Transcript School Improvement Planning

School Improvement Planning
Robert Dunn
Factors Impacting School Turnarounds
Education Week – Sept 2012
Factors:
• Data use
• Targeted student interventions
• Teacher collaboration AND intensive professional
development
• Fewer strategies – build coherence of practice
across the school.
– Multiple-interlocking which formed a framework for
improvement
– NO SILVER BULLET!
Learning Objectives of School Planning
• Identify students who will improve in order to
achieve your targets for improvement
• Identify the challenge of practice which will
define the focus for the improvement work at the
school for the year.
• Identify classroom practices which will need to
shift in order to have that improvement occur.
• Develop a continuous monitoring plan for the
school which monitors both student achievement
and the shifts in classroom practice.
Check of Student
Learning? How
are our students
doing in relation
to the
outcomes?
Which students
are achieving
below standard
or
underachieving?
(students to
watch)
What student learning needs of the
students to watch if addressed will
support their achievement?
What is your CORE data sets
• What data do you expect schools to use in
creating their school improvement plans?
• Work in Board Teams 5 minutes
Required Data Sets for Planning Process
Student Level Achievement Planning
(some data in ReportNet)
1.
2.
3.
4.
5.
Report Card data from June, 2012
PM Benchmark/DRA/Alpha Jeune
Identification of at-risk students from June process.
EQAO data for current grade 4 and 7 students.
Accumulation of data for each student in the class
(formative assessment data ie. mathematics
achievement, Running record data, Observation Survey
data for kindergarten students, and other data as
available).
6. Students identified as at-risk in Projective Analysis
Report
Example of predictions for Grade 6 testing
Probability of achieving the
standard in upcoming
Grade 6 tests
Last report card from Grade 5
Learning skills
Marks
Student
Gender
Problem solving
Independance
Homework
completion
Class
participation
Reading
Writing
Math
Reading
1
M
3
3
2
3
70
72
71
63 %
66 %
73 %
2
F
2
3
3
2
82
77
68
92 %
85 %
62 %
3
M
4
3
4
3
72
76
84
77 %
79 %
97 %
4
F
3
4
4
4
84
85
83
98 %
99 %
87 %
Writing
Math
The scores and letter marks have been transformed into numerical
values and scales to facilitate the calculation of probabilities
Identify an Area of Focus
(Reading, Written language, Mathematics)
Teachers accumulate and display the data for
the area of focus.
Analyze the Data
1.
2.
3.
4.
5.
6.
7.
8.
9.
What data catches your eye?
Is there anything in the data that you do not
understand?
If so, what would you like clarified?
Is there anything about the data that you find
surprising?
What patterns of strengths and needs are evident?
What concerns you most about the data?
As a result of your examination of the data, at what
level is each student currently functioning?
What target will you set for each student between now
and February?
Enter each student on the following VENN for the class
Identifying “students to watch”
Grade _____________
Area of Focus
Setting Targets for Improvement
Level 1
Level 2
Level 3
Level 4
Hillary
Justin
Mitchell
Lorne
Kyle
Shilo
Kaitlyn
Jessica
Liz
Colton
Jaden
Shelby (3)
Emily
Amanda
Austin
James
Paul(3)
Gage (3/4)
Rob
Justin W
(3)
Samantha
Justin
Low 3
Kira
Logan
Taylor
Ana
Chris
Dustin
Dawson
All students must improve. In brackets, identify the level of
achievement by February for each student.
The target for the school is generated by accumulating the number of
students at standard by February.
Setting Targets for Improvement
Alternate form
Setting Targets for Improvement
• Using the Predictive Report
– The grade 3 target is applied to the kindergarten,
grade 1, 2 and 4 students
– The grade 6 target is applied to the grades 5 – 8
students.
• Setting targets for the school
– Targets are set by accumulating the number of
students in the form which is being used to identify
achievement for February (Venn or chart)
– Make them aggressive (remember 10% improvement
in a primary class represents an improvement of only
2 students)
Creating the Student learning need
• In relation to our area of focus, students are
able to do……..
• What are the students continuing to struggle
with….
• What is the school-wide common thread
within the student learning need?
Identify the Student Learning Needs
What do the
classroom
practices tell us
about our
teacher learning
needs? What has
been the impact
of our current
practices? How
do we know?
Assessing School Impact
• What does our examination of school level data tell
us about the overall impact that the school is having
on current student achievement?
Required Data Sets for Assessing the Impact
School Impact Data (all in ReportNet except d)
Select the link on the titles below to access the instructions to gather the data or go to:
www.noelyork.ca/mod/resource/view.php?id=93
Elementary (EQAO, PM Benchmark, Report Card, DRA)
1. Five-year trend data –
i. Literacy Score “Is the school improving, static or declining?”
