1. School Improvement Planning Thompson School District Summer 2010 The horizon leans forward, offering you space to place new steps of change. -- Maya Angelou

2. CDE Stated Purposes of Improvement Planning Facilitate school and district Performance Management -- anchor for Accountability 2.0 Support school and district use of performance data to improve system effectiveness and student learning. Provide a mechanism for external stakeholders to learn about how schools and districts are making improvements. Meet state and federal accountability requirements (regardless of plan type assignment). OK, …WHAT’S MISSING HERE?

3. Planning Terminology For each of the terms on this slide, prepare to explain the term to a team member Terms: Performance Indicator Measure Metric Root Cause Action Step Interim Measure Implementation Benchmark

4. Planning Process  Who needs to be involved?  What questions should we ask?  What results in the data need our focus?  Who needs to be involved?  What questions should we ask?  What results in the data need our focus?  Identify Skills, Define Process & Timeline for SIP  What tools & support do we need?  Identify Skills, Define Process & Timeline for SIP  What tools & support do we need? *Identify Root Causes *Develop a THEORY OF ACTION *Identify Root Causes *Develop a THEORY OF ACTION Develop targeted research-based Action Plan Implement, Monitor progress, adjust plan Gather Data Engage school team in Data Dialogue Gather Data Engage school team in Data Dialogue DAY 2 TEAM FOCUS * DAY 2 CAPACITY BUILDING

5. Moving up the Data Continuum Brieter & Light, Light, Wexlar, Heinze, 2004 YOU ARE HERE

6. SIP Timeline Sept 15, 2010 SIP Due Nov 15, 2010 SIP UDATE Due Feb 15, 2011 SIP UPDATE Due May 15, 2011 SIP UPDATE Due

7. CDE Unified School Improvement Planning Template Major Sections: I. Summary Information about the school CDE Will Provide I. Improvement Plan Contact Information 5 Minutes II. Narrative on Data Analysis and Root Cause Identification SCHOOL TEAM FOCUS III. Action Plan(s) SCHOOL TEAM FOCUS

8. School Improvement Unified Planning Template IV. Action Planning III. Narrative on Data Analysis and Root Cause Identification I.Data Organization Summary Information about the school II. Contact Information

9. Section III: Narrative on Data Analysis and Root Cause Identification Four Steps: 1. Gather and Organize Relevant Data 2. Analyze Trends in the Data and Identify Priority Needs 3. Root Cause Analysis 4. Create the Data Narrative Data Analysis Worksheet (table) Data Narrative for School (text box)

10. Multiple measures must be considered and used to understand the multifaceted world of learning from the perspective of everyone involved. -Victoria Bernhardt

11. For what do you use multiple data sources? To answer questions about performance: How has the school performed (trends and priority needs)? Why is school performance what it is (root causes)? To monitor school progress towards our targets (interim measures). To monitor implementation of improvement strategies (implementation benchmarks).

12. Section III, Step One: Gather and Organize Relevant Data Individually read “Gather and Organize Relevant data”. Consider the “Required reports.” and “Suggested data sources” Do you have access to the required reports? Consider the Suggested data sources table. Highlight any data you currently collect within your school.

13. Section III, Step Two: Analyze Trends and Identify Needs Individually read Step 2: Analyze trends and identify needs. Do a “whip around” at your table about the most important aspects of this step in the planning process.

14. Steps in Analyzing Data 1. Clarify how good was good enough for each performance indicator (SPF). 2. Interact with the data (measures) Highlight Create graphical representations Reorganize 3. Look for patterns, things that pop out (trends). 4. Brainstorm a list of facts (make observations) 5. Prioritize observations. 6. Turn observations into priority needs.

