Transcript FUSD Board of Education Management Oversight Workshop

Cycle of Continuous
Improvement for
2009-2010
Module 2
Fresno Unified School District
2008-2013
FUSD Goals 2008-2013
1.All students will excel in
reading, writing and math
2.All students will engage in
arts, activities, and athletics
3.All students will demonstrate
the character and
competencies for workplace
success
4.All students will stay in
school on target to graduate
Annual
Targets
Cycle of
Review
FUSD 2009-10: Setting the Stage
District
Improvement
Action Plan
• Student
Success
• Operational
Excellence
• High Performing
Workforce
• Effective
Leadership
• Community
Engagement
Planning
for Action
Reflection
CYCLE OF
CONTINUOUS
IMPROVEMENT
Analysis
Implementation
Strategies
Assessment
Cycle of Continuous Improvement: School, Grade/Course and Classroom
School Level
Grade Level or
Course
Classroom & Student
Our Work in 2009-2010
5
Cycle of Continuous
Improvement
Skillful Leader/Teacher
FUSD 2009-10: Setting the Stage
Cycle of Continuous Improvement
Cycle of
Review
SPSA Tool
Data
Dashboard
FUSD 2009-10: Setting the Stage
7


Outcomes
Participants will become oriented to the frame of the
Cycle of Continuous Improvement for guiding our work
in 2009-10, including the Cycle of Review, the Data
Dashboard, and the SPSA Tool and its Guiding
Questions.
Participants will review Cycle of Continuous
Improvement school leadership activities to prepare
for the 2009-10 year
7/21/2015
Cycle of Continuous Improvement

Cycle of Review



District and School Data Dashboards



What is it?
Times and Areas to Review: CST, GLAS 1, 2 and 3, CELDT, School Culture
(CAHSEE for HS)
Introduce School Data Dashboard
Directions for downloading and completing the school data dashboard
Single Plan for Student Achievement (SPSA) Tool



Present feedback from schools on last years SPSA tool
2009-10 Version of SPSA Tool for the CSTs
School performance/growth targets in the Dashboard section
Cycle of Continuous Improvement
Cycle of
Review
SPSA Tool
Data
Dashboard
FUSD 2009-10: Setting the Stage
Cycle of Review: The Process
 Conduct
analysis of implementation of our work
 Review our School Dashboard
 Conduct analysis of our student outcomes
 Reflection on gaps and strengths
 Planning adjustments
 Input our findings into the SPSA tool
11
Classroom Guiding
Questions (CST)

Analysis of Implementation of Major
Achievement Actions in 08-09

Analysis of CST Results in 08-09

Connecting Implementation
Analysis with Student Outcome
Analysis

Conclusions Impacting Planning for
2009-10
School
Level
Grade
Level
or
Class
Cours
room
e
&
Stude
nt
12
Grade/Course Level Guiding
Questions

Group Review of Classroom
Analysis of Implementation
Look for Trends

Group review of Grade/
Course Level CST Results

Adjustments to the Plan for
2009-10
Sch
Gra
ool
de
Lev
Lev
el
el
Cl
or
ass
Co
roo
urs
me
&
Cycle of Continuous Improvement
Cycle of
Review
SPSA Tool
Data
Dashboard
FUSD 2009-10: Setting the Stage
SPSA Tool


Name change– we called it the Cycle of Continuous
Improvement tool last year … now “SPSA Tool”
Feedback from Principals and SPSA Reviews:
 Timeliness–
early modules introduced too late
 Repetitiveness– too many pages, using the same
charts/questions, especially with grade level pages
 Matrix difficult to understand/interpret
 Little connection of implementation data with outcome
data
FUSD 2009-10: Setting the Stage
SPSA Tool in 2009-10



All sections available when the data is available
Grade/course level questions blended in with school
level questions; Several graphs combined into 1 page
Each Section is ordered by:
 Implementation
Analysis
 Outcome Analysis
 Reflecting on implementation and outcome
 Planning adjustments and monitoring
SPSA Tool 2009-10
16
Activity

With a partner, review the SPSA tool preview
Analysis of Implementation slides 17-18. Slide 17
is the instructions, and slide 18 is the tool
template, with a sample row filled in.
 Jot
down any clarifying questions you have regarding
the implementation matrix.
 Discuss with a partner any July preparation ideas/tasks
you can engage in as a school leadership team to
assess the level of implementation of Action plan
7/21/2015
activities in 2008-09.
17



