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Office of School Improvement
Virginia’s Continuous School
Improvement Planning
An Overview for the 91st Annual Virginia Middle and High School Principals Conference & Exposition
Office of School Improvement
Agenda Welcome and Introductions
• Virginia’s Continuous School Improvement Planning (VCSIP) Process Overview
• School Improvement Planning Timeline
Conducting a Deep and Meaningful Comprehensive Needs Assessment
Part I Components
Creating a Meaningful Continuous School Improvement Plan
Part II Components
Conclusion
Office of School Improvement
What do you know about
Virginia’s Continuous School
Improvement Planning?
Take a minute to reflect
on what you know and
what you want to know
from today’s session.
Office of School Improvement
VCSIP Materials Overview
• VCSIP Toolkit
• VCSIP Workbook
• VCSIP Templates
• Training for schools not
accredited
Office of School Improvement
Virginia’s Continuous School Improvement
Planning (VCSIP) Process
Part I
Completion of a
Comprehensive Needs
Assessment (CNA)
Part II
Development of a
Continuous School
Improvement
Plan (CSIP)
Office of School Improvement
Virginia’s Continuous School Improvement
Planning (VCSIP) Process
The continuous improvement planning process is designed to meet the
following broad goals:
• Engage school-based teams in a rich school improvement planning process that
integrates focused data review and analysis with research-based strategic
planning;
• Support school-based staff development of rigorous data review and analysis
skills;
• Address all elements of federal, state, and local school improvement planning
requirements in a single, integrated format;
• Ensure that all schools have a streamlined, focused, appropriately targeted, and
useful school improvement plan that serves as a meaningful tool for managing
and tracking systems improvement against measureable goals; and
• Ensure that funding necessary for the successful implementation of school
improvement strategies is appropriately aligned to the strategic goals and
activities outlined in the continuous school improvement plan.
Office of School Improvement
VCSIP Model
Office of School Improvement
School Improvement Planning Stages –
General Timeline
CNA
Prioritization and Goal Setting
Action Planning
Summer or Start of the School Year Early Fall Late Fall/Early Winter
Office of School Improvement
School Improvement Planning Stages –
General Timeline
Implementation
Monitoring
Review/Revise
Second Semester Continuous Annually (minimum)/EOY
Office of School Improvement
Domains of the CNA Process The sections for self-study are organized around the two
overarching strands and nine domains of self-study:
*Process provides for self-study in an additional academic area of choice (i.e. Advanced
Placement courses, Career Technical Education, College/Career Readiness, Graduation
Completion Index, Gifted/Talented programs, etc.)
Strand I Teaching for Learning
Content Areas
Domains 1-5
English Language Arts
Mathematics
Science
History & Social Science
*Other Academic Area(s)
Strand II School Environment
Domains 6-9
Leadership and Governance
Commitment to Professional Learning
Safe and Orderly Environments
Family and Community Engagement
Office of School Improvement
Think about your school’s current data and
situation:
• Which domains in the Teaching for Learning strand
may need to be studied?
• Which domains in the School Environment strand
may need to be studied?
• Think about how the school and division team can
collaborate on which areas need to studied.
Office of School Improvement
What is a Needs Assessment?
A needs assessment is the first step in developing a
school improvement plan. It is a process of looking at
data and information about the school to develop a
clear picture and understanding of what is and has
been occurring at the school.
A needs assessment is a process to help school
teams learn about the areas to replicate (strengths)
and the areas in need of change/improvement
(challenges).
A needs assessment includes more than scores on
assessments - it provides the opportunity to
hypothesize about the causes of student achievement.
Office of School Improvement
Goals
The Needs Assessment is a Critical First Step in the Planning Process
Random Acts of School
Improvement
Aligned Acts of School
Improvement
The needs assessment serves as the foundation for the school improvement
plan. All strategies and activities in the plan must be informed by and aligned
with the data.
