Transcript Working Systemically

Phase III: Planning Action
Developing Improvement Plans
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Phases of the Working Systemically Approach
Phase I
Phase II
Phase III
Phase V
Phase IV
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Session Questions
• What are some precursors to developing an
improvement plan?
• How do you move from the ideal state to the
improvement plan?
• How can you monitor implementation and impact
of plans?
• What should you do after the plan is written?
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Competencies Built In this Process
• Creating coherence
• Collecting, interpreting, and using data
• Ensuring continuous professional learning
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SST Functions
i. Review all facets of the school’s operation
ii. Collaborate with stakeholders to design,
implement, and monitor a plan expected to
improve student performance
iii. Evaluate effectiveness of school personnel
iv. Make recommendations as the school
implements the plan
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District and campus improvement
plans should be mutually supportive.
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Precursors to Planning
• Review existing district and campus
improvement plans
Practice with sample campus improvement plans:
– examine plans for strengths and weaknesses
– select one plan for all to look at more closely
– consider questions on Analyzing Improvement
Plans handout
10 minutes
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Precursors to Planning
• Investigate research-based practices
related to ideal state
Possible areas of inquiry:
– Alignment of curriculum, instruction, and
assessment to state standards
– Job-embedded professional development
– High-yield instructional strategies
– Creating a culture for collaboration
– Leadership roles to support implementation
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Precursors to Planning
• Investigate research-based practices related
to ideal state
Working Systemically tools:
– Alignment Examination tool
– Determining System Capacity tool
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Precursors to Planning
• Investigate research-based practices
related to ideal state
USDOE
– What Works Clearinghouse
– National Center for Education Research
Professional organizations
Universities
And a host of others…
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Handout 5
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Ideal State
The district has a system to ensure that teachers
know and use research-based literacy practices and
that they collaborate regularly to plan lessons using
these practices to align instruction to state standards.
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Developing S.M.A.R.T. Objectives
Specific
Measurable
Attainable
Relevant
Time-bound
Danielson, C. (2002). Enhancing student achievement: A
framework for school improvement. Alexandria, VA: ASCD.
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Unpack Ideal State to Identify Objectives
Handout 6
Ideal State: The district has a system to ensure
that teachers know and use research-based literacy
practices and that they collaborate regularly to plan
lessons using these practices to align instruction to
state standards.
Underline key aspects
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From Ideal State to Objectives
Ideal State: The district has a system to ensure
that teachers know and use research-based literacy
practices and that they collaborate regularly to plan
lessons using these practices to align instruction to
state standards.
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From Ideal State to Objectives
Objective 1
100% of teachers will learn four research-based
literacy practices in the 2008–2009 school year.
Objective 2
100% of teachers will collaborate to plan lessons
that incorporate the four research-based practices
in the 2008–2009 school year.
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Ideal State
The district has a
system to ensure that
teachers know and
use research-based
literacy practices and
that they collaborate
regularly to plan
lessons using these
practices to align
instruction to state
standards.
Objectives
100% of teachers will learn at least 4
research-based literacy strategies in
the 2008-2009 school year.
100% of teachers will collaborate to
plan lessons with at least three
research-based literacy practices in
the 2008-2009 school year.
Your turn…
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Ideal State
The district has a
system to ensure that
teachers know and
use research-based
literacy practices and
that they collaborate
regularly to plan
lessons using these
practices to align
instruction to state
standards.
Objectives
100% of teachers will learn at least 4
research-based literacy strategies in
the 2008-2009 school year.
100% of teachers will collaborate to
plan lessons with at least three
research-based literacy practices in
the 2008-2009 school year.
100% of teachers will apply the four
research-based literacy practices in
their classrooms throughout the
2008-2009 school year.
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From Objective to Strategy
Strategy:
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•
A plan of action to achieve an objective
Addresses how objective will be met
Identifies a sustained course of action
Is small enough to be manageable
Is significant enough to accomplish the objective
Usually 1–3 for each objective
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Objectives
Strategies
Ideal State
100% of teachers will learn
four research-based literacy
strategies in the 2008-2009
school year.
100% of teachers will
collaborate to plan lessons
with the four research-based
literacy practices in the 20082009 school year.
