School Improvement Plans and School Data Teams FE

Report
School Improvement Plans and
School Data Teams
A specific, data-driven process
to create powerful changes in
instruction in any school
System Initiatives
• The Blue Print
• Data Team
• School Improvement
Plans
• Cambridge Curriculum
• Terra Nova testing
• CFA’s
Aligning the initiatives to
improve teaching and
learning
•SYSTEM ARTICULATES
GOALS
•SCHOOL DEVELOPES
IMPROVEMENT PLANS TO
MEET THE GOALS
•SCHOOL DATA TEAMS
COLLECT DATA TO
DETERMINE GROWTH OR
SUCCESS ON GOALS
•SYSTEM REPORTS ON
OUTCOMES OF GOALS
SYSTEM (Department) ARTICULATES OVER ARCHING GOALS
ALL
SCHOOLS
DEVELOP A
PLAN
The
Bermuda
Public
THE AD’S
COLLECT
ZONE DATA
AND REPORT
SYSTEM
IMPROVEMENT
TEAM
BOARD OF
EDUCATION
MINISTER OF EDUCATION
School Improvement & Data
Team
Purpose
1. Carry out actions designed by the
System Improvement Team.
2. Design, implement, and monitor a school
improvement plan that is aligned with the
System’s Student Outcome Indicators.
3. Coordinate the work of the grade-level,
common-course Data Teams.
School Improvement & Data
Team
Steps in the Process
1.
2.
3.
4.
Step One
Conduct analysis of school’s performance in relation to all relevant
Student Outcome Indicators
Step One
Set a target for each Student Outcome Indicator relevant to the level.
Determine limited number of Student Outcome Indicators that will have
highest priority.
Step One
Determine limited number of high-priority, high-leverage Adult Action
Indicators required to achieve priority Student Outcome Indicators.
Step Two
5. Design strategies to achieve priority Adult Action Indicators.
Step Three
6. Design data systems to monitor progress on both adult actions and
student outcomes.
Step Four
School Improvement & Data
Team
Additional Guidance
• A school must set a target for each Student
Outcome Indicator identified by the System
Improvement Team (SIT) appropriate to the level
of the school.
• The school’s adult action indicators may not
address all student outcome indicators
specifically
• Each school will add a student outcome
indicator that is significant to your school
Tier One Indicators from Goal 1
•A1: 80 % of P6 students will score at level 3 or higher on Cambridge International
Primary Achievement Test (CIPAT) achievement tests in English, mathematics and
science.
•A2: 75% of M3 students will score at or above level 3 on the Cambridge Checkpoint
Assessment in English, mathematics and science.
•A3: 80% of students will demonstrate scoring at level 3 or higher on International
General Certificate of Secondary Education (IGCSE) in English, math and science.
•A4: 90 % of students leaving preschool will enter primary school ready to succeed as
measured by a Primary School Assessment.
•A5: 90 % of primary and middle school students will read at or above grade level on
standardized reading benchmark assessments.
•A6: All students with an Individualized Educational Plan (IEP) will achieve mastery on
IEP goals annually.
How Could We Be Focused On
So Few Student Outcome
Indicators?
Priority Action Versus Business as
Usual
Priority Actions
1. Included in plan
2. Have to change dynamically
3. Something brand new
Business as Usual
1. Can make progress with little or no
change
2. May not be thrilled but can live with it
for now
3. Not in plan
Reflection
Are the student outcome indicators:
1. Aligned with the System goals?
2. Focused on highest priorities?
3. Set with reasonable targets?
4. Based on accurate analysis?
5. Specific.Measurable.Attainable.Realistic.Timley?
Step Two
•Identify, create, implement, and monitor a
limited number of research supported, highleverage adult action indicators that have the
highest probability of achieving the identified
Student Outcome Indicators.
•We need to create as much data, or
more, about the actions of adults as
we have about students.
Adult Action Indicators Generic vs
Specific
Generic
• Broad strategies like
Marzano, Hattie




