Transcript Slide 1
Establishing a Systemic
Continuous Improvement
Strategic Plan
Session A
Pages 6-9
Facilitator: Dr. Steve Broome
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Objectives for the
Breakout Session
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Become aware of and understand
goals and key practices
Determine the status of school and
classroom practices
Prioritize actions for closing the
knowing and doing gap
Establish a team structure for
planning and implementing school
improvement actions
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Teams Work Best
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How Many Do You Remember?
Take one minute to work
independently to list all the items on
the preceding slide
*Hint: There were 25.
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Teams Work Better
Now work together in table teams
to see if your table can come up
with all 25.
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Teams Work Best
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Why Have Leadership Teams?
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Distributed leadership
Community of learners is promoted
Continuous improvement culture is built
Teachers spend more time talking about the
work of teachers
Leadership teams sustain efforts when a
leader leaves-continuity
Communication improves
Teams come up with better ideas
Ownership of the school goals and action
plans
Work and responsibility are shared
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Involve the Faculty
Establish Teams for Continuous
Planning and Implementation
Five Focus Teams (Included in overall
school improvement team):
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1. Curriculum leadership team
2. Professional development
leadership team
3. Guidance and public
information leadership team
4. Transitions leadership team
5. Data leadership team
See Site Development Guide #2
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Focus Teams: Develop
Implementation Steps for Actions
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Assign a major action from the school
improvement plan to one or more of the
focus teams
Have teams develop an implementation
plan for the action, present it to the
school improvement team and
eventually to the entire faculty
Ask teams to develop process
benchmarks and monitor plan for
implementation
Measure performance
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Continuous Improvement:
Specific Actions
Planner pages 8 and 9
Describe how you will organize an overall school
improvement team and five focus teams
1. How will you select a team leader?
2. How will you select team members and what content
areas will be represented on each team?
3. How will you establish expectations for each team?
Which teams will analyze gaps in:
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Achievement to standards
Enrollment in advanced academics
Classroom expectations
Readiness for grade 9
Postsecondary study/career
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Why is Change Hard?
Actions for Closing the
Knowing and Doing Gap
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Why – Before – How
Knowing comes from doing
Actions count more than plans
There is no doing without
mistakes
Measure what mattersimplementation
What leaders do matters
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School Improvement
Process Goals
Ensure that all students complete a
rigorous academic core and concentration
in either academic or CT studies (career
pathways)
Align academic and CT courses to college
and career readiness standards
Strengthen existing CT programs by
blending technical and academic content
Strengthen the transition from middle
grades to high school and from high
school to postsecondary education and
the workforce
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School Improvement
Process Goals
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Increase the use of research-based
strategies that engage students in
relevant and challenging assignments
Establish a guidance and advisement
program that makes teachers and parents
partners in creating student success
plans and developing a program of study
for achieving these goals
Raise expectations and provide a system
of extra help that focuses on student
achievement
Strengthen teacher leadership to promote
a climate of continuous improvement and
to drive teaching of all students to high
standards
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Enhanced HSTW
Goals
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Increase to 85 percent the percentages of high
school students who meet the HSTW reading,
mathematics and science performance goals
Increase the percentages of all high school
students who perform at the proficient or
advanced level to at least 50 percent in
reading, mathematics and science as
measured by the HSTW assessment
Increase to 85 percent the number of high
school graduates who complete college
preparatory courses in mathematics, science,
English/language arts and social studies and a
concentration.
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Enhanced HSTW Goals
Continued
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Improve students’ transition from
middle grades to high school.
Increase to 90 percent the number of
high school students who enter grade
nine and complete high school four
years later.
Have all students leave high school
with postsecondary credit or having
met standards for postsecondary
studies to avoid remedial courses.
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Enhanced HSTW Goals
Continued…
Advance state and local policies
and leadership initiatives that
sustain a continuous school
improvement effort.
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Conditions
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A clear, functional mission
statement
Strong leadership
Plan for continuous improvement
Qualified teachers
Commitment to goals
Flexible scheduling
Support for professional
development
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Mission Statements:
HSTW: Students entering grade
nine will graduate prepared for
further study without the need for
remedial courses and/or will pass
an employer-certification exam
MMGW: Prepare all students for
rigorous college-preparatory
courses in high school
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Key Practice:
Continuous Improvement
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Use student achievement and
program evaluation data to
continuously improve school
culture, organization,
management, curriculum and
instruction to advance student
learning
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Why Is Using Data for Continuous
Improvement Important?