No Needs Assessment Needs Assessment Completed
Office of School Improvement
Purpose of a CNA
Examine
successful
Examine
less
successful
There are
two primary
inquiries in
a CNA
BOTH are important
inquiries!
Office of School Improvement
CNA Process at a Glance
School-based teams engage in intensive review
of focused data
Based on the data review, teams reach a series of
conclusions and observations
The conclusions and observations feed into
the CNA Summary
Teams write their CNA Executive Summary
Comprehensive needs assessment serves as
foundation for continuous school improvement plan
Office of School Improvement
• Identify Data Sources and Gather Necessary Data Points
Phase 1:
• Data Review by Domain-Specific Subcommittees
Phase 2:
• Overall School-Based Team Summarizes and Prioritizes Key Positive and Negative Findings
Phase 3:
• Write the CNA Executive Summary
Phase 4:
Comprehensive Needs Assessment
Overview
.
Key Findings
Reflection: Data Triangulation and
Data Quality
Contributing Factors/Root Cause
Analysis
:
Office of School Improvement
• State and local assessments
• School Quality Profile
• Lesson plans and student work
• Curriculum and assessment
materials
• Observation reports
• Surveys
• Focus groups
• Academic Review
• Student demographics
• School culture and climate
• Academic achievement
• College- and career- readiness
• Human capital/Instructional data
• Parent and community
engagement
• School operations and
management
Identify and Gather Data
Different Types of Data Different Sources of Data
A thorough needs assessment should include multiple types of
data from a variety of sources, both quantitative and qualitative.
Office of School Improvement
Lack of Data IS Data!
Office of School Improvement
Sources of Data
Office of School Improvement
Faculty & Staff
Students at the Secondary Levels
Parents and Family Members
School and Division Administrators
Community Partners
Who should
participate
in the needs
assessment
process?
All stakeholder groups should be
represented, if possible.
Establish Teams
Office of School Improvement
Traits of Effective Teams
Respect
Understanding
Office of School Improvement
Data Review Subcommittees
Office of School Improvement
Review of School Data –
Domains
To what extent has student achievement in this content area improved, or not, in the past year? (annual change) What school-level patterns or trends did you identify for this content area over the past 3 to 5 years?
What school compared to state/division-level patterns or trends did you identify for this content area over the past 3 to 5 years? What school-level subgroup or grade-level patterns or trends did you identify for this content area over the past 3 to 5 years? Includes achievement gaps and subgroups (race, students with disabilities, English Learners (EL), economically disadvantaged)
1
2
3
Primary Question: How are our students performing in [domain]?
4
Utilizing the Data Review Worksheets, engage in a study of student academic performance
in [domain] to answer the following questions:
Office of School Improvement
Review of School Data –
Domains
To what extent are instruction and intervention efforts monitored for degree of implementation and measurable outcomes? To what degree is feedback and monitoring consistent across all areas and grade levels?
1a
Primary Question: How effective is our leadership and governance structure?
Utilizing the Data Review Worksheets, engage in a study of Leadership and Governance to
answer the following questions:
1b
Office of School Improvement
Data Observations DATA SOURCES
(List sources of data)
OBSERVATIONS
(Summarize positive and negative key findings from review of each data source. Statements should be in response to the 4 guiding questions above.)
Source of Data:
Guiding Questions:
1.
2.
3.
4.
Source of Data:
Guiding Questions:
1.
2.
3.
4.
Source of Data:
Guiding Questions:
1.
2.
3.
4.
Office of School Improvement
Reflecting on Observations from the
Data Review and Identifying
Contributing Factors
• Data Triangulation
• Data Quality
• Contributing Factors
• Overall Positive/Negative
Key Findings
+ -
Office of School Improvement
Data Triangulation:
Identifying and Articulating Patterns
and Trends in Key Data Points
Using 3 (or more) sources of data in
order to increase the validity of the
study.
