Planning Product

School School Improvement Improvement

Planning:Planning:

The The PProcess and the rocess and the PProductroduct

Virginia Department of EducationVirginia Department of EducationOffice of School ImprovementOffice of School Improvement

February 27, 2008February 27, 2008

Part I: The ProcessPart I: The ProcessSchool Improvement PlanningSchool Improvement Planning

Coordinating School Plan Responsibilities Coordinating School Plan Responsibilities under NCLB and the SOA under NCLB and the SOA

Why Not One Plan? Why Not One Plan?

33

The Common GoalThe Common Goal

Improved Student

Achievement ResearchResearch NCLBNCLB

SOASOA

44

From the ExpertsFrom the Experts

What does research say about What does research say about the bottom line—the bottom line—

Delivering Delivering

Good Instruction?Good Instruction?

55

The Language of “The Research”The Language of “The Research”

Any school and school division involved in Any school and school division involved in improvement should:improvement should:

Ensure that parents are kept informed and involved in the Ensure that parents are kept informed and involved in the school improvement planning process.school improvement planning process.

Provide technical assistance to staff in the areas of:Provide technical assistance to staff in the areas of:• data analysis;data analysis;• curriculum alignment;curriculum alignment;• time and scheduling;time and scheduling;• professional development;professional development;• use of funds;use of funds;• organizational systems and procedures;organizational systems and procedures;• selecting instructional methods; selecting instructional methods; • use of scientifically-based research; and use of scientifically-based research; and • school culture.school culture.

66

The Language of Virginia’s The Language of Virginia’s Standards of AccreditationStandards of Accreditation (SOA) (SOA)

Plan Requirements for Schools “Warned” and BeyondPlan Requirements for Schools “Warned” and Beyond

The school must include in its plan:The school must include in its plan: A description of how the school will meet accreditation;A description of how the school will meet accreditation; Specific measures for achieving and documenting academic achievement;Specific measures for achieving and documenting academic achievement; Amount of time in the school day devoted to instruction in core academic areas;Amount of time in the school day devoted to instruction in core academic areas; Instructional practices designed to remediate students who have not been Instructional practices designed to remediate students who have not been

successful on successful on Standards of LearningStandards of Learning tests; tests; Intervention strategies to prevent further decline in student performanceIntervention strategies to prevent further decline in student performance Staff development; Staff development; Strategies to involve and assist parents;Strategies to involve and assist parents; Description of the use of funding to support implementation; andDescription of the use of funding to support implementation; and Restructuring and reconstitution options when appropriate.Restructuring and reconstitution options when appropriate.

77

The Language of the The Language of the No Child Left Behind Act of 2001No Child Left Behind Act of 2001 (NCLB) (NCLB)

Requirements forRequirements for a a Title I School Improvement Plan Title I School Improvement Plan

The school must:The school must: Incorporate scientifically based strategies to strengthen the core academic Incorporate scientifically based strategies to strengthen the core academic

subjects in the school;subjects in the school;

Directly addresses the academic achievement problem that caused the school Directly addresses the academic achievement problem that caused the school to be identified for school improvement;to be identified for school improvement;

Adopt policies/practices concerning the school’s core academic subjects that Adopt policies/practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all students meet proficiency;have the greatest likelihood of ensuring that all students meet proficiency;

Establish specific, annual, measurable objectives for continuous and Establish specific, annual, measurable objectives for continuous and substantial progress by each group of students in the legislation;substantial progress by each group of students in the legislation;

Include strategies to promote effective parental involvement; andInclude strategies to promote effective parental involvement; and

Identify implementation responsibilities of the school, the LEA, and the SEA. Identify implementation responsibilities of the school, the LEA, and the SEA.

88

The Language of NCLB The Language of NCLB (continued)(continued)

The local school division must:The local school division must: Ensure that parents are kept informed and involved in the school Ensure that parents are kept informed and involved in the school

improvement planning process.improvement planning process. Provide technical assistance in the areas of:Provide technical assistance in the areas of:

• data analysis;data analysis;

• professional development;professional development;

• use of funds;use of funds;

• selecting instructional methods; andselecting instructional methods; and

• use of scientifically-based research.use of scientifically-based research. Provide an opportunity for students to be transferred to other more Provide an opportunity for students to be transferred to other more

successful schools.successful schools. Provide organized tutorial services.Provide organized tutorial services. Provide corrective action and restructuring options when appropriateProvide corrective action and restructuring options when appropriate

99

The Result: The Result: Common School Improvement Common School Improvement

ThemesThemes Data Analysis Data Analysis Use of TimeUse of Time Research-base Instructional PracticesResearch-base Instructional Practices Curriculum AlignmentCurriculum Alignment Specific Instructional Interventions for at-risk subgroupsSpecific Instructional Interventions for at-risk subgroups Professional DevelopmentProfessional Development Parental InvolvementParental Involvement Use of FundsUse of Funds Corrective Action or Restructuring OptionsCorrective Action or Restructuring Options

