Continuous School Improvement Planning: Developing a School Improvement Plan October 24, 2011 Intermediate Unit 1 Instructional Support Services

Developing a School Improvement Plan Schedule  October 24 -  October 24 - The Beginning and Ending Expectations Detailed overview of PA Standards Aligned System Comprehensive Planning Process Overview of the SIP plan Required Systemic Focus Data Sources, Tools, & Data Analysis  November 14 - Building the Foundation Data Analysis Systems Analysis Guiding Foundation Questions Defining and Prioritizing Systemic Concerns

Developing a School Improvement Plan Schedule  December 2 - Moving to Action Setting Goals & Student Achievement Action Sequence The Critical Steps of Alignment Evidence of Implementation & Effectiveness Professional Development Planning January-February-March - Getting It Done 2 Onsite Consultations with IU1 Staff April-May-June – Plan Reviews 2-hour scheduled sessions with IU1 Staff

Today’s Agenda & Objectives: Pennsylvania’s Standards-Aligned System Model Pennsylvania’s Standards-Aligned System Model & School SAS Components Analysis Data Informed Decision Making School Structures Model & Data Sources Data Informed Decision Making School Structures Model & Data Sources Research Evidence for Effective Schools Research Evidence for Effective Schools Getting Results Continuous Improvement Process Getting Results Continuous Improvement Process School Level Planning Offline Guidance Tool School Level Planning Offline Guidance Tool Data Focus and Data Analysis Guides Data Focus and Data Analysis Guides

Standards Aligned System Clear Standards Fair Assessments Curriculum Framework Instruction Materials & Resources Interventions Student Achievement (Gisting Summary Activity)

Clear Standards Standards summarize what we value in our educational program. Standards establish what all students should know (concepts) and be able to accomplish (competencies) Assessment Anchors and Eligible Content clarify the standards. Assessment Anchors and Eligible Content clarify the standards.

Fair Assessments Aligned to PA Standards Summative Summative Formative Formative Diagnostic Diagnostic Benchmark Benchmark

Curriculum Framework

Instruction Aligned with standards in order to identify strategies that are best suited to help all students achieve the expected performance.

Materials & Resources A repository of material from textbooks, reading materials, software, sample model curricula, media, and any other instructional resources that are needed to fit the framework and align to the standards.

Interventions A safety net/intervention system to ensure that all students meet standards. Data-based decisions and supports. Interventions will soon be located in the “Instruction” tab of the SAS portal and will be replaced by “Safe and Supportive Schools” very soon. Interventions will soon be located in the “Instruction” tab of the SAS portal and will be replaced by “Safe and Supportive Schools” very soon.

What Is the State of the SAS Elements In Your School? SAS Focusing Questions on the Six Components of SAS Six Components of SAS SAS Focusing Questions on the Six Components of SAS Six Components of SAS

HOW DOES YOUR SCHOOL USE DATA?

Student Planning Process Focus: Classroom of Students Who: Teacher Periodic Grade Level Planning Process Focus: Groups of Students Who: Teacher Teams How: Regular 1-2 hour meetings Annual Building-wide Planning Process Focus: All Students Who: School-wide Team How: Data Retreat, School Planning Process District-Level Support (Budgetary Support, Professional Development, Resources and Time) Student Learning Data School Structures for Data-Informed Decision Making School Level PSSA & PVAAS Standardized Assessments District End-of-Year Tests Final Benchmark Test Classroom Level Initial: PSSA/PVAAS/final tests – student level Cyclical: Benchmark Data – Student Level Continuous Individual Classroom Assessments Progress Monitoring Grade/Course Level Initial: PSSA/PVAAS/final tests – class/subgroup levels Cyclical: Benchmark Data - grade level District quarterly assessments Common Classroom Data Classroom Summaries Demographic/Perceptual/Process Data School Level School Demographics Discipline Data Attendance Data Mobility Rate Parent Surveys Grade/Course Level Class Demographics Class Engagement Data Satisfaction Data Attendance Data Walk-through Data Classroom Level Qualitative Data Student Historical Information Student Medical Information Student Learning Information

Characteristics of High Performing Educational Systems Research indicates that no single thing a district can do will ensure high student performance and achievement. Research does provide evidence that high performing educational systems have the following characteristics:

1.Clear and Shared Focus EVERYONE knows the vision and where they are going. Everyone understands their role in achieving the vision. The focus is consistent for all.

2. High Standards and Expectations Teachers and staff believe that all students can learn, and they can teach them. Barriers for some students are not insurmountable. All students are engaged in rigorous courses of study.

3. Effective District Leadership Effective leadership is required for implementing any change process. Effective leaders nurture and sustain a district culture and instructional program conducive to student learning and professional growth.

