Data Review and School Improvement Planning 2015 Coastal Plains RESA

Data Review and School Improvement Planning

2015

Coastal Plains RESA

Coastal Plains RESA 2014-15

NormsBe on time.Place cell phones on silent.Actively listen and participate.Limit sidebar conversations (take notes to discuss later).

Assume good will and positive intent.Observe the work time limit.Use electronic devices for group work only.End on time.Clean your work area.Laugh often. Celebrate success!


Data Review SI Planning Agenda

Develop Team Learning TargetsPreview the Products to Be CreatedAnalyze Data Individually Recording Strengths and Areas for

GrowthOrganize Strengths and Areas for Growth into CategoriesPrioritize Areas for Growth Identify Root Causes for Area for Growth #1 Review 2015 SI Plan: Which targets were met? Not met?Write SMART Goal for Area for Growth #1 Determine Actions, Artifacts, and Evidence for GoalCreate Steps for Implementing, Monitoring, and Communicating

the PlanWrite SMART Goals, Determine Actions and Implementation

Strategies for all Areas of GrowthReflect on Progress toward Learning Targets

Stu

den

t Learn

ing


TeamworkRolesFacilitator (Norms Reminder)TimekeeperRecorder

ChartsElectronic SIP

Speaker

Effects of Teamworkhttp://www.youtube.com/watch?v=Sy6_TGcs6e8

http://www.youtube.com/watch?v=Sy6_TGcs6e8


District Standards

Vision and Mission: Purpose and direction for continuous improvement with a commitment to high expectations for learning and teaching

VM 1: Creates and communicates a collaboratively-developed district vision, mission, and core beliefs that focus on preparing all students for college and career readiness VM 2: Fosters, within the district and broader community, a culture of trust, collaboration, and joint responsibility for improving learning and teaching


District Standards

Planning, Organizing, and Monitoring: The data-driven processes, procedures, structures, and products that focus the operations of the district to ensure higher levels of student learning and staff effectiveness POM 1: Uses a collaborative, data-driven planning process at the district and school levels for improving student learning POM 2: Uses protocols and processes for problem solving, decision-making, and removing barriers POM 3: Uses processes to monitor and provide timely guidance, support, and feedback to individual schools as they implement improvement plans and initiatives


District Standards

Allocation and Management of Resources: The allotment and administration of resources to attain district and school goals for student learning

AMR 1: Administers a clearly defined, collaborative, data-driven budget process that ensures the equitable, efficient, and transparent distribution of resources to support learning and teaching


District StandardsLearning and Teaching: District processes for implementing, supporting, and monitoring curriculum, instruction, and assessment systems and their impact on student learning

LT 1: Engages and supports all schools in systematic processes for curriculum design to align instruction and assessments with the required standards LT 2: Develops and communicates common expectations for implementing curriculum, instruction, and assessment practices across all schools LT 3: Guides, supports, and evaluates the implementation of curriculum, instruction, and assessments


District StandardsLearning and Teaching: District processes for implementing, supporting, and monitoring curriculum, instruction, and assessment systems and their impact on student learning

LT 4: Ensures that professional learning is relevant and addresses adult and student needs LT 5: Assesses the impact of professional learning on staff practices and student learning and makes adjustments as needed LT 6: Guides and supports schools in the selection and implementation of effective strategies, programs, and interventions to improve student learning


School Standards

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PO 2: Shares a common vision/mission that defines the school culture and guides the continuous improvement process

PO 4: Uses a data-driven and consensus-oriented process to develop and implement a school improvement plan that is focused on student performance

PO 6: Monitors implementation of the school improvement plan and makes adjustments as needed


I 1: Provides an orderly, well-managed learning environmentI 2: Creates an academically-challenging environment that cultivates higher-order thinking skills and processes I 3: Implements research-based instructional strategiesI 4: Enables students to attain higher levels of learning through differentiated instructionI 5: Engages students in setting learning targets aligned to curriculum standards

School Standards


Leader Standards

LAPS 1: The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of learning that leads to school improvement.

LAPS 3: The leader effectively gathers, analyzes, and uses a variety of data to inform planning and decision making consistent with established guidelines, policies, and procedures.

LAPS 8: The leader fosters the success of all students by communicating and collaborating effectively with stakeholders.

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Teacher Standards

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TAPS 2: Instructional PlanningThe teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.

TAPS 3. Instructional StrategiesThe teacher promotes student learning by using research-based instructional strategies relevant to the content area to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.


TAPS 6: Assessment UsesThe teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.