1010

Common School Improvement Themes Common School Improvement Themes from the from the ResearchResearch, , NCLBNCLB, and the , and the SOASOA

Data Analysis Data Analysis Use of TimeUse of Time Research-base Instructional PracticesResearch-base Instructional Practices Curriculum AlignmentCurriculum Alignment Specific Instructional Interventions for At-Risk SubgroupsSpecific Instructional Interventions for At-Risk Subgroups Professional DevelopmentProfessional Development Parental InvolvementParental Involvement Use of FundsUse of Funds Corrective Action orCorrective Action or Restructuring OptionsRestructuring Options

THEN WHY NOT ONE PLAN?

1111

The SIP Requirements: A Comparative LookThe SIP Requirements: A Comparative LookNCLBNCLB

Develop/Revise the School Improvement Plan

Incorporate scientifically based strategies to Incorporate scientifically based strategies to strengthen the core academic subjects in the strengthen the core academic subjects in the school;school;

Directly addresses the academic achievement Directly addresses the academic achievement problem that caused the school to be identified problem that caused the school to be identified for school improvement;for school improvement;

Adopt policies/practices concerning the school’s Adopt policies/practices concerning the school’s core academic subjects that have the greatest core academic subjects that have the greatest likelihood of ensuring student proficiency;likelihood of ensuring student proficiency;

Establish specific, annual, measurable objectives Establish specific, annual, measurable objectives for continuous and substantial progress by each for continuous and substantial progress by each group of students in the legislation;group of students in the legislation;

Include strategies to promote effective parental Include strategies to promote effective parental involvement; andinvolvement; and

Identify implementation responsibilities of the Identify implementation responsibilities of the school, the LEA, and the SEA.school, the LEA, and the SEA.

Include corrective actions, restructuring and Include corrective actions, restructuring and reconstitution options when appropriatereconstitution options when appropriate

SOASOA

Develop/Revise the School Improvement Plan

Incorporate scientifically based strategies to Incorporate scientifically based strategies to strengthen the core academic subjects;strengthen the core academic subjects;

Describe how the school will meet accreditation;Describe how the school will meet accreditation; and include specific measures for achieving and and include specific measures for achieving and

documenting academic achievement;documenting academic achievement;

Examine amount of time in the school day devoted to Examine amount of time in the school day devoted to instruction in core academic areas;instruction in core academic areas;

Include instructional practices designed to remediate Include instructional practices designed to remediate students who have not been successful and students who have not been successful and Intervention strategies to prevent further decline in Intervention strategies to prevent further decline in student performance;student performance;

Provide staff development;Provide staff development;

Include strategies to involve/assist parents;Include strategies to involve/assist parents;

Describe of use of funding; andDescribe of use of funding; and

Include corrective action, restructuring and Include corrective action, restructuring and reconstitution options when appropriatereconstitution options when appropriate

1212

A ReminderA Reminder

There may be other local requirements.There may be other local requirements.

The Common School Improvement

Plan Requirements

Represent the

CORE of School Improvement Planning.

1313

A ReminderA Reminder

There are other requirements for NCLB Years 3-6There are other requirements for NCLB Years 3-6schools and for those consecutively schools and for those consecutively

warned under the SOA.warned under the SOA.

The Common School Improvement

Plan Requirements

Represent the

CORE of School Improvement Planning.

1414

NCLB Year 3:NCLB Year 3:Selection of a Corrective ActionSelection of a Corrective Action

Continue to offer public school choice and supplemental educational Continue to offer public school choice and supplemental educational services (SES)services (SES)

Choose one of these Choose one of these Corrective ActionsCorrective Actions Replace school staff deemed relevant to the failure toReplace school staff deemed relevant to the failure to make AYP; or make AYP; or Implement a new curriculum shown by research asImplement a new curriculum shown by research as effective in raising achievement; or effective in raising achievement; or Decrease the authority of school-level management; or Decrease the authority of school-level management; or Appoint an outside expert to advise the school onAppoint an outside expert to advise the school on the plan implementation; or the plan implementation; or Extend the school year or school day; or Extend the school year or school day; or Restructure the internal organization of the school.Restructure the internal organization of the school.

(Teachers and parents must be promptly notified and given an opportunity to participate in the planning and comment on any action before taken.)

