do we know we are on the

right track based on what the data are telling us?

Next StepsWhat should we continue?

What should we change/add/discontinue?

 Student

Achievement:Reading

 Student

Achievement:Mathematics

 Student

Achievement:Writing

SIP Progress Reflection Guide

State Priority

Actions TakenWhat have we

done?

Indicators of Success

What data indicators are we

using to monitor our progress/success?

Evidence of Success/Progress

How do we know we are on the right

track based on what the data are telling

us?

Next StepsWhat should we

continue?What should we

change/add/discontinue?

 Student

Achievement:

Reading    

Provide at least 95 students whose

reading levels are two grades below with a 90 minute daily intervention (Read 180, System 44, Success Maker,

etc.).    

Read 180 Growth Report. When the

program is used to fidelity, students should show an average growth of 70 to 100 Lexiles per

year.  

SIP Progress Reflection Guide

State Priority

Actions TakenWhat have we

done?

Indicators of Success

What data indicators are we

using to monitor our progress/success?

Evidence of Success/Progress

How do we know we are on the right

track based on what the data are telling

us?

Next StepsWhat should we

continue?What should we

change/add/discontinue?

 Student

Achievement:

Reading    

Provide at least 95 students whose

reading levels are fifth grade or below with 90 minute daily intervention (Read

180, System 44, Success Maker,

etc.).    

Read 180 Growth Report. When the

program is used to fidelity, students should show an average growth of 70 to 100 Lexiles per

year.  

Approximately 50% of the students are growing at or above the expected

Lexile Growth rate.

-Teacher should conduct regular progress

monitoring and have data chats with students

and other teachers.-Frequent classroom

observations to determine if the program is being used to fidelity.

SIP Progress Reflection Guide

State Priority

Actions TakenWhat have we

done?

Indicators of Success

What data indicators are we using to monitor

our progress/success?

Evidence of Success/Progress

How do we know we are on the right track

based on what the data are telling us?

Next StepsWhat should we

continue?What should we

change/add/discontinue?

 Student

Achievement:

Reading    

TEACHERS WILL DIFFERENTIATE INSTRUCTION BY INCLUDING

BELLWORK (BASED ON STUDENT

DEFICIENCIES) WHOLE GROUP,

GUIDED INSTRUCTION,

BREAKOUT GROUPS

Read 180, PLATO reports. An expected increase of a 10% or

more in deficient areas. 

-

SIP Progress Reflection Guide

State Priority

Actions TakenWhat have we

done?

Indicators of Success

What data indicators are we using to monitor

our progress/success?

Evidence of Success/Progress

How do we know we are on the right track

based on what the data are telling us?

Next StepsWhat should we

continue?What should we

change/add/discontinue?

 Student

Achievement:

Reading    

TEACHERS WILL DIFFERENTIATE INSTRUCTION BY INCLUDING

BELLWORK (BASED ON STUDENT

DEFICIENCIES) WHOLE GROUP,

GUIDED INSTRUCTION,

BREAKOUT GROUPS

Read 180, PLATO reports. An expected increase of a 10% or

more in deficient areas. 

Using data from the universal screener, there

has been no progress shown in deficient areas.

-Further analysis of data to see if the trend is consistent among all

classes.-Continue to provide

professional development for all teachers in reading

strategies.- Classroom

walkthroughs

SIP Progress Reflection Guide

SIP Progress Reflection Guide:ReadingActions Taken: What have we done? (10 minutes)

Indicators of Success: What data indicators are we using to monitor our progress/success? (5 minutes)

Evidence of Success: How do we know we are on the right track based on what the data are telling us? (30 minutes)

Next Steps: What should we continue? What should we change/add/discontinue? (5 minutes)

Finding evidence in our dataPrioritizing data indicators – are they aligned

with outcomes?Is our data organized in a user-friendly way?Do we have quarterly/benchmark data that

show progress school-wide?What is this data telling us about our

progress to date?

