Getting Results! v3.0/070304 Performance Fact, Inc. (2003, 2004) 1 GETTING RESULTS! 2009 to 2010 School Improvement Plan School: California Area

“Getting Results!” – v3.0/070304 © Performance Fact, Inc. (2003, 2004) 1

“GETTING RESULTS!” 2009 to 2010 School Improvement Plan

School: California Area Elementary School

District: California Area School District

Principal: Michael S. Sears

Address: 40 Trojan Way, Coal Center, PA 15423

Phone: 724-785-5800 Fax: 724-785-5458

E-mail: [email protected] Date: _________________

PENNSYLVANIA DEPARTMENT OF EDUCATIONA Framework for School Improvement Planning


PENNSYLVANIA DEPARTMENT OF EDUCATIONGETTING RESULTS! – A Framework for School Improvement Planning

“Getting Results!” is a framework for school improvement planning developed by the Pennsylvania Department of Education (PDE); it was first released in Fall 2003. Getting Results! is one among a number of tools and support services that PDE’s Bureau of Assessment & Accountability provides to schools, as we shift from ‘compliance-oriented’ approaches to models that strengthen local autonomy with greater accountability for performance.

This version of “Getting Results!” incorporates enhancements based on feedback and suggestions received from schools and Intermediate Units (IU) that used the Fall 2003 version of the school improvement planning framework. Furthermore, this revised version of “Getting Results!” is closely aligned in content and format to “Leading for Learning!”, the proposed framework for district strategic planning. Schools are not required to use the framework; however, all schools that are required to develop school improvement plans must address the core requirements outlined in this framework in their individual school improvement plans. Other schools are encouraged to consider using the framework, if they perceive benefits over their current planning processes. The PA Intermediate Unit Directors and their curriculum coordinators participated in the redesign of “Getting Results!” and are actively involved in the roll-out and technical assistance to schools and school districts. Their continuing partnership with PDE makes this work possible and adds value for Pennsylvania’s schools. Performance Fact, Inc. facilitated the design and development of the “Getting Results!” framework, conducted the training of the core technical support team of IU and PDE staff, and guided the roll-out across the state. The Performance Fact team was lead by Mr. Mutiu Fagbayi (President/CEO).

We welcome your comments and suggestions. Please send them to:Carina Wong

Director, Assessment & Accountability Pennsylvania Department of Education

333 Market Street, 10th FloorHarrisburg, PA 17126-0333


OUTLINE OF THIS SCHOOL IMPROVEMENT PLANNING WORKBOOK

Topic Page

Preamble: “WHY PLAN?” 4

Building Blocks of the Planning Framework 5-7

Executive Summary of your school improvement plan 8

How this Framework will help you meet the Core Requirements of your school improvement plan

9-10

Shared Values, Mission & Vision 11-12

2005-2007 Student Achievement Improvement Target 13

Action Sequence … in 1-2-3-4-5 Steps 14-19

Calendar of Continuous Professional Learning & Collaboration 20

Milestones of Progress 21

Reference Materials & Resources 22-29


Preamble“WHY PLAN?”

A primary aim of planning is to facilitate unity of purpose, or alignment. Alignment is the process of reaching mutual understanding about common goals. It gives shared meaning to the work of the school or school district, thereby enabling successful accomplishment of the goals of the organization.

Alignment, like a magnet, is a force that coalesces and focuses all stakeholders and propels them forward as one. Alignment ensures that the organization is in balance; it makes certain that all parts and all parties ‘fit’ together and are moving in the same direction.

The absence of alignment, i.e., misalignment, is “conflict” – among people, programs, processes, resources, etc. Like an automobile out of alignment, misaligned schools or districts develop serious problems when underlying issues are not addressed in a timely manner. They become difficult to ‘steer;’ the ‘parts’ rub against one another, generating ‘heat’ and producing ‘friction’ and rapid ‘wear-&-tear.’ In sum, such organizations operate at less-than-peak performance, and the results they produce are often inconsistent.

