Raising the Bar for School Improvement Candie Watts Professional Development Specialist for School Improvement AAFC Conference Fall 2008 Relationships

Raising the Bar for School Improvement

Candie WattsProfessional Development Specialist for School

ImprovementAAFC Conference

Fall 2008

Relationships in Research

“To create real change in this world, you have to have a vision, and you have to have enormous

perseverance. It’s the same principle that applies in any entrepreneurial adventure:

You’ve got to be too stupid to quit.”

-Marguerite Sallee, CEO, Frontline Group

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“…evidence from several studies of school change indicate that

unless school improvement efforts truly touch the minds and hearts of teachers and become manifest in their behavior and attitudes, the ultimate aims of school reform will go unmet.”

-Willis D. Hawley, ed., 2007. The Keys to Effective Schools

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Four-Phase Cycle of Continuous Improvement

Phase 1Develop a consensus on goals & assessments

of students’ performance

Phase 4Manage the

implementation ofpromising practices

Phase 2Continuing assessment

of students’performance

Phase 3Collaborative, evidence-

based problemsolving

Provide opportunitiesfor focused professional

development

Identify resources tosolve problems & address

alternative solutions

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Phase 1Phase 1Develop a consensus on goals & assessments Develop a consensus on goals & assessments

of students’ performanceof students’ performance

Phase 4Manage the







development

Identify resources toSolve problems & address


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The Power of Teamwork

VIDEO CLIP

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The mission statement is reflected in the goals and actions of the plan. ACSIP Approval Rubric #1

Beliefs: conditions of willingness to act

Vision: preferred future which comes about if beliefs are realized

Mission: defines why the school existsWhat do we expect students to learn?How will we know what students have

learned?How will we respond to students who

aren’t learning?

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Man can fly (Belief)

Humankind as interplanetary space traveler (Vision)

To go to the moon (Mission)

To build a lunar module (Goal)

Subcontract with Grumman (Action)

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Scholastic Audit Correlation9.1a: There is evidence that a

collaborative process was used to develop the vision, beliefs, mission and goals that engage the school community as a community of learners.Mission/belief statementsSchool improvement planning team’s

meeting agenda and minutesStaff member, parent/family member and

SIP team member interviewsACSIPPerception surveys

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Phase 4Manage the


Phase 2Phase 2Continuing assessmentContinuing assessment

of students’of students’performanceperformance




development



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Academic Supporting Data ACSIP

Approval Rubric #3 Includes the most current 3 year

history of dataIncludes all state mandated

assessments appropriate to the building

Includes at least 3 sources of dataScholastic Audit data, if applicable

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Analysis of Tests ACSIP Approval Rubric #4 & #5

CRTIncludes percent of combined population

scoring proficient & aboveIncludes percent of subpopulations

scoring proficient & aboveIncludes weaknesses by strand, passage

type, or writing domain & by type of response for combined population & each applicable subpopulation

NRTIncludes percent of students scoring

above the 50th percentile in reading & math

Includes content subskill & skill cluster weakness(es) in reading & math

Analysis shows disaggregation of the data and thoughtful reflection of what the dataidentifies as the needs of the students in individual schools through the inclusion of a

comprehensive trend analysis of weaknesses…

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POTENTIAL SUB-GROUPS OF STUDENTS

At-risk is not a characteristic of a child, it

is a characteristic of a situation.

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Non-academic data is reported from most recent year in the most recent School Report Card. ACSIP Approval Rubric #6

Avg. daily attendance for K-8, ORGraduation Rate for 9-12Scholastic Audit data if applicable*Perceptual Survey data

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Scholastic Audit Correlation9.2a: There is evidence the school/district

planning process involves collecting, managing and analyzing data.

9.2b: The school/district uses data for school improvement planning.

9.3b: The school/district analyzes their students’ unique learning needs (*perceptual data)

9.4a: Perceived strengths and limitations of the school/district instructional and organizational effectiveness are identified using the collected data.

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What does the data tell us?