Mr. Michael Harrigan

SIP Progress Reflection Guide:MathematicsActions Taken: What have we done? (10 minutes)

Indicators of Success: What data indicators are we using to monitor our progress/success? (5 minutes)

Evidence of Success: How do we know we are on the right track based on what the data are telling us? (30 minutes)

Next Steps: What should we continue? What should we change/add/discontinue? (5 minutes)

Dr. Alice Lindsay

Debriefing the process1. What did you learn from engaging in these

reflective conversations?

2. How did the process feel to you as a member of the team?

3. What is the value of the conversation about the progress on your plans?

4. How will you facilitate this reflective conversation back at your school?

Debriefing the workAs you begin to think about how to share

your successes with your stakeholders…What are the key pieces of your plan that you

would highlight?What data would you share that would

demonstrate improvement in student achievement?

Mr. Michael Harrigan

Time to workReflect on Writing Revise Priority 1 plans based on data

Ms. Yvette McMahon-ArnoldDr. Kristine Chadwick

School Climate & School CultureTerms tend to be used interchangeably, but

are they the same?Culture determines climateAn analogy

Culture is to a school’s personality as climate is to a school’s attitude

It is easier to change climate than to change culture

04/21/23

School climate can be broken down in terms of

four aspects.• A physical environment

that is welcoming and conducive to learning.

•A social environment that promotes communication and

interaction.

•An affective environment that promotes a sense of belonging

and self-esteem.

•An academic environment that promotes learning and self

fulfillment.04/21/23

School CultureRefers to a school’s shared beliefs, customs, and

behaviorIncludes elements of schedules, curriculum,

demographics, and policies (SIP)Includes social interactionsGives the look and feel of being “friendly,”

“elite,” “competitive,” “inclusive,” etc. A school’s identity, its heart, its soul, its spiritThe school’s song—symbol of what is importantSpecial traditions and meanings unique to the

school

04/21/23

School Culture…Represents the unwritten rules regarding

interaction, problem solving, and decision-makingInteractions

What are your faculty meetings like? Are they cordial, collegial, encouraging Are they gripe sessions, attacks, divide and

conquer?

These interactions are the unwritten rules of engagement

04/21/23

What is the attitude toward professional learning?Are teachers open-minded?Are they willing to learn and implement new ideas?Do teachers feel, “I am the expert. You can’t teach me

anything”?

What is the conversation in the teachers’ lounge?Do teachers talk negatively or positively about students,

other teachers? Administrators?Is the talk about children’s learning?

Why are my children not doing well? What do I need to do different? Better? Do I take responsibility for my students’ failing? Is it the children’s fault? Administration? Parents?

Community? Everybody but me!!!

04/21/23

Research shows thatWithout a positive, collegial, professional

community and a strong culture, productivity flounders

If productivity is damaged by a negative approach to teaching, learning, and relationships and . . .

If you do not have positive, professional culture, you will not have a productive school

04/21/23

How Do We Recognize Positive Culture?1. Widely shared sense of purpose and values

consistent and shared by allContinuous learning and focus on school improvement

(eSIP)

2. Individual and shared sense of responsibility for student learning

3. Collaborative and collegial relationship between staff

Share ideas, problems, and solutions

Work together to build a better, stronger school

4. Strong focus on professional learning, reflection, collaboration

Professional Learning Communities (PLCs)04/21/23

Elements of a Toxic Culture(Peterson & Deal)

No sense of urgency and no energyNo mascotsNo student work in hallwaysPrison-likeNo bannersNo slogans/no mottosSchool is fragmentedStaff are frequently late for work

04/21/23

Elements of a Toxic CultureA sense of depression, frustration, and hopelessnessNo shared sense of purposeNegative norms around improvement and learningDon’t believe they can improve or raise level of schoolBlame everyone else, especially the victimIt’s the students’ fault for not learningLittle celebration of successFew traditions that reinforce positive aspects of

schoolYell at the kids which is damaging to student learningYou can feel the toxicity!

