School Planning -Independent Schools May 7, 2013
Introductions Who are we? Who are you? Sign Up Sheet if you … Email list for Wiki- Email Presentation – Maple site Website Rubric – Examples – Templates..handout http://www.edu.gov.mb.ca/k12/specedu/pie/index.html Who are we? Who are you? Sign Up Sheet if you … Email list for Wiki- Email Presentation – Maple site Website Rubric – Examples – Templates..handout http://www.edu.gov.mb.ca/k12/specedu/pie/index.html
REM. Not related to sleep patterns nor an old Rock Band R = Responsibility-for your comfort, learning, attitude E = Engagement “you get what you give” M = Misery Totally Optional If you have a question and you don’t ask it …. I’m not answering it You have to laugh at my jokes won’t say And swear that you won’t say “I can’t do that “ or “ It will never work” instead say “ It may be worth a try” Session Norms
AND..... For those of you who watch what you eat, here's the final word on nutrition and health. It's a relief to know the truth after all those conflicting nutritional studies. 1. The Japanese eat very little fat and suffer fewer heart attacks than Americans. 2. The Mexicans eat a lot of fat and suffer fewer heart attacks than Americans. 3. The Chinese drink very little red wine and suffer fewer heart attacks than Americans. 4. The Italians drink a lot of red wine and suffer fewer heart attacks than Americans. 5. The Germans drink a lot of beers and eat lots of sausages and fats and suffer fewer heart attacks than Americans. CONCLUSION Eat and drink what you like. Speaking English is apparently what kills you.
Today’s Agenda In two Parts Process – What makes good plans? Outcomes – What will we improve? Data- How will we know we are improving? Involvement- Process- Who decides? Content Strategies- How will we improve? Best Ideas- Will it work?
Agenda- What you need to do to get the most out of today Workshop format where we will apply some good planning ideas to your plan. Willingness to work with a partner or small group. Sharing of ideas, ask questions, explore Have some fun!
Requirements Year Cycle Oct 31st Electronically submit school plans to EAL. Intervening years schools are required to submit a Web-Survey Annual Report to Community Provincial Report on Trends
Requirements -Changes Based on Feedback and advice from the field Revised Categorical Grant/Divisional and School Plan Reporting Processes DM encouragement for all schools to consider ESD as an outcome to address in their school plan or ESD Plan by 2015 SSG - Review and Reporting
Why do we collect them? All Plans Submitted are reviewed Track Priority areas and Trends Provide comments Inform Man Ed ‘s own Planning Provide Feedback and Suggestions to schools for improvement Monitor the School Planning Process
School Planning Priorities – Web Survey - 2012-2013 & 2011-2012 SORTED from highest to lowest (2012-2013 Year) 2012-13 School Plan Priorities-Outcomes Areas2012-2013%2011-2012% CURRICULAR FOCUS MATH9230.5%9832.5% TEACHER PROFESSIONAL LEARNING6922.8%5819.2% STUDENT ACADEMIC ACHIEVEMENT6320.9%5919.5% COMMUNITY/PARENTAL INVOLVEMENT5718.9%6421.2% SUSTAINABLE DEVELOPMENT5618.5%00.0% STUDENT ENGAGEMENT5518.2%12842.4% LITERACY5217.1%5317.6% ASSESSMENT5117.0%6421.3% CURRICULAR FOCUS ENGLISH4715.6%6722.2% STUDENT LEADERSHIP4213.9%3511.6% TEACHING STRATEGIES4213.9%4916.2% TECHNOLOGY HARDWARE4213.9%155.0% SCHOOL CLIMATE3712.3%52.517.4% ABORIGINAL CURRICULUM/INITIATIVES3611.9%5718.9% BEHAVIOUR/VIOLENCE PREVENTION3511.6%3912.9% STUDENTS AT RISK309.9%3110.3% HEALTHY LIVING (Staff & Student Wellness)289.3%268.6% MISCELLANEOUS289.3%5217.2% SCHOOL SAFETY278.9%258.3% School Planning & Priorities – 2012-2013 – Web Survey What are the priorities in MB Schools ?