SPSA Tool in 2009-10:
Sample Pages… Page 1
School
Level
Grad
e
Level
or
Class
Cours
room
e
&
Stud
ent
CST Implementation Analysis
Identify 3-5 actions specified in the your 2008-09 SPSA
that you really focused on last year to improve student
achievement. Think about how well this was
implemented and identify SPECIFIC strengths and
weaknesses in your implementation levels.
Rate your level of implementation 1-4.
Also comment on whether or not you implemented as
planned and, if adjustments were made (what and
why) and did these adjustments help or hinder you?
18
SPSA Tool in 2009-10:
CST Implementation Analysis
Action
MLD
After School Math
Homework Club
Universal/
Targeted
Universal
Implementation
Rating
2.5
School
Level
Grad
e
Level
or
Class
Cours
room
e
&
Stud
ent
Implementation and Context Notes
As a school we have: Level 1 - 1 teacher ….Level 2 - 5 teachers….Level 3 - 11 teachers…
Level 4 - 2 teachers. Ratings based on 2-3 walk-throughs for each teacher; & teacher
self-ratings form Grade level collaborations.
Most teachers are at a “3” and need more practice in planning for engagement and
checking for understanding; 6 of the teachers still need support in implementing fully; 2
are exemplars of full implementation.
Context: We didn't receive coaching for the first 3 mos. of the school year so some of
the teachers had questions for awhile that didn't get answered. Once we did receive
coaching, the coach only came every two weeks so there were still lots of gaps in
knowledge. The materials were not received by all staff until the first week of school.
Curriculum maps were misunderstood and used incorrectly at times.
Targeted
Implementation Rubric
1
Little or no implementation
2
Somewhat mechanical and not implementing all pieces as planned;
3
Implementing all pieces as planned, but still needs to make some adjustments to strengthen implementation;
4
Implementing as planned, using many forms of engagement and checking for understanding).
SPSA Tool 2009-10
19
Activity



With a partner, review the SPSA tool CST Analysis
and Reflection preview slides 20-24.
Discuss any clarifying questions you have regarding
the new CST analysis pages.
Note in what places you will have a data chart
available, and where you’ll have to “explore” using
AiS.
7/21/2015
20
SPSA Tool in 2009-10:
CST Results Analysis
School
Level
Grade
Level
or
Cours
Classr
e
oom
&
Stude
nt
Overall, how is the school performing in mathematics? What changes do you observe in the % of students at each
performance level? How are specific sub-groups performing? How are specific grade/course levels performing?
Which grade levels/sub-groups showed the largest gaps to proficiency? Which gaps are declining?
21
SPSA Tool in 2009-10:
CST Results Analysis
Schoo
l
Grad
Level
e
Level
or
Clas
Cour
sroo
se
m&
Stud
ent
Overall, how did the performance levels of your students change from one year to the
next in Mathematics? How did particular performance levels increase or decrease?
22
SPSA Tool in 2009-10:
CST Results Analysis
From your overall analysis, identify groups of students that require further
review. Also identify particular groups of students who received an
intervention listed in your implementation analysis. Use AiS (End of Year
2008-09 Roster) to explore the CST results of these particular groups of
students.
Which groups of students demonstrated the greatest increases?
Which groups of students did not make anticipated increases?
For example,: In your overall analysis you identified your English Learner
sub-group as an area of concern. Now review where they are doing
well, and where they are struggling. Is it your EL 1-3’s? How are the redesignated students doing in increasing CST performance? Are there
strengths or weaknesses of this group at different grade levels?
7/21/2015
23
SPSA Tool in 2009-10: Implementation and
CST Results Reflection
Now that you have analyzed your implementation and your CST results,
use the following questions to summarize and reflect:
1. What needs of last year’s students did not get adequately
addressed?
2. What specific school-wide programs/interventions or leadership or
teacher actions do you think MOST positively impacted the school
results? Why? How can this program be enhanced/expanded?
3. What specific school-wide programs/interventions or leadership or
teacher actions do you think LEAST positively impacted the school
results? Why? Does this program need to be dropped or revised?
24
SPSA Tool in 2009-10:
CST Results Analysis
As a final preparation for planning, compare the performance of your students from
2008-09 with the incoming students pre-registered at your school. Are there any
significant changes in the performance levels of your incoming students that would
impact your action plan?
SPSA Tool 2009-10
25
Activity