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Know where you are…where you
need to be
Inspire change
Measure progress
Link achievement with changes in
classroom practices
Celebrate accomplishments
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Setting a Clear Mission and Vision for
Success
60%
60%
50%
40%
20%
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19%
Preparing all
students is the
most important
goal of their HS
Goals and
Community
priorities for their supports school's
school are clear
goals
2006 All Sites
HSTW Goal
Source: 2006 HSTW Assessment Report for All HSTW Sites
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Foundation for Continuous
Improvement
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Establish a consensus about the need to
change (assess)
Set interim targets to close the gap between
current and desired practices (plan)
Engage and support faculty to reach the
targets (do)
Assess progress in terms of targeted goals
(evaluate)
Celebrate successes frequently
Repeat the cycle
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How Are Performance and
Practices Measured?
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State assessments
Teacher assessments
Course failure (ninth-grade)
ACT/SAT results
Attendance rates
Graduation rates
Certification exam results
Post-secondary readiness
Assessing readiness practice
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How are Performance and
Practices Measured?
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Instructional review
Staff experience chart
Remedial studies reports
Follow-up studies
Drop-out exit reports
Master schedule
Focus group interviews
Graduate feedback
Assessing practice
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School Leaders Need to:
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Use formative assessments and
benchmarks to assess student
learning
Monitor instructional practice for
the use of research-based
strategies
Conduct surveys of students,
teachers, and parents and analyze
responses to determine the impact
of school structure and practices
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Comparison of Changes between 2002 and 2004 in
the Percentage of Students Experiencing Nine School
and Classroom Practices
12
10.9
10
8.6
8
7.1
4
3.9
1.3
1.4
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-1.3
-5.3
Extra Help
Science
Numeracy
Literacy
-4.4
-3
Work-based
Learning
-6
Expectations
-4
-1.4
Quality CT
0.1
0
-5.2
-1.5
High School
Importance
2
-2
7.4
5.4
Guidance
6
10.2
9.7
-8
Most Improved
Source: 2002 and 2004 HSTW Assessments
Non-Improved
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Effort & Achievement Rubrics:
Effort
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Achievement
4
I worked on the task until it
was completed, viewing
difficulties as opportunities
I exceeded the objectives
of the task or lesson
3
I worked on the task until it
was completed
I met the objectives of
the task or lesson
2
I put some effort into the task
but stopped working when
difficulties arose
I met a few of the
objectives of the task or
lesson but did not meet
others
1
I put very little effort into the
task
I did not meet the
objectives of the task or
lesson
Source: Marzano, Pickering, Pollock, “Classroom
Instruction that Works,” Page 52.
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Focus on What You Can Change:
Review pages 2-5 Ideal Implementation
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Structure: Rigor of what is taught and
what is expected.
Quality Instruction: How are students
taught?
Support for Students: How is staff
related to students?
Support for Teachers: How do
teachers learn and related to each
other?
Leadership: How are we involved in
using data for Continuous
Improvement?
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Resources and
Learning Opportunities
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SREB materials/newsletters
Send teams to national staff
development workshops
Teams share and implement ideas
Visit outstanding HSTW/MMGW
sites
Create study teams around selected
materials
Seek input on implementation plan
Technical Assistance Visits
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Structures that Promote
Success for More Students
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Literacy and numeracy across the
curriculum
Transition from middle grades to
high school
Technology access and support
Access to C/T education
Structured academic and career
guidance
Transition from high school to
postsecondary studies and careers
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Leading Change
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Students’ behavior and attitude toward school
changes when school leaders agree to do
whatever it takes to get students to grade-level
standards, prepared for challenging high
school studies and for postsecondary studies
and careers. Achievement goes up, graduation
rates increase and students become more
engaged when leaders lead to set higher
expectations and support students to meet
them.
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Leading Change
Closing the Knowing – Doing Gap is about
Changing students’ behavior by changing adult behavior;
Having a core group of school and teacher leaders act in
unison;
Helping students and parents set goals;
Creating a continuous improvement climate;
Raising expectations for all groups of students; and
Adults convincing all groups of students that they are
worthy.
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All schools want
to improve but
few want to
change. The
fact remains
that to improve
one MUST
continually
change.
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