15. Steps in Root Cause Analysis 1. Generating explanations (brainstorm) 2. Categorize/ classify explanations 3. Narrow (eliminate explanations over which you have no control) 4. Prioritize 5. Get to root cause

16. Steps in Root Cause Analysis: Tools to use for different steps: Root Cause Analysis 1. Choose a Problem 2. Generate explanations (brainstorm) 3. Categorize/ classify explanations 4. Narrow (eliminate explanations over which you have no control) 5. Prioritize 6. Get to root cause 7. Targeted Action Steps Binder Tools for Support Potential questions to probe for Root Causes The Five Why’s Fishbone Diagram

17. Non-examples of Root Causes What is NOT a root cause? Student attributes (poverty level) Student motivation Brainstorm a few ideas with your table team of explanations that might appear to be root causes but don’t qualify.

18. Root Cause Activity As a team/table group, consider the following questions: Why is it important to identify root causes? How will you know when you have identified a root cause?

19. FISHBONE DIAGRAM

20. The Five Whys

21. Did we get to root causes? Ask the key questions for identifying whether a cause is a root cause: 1. Would the problem have occurred if the cause had not been present? 2. Will the problem reoccur if the cause is corrected or dissolved? 3. Will correction of dissolution of the cause lead to similar events?

22. Section III, Part 4 Data Narrative Narrative Description of: Trend Analysis and Priority Needs Root Cause Analysis Verification of Root Cause Tell the story of your data

23. Two Concurrent Planning Steps 1. Ensuring future activities are headed in the proper direction: Clarifying annual targets Identifying interim measures and associated targets. 2. Identifying Major Improvement Strategies Action steps Timeline Resources Implementation Benchmarks

24. Action Planning Consider the Action Planning section of the Basic Steps in Improvement Planning. A = School Goals Worksheet: Establish Annual Targets and Interim Measures B = Identify Major Improvement Strategies and Implementation Benchmarks C= Monitor Progress Share: major ideas, local connections

25. Clarify Annual Targets In ESEA performance indicator areas, annual targets have been set (See AYP Proficiency Targets and Safe Harbor). Schools will need to set annual targets for the Education Accountability Act of 2009 performance indicator areas (considering state expectations). Annual targets should reflect current trends/needs as well as the desired end-point.

26. Interim Measures Interim measures must also be identified in each performance indicator area for which improvement is needed. Interim measures allow you to track your progress during the year.

27. Identifying Interim Measures Consider your local data sources: What data do you have available that will allow you to track progress towards your annual targets in each performance indicator area? When will it be available? How will school stakeholders use it? What additional data is needed to monitor progress towards your targets?

28. Major Improvement Strategies Respond to root causes of the problems you are attempting to remedy. Action steps are smaller activities that fit within larger major improvement strategies. Strategies and Action Steps must be associated with resources (people, time, money).

29. Implementation Benchmarks What is the difference between interim measures and implementation benchmarks? How will you know your major improvements strategies (and aligned action steps) have been implemented? What will you monitor? Consider your local data sources Set a calendar for when you will look at the implementation benchmarks.

30. What School Plans will be reviewed by the State? The state will NOT review all school plans. Based on SB09-163, the state will review: Priority Improvement Plans Turnaround Plans Based on ESEA, the state will: Monitor districts to determine if school plans are in place (e.g., desk review, onsite visits) This includes schoolwide plans, targeted assistance plans and school improvement/corrective action/ restructuring plans.

31. Who Will Review School Plans? District administration is expected to review all school plans. Local school boards must adopt priority improvement and turnaround plans. The principal and superintendent (or his designee) must adopt school performance and improvement plans. The School Accountability Committee must approve. A state review panel appointed by the commissioner will review all state required turnaround plans. The state review panel MAY review priority improvement plans. District must use peer review if school is on Title I Improvement, Corrective Action or Restructuring within 45 days of submittal.

32. What criteria will be used to review plans? Checklist for State Accountability Checklist for Title I Schoolwide Programs Checklist for Title I Targeted Assistance Programs Checklist of ESEA Requirements for School Improvement, Corrective Action and Restructuring Plans

33. Planning to Plan As you move through each step in the planning process, consider: Timing What will we do? Who will be involved? What tools/support do we need?