Transcript The WINSS School Improvement Planning Tool

The WINSS School
Improvement Planning
Tool:
An Overview
A Collaboration Between
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
Wisconsin Department of Public
Instruction
North Central Regional Educational
Laboratory
North Central Regional Technology
Education Consortium
The School Improvement
Planning Tool Framework


The Characteristics
of Successful
Schools
The CESA Data
Retreat Model
Benefits of The School
Improvement Planning Tool
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Allows continuous
planning.
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Research-based
planning process.
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Plan meets federal
requirements for
schools identified for
improvement.
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Comprehensive
online data.
Enhances Data
Retreats.
Flexible, easily edited
and shared.
Ways to Use the School
Improvement Planning Tool
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As a guide for integrating data review and
decision making throughout the school year.
As a focus for school improvement teams.
Other Uses
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To record consensus decisions when
conducting school improvement planning.
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To monitor the progress and impact of school
improvement efforts.
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To share school improvement planning
decisions with parents and community
members.
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The team must consider more than test
data.
Writing a school improvement plan is
only the beginning.
Special Features
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Allows Wisconsin schools or districts to
create customized plan.
Plans are password protected and cannot
be viewed or edited without entering the
password.
Getting Started . . . . .
Step 1: Review Data and Identify
Concerns
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Review both WINSS and local data.
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“Evidence of Success” data:
• Describes student achievement and behavior.
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Data in other characteristics:
• Provides a picture of potential influences on
student performance.
Data Sources
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WINSS Data Analysis Section
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WINSS Characteristics of Successful Schools
Surveys
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WINSS School Climate Surveys
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enGauge
Step 2: Refine Concerns
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After all data has been reviewed and the
team has listed concerns, Step 2 allows the
user to combine, delete, or edit concerns to
a final list.
These concerns can be further edited at a
later date if needed.
Step 3: Prioritize Concerns
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Only concerns about “Evidence of Success”
data are shown in this step.
The others are stored and become
available in Step 4: Developing
Hypotheses.
In this step, the team designates a FEW
concerns as priority for development of
improvement goals.
Step 4: Develop Hypotheses
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For each priority concern: Agree on an
explanation or hypothesis for why the
problem is occurring.
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Each accepted hypothesis must be
supported by data.
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Accepted hypotheses should focus on
factors within the school’s control.
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Hypotheses lead to improvement
strategies.
Help!
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Most steps have a help box with
suggested ideas for completing the
step.
They contain activities, worksheets,
and other helpful resources.
Step 5: Set Goals
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Users must establish an improvement
goal for each priority concern.
Goals must meet specific criteria.
Step 6: Identify Strategies
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For each goal: Decide what improvement
strategies will be implemented.
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To generate ideas for strategies: Review
the agreed upon hypotheses.
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Strategies must be research based.
Step 7: Evaluation Criteria
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Users define the criteria that will
determine if goals and strategies have
been successful.
Strategies often require multiple
evaluation criteria.
Additional Features….
Reflection Questions
Plan Manager
Download Feature
Key Web Addresses
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DPI Home Page: www.dpi.state.wi.us
WINSS Home Page:
www.dpi.state.wi.us/sig/index.html
School Improvement Planning Tool:
www.dpi.state.wi.us/sig/improvements/tools.html
For More Information
Contact:
Mary Kleusch, Consultant
Department of Public Instruction
608-261-6324
[email protected]