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Virgin Islands Department of Education
District SuperintendentDeputy Superintendent
eSIP Roadmap 2011-2012Empowering
Students for Success
Sept/Oct
Feb PLC
Today’s Purpose:
Improve the quality of our school improvement plans
through guided reflection.
OutcomesParticipants will:Reflect on progress on Priorities 1 & 2 using school specific dataExpand the focus of School Culture (Priority 2)Revise school improvement plans based on data and reflectionsDiscuss Priority 3
Ms. Karen UnderwoodMs. Chris Crocco
Ms. Alexandria Baltimore-Hookfin
The Continuous Improvement Process
Plan
Do
Study
Act
Plan – Analyze where you are
– Set evidence-based goals (outcomes)
– Strategize how you can get there (what you’ll do, what you’ll need)
Do – Implement the plan
– Collect data on the process Study
– Analyze formative results
– Reflect on what’s going well, what needs to change
Act – Share results
– Decide to stay the course or modify as needed
Your conversation is the focus
“A single conversation across the table with a wise person is worth a month’s study of books.”
-Chinese Proverb
Two ToolsSIP Progress Reflection Guide
Actions TakenIndicators of SuccessEvidence of SuccessNext Steps
Discussion Questions for Facilitators
State Priority Actions TakenWhat have we done?
Indicators of SuccessWhat data indicators are we using to monitor our progress/success?
Evidence of Success/ProgressHow do we know we are on the
right track based on what the data are telling us?
Next StepsWhat should we continue?
What should we change/add/discontinue?
Student
Achievement:Reading
Student
Achievement:Mathematics
Student
Achievement:Writing
SIP Progress Reflection Guide
State Priority
Actions TakenWhat have we
done?
Indicators of Success
What data indicators are we
using to monitor our progress/success?
Evidence of Success/Progress
How do we know we are on the right
track based on what the data are telling
us?
Next StepsWhat should we
continue?What should we
change/add/discontinue?
Student
Achievement:
Reading
Provide at least 95 students whose
reading levels are two grades below with a 90 minute daily intervention (Read 180, System 44, Success Maker,
etc.).
Read 180 Growth Report. When the
program is used to fidelity, students should show an average growth of 70 to 100 Lexiles per
year.
SIP Progress Reflection Guide
State Priority
Actions TakenWhat have we
done?
Indicators of Success
What data indicators are we
using to monitor our progress/success?
Evidence of Success/Progress
How do we know we are on the right
track based on what the data are telling
us?
Next StepsWhat should we
continue?What should we
change/add/discontinue?
Student
Achievement:
Reading
Provide at least 95 students whose
reading levels are fifth grade or below with 90 minute daily intervention (Read
180, System 44, Success Maker,
etc.).
Read 180 Growth Report. When the
program is used to fidelity, students should show an average growth of 70 to 100 Lexiles per
year.
Approximately 50% of the students are growing at or above the expected
Lexile Growth rate.
-Teacher should conduct regular progress
monitoring and have data chats with students
and other teachers.-Frequent classroom
observations to determine if the program is being used to fidelity.
SIP Progress Reflection Guide
State Priority
Actions TakenWhat have we
done?
Indicators of Success
What data indicators are we using to monitor
our progress/success?
Evidence of Success/Progress
How do we know we are on the right track
based on what the data are telling us?
Next StepsWhat should we
continue?What should we
change/add/discontinue?
Student
Achievement:
Reading
TEACHERS WILL DIFFERENTIATE INSTRUCTION BY INCLUDING
BELLWORK (BASED ON STUDENT
DEFICIENCIES) WHOLE GROUP,
GUIDED INSTRUCTION,
BREAKOUT GROUPS
Read 180, PLATO reports. An expected increase of a 10% or
more in deficient areas.
-
SIP Progress Reflection Guide
State Priority
Actions TakenWhat have we
done?
Indicators of Success
What data indicators are we using to monitor
our progress/success?
Evidence of Success/Progress
How do we know we are on the right track
based on what the data are telling us?
Next StepsWhat should we
continue?What should we
change/add/discontinue?
Student
Achievement:
Reading
TEACHERS WILL DIFFERENTIATE INSTRUCTION BY INCLUDING
BELLWORK (BASED ON STUDENT
DEFICIENCIES) WHOLE GROUP,
GUIDED INSTRUCTION,
BREAKOUT GROUPS
Read 180, PLATO reports. An expected increase of a 10% or
more in deficient areas.
Using data from the universal screener, there
has been no progress shown in deficient areas.
