Transcript ISL - westwcea.org

Improving Student
Learning 2012
1
SCHOOL
LEADERSHIP
TRAINING
ISL 2012 School Leadership Training
© 2013 WCEA
ISL 2012
2
School Leadership Training in Three Parts
1. Getting Started – The Preface
2. Discussing and Writing – Chapters 2 & 3
3. Finishing and Polishing – Chapters 4 & 1
ISL 2012 School Leadership Training
ISL 2012 – Part 1
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The Preface (pages 5-32)
This part orients the school and leadership team to
the Accreditation Process using Improving Student
Learning 2012.
Of particular importance are the basic concepts (page
5), sequence of events in completing the Self Study
(page 7) and the Key Terminology (pages 15-22).
ISL 2012 School Leadership Training
ISL 2012 – Part 1
4
The Preface (pages 5-32)
This part orients the school and leadership team to
the Accreditation Process using Improving Student
Learning 2012.
Of particular importance are the basic concepts (page
5), sequence of events in completing the Self Study
(page 7) and the Key Terminology (pages 15-22).
ISL 2012 School Leadership Training
ISL 2012 – Part 1
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The Preface (pages 5-32)
This part orients the school and leadership team to
the Accreditation Process using Improving Student
Learning 2012.
Of particular importance are the basic concepts (page
5), sequence of events in completing the Self Study
(page 7) and the Key Terminology (pages 15-22).
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ISL 2012 – Part 1
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1. Getting Started – The Preface
A.



Overview – Basic Concepts (page 5)
To what extent is Catholic Identity infused into the
total school program?
To what extent are the students achieving the SLEs?
To what extent are students mastering the essential
academic content standards?
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1. Getting Started – The Preface
A. Overview – Basic Concepts (page 5)




To what extent is there evidence of adequate
ongoing academic growth for all students?
To what extent does the school support high
achievement for all its students?
To what extent is assessment data being collected,
disaggregated and analyzed?
To what extent are student learning decisions
being made based on the analysis of the
assessment data?
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1. Getting Started – The Preface
A. Overview – Importance of… (page 6)
Mission, Philosophy, and SLEs.




Who are you?
Who do you serve?
What are you trying to accomplish?
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1. Getting Started – The Preface
A. Overview – Importance of… (page 6)
Curriculum Standards.


Measurable indicators of knowledge and performance.
Evidence.


Data about what students have learned and are able to
perform.
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1. Getting Started – The Preface
A. Overview – Sequence (page 7)
1)
2)
3)
Create a Leadership Team.
Complete Appendix A: School Profile.
Begin work on Appendix B: Data.
The issue in Appendix B isn’t what chart you use or
how it is displayed, but how did you disaggregate the
data, analyze the data, and use the data to drive
curricular change to improve student learning!
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1. Getting Started – The Preface
A. Overview – Sequence (page 7)
4)
5)
6)
Complete Chapter 2-A. Write the narrative for
Chapter 2-A, the School Profile. Writing the
School Profile must take place before any other
section is started.
Gather student work: Evidence of Student
Learning.
Review the Mission and Philosophy Statements
and SLEs. (HINT: what is the shareholder
involvement?)
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1. Getting Started – The Preface
A. Overview – Sequence (page 7)
7)
8)
9)
Begin Self Study Committee Meetings.
Only after the Self Study Committees have met
and discussed the questions should the
Committees begin writing using the questions in
the appropriate section.
Significant accomplishments and goals for
improving student learning (Chapter 3 only) are
written after the narrative, and are tied to
statements found in the narrative.
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1. Getting Started – The Preface
NOTE:
The discussion questions develop the “big picture” of the school (e.g.,
How does the school collect data? What does it do with the data? Has
the school identified trends in the data? When does the staff gather to
discuss data? etc.)
The written narrative helps to focus the school on a few key areas (e.g.,
the use of data to drive instruction).
It is possible (likely) that the school will discover something in the big
picture that could be overlooked in the narrow, written focus if the
discussion had never happened.
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1. Getting Started – The Preface
B. ACS WASC Standards (pages 10-12)
Only applies to schools in CA, HI, GU

This section shows how all ACS WASC Key Outcomes
and Category-Based Criteria are incorporated in this
protocol.
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1. Getting Started – The Preface
C. Accreditation Factors (pages 13-14)
1)
2)
3)
4)
5)
6)
Involvement and Collaboration of Shareholders
in Completing the Self Study
Use of Prior Accreditation Findings to Support
High Achievement of All Students
Assessment of the School’s Catholic Identity
Defining the School’s Purpose
Organization for Student Learning to Support
High Achievement of All Students
Data Analysis and Action to Support High
Achievement of All Students
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Getting Started – The Preface
1.
C.
7)
8)
9)
10)
11)
12)
Accreditation Factors (pages 13-14)
High Achievement by All Students Toward Clearly
Defined SLEs and Curriculum Standards
Instructional Methodology to Support High
Achievement of All Students
Support for Student Spiritual, Personal, and
Academic Growth
Resource Management and Development to Support
High Achievement of All Students
Design and Alignment of the Action Plan with the Self
Study Findings
Capacity to Implement and Monitor the Action Plan
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1. Getting Started – The Preface
D. Key Terminology (pages 15-22)








Discussion Questions (p. 18)
Governing Authority Expectations (p. 18)
Organizational Structures of the School (p. 19)
School Board (p. 20)
Self Study Committees (p. 20)
Shareholders (p. 21)
Significant Accomplishments (p. 21)
Write (p. 22)
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1. Getting Started – The Preface
E.
School Committees (pages 23-24)
F.
Timeline for Spring Visit (pages 25-28)
G.
Timeline for Fall Visit (pages 29-32)
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Chapters 2 & 3 (pages 37-56)
This part establishes the process (5 parts) for addressing
each of the 14 sections of the protocol:
1. Gather data (surveys, school profile template,
assessment data, etc.)
2. Meet as a Self Study Committee to review the data and
discuss the questions found on the odd numbered pages.
Discussion is to build a “Big Picture” of the school. Use
Appendix D to keep track of all meetings.
3. Write a narrative synthesizing what you discovered
about how your school is addressing the Accreditation
Factor (see the writing prompt and points).
4. List your significant accomplishments and goals to
improve student learning (Chapter 3 only).
5. List types of evidence available for review.
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Chapter 2 – Context of the School
2.
A.
Chapter 2-A – School Profile (pages 37-38)
GATHER DATA
1)
a)
Appendix A must be completed FIRST.
DISCUSS
2)
a)
b)
c)
AFTER everyone has a copy of Appendix A, meet as a Self Study Committee to talk
about the Discussion Questions on page 37.
Take notes, but do not write a narrative. Discuss all the Questions to get a “Big
Picture” of your school in your community. (see slide #13)
Use Appendix D to keep track of your meetings.
WRITE
3)
a)
b)
Write a brief (1-2 paragraph) summary of the history of your school focusing on the
charism.
Write a narrative following the writing prompt on page 38. (trends are very
important)
4)
N/A
5)
CREATE A LIST OF EVIDENCE (DATA)
a)
Survey data, templates, forms, student work, etc.
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Chapter 2 – Context of the School
2.
A.
Chapter 2-B – Use of Prior Findings (pages 39-40)
GATHER DATA
1)
a)
E.g., previous Action Plan, Annual Reports, etc.
DISCUSS
2)
c)
What goals were accomplished?
What was their impact on Student Learning?
Other Discussion Questions on page 39 – build the Big Picture.
d)
Use Appendix D to keep track of all meetings.
a)
b)
WRITE
3)
a)
b)
Write a concise 1-2 page narrative about how you accomplished the goals of your
previous Action Plan and their impact on student learning.
Write a narrative following the writing prompt on page 38.
4)
N/A
5)
CREATE A LIST OF EVIDENCE (DATA)
a)
Survey data, templates, forms, student work, etc.
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Chapter 3 – Context of the School
2.
A.
Chapter 3-A – Catholic Identity (pages 41-42)
GATHER DATA
1)
a)
Catholic Identity Surveys
DISCUSS
2)
b)
What makes your school Catholic?
Discussion Questions on page 41 – build the Big Picture.
c)
Use Appendix D to keep track of all meetings.
a)
WRITE
3)
a)
b)
c)
Write a concise 2-4 page narrative describing your school’s ‘Catholicity’.
Catholic Identity – faith formation.
Write a narrative incorporating the points on page 42.
IDENTIFY:
4)
a)
Significant Accomplishments and Goals to improve student learning as found in
your narrative.
CREATE A LIST OF EVIDENCE (DATA)
5)
a)
Survey data, templates, forms, student work, etc.
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Chapter 3 – Context of the School
2.
A.
Chapter 3-B – Mission and Purpose (pages 43-44)
GATHER DATA
1)
a)
E.g., survey data, mission statement, handbooks, etc.
DISCUSS
2)
b)
How do you define your mission and purpose?
Other Discussion Questions on page 43 – build the Big Picture.
c)
se Appendix D to keep track of all meetings.
a)
WRITE
3)
a)
b)
c)
Write a concise 2-4 page narrative describing the purpose of your school.
Catholic Identity – found in mission and purpose.
Write a narrative incorporating the points on page 44.
IDENTIFY:
4)
a)
Significant Accomplishments and Goals to improve student learning as found in
your narrative.
CREATE A LIST OF EVIDENCE (DATA)
5)
a)
Survey data, SLEs, handbooks, etc.
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Chapter 3 – Context of the School
2.
A.
Chapter 3-C – Organization (pages 45-46)
GATHER DATA
1)
a)
E.g., survey data, mission statement, meeting minutes, etc.
DISCUSS
2)
b)
How does administration support your mission and purpose?
Other Discussion Questions on page 45 – build the Big Picture.
c)
Use Appendix D to keep track of all meetings.
a)
WRITE
3)
a)
b)
c)
Write a concise 1-2 page narrative describing the organizational support of your school.
Catholic Identity –organizational support of Catholic Identity.
Write a narrative incorporating the points on page 46.
IDENTIFY:
4)
a)
Significant Accomplishments and Goals to improve student learning as found in your
narrative.
CREATE A LIST OF EVIDENCE (DATA)
5)
a)
Survey data, meeting minutes, newsletters, etc.
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Chapter 3 – Context of the School
2.
A.
Chapter 3-D – Data Analysis and Action (pages 47-48)
GATHER DATA
1)
a)
E.g., survey data, test scores, enrollment trends, etc.
DISCUSS
2)
a)
b)
c)
What does the data say about how well students are learning?
Other Discussion Questions on page 47 – build the Big Picture.
Use Appendix D to keep track of all meetings.
WRITE
3)
a)
b)
c)
Write a concise 3-5 page narrative describing how analysis of data drives decision making
at your school.
Catholic Identity – data showing what students know about the Catholic faith.
Write a narrative incorporating the points on page 48.
IDENTIFY:
4)
a)
Significant Accomplishments and Goals to improve student learning as found in your
narrative.
CREATE A LIST OF EVIDENCE (DATA)
5)
a)
Survey data, templates, assessments, etc.
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Chapter 3 – Context of the School
2.
A.
Chapter 3-E – Student Achievement (pages 49-50)
GATHER DATA
1)
a)
E.g., survey data, curriculum maps, standards, rubrics, etc.
DISCUSS
2)
b)
What does the data say the progress made by students?
Other Discussion Questions on page 49 – build the Big Picture.
c)
Use Appendix D to keep track of all meetings.
a)
WRITE
3)
a)
b)
c)
Write a concise 2-4 page narrative describing how the school defines and measures
progress by students toward standards and SLEs.
Catholic Identity – how Catholic values are integrated into the curriculum.
Write a narrative incorporating the points on page 50.
IDENTIFY:
4)
a)
Significant Accomplishments and Goals to improve student learning as found in your
narrative.
CREATE A LIST OF EVIDENCE (DATA)
5)
a)
Survey data, templates, curricular maps, student work, etc.
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Chapter 3 – Context of the School
2.
A.
Chapter 3-F – Instructional Methodology (pages 51-52)
GATHER DATA
1)
a)
E.g., survey data, lesson plans, teacher observation, etc.
DISCUSS
2)
b)
What does the data say about varied instructional methodology?
Other Discussion Questions on page 51 – build the Big Picture.
c)
Use Appendix D to keep track of all meetings.
a)
WRITE
3)
a)
b)
c)
Write a concise 2-4 page narrative describing how the teachers vary their instructional
methodology to meet the needs of the students.
Catholic Identity – how the teacher is a role model of the Catholic faith.
Write a narrative incorporating the points on page 52.
IDENTIFY:
4)
a)
Significant Accomplishments and Goals to improve student learning as found in your
narrative.
CREATE A LIST OF EVIDENCE (DATA)
5)
a)
Survey data, templates, lesson plans, student work, etc.
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Chapter 3 – Context of the School
2.
A.
Chapter 3-G – Support Services (pages 53-54)
GATHER DATA
1)
a)
E.g., survey data, school schedule, list of activities, etc.
DISCUSS
2)
b)
How is the school supporting students with special needs?
Other Discussion Questions on page 53 – build the Big Picture.
c)
Use Appendix D to keep track of all meetings.
a)
WRITE
3)
a)
b)
c)
Write a concise 1-2 page narrative describing how the school supports students who are
challenged to learn, and who need additional challenges.
Catholic Identity – support services are rooted in principles of social justice.
Write a narrative incorporating the points on page 54.
IDENTIFY:
4)
a)
Significant Accomplishments and Goals to improve student learning as found in your
narrative.
CREATE A LIST OF EVIDENCE (DATA)
5)
a)
Survey data, student work, technology plan, safety plan, etc.
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Chapter 3 – Context of the School
2.
A.
Chapter 3-H – Resource Management (pages 55-56)
GATHER DATA
1)
a)
E.g., survey data, school budgets, etc.
DISCUSS
2)
b)
What does the data say about use of resources to support student learning?
Other Discussion Questions on page 55 – build the Big Picture..
c)
Use Appendix D to keep track of all meetings
a)
WRITE
3)
a)
b)
c)
Write a concise 2-4 page narrative describing how the school uses its financial resources
to support high achievement of all students.
Catholic Identity – resources used to support faith formation.
Write a narrative incorporating the points on page 56.
IDENTIFY:
4)
a)
Significant Accomplishments and Goals to improve student learning as found in your
narrative.
CREATE A LIST OF EVIDENCE (DATA)
5)
a)
Survey data, budgets, strategic plan, alumni lists, etc.
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Chapters 4 and 1 (pages 57-62 & 33-36)
This part concludes the Self Study with the creation of
one Action Plan with three goals, the schools thoughts
about its ability to accomplish the Action Plan, and a
summary of the process and those involved in the Self
Study.
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Chapter 4 – Action Plan
3.
A.
Chapter 4-A – Creation of an Action Plan (pages 57-60)
GATHER DATA
1)
a)
Compile a list of Significant Accomplishments and a list of Goals
DISCUSS
2)
c)
What are students greatest learning needs?
List all goals from Chapter 3
Other Discussion Questions on page 58 – build the Big Picture.
d)
Use Appendix D to keep track of all meetings.
a)
b)
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Chapter 4 – Action Plan
3.
A.
Chapter 4-A – Creation of an Action Plan (pages 57-60)
WRITE
3)
a)
b)
c)
d)
e)
f)
g)
Choose 5 (five) Critical Goals from your list, that, if accomplished, will have the
biggest impact on student learning. (OK to combine two section goals into a Critical
Goal)
Write a rationale for each of the five Critical Goals stating how accomplishing that
goal improves student learning.
Select 2 (two) Critical Goals from the five to incorporate into your Action Plan.
Add an Action Plan goal from your In-Depth Study. NOTE: 3 (three) goals only
in the Action Plan. (2 from Self Study, 1 from In-Depth = 3)
Develop multiple (more than one) strategies for each Goal.
Using the Action Plan template (Appendix F)
After the Action Plan is written, complete the F-2 template. You may need/want to
revise your Action Plan timelines after completing the F-2 template.
4)
N/A
5)
CREATE A LIST OF EVIDENCE (DATA)
a)
b)
Action Plan with 3 goals using the Appendix F-1 template.
Action Plan Timeline using the Appendix F-2 template.
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Chapter 4 – Action Plan
3.
A.
Chapter 4-B – Capacity to Implement Plan (pages 61-62)
GATHER DATA
1)
a)
E.g., prior Action Plan, Annual Reports, etc.
DISCUSS
2)
c)
How is the school involving shareholders in monitoring the Action Plan?
What obstacles might interfere with implementation of the Action Plan?
Other Discussion Questions on page 61 – build the Big Picture.
d)
Use Appendix D to keep track of all meetings.
a)
b)
WRITE
3)
a)
b)
Write a concise 1-2 page narrative describing how school plans to monitor
accomplishment of its Action Plan.
Write a narrative following the writing prompt on page 62.
4)
N/A
5)
CREATE A LIST OF EVIDENCE (DATA)
a)
Annual Reports of Progress
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3. Chapter 1 – Overview of the Process
A.
Chapter 1-A – How Conducted (pages 33-34)
GATHER DATA
1)
a)
Appendix D and other meeting notes.
DISCUSS
2)
a)
b)
c)
How well did you follow the directions?
What challenges did you face?
There are no Discussion Questions for this section.
WRITE
3)
4)
Write a concise 1 page narrative describing how your Self Study took place.
Write a narrative following the writing prompt on page 34.
N/A
5)
CREATE A LIST OF EVIDENCE (DATA)
a)
b)
a)
Meeting minutes and notes (Appendix D)
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3. Chapter 1 – Overview of the Process
A.
Chapter 1-B – Shareholder Involvement (pages 35-36)
GATHER DATA
1)
a)
Appendix D and other meeting notes.
DISCUSS
2)
a)
b)
c)
How were parents, students, parishioners, staff, etc. involved in creating
this Self Study?
What was the role of shareholders in analyzing data?
Other Discussion Questions on page 35 – build the Big Picture.
WRITE
3)
4)
Write a concise 1-2 page narrative describing how shareholders were
involved in the creation of this Self Study.
Write a narrative following the writing prompt on page 36.
N/A
5)
CREATE A LIST OF EVIDENCE (DATA)
a)
b)
a)
Rosters, Appendix D, meeting minutes, etc.
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QUESTIONS?
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Appendix A: School Profile
(used by the school)
A1 – basic info
A2 – basic enrollment information
A3 – teacher info, see Arch/diocesan guidelines about
publishing, Chair should have access to this info
A4 – staff info, see above
A5 – IDEA info, do not complete if not using IDEA
A6 – Federal Programs, important to complete in detail
A7 – basic testing data
A8 – staff development data, useful in Ch. 3-F and In-Depth
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Appendix B: Data Analysis
(used by the school)
This data/analysis to be used with Chapter 3-D
B1 – enrollment over time and analysis questions
B2 – misc. financial information.
B3 – quartile testing data - disaggregated
B4 – longitudinal data - disaggregated
B5 – other disaggregate comparisons
Note: these templates are available as Excel worksheets.
Commissioners/schools may use other charts, graphs, etc.
available through their testing company. See p. 84.
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IMPORTANT!
The issue in Appendix B isn’t what chart you use
or how it is displayed, but how did you
disaggregate the data, analyze the data, and
use to data to drive curricular change to
improve student learning! (ISL 2012, p. 84)
IMPORTANT!
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Appendix C: Surveys
(used by the school)
Surveys are required. However, the school, in consultation with
the Elementary Commissioner may choose different questions.
C1 – staff survey
C2 – parent survey
C3 & C4 – student surveys
C5 – pastor/school board/parent association survey
C6 – Catholic Identity survey
C7 – Central office survey – optional by Arch/diocese
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Appendix D: Record of ISL Meetings
(used by the school)
This is the template used by school to keep a record of Self
Study committee meetings, discussions, point raised, and,
importantly, the roster of shareholders attending the
meeting. It is evidence for Chapter 1-B, Shareholder
Involvement.
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Appendix E: Self Study Template
(used by the school)
This template is provided as a resource for schools writing
their Self Study. All Accreditation Factors are included.
Writing prompts are included to help schools focus on
writing a narrative addressing the Accreditation Factor.
References are made to pages in ISL where the exact writing
prompt and writing points may be found.
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Appendix F: Action Plan Template
(used by the school)
This is the only format to be used by schools in creating goals
and strategies for an Action Plan. The same template is used for
In-Depth Study goal and strategies.
A second template (F-2) is used by the school to help insure
that the school doesn’t try to accomplish too much in too little
time or stretch its resources too thinly.
The Action Plan may be printed in portrait or landscape mode.
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Appendix G: Catholic Identity Ongoing Review
(annual use by ALL schools)
All schools are expected to continually assess their Catholic
Identity. This timeline indicates how to use the Catholic
Identity Assessment (Appendix C-6) throughout the years
between accreditation visits. The focus is on continuous school
improvement.
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Appendix H: In-Depth Study
(annual use by ALL schools)
This is the format for the In-Depth Study required of all
schools. These In-Depth Studies are to be completed by the
school according to the timeline promulgated by the
Arch/diocese.
Note: The format of the In-Depth follows the format of ISL
including Accreditation Factors, discussion questions, writing
prompt, etc. One current In-Depth Study goal is included in the
ISL Action Plan and updated periodically according to
Arch/diocesan guidelines.
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Appendix I: In-Depth Study Template
(annual use by ALL schools)
This is the writing template corresponding with the In-Depth
Study in Appendix F.
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Appendix J: WCEA Annual Report of Progress
(annual use by ALL schools)
This template is to be used by all schools submitting annual
reports to their WCEA Elementary Commissioner.
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Appendix K: Accreditation Factor Rubrics
(INFORMATIONAL – used by Visiting Committee)
These are the rubrics used by the Visiting Committee in
determining whether a school is “Highly Effective,” “Effective,”
“Somewhat Effective,” or “Ineffective” when completing the
Justification Statement.
Important: these rubrics are not mutually exclusive, but rather
general indicators of the differences between the four
categories.
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Appendix L: Report of Findings template
(INFORMATIONAL – used by Visiting Committee)
This is the template used by the Visiting Committee when
they create their accreditation report. It is presented here in
the interest of transparency in the entire accreditation
process.
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Appendix M: Justification Statement template
(INFORMATIONAL – used by Visiting Committee)
This is a copy of the Justification Statement completed by
the Visiting Committee. It forms the basis of the
Committee’s recommendation of a term of accreditation for
a school. It is presented here in the interest of transparency
in the entire accreditation process.
This form may be shared with the school pending a decision
by the Elementary Commissioners.
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Appendix N: Accreditation Status template
(INFORMATIONAL – used by Visiting Committee)
This is a copy of the Recommendation for an Accreditation
Status completed by the Visiting Committee. It is the
Committee’s recommendation of an accreditation status for
a school. Schools are able to see what qualifiers a Visiting
Committee uses to recommend a Status. It is presented here
in the interest of transparency in the entire accreditation
process.
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Appendix O: Resources
(INFORMATIONAL – OTHER)
This appendix is a non-exhaustive, non-comprehensive list of
books devoted to curriculum and staff development. Schools
looking for ways to focus or enhance professional development
may wish to consider some of these resources as a starting
point.
ISL 2012 School Leadership Training
Improving Student Learning - 2012
53
Appendix P: Best Practices for Teaching Religion
(INFORMATIONAL – OTHER)
This appendix was created by the California Catholic School
Superintendents Curriculum Committee to assist schools with
the teaching of Religion. It contains the eight Catholic Identity
standards and a variety of resources, templates, etc. to help
teachers and schools strengthen their Religion program
through teacher preparation, instruction, assessment, and
supervision.
ISL 2012 School Leadership Training
ISL 2012
54
QUESTIONS?
ISL 2012 School Leadership Training