A disciplined framework for planning is a vital tool for bringing about alignment of people, programs, processes and resources. The resulting plan offers a coordinated roadmap for continuous improvement of educational practices and student achievement. Such a plan is, in reality, an expression of the school’s or school district’s fondest wishes for students, staff and stakeholders.

Leading for Learning! is the district strategic planning framework proposed by the Pennsylvania Department of Education. Getting Results! is the companion framework for school improvement. Both frameworks use identical building blocks and emphasize similar high-leverage educational practices for PreK-12 system. They represent the first steps towards the goal of district-wide and school-wide alignment, respectively. Together, they offer the promise of strong results for all students through continuous improvement of educational practices.

“The presence of conflict is misalignment on common purpose.There is no conflict in alignment.”

- Aaa


PENNSYLVANIA DEPARTMENT OF EDUCATION“LEADING FOR LEARNING!” ** “GETTING RESULTS!”

District Strategic Planning BUILDING BLOCKS School Improvement Planning

1. Collective Outcome

2. Collective Will

3. Collective Skill

4. Collective Action5. Collective Accountability

What WeKNOW

to be important

What WeWANTfor ALL Students

What We COMMIT

to

What WeACCOMPLISH

What We DO


COREEDUCATIONAL

PRACTICES

STRONGRESULTSfor ALL

STUDENTS

COREPURPOSE

MILESTONESof

PROGRESS

ACTIONSEQUENCE

1. What we WANT for our students

2. What we COMMIT to

3. What we KNOW to be important

4. What we DO5. What we ACCOMPLISH




Data

Desig

n

Deliv

ery

Deve

lopm

ent o

f Peo

ple

Do

cum

enta

tion

ContinuousLearning

Ethic Artful Use of Infra-structure

QualityTeaching

QualityLeadership

1. Results for Students

2. Core Purpose

3. Core Educational Practices

4. Action Sequence5. Milestones of Progress

Shared Values

**Mission

**Vision

QualityLeadershi

p

QualityTeaching

ContinuousLearning

Ethic

Artful Use of Infra-

structure

By –date-, we will

accomplish….

StudentAchievementImprovement

Targets




EXECUTIVE SUMMARY OF YOUR SCHOOL IMPROVEMENT PLANDO this page LAST

Summarize the highlights of your school improvement plan, using easy-to-understand language that will assure the buy-in and commitment of your stakeholders, including parents/families, students, staff, and community

partners.


This section contains templates for the required components of your school improvement plan. The templates are optional; you are free to substitute another format that works for you. Regardless of the format/template you choose, however, please note that all school improvement plans must address the areas described below. Guiding Questions are provided to assist you.

Improvement Targets: A one-page summary of the 2005-2007 improvement targets, already pre-defined for every school in the state.

What you need to do: Simply insert the page as is or – if you prefer a different format – include the information in your Plan.

All schools must describe their improvement efforts for three improvement target areas: reading, mathematics, and student participation in state assessments. Furthermore, K-8 schools only must address the attendance improvement target while high schools only must address the 4-year graduation rate improvement target. Please describe your improvement efforts for all areas even if your school met its improvement target for some of them.

Core Beliefs & Mission: A one-page template to summarize your school (and/or district) shared values (or core beliefs), your educational vision, and your mission.

What you need to do: Write your shared values (core beliefs), vision and mission in the space provided. If you need more writing space, please add additional sheets.

Action Sequence … in 1-2-3-4-5 Steps!: A three-page template highlighting where you are now (‘Data’); where you want to go next (‘Design’); how you are going to get there (‘Delivery’); what professional development you need (‘Development of People’); and how you will document your progress (‘Documentation’).

The template is organized around Pennsylvania’s four core educational practices: Quality Teaching, Quality Leadership, Artful Use of Infrastructure and Continuous Learning Ethic. The components of each of the core educational practices are also provided in the ‘spine’ of the template (in the far-left column). Use these components as a framework for your team’s discussions and for identifying the specific action steps to include in your school improvement plan. Guiding Questions framed around the components are also provided to assist you.