Data Analysis Activity

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Goal Statement ACSIP Approval Rubric #7

Conclusion of a needs assessment which should narrow the focus of the priority by addressing specific weaknesses based on:Data disaggregation/analysisTrend data

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SMART GoalsStrategic and SpecificMeasurableAttainableResults-basedTime-bound

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Sample Goal Statement

All third and fourth grade students will exhibit proficiency on 2008-2009 common assessments and the 2008-2009 Augmented Benchmark in responding to open-ended questions, particularly in literary reading responses for the Combined and Caucasian populations and in practical reading responses for the IEP population.

Goal statements inclusive of ALL students are worthy goals. However, if needs vary by subgroup, address

their weaknesses in appropriate goal statements linked to data.

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Scholastic Audit Correlation9.3c: The desired results for

student learning are defined.

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Benchmarks ACSIP Approval Rubric #8

Benchmark statements for any school that has NOT met AYP with either combined population or any subgroup(s) should reflect:Current AYP status of significant group(s)Percentage proficiency performance as

benchmarked on AYP chart for 2008-2009 school year

Benchmark statements for schools having met AYP for all significant group(s) should reflect:(Current AYP status)Growth goal

Starting Point

K-5

Math

K-5

Literacy

6-8

Math

6-8

Literacy

9-12

Math

9-12

Literacy

2005-2006 40.00 42.40 29.10 35.20 29.20 35.50

2006-2007 47.50 49.60 37.96 43.30 38.05 43.56

2007-2008 55.00 56.80 46.83 51.40 46.90 51.63

2008-2009 62.50 64.00 55.69 59.50 55.75 59.69

2009-2010 70.00 71.20 64.55 67.60 64.60 67.75

2010-2011 77.50 78.40 73.41 75.70 73.45 75.81

2011-2012 85.00 85.60 82.28 83.80 82.30 83.88

2012-2013 92.50 92.80 91.14 91.90 91.15 91.94

2013-2014 100.00 100.00 100.00 100.00 100.00 100.00

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Sample Benchmark Statement written from AYP report based on grade configuration, not individual grade levels (School who has NOT met AYP)

On the 2007-2008 Literacy Augmented Benchmark, 40% of the combined population, 37% of the African American population, 38% of the Caucasian population, 19% of the Hispanic population, 44% of the low socio-economic population, 44% of the ELL population, and 0% of the special education population scored proficient or above. In 2008-2009, 64.0% of all students must exhibit proficiency.

You are only required to have a Benchmark statement for the Combined Population and for the subgroups meeting

the significant number (40) by grade configuration.

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Sample Benchmark Statement written from AYP report based on grade configuration, not individual grade levels (School who HAS met AYP)

On the 2007-2008 Literacy Augmented Benchmark, 68% of the combined population, 65% of the African American population, 78% of the Caucasian population, 65% of the Hispanic population, 67% of the low socio-economic population, 65% of the ELL population, and 65% of the special education population scored proficient or above. In 2008-2009, 64.0% of all students must exhibit proficiency. Across all applicable groups, we will show an increase of 3% in AYP performance.

OR

School Name Elementary has exceeded the 2008-2009 AYP benchmark across all applicable groups. Therefore, we will show an increase of 3% in AYP performance in 2008-2009.

You are only required to have a Benchmark statement for the Combined Population and for the subgroups meeting the

significant number (40) by grade configuration.

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Scholastic Audit Correlation9.3c: The desired results for

student learning are defined.

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Phase 4Manage the




Phase 3Phase 3Collaborative, evidence-Collaborative, evidence-

based problembased problemsolvingsolving


development

Identify resources toIdentify resources toSolve problems & addressSolve problems & address

alternative solutionsalternative solutions

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Problem FramingAlignment of Instructional GuidanceCoherence & FocusCollaborative CultureCognitive DemandResource Adequacy & MobilizationSocial Capital

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USE OF ALL RESOURCES

Do what you can, with what you have, where you are.