1515

NCLB Year 4 and 5:NCLB Year 4 and 5:Preparation for or Implementation of Preparation for or Implementation of

Alternative GovernanceAlternative Governance

Continue to offer public school choice and SESContinue to offer public school choice and SES Choose one of these Choose one of these Alternative Governance OptionsAlternative Governance Options

Reopen the school as a public charter school; orReopen the school as a public charter school; or Replace all or most of the school staff (may includeReplace all or most of the school staff (may include principal and other staff) relevant to the school’s failure; orprincipal and other staff) relevant to the school’s failure; or Enter into a contract with an entity; i.e., a private Enter into a contract with an entity; i.e., a private management company with a demonstrated record of management company with a demonstrated record of effectiveness to operate the school; oreffectiveness to operate the school; or Institute other significant governance and staffing changesInstitute other significant governance and staffing changes that will likely impact the problems that are causing thethat will likely impact the problems that are causing the school to remain in improvement.school to remain in improvement.

(Teachers and parents must be promptly notified and given an opportunity to participate in the planning and comment on any action before taken.)

1616

SOA: SOA: School Divisions with Schools Warned School Divisions with Schools Warned

Four Consecutive Years Must…Four Consecutive Years Must…

Enter into a Memorandum of Understanding with the Virginia Department of Education that will outline actions the

school(s) will undertake.

The Memorandum of Understanding may include, but is not limited to:

• A Service/management review• Employment of a Turnaround Specialist• Reconstitution

• May include restructuring governance, instructional program, staff, student body

• Closing/combining schools

(Parents must be involved in the process.)

1717

All in One Place: Overview of School Plan Requirements

Accredited with Warning Years 1-3 Accreditation Denied Year 3 in School Improvement Year 4 in School Improvement

(for Implementation in Year 5)

SOA NCLB

Name School Improvement Plan School Improvement Plan/Corrective Action Plan Year 3 Plan Year 4 Plan (for implementation in Year 5)

Trigger Failure to meet benchmarks on SOL Accredited with warning 4 consecutive years Failure to make AYP in reading and/or math for 4 consecutive years

Failure to make AYP in reading and/or math for 5 consecutive years

Plan Criteria

A description of how the school will meet accreditationSpecific measures for achieving and documenting student academic achievementThe amount of time in the school day devoted to instruction in core academic areasInstructional practices designed to remediate students who have not been successful on SOL testIntervention strategies designed to prevent further decline in student performanceStaff development neededStrategies to involve/assist parentsNeed for flexibility or waiversDescription of use of funding to support implementation8VAC20-131-10

Where are we now?Where do we want to go?How will we get there?How will we know we are (getting) there?How will we sustain the focus and momentum?Draft-Final Guidelines Pending Per SOA: may be required to submit status reports and appear before the board

No criteria/components specified. Should demonstrate evidence of a comprehensive and inclusive planning process.

No criteria/components specified. Should demonstrate evidence of a comprehensive and inclusive planning process

Other Notes

Undergo an Academic ReviewWarned in English or mathematics must adopt a research-based intervention

MOU-may include, but not limited to: Service/management reviewTurnaround SpecialistReconstitutionMay include restructuring governance, instructional program, staff, student bodyClosing/combining

Continue to offer school choice and SES and select one of the following:

Replace school staff deemed relevant to the failure to make AYP; or

Implement a new curriculum shown by research as effective in raising achievement; or

Decrease the authority of school-level management; or

Appoint an outside expert to advise the school on the implementation plan developed during the first

year of school improvement; or Extend the school year or school day; or Restructure the internal organization of the school.

Continue to offer school choice and SES and select one of the following:

Reopen the school as a public charter school; orReplace all or most of the school staff (may

include principal and other staff) relevant to the school failure; or

Enter into a contract with an entity; i.e., a private management company with a demonstrated record of effectiveness to operate the school; or

Institute other significant governance and staffing changes that will likely impact the problems that are causing the school to remain in improvement.

Requirement for Notice

Developed with assistance of parents and teachers and be made available to the public

In addition to year 3 requirements:Provide written notice to parents of standing within 30 daysCopy of plan/timelineOpportunity for input

Teachers and parents must be promptly notified and given an opportunity to participate in the planning and comment on any action before taken.

Teachers and parents must be promptly notified and given an opportunity to participate in the planning and comment on any action before taken.

Term 3 years 3 years Until the school exits Improvement or moves in to Year 4

Until the school exits Improvement

Timeline No later than October 1 Corrective Action Plan to State Board for consideration within 45 daysMOU no later than November 1

Ready for implementation at the beginning of the school year

Continue implementation of Year 3 Corrective Action PlanImplement alternative governance at the beginning of Year 5 of School Improvement

1818

The Task: Include NCLB and SOA The Task: Include NCLB and SOA Requirements in One PlanRequirements in One Plan

ExtrasExample: NCLBAdditionalYear 3, 4, or 5 Requirements

Example: Locally Directed Requirements

ExtrasSOA AdditionalAccreditation DeniedRequirementsCommon

School Plan Requirements

1919

Ensuring that Both Sets of Requirements Ensuring that Both Sets of Requirements Are In the Are In the

School Improvement Plan:School Improvement Plan:

A Management ToolA Management Tool

2020

Checklist and Certification of SOA and NCLB School Improvement Plan Requirements

(http://www.doe.virginia.gov/VDOE/SchoolImprovement/SOAandNCLB-SIPrequirements.doc)

REGULATIONS ESTABLISHIING STANDARDS FOR ACCREDITATING PUBLIC SCHOOLS IN VIRGINIA (SOA)and the NO CHILD LEFT BEHIND ACT OF 2001 (NCLB)

School Improvement Plan Requirements

SOA School Improvement Plan

Components Certification

SOA8 VAC 20-131.310. GThe improvement plan shall

include:

NCLB Tile I, Section 1116(b)(3)Each school identified. . .for

school improvement shall. . .develop or revise a school plan that. . .

NCLBTitle I School Improvement Plan


This component is included.

Page(s)

1. A description of how the school will meet the provisional accreditation benchmarks, or the requirements to be Fully Accredited, for each of the years covered by the plan

ii. adopts policies and practices concerning the core academic subjects that have the greatest likelihood of ensuring that all groups of students. . .will meet the State’s proficient level of achievement

This component is included. Page(s)


Page(s)

2. Specific measures for achieving and documenting student academic improvement

v. establishes specific annual, measurable objectives for continuous and substantial progress by each group of students



Page(s)

3. The amount of time in the school day devoted to instruction in the core academic areas

ix. incorporates, as appropriate, activities before school, after school, during the summer, and during an extension of the school year


2121

Checklist and Certification of SOA and NCLB School Improvement Plan Requirements (continued)




include:

NCLB Title I, Section 1116(b)(3)Each school identified. . .for school

improvement shall. . .develop or revise a school plan that. . .




Page(s)

4. Instructional practices designed to remediate

students who have not been successful on SOL tests

i. incorporates scientifically based research strategies that strengthen the core academic subjects. . .and addresses the specific academic issues that caused the school to be identified for improvement

ix. incorporates, as appropriate, activities before school, after school, during the summer, and during an extension of the school year

This component is included. Page(s) This component is included. Page(s)


Page(s)

5. Intervention strategies designed to prevent

further declines in student performance

ii. adopts policies and practices concerning the core academic subjects that have the greatest likelihood of ensuring that all groups of students. . .will meet the State’s proficient level of achievement


2222





include:

NCLB Title I, Section 1116(b)(3)Each school identified. . .for school

improvement shall. . .develop or revise a school plan that. . .




Page(s)

6. Staff development needed iii. allows for the required expenditure of not less than 10 percent of the funds available. . .for the purpose of providing to the school teachers and principal high-quality professional development that (I) directly addresses the academic achievement problem. . (II) meets the requirements for professional development activities under 1119; and (III) is provided in a manner that affords increased opportunity for participating in that professional development

x. incorporate a teacher mentoring program


2323





include:

NCLBTitle I, Section 1116(b)(3)Each school identified. . .for

school improvement shall. . .develop or revise a school

plan that. . .

NCLBTitle I School Improvement

Plan Components Certification


7. Strategies to involve and assist parents in raising their child’s academic performance

viii. includes strategies to promote effective parental involvement in the school

vi. describes how the school will provide written notice about the identification to parents



8. The need for flexibility or waivers to state or local regulations to meet the objectives of the plan

vii. specifies the responsibilities of the school, the local educational agency, and the State educational agency. . .including specifying the technical assistance to be provided by the local educational agency



9. A description of the manner in which local, state, and federal funds are used to support the implementation of the components of this plan

iv. specifies how the funds. . .will be used to remove the school from school improvement status


Add and Discuss the Implementation of the Extras.

2424

Goal Attained: One PlanGoal Attained: One Plan

Submit the Submit the Checklist and Certification of SOA and NCLB School

Improvement Plan Requirements

as a cover sheetas a cover sheet

to the SOA required plan if the school is both to the SOA required plan if the school is both warned and in warned and in

Title I School Improvement.Title I School Improvement.

2525

The The Difference in Difference in

Process and Process and ProductProduct

Fully Accredite

d

and

Making AYP

Part II: Part II:

The ProductThe Product

An An

ImprovedImproved

SchoolSchool

2727

Producing the ProductProducing the Product

What are our school’s needs?What are our school’s needs?

How simple or difficult is it to How simple or difficult is it to determine our school’s needs?determine our school’s needs?

Is there a formal tool or process that Is there a formal tool or process that can be used to determine the needs?can be used to determine the needs?

Could the needs fall in several different Could the needs fall in several different but equally important categories?but equally important categories?

Can we tackle all of our needs at one Can we tackle all of our needs at one

time?time?

