Action Planning & Monitoring
Assessment, Accountability, Research, and School Improvement Division
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Henderson
Wireless Code
AARSI TEAM:Lisa BiesingerBrett Campbell Kim MaukSue Daellenbach Becca MeyerKrista Donnelly Stacie NelsonSue Egloff Deb RobersonRamona Esparza Wayne RobersonJeff Halsell Nathan TrenholmLaura Love Lakeisha YoungGreg Manzi Tim Zeidler
School Improvement 855-7783
Action Planning Purpose
If schools are to change, it must first be understood that it is not enough to change the behavior of individuals – what must be changed as well are the systems that encourage, support, and maintain present behavior patterns and discourage new patterns from emerging.
~ Phillip Schlecty (1997)
Evaluate
Plan
Implement
School Improvement
Process
Turn in your handout to pg. 3 to examine school district goals and measurable objectives.
District Goals and Objectives – pg. 3
Agenda – pg. 4Root Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Calendaring for 2012-13 and Next Steps
Evaluating Action Plan
Monitoring Implementation
Be present, participate, and engage fully. Listen to learn, limit sidebars. Monitor personal technology. Pay attention to hand signals. Provide feedback in the “Parking Lot”. Response Cards at your table.
Norms for Today
Materials
Action Planning – Day 3
Inquiry Process – Day 1 and 2
Target Setting – Day 3
Progress Monitoring - Ongoing
School Improvement Planning Processes – pg. 5
Describe Performance
Trends
Prioritize Performance
Concerns
Identify Root Causes
Set Performance
Targets
Identify Measurable Objectives
Identify Solutions and Action Steps
Identify Implementation
Evidence
Gather and Organize
Data
Review Performance Framework
Describe Performance
Trends
Prioritize Performance
Concerns
Identify Root Causes
Set Performance
Targets
Gather and Organize
Data
Review Performance Framework
Completed the Inquiry Process Finalized Data Trends-Positive/Negative
Determined Key Strengths & Priority Concerns
Identified Root Cause(s)
Root Cause Homework
Pg. 6
Root Cause Review – pg. 6
Root Causes ARE …Deepest and most basic concern & barriers to
increasing student performance
Within the school’s control and evidence based
Focused on adult actions
Root Causes are NOT…Concerns about budget, staffing, or new curriculum
External levels of root cause analysis out of site control
Focused on student actions
Use the Quality Criteria for Root Causes with your school partner and discuss these questions:•How are the identified root causes aligned with the criteria?• Are the root causes aligned with the performance challenges and trends?•Do you have data to prove and support your root cause?
Quality Criteria for Root Causes pg. 6
Performance Trend Performance Concern Root Cause Solution
Academic GrowthThe median growth percentiles in reading for 6th grade students showed an overall decrease from 50 in 2009 to 38 in 2010, then increased to 44 in 2011.
This performance trend is impacting the overall school-wide growth percentiles; preventing the school from meeting the District expectation of 53 or higher for the next level on the SPF.
Lower growth percentile rates in 6th grade and a review of intervention processes and collaboration practices for 6th grade show that interventions structures are not organized sufficiently to provide teachers the time and resources to monitor student progress and plan appropriate interventions for each student’s individual needs.
Sample Inquiry Process Negative Trend - pg. 7
Performance Trend Key Strength Root Cause
Academic Growth GapsThe median growth percentiles in math for FRL students decreased from 70 in 2009 to 68 in 2010, then remained stable at 68 in 2011.
For the last three years, the median growth percentiles in math for FRL students have remained at or above district expectations on the School Performance Framework.
A curriculum review and classroom observations show 90% of observable student work in mathematics reflects grade-level standards and students were able to connect the work to an understanding of the learning objectives through effective feedback.
Sample Inquiry ProcessPositive Trend – pg. 7
AgendaRoot Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Calendaring for 2012-13 and Next Steps
Evaluating Action Plan
Monitoring Implementation
Are the solutions grounded in research? Will implementing the solutions address the
identified concern and root cause? Will the solutions, if properly implemented, impact
student achievement? Does the school have the control and resources to
implement and sustain the solutions? Is everyone who is part of the challenge also part of
the solution?
Guiding Questions for Solutions
pg. 8
Solution Examples
Are: Revising a school
process (i.e. intervention time, inclusive school practices, scheduling)
Ongoing Effective Collaboration (i.e. sharing data, instructional strategies and modifying lessons accordingly)
Are NOT: Programs Textbook fidelity Ineffective collaboration
(i.e. schedules, field trips, assemblies, data talk without action)
Use the handout and follow the discussion format chart, write at least one solution.
Use your Response Cards as you work. Share Solutions with your partner
school.
Time to Write Solutions – pg. 8
Quality Criteria for Solutions
pg. 8Use the Quality Criteria for Solutions with your team and discuss these questions:•How are the identified solutions aligned with the criteria?•Are the solutions aligned with the root causes?
Performance Trend Performance Concern Root Cause Solution
Academic GrowthThe median growth percentiles in reading for 6th grade students showed an overall decrease from 50 in 2009 to 38 in 2010, then increased to 44 in 2011.
This performance trend is impacting the overall school-wide growth percentiles; preventing the school from meeting the District expectation of 53 or higher for the next level on the SPF.
Lower growth percentile rates in 6th grade and a review of intervention processes and collaboration practices for 6th grade show that interventions structures are not organized sufficiently to provide teachers the time and resources to monitor student progress and plan appropriate interventions for each student’s individual needs.
Highly-qualified 6th grade reading teachers will routinely collaborate for instruction by analyzing student data to review the impact of instruction and create a smaller learning community for non-proficient students.
Sample Inquiry Process Solution – pg. 8
AgendaRoot Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Calendaring for 2012-13 and Next Steps
Evaluating Action Plan
Monitoring Implementation
Align Solutions to Performance Concerns
2 Goals: one targeting non-proficient students
and one targeting proficient students
3 Measurable Objectives for each goal Up to 4 Action Steps for each Goal
District Expectations – pg. 9
More information coming.
Focus Goal
Will achieving the goals impact student performance?
Will the goals be adequate and sustainable? Are the goals specifically linked to the
performance trends/concerns, root causes, and solutions?
Is there a clear rationale for each goal that can be articulated by all members of the staff?
Guiding Questions for Goals – pg. 9
You have time now to write your two goals for the year.
Goal 1 – Non-Proficient Goal 2 – Proficient
Keep them broad and remember a subgroup, subject, or grade will be included in the Measurable Objective.
Goals – pg. 9
Are the measurable objectives written in terms that can be measured?
Are student groups and performance standards clearly identified?
Can staff members clearly articulate how the school’s Measurable Objectives support the District’s Measurable Objectives?
Guiding Questions for Measurable Objectives –
pg. 10
M.O. Framework
Elementary School
K-2 (70% proficient on district assessments in 5 years)
Grades 4-5 Catch Up/Keep Up/Move Up (Growth %)
Grades 3-5 (CRT/Trend)
Middle School Grades 6-8 Catch
Up/Keep Up/Move Up (Growth %)
Grades 6-8 Proficiency (CRT/Trend)
1. Use the Developing a Measurable Objective Chart in your handout on pg. 11
2. Use chart paper and post your examples.
AgendaRoot Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Calendaring for 2012-13 and Next Steps
Evaluating Action Plan
Monitoring Implementation
Review current Action Steps from this year’s SIP (2011-2012)
Reflect and discuss: Did you do what you said you were
going to do? Has what you implemented made a
difference, according to what?
Today’s Plan for Tomorrow
Kitchen sink – don’t do everything at once DRIP - multiple data sources Not embedding a calendar for PD Not providing realistic staffing/resources Not monitoring implementation of action
steps SIP on a shelf for no one else
Action Planning Pitfalls – pg. 12
Does each action step implement an identified solution?
Are the action steps closely aligned to the root causes?
Does each action step include a research-based strategy that will impact student achievement?
Is the professional development and/or technical assistance required to implement and sustain the teaching strategy(ies) in each action step identified in “Resources”?
Guiding Questions for Action Steps – pg. 12
Action Steps Comparison
Student Centered Action Step
Non-Example Targeted students will
participate in hands-on math problem solving activities that align with standards.
Adult Focused Action Step
Teachers will implement the Common Core State Standard mathematical practices of modeling and using appropriate tools strategically by having students create concrete models of mathematical situations and analyze the results to draw conclusions.
Using the handout and following the guiding questions, write your action step.
Use your Response Cards as you work. Share Action Steps with your partner school.
Write your Action Step – pg. 12
Guiding Questions forAction Plan Resources and
Amount What resources are needed (adult
centered)? What is the timeline for implementing
the resource? Who will be responsible for
implementing the resource?Pg. 12
Action Plan Example – pg. 13
Using the handout and examples, complete: At lease one Action Step Resources and Amount Timeline Position
Time to Write
AgendaRoot Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Calendaring for 2012-13 and Next Steps
Evaluating Action Plan
Monitoring Implementation
Determine the evidence used to ensure the implementation of the action steps.
Create a detailed and specific timeline for collecting and analyzing the evidence.
Establish the position(s) responsible for ensuring completion of each action step.
Guiding Questions forMonitoring – pg. 14
Monitoring Plan Example – pg. 13
Using the handout and examples, complete: Evidence of Implementation Timeline Position
Time to Write
AgendaRoot Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Calendaring for 2012-13 and Next Steps
Evaluating Action Plan
Monitoring Implementation
Guiding Questions for Evaluation – pg. 14
How will you know your resources or strategies, aligned to the action steps, have been implemented?
Consider your local data sources to monitor progress: What data do you have available that will
allow you to track progress toward your action step(s)?
When will it be available? How will the data be used?
Set a calendar for when you will look at the performance benchmarks.
Evaluation Example – pg. 13
Using the handout, examples, and Evaluation Plan Guidance Chart to complete: Performance Benchmarks
Time to Write – pg. 14
Quality Criteria for Action Planning pg. 15
Use the Quality Criteria for Action Planning with your team and discuss these questions:•How are the identified action steps, monitoring, and evaluation aligned with the criteria?•Are the action steps aligned with the solutions?
AgendaRoot Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Calendaring for 2012-13 and Next Steps
Evaluating Action Plan
Monitoring Implementation
What professional development, technical assistance, or ongoing assistance will be needed for the next school year?
Will professional development be job embedded (e.g. action research, case studies, lesson studies, book studies, etc.)?
How will you ensure professional development is aligned to the solutions and scheduled throughout the year?
Guiding Questions for Calendaring for 2012-13
– pg. 16
Who Will Review School Plans?
Academic Managers will review and approve ALL state required restructuring/turnaround plans and school improvement plans.
Title I Peer Reviews will review N1-N2 school improvement plans.
AARSI will review all finalized plans and submit to the Nevada Department of Education for state approval.
April 2012 Title I Budget Summary & Action Steps tied to the Budget pages due to Title I April 13 Attend SIP Workshops – register on Pathlore
April 17 Area 1 – Duncan ES April 18 Area 2 Office April 19 Area 3 Office April 20 Open Session for All at Nedra Joyce
Completed Goals and Measurable Objectives Due to Academic Manager by April 24
May 2012 SIP plans due to Academic Managers by May 31
Next Steps – pg. 16