School Planning Priorities - Review Team - 2012-2013 & 2011-2012 SORTED from highest to lowest (2012-2013 Year) 2012-13 School Plan Priorities-Outcomes Areas2012-2013%2011-2012% CURRICULAR FOCUS MATH13451.3%7127.5% MISCELLANEOUS12648.3%7428.7% ASSESSMENT10339.5%207.8% SUSTAINABLE DEVELOPMENT9636.8%00.0% ABORIGINAL CURRICULUM/INITIATIVES6826.1%166.2% LITERACY6424.5%5722.1% STUDENT ENGAGEMENT5119.5%3413.2% TECHNOLOGY CURRICULAR (Literacy with ICT Implementation)4918.8%7227.9% SPECIAL NEEDS/IEPS4517.2%62.3% COMMUNITY/PARENTAL INVOLVEMENT3814.6%2810.9% CURRICULAR FOCUS ENGLISH3814.6%238.9% SCHOOL CLIMATE3312.5%2710.5% TEACHING STRATEGIES259.6%259.7% TEACHER PROFESSIONAL LEARNING238.8%259.7% STUDENT ACADEMIC ACHIEVEMENT218.0%2710.5% BEHAVIOUR/VIOLENCE PREVENTION197.3%72.7% HEALTHY LIVING (Staff & Student Wellness)176.5%3011.6% STUDENTS AT RISK103.8%114.3% STUDENT LEADERSHIP93.4%103.9% CURRICULAR FOCUS SCIENCE72.7%20.8% CURRICULAR FOCUS SOCIAL STUDIES62.3%00.0% GIFTED EDUCATION51.9%31.2% School Planning & Priorities – 2012-2013 – Review Team
Independent School Priorities Religious Studies
School Planning Components Clear Outcomes Partner Participation- Involvement Use of Data Good Strategies Coherent focus Planning Skills
School Planning Report 2010-11 Rubric COMPONENTCategories of CriteriaSTAGE 1STAGE 2STAGE 3STAGE 4 Planning process somewhat restricted or lacking team approachPlanning process includes community involvement and team approach Planning Process –Extent of Partner involvement–no involvement of school partners (teachers, students, parents, community) –limited involvement of school partners–involvement of a variety of school partners –Deep and meaningful involvement of multiple partners –Use of Data–No data used to develop plan–Some data reported in setting priorities–A variety of data used to develop plan–A rich use of school data ( past results, school trends, achievement, surveys ) used to develop plan –Frequency of planning–planning occurred at one point in time–planning occurred at limited points in time. –planning occurred on a variety of occasions – Planning is ongoing and integrated into school decision making Outcomes are vague/generalized, or lack coherence with prioritiesOutcomes linked to priorities; contain most components of SMART format Expected Outcomes –Learning Outcomes–outcomes are incoherent –no outcomes evident –outcomes are vague or confused with strategies –limited evidence of potential benefit to student learning –outcomes describe a benefit to student learning –Outcomes are achievable, time related and describe a clear benefit to student learning – Linked to Priorities–link to priorities is not evident–vague link to priorities–general links to priorities–clear links to priorities Indicators do not link directly to outcomesIndicators link to outcomes Indicators –Description–indicators are worded as strategies –limited description of indicators–general description of indicators –description of specific indicators as measures of progress towards meeting outcomes. –Relationship between outcomes and indicators –relationship between outcomes and indicators is not evident –limited relationship evident between outcomes and indicators –relationship evident among outcomes, strategies and indicators –high level of congruence among priorities, outcomes, and indicators Strategies are vague / generalRecognition of sound Strategies Strategies –Description–vague descriptions of strategies–general descriptions of strategies–most strategies are specific,informed by evidence and/or current research. –Strategies are specific, informed by evidence and/or current research –Relationship between outcomes and strategies –strategies do not relate to stated outcomes –few strategies relate to stated outcomes–most strategies relate to stated outcomes –all strategies relate to stated outcomes Descriptions of anticipated results (limited or no recognition of data sources)Recognition of data sources as measurement tools Data Collection (Tools) –Description–Vague description of data; lacks clarity–limited description of evidence to be collected –general description of tools to measure outcomes / indicators –specific description of appropriate tools to measure and monitor outcomes / indicators –Linkage–unclear link between data tools, outcomes, and indicators –limited coherence between data tools, outcomes, and indicators –general coherence among data tools, outcomes, and indicators –high level of coherence among data tools, outcomes, and indicators http://www.edu.gov.mb.ca/k12/specedu/pie/index.html Handout
Clear Outcomes Should be stated in Student Learning. What will the students be doing better? What is the benefit to the Students?
