11 One Common Voice – One Plan School Improvement Gather: Getting Ready Module

11

One Common Voice – One Plan School Improvement

Gather: Getting Ready Module

22

One Common Voice – One PlanSchool Improvement Planning Process

DoImplement Plan

Monitor Plan Evaluate Plan

PlanDevelop Action Plan

StudyAnalyze Data

Set Goals & Measurable Objectives

Research Best Practice

StudentAchievement

GatherGetting ReadyCollect DataBuild Profile

33

One Common Voice – One Plan

As we think about the abilities and willingness of schools for continuous improvement, how can we tell if they are ready to do school improvement work?

TURN AND TALK• Record key thoughts on

top half of chart paper• Designate a person to be

prepared to share out

44

One Common Voice – One Plan School Improvement Planning Process

DoImplement Plan

Monitor PlanEvaluate Plan


StudyAnalyze Data



GatherGetting ReadyCollect Data Build Profile

StudentAchievement

5


Gather: Getting Ready

66

One Common Voice – One Plan Gather: Getting Ready

Overview

Ability vs. Willingness

School Improvement Team (SIT) Members

Required Components of School Improvement

Comprehensive Needs Assessment (CNA)

Mission and Vision

Effective Meeting Protocols

School Level Change – 1st and 2nd Order

Vocabulary

Comprehensive Needs Assessment (CNA)

School Data Profile

School Data Analysis

School Process Profile

School Process Analysis

Summary Report

School Process Rubrics

EdYES! Subset

Standards Assessment Report (SAR)

Self Assessment (SA)

Mission

Vision

First and Second Order Change

77

Do we have the ability - the knowledge, experience, and skills - to plan and implement school improvement initiatives?

Are we willing – do we have the confidence, commitment, attitude, and motivation - to plan and implement school improvement initiatives?


Gather: Getting Ready?

88

There is a Holding and Tending to Spirit/Culture module that is available at:

Mi Map Tending to Spirit/Culture(See Modules 3-2)

One Common Voice – One PlanGather: Getting Ready

99


Activity Checklist Ability or Willingness?

• As an individual, determine whether each checklist item is a representation of “Ability” or “Willingness”.

• Check for consensus among your tablemates.• How will this checklist help you in “Getting

Ready” for the school improvement process?

1010

Description Yes No

1. School Improvement Team members and staff understand that the continuous school improvement process is a process, not an event, and that the first “round” will take a number of months to complete.

2. School Improvement Team members know and understand the various requirements for school improvement (PA 25 and Title I) as well as the timeline for completion of each of these requirements.

3. Staff members have an understanding of the common vocabulary.

4. SIT and Staff members develop a building Mission, Vision and Belief Statement that focuses on actions that will improve student achievement.

5. SIT members are able to locate resources that provide support for the school improvement process.

6. There is a process in place that ensures alignment between the school plan and the district plan, i.e. the district plan is informed by the building plans.

7. SIT and Staff members follow a team protocol that values individual input into decision making.

8. Staff members are able to use multiple types and sources of data for decision making.

9. Staff members are receptive to the idea that change may be necessary.

One Common Voice – One PlanGetting Ready for School Improvement

1111


The School Improvement Team (SIT) includes: REQUIRED TEAM MEMBERS

* Administrators* Teachers* Other School Employees* Students, when appropriate* Parents of Title I Students* Parents of non-Title I Students* Community Members* Board Members

SIT Membership

* A person knowledgeable about the continuous improvement process, as well as a person who is able to provide technical assistance for the process should be available.

1212

One Common Voice – One Plan Required Components of

School ImprovementRequired Items that have been built into the Template Design

Comprehensive Needs Assessment (1)Legislative CitationA comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in Section 1111(b)(1). [NCLB Act Sec. 1114 (b)(1)(A)] Assesses the needs of the school relative to each of the components of the schoolwide program under Section 200.28 as described in Section 200.26 (a)(ii).

3-5 year comprehensive school improvement plan cycle

Comprehensive Plan Requirement #1: Legislative CitationIN GENERAL— Any eligible school that desires to operate a schoolwide program shall first develop (or amend a plan) for such a program that was in existence on the day before the date of enactment of the No Child Left Behind Act of 2001, in consultation with the local educational agency and its school support team or other technical assistance provider under Section 1117, a comprehensive plan for reforming the total instructional program inthe school that describes how the school will implement the components described in paragraph (1). [NCLB Act Section 1114 (b)(2)(A)(i)]

Mission Statement

Goals based on academic objectives for all students

Local board of education approval of the SIP

Local district approval of the SIP

Evaluation of School Improvement Plan Legislative Citation(c) Evaluation. A school operating a schoolwide program must –(1) Annually evaluate the implementation of, and results achieved by, the schoolwide program, using data from the State’s annual assessments and other indicators of academic achievement(2) Determine whether the schoolwide program has been effective in increasing the achievement of students who had been furthest from achieving the standards(3) Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program.[Section 200.26(c) of the Title I Final Regulation]

1313

One Common Voice – One PlanGather: Getting Ready

Mandate Activity

Required Components of School Improvement

Considering your school’s current status, i.e. Title I Targeted Assistance, Title I Schoolwide, Improvement Phase Status, etc., go through the following three slides to determine which required items apply to your school.