Teacher Standards


Lens for Planning: District GovernanceCharter System

Greatest flexibility and autonomyShared governanceAccountability: district-level targets

IE2 (Investing in Excellence in Education)Strategic PlanSchool Improvement Plan for each

schoolAccountability: school level performance

(CCRPI score)

Increase CCRPI score by 3% of gap between baseline year and 100

Title 20/No Waivers15



Learning TargetsAs a school team, review the standards and write 2

or 3 learning targets in the form of I (We) can/will statements. What do you want to accomplish?

Use language of the standards.Record on chart paper.

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We will…Engage in vigorous conversation.Dig into the data, identify areas for growth, honestly determine root causes.Share the work with all stakeholders.


School NamePrioritized Growth Area #1

SMART GoalActionsArtifacts & Evidence

1. Charts of Celebrations, Areas for Growth, Root Causes, Goals, Actions, Artifacts & Evidence (May record electronically as well.)

2. School Improvement PlanSchool Name2014-15 Data

Celebrations

Products To Be Created

School Name2014-15 Data

Areas for Growth


What Do We Want to Be Known For?

1.Identify a facilitator/timekeeper.2.Read the text and identify passages (and a couple of

back-ups) that have important implications for your work.3.Rounds

1.LEVEL 1: Read aloud the selected passage.2.LEVEL 2: Say what you think about the passage

(interpretation, connection to past experiences, etc.)3.LEVEL 3: Say what the implications are for the work.

4.LEVEL 4: The group responds to what has been said.

4.After all rounds have been completed, debrief the process.

Fisher, Doug and Nancy Frey. Focus Drives School Improvement. Educational Leadership, Feb. 2015.

15 minutes


Focus Drives School Improvement

http://www.ascd.org/publications/educational-leadership/feb15/vol72/num05/Focus-Drives-School-Improvement.aspx





Are We a Highly Reliable Organization?

Creating a common, widely understood language is an important element in any substantive change process (Kegan & Lahey, 2001; Pfeffer & Sutton, 2000).

Effective districts are attentive to developing a shared understanding of a common vocabulary about practice (Marzano & Waters, 2009; McLaughlin & Talbert, 2006).

Leaders of Learning, DuFour & Marzano, 2011.

http://bcove.me/qvg004pa




1. Collect All Relevant

Data

3. Determine Root

Causes

5. Identify Appropriate

Actions

6. Determine Artifacts and

Evidence

7. Implement the

S I Plan

8. Monitor and Adjust

the Plan

SCHOOL

IMPROVEM

ENT

PROCESS

2. Analyze Data to Prioritize Areas

for Growth

4. Establish SMART

Goals


Determine and collect all relevant data based on the school’s mission, vision, beliefs, and current initiatives. Student performance data Adult performance data Demographic and other data Perceptions of staff, students, and stakeholders Process data on current actions, strategies,

interventions, and programs

What data sets will define us and our current improvement efforts?

Step 1. Collect All Relevant

Data


Examples of relevant data

Student Performance Data: CCRPI, common assessment results, EOGs, EOCs, Lexile scores, PSAT/SAT/ACT, writing assessments, grade distributions, student growth percentiles, benchmarks

Adult Performance Data: TKES and LKES performance, student achievement and growth, Hi Q, certification, endorsements


Data


Examples of relevant data

Demographic and Other Data: Ethniciy, economically disadvantaged, EL, gifted, SWD, homeless, teacher/student attendance, graduation rate, discipline referrals, retention rates

Perception Data: Surveys of parents, teachers, students, other stakeholder surveys

Process Data: Classroom observation data, AdvancED (SACS) reports, analysis of initiative and professional learning implementation, analysis of unit/lesson plans, student work


Data


Discuss with your team.

What data was collected this year?

Why was it collected?How was it used?What data are missing?Review data notebooks.


Engage in vigorous discussions to analyze all data and to determine the greatest areas for growth.

What trends do we see in the data? Is there a difference among subgroups and grades? How effective are our programs, actions, strategies, and

initiatives? What are the overall strengths and areas for growth of

our students and staff? What do stakeholders see as our strengths and areas for

growth?

What do the data say about our effectiveness and areas for growth?

