Action Planning & Monitoring

Assessment, Accountability, Research, and School Improvement Division

0448-wifin = 7%yanex80048-wifig = 9suse$88

Henderson

Wireless Code

AARSI TEAM:Lisa BiesingerBrett Campbell Kim MaukSue Daellenbach Becca MeyerKrista Donnelly Stacie NelsonSue Egloff Deb RobersonRamona Esparza Wayne RobersonJeff Halsell Nathan TrenholmLaura Love Lakeisha YoungGreg Manzi Tim Zeidler

School Improvement 855-7783

Action Planning Purpose

If schools are to change, it must first be understood that it is not enough to change the behavior of individuals – what must be changed as well are the systems that encourage, support, and maintain present behavior patterns and discourage new patterns from emerging.

~ Phillip Schlecty (1997)

Evaluate

Plan

Implement

School Improvement

Process

Turn in your handout to pg. 3 to examine school district goals and measurable objectives.

District Goals and Objectives – pg. 3

Agenda – pg. 4Root Cause Quality Criteria

Identify Solutions

Set Goals & Measurable Objectives

Planning Action Steps

Calendaring for 2012-13 and Next Steps

Evaluating Action Plan

Monitoring Implementation

Be present, participate, and engage fully. Listen to learn, limit sidebars. Monitor personal technology. Pay attention to hand signals. Provide feedback in the “Parking Lot”. Response Cards at your table.

Norms for Today

Materials

Action Planning – Day 3

Inquiry Process – Day 1 and 2

Target Setting – Day 3

Progress Monitoring - Ongoing

School Improvement Planning Processes – pg. 5

Describe Performance

Trends

Prioritize Performance

Concerns

Identify Root Causes

Set Performance

Targets

Identify Measurable Objectives

Identify Solutions and Action Steps

Identify Implementation

Evidence

Gather and Organize

Data

Review Performance Framework

Describe Performance

Trends

Prioritize Performance

Concerns

Identify Root Causes

Set Performance

Targets

Gather and Organize

Data

Review Performance Framework

Completed the Inquiry Process Finalized Data Trends-Positive/Negative

Determined Key Strengths & Priority Concerns

Identified Root Cause(s)

Root Cause Homework

Pg. 6

Root Cause Review – pg. 6

Root Causes ARE …Deepest and most basic concern & barriers to

increasing student performanceWithin the school’s control and evidence basedFocused on adult actions Root Causes are NOT…Concerns about budget, staffing, or new curriculumExternal levels of root cause analysis out of site

controlFocused on student actions

Use the Quality Criteria for Root Causes with your school partner and discuss these questions:•How are the identified root causes aligned with the criteria?• Are the root causes aligned with the performance challenges and trends?•Do you have data to prove and support your root cause?

Quality Criteria for Root Causes pg. 6

Performance Trend Performance Concern Root Cause Solution

Academic GrowthThe median growth percentiles in reading for 6th grade students showed an overall decrease from 50 in 2009 to 38 in 2010, then increased to 44 in 2011.

This performance trend is impacting the overall school-wide growth percentiles; preventing the school from meeting the District expectation of 53 or higher for the next level on the SPF.

Lower growth percentile rates in 6th grade and a review of intervention processes and collaboration practices for 6th grade show that interventions structures are not organized sufficiently to provide teachers the time and resources to monitor student progress and plan appropriate interventions for each student’s individual needs.

Sample Inquiry Process Negative Trend - pg. 7

Performance Trend Key Strength Root CauseAcademic Growth GapsThe median growth percentiles in math for FRL students decreased from 70 in 2009 to 68 in 2010, then remained stable at 68 in 2011.

For the last three years, the median growth percentiles in math for FRL students have remained at or above district expectations on the School Performance Framework.

A curriculum review and classroom observations show 90% of observable student work in mathematics reflects grade-level standards and students were able to connect the work to an understanding of the learning objectives through effective feedback.