Remember: You do not have to include every component in the ‘spine’ in your plan; rather, focus on the vital few components you believe will have the greatest impact on the quality of teaching-&-learning.

---------------- continued on next page

HOW THIS FRAMEWORK WILL HELP YOU MEET THECORE REQUIREMENTS

of YOUR SCHOOL IMPROVEMENT PLAN


What you need to do:

1. Regarding the “DATA” phase of the Action Sequence … in 1-2-3-4-5 Steps! …

i. Reflection on student results: Analyze and interpret student data from multiple forms of assessments over a period of 2-3 years. Include PSSA results, curriculum-embedded assessments, Value-added Assessment System (VAAS) analyses, Progress Monitoring data, teacher records & observations, student feedback, and parent comments. Be sure to analyze trends that seem to apply to all students as well as trends in performance you observe about student subgroups (e.g., Special Education, economically-disadvantaged students, English language learners, racial/ethnic subgroups). Guiding Questions are provided to assist you.

ii. Reflection on educational practices: Student results provide insights into the efficacy of teaching-&-learning for all students as a collective and for sub-populations. Using the Guiding Questions as a starting point, reflect on what the current level of student results suggests about effectiveness of your school’s current practices for improving Quality Teaching; Quality Leadership; Artful Use of Infrastructure; and Continuous Learning Ethic. Next, identify opportunities for improvement in each of the four areas.

2. Regarding the “DESIGN” phase of the Action Sequence … in 1-2-3-4-5 Steps! …i. Based on the reflection about student results and educational practices you conducted during the “Step 1: DATA” phase,

identify the vital few research-based approaches, successful models, or promising ideas which you believe will have the greatest impact on improving the quality of teaching and learning. In addition to the Guiding Questions provided, consider other questions or issues relevant to your school’s experiences and unique circumstances.

ii. Satisfy yourself that your vital few ideas flow logically from your analysis, and consist of high-leverage strategies that form a coherent instructional roadmap.

3. Regarding the “DELIVERY” phase of the Action Sequence … in 1-2-3-4-5 Steps! … i. Based on the vital few high-leverage strategies you identified during the “DESIGN” phase, map out the step-by-step tasks

that need to be accomplished, the timeline for completing the tasks, the timeline & responsibility for each task, the resources you will need, and the evidence of accomplishment of the task.

4. Regarding the “DEVELOPMENT OF PEOPLE” phase of the Action Sequence … in 1-2-3-4-5 Steps! …i. Based on the strategies identified in the “DESIGN” phase and the specific tasks outlined in the “DELIVERY” phase, identify

the continuous professional learning you will need in order to implement your plan successfully. Specifically, identify what teachers, staff and administrators need to know, learn, and be able to do to improve the quality of teaching-&-learning.

5. Regarding the “DOCUMENTATION” phase of the Action Sequence … in 1-2-3-4-5 Steps! …i. Identify what evidence you will monitor along the way to document your progress and to make mid-course adjustments as

needed (e.g., student assessments & work-samples, indicators of instructional effectiveness, measures of continuous learning & collaboration). Specify the intervals or junctures at which the evidence will be gathered/presented.

REPEAT Steps 1 through 5 for each student achievement improvement target, as appropriate.

HOW THIS FRAMEWORK WILL HELP YOU MEET THECORE REQUIREMENTS

of YOUR SCHOOL IMPROVEMENT PLAN


Guiding Questions & Points-to-Ponder regardingSHARED VALUES, MISSION & VISION

SHARED VALUES (or Core Beliefs)

Consider the following Guiding Questions as you reflect on your current set of shared values (core beliefs) or as you develop new ones. Through discussion and involvement of all stakeholders, strive for school-wide consensus on the following key questions.

1. Regarding expectations for student learning *

Can all students really learn? What exactly do we expect all students to learn? How will we respond when all of them don’t learn it?

2. Regarding expectations for professional practice What standards will we hold ourselves to relative to the quality of our instructional practices? What are our expectations regarding professional collaboration & continuous learning? How will we ensure internal accountability within our professional community?