Step 2. Analyze Data to Prioritize Areas for Growth


Student Growth Levels

Low 1-34Typical 35-65

High 66-99

CCRPI: % SGP 35+

TEM: Grand Mean

Median: Green Bubbles

2014 Grade 5 Math


Student Growth Levels: Aggregating SGPs

Ways of aggregating SGPs (such as for a classroom, school, or district) Median – the median growth percentile for all

studentsGrowth distribution – divide the growth percentile

range (1-99) into intervals and report the percentage of students demonstrating growth in each interval

Percentage meeting a goal – the percentage of students demonstrating at or above a specified level of growth

Typical 35-65High 66-99


Task: Strengths and Areas for GrowthTeachers in core

contents have begun to develop common assessments

Percent of 8th graders at ≥1050 Lexile increased from 67.3 in 13 to 70.4 in 14

Leadership team consistently monitored the School Improvement Plan

Professional learning without implementation expectations

Which is clearest?

What is needed to make other statements clear?


Citing Data PointsWhat content?Which metric(s)?Which students?Which disaggregated

groups?Direction or trend?Comparison?Amount?Over what time

period?


Task: Analyze Data What do the data say?

• Divide the data among group members. • ELA & social studies• Math & science• CCRPI, SGPs. Achievement Gap, etc.• SACS, surveys, observations, etc.• Attendance, discipline, etc.

• Ask questions from Step 2 to analyze data individually.

• Write strengths on GREEN post-its, areas for growth on YELLOW.

• Write one idea per post-it note. • Be specific! Include grade level, content, %, numbers,

subject, subgroup, etc. to clarify.• Record only what the data say; do NOT draw

conclusions!

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30- 40 minutes

2. Analyze Data to Prioritize

Areas for Growth


Task: Analyze Data

•Add post-its to T chart of strengths and areas for growth.

•Organize and Categorize.•Ask Data Questions. •Determine areas of greatest student learning areas for growth, greatest gaps, …

•List celebrations chart paper.•Prioritize areas for growth and list on chart paper; cite data that supports it. 33

20 minutes

2. Analyze Data to Prioritize Areas for Growth


Task: Analyze Data

Priority Concern Example

For the past 3 years (2012, 2013, 2014), the median growth percentiles in grades 4-6 reading have been below 39, which is less than the minimum district expectation of 46.

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2. Analyze Data to Prioritize Areas for Growth


Products: Chart of Celebrations and Chart of Areas for Growth

School NamePrioritized Growth Area #1

SMART GoalActionsArtifacts &

Evidence


CelebrationsAreas for

Growth


Products: Chart of Celebrations and Chart of Areas for Growth


Celebrations



Areas for Growth


Root Causes

What are the root causes of the results?

What are the root causes upon which we can act?

Why are we getting the results we are getting?

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3. Determine Root

Causes


What are the root causes of the data upon which we can act?

Spend time on WHY until consensus is reached regarding the causes of the gaps or trends. What adult practices might be the cause of the data? What student practices might be the cause of the data? Do our current policies help or hinder? How well do our current infrastructure/resources

support initiatives? Where is the kink in the implementation

or delivery system? What is within our sphere of control?

3. Determine Root

Causes


Root Cause Analysis

Prioritized Need: Low graduation rates for SWDs.

External Focus Internal Focus

The middle school doesn’t prepare them.

Students fail classes and state tests.

The students live in poverty. Students have weak comprehension skills.

Their parents aren’t involved enough. Teachers don’t always use formative assessment results to adjust instruction.

The state curriculum is too difficult. Teachers don’t provide access to content on different Lexile levels or to comprehension strategies.

Move the focus from external issues over which we have little control to internal issues that we can control.

3. Determine Root

Causes


Root Cause Analysis

Typical planning processes often jump from a problem to solution without considering cause for the problem.

Solutions should be designed to dissolve causes, not patch over symptoms.

Clark County School District, Las Vegas, NV


Root Cause Analysis

The most challenging aspect of RCA is the ability of the staff and its administration to be open and honest in a safe, collaborative environment.

This climate will foster true examination of causes which may be uncomfortable, including issues of climate, organization, and instructional quality.



How to Identify Root Causes

1. Brainstorm possible explanations (causes) for the performance concerns.

2. Categorize like causes together.3. Narrow the explanations to those that are

actionable, which includes removing items that are outside of the school’s control.

4. Deepen the thinking to ensure the causes are root causes by asking Why? Why? Why?



Identifying Root Causes

…not to find a who, but to find systemic and process issues that are causing problems to occur.Even when a who may look like a likely culprit (e.g. incompetent teacher), consider how that person might have ended up in that situation (e.g., problematic hiring processes, lack of staff development, lack of mentoring/coaching system, etc.