100% of teachers will apply
the four research-based
literacy practices in their
classrooms throughout the
2008-2009 school year.
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Objectives
Ideal State
100% of teachers will learn
four research-based literacy
strategies in the 2008-2009
school year.
100% of teachers will
collaborate to plan lessons
with the four research-based
literacy practices in the 20082009 school year.
100% of teachers will apply
the four research-based
literacy practices in their
classrooms throughout the
2008-2009 school year.
Strategies
Identify a variety of ways to
learn research-based literacy
practices
Provide professional
development in a variety of
ways
Provide needed time &
resources for collaborative
planning
Monitor the effectiveness of
collaborative planning
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Objectives
Ideal State
100% of teachers will learn
four research-based literacy
strategies in the 2008-2009
school year.
Strategies
Identify a variety of ways to
learn research-based literacy
practices
Provide professional
development in a variety of
ways
100% of teachers will
collaborate to plan lessons
with the four research-based
literacy practices in the 20082009 school year.
Provide needed time &
resources for collaborative
planning
100% of teachers will apply
the four research-based
literacy practices in their
classrooms throughout the
2008-2009 school year.
Monitor the use of researchbased literacy practices for
continuous improvement
Monitor the effectiveness of
collaborative planning
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Identifying Action Steps to Carry out Strategies
Action Step:
• Provides a detailed step-by-step process for
implementing the strategies
•
Leadership roles should be considered and
written into plan:
– Communicating clear expectations
– Building capacity
– Monitoring and reviewing
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Action Steps
Ideal State
Objectives
Objective 3:
100% of teachers
will apply the four
research-based
literacy practices
in classrooms in
the 2008-2009
school year
Strategies
Strategy 1:
Monitor the use
of researchbased literacy
practices for
continuous
improvement
Step 1: Conduct walk-throughs
focused on use of literacy
practices
Step 2: Analyze data on the
use of research-based literacy
practices
Step 3: Use the data to plan
next steps
Step 4:
Step 5:
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Action Steps
Ideal State
Objectives
Objective 3:
100% of teachers
will apply the four
research-based
literacy practices
in classrooms in
the 2008-2009
school year
Strategies
Strategy 1:
Monitor the use
of researchbased literacy
practices for
continuous
improvement
Step 1: Conduct walk-throughs
focused on use of literacy
practices
Step 2: Analyze data on the
use of research-based literacy
practices
Step 3: Use the data to plan
next steps
Step 4: Share the data on
use of practices with others
Step 5: Provide continuous
coaching to teachers on
practices
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Handout 7
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Identifying Action Steps to Carry out Strategies
For each action step, identify or describe. . .
– Person(s) ultimately responsible
– Needed resources
– Expected completion date
– Benchmarks for monitoring
– Evidence of implementation
– Evidence of impact
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Determining Evidence of Implementation
and Impact
Implementation:
• Did we do what we said we would do?
Impact:
• Did it make any difference? Did it result in
expected outcomes?
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Determining Evidence of Implementation
and Impact
Action Step 1:
Conduct walk-throughs focused on use of literacy
practices.
Evidence of Implementation:
Principals and reading coaches conduct at least one
walk-through per week in every classroom and record
the use of literacy practices.
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Determining Evidence of Implementation
and Impact
Action Step 1:
Conduct walk-throughs focused on use of literacy
practices.
Evidence of Impact:
Teachers increase their use of research-based literacy
practices. Principals and reading coaches have data on
implementation of practices to guide decision making.
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Determining Evidence of Implementation
and Impact
Action Step 2:
Analyze data on the use of research-based literacy
practices.
Evidence of Implementation:
The district and school leadership teams analyze data
on the use of practices in October, December, March,
and May.
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Determining Evidence of Implementation
and Impact
Action Step 2:
Analyze data on the use of research-based literacy
practices.
Evidence of Impact:
The district leadership team has solid information to
plan next steps.
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Determining Evidence of Implementation
and Impact
Action Step 3:
Use the data to plan next steps.
Evidence of Implementation:
Your turn. . .
How would we know whether or not we
completed this step?
