1. 1 Are you ready for a Research- Based Continuous School Improvement Process?

2. 2 Mobilize stakeholders Share information Gather stakeholder input Facilitate Involvement

3. 3 Determine Data Skills Basic Data User Knowledgeable and positive attitudes about data Skills in using data in the classroom Resources and support systems for using data School Improvement User Understands data adequately to make decisions using data Understandings and interprets systematic data collected at the school wide level Data Coach Skilled at organizing, summarizing, displaying and interpreting school wide data Can explain both classroom and school wide data to staff in order to help them understand and use data in their job roles

4. 4 Are you prepared to use data? What is the attitude about using data? How knowledgeable are you about data? How skillful are you in using data? In the Classroom School wide What resources and support systems do we have for using data?

5. 5 Communicating and Using Results for Further Improvement Enlist support from stakeholders Create a network of communicators Use data relevant to each stakeholder group Communicate results to each stakeholder group Use the results from your present School Improvement Plan to further results

6. 6 AdvancED Standards for Quality Schools Research Base Three core tasks that impact student achievement Ensure Desired Results Improve Teaching and Learning Foster a Culture of Improvement

7. 7 AdvancED Standards for Quality Schools Five conditions that contribute to student achievement Quality teachers Effective leadership Quality information Policies and procedures Resources and support systems

8. 8 School Improvement Process – Sustainable and Systemic Sustainable Student performance results continue over a period of time rather than being one-time or episodic gains Systematic Independent functions within a school that work together to improve results that work together to improve results

9. 9 Vision Research tells us that School Improvement can only occur when it is built on a solid foundation. A vision based on grounded beliefs and developed through a collaborative process is the foundation for improvement process that compels people to action.

10. 10 Vision An expression of the ideal or desired state…provides purpose and sets direction…inspires action…aligned with student expectations for learning How is vision developed and used? Stakeholders examine their beliefs and values through collaboration and community engagement School uses vision to derive expectations for student learning

11. 11 Visioning Vision is… A motivating, challenging and compelling picture of the desired future EX: At the end of the exiting grade, our students will… Beliefs are… Shared values that unify stakeholders, provide direction, and guide behavior Ex: Parents, teachers, school staff, and local business people comprise a community that is necessary for a school to achieve its goal of educating children Mission is… A concise action statement that defines the school’s purpose Ex: Teachers, students, and parents, working together, will provide each student the opportunity to achieve his/her highest academic potential in a positive and nurturing environment.

12. 12 Profile Provides a rich and accurate description of the school’s current reality…influences the school’s decisions, efforts, and actions How is the profile developed and used? School stakeholders collect information/data on students and their performances, school effectiveness, and the school and community contexts for learning School uses profile to target areas for improvement

13. 13 Profile The school profile is a critical component in developing a school improvement plan. The profile assists the school stakeholders in developing an understanding of the environment in which the school operates. The profile records the performance levels of the students, the perceptions and expectations of parents and community members and important factors that impact teaching and learning. The school profile is a concise stand-alone document developed to summarize information that describes the students within a specific school.

14. 14 The Profile – A Living Document Provides data to identify and validate strengths and improvement priorities Supplies information to deepen understanding about areas targeted for improvement Warehouses information collected during implementation while monitoring progress Documents/records results which become new reality Illustrates patterns and trends as they emerge over time

15. 15 Profile Content Describes and Analyzes… Student Performance (testing data, observations) Stakeholder Perceptions (surveys, focus groups) Instructional and Organizational Capacity (surveys, discussion groups) Student and Community Demographics School Characteristics External Conditions that Impact Learning

16. 16 The School Staff Needs Help To become knowledgeable of purpose and familiar with content To interpret and make meaning of the data To analyze information and identify gaps between vision and reality To identify strengths and improvement areas To establish criteria to select targets To select and validate targets for improvement

17. 17 Data Data or issues are better understood when information is gathered from a variety of sources (Triangulation) Types of data includes: Achievement, observations, participation, perceptions, transition Looks to the root cause for solutions in order to succeed

18. 18 Analyze Quality of the Students’ Work and the Work of the School List the strengths/improvement areas and emerging issues related to –student performance, –issues related to school, student, and community demographics, –information related to perception surveys, –school, state, school board, diocese, federal mandated areas –professional development opportunities –resources –curriculum –stakeholder involvement –school climate –policies and procedures –leadership –communications

19. 19 Rank Order and Priorities Rank order the identified strengths Rank order the identified need of improvement (weaknesses, limitations, challenges) List 3 to 5 priority areas for improvement of student performance based on the strengths and areas in need of improvement and that have the potential to impact student performance List 3 to 5 priority goals for the organizational improvement of the school which would ultimately impact student performance

20. 20 The School Profile Is a stand alone document which summarizes the findings of the data collected Provides an appropriate analysis of the data Provides a picture of what is taking place in the school, both in terms of learning and teaching Is a collection of indicators Should be considered as working drafts and school change as new information is available Should not be seen as a “deficit only report” Guides decisions

21. 21 Plan and Implementation Identifies what is to be improved, how improvement efforts will be implemented, and how success will be measured How are plans developed, implemented, and used? Stakeholders identify improvement goal areas along with appropriate interventions, strategies, and/or activities designed to support growth and success Interventions (or strategies) are monitored throughout implementation and adjustments are made as needed Formative assessment provide insights regarding potential impact of plan

22. 22 Planning—Focus, Assess, Act Focus What is the goal? What does exemplary performance look like? What level do we want to reach? Assess What is the current level of performance? (Baseline data) How will progress be measured, monitored and evaluated? (Formative and Summative) Act What interventions will be implemented to cause improvement? (Strategies, programs, activities, professional development, family involvement) What types of support, assistance, and resources are needed? (monetary, time, human, materials, software, technology, and equipment)

23. 23 Focus What Priority or Area of Focus needs improvement? (e.g. reading, writing, communication) What is the Goal to be achieved for the priority or area of focus? (e.g. student utilize, evaluate, and refine the use of multiple strategies to solve a variety of problems.) What Performance Indicator(s) describes what proficiency must be demonstrated to achieve the goal? or What will a student do? (e.g. Fine Arts: Students articulate and justify personal aesthetic criteria for evaluating their work and the work of others.)

24. 24 Assess What is the Current Level of Performance related to the Goal? (e.g. Last year 68% of students were at or above proficiency on the writing section of our standardized test.) What Benchmark or Results are to be achieved each year? (e.g. 72% of students will be at or above proficiency on the writing section of our standardized test) What Assessment Instruments or Tools will be administered to monitor and evaluate the extent to which the goal is achieved? (e.g. criteria reference test, norm reference test, student writing portfolios)

25. 25 Act What actions will be taken to improve proficiency for the performance indicators? or What will a teacher do to help a student demonstrate the desired proficiency? (e.g. Teachers will introduce and implement a weekly writer’s workshop with a focus on the curriculum objectives for the week.) What resources, including training, are needed to implement the strategies effectively? (e.g. All teachers will participate in the Writer’s Workshop Seminar for Young Children prior to the start of the school year.) What monitoring system will be established and implemented to evaluate the effectiveness of the strategy? (e.g. Teachers and students will complete and submit monthly feedback forms on the effectiveness of the writer’s workshop.)

26. 26 Basic School Improvement Template Baseline Data: Action Steps Timeline Estimated Resources Person(s) Responsible Method Of Evaluation StrategyHow long? Who, what, How much will it cost? Who is responsible How strategy Is evaluated StrategyHow long? Who, what, how much will it cost? Who is responsible How strategy Is evaluated

27. 27 School-level Change First Order Changes- Specific classroom and school-wide practices: Changes in efficiency, organization, specific practices, “change without difference” Second Order Changes- Philosophy, focus and ownership: Systemic change, fundamental ethos, philosophy, beliefs driving practice “restructuring”

28. 28 First Order Changes Group projects Cooperative learning School within a school Block Scheduling Recognition programs Interdisciplinary teaming Teacher teams Interdisciplinary curriculum Higher order thinking skills Multi-aged grouping Heterogeneous grouping for instruction Alternative assessment procedures No first order change is a predictor of student achievement

29. 29 First and Second Order Change First Order ChangeSecond Order Change Smaller classes………………………….Changing relationships and teaching strategies Site-based councils………………………Collaboration and ownership Ninety-minute teaching blocks…………. Extended teaching and learning strategies and opportunities Schools within schools…………………..New interactions and relationships Teaching teams with common………….Coordinated focused Planningcurriculum

30. 30 Success Factors When choosing an intervention, ask these questions. Is it focused on the identified cause of student performance problems? Does it incorporate research-based practices that improve student performance? Has it improved student performance in similar schools? Has it been successful with different subgroups of students? Is it consistent with your school’s beliefs and vision for student learning?

31. 31 Research States Effective changes in teaching methods and materials are focused, school-wide and represent a philosophical shift. Improving schools operate as teams, with student, parents, and community taking responsibility for improvement. Professional development time is used strategically.

32. 32 Implementation Implementation is an action component, not a section of the report Set the plan into action Develop readiness for the plan and communicate it to stakeholders Implement and monitor the plan Adjust the interventions, dates, etc., as necessary

33. 33 Results A determination of how successful current improvement efforts have been…provides beginning place for future improvement efforts How are results collected and used? School collects and analyzes data to determine impact of improvement efforts School communicates results to stakeholders and uses information to determine next steps for continuous improvement

34. 34 Results Monitor the ongoing measures to determine results (Who will monitor? How will you monitor?) Analyze and document student performance results Evaluate the success of interventions (“Autopsy” the plan with stakeholders) Communicate a yearly summary to stakeholders Use results for further improvement

35. 35 School Improvement School improvement is a seamless process. There is a beginning to the process, but never an end. The improvement path will not always be straight, but good data analysis will always show you the way to improved student performance.

36. 36 Continuous Improvement An accredited school makes a commitment and demonstrates the capacity to engage in ongoing improvement Educators possess a “can do” attitude Educators build their capacity to improve

37. 37 AdvancED Resources www.advanc-ed.org Go on line and check out the pamphlets, books, surveys, on-line training, peer-to- peer practices and best practices that would help you in your school improvement effort dreschoettle@bellsouth.net Elizabeth L. Schoettle Ed.D., AdvancED Field Consultant for Louisiana