2828

Is There Time?Is There Time? Juggling PrioritiesPrincipals Aim To: Improve the literacy and numeracy of their student populations Raise standards of achievement in general Maximize the learning opportunities for pupils with special needs Improve poor attendance Share good teaching practices of staff Perfect performance monitoring.

When laid out in a list like this, it can seem that the role of most school managers is

something akin to a highly skilled juggling act….”

Phil Neal, Capita Education Services

2929

Is There Time To Examine…Is There Time To Examine…

The Quality of TeachingEffective Effective teachersteachers employ effective instructional strategies, employ effective instructional strategies,classroom management techniques, and classroomclassroom management techniques, and classroomcurricular design in a fluent, seamless fashion.curricular design in a fluent, seamless fashion.

Leinhardt and Greens; Brooks and HawkeLeinhardt and Greens; Brooks and Hawke

The most important factor affecting The most important factor affecting student learning is the teacher.student learning is the teacher.

Robert J. MarzanoRobert J. Marzano

3030

Is There Time To Examine…Is There Time To Examine…The Degree of Central Office SupportThe Degree of Central Office Support ““Effective school improvement involves building Effective school improvement involves building

the capacity for change and development. Thisthe capacity for change and development. This

necessitates pressure and support from both necessitates pressure and support from both

external and internal sources. external and internal sources.

The need for 'change agentry' is well establishedThe need for 'change agentry' is well established

in the literature; however, relatively little has been writtenin the literature; however, relatively little has been written

about about the role of the LEAthe role of the LEA as an external agent of change.” as an external agent of change.”

School Leadership & Management, Taylor & Francis GroupSchool Leadership & Management, Taylor & Francis Group

3131


The Order ofPrioritiesThe old way of thinkingThe old way of thinkingwas that parentalwas that parentalinvolvement was involvement was all about parents. all about parents.

The new way is that it’sThe new way is that it’sabout student success.”about student success.”

Dr. Joyce Epstein, Center on School, Family Dr. Joyce Epstein, Center on School, Family and Community Partnershipsand Community Partnerships

Is Increased Parental Involvement a Top Priority in Our School?

3232


FundamentalStudent Beliefs““What matters most is that studentsWhat matters most is that studentscome to believe deeply in their owncome to believe deeply in their owncapacity to master difficult academiccapacity to master difficult academicmaterial through sustained, material through sustained, thoughtful effort. thoughtful effort.

Every studentEvery student is completing is completinghomework, volunteering in class…”homework, volunteering in class…”

Changing the Culture, D. Bruce JacksonChanging the Culture, D. Bruce Jackson

3333

It Can Be Done.It Can Be Done.

Research Shows…Research Shows…"Any school in the United States can operate at"Any school in the United States can operate atadvanced levels of effectiveness--if it is willing toadvanced levels of effectiveness--if it is willing toimplement what is known about effective schooling.implement what is known about effective schooling.

If we follow the guidance offered from 35 years ofIf we follow the guidance offered from 35 years ofresearch, we can enter an era of unprecedentedresearch, we can enter an era of unprecedentedeffectiveness for the public practice of education." effectiveness for the public practice of education."

Robert J. MarzanoRobert J. Marzano

3434

Will Your School Take the Time?Will Your School Take the Time?

The GoodThe Good

The BadThe Bad

The UglyThe Ugly

What’s Really Behind Your

School Doors

?

3535

WWorkshop orkshop TTimeime

In your teams, decide what are the top three In your teams, decide what are the top three “Goods” and the top three “Bads and Uglies” in “Goods” and the top three “Bads and Uglies” in youryour collective school. collective school.

Discuss the impact each of the six factors has on Discuss the impact each of the six factors has on your school. your school.

Prioritize the three positive factors and the three Prioritize the three positive factors and the three negative factors.negative factors.

15 minutes

3636

Behind Those DoorsBehind Those DoorsThe GoodThe Good Changing BehaviorsChanging Behaviors Assessing StudentsAssessing Students Parent ConferencingParent Conferencing Articulation Among/Across Grade Articulation Among/Across Grade

LevelsLevels Thinking BigThinking Big On-going Development of On-going Development of

Integrated, Sequential CurriculumIntegrated, Sequential Curriculum Team BuildingTeam Building Sharing Ideas, Materials, ResourcesSharing Ideas, Materials, Resources Creating a Supportive Risk- Creating a Supportive Risk-

Taking, No-Fault EnvironmentTaking, No-Fault Environment

The Bad and The Ugly Inadequate Planning Time Lack of Adequate Funding Few Materials / Resources Traditional Assessments Lack of Parental Involvement Community Apathy Student Apathy and Poor Behavior Fear of Job Security Constant Change in Administrative

Policy Inadequate Teacher Compensation Inconsistent Professional Development

3737

Why Are the Good, the Bad, Why Are the Good, the Bad, and the Ugly All Good?and the Ugly All Good?

For the lowest achieving students in the highest poverty For the lowest achieving students in the highest poverty schools to meet high standards of performance, the schools to meet high standards of performance, the entire entire instructional programinstructional program must be substantially improved and must be substantially improved and every facet of the schoolevery facet of the school must be examined. must be examined.

From The No Child Left Behind Act of 2001From The No Child Left Behind Act of 2001Comprehensive School ReformComprehensive School Reform

Administration, staff, parents, and communityAdministration, staff, parents, and community must assess must assess the the goodgood, the , the badbad, and the , and the uglyugly (of the whole (of the whole

school) before there can be change.school) before there can be change.

3838

The Path to Producing the The Path to Producing the ProductProduct

Where are we now?Where are we now? Where do we want to go?Where do we want to go? How will we get there?How will we get there? How will we know when we get there?How will we know when we get there? How will we sustain the focus and the How will we sustain the focus and the

momentum?momentum?Asking the Right Questions : Techniques for Collaboration and School ChangeAsking the Right Questions : Techniques for Collaboration and School Change

Edie HolcombEdie Holcomb

3939

Examining Data Examining Data To Answer “Where Are We Now?”To Answer “Where Are We Now?”

Academic Data SourcesAcademic Data SourcesAchievement Tests Achievement Tests ScoresScores

Criterion-Referenced TestsCriterion-Referenced Tests Norm-Referenced TestsNorm-Referenced Tests Diagnostic TestsDiagnostic Tests Benchmark TestsBenchmark Tests Competency Tests Competency Tests End-of-Chapter TestsEnd-of-Chapter Tests

Other Performance Other Performance Indicator ToolsIndicator Tools

Progress through Levels of Progress through Levels of InstructionInstruction

Teacher Grades (Report Card)Teacher Grades (Report Card) Grade-point AveragesGrade-point Averages Progress Checklists and LogsProgress Checklists and Logs Workbook CompletionsWorkbook Completions Student Assignment SheetsStudent Assignment Sheets

4040

Even More Data: Even More Data: School/Student Status IndicatorsSchool/Student Status Indicators

Percentages ofPercentages of

Students--Students-- Continuing in, Formerly in, Continuing in, Formerly in,

or New Identification for or New Identification for Special ProgramsSpecial Programs

RetainedRetained Dropping Out Dropping Out Attending at or Near 100 Attending at or Near 100

percent and lowerpercent and lower Tardy Each DayTardy Each Day Referred, Suspended, Referred, Suspended,

Homebound, ExpelledHomebound, Expelled

Percentages ofPercentages of

Students--Students-- On Honor RollOn Honor Roll Taking AP CoursesTaking AP Courses College BoundCollege Bound Attending College Each Attending College Each

YearYear On, Below, Above Grade On, Below, Above Grade

LevelLevel Involved in Extra-Involved in Extra-

Curricular ActivitiesCurricular Activities

4141

Even More Data…Even More Data…

StaffStaff Staff CredentialsStaff Credentials Staff AttendanceStaff Attendance Staff MoraleStaff Morale Use of Instructional Use of Instructional

TimeTime Teacher After-school Teacher After-school

Involvement with Involvement with StudentsStudents

Professional Professional DevelopmentDevelopment

Instructional Support Instructional Support ProgramsPrograms Guidance/ School HealthGuidance/ School Health Gifted and TalentedGifted and Talented Title I /Other Federal Title I /Other Federal

ProgramsPrograms Parent Resource CenterParent Resource Center Instructional MaterialsInstructional Materials TechnologyTechnology Before/After School ProgramsBefore/After School Programs

4242

...and More Data ...and More Data

In-School In-School School Climate School Climate Parent / Teacher / Adm. Parent / Teacher / Adm.

RelationshipsRelationships Teacher SatisfactionTeacher Satisfaction Building / EquipmentBuilding / Equipment Communication/Communication/ Accessibility to Adm.Accessibility to Adm. Student Nutrition ProgramStudent Nutrition Program TransportationTransportation

Community Community RelationsRelations Confidence in SchoolConfidence in School Commitment to SchoolCommitment to School VolunteerismVolunteerism DonationsDonations Open Door PolicyOpen Door Policy MentorshipsMentorships Quality of Public Quality of Public

RelationsRelations

4343

Learning About Students from Learning About Students from Parent and Teacher Driven DataParent and Teacher Driven Data

Parent InputParent Input Parent-noted Parent-noted

Strengths/DeficienciesStrengths/Deficiencies Noted Adjustment Noted Adjustment

ProblemsProblems Physical Handicaps or Physical Handicaps or

Health ProblemsHealth Problems Degree of Commitment to Degree of Commitment to

Education in HomeEducation in Home Parent Requests for Parent Requests for

Certain TeachersCertain Teachers

Teacher InputTeacher Input Student Comfort in Student Comfort in

ClassroomClassroom Peer InfluencePeer Influence Student Appreciation of Student Appreciation of

AcademicsAcademics Student Respect for Student Respect for

Teachers and Teachers and AdministrationAdministration

Student Response to Student Response to Rewards and ConsequencesRewards and Consequences

4444

““Where Do I Start?”Where Do I Start?”