1414


1515


1616


1717

One Common Voice - One Plan

1818

One Common Voice - One Plan Creating a Common Vocabulary for

School Improvement

A comprehensive needs assessment* includes five components….1. School Data Profile2. School Data Analysis3. School Process Profile4. School Process Analysis5. Summary Report

*Comprehensive needs assessments may vary, however, in Michigan, the School Process Profile must include one of four designated options.

Common Vocabulary

1919

The Michigan Comprehensive Needs Assessment(CNA)* includes these same components….1. School Data Profile2. School Data Analysis3. School Process Profile4. School Process Analysis5. Summary Report

*Comprehensive needs assessments may vary, however, in Michigan, the School Process Profile must include one of four designated options.

One Common Voice - One Plan Creating a Common Vocabulary for

School Improvement

Common Vocabulary

2020

One Common Voice - One Plan Michigan Comprehensive Needs

Assessment

In Michigan, all schools must complete one of these four School Process Profile options:

School Process Rubrics (90) or

EdYes! Subset (40)

or

Standards Assessment Report (SAR)or

Self Assessment (SA)

MDE

NCA

2121

One Common Voice - One Plan School Improvement Process

• Getting Ready• Collect Data • Build Profile

School Data ProfileSchool Process Profile

• Analyze Data School Data AnalysisSchool Process AnalysisSummary Report

Set Goals & Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan

Comprehensive Needs Assessment

School Improvement Plan

2222

One Common Voice - One Plan School Improvement Planning Process

DoImplement Plan



StudyAnalyze Data



StudentAchievement


2323

Mission Statement: Why do we exist? • The mission question challenges members of the

group to reflect on the fundamental purpose of the organization, the very reason for its existence to ask, "Why do we exist?"

• Your Mission/Purpose Statement describes your

current reality. It needs to be crystal clear and only one line long.

Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998

One Common Voice - One PlanGather: Getting Ready

Mission Statement

2424

One Common Voice - One Plan Gather: Getting Ready

Mission Statement One Example: It is the mission of our school to help each and every child to realize his or her full potential and become a responsible and productive citizen and life-long learner who is able to use technology effectively and appreciate the multi-cultural society in which we live as we prepare for the challenges of the twenty-first century. Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998

2525


Vision Statements

Vision Statements: What do we wish to become?

Whereas mission establishes an organization's purpose, vision instills an organization with a sense of direction. It asks, "If we are true to our purpose now, what might we become at some point in the future?“ An effective vision statement articulates a vivid picture of the organization's future so compelling that a school's members will be motivated to work together to make it a reality. Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998

2626

A shared vision... • motivates and energizes people.• creates a proactive orientation.• gives direction to people within the organization.• establishes specific standards of excellence.• creates a clear agenda for action.

Professional Learning Communities at Work,Richard DuFour & Robert Eaker, 1998


Vision Statements

27


Vision Statements

Vision Example

• Community of learners who use technology effectively, appreciate the multi-cultural society in which we live and are prepared for the challenges of the 21st Century.

2828

There is a Holding a Shared Vision module that is available at:

Mi Map Holding a Shared Vision(See Modules 2-1)


Vision Statements

2929

Effective Meetings Protocol

• Preparation is critical!• Focus on the task at hand – school

improvement to impact student achievement.• Determine the facilitation process you will

utilize – i.e. Professional Learning Communities (PLC), SMART meetings, utilize action agendas, etc.

• Evaluate and follow up.


3030

There is a Sharing Decision Making module that is available at:

Mi Map Sharing Decision Making(See Modules 8-1, 8-2 and 8-4)


3131

One Common Voice - One Plan Gather: Getting ReadySchool Level Change

Types of change identified by research on the effects of the restructuring movement in schools.

First Order Changes

Second Order Changes

Specific classroom and schoolwide practices: Changes in efficiency, organization, specific practices, “change without difference.”

Philosophy, focus, and ownership: Systemic change, fundamental ethos, philosophy, beliefs driving practice “restructuring.”

3232

First and Second Order Changes

Smaller classes

Site-based councils

Ninety-minute teaching blocks

Schools within schools

First Order Change Second Order Change

Changing relationshipsand teaching strategies

Collaboration and ownership

Extended teaching and learning opportunities

New interactions and relationships

Coordinated focusedcurriculum

Teaching teams with common planning

Research shows that first order changes are NOT necessarily predictors of student achievement.


3333


Reference Unknown – Senge, Peter

3434

One Common Voice - One Plan School Improvement Planning Process

DoImplement Plan



StudyAnalyze Data



StudentAchievement


Documents

11 One Common Voice – One Plan School Improvement Gather: Getting Ready Module