Conzemius and O’Neill, The Handbook for SMART School Teams


Task: Determine Potential Root Causes

1. List your first prioritized need on a chart.2. Individually, think of as many possible

adult and student causes as you can.3. Write one cause per blue post-it note.4. As a school team, group notes around

common themes or concepts.5. Label these groupings, and record root

causes on the chart. 20 minutes

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3. Determine Root

Causes


Chart of Root Causes for Each Area for Growth

School Name2014-15 Data # 1 Area for Growth

Root Causes1. X2. X3. x



Task: As a team, choose one of the root causes and conduct the 5 Whys Analysis on the first need. Record on chart paper.

First Prioritized Area for Growth:•Why?•Why?•Why?•Why?•Why?

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3. Dig Deeper into Root Causes


Example of Root Cause Analysis

Use the Five Whys to probe deeply for the root causes.

Issue: In spite of a new program, our reading scores for students with disabilities have not increased.

Why? The new reading program was ineffective.

Why? Teachers didn’t use it every day as planned. Why? They felt that the old program was easier to use. Why? The new program had too many tech glitches. Why? The teachers using the program had older, slower computers and missed some of the initial training.

3. Determine Root

Causes


Example: Five Whys to probe deeply for the root causes

Issue: In spite of a new program, our reading scores for students with disabilities have not increased.

Why? The new reading program was ineffective.

Why? Teachers didn’t use it every day as planned. Why? They felt that the old program was easier to use.Why? Three teachers did not receive training on

program. Why? These teachers did not have common planning

with the other teachers.

3. Determine Root

Causes



Data

3. Determine Root

Causes


Actions


Evidence

7. Implement the

S I Plan


the Plan

SCHOOL

IMPROVEMENT

PROCESS

2. Analyze Data to Prioritize Areas for

Growth

4. Establish SMART

Goals

ProgressCheck!


Task: Review School Improvement Goals 2014-15

• Facilitator reads each 14-15 student achievement goal to team.

• Scribe • Records subject area & target on chart paper.• Adds a + or – if met or not met for all

students and by each subgroup.• Adds a star if met state performance target.

50


Before setting goals and making a plans for 2015-16, review what was done last year.

• What initiatives were implemented in 2014-15?

• What instructional expectations were set and monitored?

• What school-wide interventions were implemented in reading/ELA, in math, in science, in social studies?

Project-basedLearning

Flexible Grouping


Task: Assessing Current EffortsCreate a tree map listing each content, connections

class, etc. List tier one expectations first, and then list what was done at different tiers/intervention levels. Include all change initiatives under way in your school.

Which are working as intended? How do you know?Which seem to be stuck? Why might that be?Identify existing efforts that you want to stop, refine,

sustain, or replace.Which actions/initiatives align to areas for growth identified in FY15 data?

Was the action implemented with fidelity and quality?

What data were collected to document the implementation?

What data were collected to determine if the action worked?

Which actions should we continue?

What should we stop?


2014-15 Expectations and Initiatives

ELA/Reading

Math Science Social Studies

Standards-based classroom• Learning targets communicated daily• Method for calling on all students• Frequent formative assessment, e.g. clickers, ticket out door,

individual whiteboards, numbered heads, etc.• Flexible grouping based on formative assessment

Journeys vMath

Language! iStation Exam

p

le


Design SMART Goals that define the results that we want to achieve.

Specific and Strategic: Have we precisely identified the key

issues?

Measurable: How will success be determined?

Attainable, yet Ambitious: Are we aiming high or low?

Results-based and Relevant: What will our school look like

when we achieve the goals?

Time-bound: When will we reach the targets?

Considering our current status, where do we want to go?

4. Establish SMART

Goals


Design SMART Goals that define the results that we want to achieve. Increase the SWD Graduation Rate from 29% to 36% in 2016. Increase the percentage of student growth percentiles at 35

and higher by 4%. Increase the percentage of students meeting grade level

Lexile expectations at grades 3, 5, 8, and 11 by at least 4%. Decrease the ninth grade retention rate from 37% to 25% or

less by 2016.

Examples of SMART Goals4. Establish SMART

Goals


Significant GOALS

According to The Leadership and Learning Center…

If student performance is in the 1st quartile the percentage increase should be at least 20%2nd quartile at least 12%3rd quartile around 7%Top quartile around 4%

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Doug Reeves, Transforming Professional Development into Student Results, p. 139.


Task: Write a SMART Goal for Highest Priority Need and Add It to SIP and to the chart.

• CHS will increase EOCT US History proficiency from 64% to 75% in spring 2016.