Why are clear Outcomes Important? Consider these Outcomes: “ School climate will improve by next June” “ More students will be involved in Student Engagement activities” What do these mean to you?
Not So Smart Outcomes The Winnipeg Jets will improve next year. The 2015 Yellow Tail Shiraz wine will be better. Larry will become a good golfer … ( I know this is hard to believe but humour us) Margaret Atwood’s next novel will be an improvement. Students will have more success next year.
SMART Outcomes pecific easurable chievable elevant ime related
Smarten Up n At your table take one of the not so smart outcomes and try to make it SMART n Select 3 indicators to go with the outcome n 3-5 Minutes n Report back
From Activity ---> Outcomes In Manitoba we have had a long history of identifying the strategies and activities that are implemented in schools: eg Implement the new Social Studies Curriculum Run a TAG group Inservice staff on Differentiated Instruction or Authentic Assessment Establish the “Search” Program We are newer at identifying the Outcome or targeted result
Process Goals to Outcomes Process Why do we want to ?.so…. Describes the ends We will integrate a math/science curriculum We will budget additional time for collaborative planning We will develop a divisional writing rubric We will implement a conflict mediators program We will implement a TAG program ▫Means ▫Inputs ▫Activities ▫Function Senior 1 Failure rate is reduced Student Achievement will improve Student Writing Improves Playground conflict incidents are reduced Student attendance is improved ▫Ends ▫Outcomes ▫Purpose ▫Targets
Outcome Tips Ask “Why are we doing this?” …the “because” is the outcome Try to keep it focused upon Student Learning Don’t get to stuck on the Numbers. How will we know, what will the kisds do better, concretely, etc. Stated clearly in a way that is observable so everyone knows what we are trying to accomplish Process Outcome is often an Activity - not result outcome ie We will implement an Anti Bully Policy The purpose of a SMART outcome is to clearly state what we all are trying to do in a manner which allows us to objectively assess whether we have progressed towards achieving it. Perfection is not the aim..improvement is Get A Resource Teacher on board to review What is the benefit to the students, staff, school ?
Indicators What would let us know that we are making progress toward the outcome? ▫Specify one or more indicators for each outcome ▫Decide which factors could influence participant/program outcomes ▫Indicators will decide what data to collect
Critical Friend Activity Pick someone who looks reasonably intelligent and with whom you think you can be candid. With your new friend review your school plans to: Apply The Rubric to Outcomes..Stage 1—Stage 4 Critique your planning report for Outcomes and Indicators- SMART, etc Are they Truly Outcomes? Or Strategies? Do the indicators help clarify the outcomes? Are there other indicators or outcomes that may work better? Are they focused on Student Learning ?
Potential Team Members Students Parents Teachers Department heads/ Chairpersons School administrators Other school staff Parent Council representatives Community members Requirements : Regulation on Advisory Councils for School Leadership says that the ACSL may provide advice on school plans. Education Administration Miscellaneous Provisions Regulation states in Section 31: "A principal must involve teachers in any planning process that is undertaken for the school."
Keeping Informed Supporting school Newsletters Student Based Helping Child with School Work Attending Events Volunteering ACSLs PTA School Programs Advisory Planning Decision Making Governance Selection of Staff Learning Environment Budget Budzinski’s Continuum of Parent Involvement High Low
The Question to consider is to what degree will you have the following in developing your plan: Student Involvement Parent Community Involvement Informed --- Advice sought --- Active Participation ? At your table discuss the above. Is there a consensus?
Partner Critique With your partner share your plans again. Apply the Rubric Who is actually involved? To what extend? Are there areas where you wish to extend stakeholder involvement? How can you strengthen this aspect? Are students included? Why or Why not
The vultures are flying As migration approached, two elderly vultures doubted they could make the trip south, so they decided to go by airplane. When they checked their baggage, the attendant noticed that they were carrying two dead raccoons. "Do you wish to check the raccoons through as luggage?" she asked. "No, thanks," replied the vultures. "They're carrion."