Sample Inquiry ProcessPositive Trend – pg. 7

AgendaRoot Cause Quality Criteria

Identify Solutions

Set Goals & Measurable Objectives

Planning Action Steps

Calendaring for 2012-13 and Next Steps

Evaluating Action Plan

Monitoring Implementation

Are the solutions grounded in research? Will implementing the solutions address the

identified concern and root cause? Will the solutions, if properly implemented, impact

student achievement? Does the school have the control and resources to

implement and sustain the solutions? Is everyone who is part of the challenge also part of

the solution?

Guiding Questions for Solutions

pg. 8

Solution Examples

Are: Revising a school

process (i.e. intervention time, inclusive school practices, scheduling)

Ongoing Effective Collaboration (i.e. sharing data, instructional strategies and modifying lessons accordingly)

Are NOT: Programs Textbook fidelity Ineffective collaboration

(i.e. schedules, field trips, assemblies, data talk without action)

Use the handout and follow the discussion format chart, write at least one solution.

Use your Response Cards as you work.Share Solutions with your partner

school.

Time to Write Solutions – pg. 8

Quality Criteria for Solutions

pg. 8Use the Quality Criteria for Solutions with your team and discuss these questions:•How are the identified solutions aligned with the criteria?•Are the solutions aligned with the root causes?

Performance Trend Performance Concern Root Cause Solution

Academic GrowthThe median growth percentiles in reading for 6th grade students showed an overall decrease from 50 in 2009 to 38 in 2010, then increased to 44 in 2011.

This performance trend is impacting the overall school-wide growth percentiles; preventing the school from meeting the District expectation of 53 or higher for the next level on the SPF.

Lower growth percentile rates in 6th grade and a review of intervention processes and collaboration practices for 6th grade show that interventions structures are not organized sufficiently to provide teachers the time and resources to monitor student progress and plan appropriate interventions for each student’s individual needs.

Highly-qualified 6th grade reading teachers will routinely collaborate for instruction by analyzing student data to review the impact of instruction and create a smaller learning community for non-proficient students.

Sample Inquiry Process Solution – pg. 8

AgendaRoot Cause Quality Criteria

Identify Solutions

Set Goals & Measurable Objectives

Planning Action Steps

Calendaring for 2012-13 and Next Steps

Evaluating Action Plan

Monitoring Implementation

Align Solutions to Performance Concerns2 Goals: one targeting non-proficient students and one targeting proficient students

3 Measurable Objectives for each goalUp to 4 Action Steps for each Goal

District Expectations – pg. 9

More information coming.

Focus Goal

Will achieving the goals impact student performance?

Will the goals be adequate and sustainable? Are the goals specifically linked to the

performance trends/concerns, root causes, and solutions?

Is there a clear rationale for each goal that can be articulated by all members of the staff?

Guiding Questions for Goals – pg. 9

You have time now to write your two goals for the year.

Goal 1 – Non-Proficient Goal 2 – Proficient

Keep them broad and remember a subgroup, subject, or grade will be included in the Measurable Objective.

Goals – pg. 9

Are the measurable objectives written in terms that can be measured?

Are student groups and performance standards clearly identified?

Can staff members clearly articulate how the school’s Measurable Objectives support the District’s Measurable Objectives?

Guiding Questions for Measurable Objectives –

pg. 10

M.O. FrameworkElementary

School K-2 (70% proficient on

district assessments in 5 years)

Grades 4-5 Catch Up/Keep Up/Move Up (Growth %)

Grades 3-5 (CRT/Trend)

Middle School Grades 6-8 Catch

Up/Keep Up/Move Up (Growth %)

Grades 6-8 Proficiency (CRT/Trend)

1. Use the Developing a Measurable Objective Chart in your handout on pg. 11

2. Use chart paper and post your examples.

AgendaRoot Cause Quality Criteria

Identify Solutions

Set Goals & Measurable Objectives

Planning Action Steps

Calendaring for 2012-13 and Next Steps

Evaluating Action Plan

Monitoring Implementation

Review current Action Steps from this year’s SIP (2011-2012)

Reflect and discuss: Did you do what you said you were

going to do? Has what you implemented made a

difference, according to what?