Feedback
Compare/Contrast
Parental involvement
Concept mapping
Specific
• Focused on specific
identified student
weaknesses
 Skill specific
 Domain specific
 Grade specific
A combination of Generic and Specific
Domains
Most of our Adult Actions will fall in one of
the following domains:
•
•
•
•
•
Structure – How we deliver instruction
Curriculum – What we teach
Instruction – How we teach
Climate – How people behave
Personnel – Who “teaches”
How Do We Carry Out Step Two?
• School Adult Action Indicators focus on
school-wide work.
• Similar to the analysis we performed on
students, we perform an analysis of
current adult actions.
Two basic questions
1. What are we doing well?
2. What do we need to get better at?
How Do We Carry Out Step Two?
What Are We Doing Well?
• Which practices can we identify that have documented
evidence of improving student outcomes? Categories to
consider:
 Grouping strategies
 Instructional strategies
 Assistance strategies
 Behavioral strategies
• Are there ways we can improve these practices to make
them even more effective?
 Training
 Frequency
How Do We Carry Out Step Two?
What Do We Need To Get Better At?
(or stop doing)
• Which practices can we identify that we cannot document
significant evidence of improving student outcomes?
Categories to consider:
 Structural
 Curricular
 Instructional
 Behavioral
• What do we need to do about these practices?
 Improve them
 Stop doing them and do something else
How Do We Carry Out Step Two?
What Do We Need To Get Better At?
• What practices can we identify that have a
proven positive impact on student
achievement that we are not doing well or
not doing at all?
One Way to
Begin the Conversation
• Why do we even have to set these goals?
• Why aren’t we achieving these things
already?
• What ideas, procedures, traditions, or other
issues are preventing us from accomplishing
the goals already?
Some Guidelines Before
We Answer
1. Cannot blame the students
2. Stay objective, factual, no personal
attacks
3. This conversation may help us with a
direction as to what we need to do
How Do You Develop
Adult Action Indicators?
• Generate as many ideas as possible.
– Controlled brainstorm activity
• Apply a set of consideration standards.
– Research
– Previous experience
– Pilot program
• Narrow the field
• Do extensive research.
• Beware of “I think.”
Generating Ideas for Adult Action
Indicators
Getting Started
Controlled Brainstorm Activity
1. Individual reflection
2. Small-group discussion
3. Large-group discussion
Consideration Standards
What standards will we apply to the
ideas that are proposed?
•
•
•
•
•
•
Research
Previous experience
Pilot programs
Rigor
Probability of success
Leverage
Samples of Adult Action
Indicators
I.
Feedback: We will increase the percentage
of observed lessons containing “high
quality” feedback as defined by our rubric
from an average of 15 percent to 90
percent.
II. Collaboration: We will increase the
percentage of Data Team meetings that
meet the exemplary standard on our rubric
from 25 percent to 90 percent.
Step Three
Write your Strategies for
improvement
(Action Plan)
Action Plans
The Adult Action Indicator tells what we
are going to do. The Strategies
describes how we are going to do it.
Action Plans
For each Adult Action Indicator it
develops, the School Improvement &
Data Team writes an Strategy Plan that
describes the major steps involved in
carrying out the Adult Action Indicator
Making It Work
90% of primary school students will
read at or above grade level (Fountus
& Pinnell) benchmark assessments.
Identify
the
need.
Phonemic
Awareness
Support
Staff
P.6
P. 1
P. 2
Decoding
P. 3
P. 4
Reader
Text
P. 5
Comprehension
Step Four
Create Results Indicators
(How will we know if we are on the right track?)
Results Indicators
• For each Adult Action Indicator it
creates, the school/instructional team
creates a set of results indicators, data
streams that inform the team that―
1. The adults are doing what they said they would
do
2. Adult behavior is changing
3. Students are improving
Results Indicators
• Adult Actions
1. Are the adults
doing what they
said they would
do?
2. Have the adults
changed the way
they behave?
• Student Outcomes
1. Are the students
getting any
better at the
critical skill(s)
we identified?
Examples of Results Indicators
• Adult Actions
 Training completed
 Coaching sessions held
Adult Behaviors
 Snapshots of feedback
 Increase in percent of
“high quality” lessons
• Student Outcomes
 Results of quarterly
benchmark
assessments
 Results of common
formative
assessments
 Grades
Final Word Re Adult Action Indicators
We may have different Adult Action
Indicators for different grades or
subjects.
Example:
 Focus on improving feedback in math in
primary 4 and 5.
 Focus on improving the quality of Guided
Reading in grades 1-3.
The DATA team -Data Walls
% of observations containing
exemplary feedback
12/1
11/8
9/23
• Another workshop will
look at the next phase
of work
• Data collection
• Monitoring of
Implementation
Let’s look at the Plan

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