-Teddy Roosevelt

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Identifying “Promising” Practices and ProgramsEvidence & FitCultural ContextAvailable Resources

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Interventions ACSIP Approval Rubric #9

All interventions include scientifically based research citations:Source, title, author, & dateMost current available research related to

targeted areasEach intervention includes at least the

following:Appropriate implementation and/or

instructional strategies, appropriate professional development, and evaluation of the intervention

All interventions have multiple, sequential steps of sufficient detail required to implement and maintain the intervention

ADE, Laws, Rules & Regulations are not considered as appropriate scientifically based research

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Actions ACSIP Approval Rubric #10 & #11A-M

All interventions:Have multiple, sequential steps of

sufficient detail required to implement and maintain the intervention

Are stated detailed enough so that any attached “action types” are clearly explained

Match any funding designationsContain a professional development

and plan evaluation component

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Scholastic Audit Correlation

9.5a: The action steps for school improvement are aligned with the school improvement goals and objectives.

9.5b: The plan identifies the resources, timelines, and persons responsible for carrying out each activity.

9.5c: The means for evaluating the effectiveness of the ACSIP is established.

9.5d: The ACSIP is aligned with the school’s profile, beliefs, mission, desired results for student learning and analysis of instructional and organizational effectiveness.

9.6: The ACSIP is implemented as developed. 9.6b: The school evaluates the degree to which it

achieves the goals and objectives for student learning set by the plan.

9.6c: The school evaluates the degree to which it achieves the expected impact on classroom practice and student performance specified in the plan.

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Alignment—ACSIP Approval Rubric #11A

Actions provide evidence that local curriculum, assessments, instruction, and

professional development are in line horizontally and vertically with Arkansas Frameworks and state assessments, and actions are included to show evidence of

continual review and updating of alignment.

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Sample Alignment ActionsBack-to-school professional development will provide time for data disaggregation so that trends/patterns can be identified in relation to curriculum, instruction, and assessment alignment.

Results of the data disaggregation professional development will be used to guide curriculum work in the following:a. Identification of power standardsb. Pacing c. Unwrapping/deconstructing standards into learning objectives

CWT data will be collected in order to analyze current instructional strategies utilized by the staff. Professional development training will follow according to the results.

Common assessments will be written to align with the curriculum. Assessment results will guide instructional decisions.

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Scholastic Audit Correlation—Alignment 1.1a: There is evidence that the curriculum is

aligned with the Arkansas Academic Content Standards and Student Learning Expectations.

1.1b: The district/school initiates and facilitates discussions among schools regarding curriculum standards to ensure they are clearly articulated across all levels (k-12).

1.1c: The district initiates and facilitates discussions between schools in the district in order to eliminate unnecessary overlaps and close gaps.

1.1d: There is evidence of vertical communication with an intentional focus on key curriculum transition points within grade configurations (e.g., from primary to middle and middle to high).

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Scholastic Audit Correlation—Alignment 1.1e: The school curriculum provides specific links

to continuing education, life and career options.1.1f: In place is a systematic process for

monitoring, evaluating and reviewing the curriculum.

1.1g: The curriculum provides access to an academic core for all students.

2.1b: teachers collaborate in the design of authentic assessment tasks aligned with core content subject matter.

2.1h: Samples of student work are analyzed to inform instruction, revise curriculum and pedagogy, and obtain information on student progress.

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Scholastic Audit Correlation—Alignment 3.1b: Instructional strategies and

learning activities are aligned with the district, school and state learning goals, and assessment expectations for student learning.

3.1c: Instructional strategies and activities are consistently monitored and aligned with the changing needs of a diverse student population to ensure various learning approaches and learning styles are addressed.

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Academic Improvement Plan (AIP/IRI)—ACSIP Approval Rubric #11B

Actions detail the development process as well as the remedial instruction for all students who are not performing at achievement levels required by state

guidelines (ACT 35). Grade level specific required AIP/IRI process is

included in each appropriate building plan with the tern “IRI” used where

applicable in the action statement. IRI actions should be tagged AIP. No

federal funds should be attached to these actions.

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Sample Academic Improvement Plan Actions

Students who do not perform at the proficient level on the Augmented Benchmark Exam will have an Academic Improvement Plan written in collaboration with teacher(s), parent(s)/guardian(s).

Identified students will participate in remediation according to specific weaknesses as supported by relevant data. Remediation strategies include:a. Computer assisted programsb. Tutorialsc. Double blocking in math/literacyd. Learning lab

Formative assessment data shall be gathered and instructional strategies shall be revised periodically based on results from the formative assessments

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Nothing is so unequal as the equal treatment of unequals.