With a partner, review the SPSA tool Planning
preview slide 24 and some monitoring ideas in
slides 25-26.
Discuss any clarifying questions you have regarding
the implementation matrix.
7/21/2015
26
SPSA Tool in 2009-10:
Planning
School
Level
Grade
Level
or
Course
Classr
&
Now that you have reviewed your implementation and your outcomes, connect these twooom
pieces
of
Stude
data to interpret the effectiveness of your actions. For example, if there was a particular grade
or
nt
course level that highly implemented the specified actions, did you see their efforts reflected in the
data? If so, then how will you go about making sure everyone is implementing fully? If not, why do you
think this might be?
If full implementation is occurring, yet improvement in student data is not, this might mean that (1)
there is still a gap in implementation somehow you are not catching that you need to reflect upon
further; or (2) you are using the wrong approach with these students. What adjustments do you still
need to make and how will you further monitor your plan?
Action
MLD
Universal/
Targeted
Universal
School Target
(from SPSA)
37%
2008-09
Outcome
35%
Implementation
Rating
Planning/Adjustments to be made
2.5
Plans for Monitoring
While there are some teachers who need Leadership will monitor the
planning for these
one-on-one coaching, it appears that all
teachers would benefit from Prof. Learning workshops. Additionally,
on planning for MLD, including engagement after each PL session, the
and checking for understanding techniques. leadership team will
Our math coach and identified teachers will conduct classroom walkwork together to prepare and present this thrus looking for specific
PL 4 times during the year. After the first techniques highlighted in
two times, this learning will include looking the PL. The leadership team
will then discuss what they
at student artifacts and determining
observed and plan for next
misconceptions and what this means for
steps.
adjusting instruction.
Some Ideas for Monitoring ….
27

Did we actually engage in the action? Did the targeted group of students
participate?



Did we follow through on the action plan steps?


Survey teachers, “how many days per week on the average did you actually engage in
30 minutes of BBF?
For an intervention, develop a system to log student participants in the intervention
(AiS sp; Powerschool; Excel Spreadsheet, sign-in sheets)… keep attendance/log
contacts at the interventions to determine which students received “enough”
intervention support…calculate the % of students identified who actually received
enough support
For every 5 BBF lessons, in how many did you get through the major instructional
elements?” Develop a checklist of activities for the teachers to review…
What is the level of use of the practice(s) within the action plan



Identify 2-3 key practices in the action plan (e.g., students create vocabulary word
lists with English to Primary language translations)
Use a 4 point rubric to individually and collaboratively assess the degree of
implementation
If several classroom/teachers are involved, how fully do they all implement the
actions?
More Ideas for Monitoring ….
28

What is the level of quality of the practice(s) within the
action plan
Summarize findings from walk-throughs
 Summarize findings from observations
 Teacher survey “how fully did the students participate in
the critical activities of the ______ program?”
 Teacher survey “how well have the activities have met
academic needs?”


What interim student outcomes did we employ to
assess and tweak the program
Results from pre-mid-post Inspect quizzes/performance
assessments to direct next steps
 What changes in fluency/proficiency have occurred for
students throughout the program or intervention

The Leadership and Learning Matrix
Leading
Lucky
Good results with no
understanding of the
reasons. Replication of
success not probable.
Losing
Learning
Poor results, with no
understanding of the
reasons.
29
Good results with clear
understanding of the
reasons. Replication quite
probable.
Poor results with clear
understanding of the
reasons. Replication of
mistakes not probable.
Level of Implementation
Cycle of Continuous Improvement
Cycle of
Review
SPSA Tool
Data
Dashboard
FUSD 2009-10: Setting the Stage
31
What’s a Data Dashboard??
FUSD 2009-10: Setting the Stage
7/21/2015
FUSD Data Dashboard
33
School Data Dashboard 2009-10
Activity

With a partner, preview the elements of the data
dashboard template.
 Which
elements need clarification?
 Which will not have data available to begin 2009-10?
 Are there any school-specific dashboard elements you
would like to add for your school?
7/21/2015
Elementary School Data Dashboard Elements
Focus
Area
Measure of Success
Student CST ELA - Percent scoring Proficient or
Success Advanced
Student 3rd Grade CST ELA- Percent scoring
Success Proficient or Advanced
Student 5th Grade CST ELA- Percent scoring
Success Proficient or Advanced
Student CST Math - Percent scoring Proficient or
Success Advanced
Student 3rd Grade CST Math- Percent scoring
Success Proficient or Advanced
Student 5th Grade CST Math- Percent scoring
Success Proficient or Advanced
Student All Grades CST Math - Percent of students
Success that gain a performance level
Student All Grades CST Math - Percent scoring Below
Success Basic that gain a level
Student All Grades CST Math - Percent scoring Basic
Success that gain a level
06-07
07-08
08-09
09-10 09-10
Status
Final Target
Elementary School Data Dashboard Elements
Focus
Area
Measure of Success
Student 3rd Grade CST Math - Percent scoring Far
Success Below Basic that gain a level
Student 3rd Grade CST Math - Percent scoring Below
Success Basic that gain a level
Student 3rd Grade CST Math - Percent scoring Basic
Success that gain a level
Student 5th Grade CST Math - Percent scoring Far
Success Below Basic that gain a level
Student 5th Grade CST Math - Percent scoring Below
Success Basic that gain a level
Student 5th Grade CST Math - Percent scoring Basic
Success that gain a level
Student Redesignation Rate
Success
Student Percentage of English Learners will advance
Success at least 1 CELDT Level
Student Number of students participating arts,
Success activities, and athletics (Need to define)
Student Percentage of Days Attended
Success
06-07
07-08
08-09
09-10 09-10
Status
Final Target
Elementary School Data Dashboard Elements
Focus
Area
Measure of Success
06-07
Student Percentage of students that respond most /
Success all of the time to "Do you feel like you are
part of this school?"
Student Percentage of students that respond most
Success /all of the time to "Do the teachers and other
grown-ups at school care about you?"
Student
Success
Student
Success
Student
Success
Total number of suspension incidents August
per hundred students
Total number of Expulsion incidents
Percentage of parents that respond agree
/strongly agree to "This school provides a
safe and secure environment for students to
learn"
Community Percentage of parents who respond agree
Engagement /strongly agree to "I feel respected and
welcomed at my child's school"
Community Percentage of parents who respond agree or
Engagement strongly agree to "My complaints are dealt
with fairly and openly at this school."
Community Percentage of parents who respond agree or
Engagement strongly agree to "When I have a concern I
know whom to contact"
07-08
08-09
09-10 09-10
Status
Final Target
Completing the School Dashboard
37