4545

The Language of the ResearchThe Language of the Research


momentum?momentum?

Asking the Right Questions : Techniques forAsking the Right Questions : Techniques for Collaboration and School ChangeCollaboration and School Change


““Where Do Where Do You Want to Go?”You Want to Go?”

Begin With the End in Mind.Begin With the End in Mind.

4646

Improved Student AchievementImproved Student Achievement

Accurate Curriculum AlignmentAccurate Curriculum Alignment

Effective Use of Time and School Scheduling PracticesEffective Use of Time and School Scheduling Practices

Effective Use of Data for Making Instructional/Planning Effective Use of Data for Making Instructional/Planning DecisionsDecisions

Aligned Professional DevelopmentAligned Professional Development

Effective School Improvement PlanningEffective School Improvement Planning

Effective Organizational Systems and ProcessesEffective Organizational Systems and Processes

Positive School CulturePositive School Culture

Isn’t This Where You Want To Go?Isn’t This Where You Want To Go?

~Destinations~~Destinations~From the Virginia Department of Education From the Virginia Department of Education

Academic Review ProcessAcademic Review Process

4747

Improved Student AchievementImproved Student Achievement

Accurate Curriculum AlignmentAccurate Curriculum Alignment

Effective Use of Time and School Scheduling PracticesEffective Use of Time and School Scheduling Practices

Effective Use of Data for Making Instructional/Planning DecisionsEffective Use of Data for Making Instructional/Planning Decisions

Aligned Professional DevelopmentAligned Professional Development

Effective School Improvement PlanningEffective School Improvement Planning

Effective Organizational Systems and ProcessesEffective Organizational Systems and Processes

Positive School CulturePositive School Culture

Do Your Good, Bad, and Uglies Fall Under These Do Your Good, Bad, and Uglies Fall Under These

Destinations?Destinations?

Workshop TimeWorkshop Time

4848

There May Be Other Categories of There May Be Other Categories of Destinations from ResearchDestinations from Research

This Is What You Want…Where You Want to Go. This Is What You Want…Where You Want to Go.

EffectiveEffective Reform Activities for All ChildrenReform Activities for All Children Scientific Based Methods and Strategies to Strengthen Core Scientific Based Methods and Strategies to Strengthen Core

Academic ProgramAcademic Program Strategies to Meet the Needs of Historically Underrepresented Strategies to Meet the Needs of Historically Underrepresented

StudentsStudents On-going Plan to Assess Implementation of ProgressOn-going Plan to Assess Implementation of Progress Strategies to Increase Parent InvolvementStrategies to Increase Parent Involvement Plan to Involve Teachers in Assessment PlanPlan to Involve Teachers in Assessment Plan Identification of and Intervention for Students Identification of and Intervention for Students

Experiencing DifficultyExperiencing Difficulty Coordination of Local, State, Federal FundingCoordination of Local, State, Federal Funding

4949

So How Do We Get There?So How Do We Get There?

Improved Student AchievementImproved Student Achievement Accurate Curriculum AlignmentAccurate Curriculum Alignment Effective Use of Time and School Scheduling PracticesEffective Use of Time and School Scheduling Practices Effective Use of Data for Making Instructional/Planning Decisions*Effective Use of Data for Making Instructional/Planning Decisions* Aligned Professional DevelopmentAligned Professional Development Effective School Improvement PlanningEffective School Improvement Planning Effective Organizational Systems and ProcessesEffective Organizational Systems and Processes Positive School CulturePositive School Culture

The Language of the ResearchThe Language of the Research


momentum?momentum?

Asking the Right Questions : Techniques forAsking the Right Questions : Techniques for Collaboration and School ChangeCollaboration and School Change


5050

……By Examining the Indicators of By Examining the Indicators of Effectiveness in Each Area Effectiveness in Each Area

(Destination) (Destination) and Where Your School Standsand Where Your School Stands

What Are the Indicators of What Are the Indicators of Effectiveness?Effectiveness?

DestinationsDestinations Improved Student AchievementImproved Student Achievement Accurate Curriculum AlignmentAccurate Curriculum Alignment Effective Use of Time and School Scheduling PracticesEffective Use of Time and School Scheduling Practices Effective Use of Data for Making Instructional/Planning DecisionsEffective Use of Data for Making Instructional/Planning Decisions Aligned Professional DevelopmentAligned Professional Development Effective School Improvement PlanningEffective School Improvement Planning Effective Organizational Systems and ProcessesEffective Organizational Systems and Processes Positive School CulturePositive School Culture

5151

From the AR IndicatorsFrom the AR Indicators Area: Professional DevelopmentArea: Professional Development Is the school with division supportIs the school with division support—— Designing an ongoing, school-based program of professional Designing an ongoing, school-based program of professional

development that is based on the analyses of data and is aligned with development that is based on the analyses of data and is aligned with the school’s goals for improving student achievement?the school’s goals for improving student achievement?