3. Regarding relationships among stakeholders What values will guide/ground conduct & relationships among stakeholders in our learning community – student-to-student; student-to-staff; staff-to-staff; staff-to-parents/families; school-to-community. How must our shared values change to reflect the culture we want & the results we desire for students?

* Adapted from Professional Learning Communities at Work by Richard DuFour & Robert Eaker

MISSION (or Purpose)

The mission is the statement of your school’s essential purpose – its reason for being. The mission gives a shared meaning to the work of the school. A good mission is a driving force for productive change – it is a declarative statement of “what we have come together to experience and to accomplish,” consistent with the school’s shared values.

As you reflect on your school’s mission, consider the following: What does your school need to be like or be about in order for you yourself to find personal meaning in its mission and personal alignment with its goals? Does our mission promote student achievement and/or excellence in educational practice.

VISION Your school’s vision is a clear, compelling ‘picture’ of the desired state; it is an image of what your school will be like when you are being your best. In that sense, the vision sets the “standards” for action and performance.

Consider these points relative to your school’s vision: Does our vision reflect strong results for all students? Does our vision honor quality professional practices? Is our vision clear about the standards and expectations for all?


SHARED VALUES, MISSION & VISION

Summarize your school’s shared values, mission, and vision below. Use additional sheets of paper, as needed.


1. READINGAt least 54% of all students will be proficient in Reading, as measured by the annual state-wide PSSA assessments.

2. MATHEMATICSAt least 45% of all students will be proficient in Mathematics, as measured by the annual state-wide PSSA assessments.

3. STUDENT PARTICIPATION IN STATE ASSESSMENTSAt least 95% of eligible students will participate in required state-wide assessments.

4. STUDENT ATTENDANCE (K-8 only)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 sub-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:


Worksheet for “Step 1: DATA” of the ACTION SEQUENCEAnalysis of Student Achievement in READING & MATH using Data from Multiple Sources

A. Check (√) subject that is the focus of this data analysis: [ ] Reading [ ] Mathematics

B. Check (√) student populations included in this analysis:[ ] All students [ ] Economically disadvantaged [ ] Racial/Ethnic [ ] Regular Education [ ] Gender[ ] English Language Learners [ ] Special Education [ ] Migrant [ ] Other _____________

1. Analyze Student Data – What did you learn from your analysis of student data? List the areas of weakness in student achievement, i.e., specific content and skills these students have not learned well, based on data from the most recent year.List the strengths in student achievement, i.e., those areas these students have mastered, based on data from the most recent year. Compare these trends to strengths and weaknesses in student achievement from the previous 2-3 years.

PSSA Data

School / District Formative Assessments or Curriculum-embedded Assessments

Other Student Data (e.g., teacher records/observations; student portfolios/projects; student surveys; school climate data; parent feedback)

2. Identify most significant weaknesses – Based on your analyses, summarize the most significant weaknesses in student achievement. Identify specific content and skills these students have not mastered.

3. Prioritize weaknesses – Prioritize the weaknesses to identify 2-4 priorities your improvement plan will target in order to significantly improve student achievement.


Worksheet for “Step 1: DATA” of the ACTION SEQUENCEHighest-Priority Weaknesses in Student Achievement across Student Populations

Student Population

Highlights of the Analyses of Student Achievement Data by Student Population

Top 2-4 Highest-priority Weaknessesor Improvement Opportunities

All Students

Economically Disadvantaged

Racial / Ethnic

English Language Learners / Migrant

RegularEducation

Special Education

Gender

Other (specify)________________

Use additional sheets of paper as needed.