04/21/23

Elements of a Positive CultureOpportunity to reinforce positive sides of

culture through symbols, artifacts, slogans, mottos

Plants, grass and flowers on walkways cared for by students and staff

Clean, neat, safe campusSchool mission displayed Symbols of what is importantBanners that communicate hopefulness and

belief in each other to work togetherTeachers and students show up for school

04/21/23

Contrasting Climate with CultureClimate Culture Monday versus Friday Attitude or mood of the group Provides a state of mind

Flexible, easy to change Based on perceptions Feel it when you come in the

door Is all around us The way we feel around here First step to improvement It’s in your head

Gives Mondays permission to be miserable

Personality of the group Provides a limited way of thinking Takes many years to evolve Based on values and beliefs Members cannot feel it Is part of us The way we do things around here Determine if improvement is

possible It’s in your heart

04/21/23

National Assoc Elem School Principals, March/April 2008

A Simple Reflective ExerciseImagine that you are new to the neighborhood

and have never been to this schoolWalk the hallways of your schoolLook at the messages on the walls, in

classrooms, the main officeAre these messages reflecting the core values

and mission of the school?Do you get a sense of purpose of the school?Is there a positive, reinforcing set of information

and ideas about the values and norms of your school?

04/21/23

A Look at Your SchoolWhat is your school mission?Is it displayed around the school?What is your slogan?Does it really communicate your values?Do you have a school song?What song characterizes your culture?What is your mascot?Does it truly represent the culture here?

04/21/23

School Culture ActivityPositive versus Toxic CultureSchool teams will assess their school culture

through discussion, then present on chart paper

Keep in mindReadAssessReinforceTransform

Action Planning for Positive School CultureReview Data

Positive School Culture Walk ThroughsSchool Climate SurveysTeacher and Student Attendance DataDiscipline Data

Consider all Four “Environments” in Developing StrategiesPhysical (welcoming and conducive to learning)Social (promotes communication and interaction)Affective (promotes a sense of belonging and self-esteem)Academic (promotes learning and self fulfillment)

Distinguish Activities from StrategiesStrategies are major approaches, indicative of

overarching philosophies toward building a positive school culture and climateExamples: “Empower Students,” “Create Welcoming

Atmosphere,” “Promote Safe Environment,” “Ensure Engaged Learning,” “Promote Faculty Collaboration”

Strategies are obvious in their relation to outcomes or goalsStrategies have outcomes

Activities are events and actionsYou could take a picture of an activityActivities may relate to several strategiesActivities have outputs attached to themActivities may need to be “bundled” in order to lead to an

outcome

04/21/23

Strategy and Activity ExamplesObjective 1: Stakeholder Involvement

Strategy (Actual Example): Engage parents in campus activitiesActivities (Possible Examples)

Solicit homeroom parents for each classCreate volunteer lists through homeroom

parent contacts with other parentsHold volunteer recognition ceremony

04/21/23

Strategy and Activity ExamplesObjective 2: Collaborative, Welcoming, and

Engaging School ClimateStrategy (Actual Example): Promote a

positive learning environment throughout the buildingActivities (Actual Examples)

Implement and update audio/visual welcome bulletin and announcement routines

Create and post a motto that reflects the mission and philosophy of the school

04/21/23

Strategy and Activity ExamplesObjective 3: Communication

Strategy (Possible Example): Empower student “voice” in the school Activities (Possible Examples)

Have students conduct morning announcementsHave students elect student leadership teamImplement student-generated ideas for effective

weekly home-school communicationInstitute peer-led orientation program for new

students

04/21/23

04/21/23

Mr. Michael Harrigan

SIP Progress Reflection Guide:School CultureActions Taken (10 minutes)

Indicators of Success (5 minutes)

Evidence of Success (30 minutes)

Next Steps (5 minutes)

Ms. Yvette McMahon-ArnoldMs. Alexandria Baltimore-Hookfin

Dr. Kristine Chadwick

SuperintendentDeputy Superintendent

Here and Now: February PLCCongratulations on a year of learning a new

system!We are continuously improving our planning

process as we refine our work with Priority 1 and begin more conversation and data collection on Priorities 2 & 3.

Ongoing data collection will inform your plans.

Continue these conversations back at your schools!

Keep up the good work!“Time for reflection with colleagues is for me a lifesaver; it is not just a nice thing to do if you have the time. It is

the only way you can survive.”

-Margaret J. Wheatley