School Leadership Teams Collaborating for Effectiveness Begin to answer Questions #1-2 on the Handout: School Leadership Teams for Continuous Improvement

Introductions District support Table coaches DA Region 2 Team #VCSSLT

Welcome and Introductions

Discussion Collaboration Structure: Round Robin – Establish a timekeeper at your table. – Take turns sharing your responses clockwise to Question 1. (2 mins) – Take turns sharing your responses counterclockwise to Question 2. (2 mins) 1.What do you see as the relationship between your School Improvement Plan (SIP) and your school improvement efforts? How does professional learning relate to your school improvement work? 2.Jot down some information you know about the Five Essentials.

Learning Targets Participants will collaboratively analyze data to strategically plan for school improvement work through the use of the problem-solving process. Participants will use knowledge of the Five Essentials to target areas for school improvement efforts. Participants will design professional learning experiences and monitoring activities as part of the SIP in order to ensure positive impact.

Five Essentials Evidence-based system Designed to drive improvement in schools Research has measured changes in school organizations, predicted school success, and provided actionable data Overlapping areas Embedded in your current SIP Embedded in the three goal areas of the VCS Academic Plan and our DIAP

Effective Leaders Principal works with team to implement clear, strategic vision for school success Vision Data Leadership Team Focus Celebrating Trust Participate Hiring Feedback PD

Supportive Environment School is safe and orderly; supports academic risks Teachers have high expectations for students Students supported by teachers & peers

Ambitious Instruction Classes are academically demanding Classes engage students by emphasizing application of knowledge

Collaborative Teachers Staff is committed to the school, receives strong professional development, works together to improve the school

Involved Families Entire school staff builds strong relationships with families and communities to support learning

Five Essentials Schools strong in 3 of the 5 essentials – 10 times more likely to grow – 30 times less likely to stagnate

Reflecting: Your SIP Goal Look at your school’s SIP. Which areas of the Five Essentials does your goal reflect?

Reflecting: Your SIP Goal Did you reduce or eliminate a barrier? Was the right strategy implemented? Was the strategy implemented with fidelity? Did you make significant progress toward your goal?

Academic Data Interim Assessments District EOCs iReady, Waterford, Successmaker Graduation rate

Academic Data What overall trends do we see? Is there a disparity among grade level performances? Between subject areas? Where are our high points/low points?

Early Warning System Report What percentage of our students are represented on the EWS report? Which indicator(s) is/are affecting the greatest number of our students? Does this indicate a school- wide or grade level wide intervention as opposed to student by student intervention?

Attendance What percentage of our students attend regularly? How does this compare to district averages?

Report Card & Behavior Screening What percentage of our students are being successful with Work/Study Skills? Self-control? Interpersonal Relationships? Are there differences in grade level results? What percentage of our students are represented on the D & F Report? ELEMENTARY

Course Failure/D&F Report What percentage of our students are represented on the D & F Report? What percentage of our students are represented on the course failure report? Which of our courses have the highest failure rates? SECONDARY

ESE/PST Data What percentage of our student population zoned for our school has been identified as SWD? What percentage of our student population has been identified as SLD? What percentage of our general education population was referred for special education this school year? State average for SWD is 13% National incidence for SLD is 5% Compare your answers

ESE/PST Data Using the PST report, do we note specific trends by specific area (e.g., reading, mathematics, behavior, attendance) and/or grade level? Do the responses to questions 1- 6 above in conjunction with our other academic and behavioral data suggest an issue with core (i.e., academic and behavioral instruction)? Do the data indicate a need for school-wide or grade level wide intervention as opposed to student by student intervention? Do the data indicate the need for PD for our school/grade level?

Discipline What does our discipline gauge tell us? What are the trends? o Location? o Time of day? Does this indicate a school-wide or grade level wide intervention as opposed to student by student intervention? o Offense Type? o Student demographics?

Concern of Harm Are there gender, ethnicity, or grade level trends with our Concern of Harm data? How does our data compare to like schools? Does this indicate a school-wide or grade level wide intervention as opposed to student by student intervention?

Teacher Evaluation In which domains and components did our faculty score the highest/lowest? What domain or component did our SIP goal(s) most relate to this year (14-15)?

Professional Development Which PD topics are most prevalent? Which teachers earned the most PD? Considering what PD was provided at our school and what PD our teachers participated in off site, does there seem to be a connection between PD focus and student achievement?

Budgets School Improvement & Title I Funds Considering how our funds were spent, what was the impact on student achievement? What process was used to determine how our funds would be spent? (return on investment = student achievement)

Climate Survey Pairs study specific survey groups, including Title I parent survey. Where are our high points? Where are our low points? What are the trends across all voices?

Situational Awareness Based on what we know about our school by being there, what are the strengths? Needs?

Reflecting: Our SIP Goal What is the relationship, if any, between your school goal and the student achievement data? Did you reduce or eliminate a barrier? Was the right goal set for your school’s needs? Was the right strategy implemented? Was the strategy implemented with fidelity? Did you make significant progress toward your goal?

Sorting Data Sets

5Essentials Self-Assessment Rubric

Needs for Determine 1-2 Essential(s) to target

Day 1 Wrap Up Day 2 will be very full; 21 more schools are joining for their Day 1. Can you car pool?