Transcript Slide 1

Getting Ready for School
Improvement Planning
Principal Professional
Development
Summer 2005
Office of Accountability, Assessment, & Intervention
Office of School Intervention & Support
Goals
Participants will gain skills for their use of the
Getting Results! frameworks.
Participants will:
 become familiar with the differences and
similarities between the 2004 and 2005
PSSA reporting categories
 practice analyzing data and synthesizing
findings from multiple sources using their
own data
 engage in discussion of “root causes”
What is Getting Results! ?
 framework for school improvement planning
developed by PDE that the School District of
Philadelphia has adapted
What’s Different?
What are the Implications?
 AYP - Grades 3 through 8 and 11
 Reported Results - Assessment Anchors
 Parent Involvement Action Sequence
 New SIP Format
 PDE Review of SIPs
 Science will be introduced in next year’s SIP
New PSSA Reading
Reporting Categories
R ep o rt in g C ate g o ry
A. C ompr ehen si on a nd
R ea ding Sk ills
1.1
1.2
B. In ter pre tat ion a nd A na lys is
o f F ict ion and N on fict io n
T ex t
1.1
1.2
1.3
N ot Ass e sse d
1.7
1.8
S ta nd ar d
L earn ing t o R ea d
In depe nde ntly
R ead ing Cr itic all y in Al l
C on ten t A rea s
L earn ing t o R ea d
In depe nde ntly
R ead ing Cr itic all y in Al l
C on ten t A rea s
R ead ing , An al yzi ng a nd
In ter pre ting L itera ture
C hara ct er is tics a nd
F un ct ion of the E n gli sh
L angu age
R es ear ch
New PSSA Mathematics
Reporting Categories
Reporting Category
Standard
A. Numbers & Operations
2.1 Numbers
2.2 Computation
B. Measurement
2.3 Measurement
C. Geometry
2.9 Geometry
2.10 Trigonometry
D. Algebraic Concepts
2.8
Algebra
E. Data Analysis &
Probability
2.6
2.7
Statistics & Data
Probability
Standards assessed over the
five reporting categories
2.4
2.5
Mathematical Reasoning
Problem Solving
Not Assessed/Integrated in others
2.11 Concepts of Calculus
Getting Results!
A 5 Step Process
Summary of
Shared Values
PD Calendar
Milestones of
Progress
Executive Summary
Step 5:
Documentation
Prioritize
Improvement
Targets
School District of
Philadelphia
School Improvement
Planning Process
Step 1:
Summarize Data
Identify Root
Causes
Step 2:
Design
Step 4:
Development
of People
Step 3:
Delivery
2005-2007 Student Achievement Improvement Targets *
Every school improvement plan must address the following areas of student success:
1. READING
At least 54% of all students will be proficient in Reading, as measured by the annual state-wide PSSA
assessments.
2. MATHEMATICS
At least 45% of all students will be proficient in Mathematics, as measured by the annual state-wide
PSSA assessments.
3. STUDENT PARTICIPATION IN STATE ASSESSMENTS
At least 95% of eligible students will participate in required state-wide assessments.
4. STUDENT ATTENDANCE
Student attendance in school will improve continuously (to an average of at least 90% by 2014).
5. FOUR-YEAR GRADUATION RATE (high schools only)
The 4-year graduation rate for high school students will increase consistently (to at least 80% by 2014).
*
If your school has already met these targets for all students and student groups, consider setting your own challenging,
‘stretch’ targets that will ensure continuous improvement of instructional practices and student achievement.
Getting Results Process Flow
DATA SOURCES
TARGETS
DOCUMENTATION
ACTION SEQUENCES
Step 3
Step 2
Step 5
Task
Achievement
School Profile
Step 1
Data
Summary
Student
Performance
Goals
------------Strategies
&
Interventions
Task
Monitoring
Of Evidence
Task
Evaluating
Walk Through
Task
Step 4
SAT Team
Professional
Development
Reporting
Repeat Steps 1 through 5 for each component of the SIP.
Summarize the Shared Values
•
Summary includes the shared values, mission,
core beliefs, and vision of the school community
Data
Collect, Synthesize, Prioritize and Summarize
 analyze student data
 identify most significant weaknesses/gaps
 prioritize weaknesses/gaps
Data Analysis Guide
Worksheets to Assist in Analysis of Multiple Data
Sources for School Improvement Planning
T a bl e o f C on te nt s
In tro d u cti o n
P ag e 3
P S S A Da ta A na ly sis - R e ad in g
P ag e 6
P S S A Da ta A na ly sis – M athe m ati cs
P ag e 1 5
T err aN o v a Da ta A n alys is – R e ad in g
P ag e 2 4
T err aN o v a Da ta A n alys is – M ath em a tic s
P ag e 2 7
Be n ch ma rk D ata An al ys is
P ag e 3 0
S u m ma ry of Da ta A n alys is
P ag e 3 2
General Questions to Guide the Analysis of School Data
Think about the following questions/issues/trends as you analyze data. We will end this
guide by revisiting these questions.
Separately consider the following for Reading and Mathematics:
What does the data tell you about your school’s performance on the PSSA in
terms of:

Trends across time?
 Performance with regard to progress: i.e., percentage of students scoring
Advanced & Proficient and Basic & Below Basic?
 Performance across grade levels, if your school has more than one tested grade
(i.e.,this year grades 3, 5, 8, 11; next year grades 3 through 8 and 11)?
 Performance of relevant student groups (i.e.,any gaps between groups or with
respect to the annual target)?

Performance by PSSA Reporting Category and Assessment Anchors?
Wo r k s h e et s
T hese wo rkshee ts a re de s ign e d to a ss ist you r s choo l te a m in de te rm in ing pe rfo rm ance
tr ends fro m m u lti p le yea rs of P SS A da ta re s u lt s pr io r to syn the si z ing da ta f ro m mu lti p le
sou rce s fo r S tep 1: DA T A o f th e S choo l Im p rove m en t Pl an .
S ec tion A : PS S A P er fo r ma n ce Le v e ls
W h at d oes t h e d a ta te ll yo u a b o ut h ow you r s c h ool p er for m e d o n th e P SS A?
P erce nt age (% ) o f Stu d e n ts P rof ic ie n t &A d va n ce d, a nd B as ic & Be low Ba si c in
Rea din g o n th e P SS A
U s e the da ta fo r th e s c hoo l yea r 2004-2005 f ro m T h e P e n ns y lvan ia S c h ool Re p or t:
P er forma n c e L e ve ls: R e ad in g (pag e 2 ) and us e the da ta fo r p rev ious sc hool yea rs f ro m
you r S c h oo l P ro file * to co m p le te t he tab le be low :
G rade
5
8
11
T ot al % Advan c ed &
P ro fi c ien t
2003
2004
2005
T rend
  
T ot al % B as ic & B el ow
B a sic
2003
2004
2005
T rend
  
G rad e 5
Ma th ema ti cs: D isaggr e gat e d S tud ent G ro up Da ta: “W h at p er c en tage of yo u r sch oo l’s
stud ent s scor e d w ithin eac h P er for m an c e L e ve l?” U se the da ta from T h e P e nns ylvan ia
S ch oo l
Re p or t: O vera ll Pe r for m a n ce : M at h em atic s to c omp le te t he t ab le b e lo w :
To tal % of A d va n ce d a nd
P rof icie nt in Ma the ma ti cs
2003
2004
2005
T r en d
 

W h ite
B lac k
L at in o/
H ispa nic
As ia n
N ativ e
A mer ica n
Mu ltir a ci a l
IEP
LEP
E c on om ic a lly
D isadv ant ag ed
M ig ra nt
To ta l % o f Ba si c a nd
B e lo w Ba si c in Mat h em a ti cs
2003
2004
2005
T r en d
  