“The goal of data triangulation is NOT
to arrive at consistency across data
sources. In fact, the inconsistencies
may shed light on the strengths of
different approaches. This allows
opportunity to uncover deeper meaning
in the data.” (Patton, 2002)
Office of School Improvement
Importance of Data Triangulation
Additional sources of information give more insight
into a topic.
Inadequacies found in one source of data are
minimized when multiple data sources confirm the
same findings.
Multiple data sources provide verification and
validity while complementing similar findings.
Inconsistencies in data sets are more easily
recognized.
Triangulation allows for more comprehensive
insight.
Office of School Improvement
Data Quality
Decisions to Improve Student
Achievement
Data Quality
Standardization
Protocol
The state of
completeness,
validity, consistency,
timeliness, and
accuracy that makes
data appropriate for
a specific use.
Office of School Improvement
Possible Data Quality Issues
• Incomplete data
• Invalid tool or data
• Inconsistent application of the data source (i.e.,
consistency in attendance recording)
• Timeliness of data collection (i.e., after a major
event; one class before all others)
• Testing irregularities
• Inaccuracies in data recording
Office of School Improvement
Contributing Factors
• Hypothesize why the data review key findings are
the way they are.
• Some factors can be controlled, other factors are
beyond a school’s control.
• Being aware of the contributing factors may help
educators determine how to address needs.
What factors or root causes could explain the
strengths (areas to replicate) and
challenges (areas to change)?
Office of School Improvement
Contributing Factors
Four categories of contributing factors:
Learner Factors
Instructional Factors
Climate/ Culture Factors
Family & Community Factors
“Research shows that four factors need to be
influenced to impact student performance.”
(Marzano, 2003)
Office of School Improvement
Contributing Factors Learner
Factors
Factors contributing to (in)effective learning on the part of individual students:
involvement and engagement of students in their learning
language barriers interrupted schooling
issues related to poverty/socioeconomics
mental health social and emotional issues
Instructional
Factors
Factors contributing to an (in)effective instructional environment:
implementation of an aligned written, taught, tested curriculum
implementation of a continuous improvement process
use of Response to Intervention or similar system
appropriate student grouping
high-quality learning opportunities within and beyond the school day
culture of high expectations
empowerment of learners as active participants
grade level teaming student advisory
other structures around developmental/transitional milestones
Office of School Improvement
Contributing Factors, cont’d
School
Environment
Factors
Factors contributing to an (in)effective school environment:
Factors related to (in)effective teachers and leaders:
• professional development coaching teacher supports communities of practice
recruitment/retention of highly effective educators and support staff
Factors related to (in)effective school-based supports:
coordinated and comprehensive supports systems for the whole child
integrated and aligned interventions cultivation of parent leadership
capacity and skills in support of learning two-way, internal and external
communication with a variety of stakeholders
safe , orderly, engaging and challenging learning environments
Family &
Community
Factors
Factors contributing to (in)effective family and community supports:
providing a coordinated and comprehensive support system for learners’ families in a
multi-generational approach
family and community engagement in the learning process
authentic partnerships with a variety of stakeholders
ability to leverage existing and new partnerships with all activities managed towards
student outcomes
Office of School Improvement
Pulling it all Together:
Writing the CNA Executive Summary The CNA Executive Summary serves as the
introductory pages to the Continuous School
Improvement Plan. It is the opportunity to share
the narrative, story or overview of what is and has
been occurring at the school:
– Who we are (student body, faculty, demographics, etc.)
– What we do (curriculum, programs, opportunities)
– Areas of strength (things we are good at)
– Areas of challenge (things we need to do better)
Once finalized, the CNA Executive Summary will
be utilized in Part II of Virginia’s CSIP process -
Goal Setting and Action Planning.
Organized by domain
Office of School Improvement
CNA Executive Summary Components
5
7
6
4
3
Pulled directly from
the Data
Summary Worksheets
2
1
Office of School Improvement
Comprehensive Needs Assessment
(CNA) to Continuous School
Improvement Plan (CSIP)
Current State:
What is our starting
point for
improvement?