Data “information or evidence collected through a systematic method of selection, observation or analysis. Data are symbolic representations of information that can be expressed in numbers or words.” (Earl, 1999) Identifying data sources that are: -presently available -easily accessed or -electronically generated
Examples of Commonly Available Data Sources Information about students ▫Enrollment records (enrollments, transfers & dropouts) ▫Achievement ▫Daily attendance records ▫Student records (demographics, extracurricular activities ▫Transcripts (course enrollments and levels, credits earned, grades) –Student Portfolios –Standards tests results –Exit exams –Counselling reports –Employer evaluations (co-op placements) –Student survey results –Post-secondary results –Student Surveys
…More Information about teachers or administrators ▫Personnel files (teacher training and certification, staff development activities, continuing education credits) ▫Attendance records ▫In-service records ▫Community Surveys ▫TTFM School-level information ▫Funds/expenditures per pupil ▫Reports prepared for/or by the school ▫Partnerships with post- secondary institutions/ businesses/other ▫Dropout & completion rates ▫Student-faculty ratios
What to do with the Data Measure Progress Identify Priority Areas Clarify Issues Hold Conversations Inform Planning
Victoria Bernhardt California State U Demographics Enrolment, attendance, Drop out rate, Ethnicity, Gender, Grade level Tells us What processes – programs different groups like best Perceptions Perceptions of Learning environment Values and beliefs, Attitudes, Observations Tells us about environmental improvements Student Learning Standards Assessments, Teacher Grades, Observations, Standardized assessments Tells us about student performance on different measures School Processes Descriptions of programs, processes Tells us how classrooms change
Data Critique Another critique Apply Rubric Do the data tools listed align with the outcomes? Are there a mix of Quantitative- Qualitative Data? Are baselines established? Does the data collected make sense?
Story of a conductor He was a mediocre conductor of a mediocre orchestra. He had been having problems with the basses; they were the least professional of his musicians. It was the last performance of the season, Beethoven’s 9th Symphony, which required extra effort from the basses at the end. Earlier that evening, he found the basses celebrating one of their birthdays by passing a bottle around. As he was about to cue the basses, he knocked over his music stand. The sheet music scattered. As he stood in front of his orchestra, his worst fear was realized; A midget fortune teller Queen Nyteshade had two claims to fame. She could tell fortunes and she was a midget. The local authorities frowned on her because they thought that fortune telling was fraudulent. They had Queeny arrested. She was placed in a holding cell. Since she was so small she was able to squeeze between the bars of her cell and escape. This to incensed the judge that he ordered the local newspaper to print an article about the culprit. The following was printed in the paper the next day. Small medium at large it was the bottom of the 9th, no score and the basses were loaded.
Making School Planning Count Jointly Establish Priorities- Use data Attach Resources to Priority Strategies Align Professional Learning to Plan Align “Disposable” Budget to plan Distribute Leadership –Involve Many Monitor Progress- Collect Evidence- Share progress – Update often Make Priorities Visible..Share with School Community.. Involve Students Celebrate Success- “Gallery Walks” Classroom Evidence Do Not JUMP to solutions.. Explore, research
Take a moment to assess the previous slide and its advice Which of these things do we do well ? What could we do more of?
2) Content What is in your plan? What works around us?
Strategies What makes a difference in student learning? What are the best things you can do to improve student learning?
Generating Strategies What do we think will make a difference What research exists? What do other schools do? Do we have enough information? What have we done in the past? Can we enlist the help of others? Is this educationally sound? Action Research - MBASCD
In other words an hour or so to be curious… …about the ideas silly curious …you are likely curious enough, at least according to your spouse or relatives. Al..one of our cats. Full name Al- Queda
Aims of this section A chance to get caught up on what is working in school improvement. A chance to reflect upon or consider any impact the information may hold for your planning team and school. A chance to dream or scheme. Intended as a quick hit introduction to ideas. If something resonates for you or your school you can follow that up in detail. Guarantee that some of you will have heard some of these concepts before and some concepts will be new to you. There is at least one idea here which could help your project. Join our PIE Wiki to get this PPT and keep abreast. Just pass along an email sheet to me and I’ll invite you
The adage about Gum You take a stick of gum… Then you need to Chew it Adults need the same. They don’t learn from experience they learn from reflecting and discussing their experiences So during this session you will have plenty of chew time.
