Transcript Guiding Principles - Archdiocese of Chicago

AN IMPROVEMENT
PLAN PROCESS FOR THE
ARCHDIOCESE OF
CHICAGO
Dr. Mary Kearney, Archdiocese of Chicago
Dr. Jorge Peña, Archdiocese of Chicago
Mr. Christopher Haruska, Archdiocese of Chicago
Mr. Dick Spohr, AdvancED Lead Evaluator
Ms Becky Densmore, AdvancED Illinois Director
Session Purpose & Parts
Provide a clear picture of continuous school
improvement planning.
• General views on school improvement plans
• Elements of effective school improvement
• Steps to creating Archdiocese of Chicago
Continuous School Improvement Plan
“Knowing the right thing to do is
the central problem of school
improvement.”
(Elmore, 2003)
Mobilizing Stakeholders
• Why must we improve?
• Where are we going?
• To improve, how are we going to
change?
Systemic Improvement
Guiding Principles
‘Do’ – able
&
‘Use’ – able
© 2012 AdvancED
A Culture for Change
&
School Improvement
• There is a “culture in place” - a learning
community approach to improvement
• There is a certain “urgency for change”
• Stakeholders possess “will and skill”
THE CHANGE PUZZLE (P. Senge)
Vision
Skills
Resources
Results
Action
Plan
Change
Vision
Skills
Resources
Results
Action
Plan
Sabotage
Trust
Vision
Skills
Resources
Results
Action
Plan
Confusion
Trust
Vision
Skills
Resources
Results
Action
Plan
Anxiety
Vision
Skills
Resources
Results
Action
Plan
Anger
Vision
Skills
Resources
Payoff
Action
Plan
Sporadic
Change
Vision
Skills
Resources
Results
Action
Plan
Trust
Trust
Breakthr
ough
School
Trust
Improve
ment:
An
Action
Guide for
Trust
Greater
and
Faster
False
Starts
School Improvement
I believe
continuous improvement
in our school
would be easier
if ___________________
Setting the Stage
for
School Improvement Planning
© 2012 AdvancED
1. Analyze Data:
What is your
current reality?
5. Evaluate:
What have you
accomplished?
4. Implement:
What benchmarks
will monitor the
actions to
improve?
© 2010 AdvancED
Continuous Improvement
Five Elements
2. Set Goals:
What future
are you
pursuing?
3. Plan: What
actions will
you take to
improve?
Step 1. Analyze Data Profile –
Starting Point
Data Rich- Current Reality
Grade 3 Reading Mean NCE
75
74.1
74
73
72
71
70
69
68.5
68
67
66
65
2012
2013
14
Activity #1
• Download Continuous School Improvement
Template and Example
• Complete the table in step 1 for grades 3, 5,
and 7
• Use 2012, 2013, and 2014 Mean NCE for
reading and math
• Identify the TN Performance Level on the
table for reading and math for grades 3, 5, and
7 for 2012-2014
© 2010 AdvancED
Step 2. Measurable Improvement Goals
• Two improvement goals, no more than
three
• Two assigned goals: students in all grades
will be performing at the 90th percentile in
Reading and Mathematics
- 90th Percentile TerraNova Mean NCE = 76
- Explore Reading = 20, Explore Math = 19
• Measurable performance learning
objectives
© 2010 AdvancED
Step 3. Planning
Identify:
• What is to be improved,
• How improvement efforts will
be implemented, and
• How success will be measured
Then, DO IT!
Activity #2
Identifying Gaps
• At Mother Teresa Academy grade 5
students are performing significantly
below the Mean NCE of 76 in
reading.
• Where are the TerraNova
achievement gaps in your school?
5 Key Actions in Step 3- Planning
a. Measurable Objectives (TN blue
book)
b. Strategies
c. Activities
d. Resources
e. Timeline (Quarters 1,2, and 3;
Trimester 1 and 2)
Activity #3- Planning
1. Identify the measureable learning objectives in reading or math for
a grade. These objectives are aspirational and will be found in the
next highest performance level. These are your learning
improvement targets!
2. Identify teacher strategies.
3. Identify the student learning experiences (activities) provide that
will ensure students make progress.
4. Identify resources to fulfill the strategies and activities.
5. Identify a timeline stating when the learning objectives will be
taught and assessed.
Step 4: Implementation- Monitoring, and
Adjusting Cycle
• Implement interventions
– Transition from ideas to actions
• Monitor interventions
– Systematically review implementation…assess growth and
document improvement/change through formative
evaluation
• Adjust interventions
– Formative data collection impacts how interventions are
adjusted
Determine Intervention Implementation
Is anybody using the interventions?
How do you know if anyone is moving the school
improvement plan into classroom lesson plans?
What is your school’s strategy for determining
implementation?
Regularly Monitor Progress
• Student On-Track Report: produced by the Teacher
• Teacher Evaluations: produced by the Principal
Activity #4- Degree of Implementation:
Student On-Track Report
•
•
•
•
Student On-Track Report
66% of students = group proficiency
Identify % of student not proficient for re-teaching
Grade-level Teams will submit the Summary OnTrack to the Principal 3x a year
© 2012 AdvancED
Step 5. Evaluation – What Have
We Accomplished?
A determination of how successful current
improvement efforts have been…provides
beginning place for
future improvement efforts
“The essence of school improvement is looking at instruction through
the window of assessment.”
Michael Fullan, Change Forces (1993)
Summative and Formative Indicators
Formative
•During the year
•Immediate feedback
•Specific direction
•CAN change end-of-year
outcome
•Examples: classwork,
homework, quizzes
Summative
•End of year
•Delayed feedback
•General direction
•Can’t change end-of-year
outcome
•Examples: Student OnTrack Report, Chapter
tests, standardized tests
Diagnostic Questions:
Context for Evaluating Interventions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
What are the reading and math Mean NCE (March 2015) results in grades 3, 5, and 7 and ACT Aspire core results for
grade 8?
What percent of students scored at or above the 90th percentile in reading?
What is the achievement gap in reading between the actual performance and the goal?
What percent of students scores at or above the 90th percentile in math?
What is the achievement gap in math between the actual performance and the goal?
Did the professional development prepare the teacher(s) to fulfill the goals?
How did teacher evaluations for 2014-15 reflect attainment of the measurable objectives for each grade level?
Was the quality of the educational materials satisfactory to fulfill the goals?
What adjustments to the curriculum, instructional strategies, assessments, or educational materials were made when
student performance on progress reports and report card grades were analyzed for on-track reporting for each
academic quarter?
Was the Planning Process (Step 3) executed with fidelity?
Was the Planning Process (Step 3) used satisfactory to fulfill the goals?
Was the Implementation Process (Step 4) executed with fidelity?
Was the Implementation Process used (Step 4) satisfactory to fulfill the goals?
Were there any unforeseen factors that had a positive or negative impact on the progress to fulfill to goals?
Continuous School Improvement Plan,
Assurances, & ASSIST
• Upload Continuous School Improvement Plan
in ASSIST through the Assurances
© 2012 AdvancED
Your Questions
29
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I Appreciate Our Time Together
30
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