ii. EQAO Trend - grade 3 and 6 – 5 years
iii. Disaggregate the data by
a. Gender
b. For Students working on alternative expectations – how do we
track improvement
2. Cohort Data - tracking students who have been in the school over the
period – reading only
i. Grade 1 Report Card to Grade 3 EQAO
ii. Grade 3 EQAO to Grade 6 EQAO
iii. Grade 6 EQAO to Grade 10 Credit accumulation
3. Attendance Trends
Five Year Trend Data
Focusing considerations
For Each of the data sets:
1. Literacy Score
2. EQAO Trend - grade 3 and 6 – 5 years
3. Disaggregate the data by
a. Gender
b. Special Education
c. ELL
•
•
Over the five years has there been:
– A shift in the number/percent of students at level 4?
– A shift in the number/percent of students at level 3?
– A Shift in the number/percent of students at level 2 and level 1?
– A shift in the number/percent of students exempt or not enough information to score?
– Increasing, remaining static, or declining over that period?
Examining the data for the males/females, exceptional students and ELL students, has there
been:
– A shift in the number/percent of students in each category who are at or above the
grade standard?
– A shift in the number/percent of students in each category who are at level 2 or 1?
– A shift in the number/percent of students exempt or not enough information to score?
– Increasing, remaining static, or declining over that period?
Cohort I Data
1. Grade 1 Report Card to Grade 3 EQAO
2. Grade 3 EQAO to Grade 6 EQAO
For each cohort:
1. For Cohorts 1 and 2, examine the shift in achievement during
the period;
2. What has the shift been for student who began below the
standard
– Fewer, the same or more by the end of the period?
3. What has the shift been for students who were achieving at the
standard:
– Are there more, the same, fewer?
– Have those students shifted to level 4 or level 2?
4. For each of the cohorts,
– Increasing, remaining static, or declining?
Cohort II Data
Grade 6 EQAO to Grade 10 Credit accumulation
• Our research indicates that between 15 and 20% of students who
get level 2 in Reading in Grade 6 are at-risk.
• One of the best predictors of risk in high school is the percent of
students who have fewer than 16 credits by the end of grade 10.
Compare your grade 6 data to the grade 10 credit accumulation for
your school for the same students as were in the school in grade 6
• What is the number/percent of your students who have 16 or more
credits by the end of their grade 10 year.
How do your results compare with the number of those students
who were below standard in grade 6?
Attendance
Our research indicates that 20 days absence is a significant risk
factor.
1. Examining your attendance data from last June:
– What percent/number of students were absent more than
20 days over the year?
– What number/percent by grade were absent more than 20
days last year?
2. Examining your five year trend data:
Summary
For each of the trailing indicators:
• Have you improved, remained static or declined?
• How would you describe the impact of your school
improvement plan in relation to enhanced student
achievement?
Overall, what has been the impact of our improvement focus on
students in the school (trends) as welll as on students who
have been in the school over a period of time (cohort).
Are our students improving as a result of our improvement
focus?
School Impact Tracking
Trailing Indicator
Respond to the Question: Has the school improved,
remained static or declined?
Five Year Trend
Cohort I Data Cohort II Data
Attendance
How would you describe the impact of your school improvement plan in relation to
enhanced student achievement?
•
What are the
current practices
in place in the
school?
What are System Non-negotiables?
(Board Teams)
• What classroom practices do you expect to see in the
classes in your schools?
• What processes are currently in place in your Board to
gather information about classroom practice?
• What training is currently provided to principals to
support their observation of classroom practice?
• How does the School Effectiveness Framework inform
your practice?
• What processes are in place to shift classroom practice
in your board?
Identifying Teacher Learning Needs
• Teachers used the best strategies that they
have – the students did not learn it.
• Identifying the problem of practice?
•Principle #1: Increases in
student learning occur only as
a consequence of
improvements in the level of
content, teachers’ knowledge
and skill, and student
engagement.
THE INSTRUCTIONAL CORE
CONTENT
•Principle #2: If you change
one element of the
instructional core, you have
to change the other two.
•Principle #3: If you can’t see
it in the core, it’s not there.
TASK
•Principle #4: Task predicts
performance.
TEACHER
STUDENT
•Principle #5: The real
accountability system is in the
tasks that students are asked
to do.
•Principle #6: We learn to do
the work by doing the work.
•Principle #7: Description
before analysis, analysis
before prediction, prediction
before evaluation.
Examples of PoP/Focus inquiry
questions