(Determined
through the CNA) Desired State:
What is our vision for
school improvement?
Where do we hope to
be in 3-5 years?
Through the CNA process, schools are able to
identify their greatest strengths and needs or
priority areas. The CSIP considers the gap
between current performance and desired
outcomes. The CSIP becomes the roadmap to
achieve the desired state.
Office of School Improvement
VCSIP Process Overview
.
Phase 1
• Develop Overarching School Goal
Phase 2
• Develop Domain-Specific SMART Goals
Phase 3
• Design the Strategic Action Plan Components of the VCSIP
Phase 4
• Design Monitoring Plan Components of the VCSIP
Phase 5
• Write the VCSIP
Phase 6 • Monitor the Completed Continuous School Improvement Plan
Office of School Improvement
Continuous School Improvement Plan
Template Option A, Page 1
Office of School Improvement
Continuous School Improvement Plan
Template Option A, Page 2
Office of School Improvement
Continuous School Improvement Plan
Template Option B, Page 1
Office of School Improvement
Continuous School Improvement Plan
Template Option B, Page 2
Office of School Improvement
Optional Templates- Integrating the Title I
Schoolwide Plan into Virginia’s CSIP
Office of School Improvement
School Use of the Templates
• Schools should select the template that best suits the needs of
their school and implementation plan.
• Schools can use page 1 of one template and page 2 of another
template.
• Pages and table rows can be added as needed for additional
Essential Actions and Action Steps.
• Goals may be multi-year.
• Action Steps may be multi-year or may be accomplished by a
specific date.
• Plans should be considered ever-changing documents that are
updated regularly.
Office of School Improvement
• Principals lead the school staff through
prioritization activities to determine the
overarching school goal, referencing the CNA
documents and Executive Summary.
• The top priority becomes the foundation for the
Overarching School Goal.
Phase 1
• Develop Overarching School Goal
Office of School Improvement
Developing the Overarching School
Goal: Determining Priority Areas
Purpose: To keep school teams focused on the priority area deemed to have the greatest impact on academic performance.
Worksheets facilitate consensus among school subcommittees to prioritize areas of concern from the CNA.
Office of School Improvement
Overarching Goal Development
Sample
overarching goals
help schools
formulate the
school’s main
goal.
Office of School Improvement
• Domain-specific subcommittees are utilized
(may vary) to develop SMART goals.
• Schools may use established division practices
for SMART goal development.
• Principals review SMART goals in relation to
the Overarching School Goals.
Phase 2
• Develop Doman-specific SMART Goals
Office of School Improvement
Developing Domain-specific
SMART Goals
Domain-specific goals are created to lead to the
identification of targeted strategies for each
identified domain.
All domain-specific goals should support the
attainment of the Overarching School Goal.
Office of School Improvement
Trajectory of Progress
• Rigorous, yet attainable
goals
• Challenging, but
reasonable targets
• Long term projection
with short and interim
goals for progress
(Hanover Research, 2014)
Office of School Improvement
Writing SMART Goals GOAL DEVELOPMENT WORKSHEETS
STRAND: (Teaching for Learning or School Environment)
DOMAIN: (Enter specific domain)
Subcommittee Members: (Insert names here)
Overarching School Goal: (Insert OSG from previous activities)
Goal #1:
Current State: Over the past three years/Last year, (Enter data from the CNA)
Our Goal: (Enter the goal statement)
Self-Check: Is this goal S M A R T?
Rationale: How does this objective/target lead towards achievement of the
overarching school goal?
When writing a SMART goal:
Identify a specific goal or challenge
Determine a measure of success
Ensure that the goal is challenging, yet appropriate
Align the results with the broader mission so they are relevant and realistic
Create a time-limited goal
Office of School Improvement
• Subcommittees reflect on the contributing factors/root causes for each domain studied in the CNA process.
• Teams conduct research to identify evidence-based solutions aligned to the school’s needs and their identified challenge areas.