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Determining Evidence of Implementation
and Impact
Action Step 3:
Use the data to plan next steps.
Evidence of Impact:
Your turn. . .
What would we look for to determine whether
or not this step made any difference?
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Improvement Plan
Handout 9
District/School Improvemen t Plan
Ideal State (Goal):
Objective:
Strategy:
Consider where/what we want to be. What do you want to achieve?
Example: All students in the ABC School District receive high-quality instruction that enables them to meet or exceed performance standards.
A strategic position to be attained or purpose to be achieved
Example from the above ideal state (goal): 100% of teachers will collaborate to plan lessons with research-based literacy practice.
A carefully devised plan of act ion to achieve a goal, or the art of developing or carrying out such a plan; addresses how objectives are to be met, through what means or
sustained course of action.
Examples based on the above objective: 1. Provide time and resources for collaborative planning.
2. Monitor the effectiveness of collaborative planning
Action S teps
How will we get there?
(Needs to be detailed as a step-by step process.
Think of it as the process of doing something in
order to achieve a purpose.)
1a. Provide time after PD for teachers to plan
how to incorporate practices into lessons.
1b. Arrange for the reading coach to attend
grade-level planning meetings at least
once a week.
1c. Designate two grade-level team meetings
a week to collaborate on planning lessons
to use practices.
2a. Develop a rubric for indicators of
effec tive collaboration.
2b. Share the rubric with teachers and
explain how it is to be used.
2c. Teachers will self- monitor their
collaboration at meetings.
2d. Compare teacher rubrics to principal’s
ratings on the rubric.
Pe rson (s)
Responsible
Resources
C om pletion
Date
Evidence of
Im plementation
Evidence of Impact
Benchmark
Timeline
Title 1
Schoolwide
C om ponents
Who will get us
there?
[Person( s) with
primary
responsibility]
What will we need
to implement the
action step?
[Materials/supplies,
time, fiscal
resources and/or
human resources]
When will this
action step be
completed?
[Specific date]
What evidence will
demonstrate that the
action step was
completed? [Identify at
the time the action step
is written]
What qualitative or
quantitative evidence will
indicate whether the action
step had any effect on
moving towards our ideal
state? [Identify at the time
the action step is written]
When will action step
be monitored?
___Initial (beginning)
___Interim (formative)
___Final ( summative)
What
schoolwide
component( s)
does this action
step address?
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Key to Title I Schoolwide Components
Handout 11
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After the Plan Is Completed
• Ensure alignment of district and school plans
– Mutually supportive
– School representation on district leadership team
– District representation on campus leadership teams
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After the Plan Is Completed
• Establish processes and procedures for
monitoring the plan
– At least quarterly reviews of the whole plan in
leadership team meetings
– Important dates in the plan on a calendar
– Provide progress updates to district and others
– Provide for professional development as needs
emerge
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After the Plan Is Completed
• Establish processes and procedures for
adjusting and revising the improvement plan
– At least quarterly at leadership team meetings
– Revisions, deletions, additions
– Tracking changes to plan
– Communicating plan and changes to plan
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Improvement Plan Revision Documentation
Handout 10
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Session Questions
• What are some precursors to developing an
improvement plan?
• How do you move from an ideal state to action
steps?
• How can you monitor implementation and impact
of plans?
• What should you do after the plan is written?
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Phase III Steps
1. Review existing district and campus
improvement plans
2. Investigate research-based practices related
to ideal state
3. Develop (revise) the improvement plan
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Phase III Steps
4. Determine how to monitor implementation and
impact of action steps
5. Establish processes and procedures for
— ensuring alignment with district plan
— monitoring the plan
— adjusting and revising the plan
— communicating the plan (including
revisions)
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Phases of the Working Systemically Approach
Phase I
Phase II
Phase III
Phase V
Phase IV
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Competencies Built In this Process
• Creating coherence
• Collecting, interpreting, and using data
• Ensuring continuous professional learning
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SST Functions
i. Review all facets of the school’s operation
ii. Collaborate with stakeholders to design,
implement, and monitor a plan expected to
improve student performance
iii. Evaluate effectiveness of school personnel
iv. Make recommendations as the school
implements the plan
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