1. School Improvement Plans and School Data Teams
A specific, data-driven process to create powerful changes in instruction in any school

2. System Initiatives The Blue Print Data Team School Improvement Plans
Cambridge Curriculum
Terra Nova testing
CFA’s

3. Aligning the initiatives to improve teaching and learning
SYSTEM ARTICULATES GOALS
SCHOOL DEVELOPES IMPROVEMENT PLANS TO MEET THE GOALS
SCHOOL DATA TEAMS COLLECT DATA TO DETERMINE GROWTH OR SUCCESS ON GOALS
SYSTEM REPORTS ON OUTCOMES OF GOALS

4. The Bermuda Public SYSTEM (Department) ARTICULATES OVER ARCHING GOALS
SYSTEM IMPROVE-MENT
TEAM
BOARD OF EDUCATION
THE AD’S COLLECT ZONE DATA AND REPORT
ALL SCHOOLS
DEVELOP A
PLAN
The Bermuda Public
MINISTER OF EDUCATION

5. School Improvement & Data Team
Purpose
Carry out actions designed by the System Improvement Team.
Design, implement, and monitor a school improvement plan that is aligned with the System’s Student Outcome Indicators.
Coordinate the work of the grade-level, common-course Data Teams.

6. School Improvement & Data Team
Steps in the Process
Conduct analysis of school’s performance in relation to all relevant Student Outcome Indicators
Set a target for each Student Outcome Indicator relevant to the level.
Determine limited number of Student Outcome Indicators that will have highest priority.
Determine limited number of high-priority, high-leverage Adult Action Indicators required to achieve priority Student Outcome Indicators.
Design strategies to achieve priority Adult Action Indicators.
6. Design data systems to monitor progress on both adult actions and student outcomes.
Step One
Step One
Step One
Step Two
Step Three
Step Four

7. School Improvement & Data Team
Additional Guidance
A school must set a target for each Student Outcome Indicator identified by the System Improvement Team (SIT) appropriate to the level of the school.
The school’s adult action indicators may not address all student outcome indicators specifically
Each school will add a student outcome indicator that is significant to your school

8. Tier One Indicators from Goal 1
A1: 80 % of P6 students will score at level 3 or higher on Cambridge International Primary Achievement Test (CIPAT) achievement tests in English, mathematics and science.
A2: 75% of M3 students will score at or above level 3 on the Cambridge Checkpoint Assessment in English, mathematics and science.
A3: 80% of students will demonstrate scoring at level 3 or higher on International General Certificate of Secondary Education (IGCSE) in English, math and science.
A4: 90 % of students leaving preschool will enter primary school ready to succeed as measured by a Primary School Assessment.
A5: 90 % of primary and middle school students will read at or above grade level on standardized reading benchmark assessments.
A6: All students with an Individualized Educational Plan (IEP) will achieve mastery on IEP goals annually.

9. How Could We Be Focused On So Few Student Outcome Indicators?
Priority Action Versus Business as Usual

10. Priority Actions Included in plan Have to change dynamically
Something brand new

11. Business as Usual Can make progress with little or no change
May not be thrilled but can live with it for now
Not in plan

12. Are the student outcome indicators:
Reflection
Are the student outcome indicators:
Aligned with the System goals?
Focused on highest priorities?
Set with reasonable targets?
Based on accurate analysis?
Specific.Measurable.Attainable.Realistic.Timley?

13. Step Two
Identify, create, implement, and monitor a limited number of research supported, high- leverage adult action indicators that have the highest probability of achieving the identified Student Outcome Indicators.
We need to create as much data, or more, about the actions of adults as we have about students.

14. Adult Action Indicators Generic vs Specific
Broad strategies like Marzano, Hattie
Feedback
Compare/Contrast
Parental involvement
Concept mapping
Focused on specific identified student weaknesses
Skill specific
Domain specific
Grade specific
A combination of Generic and Specific

15. Domains
Most of our Adult Actions will fall in one of the following domains:
Structure – How we deliver instruction
Curriculum – What we teach
Instruction – How we teach
Climate – How people behave
Personnel – Who “teaches”

16. How Do We Carry Out Step Two?
School Adult Action Indicators focus on school-wide work.
Similar to the analysis we performed on students, we perform an analysis of current adult actions.
Two basic questions
What are we doing well?
What do we need to get better at?