Student achievement is an effect whose cause lies in the quality and efficacy of educational practices. Use the following Guiding Questions to reflect on the current state of educational programs and practices at your school. Then, identify the “root causes” of the highest-priority weaknesses uncovered during your analyses of student data. The Guiding Questions have been organized according to Pennsylvania’s What’s Important & What Works: High-leverage Educational Practices for PreK-12. Consider each Guiding Question relative to the weaknesses in student achievement; then select the ‘vital few’ research-based or promising strategies to form the basis of “Step 2: DESIGN.”

a) Are the learning needs of students and student subgroups matched to the skills & experience of their teachers? Do all students have equitable access to the school staff most likely to accelerate their learning and achievement? (High-leverage Practice 1.1)b) Has your school reached consensus on its instructional vision and adopted a coherent roadmap for implementing that vision? How well do school resources align with the instructional vision and roadmap? (High-leverage Practices 1.2, 3.2)c) Is your instructional program clearly aligned to state standards and assessments? (High-leverage Practice 1.2)d) Do you have consensus on what is effective instruction? What is the consistency in instruction across grade levels, across classrooms and across subjects? How are school resources (people, time, money, etc.) allocated to improve instruction? (High-leverage Practices 1.3, 3.2)e) Do all students have access to challenging curriculum that demands they meet high standards? What do you do when students/subgroups have not met those standards? How do you hold yourselves accountable for student learning? (High-leverage Practices 1.2, 1.3, 2.3, 4.3)f) What is the level of student and family responsibility for student learning? Are parents/families aware of the learning goals for their students? Do students and families get regular feedback about student progress? (High-leverage Practice 3.1)g) Are relationships and communication among staff positive, honest, and trusting? Between staff and students? Among students? Does the school culture promote ‘denial/confrontation’ or constructive problem-solving? (High-leverage Practice 2.3)h) How often do you monitor and report on student progress? What formative or curriculum-embedded assessments do you use and when? How do you use the data from the formative assessments to diagnose the effectiveness of instruction and to define professional development priorities on a continuous basis? (High-leverage Practice 1.2, 2.2, 4.1, 4.2)i) What is the availability of intervention programs for ‘struggling’ students or subgroups? Are such programs staffed by people with the knowledge and skills to accelerate student learning? How do you monitor their effectiveness? (High-leverage Practices 1.3, 3.2, 3.3)j) Are you spending adequate, uninterrupted time on core instruction (before, during, and after school)? (High-leverage Practice 3.2) k) Is “sacred” time set aside for professional learning and collaboration throughout the school year? Is staff collaboration focused on student work and collegial discourse about professional practice? Is a firm professional learning & collaboration calendar defined up front? (High-leverage Practices 4.1, 4.2, 4.3)l) Does your school have an instructional leadership team that is attentive to the development of a professional learning community; maintains a focus on evidence-based teaching-&-learning; models leadership accountability? (High-leverage Practices 2.1, 2.2, 2.3, 4.1, 4.3)m) Does the principal spend at least 50% of his/her time directly monitoring, supervising, modeling and reinforcing good teaching practices? Does he/she provide timely differentiated professional development opportunities for all staff? Does he/she expect all staff to continuously improve own practices, collaborate with colleagues and support school-wide goals? (High-leverage Practices 1.3, 2.2, 2.3, 3.3, 4.1, 4.2, 4.3)n) What other questions or ‘local conditions’ must you consider to fully understand the root causes of student achievement at your school?

Worksheet for “Step 1: DATA” of the ACTION SEQUENCEGuiding Questions to clarify the “Root Causes” of Student Achievement


ACTION SEQUENCE … in 1-2-3-4-5 Steps!District/School/Team: ________________________ Lead Person(s): _____________________ Date: _________________

Student Achievement Improvement Target [or educational practice(s) to be improved]:

Step 1: DATA (“Where are we now?”)

Summarize highlights of your analyses of student data and your reflection on the effectiveness of current educational

practices. Use the Guiding Questions and data from multiple sources and time-periods to isolate “root causes” of the

current status.

Step 2: DESIGN(“Where do we want to go next?”)

Based on the most important “root causes” identified in Step 1, identify the ‘vital few’ (2 to 4) research-based or

promising strategies you will implement. Emphasize strategies that enhance instructional practices and build

capacity of teachers, staff & administration.