• CMS will increase SWD proficiency in math from ___ to ____. (Percentages may be added in table format.)

• Add: See Table X in Appendix.

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Grade 2015 2016

6 45% 60%

7 60% 75%

8 34% 50%

4. Establish SMART

Goals


School NamePrioritized Area for Growth #1

SMART GoalActionsArtifacts & Evidence

1. Charts of Celebrations, Areas for Growth, Root Causes, Goals, Actions, Artifacts & Evidence

2. School Improvement Plan


CelebrationsAreas for

Growth

Progress Check: Products To Be Created


Achievement Points (60 pts) Progre

ss Points(SGPs

)(25 pts)

Achievement Gap(15 pts)

Challenge Points (10 pts)

Content

Mastery

(Tests)

(24 pts)

Readiness(18 pts)

Graduation

(18 pts)

ED/EL/SWD

Performance

(Flags)

Exceeding the

Bar Indicato

rs

CCRPI Performance Categories

What actions, strategies, practices, initiatives or

interventions are we using to impact student learning in

each category?



Data

3. Determine Root

Causes


Actions


Evidence

7. Implement the

S I Plan


the Plan

SCHOOL

IMPROVEMENT

PROCESS


Growth

4. Establish SMART

Goals

ProgressCheck!


What are the key actions that will get us there?

What are the root causes of the data upon which we can act?

How do root causes impact actions?

Step 5. Identify Appropriate Actions

Step 3. Determine

Root Causes

Typical planning processes often jump from a problem to solution without considering cause for the problem. Solutions should be designed to dissolve causes, not patch over symptoms.


What are the key actions that will get us there?

Identify and thoroughly scrutinize all proposed actions, strategies, and interventions.

How will we support students/teachers to meet goals? What research-based strategies will we employ? What professional learning will be required by staff? What organizational changes need to be made? What resources will be needed? How will these actions be funded?

Step 5. Identify Appropriate

Actions


Examples of actions, strategies, interventions and programs.

Implement formative assessment strategies: learning targets and specific descriptive feedback.

Implement vertical planning for all eighth grade and ninth grade science teachers.

Align informational texts with science and social standards. Identify the Lexile measure for these texts.

Implement professional learning On use of formative assessment to support learning

in flexible groups. On literacy strategies for all content areas.


Actions


Implement content data teams to analyze common assessments by standards, review student results, create flexible groups, and adjust instruction.

Implement half-day vertical planning sessions with all social studies teachers in grades five through nine.

Provide staff professional learning, practice, and follow up on student feedback.

Implement vocabulary building through direct instruction, small group conversations, and reading.

Examples of actions, strategies, interventions and programs.


Actions


How will we know if our strategies are successful?

Determine the key artifacts and the specific evidence for monitoring the implementation of the plan. What changes will we expect from adults? How will student learning be impacted? How will we

know if students are mastering the standards? What student work will we see? As a result of implementing these actions,

the school will . . . As a result of implementing these actions,

classrooms will . . .

Step 6. Determine Artifacts and

Evidence

3. Identify Artifacts and Evidence of Implementation

Artifacts and evidence must be identified prior

to implementation.Artifacts:

What tangible things will we look for as a result of implementation?

Evidence:What will teachers and students be able to do as a result of implementation?

Identify Artifacts and Evidence of Implementation

Teacher-student conference logsConference scheduleWritten feedbackStudent workStudents can explain how conferences help

them with their work.Teachers can explain how they use

conference assessment data to plan and adjust instruction.

Teachers can identify students’ strengths and next steps to meet standards.Examples

Communication: Artifacts and Evidence

Don’t keep the expectations a secret!Collaboratively set the teacher targets.Define the expectation; create a common language.Identify what you will look for when monitoring.Tell teachers when and how you will monitor.

“We will collect conference logs to review on March 21.”

“We will conduct an awareness walk on March 24 and here is what we will be looking for.”

If you tell me what you are monitoring, I am more likely to do it. If you show me what you are looking for, I am more likely to do it well.


Examples of artifacts and evidence for the actions.

Artifacts EvidenceSign in sheets for formative assessment training

Teachers give examples how they have used formative assessment results to adjust their instruction.

A diagnostic test in math

Teacher explains how he has formed flexible groups based on data.

Lesson plans contain openings, work sessions and closings

Students can explain their daily learning targets and what progress they have made.

Posted student writing with feedback

Students can explain their own strengths and weaknesses and progress over time.

Which evidence/artifact

is strongest?