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Sample Equity ActionsFunds will be used to purchase levelized books which represent various cultures to enhance instruction.

Professional development in differentiation strategies will be attended by all staff in order to meet the varied needs and learning styles of all students.

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Scholastic Audit Correlation—Equity1.1g: The curriculum provides access to an

academic core for all students.3.1a: There is evidence that effective and varied

instructional strategies are used in all classrooms.3.1c: Instructional strategies and activities are

consistently monitored and aligned with the changing needs of a diverse student population to ensure various learning approaches and learning styles are addressed.

3.1e: There is evidence that teachers incorporate the use of technology in their classrooms.

3.1f: Instructional resources (textbooks, supplemental reading, technology) are sufficient to effectively deliver the curriculum.

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Scholastic Audit Correlation—Equity4.1a: There is leadership for a safe, orderly, and

equitable learning environment.4.1b: Leadership creates experiences that

foster the belief that all children can learn at high levels in order to motivate staff to produce continuous improvement in student learning.

4.1c: Teachers hold high expectations for all students academically and behaviorally, and this is evidenced in their practice.

4.1d: The school intentionally assigns staff to maximize opportunities for all students to have access to the staff’s instructional strengths.

4.1h: There is evidence that the teachers and staff care about students and inspire their best efforts.

4.1j: There is evidence that student achievement is highly valued and publicly celebrated (e.g., displays of student work, assemblies).

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Scholastic Audit Correlation—Equity4.1k: The district/school provides support for the

physical, cultural, socio-economic, and intellectual needs of all students, which reflects a commitment to equity and an appreciation of diversity.

5.1b: Structures are in place to ensure that all students have access to all the curriculum (e.g., school guidance, supplemental or remedial instruction).

5.1c: The school/district provides organizational structures and supports instructional practices to reduce barriers to learning.

5.1d: Students are provided with a variety of opportunities to receive additional assistance to support their learning beyond the initial classroom instruction.

6.2b: Leadership provides the fiscal resources for the appropriate professional growth and development of licensed staff based on identified needs.

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Scholastic Audit Correlation—Equity7.1d: There is evidence that the

school/district leadership team disaggregates data for use in meeting the needs of a diverse population, communicates the information to school staff and incorporates the data systematically into the school’s plan.

8.1c: The instructional and non-instructional staff are allocated and organized based upon the learning needs of all students.

8.2a: The school/district provides a clearly defined process to provide equitable and consistent use of fiscal resources.

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Program Evaluation—ACSIP Approval Rubric #11E

Plan evaluation is present for EACH intervention that will:

E-1:(1.1) Ensure that the program/process is implemented as designed (as per Rule 4.01 of

ACT 807 of 2007);(1.2) Identify protocol for evaluating and adjusting program/process (as per Rule 5.02.1 of

ACT 807 of 2007); and(1.3) At the end of each school year, provide

evidence of the impact on student achievement (as per Rule 5.07 of ACT 807 of 2007).

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Sample Program Evaluation Actions

After staff has been trained in Marzano’s High Yield Instructional Strategies (HYIS), Classroom Walkthrough (CWT) data will be gathered to measure implementation of those strategies in each classroom. Baseline data indicates prior to training, 16% of the staff utilized the HYIS. Comparative data will be collected on a quarterly basis (11E1.1).

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Quarterly CWT data indicates 25% of the staff are implementing HYIS as suggested by the research. In order to increase implementation, additional professional development using the coaching model will be implemented immediately (11E1.2).

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Classroom teachers will administer/score locally developed pre and post tests to evaluate students’ ability to utilize HYIS in math. 2008/2009 data revealed kindergarten students scored an average of 47% on the pretest and 80% on the posttest. Based on the math pretest for first grade, students scored an average of 18%, while students scored an average of 86% on the post test. In second grade, students scored an average of 59% on the pretest and 74% on the post test. In third grade, students scored an average of 49% on the pretest and 73% on the post test (11E1.3).

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Scholastic Audit Correlation—Program Evaluation

1.1f: In place is a systematic process for monitoring, evaluating and reviewing the curriculum.

