11

School Level Planning

Session #2 – December 5 , 2012Make-Up Session – January 4, 2013

Intermediate Unit 1Instructional Support Services

Today’s Agenda

Review Locally Generated Data Sources p. 14

Identify Accomplishments & Concerns p. 16

Analyze 14 School Level Systems & School Level Guiding Questions to identify challenges p. 20-26

Prioritize Systemic Challenges p. 28

ANALYZE SYSTEMSANALYZE SYSTEMS

IDENTIFY SYSTEMIC

CHALLENGES

IDENTIFY SYSTEMIC

CHALLENGESPRIORITIZE SYSTEMIC

CHALLENGES

PRIORITIZE SYSTEMIC

CHALLENGES

SELECT RESEARCH-

BASED PRACTICES

SELECT RESEARCH-

BASED PRACTICES

DESIGN AND IMPLEMENT

ACTION PLANS

DESIGN AND IMPLEMENT

ACTION PLANS

MONITOR IMPLEMEN-

TATION

MONITOR IMPLEMEN-

TATION

DETERMINE EFFECTIVE-

NESS

DETERMINE EFFECTIVE-

NESS

ANALYZE DATA

ANALYZE DATA

The Getting ResultsContinuous Improvement

Process

TO IDENTIFY THE SCHOOL’S STUDENT ACHIEVEMENT ACCOMPLISHMENTS AND

CONCERNS

THAT ARE PROBABLE CAUSES OF INSUFFICIENT STUDENT ACHIEVEMENT

BASED UPON THOSE CHALLENGES, IF

ADDRESSED, THAT WILL HAVE THE MOST

SIGNIFICANT IMPACT UPON STUDENT ACHIEVEMENT

TO IMPLEMENT AND SUSTAIN RESEARCH-BASED PRACTICES

OF ACTION PLANS USING SCHOOL-IDENTIFIED

INDICATORS (EVIDENCE) OF IMPLEMENTATION

OF ACTION PLANS USING SCHOOL-IDENTIFIED

INDICATORS (EVIDENCE) OF EFFECTIVENESS

THAT HAVE A HIGH PROBABILITY OF DIMINISHING OR

ELIMINATING SYSTEMIC CHALLENGES

BY COMPARING THE SYSTEMS IN THE SCHOOL

TO SYSTEMS CHARACTERISTIC OF EFFECTIVE SCHOOLS

Analyze Data

Locally Relevant Data and System Analysis1. Review the 14 Systems in Schools statements.

(p.15)

2. Analyze prepopulated data.

3. Identify specific sources of locally generated data that can inform the 14 Systems in Schools. (p.14) These could include: demographics, perceptions, contextual and achievement data.

4. Be specific in listing data categories yielded from a source.

5. For each data source, identify for which system(s) the source will yield relevant data.

Data Categories

Demographic Perceptions

Drop Out RatesAttendance RatesSubgroups/Special PopulationsLanguage ProficiencyMobility Rates

School Climate SurveysTitle I SurveysStaff/Parent/Student SurveysClimate and Culture SurveysFocus Groups

Contextual Achievement

Academic Programs PSSACourses National Normed Achievement TestsLesson Plans, Curriculum Local AssessmentsProfessional Development End of Grade Common AssessmentsStudent Support Programs 4Sight Benchmarks

Additional Local Data Sources

PSAT, SAT, AP Professional Development

Evaluations Title I Needs Assessments Common Grade

Level/Course Assessments Attendance, Tardiness, &

Discipline Records Tutoring Records

Class/Course Grades

IEP, ELL, ED, and Other Subgroup Records

Additional Local Data Sources

What other sources did you list that have not been shown or mentioned

14

Data Source

Data Category

System

#

How does the data source relate to the system #?

Group Talk

How does the data source relate to the system # you identified?

Analyze Data

C. Identification of Student Accomplishments and Concerns

After reviewing prepopulated and locally generated data, identify results that represent student achievement and/or performance accomplishments and concerns.

Prioritize items before entering them in the appropriate table.

p. 16

Examples of Achievements & Concerns

AccomplishmentThe All Student Group in all grades met or

exceeded the standard for PA academic growth for Reading.

ConcernNo relevant subgroup met the 67% Math target.

IEP subgroup was 32.4% prof./adv., ED subgroup was 48.6% prof./adv., and the white subgroup was 59.5% prof./adv.

Examples of Achievements & Concerns

Accomplishment

86% of 7th grade projected to 8th grade have a 70% or greater probability of reaching proficiency.