-Further analysis of data to see if the trend is consistent among all
classes.-Continue to provide
professional development for all teachers in reading
strategies.- Classroom
walkthroughs
SIP Progress Reflection Guide
SIP Progress Reflection Guide:ReadingActions Taken: What have we done? (10 minutes)
Indicators of Success: What data indicators are we using to monitor our progress/success? (5 minutes)
Evidence of Success: How do we know we are on the right track based on what the data are telling us? (30 minutes)
Next Steps: What should we continue? What should we change/add/discontinue? (5 minutes)
Finding evidence in our dataPrioritizing data indicators – are they aligned
with outcomes?Is our data organized in a user-friendly way?Do we have quarterly/benchmark data that
show progress school-wide?What is this data telling us about our
progress to date?
Mr. Michael Harrigan
SIP Progress Reflection Guide:MathematicsActions Taken: What have we done? (10 minutes)
Indicators of Success: What data indicators are we using to monitor our progress/success? (5 minutes)
Evidence of Success: How do we know we are on the right track based on what the data are telling us? (30 minutes)
Next Steps: What should we continue? What should we change/add/discontinue? (5 minutes)
Dr. Alice Lindsay
Debriefing the process1. What did you learn from engaging in these
reflective conversations?
2. How did the process feel to you as a member of the team?
3. What is the value of the conversation about the progress on your plans?
4. How will you facilitate this reflective conversation back at your school?
Debriefing the workAs you begin to think about how to share
your successes with your stakeholders…What are the key pieces of your plan that you
would highlight?What data would you share that would
demonstrate improvement in student achievement?
Mr. Michael Harrigan
Time to workReflect on Writing Revise Priority 1 plans based on data
Ms. Yvette McMahon-ArnoldDr. Kristine Chadwick
School Climate & School CultureTerms tend to be used interchangeably, but
are they the same?Culture determines climateAn analogy
Culture is to a school’s personality as climate is to a school’s attitude
It is easier to change climate than to change culture
04/21/23
School climate can be broken down in terms of
four aspects.• A physical environment
that is welcoming and conducive to learning.
•A social environment that promotes communication and
interaction.
•An affective environment that promotes a sense of belonging
and self-esteem.
•An academic environment that promotes learning and self
fulfillment.04/21/23
School CultureRefers to a school’s shared beliefs, customs, and
behaviorIncludes elements of schedules, curriculum,
demographics, and policies (SIP)Includes social interactionsGives the look and feel of being “friendly,”
“elite,” “competitive,” “inclusive,” etc. A school’s identity, its heart, its soul, its spiritThe school’s song—symbol of what is importantSpecial traditions and meanings unique to the
school
04/21/23
School Culture…Represents the unwritten rules regarding
interaction, problem solving, and decision-makingInteractions
What are your faculty meetings like? Are they cordial, collegial, encouraging Are they gripe sessions, attacks, divide and
conquer?
These interactions are the unwritten rules of engagement
04/21/23
What is the attitude toward professional learning?Are teachers open-minded?Are they willing to learn and implement new ideas?Do teachers feel, “I am the expert. You can’t teach me
anything”?
What is the conversation in the teachers’ lounge?Do teachers talk negatively or positively about students,
other teachers? Administrators?Is the talk about children’s learning?
Why are my children not doing well? What do I need to do different? Better? Do I take responsibility for my students’ failing? Is it the children’s fault? Administration? Parents?
Community? Everybody but me!!!
04/21/23
Research shows thatWithout a positive, collegial, professional
community and a strong culture, productivity flounders
If productivity is damaged by a negative approach to teaching, learning, and relationships and . . .
If you do not have positive, professional culture, you will not have a productive school
04/21/23
How Do We Recognize Positive Culture?1. Widely shared sense of purpose and values
consistent and shared by allContinuous learning and focus on school improvement
(eSIP)
2. Individual and shared sense of responsibility for student learning
3. Collaborative and collegial relationship between staff
Share ideas, problems, and solutions
Work together to build a better, stronger school
4. Strong focus on professional learning, reflection, collaboration
Professional Learning Communities (PLCs)04/21/23
Elements of a Toxic Culture(Peterson & Deal)
No sense of urgency and no energyNo mascotsNo student work in hallwaysPrison-likeNo bannersNo slogans/no mottosSchool is fragmentedStaff are frequently late for work
04/21/23
Elements of a Toxic CultureA sense of depression, frustration, and hopelessnessNo shared sense of purposeNegative norms around improvement and learningDon’t believe they can improve or raise level of schoolBlame everyone else, especially the victimIt’s the students’ fault for not learningLittle celebration of successFew traditions that reinforce positive aspects of
schoolYell at the kids which is damaging to student learningYou can feel the toxicity!