Some students aren’t practicing thinking, working with one
another, or engaging in problem-solving. As a result, some
students aren’t motivated, focused or on task.


How might self and peer assessment support student cognitive
engagement with the task?
Not all students apply what they’re learning in math lessons.
Students don’t make connections between teachers’ lessons
and the task they are supposed to solve on their own.

How might checking for understanding and providing descriptive
feedback during the course of the lesson enable students to work
independently?
What has been our professional learning focus
for the past year? What impact has it had on
student achievement ?
In relation
to the
professional
learning
focus, what
impact on
classroom
practice is
noted?
(School
Processes)
ROUNDS – A FOUR-STEP PROCESS
SCHOOL IDENTIFIES THE
CHALLENGE OF PRACTICE
TEAMS OBSERVE PRACTICE
BY VISITING CLASSROOMS
TEAMS DEBRIEF THE
OBSERVATION OF PRACTICE
TEAMS PROPOSE NEXT LEVEL
OF WORK
CLASSROOM OBSERVATION
• Observers write down what they see and hear, gathering
descriptive evidence related to the Challenge of Practice and
anything else deemed significant
• Observations must be: Descriptive, NON-JUDGEMENTAL and
specific
– Description with judgement
• fast-paced,
• too much time on discussion,
• excellent classroom management
– Description without judgement
• teacher asks, “How did you figure out this problem?”
• students followed directions in the text
• Student A said to student B, “Check the success criteria – what are
we missing?”
Judgemental

Objectivity

Specific and judgemental General and judgemental
“The teacher read from
the book, Oliver Twist,
which was not at the
appropriate level for the
class.”
“There was too much
time on discussion, not
enough time on
individual work.”
Specific and descriptive
General and descriptive
“Student 1 asked
student 2: ‘What are we
supposed to write
down?’ Student 2 said,
‘I don’t know.’”
“Teacher introduced a
writing prompt to
students.”
Descriptive

Specificity

Adapted from Learning Walkthrough Guide, MA Dept. of Elementary &Secondary Education
34
Building Teacher AND Administrator
Capacity
• Implementing Learning Networks
• Focusing on joint work
• Focusing on the 4 Cs (co-planning, coteaching, co-debriefing, co-reflecting
Networked Learning Communties
Theory of Action
Steven Katz and Lisa Dack: “Research Report: What are we learning about YRDSB learning network implementation”,
unpublished research report, York Region, Ontario, 2009 p. 4
Building a Monitoring Plan
• Data sources? – Gradebook application
• Response to monitoring – case management?
Setting Targets for Improvement
Alternate form
Data to Support the Monitoring Plan
Data
Purpose
timeline
Leadership Role
Report Card
To use data to reflect on school
focus during the year
June, November,
February
Facilitate an
opportunity for staff
to review and reflect
on the data
PM/DRA Data
To determine if targets have
been met
Look for patterns in the data to
inform next level of work
Board’s Assessment
Schedule
Facilitate staff
examination of data.
Craft key questions for
staff
EQAO
Determine if targets met
Review strengths and needs of
at-risk students
Fall
Staff reflect on data
and design next steps
Reading
Recovery
Report
Examine success of program
Examine level of entry students
both in Sept and second round
June
Review with RR
teacher
Assess impact of
classroom practice on
at-risk students
EDI
Examine areas to address in
terms of readiness and
inform parent community
Fall
Engage with staff
and school council
Classroom Monitoring
Monitoring Strategy
Purpose
Sources of Evidence
Leadership role
Class Reviews
Assess achievement of
students to watch
Identify staff learning
needs
Class tracking sheets
Sample of work from
students to watch
Provide context for
monitoring achievement
To be present at every
meeting
Build a plan to respond
to the data
Case Management
Student Achievement
Every 6 weeks
Provide
support/strategies for
students to watch
To use class based
formative assessment
information to
determine instructional
next steps
Continue supporting
teacher learning in
context of school focus
for classroom practice
Samples of student
work, evidence of
achievement
(running records,
oral/written
response)
Be present at all case
management meetings
Set expectations for the
meetings, (protocol)
Build into timetable
Build understanding
among staff of role of
case management
Monitoring classroom
practice
(Demonstrating
implementation of
1.4, 1.1, 1.2
TLC tracking sheets
Why Case Management?
•
•
•
•
•
Shared Belief: All students can learn…
Reaching Students who are struggling in reading
Differentiated Instruction
Building Collaborative Teaching Teams
Implementation Tool for Professional Learning,
TPA, ALP
• Job Embedded PD (Assessment & Instruction,
AFL, Critical Thinking, Oral Language)
• Strategy in SPCI, to increase student reading
achievement
“Effective Schools are coherent learning environments for adults and
students.
Coherence means that adults agree on what they are trying to accomplish
with students and that adults are consistent from classroom to classroom in
their expectations for what students are expected to learn.
Coherent learning environments cannot exist in incoherent organizations”
THE INTENT OF SCHOOL IMPROVEMENT PLANNING IS TO
CREATE COHERENCE TO CHANGE CLASSROOM practice AND
SCHOOL STRUCTURES.
Effective School Improvement
• Focuses on students and their needs
• Defines the classroom practices which will
support those students.
“School Improvement occurs one classroom at a
time”
AND
One student at a time
• Involves using the data to identify students to
improve AND classroom practices AND the
supports to change these practices.
Building a Model of School
Improvement based on Planning
• Identify students to watch from the data
• Identify classroom practices which will support
their improvement – and a model for changing
practice
• Identify leader practices which will need to
change and a model for supporting the
development of effective practices
• Develop a model for monitoring both classroom
practice and its impact on student achievement
which is continuous, data-informed and current
• Develop a response to this monitoring which will
shift practice and achievement