4. High Levels of Communication and Collaboration There is constant collaboration and collaboration between and among teachers of all grades. Everyone involved is connected to solve problems and generate solutions for success.

5. Curriculum, Instruction, and Assessment Aligned with Standards Curriculum is aligned to standards. Research-based teaching strategies and materials are implemented. All have a clear understanding of the assessment system and its purpose.

6. Frequent Monitoring of Teaching and Learning There is constant adjustments in teaching and learning based on monitoring student progress and needs. Variety of assessment procedures used to obtain data to improve student learning and the instructional program.

7. Focused Professional Development Professional development for all educators is aligned to district’s focus, objectives, and high expectations. Professional development is ongoing and based on defined needs and areas of concern.

8. Supportive Learning Envirnoment District has a safe, civil, and intellectually stimulating learning environment. Students feel connected to teachers and are engaged in learning. Instruction is personalized to students’ defined needs.

9. High Levels of Community and Parent Involvement There is a sense that all stakeholders have a responsibility to educate students. Parents, service agencies, businesses, and community all play a vital role in this undertaking and see the need to do so.

GETTING RESULTS Continuous Improvement Process

ANALYZE SYSTEMS by comparing the systems in the school to those characteristic of effective schools ANALYZE SYSTEMS by comparing the systems in the school to those characteristic of effective schools IDENTIFY SYSTEMIC CHALLENGES that are probable causes of insufficient student achievement IDENTIFY SYSTEMIC CHALLENGES that are probable causes of insufficient student achievement PRIORITIZE SYSTEMIC CHALLENGES based upon which challenges, if addressed, will have the most significant impact upon achievement PRIORITIZE SYSTEMIC CHALLENGES based upon which challenges, if addressed, will have the most significant impact upon achievement SELECT RESEARCH- BASED PRACTICES that have a high probability of diminishing or eliminating systemic challenges SELECT RESEARCH- BASED PRACTICES that have a high probability of diminishing or eliminating systemic challenges DESIGN & IMLEMENT ACTION PLANS to implement and sustain research- based practices DESIGN & IMLEMENT ACTION PLANS to implement and sustain research- based practices MONITOR IMPLEMENTATION of Action Plans using school- identified indicators (evidence) of implementation MONITOR IMPLEMENTATION of Action Plans using school- identified indicators (evidence) of implementation DETERMINE EFFECTIVENESS of Action Plans using school- identified indicators (evidence) of Effectiveness DETERMINE EFFECTIVENESS of Action Plans using school- identified indicators (evidence) of Effectiveness ANALYZE DATA to identify the school’s student achievement accomplishments and concerns ANALYZE DATA to identify the school’s student achievement accomplishments and concerns The Getting Results Continuous Improvement Process The Getting Results Continuous Improvement Process

ANALYZE SYSTEMS IDENTIFY SYSTEMIC CHALLENGES PRIORITIZE SYSTEMIC CHALLENGES SELECT RESEARCH- BASED PRACTICES DESIGN AND IMPLEMENT ACTION PLANS MONITOR IMPLEMEN- TATION DETERMINE EFFECTIVE- NESS ANALYZE DATA The Getting Results Continuous Improvement Process TO IDENTIFY THE SCHOOL’S STUDENT ACHIEVEMENT ACCOMPLISHMENTS AND CONCERNS THAT ARE PROBABLE CAUSES OF INSUFFICIENT STUDENT ACHIEVEMENT BASED UPON THOSE CHALLENGES, IF ADDRESSED, THAT WILL HAVE THE MOST SIGNIFICANT IMPACT UPON STUDENT ACHIEVEMENT TO IMPLEMENT AND SUSTAIN RESEARCH- BASED PRACTICES OF ACTION PLANS USING SCHOOL-IDENTIFIED INDICATORS (EVIDENCE) OF IMPLEMENTATION OF ACTION PLANS USING SCHOOL-IDENTIFIED INDICATORS (EVIDENCE) OF EFFECTIVENESS THAT HAVE A HIGH PROBABILITY OF DIMINISHING OR ELIMINATING SYSTEMIC CHALLENGES BY COMPARING THE SYSTEMS IN THE SCHOOL TO SYSTEMS CHARACTERISTIC OF EFFECTIVE SCHOOLS

School Level Offline Planning Guide (SLPG) School Level Offline Planning Guide (SLPG)

Downloading the Offline Planning Tool

GETTING RESULTS Pre-Populated Plan

Pennsylvania Data Tools Pennsylvania AYP eMetric PVAAS

DATA ANALYSIS GUIDES Elementary/Middle School Level High School Level

November 14, 2011 Our next School Improvement Planning Session #2