In Preparation Reviewed the work of recognized experts ▫Andy Hargreaves ▫Michael Fullan ▫Mike Schmoker ▫Douglas Reeves ▫Bob Marzano ▫Ben Levin ▫Larry Lezotte ▫Dennis Embry ▫Manitoba Experience ▫Others
School Improvement-A History Lesson “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far” Ron Edmonds Effective School research 1982
Correlates of Effective Schools Lezotte.. A rationale for evidence All children can learn and come to school motivated to do so Schools control enough of the variables to assure that virtually all students do learn Schools should be held accountable for measured student achievement Schools should disaggregate measured student achievement to be certain that students, regardless of gender, race, ethnicity or SES are successfully learning The internal and external stakeholders of the individual school are the most qualified and capable people to plan and implement the changes necessary to fulfill the learning for all mission: ▫Instructional Leadership ▫Clear and Focused Mission ▫Safe and Orderly Environment ▫Climate of high expectations ▫Frequent Monitoring of Student Progress ▫Opportunity to Learn and Student Time on Task ▫Positive Home- School Relations
Educational Leadership Oct 2009 school self- evaluation“Instead, school improvement is the result of school self- evaluation that principals and teachers lead, which takes into account parental feedback and student self- assessment” Finland National Board of Education randomly evaluates different subjects in each comprehensive school every 3 rd year to determine needs for curricular improvements. Schools use this data in self –evaluations. ▫Singapore “Two Roads to High Performance” Susan Sclafani Two Highest Scoring Countries PISA
But first a test Which of the following have the highest influence upon Teaching Practices?
1= Not influential 4= Very Influential What Influences Teacher Practice? ▫Undergrad Courses ▫Professional Reading ▫Graduate Courses ▫Motivational Speaker ▫Bonus Pay ▫Advice from Colleagues ▫Action Research
1- Action Research Compelling Questions Sense or urgency Personal Relevance Answers “What’s in it for me ?” How can we reduce failure within a year? How can we improve engagement ? Action Research Public Exposure
Action Research Start with a guiding hypothesis ▫“If we increase narrative writing teaching in our school we will get better academic results across the board.” What is the research question or outcome we want ? ▫Writing skills will improve by 2 levels on our writing continuum by May 2010 ▫In what other subject areas will achievement increase?
Benefits Action Research Greatest Single impact on Teacher Practices Redefines PD Research Question Method- Plan- Strategies- Analysis
PLC’s “ we have relied too much, with miserable results, on a failed model for improving instructional practice: Training in the form of workshops” -Schmoker Bad PD No arrangement for teachers to translate learning to actual lessons Mental Dependency… external guidance needed
Possible PLC Foci Provincial Standards Results Common Assessment Results Planning Teams- Develop Written School Continua Collaborative Lesson Time Planning Common Assessments- Group Analysis Common Lesson Planning Specialist Support to planning teams Co Teaching Planning
Study teams – Japan Germany Lesson study Team meetings – build lessons Standard based lessons Modeling lessons – Co-teaching Leadership Focus on Learning not teaching ▫Urgency ▫Essential standards ▫Formative assessment ▫Teacher meetings 2-3 monthly (lessons based on results of common assessment) ▫Admin “to what extent are students learning intended outcomes “What steps can I take to give students and teachers support to improve learning?” Monitor effective instruction ▫Quarterly reviews ▫Student work ▫Team logs ▫Classroom tours
Chew Time At your table take a few minutes to consider the previous information. Are there lessons for our school? What can we use, adapt or avoid?
3 –Educational Leadership..”is mainly just talk. In Fact few administrators of any kind or at any level are directly involved in instruction. “ -Glickman -Wow !
Reeves on Leadership & Change Employees in any organization are volunteers. We can compel their attendance and compliance, but only they can volunteer their hearts and minds Leaders can make decisions with their authority, but they can only implement those decisions only through collaboration Leverage for improved organizational performance happens through networks, not individuals
Source of Decision making Level 1Level 2Level 3 Perceived42274 Level 1- Teacher Discretion Level 2- Collaborative Level 3 – Unilateral by Administrator Reeves 2006 Actual393427
Myths about school change People are happy doing what they are doing now “ Determined Impotence” People resist change because of irrational fears. (Previously burned by bad experiences) You can’t make significant change until you get” buy in” ( Behavior precedes beliefs) You must have perfect research “ The Paralysis of Analysis” The risk of change is great so you must wait until things are perfectly organized before implementation. ( Not what is the risk of change but… what are the risks for failing to change)
4 -School Improvement Planning Elaborate Strategic plans don’t work Simple Plans work best Clear and SMART Outcomes Direct focus on straight forward actions ▫Arrange for teachers to Analyze achievement data Set goals Plan together to address goals Monitor Progress Modify Strategies
5 Things according to Marzano Guaranteed and Viable Curriculum ▫I.D. and Communicate essential content ▫Ensure essential content can be addressed in time available ▫Sequence and organize essential content ▫Ensure teachers address essential content ▫Protect Instructional time Challenging Goals and Effective Feedback Parental and Community Involvement Safe Orderly Environment Collegiality and Professionalism
“The Lessons from Reeves” Douglas Reeves ASCD 2010 “ If the job of leadership is not about student achievement, What in the world is it about?’