2.1h: Samples of student work are analyzed to inform instruction, revise curriculum and pedagogy, and obtain information on student progress.

3.1c: Instructional strategies and activities are consistently monitored and aligned with the changing needs of a diverse student population to ensure various learning approaches and learning styles are addressed.

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Professional Development—ACSIP Approval Rubric #11F

Actions are data driven, standards based training for staff and

administrators that support specific interventions/actions, which may

include implementation and follow up when applicable.

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Sample Professional Development Actions

All teachers will receive initial training in the High Yield Instructional Strategies: identifying similarities/differences; summarizing & note-taking; nonlinguistic representations; and setting objectives & providing feedback during back-to-school professional development.

Once per month, Arch Ford Co-op staff will support on-going professional development in these areas during time set aside for professional learning communities.

Teachers will be aloud to observe model classrooms who utilize these strategies.

During our monthly staff meetings, one grade level/course will be highlighted to share how they have implemented one of the strategies in their classrooms.

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Scholastic Audit Correlation—Professional Development

6.1a: There is evidence of support for the long-term professional growth needs of the individual staff members. This includes both instructional and leadership growth.

6.1b: The school has an intentional plan for building instructional capacity through on-going professional development.

6.1c: Staff development priorities are set in alignment with goals for student performance and the individual professional growth plans of staff.

6.1d: Plans for school improvement directly connect goals for student learning and the priorities set for the school and district staff development activities.

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Scholastic Audit Correlation—Professional Development

6.1e: Professional development is on-going and job-embedded.

6.1f: Professional development planning shows a direct connection to an analysis of student achievement data.

6.2b: Leadership provides the fiscal resources for the appropriate professional growth and development of licensed staff based on identified needs.

7.1e: Leadership ensures all instructional staff has access to curriculum related materials and the training necessary to use curricular and data resources relating to the student learning expectations for Arkansas public schools.

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Special Education—ACSIP Approval Rubric #11G

Actions meet the needs of all students. If a district triggers, this portion will be approved by the Special Education Unit. Contact the

Special Education LEA Supervisor for assistance with the Special Education Priority.

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Sample Special Education Actions

Professional development training for inclusion strategies will be provided to all teachers.

Differentiation strategies in content, process, product, and learning environment will be utilized by all teachers.

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Scholastic Audit Correlation—Special Education

1.1g: The curriculum provides access to an academic core for all students.

3.1c: Instructional strategies and activities are consistently monitored and aligned with the changing needs of a divers student population to ensure various learning approaches and learning styles are addressed.

4.1b: Leadership creates experiences that foster the belief that all children can learn at high levels in order to motivate staff to produce continuous improvement in student learning.

5.1b: Structures are in place to ensure that all students have access to all the curriculum (e.g., school guidance, supplemental or remedial instruction).

5.1c: The school/district provides organizational structures and supports instructional practices to reduce barriers to learning.

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Scholastic Audit Correlation—Special Education

5.1d: Students are provided with a variety of opportunities to receive additional assistance to support their learning beyond the initial classroom instruction.

5.1e: The school maintains an accurate student record system that provides timely information pertinent to the student’s academic and educational development.

8.1c: The instructional and non-instructional staff are allocated and organized based upon the learning needs of all students.

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Parental Engagement—ACSIP

Approval Rubric #11H

The following parental engagement actions are present in the plan and reflect all requirements of ACT 307 of 2007 (amended ACT

603 of 2003) and any supplementally funded activities:1. Informational Packets (formerly Family Kits);

2. Parent Involvement Meetings (formerly Parents Make a Difference evenings);

3. Volunteer Resource Book;4. School’s process for resolving parental concerns in handbook;

5. Seminars to inform the parents of high school students about how to be involved in decisions;

6. Enable formation of PTA/PTO;7. Parent Facilitator (certified teacher); and

8. Two Parent/Teacher conferences are still required.

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Sample Parental Engagement Actions

Parent Involvement Meetings will be held in September and February for sixth grade students and their families. During the meetings, parents will receive information regarding assessment practices. They will participate in similar experiences relative to their child’s assessments.

