1. Principal Professional Development Summer 2005 Getting Ready for School Improvement Planning Office of School Intervention & SupportOffice of Accountability, Assessment, & Intervention

2. Goals Participants will gain skills for their use of the Getting Results! frameworks. Participants will: become familiar with the differences and similarities between the 2004 and 2005 PSSA reporting categories become familiar with the differences and similarities between the 2004 and 2005 PSSA reporting categories practice analyzing data and synthesizing findings from multiple sources using their own data practice analyzing data and synthesizing findings from multiple sources using their own data engage in discussion of “root causes” engage in discussion of “root causes”

3. What is Getting Results! ? framework for school improvement planning developed by PDE that the School District of Philadelphia has adapted framework for school improvement planning developed by PDE that the School District of Philadelphia has adapted

4. What’s Different? What are the Implications? AYP - Grades 3 through 8 and 11 AYP - Grades 3 through 8 and 11 Reported Results - Assessment Anchors Reported Results - Assessment Anchors Parent Involvement Action Sequence New SIP Format Review of SIPs PDE Review of SIPs Science will be introduced in next year’s SIP Science will be introduced in next year’s SIP

5. New PSSA Reading Reporting Categories

6. Reporting Category Standard A. Numbers & Operations2.1 Numbers 2.2 Computation B. Measurement2.3 Measurement C. Geometry2.9 Geometry 2.10 Trigonometry D. Algebraic Concepts2.8 Algebra E. Data Analysis & Probability 2.6 Statistics & Data 2.7 Probability Standards assessed over the five reporting categories 2.4 Mathematical Reasoning 2.5 Problem Solving Not Assessed/Integrated in others2.11 Concepts of Calculus New PSSA Mathematics Reporting Categories

7. Getting Results! School District of Philadelphia School Improvement Planning Process School District of Philadelphia School Improvement Planning Process PD Calendar Milestones of Progress Executive Summary PD Calendar Milestones of Progress Executive Summary Step 2: Design Step 2: Design Step 4: Development of People Step 4: Development of People Step 3: Delivery Step 3: Delivery Summary of Shared Values Prioritize Improvement Targets Prioritize Improvement Targets Step 1: Summarize Data Identify Root Causes Step 1: Summarize Data Identify Root Causes Step 5: Documentation Step 5: Documentation A 5 Step Process

8. 1. READING At least 54% of all students will be proficient in Reading, as measured by the annual state-wide PSSA assessments. 2. MATHEMATICS At least 45% of all students will be proficient in Mathematics, as measured by the annual state-wide PSSA assessments. 3. STUDENT PARTICIPATION IN STATE ASSESSMENTS At least 95% of eligible students will participate in required state-wide assessments. 4. STUDENT ATTENDANCE Student attendance in school will improve continuously (to an average of at least 90% by 2014). 5. FOUR-YEAR GRADUATION RATE (high schools only) The 4-year graduation rate for high school students will increase consistently (to at least 80% by 2014). 2005-2007 Student Achievement Improvement Targets * * If your school has already met these targets for all students and student groups, consider setting your own challenging, ‘stretch’ targets that will ensure continuous improvement of instructional practices and student achievement. Every school improvement plan must address the following areas of student success:

9. Achievement School Profile SAT Team Walk Through Student Performance Goals ------------- Strategies & Interventions Monitoring Of Evidence Evaluating Task Reporting Professional Development Getting Results Process Flow DATA SOURCES Data Summary Step 1 Step 2 Step 3 Step 4 Step 5 Repeat Steps 1 through 5 for each component of the SIP. TARGETSACTION SEQUENCES DOCUMENTATION

10. Summarize the Shared Values Summary includes the shared values, mission, core beliefs, and vision of the school community Summary includes the shared values, mission, core beliefs, and vision of the school community

11. Data Collect, Synthesize, Prioritize and Summarize Data Collect, Synthesize, Prioritize and Summarize analyze student data identify most significant weaknesses/gaps prioritize weaknesses/gaps

12. Data Analysis Guide Worksheets to Assist in Analysis of Multiple Data Sources for School Improvement Planning

14. General Questions to Guide the Analysis of School Data Think about the following questions/issues/trends as you analyze data. We will end this guide by revisiting these questions. Separately consider the following for Reading and Mathematics: What does the data tell you about your school’s performance on the PSSA in terms of:  Trends across time?  Performance with regard to progress: i.e., percentage of students scoring Advanced & Proficient and Basic & Below Basic?  Performance across grade levels, if your school has more than one tested grade (i.e.,this year grades 3, 5, 8, 11; next year grades 3 through 8 and 11)?  Performance of relevant student groups (i.e.,any gaps between groups or with respect to the annual target)?  Performance by PSSA Reporting Category and Assessment Anchors?

17. PSSA Data Analysis Section B - Instructional Priorities Section C - Open-Ended Task Data Section D - Other Reading Assessment Data

18. TerraNova / Supera Analysis Worksheet - Reading Purpose: This document is designed to help you look at several years of TerraNova data by analyzing trends in preparation for identifying target areas for your School Improvement Plan. (Please remember this is one of multiple sources of data that you will use.) The information needed to complete the following two charts can be found in the School Profile on the District’s Website. Reading Grade% At/ Above National Average% in Bottom Quartile Fall 2002Spring 2003 Total

19. The information needed to complete this chart is located on the TerraNova Assessment Anchors Report for Reading (CRST 3).Gr.____Gr.____Gr.____Gr.____ Reading Analysis Questions What % of your students mastered Comprehension/Reading Skills? R.A. 1 F iction Texts What % of your students mastered Vocabulary Word Recognition? What % of your students mastered Inferences and Conclusions? What % of your students mastered Other Comprehension Skills? R.A. 2 N onfiction Text What % of your students mastered Vocabulary Word Recognition? What % of your students mastered Inferences and Conclusions? What % of your students mastered Other Comprehension Skills? R.B. 1.1, 1.2,1.3 A nalyze Fiction/Nonfic tion

20. Benchmark Test Data Analysis Cumulative Benchmark Test Results – October 2004 – June 2005  What do the data show about the school average percentage of items correct compared to the district average? For each Reading Standard, circle the grade level(s) where the average percentage of items correct was low( below 60%) and/or substantially lower( 5-10% point difference) that the average for the District: Grade Level: 3 4 5 6 7 8 9 10 1.1-Learning to Read Independently 3 4 5 6 7 8 9 10 1.2-Read Critically in All Content Areas 3 4 5 6 7 8 9 10 1.3-Reading, Analyzing and Interpreting Literature 3 4 5 6 7 8 9 10 1.7 Characteristics and Functions of the English Language 3 4 5 6 7 8 9 10 1.8 Research Comments: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________

21. Data Analysis Activity Do you notice a difference across years? What about across grades? Are there discrepancies between Reading and Language? What are the instructional implications for your school? Turn to a partner and share your findings.

22. Benchmark Data Analysis Activity

23. Root Causes Introduction & Exercises

24. Root Causes A Root Cause is the deepest underlying cause or causes of positive or negative symptoms within any process, which if removed, would result in elimination, or substantial reduction, of the symptom.

25. Why Root Cause Analysis ? Root Cause Analysis: helps to eliminate the problem, not just the symptom conserves scarce resources promotes discussion and reflection provides rationale for strategy selection

26. Determining Root Causes Will correcting or eliminating this root cause result in success? If yes, then it is a root cause. If no, then it is a contributing factor.

27. Possible Root Cause If teacher content knowledge improves greatly, then student achievement will increase. Is this necessarily true?

28. A Guide for Identifying Root Causes “We can talk or dream about the glorious schools of the future or we can create them.” Marilyn Ferguson

29. Dimensions of School Improvement SUPPORTING REALM parents governance personnel ENABLING REALM materials schedules professional development organizational structures CORE REALM instruction curriculum assessments school leadership monitoring staff accountability for performance others identified by the school funding student readiness to learn others identified by the school

30. Checking for Understanding What are your questions about analyzing data and identifying root causes?

31. Step 1: Data Where are we now? Step 1: Data Where are we now? Summary – includes highlights of the analyses of student data Summary – includes highlights of the analyses of student data Identification of root causes that prevent or promote student achievement Identification of root causes that prevent or promote student achievement

32. Step 2: Design Where do we want to go next? Step 2: Design Where do we want to go next? Select research based, high leverage strategies that address the root causes Select research based, high leverage strategies that address the root causes Action sequence for reading and mathematics is required Action sequence for reading and mathematics is required Thematic schools may select a strategy to support their theme Thematic schools may select a strategy to support their theme

33. Step 3: Delivery How are we going to get there? Step 3: Delivery How are we going to get there? Same process Same process Importance of building capacity of staff Importance of building capacity of staff Maximum use of resources (human and financial) Maximum use of resources (human and financial)

34. Step 4: Development of People What additional skills do we need? Step 4: Development of People What additional skills do we need? Determine training and skills needed by staff Determine training and skills needed by staff Professional development calendar aligns to address root causes/student needs Professional development calendar aligns to address root causes/student needs

35. Step 5: Documentation How do we track our progress? Step 5: Documentation How do we track our progress? Effectiveness of strategies Effectiveness of strategies Documentation process (time intervals) Documentation process (time intervals)

36. Milestones of Progress Quality of Teaching Quality of Teaching Quality Leadership Quality Leadership Artful Use of Infrastructure Artful Use of Infrastructure Continuous Learning Ethic Continuous Learning Ethic

37. Checking for Understanding What are your questions about the action sequence?

38. What can you expect for September?