17. How Do We Carry Out Step Two?
What Are We Doing Well?
Which practices can we identify that have documented evidence of improving student outcomes? Categories to consider:
Grouping strategies
Instructional strategies
Assistance strategies
Behavioral strategies
Are there ways we can improve these practices to make them even more effective?
Training
Frequency

18. How Do We Carry Out Step Two?
What Do We Need To Get Better At?
(or stop doing)
Which practices can we identify that we cannot document significant evidence of improving student outcomes? Categories to consider:
Structural
Curricular
Instructional
Behavioral
What do we need to do about these practices?
Improve them
Stop doing them and do something else

19. How Do We Carry Out Step Two?
What Do We Need To Get Better At?
What practices can we identify that have a proven positive impact on student achievement that we are not doing well or not doing at all?

20. One Way to Begin the Conversation
Why do we even have to set these goals?
Why aren’t we achieving these things already?
What ideas, procedures, traditions, or other issues are preventing us from accomplishing the goals already?

21. Some Guidelines Before We Answer
Cannot blame the students
Stay objective, factual, no personal attacks
This conversation may help us with a direction as to what we need to do

22. How Do You Develop Adult Action Indicators?
Generate as many ideas as possible.
Controlled brainstorm activity
Apply a set of consideration standards.
Research
Previous experience
Pilot program
Narrow the field
Do extensive research.
Beware of “I think.”

23. Generating Ideas for Adult Action Indicators Getting Started
Controlled Brainstorm Activity
Individual reflection
Small-group discussion
Large-group discussion

24. Consideration Standards
What standards will we apply to the ideas that are proposed?
Research
Previous experience
Pilot programs
Rigor
Probability of success
Leverage

25. Samples of Adult Action Indicators
Feedback: We will increase the percentage of observed lessons containing “high quality” feedback as defined by our rubric from an average of 15 percent to 90 percent.
Collaboration: We will increase the percentage of Data Team meetings that meet the exemplary standard on our rubric from 25 percent to 90 percent.

26. Write your Strategies for improvement (Action Plan)
Step Three
Write your Strategies for improvement (Action Plan)

27. Action Plans
The Adult Action Indicator tells what we are going to do. The Strategies describes how we are going to do it.

28. Action Plans
For each Adult Action Indicator it develops, the School Improvement & Data Team writes an Strategy Plan that describes the major steps involved in carrying out the Adult Action Indicator

29. Making It Work
90% of primary school students will read at or above grade level (Fountus & Pinnell) benchmark assessments.
Support Staff
P.6
Identify the need.
P. 1
P. 3
P. 2
P. 4
P. 5
Phonemic Awareness
Decoding
Reader Text
Comprehension

30. Step Four Create Results Indicators
(How will we know if we are on the right track?)

31. Results Indicators
For each Adult Action Indicator it creates, the school/instructional team creates a set of results indicators, data streams that inform the team that―
The adults are doing what they said they would do
Adult behavior is changing
Students are improving

32. Results Indicators Student Outcomes Adult Actions
Are the adults doing what they said they would do?
Have the adults changed the way they behave?
Are the students getting any better at the critical skill(s) we identified?

33. Examples of Results Indicators
Adult Actions
Student Outcomes
Training completed
Coaching sessions held
Adult Behaviors
Snapshots of feedback
Increase in percent of “high quality” lessons
Results of quarterly benchmark assessments
Results of common formative assessments
Grades

34. Final Word Re Adult Action Indicators
We may have different Adult Action Indicators for different grades or subjects.
Example:
Focus on improving feedback in math in primary 4 and 5.
Focus on improving the quality of Guided Reading in grades 1-3.

35. The DATA team -Data Walls
Another workshop will look at the next phase of work
Data collection
Monitoring of Implementation
% of observations containing exemplary feedback
12/1
11/8
9/23

36. Let’s look at the Plan