% of students scoring proficiency or higher 43.6 in Low Inquiry Leadership Teams 64.8 High Inquiry Leadership Teams Ask yourself …or your staff What Causes Student Achievement? Listen to the type of responses? When the answers are about adults in the school ( Curriculum, Assessment practice, Engaging lessons )= High Inquiry When the answers were about students ( poverty, motivation, ethnicity,parenting ) =Low Inquiry
A test Disclaimer American Data Knowing – Doing Gap
1500 Classrooms 2005 Take a guess at the percentage of classrooms where the following was observed Clear Learning Objective Worksheets Lecture Monitor work without feedback Students required to speak in full sentences Evidence of assessment for learning Evidence of “ Bell to Bell Instruction Fewer than ½ student engaged
Observations of 1500 Classrooms Clear Learning Objective 4% Worksheets 52% Lecture 31% Monitor work without feedback 23% Students required to speak in full sentences 0% Evidence of assessment for learning 0% Evidence of “ Bell to Bell Instruction “ 0% Fewer than ½ student engaged % 82
A “State “ of Classroom Affairs 2008 Clear Learning Objective 4% High Yield Strategies observed 0.2% Higher order Thinking Required 3% Students writing or using rubrics 0% Fewer than ½ student paying attention 85% Students using worksheets %52 Non Instructional Activities occurring %35
Study Connecting Leadership Actions to Improved Student Academic Results 1500 School Plans Nevada, West Virginia 90, 90, 90 Schools ( Poverty, Minority, Proficiency) When external variables are factored out ( Budget, governance, union agreements, Policies, laws) What variables are most related to improvements?
What works? Schools who were high achieving shared the following qualities Inquiring Beliefs Frequent monitoring of achievement Non Fiction Writing Across the curriculum Immediate and Decisive Interventions Constructive use of data
“ Pull the weeds before planting the flowers” Announcements Meetings ( Centered around What to teach, How to teach it and how to meet the needs of individual students” ) Study Halls, Silent Reading, Homeroom periods ( “Last resort for those unable to design a master schedule”) Transitions Paperwork ( avoid duplication, collect only what is necessary) One Stop Assessments ( The consequence for poor performance on assessment is not a low grade..but a requirement that students perform proficiently
Three Things which work Add More Time for the area in question Time for Collaboration ▫To be effective the collaboration must focus on the examination of real student work. Common expectations for student performance Unequal Coverage of the Curriculum “ Coverage as substitute for student learning” Vrs Clustering, Power Standards Not all standard have equal weight
More Reeves Power of Monitoring ▫Monitor adult actions not just scores ▫Frequently ▫Treasure hunt not Witch Hunt Rule of Six Learning Walks SMART ( Specific and Measurable) Action Research Public Displays “ Adult Science Fairs”
5- Evidence/ Data School Planning Teams Staff Analysis
What types of Data? Quantitative Numbers Qualitative Words-anecdotal, stories Intuitive Opinions, Perceptions
Triangulation Multiple independent sources of data to establish the accuracy of a claim Richard Sagor Guiding School Improvement with Action Research Engineering – Architecture Estimate new positions or data based on the existing position or data Education Use Verifying progress and setting direction
Victoria Bernhardt California State Demographics Enrolment, attendance, Drop out rate, Ethnicity, Gender, Grade level Tells us What processes – programs different groups like best Perceptions Perceptions of Learning environment Values and beliefs, Attitudes, Observations Tells us about environmental improvements Student Learning Standards AssessmentsTeacher Grades, Observations, Stadardized assessments Tells us about student performance on different measures School Processes Descriptions of programs, processes Tells us how classrooms change
School Tours Quality and Substance of Instruction Student Attentiveness Eg: Walk About Groups- Tracy Caldwell RETSD ▫If your plan states that Students will improve their expository writing skills ▫Inform Staff, Form a group, Provide some guidance and training, turn them loose in the classrooms to seek evidence or students writing,