How do we make the plan happen?

Set up and follow a step-by-step implementation system and road map to make the plan operational. What expectations will be communicated regarding

implementation? What are the short-term, incremental steps

of each action? What job-embedded professional learning

will support implementation? How will we provide support at the various stages? How do we celebrate early successes?

Step 7. Implement the

S I Plan


Clarity & Communication

Effective districts create a common language and widely shared understanding of the specific implications for action behind key terms.(DuFour & Marzano, Leaders of Learning: How Districts, School, and Classroom Leaders Improve Student Achievement, 2011.)

In effective school systems, employees at all levels can explain what they are doing and why, with consistency. Everyone can talk the walk with shared understanding.(DuFour & Fullan Cultures Built to Last: Systemic PLCs at Work, 2013.)


Example of step-by step implementation of a strategy.

Step 1: Engage teachers in ongoing professional learning on formative assessment.

Establish a common language for formative assessment and practices; determine system-wide protocol for learning targets.

Complete modules one and two of Georgia FIP. Complete DOK module in TLE; establish common definition of DOK levels. Create/revise learning targets in collaborative teams. Create/revise formative assessments (student work) to align with LTs. Analyze student work in teams to establish flexible groups and anchor

papers.

Strategy: Implement formative instructional practices in all classrooms.

Step 7. Implement the

S I Plan


How do we monitor and adjust the S I Plan during the year?

Setting up a monitoring system will reveal what is working and what revisions are needed.

What data will we collect? How will the data be gathered? Who will gather the data? When will the data be gathered? How will we know if our strategies are successful? How do we know when a strategy needs strategic

abandonment? How will we know that our plan needs revising?

Step 8. Monitor and Adjust

the Plan

Using the SIP as a monitoring

tool.

Using the SIP as a monitoring

tool. SIPAssign “reporters” for each

strategy.

Review each strategy at SLT

meetings.

Input data and information into

the SIP.

Locate and solve kinks in

implementation.

Determine next steps.


Example of monitoring and adjusting

School leadership team members make quarterly visits to classrooms. Leadership team performs walk-throughs in classrooms. Leadership team offers teachers feedback on learning targets. Leadership team presents observation data on LTs. Teachers explain learning targets and aligned student work to

leadership team. Leadership team reviews artifacts/evidence of progress. Leadership team collaboratively decides next steps. School improvement plan is revised to reflect changes.

Step 8. Monitor and Adjust

the Plan


Task: Actions, Strategies, and Interventions

• As a team identify the actions, strategies, and interventions needed to reach the SMART Goal for Need #1. Code the School Key(s), Leader Standard(s), and Teacher Standard(s) for each.

• Consider the identified root causes, and use the guiding questions to focus your thinking.

• Determine the key artifacts and the specific evidence for each.

• Record on chart paper and in SIP.

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Task: Communicating the Plan• Write a plan with specific steps for how you will

• Implement the plan• Monitor the plan

• Pre-planning• Leadership Team meetings• Grade/department meetings• Parent meetings• Post-planning

• Set dates on school calendar: leadership team meetings, professional learning, progress monitoring dates, etc.

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How will we create the common language and shared understanding?


Just Do It!

• Communicate

• Implement with fidelity

• Monitor results

• Provide feedback

• Make adjustments

• Maintain focus on student

learning!!79



Data

3. Determine Root

Causes


Actions


Evidence

7. Implement the

S I Plan


the Plan

SCHOOL

IMPROVEMENT

PROCESS


Growth

4. Establish SMART

Goals

ProgressCheck!


What’s Your Brand?


Learning Targets Reflection

Review your learning targets.What artifacts and evidence do you have that show progress has been made toward them?

What are your next steps?

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Research BaseBernhardt, Victoria L. Data Analysis for Continuous School Improvement.

Boudett, Kathryn Parker. Data Wise.

Conzemius, Ann and Jan O’Neill. The Handbook for SMART School Teams.

Dufour, Richard and Robert Marzano. Leaders of Learning.

Preuss, Paul G. School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems.

Reeves, Doug. Transforming Professional Development into Student Results.


School Improvement Planning 2015

Janie Baxter

CPRESA

[email protected]

229-546-4094 x117

84

mailto:[email protected]


Day One Reflection#1 Student learning concernActions to address concernLearning Targets: what artifacts and evidence that making progress toward targets; what else to be done

Where/how do you need help to complete SIP by end of day tomorrow?


Documents

Data Review and School Improvement Planning 2015 Coastal Plains RESA