Reflect on these high-leverage educational practices …

1. QUALITY TEACHING1.1 Qualified, effective teacher

1.2 Rigorous curriculum, reliable assessments and standards-aligned instructional materials

1.3 Evidence-based instruction for all; with targeted assistance for ‘struggling’ students, subgroups and staff

2. QUALITY LEADERSHIP2.1 Strong, capable instructional

leadership team

2.2 Unrelenting focus on evidence-based teaching-&-learning

2.3 Culture of trust, continuous improvement and accountability for performance

3. ARTFUL USE OFINFRASTRUCTURE3.1 Authentic relationships with

families, community, business and higher education

3.2 Strategic alignment and utilization of staff, facilities, time, fiscal resources and technology

3.3 Intensive supports for ‘struggling’ districts, schools and teams

4. CONTINUOUS LEARNING ETHIC

4.1 Culture of evidence-based collaborative practice

4.2 Culture of continuous professional learning

4.3 Culture of collective professional accountability


Evidence of Effectiveness?

How will we know our strategies are

working?

With What?Resources Required &

Funding Source

By Whom?Persons Involved

(‘+’ denotes Lead person)

By When?Start /

End Date

What needs to be done?Specific Actions to improve

educational practices

Step 3: DELIVERY(“How are we going to get there?”)

Detail the specific tasks to be completed in order to successfully implement each of the research-based or promising strategies you selected in Step 2. Complete each column. Use additional sheets, as needed.



Reflect on these high-leverage Educational practices …





leadership team











DONE?√


Step 4: DEVELOPMENT OF PEOPLE(“What additional skills/training do we

need?”)

List the additional skills, training, continuous learning, etc. needed to successfully carry out the tasks outlined in Step 3.

Be sure to include them as priorities on your Professional Development Calendar.

Step 5: DOCUMENTATION(“How do we track our progress?”)

Summarize the evidence you will gather in the aggregate to demonstrate the effectiveness of your chosen research-based or promising strategy. Identify the documentation

process and time-interval collecting the evidence.



Reflect on these high-leverage educational practices …





leadership team












Calendar for Continuous Professional Learning & Collaboration

Date/TimeWhen?

ParticipantsFor whom?

Topic/Focus/PurposeWhat?/Why?

Delivery FormatHow?

Facilitator/ProviderBy whom?

Based on information from Step 4 (Development of People), summarize your professional development priorities below..Include the calendar and areas of focus for the ‘sacred’ time set aside on a regular basis for staff collaboration.


Milestones of Progress

What will be accomplished … By When … By Whom ...

QUALITY TEACHING

QUALITY LEADERSHIP

ARTFUL USE OF INFRASTRUCTURE

CONTINUOUS LEARNING ETHIC

Milestones are “markers” or “junctures” that indicate steady progress towards our goal; they should be defined up front. Attainment of milestones suggest we are on track; a missed milestone is a sign that something could be amiss, thereby providing timelyopportunities for problem-solving and midcourse correction. Use the space below to identify activities/events that must be completed and/oroutcomes that must be produced by specific individuals or teams, by a specific date.


REFERENCE MATERIALS & RESOURCES Technical Core Team for 2004-2005 Getting Results! Framework

What’s Important & What Works: High-leverage Practices for PreK-12 Quality Teaching (1.1, 1.2, 1.3) Quality Leadership (2.1, 2.2, 2.3) Artful Use of Infrastructure (3.1, 3.2, 3.3) Continuous Learning Ethic (4.2, 4.2, 4.3)

Adequate Yearly Progress (AYP) – Annual Improvement Targets for READING

Adequate Yearly Progress (AYP) – Annual Improvement Targets for MATH

Assurance for Additional NCLB Requirements for Title I School Improvement Plan Links to Supplementary Information Relating to Getting Results!

Getting Results! Narrative Overview Quality Review Criteria for Getting Results! Improvement Plans Pennsylvania’s Assessment Anchors for Reading Pennsylvania’s Assessment Anchors for Mathematics

Guiding Questions for analysis of data for students receiving special education services

“Where can I go? Who can I call?” – Resources Specific to Subgroups & Special Education


Technical Core Team for 2004-2005 Getting Results!