Data Stephen White - Ideas Assessment Calendar Critical Incident analysis ▫Assemble participant stakeholders ▫Respond in writing to questions ▫Most difficult to handle ▫Repeats itself ▫Causes most trouble or embarrassment ▫Costs the most or wastes most time ▫Requires most rework ▫Inhibits student achievement Select a set of questions that get at the crux of issues that have been resistant to change Collect responses and create affinity chart Discuss and analyze possible causes and antecedents
Data-Informed Planning WISDOM KNOWLEDGE INFORMATION DATA
Data is not wisdom During WWII in order to bolster defenses, reduce Bomber and Pilot Loss and to manufacture better armored planes. Abraham Wald Bombers returning to base after missions were extensively “mapped” to determine exactly where the bullet holes were likely to hit. A meticulous grid system was used over a long period of time. They found that planes were generally hit evenly all over except for a few limited areas. In deciding where to put the additional armor plating to best protect the bombers it was reasoned that the additional armor would be most useful if placed on the limited areas that the mapping revealed were rarely or never hit by bullets Counterintuitive- However the insight was that if planes who were hit in those limited “unhit “areas they simply did not return. These were the most highly vulnerable target areas which when hit caused a crash and destruction.
London Taxi Company Problem with turnover and training new drivers London is a very difficult city to become knowledgeable with its streets system. Doesn’t follow grid system, Thames River, etc Resorted to a study of their rider-ship ▫Found that about ½ of riders new exact directions for their proposed route As a result they introduced a slightly reduced fare to use a new service for those people who knew where they we going Results: More Traffic, Better Trained Drivers, less turnover.
Stakeholder Involvement Who is involved and to what extent? ▫Staff ▫Non Teaching Staff ▫Parents ▫Community ▫Students? Who’s learning is it anyway? ▫Student Voice ▫Student Action Research ▫Community Service ▫Student Cabinet
Dr.Rob Santos Policy Analyst – Healthy Living Seniors and Youth Kernals of Learning- Dennis Embry Ineffective programs http://paxis.org/content/SimpleGifts.aspx
Parking Lot Discussion Four Corner Discussion Number off – Go to your assigned corner to: A) Individually share your ideas about some aspect of the work presented today which interests you and that you will integrate into your project. Comment upon : Why ? What do you expect to happen as a result? What obstacles do you anticipate? B) As a group identify what is common to the discussion. C) Assign a Reporter to Report back
Invitations PIE WIKI School Plan Review- Dec 09 Action Research Pilot- BU- ASCD School Plan Data Base Provincial Steering Committee MBASCD Membership Cte Adopt a school
Contact Information Larry Budzinski Consultant Program and Student Services Room 411 27-2nd Ave SW Dauphin, MB R7N 3E5 (204) 622-2254 Fax: (204) 622-2260 Larry.Budzinski@gov.mb.ca http://www.edu.gov.mb.ca/k12/specedu/pie/index.html
You Be the guru At your table brainstorm at least 5 strategies you think will increase STUDENT ACHIEVEMENT Lets Compare to the experts view
Here’s what they stress- Jensen - Lezotte Academic press for achievement Availability of Instructional Resources High Expectations for all Caring Staff Clear Curricular Choices Coherent standards based instructional program Collaborative decision making Collaborative scoring of student work
more Dedication to diversity and equity Emphasis on Reading skills Ongoing data collection Formative Assessments Orderly climate Regular Parent- Teacher Communication Shared mission and goals Strategic assignment of staff Structure Teachers accept the role they play in student achievement Use of assessment data to improve achievement No excuses mind set
SHARE.school S upport of the Whole Child H ard Data A ccountability R elationship Building E nrichment Mind- Set
7 mistakes Overdoing Pep Talks and Hot Air Planning Endlessly Putting Kids first and Staff last Creating a Climate of Fear Measuring Improvement soley through test scores Treating Symptoms, Not the Causes Counting on Big Wins Quickly