04/21/23
Elements of a Positive CultureOpportunity to reinforce positive sides of
culture through symbols, artifacts, slogans, mottos
Plants, grass and flowers on walkways cared for by students and staff
Clean, neat, safe campusSchool mission displayed Symbols of what is importantBanners that communicate hopefulness and
belief in each other to work togetherTeachers and students show up for school
04/21/23
Contrasting Climate with CultureClimate Culture Monday versus Friday Attitude or mood of the group Provides a state of mind
Flexible, easy to change Based on perceptions Feel it when you come in the
door Is all around us The way we feel around here First step to improvement It’s in your head
Gives Mondays permission to be miserable
Personality of the group Provides a limited way of thinking Takes many years to evolve Based on values and beliefs Members cannot feel it Is part of us The way we do things around here Determine if improvement is
possible It’s in your heart
04/21/23
National Assoc Elem School Principals, March/April 2008
A Simple Reflective ExerciseImagine that you are new to the neighborhood
and have never been to this schoolWalk the hallways of your schoolLook at the messages on the walls, in
classrooms, the main officeAre these messages reflecting the core values
and mission of the school?Do you get a sense of purpose of the school?Is there a positive, reinforcing set of information
and ideas about the values and norms of your school?
04/21/23
A Look at Your SchoolWhat is your school mission?Is it displayed around the school?What is your slogan?Does it really communicate your values?Do you have a school song?What song characterizes your culture?What is your mascot?Does it truly represent the culture here?
04/21/23
School Culture ActivityPositive versus Toxic CultureSchool teams will assess their school culture
through discussion, then present on chart paper
Keep in mindReadAssessReinforceTransform
Action Planning for Positive School CultureReview Data
Positive School Culture Walk ThroughsSchool Climate SurveysTeacher and Student Attendance DataDiscipline Data
Consider all Four “Environments” in Developing StrategiesPhysical (welcoming and conducive to learning)Social (promotes communication and interaction)Affective (promotes a sense of belonging and self-esteem)Academic (promotes learning and self fulfillment)
Distinguish Activities from StrategiesStrategies are major approaches, indicative of
overarching philosophies toward building a positive school culture and climateExamples: “Empower Students,” “Create Welcoming
Atmosphere,” “Promote Safe Environment,” “Ensure Engaged Learning,” “Promote Faculty Collaboration”
Strategies are obvious in their relation to outcomes or goalsStrategies have outcomes
Activities are events and actionsYou could take a picture of an activityActivities may relate to several strategiesActivities have outputs attached to themActivities may need to be “bundled” in order to lead to an
outcome
04/21/23
Strategy and Activity ExamplesObjective 1: Stakeholder Involvement
Strategy (Actual Example): Engage parents in campus activitiesActivities (Possible Examples)
Solicit homeroom parents for each classCreate volunteer lists through homeroom
parent contacts with other parentsHold volunteer recognition ceremony
04/21/23
Strategy and Activity ExamplesObjective 2: Collaborative, Welcoming, and
Engaging School ClimateStrategy (Actual Example): Promote a
positive learning environment throughout the buildingActivities (Actual Examples)
Implement and update audio/visual welcome bulletin and announcement routines
Create and post a motto that reflects the mission and philosophy of the school
04/21/23
Strategy and Activity ExamplesObjective 3: Communication
Strategy (Possible Example): Empower student “voice” in the school Activities (Possible Examples)
Have students conduct morning announcementsHave students elect student leadership teamImplement student-generated ideas for effective
weekly home-school communicationInstitute peer-led orientation program for new
students
04/21/23
04/21/23
Mr. Michael Harrigan
SIP Progress Reflection Guide:School CultureActions Taken (10 minutes)
Indicators of Success (5 minutes)
Evidence of Success (30 minutes)
Next Steps (5 minutes)
Ms. Yvette McMahon-ArnoldMs. Alexandria Baltimore-Hookfin
Dr. Kristine Chadwick
SuperintendentDeputy Superintendent
Here and Now: February PLCCongratulations on a year of learning a new
system!We are continuously improving our planning
process as we refine our work with Priority 1 and begin more conversation and data collection on Priorities 2 & 3.
Ongoing data collection will inform your plans.
Continue these conversations back at your schools!
Keep up the good work!“Time for reflection with colleagues is for me a lifesaver; it is not just a nice thing to do if you have the time. It is
the only way you can survive.”
-Margaret J. Wheatley