PSSA Data Analysis
Section B - Instructional Priorities
Section C - Open-Ended Task Data
Section D - Other Reading Assessment Data
TerraNova / Supera Analysis Worksheet - Reading
Purpose: This document is designed to help you look at several years of TerraNova data by analyzing trends in preparation
for identifying target areas for your School Improvement Plan. (Please remember this is one of multiple sources of data that
you will use.)
The information needed to complete the following two charts can be found in the School Profile on the District’s
Website.
Reading
Grade
Total
% At/ Above National Average
% in Bottom Quartile
Fall 2002
Spring
2003
The information needed to complete this chart is located on the TerraNova Assessment Anchor
Report for Reading (CRST 3).
Gr.____
Gr.____
Gr.____
Gr.____
Reading Analysis Questions
What % of your students mastered Comprehension/Reading
Skills?
R.A. 1
F
iction Texts
What % of your students mastered Vocabulary Word
Recognition?
What % of your students mastered Inferences and
Conclusions?
What % of your students mastered Other Comprehension
Skills?
R.A. 2
N
onfiction Text
What % of your students mastered Vocabulary Word
Recognition?
What % of your students mastered Inferences and
Conclusions?
What % of your students mastered Other Comprehension
Skills?
R.B. 1.1,
1.2,1.3
A
Benchmark Test Data Analysis
Cumulative Benchmark Test Results – October 2004 – June 2005
What do the data show about the school average percentage of items correct compared
to the district average? For each Reading Standard, circle the grade level(s) where the
average
percentage of items correct was low( below 60%) and/or substantially lower( 5-10% point
difference)
that the average for the District:
Grade Level:
3 4 5 6 7 8 9 10
1.1-Learning to Read Independently
3 4 5 6 7 8 9 10
1.2-Read Critically in All Content Areas
3 4 5 6 7 8 9 10 1.3-Reading, Analyzing and Interpreting Literature
3 4 5 6 7 8 9 10 1.7 Characteristics and Functions of the English Language
3 4 5 6 7 8 9 10
Comments:
1.8 Research
Data Analysis Activity
Do you notice a difference across years?
What about across grades?
Are there discrepancies between Reading and Language?
What are the instructional implications for your school?
Turn to a partner and share your findings.
Benchmark Data Analysis
Activity
S c h oo l
N am e
S CHO
S CHO
S CHO
S CHO
OL
OL
OL
OL
G ra d e S ta nd ar d
5
6
7
6
1.3.
1.3.
1.3.
1.1.
5.
6.
7.
6.
# of
Ite m s
33
36
25
52
S c h oo l %
Co rre c t
54.
54.
66.
49.
2%
4%
0%
2%
D is tric t %
Co rre c t
67.
68.
71.
63.
7%
2%
3%
3%
Root Causes
Introduction & Exercises
Root Causes
A Root Cause is the deepest
underlying cause or causes of
positive or negative symptoms within
any process, which if removed, would
result in elimination, or substantial
reduction, of the symptom.
Why Root Cause Analysis ?
Root Cause Analysis:
• helps to eliminate the problem, not
just the symptom
• conserves scarce resources
• promotes discussion and reflection
• provides rationale for strategy
selection
Determining Root Causes
Will correcting or eliminating this
root cause result in success?
If yes, then it is a root cause.
If no, then it is a contributing factor.
Possible Root Cause
If teacher content knowledge improves
greatly, then student achievement will
increase.
Is this necessarily true?
A Guide for Identifying Root Causes
“We can talk or dream about the glorious schools of the future or we can create them .”
Marilyn Ferguson
Dimensions of School Improvement
SUPPORTING REALM
parents
governance
personnel
ENABLING REALM
materials
schedules
professional development
organizational structures
CORE REALM
instruction
curriculum
assessments
school leadership
monitoring
staff accountability for performance
others identified by the school
funding
student readiness to learn
others identified by the school
Checking for Understanding
What are your
questions about
analyzing data and
identifying root
causes?
Step 1: Data
Where are we now?
 Summary – includes highlights of the
analyses of student data
 Identification of root causes that prevent or
promote student achievement
Step 2: Design
Where do we want to go next?



Select research based, high leverage
strategies that address the root causes
Action sequence for reading and mathematics
is required
Thematic schools may select a strategy to
support their theme
Step 3: Delivery
How are we going to get there?



Same process
Importance of building capacity of staff
Maximum use of resources (human and financial)
Step 4: Development of People
What additional skills do we need?

Determine training and skills needed by staff

Professional development calendar aligns to
address root causes/student needs
Step 5: Documentation
How do we track our progress?

Effectiveness of strategies

Documentation process (time intervals)
Milestones of Progress
 Quality of Teaching
 Quality Leadership
 Artful Use of Infrastructure
 Continuous Learning Ethic
Checking for Understanding
What are your
questions about the
action sequence?
What can you expect for September?