Today’s Plan for Tomorrow

Kitchen sink – don’t do everything at once DRIP - multiple data sources Not embedding a calendar for PD Not providing realistic staffing/resources Not monitoring implementation of action

steps SIP on a shelf for no one else

Action Planning Pitfalls – pg. 12

Does each action step implement an identified solution?

Are the action steps closely aligned to the root causes?

Does each action step include a research-based strategy that will impact student achievement?

Is the professional development and/or technical assistance required to implement and sustain the teaching strategy(ies) in each action step identified in “Resources”?

Guiding Questions for Action Steps – pg. 12

Action Steps Comparison

Student Centered Action Step

Non-Example Targeted students will

participate in hands-on math problem solving activities that align with standards.

Adult Focused Action Step

Teachers will implement the Common Core State Standard mathematical practices of modeling and using appropriate tools strategically by having students create concrete models of mathematical situations and analyze the results to draw conclusions.

Using the handout and following the guiding questions, write your action step.

Use your Response Cards as you work. Share Action Steps with your partner school.

Write your Action Step – pg. 12

Guiding Questions forAction Plan Resources and

AmountWhat resources are needed (adult

centered)?What is the timeline for implementing

the resource?Who will be responsible for

implementing the resource?Pg. 12

Action Plan Example – pg. 13

Using the handout and examples, complete: At lease one Action Step Resources and Amount Timeline Position

Time to Write

AgendaRoot Cause Quality Criteria

Identify Solutions

Set Goals & Measurable Objectives

Planning Action Steps

Calendaring for 2012-13 and Next Steps

Evaluating Action Plan

Monitoring Implementation

Determine the evidence used to ensure the implementation of the action steps.

Create a detailed and specific timeline for collecting and analyzing the evidence.

Establish the position(s) responsible for ensuring completion of each action step.

Guiding Questions forMonitoring – pg. 14

Monitoring Plan Example – pg. 13

Using the handout and examples, complete: Evidence of Implementation Timeline Position

Time to Write

AgendaRoot Cause Quality Criteria

Identify Solutions

Set Goals & Measurable Objectives

Planning Action Steps

Calendaring for 2012-13 and Next Steps

Evaluating Action Plan

Monitoring Implementation

Guiding Questions for Evaluation – pg. 14

How will you know your resources or strategies, aligned to the action steps, have been implemented?

Consider your local data sources to monitor progress: What data do you have available that will

allow you to track progress toward your action step(s)?

When will it be available? How will the data be used?

Set a calendar for when you will look at the performance benchmarks.

Evaluation Example – pg. 13

Using the handout, examples, and Evaluation Plan Guidance Chart to complete:Performance Benchmarks

Time to Write – pg. 14

Quality Criteria for Action Planning pg. 15

Use the Quality Criteria for Action Planning with your team and discuss these questions:•How are the identified action steps, monitoring, and evaluation aligned with the criteria?•Are the action steps aligned with the solutions?

AgendaRoot Cause Quality Criteria

Identify Solutions

Set Goals & Measurable Objectives

Planning Action Steps

Calendaring for 2012-13 and Next Steps

Evaluating Action Plan

Monitoring Implementation

What professional development, technical assistance, or ongoing assistance will be needed for the next school year?

Will professional development be job embedded (e.g. action research, case studies, lesson studies, book studies, etc.)?

How will you ensure professional development is aligned to the solutions and scheduled throughout the year?

Guiding Questions for Calendaring for 2012-13

– pg. 16

Who Will Review School Plans?

Academic Managers will review and approve ALL state required restructuring/turnaround plans and school improvement plans.

Title I Peer Reviews will review N1-N2 school improvement plans.

AARSI will review all finalized plans and submit to the Nevada Department of Education for state approval.

April 2012 Title I Budget Summary & Action Steps tied to the Budget pages due to Title I April 13 Attend SIP Workshops – register on Pathlore

April 17 Area 1 – Duncan ES April 18 Area 2 Office April 19 Area 3 Office April 20 Open Session for All at Nedra Joyce

Completed Goals and Measurable Objectives Due to Academic Manager by April 24

May 2012 SIP plans due to Academic Managers by May 31

Next Steps – pg. 16