To begin the 2009-10 year, your school’s first dashboard
will be filled in by the school leadership team
Template provided by Accountability Office and posted on REA
website in the CCI Section (July 10)
 Links to reports for completing rows provided by
REA/Accountability (July 10)
 Complete during July/August prior to Institute Days
 Targets to match SPSA targets; set after CST review



Starting place for SMART Targets: Calculate the % needed to reach the
ideal value, and divide by 10… e.g., if 30% proficient, and ideal is 100%,
the % needed to reach ideal is 70%.... Set the annual target at 7%
increase.
Long Term Vision: Electronic Dashboards
Cycle of Continuous
Improvement “To Do” List
38

June 25: Overview of the CCI for Summer/Fall 2009-10

July


Review Staff Powerpoint presentation

Make copies of handouts (Classroom and Grade level guiding questions)

Download and save Dashboard template from REA website (avail. By July 10)

Complete historical (pre-CST) dashboard elements (avail. By July 10)

School leadership conducts implementation analysis prior to staff (from SPSA tool)
(avail. Online by July 10)
August 1-10 After CST results are available

Complete school dashboard with 2008-09 CST results

Make copies (use 2008-09 end of year roster) of AiS classroom cluster and multi-year
summary pages (ELA and Math) for staff to use for review at Institute/Buy-back session
Aug 12-14 … staff may also use AiS “live” but the system will be slow on these days

Download appropriate CST summary pages (from Proficiency charts, Trend analysis,
and Performance Level Change) and incorporate into staff Ppt.
39


Cycle of Continuous
Improvement “To Do” List
August 12-14: Cycle of Review (2.5 hour meeting)

Present overview of CCI to staff (Ppt. slides 1-12… 15 min.)

Facilitate individual Classroom implementation analysis/reflection using page 1 of Guiding Questions with staff
(15 min.)

Facilitate collaborative Grade/Course implementation analysis/reflection using page 1 of Grade/Course Guiding
Questions with staff

Present school overview of CST results (replace slides 20-21 in Ppt. with school data… may use 1 graph per
slide!... and completed School Data Dashboard (replace slides 25-27 or use handout)

Hand out individual classroom AiS results from 2008-09 rosters

Facilitate individual classroom CST analysis/reflection/planning using page 2 and 3of Guiding Questions with
staff

Facilitate collaborative grade/course CST analysis/reflection/planning using page 2 and 3of Guiding Questions
with staff (45 min.) … collect and make a copy for of staff responses for your use in completing the SPSA tool
(CST section)

Set/Present Dashboard Targets with staff
August 14-31

Complete the SPSA Tool CST Section, incorporating staff responses as appropriate

Complete the 2008-09 SPSA Dashboard Target Section

Complete the 2009-10 Annual Dashboard Excel template for review by Asst. Supt.
40


Outcomes
Participants will become oriented to the frame of the
Cycle of Continuous Improvement for guiding our work
in 2009-10, including the Cycle of Review, the Data
Dashboard, and the SPSA Tool and its Guiding
Questions.
Participants will review Cycle of Continuous
Improvement school leadership activities to prepare
for the 2009-10 year
7/21/2015
Exit Ticket … Please check:
41
Name: ___________________________


I will be prepared to for summer planning of the following elements of the cycle
of continuous improvement, without additional support:

Facilitating the CST Cycle of Review

SPSA Tool

Completing the School Data Dashboard
I would like extra support for summer planning of the following elements of the
cycle of continuous improvement, without additional support:

Facilitating the CST Cycle of Review

SPSA Tool

Completing the School Data Dashboard
Comment about specific questions you still have: