1. 1 Phase III: Planning Action Developing Improvement Plans

2. 2 Phases of the Working Systemically Approach Phase I Phase II Phase III Phase V Phase IV 2

3. 3 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? 3

4. 4 Competencies Built In this Process Creating coherence Collecting, interpreting, and using data Ensuring continuous professional learning 4

5. 5 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 5

6. District and campus improvement plans should be mutually supportive. 6

7. 7 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 7

8. 8 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 Precursors to Planning 8

9. 9 Investigate research-based practices related to ideal state Working Systemically tools: –Alignment Examination tool –Determining System Capacity tool Precursors to Planning 9

10. 10 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… Precursors to Planning 10

11. 11 Handout 5 11

12. 12 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. 12

13. 13 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. 13

14. 14 Unpack Ideal State to Identify 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. Underline key aspects Handout 6 14

15. 15 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. 15

16. 16 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. 16

17. 17 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. 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. Objectives Your turn… 17

18. 18 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. 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. Objectives 100% of teachers will apply the four research-based literacy practices in their classrooms throughout the 2008-2009 school year.

19. 19 From Objective to Strategy Strategy: 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 19

20. 20 100% 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 2008- 2009 school year. 100% of teachers will apply the four research-based literacy practices in their classrooms throughout the 2008-2009 school year. Ideal State Objectives Strategies 20

21. 21 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 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 2008- 2009 school year. 100% of teachers will apply the four research-based literacy practices in their classrooms throughout the 2008-2009 school year. Ideal State Objectives Strategies 21

22. 22 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 Monitor the use of research- based literacy practices for continuous improvement 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 2008- 2009 school year. 100% of teachers will apply the four research-based literacy practices in their classrooms throughout the 2008-2009 school year. Ideal State Objectives Strategies

23. 23 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 23

24. 24 Objective 3: 100% of teachers will apply the four research-based literacy practices in classrooms in the 2008-2009 school year Objectives Ideal State Strategies Strategy 1: Monitor the use of research- based literacy practices for continuous improvement Step 1: Conduct walk-throughs focused on use of literacy practices Action Steps 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: 24

25. 25 Objective 3: 100% of teachers will apply the four research-based literacy practices in classrooms in the 2008-2009 school year Objectives Ideal State Strategies Strategy 1: Monitor the use of research- based literacy practices for continuous improvement Step 1: Conduct walk-throughs focused on use of literacy practices Action Steps 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

26. 26 Handout 7 26

27. 27 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 27

28. 28 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? 28

29. 29 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. Determining Evidence of Implementation and Impact 29

30. 30 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. Determining Evidence of Implementation and Impact 30

31. 31 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. 31

32. 32 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. Determining Evidence of Implementation and Impact 32

33. 33 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? 33

34. 34 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? 34

35. 35 Improvement Plan Handout 9

36. 36 Key to Title I Schoolwide Components Handout 11

37. 37 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 37

38. 38 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 After the Plan Is Completed 38

39. 39 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 After the Plan Is Completed 39

40. 40 Improvement Plan Revision Documentation Handout 10 40

41. 41 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? 41

42. 42 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 42

43. 43 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) Phase III Steps 43

44. 44 Phases of the Working Systemically Approach Phase I Phase II Phase III Phase V Phase IV 44

45. 45 Competencies Built In this Process Creating coherence Collecting, interpreting, and using data Ensuring continuous professional learning 45

46. 46 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 46