The following people provided valuable input into the 2004-2005 version of the Getting Results! framework.They also participated in training and orientation sessions conducted by Performance Fact, Inc, and assisted with

the roll-out and communication of the framework to stakeholders across the Commonwealth of Pennsylvania.Their contribution is hereby acknowledged with gratitude.

Donald Burkins, Ph.D.; Director, Instructional Services, Lincoln IU12Mrs. Sally Chamberlain; Chief, Division of District & School Improvement (PDE)

Ms. Linda Cook; Director, Educational Programs, Northwest Tri-County IU5Ms. Felicia Harris; Education Administration Specialist, Division of Federal Programs (PDE)

Dr. Tracy Hinish; Director of Curriculum & Professional Development, Tuscarora IU11Dr. Parker Martin; School Improvement Specialist, Division of Professional Development (PDE)

Mr. Richard A. McCann; Director of Improvement Projects, Research for Better SchoolsMs. Renee Palakovic; Basic Ed Associate II, Division of federal Programs (PDE)

Dr. Robert Shields; Director of Curriculum & Instruction, Montgomery IU23

Lead Facilitator:Mr. Mutiu Fagbayi; President/CEO, Performance Fact, Inc.


1. QUALITY TEACHING


3. ARTFUL USE OF INFRASTRUCTURE

2. QUALITY LEADERSHIP

In every classroom and every school …

1.1 A qualified, effective teacher


1.3 Evidence-based instruction for all, with targeted assistance for ‘struggling’ students, subgroups and staff

In every school and school system …

2.1 Strong and capable instructional leadership team




3.1 Authentic relationships with families,community, business and highereducation

3.2 Strategic alignment & utilization of staff, facilities, time, fiscal resources and technology






What’s Important & What Works: High-leverage Practices for PreK-12

ContinuousLearning

Ethic Artful Use of Infra-structure

QualityTeaching

QualityLeadership


45%54%

63%72%

81%91%

100%

0%

20%

40%

60%

80%

100%


District Strategic Planning School Improvement Planning

Adequate Yearly ProgressREADING – Student Proficiency Targets by Year


35%45%

56%

67%78%

89%

100%

0%

20%

40%

60%

80%

100%

Adequate Yearly ProgressMATH – Student Proficiency Targets by Year


District Strategic Planning School Improvement Planning


Assurance for Additional NCLB Requirements for Title I School Improvement Plan * The No Child Left Behind Act of 2001 requires that schools identified for Title I School Improvement include the items listed below in

their school improvement plan(s). This is a checklist to help Title I schools incorporate NCLB requirements into Getting Results!, the state’s framework for school improvement planning. It is recommended that these components be built into the Design and Delivery components of your school improvement plan.

The __________________________ School District assures that the additional NCLB requirements for Title I School Improvement

Plans are included as indicated in the checklist below.______________________________________________________________ ____________School District Superintendent / Designee Date

The School Improvement Plan for this Title I School, includes the following:

1. Incorporate strategies based on scientifically based research that will strengthen the core academic subjects in the school and address the specific academic issues that caused the school to be identified for school improvement;

2. Adopt policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all groups of students specified in Section 1111(b)(2)(C)(v) and enrolled in the school will meet the State’s proficiency level of achievement;

3. Provide an assurance that the identified school will spend not less than 10% of the Title I funds made available to the school on professional development activities;

4. Directly addresses the academic achievement problem that caused the school to be identified for school improvement;5. Establish how funds will be used to remove schools from school improvement status; 6. Establish specific, annual, measurable objectives for continuous and substantial progress by each group of students specified in

Section 1111(b)(2)(C)(v) and enrolled in the school;7. Describe how the school will provide written notice about the school improvement identification to parents of each student enrolled

in the school;8. Specify the responsibilities of the school, the local educational agency and the State educational agency serving the school under

the plan; 9. Include strategies to promote effective parental involvement in the school; 10. Incorporate, as appropriate, activities before school, after school, during the summer, and during the extension of the school year;11. Incorporate a teacher mentoring program.