Two parent/teacher conferences will be held. One will occur in October after first quarter reporting. The second will occur in March after the third quarter reporting.

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Scholastic Audit Correlation—Parental Engagement

3.1h: There is evidence that homework is frequent and monitored and tied to instructional practice.

4.1g: Teachers communicate regularly with families about individual students’ progress (e.g., engage through conversation).

4.1i: Multiple communication strategies and contexts are used for the dissemination of information to all stakeholders.5.1a: Families and community members are active partners in the educational process and work together with the school/district staff to promote programs and services for all students.

7.1a: Leadership has developed and sustained a shared vision.

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Technology Inclusion—ACSIP

Approval Rubric #11I

Actions reflect how technology is utilized to support instructional activities within the identified

interventions and are a part of the district’s technology plan.

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Sample Technology ActionsTeachers will be trained to use automated classroom response systems as a means to gather and disseminate specific feedback to students.

Students will be taught to utilize the “track changes” feature in Microsoft Word to demonstrate rule-based summarizing.

Students will be trained to use digital microscopes during science investigations and afterward to create diagrams and graphics for students’ analyses and presentations.

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Scholastic Audit Correlation—Technology Inclusion

3.1e: There is evidence that teachers incorporate the use of technology in their classrooms.

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Phase 4Phase 4Manage theManage the

implementation ofimplementation ofpromising practicespromising practices





Provide opportunitiesProvide opportunitiesfor focused professionalfor focused professional

developmentdevelopment



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Implement Promising PracticesTeacher Learning & Continuous

School ImprovementThe Importance of Strategic &

Flexible LeadershipContinuing Evaluation

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The National Partnership for Excellence and Accountability in

Teaching (NPEAT)NPEAT, 1999

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The Professional Development LeaderSelf-assessLook at dataPlan togetherMake decisionsSet measurable goalsCelebrate success

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“Man’s mind once stretched by a new idea never regains its original

dimension.”

-Oliver Wendell Holmes

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Creating the Professional Development Plan During Action

PlanningImplementing the Vision to Close the

Gaps

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What skills and knowledge are needed to close the gap between where we want to be and where we are right now?

Needs assessmentSelf-assessment using a vision rubricSelf-assessment using a five-point

scaleQuestionnairesSchool meetingsTeacher observationsShadowing studentsSupervision and evaluation

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How will the knowledge and skills be obtained to implement the vision?Workshops and/or trainingStaff sharingImmersionPartnershipsStudy groupsNetworksSpecialty area leadersTrain the trainers

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How will staff work together to ensure the implementation of the vision and the elimination of gaps?

Grade level meetingsCross grade level meetingsSchool meetings with team

developmentPlanning groups, action teams, and

cadresTuning protocolsCoachingMentoring

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What would it look like to implement the vision in all classrooms?Workshop facilitator helping with the

translation of what it would look like in grade levels

Self assessment toolsScheduling: What a day would look

likeExample lessonsDemonstration lessonsObservationsStoryboarding

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Are curriculum, instruction, and assessment aligned to the student learning standards and the vision?Curriculum mapping/webbingProcess mappingExamining student workExamining student dataJournalingObservationsReflective logsSupervision/evaluationCurriculum

development/implementation

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How will you know if what you are doing is making a difference?Program evaluationsAction researchTeacher portfoliosCase studiesListening to studentsData analysesSchool portfolioExamining student workExamining student dataSelf-assessment

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TEAM-BUILDING CAN BE COMPARED TO BASEBALL

A skilled manager has responsibility to help select the players, coordinate the team’s effort, and oversee the playing of the game.

Players must know their jobs, have the skill to do them well, and be committed to making a contribution to the team.

Beating the competition requires a game plan.Players and the manager must communicate with

one another, trust and support one another, and resolve their differences in a constructive manner.

Self-control must be exercised by each player, or in its absence, imposed by the manager.

There must be a reward system that meets both the needs of the team and the personal needs of individual players.

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SUCCESS

There are moments when everything goes well; don’t be frightened, it won’t last

long.-Jules Renard

Documents

Raising the Bar for School Improvement Candie Watts Professional Development Specialist for School Improvement AAFC Conference Fall 2008 Relationships