Concern The achievement gap in Reading has

increased each of the past 3 years between every subgroup and the Students Overall group.

p. 16

QuestionsQuestions

09000 01 87654321590 04 98765432103 9876543210987654321021 987654321098765432100Hours Minutes Seconds

10 Minute Break

BREAK TIME!

p. 17

Why do you think these concerns

and accomplishments exist?

Why do you think these accomplishments and

concerns exist?

LUNCHLUNCH

11:30 - 12:1511:30 - 12:15

Systemic Change

Thinking and focusing on the whole system

Thinking beyond individual problems and single solutions

Systemic Challenges

Provide an opportunity for schools to confront systemic deficiencies, what may be a cause of insufficient student achievement and/or performance which fails to meet school, district, community, and/or Pennsylvania and /or Federal Department of Education.

Systemic Challenges

Focus on the school as an entire system, which is composed of component systems, each of which interacts and influences all other component systems.

Consider how potential interventions for a component system will influence the capacity of the complex system (school) to positively impact student achievement.

Systemic Change

Systemic change is a process in which the impact of change on all parts of the whole and their relationship to one another are taken into consideration.

Systemic Focus

ComprehensivePlanning – School Level Planning requires schools to analyze 14 systems found in schools to determine which system(s) might be strengthened to impact and improve student achievement and performance overall.

Systems

Systems Analysis

School Level Guiding Questions

Analyze Systems

Review the 14 School Level Guiding Questions and related characteristics of effective schools.

Types of systems in schools that are analyzed: Curriculum, Instruction and Assessment Student Focused Professional Development Administrative/Management

Discuss evidence to support a school’s answer to whether or not the system is in place.

How do you know you do that?

p. 20-26

20

Identify Systemic Challenges

Identify the systemic challenges that are probable causes of insufficient student achievement by responding YES or NO to the 14 School Level Guiding Questions and the corresponding characteristics/descriptions below each Guiding Question.

pp. 20-25

2929

Comprehensive Planning

Is there a system within the school that fully ensures consistent implementation of standards-aligned curricula across all classrooms for all students?

The curricula for all courses and content areas clearly delineate what students are supposed to know and be able to do, i.e. there are written competencies for all courses.

The curricula for all courses and content areas for which related State Standards have been established are aligned with those State Standards

Teachers across all classrooms consistently base lesson design on the competencies included in the established curricula.

(and continuing…)

NO

Systems Analysis – Diagnostic vs Evaluation

Guiding Questions and System Characteristics analysis is a diagnostic process intended to identify the nature or cause of something.

The analysis is not an evaluation process intended to judge the relative value of something.

If a System Characteristic is not checked, you are indicating that there is deficiency that is keeping the school from fully implementing an effective system.

SLGQ #8

SystemAnalysisProcess

Turn and Talk

As a team, share and note possible

EVIDENCE (Yes-No)

to consider when analyzing the

School Level Guiding Questions

Prioritize Systemic Challenges

Prioritize the identified challenges that if addressed will have the most significant impact on student achievement. (Note that questions are now restated as statements.)

Up to 4 highest priority Systemic Challenges can be the focus of Actions Plans – however, only 2 are recommended for manageability.

p. 28

Prioriti

ze

p. 28

3535

Comprehensive Planning

Systemic Challenges Become Goals Is there a system within the school that fully ensures consistent implementation of standards-aligned curricula across all classrooms for all students?

Is there a system within the school that fully ensures school staff members use standards-aligned assessments to monitor student achievement and adjust instructional practices?

Is there a system within the school that fully ensures professional development is focused, strategic and implemented with fidelity?

Establish a system within the school that fully ensures consistent implementation of standards-aligned curricula across all classrooms for all students.

Establish a system within the school that fully ensures school staff members use standards-aligned assessments to monitor student achievement and adjust instructional practices.

Establish a system within the school that fully ensures professional development is focused, strategic and implemented with fidelity.

QuestionsQuestions

Preparing for Session #3

Know that you are developing a school improvement plan with a 2 year duration – 2013-2014 and 2014-2015 school terms.

Give careful attention to the System Characteristics within the 14 Guiding Questions-the Characteristics not present are deficiencies that should be addressed in Action Plans that are part of System Goals

Preparing for Session #3

All deficiencies and Action Plans must be totally aligned with your Systemic Challenges (Goals)

As you further identify and prioritize your Systemic Challenges, give careful consideration to which Challenges (Goals) are doable, manageable, and achievable in your 2-year plan.

If you are in a Phase 2 District, you should be communicating your systemic challenges to the district Comprehensive Plan leaders.

Our next SIP session is January 10, 2013 Focus will be on Action Planning