* As proposed for purposes of the Getting Results! requirements by Dr. Robert Shields, Director of Curriculum & Instruction Services, Montgomery County IU23.


Is the student IEP aligned with the school’s improvement targets?

Are the goals and objectives in the IEP based on student achievement of specific standards and assessment anchors?

Are the goals and objectives in the IEP measurable?

What type/s of data are collected to monitor the progress toward the achievement of each goal and objective?

Where is data collected; who collects the data; and how often is data collected to monitor the progress of each goal and objective?

Which Environments?Daily, Weekly, Monthly, or Quarterly? Teachers, Paraeducator, Parents, or Others?

Are the methods and tools used to collect data appropriately measuring progress of student performance toward the achievement of goals and objectives?

What is the procedure for analyzing the data? i.e.How often is data analyzed? At what point do the data indicate that additional or different interventions are needed?

What procedures are in place for reporting and communicating results of monitoring student progress to parents?

Are there specific groups of students, specific classrooms, or individual students who are not showing expected progress toward the achievement of the standards?

Data indicates that progress is adequate or better than expected;

Progress has stalled or has leveled The growth rate is less than expected;

What different or intensive, sustained instructional interventions have been implemented to accelerate learning?

Instructional Strategies Accommodations Materials Environments

Has the IEP team reconvened to discuss the student’s rate of progress toward achievement of the identified targets?

Are adjustments necessary in the areas of instructional interventions, services or supports?

Do the goals and objectives need to be less rigorous? Do the goals and objectives need to be more rigorous?

Does the IEP team have access to and an understanding of research-based practices to effectively use all available data to make decisions about instructional interventions, services and supports?

Has the IEP team looked at student data longitudinally to monitor expected progress across 2-3 years?

Guiding Questions regarding the analysis of data for students receiving special education services *

* Provided by Fran Warkomski, PATTAN


“Where can I go? Who can I call?” – Resources Specific to Subgroups and Special Education

www.k8accesscenter.org

http://www.ed.gov/rschstat/research/pubs/rigorousevid/guide_pg3.html

http://education.umn.edu/nceo

http://www.fcrr.org/

www.nichcy.org

http://www2.edc.org/NCIP/

http://www.interdys.org/index.jsp

www.teachingld.org

http://www.getreadytoread.org/

www.cast.org

http://www.ku-crl.org/

http://reading.uoregon.edu/

www.studentprogress.org

http://education.umn.edu/NCEO

http://dibels.uoregon.edu/

www.nifl.gov

www.w-w-c.org

http://www.proedinc.com/

www.interventioncentral.org

http://www.readingprogress.com

http://www.cepworldwide.com/

http://www.nichd.nih.gov/crmc/cdb/reading.htm

http://www.dropoutprevention.org/

http://www ideapractices.org/

http://idea.uoregon.edu/~ncite/

http://www.mdk12.org/instruction/ensure/tva/

http://www.sasinschool.com/evaas/resources/pages/articles.shtml

http://www.sasinschool.com

www.carnegie.org

www.edtrust.org

www.battellforkids.com

www.aasa.org/publications/conference/2003/fri_geannie.htm

www.mdk12.org/practices/ensure/tva/

www.iu13.k12.pa.us/inst_init_vaas.shtml

www.nga.org

http://www.keepkidslearning.org/

Subgroups Progress Monitoring PVAAS

* Provided by Fran Warkomski, PATTAN

http://www.studentprogress.org/

http://education.umn.edu/NCEO

http://www.nifl.gov/

http://www.w-w-c.org/

http://www.proedinc.com/

http://www.interventioncentral.org/

http://www.readingprogress.com/

http://www.cepworldwide.com/



http://www.dropoutprevention.org/





http://www.sasinschool.com/

http://www.carnegie.org/

http://www.edtrust.org/

http://www.battellforkids.com/

Documents

Getting Results! v3.0/070304 Performance Fact, Inc. (2003, 2004) 1 GETTING RESULTS! 2009 to 2010 School Improvement Plan School: California Area