• Principals review the work of the subcommittees and further develop the Essential Actions and action steps to include in the continuous school improvement plan.
• Schools which have an existing Corrective Action Plan as a result of the Standards of Accreditation: Essential Actions will be copied into the CSIP and Action Steps will be developed accordingly.
Phase 3
• Design the Strategic Action Plan Components of the VCSIP
Office of School Improvement
Finding Research-based Strategies
• If conducting online research, look for improvement
strategies that have a sound basis for growth in challenge
areas and in schools with a similar population or context
as your school.
• With the goal to provide educators with the information
needed to make evidence-based decisions, USED has on-
line resources available for use.
What Works Clearinghouse, https://ies.ed.gov/ncee/wwc/
USED’s State Support Network: https://statesupportnetwork.ed.gov/
Office of School Improvement
Prioritizing Improvement Strategies
Consider the following questions while prioritizing strategies for the continuous school improvement planning process:
Where are your current efforts in targeting school
improvement? How can you leverage these efforts when determining school priorities?
What existing plans (e.g., school and district improvement plans) might impact your school improvement efforts? How are these plans used? If there are multiple plans, how are planning efforts aligned across and within schools and districts? How can these plans be leveraged?
What other resources, initiatives, and policies should be leveraged to support planning and implementation?
Source: Hanover Research (2014), Best Practices for School Improvement Planning, http://www.hanoverresearch.com/media/Best-Practices-for-School-Improvement-Planning.pdf
Office of School Improvement
Prioritization of Improvement Strategies
Prioritization helps schools
consider the resources
available and resources
needed to implement an
improvement strategy.
Strategies should lead to
the attainment of the
identified domain-specific
SMART goals and
ultimately the attainment of
the Overarching School
Goal.
Office of School Improvement
Prioritizing Improvement Strategies
Office of School Improvement
• Principals and school subcommittees work
together to determine the monitoring plan
components.
• Division leaders will need to provide input on
the monitoring components as appropriate.
Phase 4
• Design Monitoring Plan Components of the VCSIP
Office of School Improvement
Design Monitoring Components of the VCSIP
The monitoring plan describes explicit data and artifacts to be collected,
when it will be collected and analyzed, and who will be responsible for
reporting progress towards the achievement of school improvement goals.
Virginia’s continuous improvement cycle (CAMRA) should be evident in the
monitoring plan.
The plan should articulate the type(s) of data to be collected and analyzed,
specifically, student achievement and assessment data from a range of
measures (annual assessments, common formative assessments, unit
assessments, progress monitoring tools, etc.).
The plan should provide direction for monitoring improved teaching practices
(degree of implementation, percentage of teachers collaborating, number of
teachers posting/analyzing data).
Responsibility for monitoring should be distributed across a range of
individuals; administrators and teachers will engage in data collection,
analysis, reflection and action planning.
Office of School Improvement
• Principals will determine the lead writer of the CSIP to work in collaboration with leadership and school subcommittees (this can be the principal).
• Finalized CSIPs should be submitted to pre-determined division staff for review and approval prior to implementation.
• Schools which have an existing Corrective Action Plan as a result of the Standards of Accreditation: Essential Actions will be copied into the CSIP and Action Steps will be developed accordingly.
Phase 5
• Write the VCSIP
Office of School Improvement
• Regular monitoring timelines should be
established by division leadership (monthly,
quarterly, etc.).
• Monitoring reports should be shared with school
leadership.
Phase 5
• Monitor the Completed CSIP
Office of School Improvement
Overall Monitoring the CSIP
Office of School Improvement
Reflecting on Continuous School
Improvement Planning
One, Two, Three
• Name one thing you learned,
• Two people with whom you will share this
information, and
• Three important factors to consider when
implementing continuous school improvement
planning.
62
Office of School Improvement
School Improvement is like a CAMERA…
Focus on what is important,
Capture the good,
Develop from the negatives,
And if things do not work out,
Take another shot!
Office of School Improvement
For more information, contact: