Creating Conditions for Successful School Improvement

Dr. Donna Snyder

Director Early Childhood and Elementary Education

Arlington Public Schools, VA

Donna J. Snyder, Ed.D.

• Director of Early Childhood/Elementary Education in APS

• Former elementary principal in MD and VA

• Experienced elementary supervisor in FL

• Adjunct professor

• Consultant for UVA School Turnaround Program

Session Outcomes

• Explore strategies to strengthen both culture and instruction as essential components for school improvement

• Gain strategies to assess school culture as one major driver for school improvement

• Examine the principles associated with data-driven instruction

School Priorities

1. Culture

2. Instruction

3. Communication

4. Community Engagement

A New Vision Emerges

Culture or Instruction? Which Comes First?

Culture? Instruction?

Instruction? Culture?

• Focus: P-D-C-A

Framework for Decision-Making

Demographics

School Programs & Processes

Student Learning

Perceptions

Framework for Decision-Making

• Mission • Values • Shared Vision • Goals • Annual

Improvement Plan

Plan-Do-Check-Act Continuous Improvement Plan

Culture or Instruction? Which Comes First?

Culture Instruction

Ecology of Learning

• “The ecology of learning encompasses the relationships we have with each other; the creation of a hospitable habitat for learning…that makes learning inclusive and innovative.

• David Price

Framework for Decision-Making

Focus Area:

PLAN Visioning and Planning

Plan

Do Check

Act

Creating Culture

• Structure does make a difference, but it is not the main point of achieving success. Transforming the culture-changing the way we do things around here-is the main point.

Michael Fullen

Shaping Culture through Climate: Assessing Conditions and Building a Climate of

Collaboration

• Meet-and-Greet Sessions

• August Committees and Planning Days (Hit Climate vs Culture from article)

Shaping Culture through Climate: Flowers, Weeds and Seeds

• Identify current successes

• Brainstorm new initiatives

• Reduce/eliminate strategies that are no longer beneficial

Shaping Culture: Building a Climate of Collaboration

Gap Analysis:

Flowers, Weeds and Seeds

Climate of Collaboration: Flowers, Weeds and Seeds

WEEDS=Strategies No Longer Beneficial • Teacher turnover • The way the FLS has operated in our school • Lack of opportunity for PTA to organize and act • Administration’s response to behavior challenges • Who’s on watch list • Bus Dismissal process • Poor communication and timely decision-making • Teacher understanding of Specialist Roles

SEEDS=New School Wide Initiatives • SIOP and Morning Meeting • Opportunity for staff development • Mentoring Programs (Adult/Child) • Handbook, Schedule, Code of Conduct Guidelines • Community building • Celebrating Diversity • Responsive Classroom • iPad and Smartboards in every classroom

Shaping Culture: Building a Climate of Collaboration:

Flowers, Weeds and Seeds

FLOWERS=Current Successes to Nurture • Environment • Committee work • Community Events • Planning Meetings • IAT • SpEd- Push-in for Math • Project Edison • Exceptional Students • New Leadership • Great Staff

EVENTS • Family Events (Multi-Cultural Night, Museum Night,

Author Night, Mother/Daughter book club) • RIF • Afterschool Enrichment INSTRUCTION • Collaborative community with study groups after school • Specials for ALL Students • Teachers as Reader book Club • Quarterly Planning Days • Math, Reading and ESOL teams – new delivery format • Math interventions • DMA

Shaping Culture: Creating the Mission and

Values

Shaping Culture: Creating a Climate of Quick Wins

Shaping Culture: Creating a Shared Vision

Leadership Compass: Understanding Group Dynamics

• Medicine Wheel • Leadership Wheel • Four-Fold Way

Leadership Compass

• Diversity of work styles can be a source of productivity and creativity

• Diversity of work styles can, and misunderstanding be a source of tension, confusion

• Each style offers strengths and challenges

• Individual work styles can affect team development and productivity

Framework for

Decision-Making

Focus Area:

DO Implement Actions

Plan

Do Check

Act

THE PROGRESS

MONITORING SYSTEM

Reliable

Master

Schedule

Hoffman-Boston ES PLC Data Review Process

Data Collection

•County Assessments

•iStation

•Core K-12

•SOLs

•ACCESS

Analysis

•Analyze and discuss PLC meetings

•Identify areas of strength and needs

•Set goals for the month

•Plan

•Record in Grade Level Summaries of Interventions/Services and PLC minutes

ACC Plans •Individual Student Acceleration Plans for Watch List students

•Language arts and math

•Created and maintained by teaching teams of classroom teachers and specialists

•Housed in Individual Student Folders (Blue Boxes) and electronically on Blackboard, G3-5

PD •Determined during PLC's around specific learning objectives/goals identified by team

•SIOP, school-wide initiative

•Lesson Study by Teacher Research Team, Grades 3 and 5

Lessons •Core program targeted to grade level needs and identified goals

•Intervention lessons (istation, LLI, Phonographix, Do the Math, Fast Math,Language Central ELO, etc.)

•Enrichment and extension lessons (GT specialist and classroom teachers)

Reflection and

Outcomes •Teaching teams meet to reflect on progress and provide artifacts/work samples

•Teams record progress on ACC Plans

Professional Learning Communities: The Big Three

1. A Focus on Learning 2. A Focus on Collaborative Teamwork 3. A Focus on Results

Instruction: Progress Monitoring

• Monthly Progress Monitoring of Student Performance

• Individual Intervention Plans

• It reveals the true beliefs, attitudes, values and priorities of the school.

• How the master schedule is constructed reveals how professionals interact and how key decisions are made in the school.

• It is the “window to the soul of the school.” (NAASP)

A Reliable Master Schedule

The beginning of great things to come…

“Within the school schedule resides power: the power to address problems and the power to facilitate the successful implementation of effective instructional practices.”

Rettig, M.D., &Canady, R.L. (2008)

The Master Schedule

DRAFT

Collect information from stakeholder groups

Using a visual system allows for the manipulation of different parts of the schedule and to test out possibilities

Collaborative Drafting Process

RECORD Tackle different parts of the schedule in each meeting. Begin with elements that impact the whole school and then move to grade level and individual scheduling. Move to grade level scheduling next, incorporating the needs and availability of specialists supporting differentiation and interventions.

Grade Level View

Monday Tuesday Wednesday Thursday Friday

8:30 AM

8:35 AM

8:40 AM

8:45 AM

8:50 AM 8:50-9:15

8:55 AM

9:00 AM

9:05 AM

9:10 AM

9:15 AM 9:15-11:15

9:20 AM

9:25 AM

9:30 AM

9:35 AM

9:40 AM

9:45 AM

9:50 AM

9:55 AM

10:00 AM

10:05 AM

10:10 AM

10:15 AM

10:20 AM

10:25 AM

10:30 AM

10:35 AM

10:40 AM

10:45 AM

10:50 AM

10:55 AM

11:00 AM

11:05 AM

11:10 AM

11:15 AM 11:15-11:45

11:20 AM

11:25 AM

11:30 AM

11:35 AM

11:40 AM

11:45 AM 11:45-12:10

11:50 AM

11:55 AM

12:00 PM

12:05 PM

12:10 PM 12:10-12:30

12:15 PM

12:20 PM

12:25 PM

12:30 PM

12:35 PM 12:35-1:35

12:40 PM

12:45 PM

12:50 PM

12:55 PM

1:00 PM

1:05 PM

1:10 PM

1:15 PM

1:20 PM

1:25 PM

1:30 PM

1:35 PM 1:35-2:35

1:40 PM

1:45 PM

1:50 PM

1:55 PM

2:00 PM

2:05 PM 2:05-2:35

2:10 PM

2:15 PM

2:20 PM

2:25 PM

2:30 PM

2:35 PM

2:40 PM 2:40-2:55

2:45 PM

2:50 PM

2:55 PM Content Content Content Content Content 2:55-3:40

3:00 PM

3:05 PM

3:10 PM

3:15 PM

3:20 PM

3:25 PM

3:30 PM

3:35 PM

3:40 PM

3:45 PM

3:50 PM

3:55 PM

4:00 PM

LA LA LA LA

SSR/Opening/HBTV SSR/Opening/HBTV

Intervention

LA

Intervention

Bullock or Leikvold Master Schedule

SSR/Opening/HBTV

Intervention

SSR/Opening/HBTV

Intervention

EDC EDC EDC

Recess F

Lunch

Math

Recess F

Lunch

Math

SSR/Opening/HBTV

Intervention

EDCEDC

Lunch

Math

Recess F

Lunch

Math

Recess F

Lunch

Math

PE

ArtMusic & Math PLC

MeetingChorus PE - LA PLC Meeting

Library

Recess F

REVIEW

Ensure all key priorities are integrated into the final schedule

The Master Schedule

5th 4th 3rd 2nd 1st 1st K PK Harvey

8:30 AM8:35 AM8:40 AM8:45 AM8:50 AM8:55 AM9:00 AM9:05 AM9:10 AM9:15 AM9:20 AM9:25 AM9:30 AM9:35 AM9:40 AM9:45 AM9:50 AM9:55 AM

10:00 AM10:05 AM10:10 AM10:15 AM10:20 AM10:25 AM10:30 AM10:35 AM10:40 AM10:45 AM10:50 AM10:55 AM11:00 AM11:05 AM11:10 AM11:15 AM11:20 AM11:25 AM11:30 AM11:35 AM11:40 AM11:45 AM11:50 AM11:55 AM12:00 PM12:05 PM12:10 PM12:15 PM12:20 PM12:25 PM12:30 PM12:35 PM12:40 PM12:45 PM12:50 PM12:55 PM1:00 PM1:05 PM1:10 PM1:15 PM1:20 PM1:25 PM1:30 PM1:35 PM1:40 PM1:45 PM1:50 PM1:55 PM2:00 PM2:05 PM2:10 PM2:15 PM2:20 PM2:25 PM2:30 PM2:35 PM2:40 PM2:45 PM2:50 PM2:55 PM3:00 PM3:05 PM3:10 PM3:15 PM3:20 PM3:25 PM3:30 PM3:35 PM

EDC

Math Specials Specials Specials

Content Content

Content

LA

MathSpecials -

VPIContent Content

ED C

Lunch

LA

Content Specials

PK SPEDIntervention InterventionRecess F

Intervention Intervention

Math

Harvey

SpecialsIntervention Recess F Lunch

Intervention

Math LA

Recess PG

LunchRecess F

Lunch Recess PG

LunchRecess PG

Lunch

Specials -

Montessor

i

LA

LA LA

ED C ED C

Specials Specials LA

Content

Intevention

SSR/Open

ing/HBTV

Specials Specials Math Math

ED C ED C ED C

LA

Math

HFB 2012-13 Master Schedule, Draft 6/29/12

SSR/Openi

ng/HBTV

SSR/Openi

ng/HBTV

SSR/Openi

ng/HBTV

SSR/Openi

ng/HBTVSSR/Opening/HBTV

SSR/Openi

ng/HBTV

SSR/Open

ing/HBTV

Framework for Decision-Making

Focus Area:

CHECK Analyze and monitor progress

Plan

Do Check

Act

Step 1: Data Collection School Focus List and

Data Management System

• Weekly PLCs-ELA/Math • 4 week PLC Cycle

• Weekly Data/Leadership Team Meetings (Cabinet) • Monthly Instructional Lead Team Meetings • Monthly Division Team Meetings

Step 2: Analysis Monthly Progress Monitoring

Week 1 Week 2 Week 3 Week 4

Targeted Professional Development (PD)

Focus on instruction, monitor with formative assessments

Focus on instruction, monitor with formative assessments

Data Analysis, Goal Setting and Planning

Step 3: Planning Working with Standards

HoffmanBostonAnalysisSheetandInstructionalPlanfor

Teacher’sName: Grade: 3 Date:StandardsAnalysis

ALLSTUDENTS:WhatstandardswarrantmoretimeforALLstudents(correctinstructionandreview)?

AnalysisofWhyStudentsDidNotLearnthe

Standard

InstructionalPlanWhatTechniquesWillYouUsetoAddressTheseStandards?

EvidenceofProgress

Whatwillyouusetoassessprogress?

-PlaceValue:Valueisdeterminedbyplaceofdigit

Language/vocabulary Definingdigit,placevaluesystem,value,worthUsingplacevaluewhenworkingwithoperations(upcomingunits)

StandardsAnalysisSOMESTUDENTS:What

standardswarrantmoretimeforALLstudents(correctinstructionandreview)?

AnalysisofWhyStudentsDidNotLearntheStandard

InstructionalPlan

WhatTechniquesWillYouUsetoAddressTheseStandards?

EvidenceofProgress

Whatwillyouusetoassessprogress?

(IndividualStudentnames–removedtoprotectprivacy)

-Gapsinknowledge

Reading,“Perimeter,Area,Volume”Definingvocabularyandexploringandcomparingthemeasurements

Collectpicturesthatshowexamplesofeach.

StudentsofMajorConcern ConcernsandEvidence NextStepsEvidence

• Weekly grade level PLC meetings • Lesson Study protocols • Quarterly planning days • Monthly team PD sessions

(PreK, K-2, 3-5)

Step 4: Professional Learning Differentiated Professional Development:

Tailored and Targeted Yearlong PD

• In the “Act” of PDCA • Built into master schedule: daily 30

minute intervention block • Both intervention and acceleration plans

became required • Examples of corrective actions

– Change in services & personnel – Change in master schedule – Change in intervention strategies and plans

Step 5: Delivery of Instruction Moving into Action & Instruction

Step 6: Reflection & Outcomes Framework for Decision-Making

Focus Area:

ACT Corrective Action

Plan

Do Check

Act

Lessons Learned

• Have a plan in mind, prepare! • Plan for resistance

(stages of team building/group dynamics)

• Take calculated risks • Climate-Climate-CULTURE! • Embrace imperfection • Think multi-year • Gradual release is GRADUAL

Lessons Learned and Shared with Others

• Create a culture in which meaningful teamwork is based on trust

• Address both culture and instruction simultaneously to achieve success

• Establish common expectations data driven instructional practices (Assess-Analyze-Action Planning-Reflection)

• Deliberately build capacity within each school to campus

Into the Future

Questions and Comments

Donna J. Snyder, Ed.D.

Arlington Public Schools

703-228-2413

donna.snyder@apsva.us

Resources:

Bambrick-Santoyo, Driven by Data (2010), Leverage Leadership (2012)

Candady & Rettig, “Elementary School Scheduling: Enhancing Instruction for Student Achievement” (2008), Ch.2

See you in Long Beach, California!

Tuesday, June 30, 8:30-9:45 a.m.

Long Beach Convention Center