Focusing the core of staff learning on research-based content and Focusing the core of staff learning on research-based content and instructional practices that have been proven effective in improving instructional practices that have been proven effective in improving student achievement?student achievement?

Identifying essential learning outcomes from professional Identifying essential learning outcomes from professional development activities that will be used to change practice? development activities that will be used to change practice?

Embedding professional growth and development into job Embedding professional growth and development into job performance expectations and the performance evaluation process?performance expectations and the performance evaluation process?

5252

From the AR Indicators From the AR Indicators (cont.)(cont.)

Area: Area: Use Use of Data for Makingof Data for Making Instructional / Planning DecisionsInstructional / Planning Decisions

Is the school with division supportIs the school with division support—— Using data/evidence from multiple sources to plan instruction that Using data/evidence from multiple sources to plan instruction that

promotes the attainment of state standards and essential promotes the attainment of state standards and essential understandings, knowledge, and skills?understandings, knowledge, and skills?

Collecting, compiling, and analyzing data related to instructional Collecting, compiling, and analyzing data related to instructional practices to determine the degree of alignment with state learning practices to determine the degree of alignment with state learning standards and to identify professional development needs?standards and to identify professional development needs?

Collecting and compiling individual student performance data to Collecting and compiling individual student performance data to identify students’ needs, plan instruction, and monitor progress?identify students’ needs, plan instruction, and monitor progress?

Disaggregating state and local student performance data by Disaggregating state and local student performance data by appropriate subgroups of students to identify needs and monitor appropriate subgroups of students to identify needs and monitor student progress?student progress?

5353

From the AR Indicators From the AR Indicators (cont.)(cont.) Area:Area: Use of Time and School Scheduling PracticesUse of Time and School Scheduling Practices

Is the school with division support—Is the school with division support— Basing decisions related to the pacing of the curriculum on state test Basing decisions related to the pacing of the curriculum on state test

blueprints and on student performance data?blueprints and on student performance data?

Organizing instruction and structuring lessons to maximize student time on Organizing instruction and structuring lessons to maximize student time on task?task?

Maintaining a high level of student engagement throughout the lesson?Maintaining a high level of student engagement throughout the lesson?

Using classroom instructional time to provide enrichment opportunities and Using classroom instructional time to provide enrichment opportunities and support services to individuals and small groups, based on students’ support services to individuals and small groups, based on students’ identified strengths and needs?identified strengths and needs?

5454


Area: Taught CurriculumArea: Taught Curriculum Is the school with division supportIs the school with division support:: Focusing instruction on specific learning objectives that promote the Focusing instruction on specific learning objectives that promote the

attainment of state learning standards and address essential attainment of state learning standards and address essential understandings, knowledge, and skills?understandings, knowledge, and skills?

Using available curriculum resources and supplementary materials Using available curriculum resources and supplementary materials appropriately to promote attainment of state learning standards?appropriately to promote attainment of state learning standards?

Differentiating instruction to meet the identified needs of individual Differentiating instruction to meet the identified needs of individual students and groups of students?students and groups of students?

Assigning projects and tasks that require students to integrate and apply Assigning projects and tasks that require students to integrate and apply their learning in meaningful contexts and to reflect on what they have their learning in meaningful contexts and to reflect on what they have learned?learned?

5555


Area: School CultureArea: School Culture Is the school with division supportIs the school with division support——

Basing the mission of the school on the shared beliefs and common Basing the mission of the school on the shared beliefs and common vision of the members of the school community?vision of the members of the school community?

Clearly communicating expectations for student performance to Clearly communicating expectations for student performance to students and parents?students and parents?

Implementing instructional and organizational practices that reflect high Implementing instructional and organizational practices that reflect high expectations for all students and consideration of the culture and needs expectations for all students and consideration of the culture and needs of the school community?of the school community?

Assigning teachers by matching the needs of students with the Assigning teachers by matching the needs of students with the endorsements and demonstrated strengths of teachers?endorsements and demonstrated strengths of teachers?

5656

Practicing PlanningPracticing Planning

A School Improvement Team Planning Tool

Workshop

5757

Contact InformationContact Information

Brenda A. SpencerBrenda A. SpencerSchool Improvement CoordinatorSchool Improvement Coordinator

Virginia Department of EducationVirginia Department of EducationOffice of School ImprovementOffice of School Improvement

[email protected]@doe.virginia.gov(804) 371-6201(804) 371-6201