School Improvement Planning

1. School Improvement Planning

2. Helen Timperley, “Using assessment data for improving, teaching practice” , University of Auckland, New Zealand

3. Helen Timperley, “Using assessment data for improving, teaching practice” , University of Auckland, New Zealand

4. Identifying our Student Learning Needs Assessing School Impact What does our examination of school level data tell us about eh overall impact that the school is having in on current student achievement? Using an analysis of the student level data, what are the identified learning needs which are the focus for school improvement?

6. Assessing Impact of our Work

7. Trend DataReading

8. Trend% Students at Level 3 & 4

9. Grade 3 Reading

10. Grade 6 Reading

11. Grade 6 Reading

12. Focused Conversation Over the past two years has there been: • A shift in the number/percent of students at level 4, 3, 2 and 1? 2. A shift in the number/percent of students exempt or not enough information to score? 3. Would you describe this shift as increasing, remaining static, or declining over that period?

13. Triangulating DataReading

14. Triangulating the DataAssessment Practices Research: Teachers teach to the standard that they understand and assess to that standard. As different data sets come closer together, you can expect improvement. If that does not happen – improvement is unlikely. There is more variance between classes within a school than there is between schools.

15. Triangulation of DataGrade 6 Report Card and EQAO

16. Triangulating DataWriting

17. Triangulating the DataReport Card and EQAO • What data catches your eye? • Is there anything in the data that you do not understand? • If so, what would you like clarified? • Is there anything about the data that you find surprising? • What has been the shift in the relation between the EQAO and Report Card data over the past two years: • In Grade 3 • In Grade 6 • What concerns you most about the data? • What questions do you have of the data?

18. Assessing Impact of our Work

19. Assessing Impact of our Work

20. Attendance 75% 66%

21. Attendance • What data catches your eye? • Is there anything about the data that you find surprising? • From your perspective and the perspective of the table, what has been the most significant shift in attendance in the past two years?

22. School Impact TrackingWhat does that mean in terms of our work?

23. Identifying our Student Learning Needs Assessing School Impact What does our examination of school level data tell us about the overall impact that the school is having in on current student achievement? Using an analysis of the student level data, what are the identified learning needs which are the focus for school improvement?

25. Identifying our Student Learning Needs Our Board plan refers to each student. We have modified the cyclical process to take into consideration our intentional improvement focus to enhance the achievement of each student. We expect to be more intentional and focused in relation to our commitment that “each” student improve. Process • examine the data for each student in a class and identify the current level of function of each student. • set individual student targets and translate these targets to grade level data for monitoring purposes.

26. Identifying our Student Learning Needs Our Board plan refers to each student. The Needs Assessment and Analysis of the Data looks at the achievement each student. Process: • Teachers will examine the data on each student in their class • On the basis of this data, Teachers will identify the current level of achievement of each student. • The Venns will be used to capture the current achievement level of each student.

27. Core Data Assessing Current Achievement: • Report Card data for June • PM Benchmark data • DRA data • EQAO data • For the current grade 4 and 7 students

28. Identifying our Student Learning NeedsQuestions of the Data Display the data – Elementary - by class and grade and division • What data catches your eye? • Is there anything in the data that you do not understand? • If so, what would you like clarified? • Is there anything about the data that you find surprising? • What concerns you most about the data? • How many of the students in each class/student focused data type are performing: (a) to the standard; (b) at level 2; (c) at level 1; (d) at the standard and moving to level 4? • Enter each student on the following VENN for the class

29. ABC Public School 2009-2010 Teacher ___________ Grade _____________ Reading Grade 6Venn Level 1 Level 2 Level 3 Level 4 Students on an IEP not working on the designated curriculum Julian Jorra Olivia Amrit Paramjot Regan Azmat Brandon Serge Anoop Paul Batoll Sharusan Kashna Harsh Peter Andrea Leung Kaminder Andrea

30. Identifying our Student Learning Needs Using an analysis of the student level data, what are the identified learning needs which are the focus for school improvement? As a result of our focused work, how many will achieve at standard by the end of the year?

32. Core Data Assessing Current Achievement: • Report Card data for June • PM Benchmark data • DRA data • EQAO data • For the current grade 4 and 7 students Identifying the Student Learning Needs • Classroom level data • EQAO IIR – what are the areas of strength and weakness for students in the school? • DRA – what does an analysis of the DRA results for the Junior and Intermediate Division students tell us about the learning needs of our students?

33. Core Data Transition – Grade 4+ - “Learning to Read/Reading to Learn”. • Who has not made the shift and is still “Learning to Read?” • How do you know? (Running Record, Comprehension) • How many students have not made the “shift”? • How do we understand the Student Learning Needs, taking into consideration this group of students?

34. Identifying the Student Learning Need • What data catches your eye? • Is there anything about the data that you find surprising? • What concerns you most about the data? • What does an analysis of the data tell us about our student learning needs, in a student performance sense i.e. what area(s) if given focus would allow our students to perform at standard, in reading? “What do our students need to be able to DO in order to achieve at standard?”

35. Sample Student Learning Need Students will integrate the reading strategies when responding to reading comprehension tasks and use higher order/ critical thinking skills.”

36. Process • Examine the Data by Division. • Create a draft Learning Need – on chart paper. • Post the learning need. • Share that learning need with the staff and the data that supports that learning need.

37. Alexander Muir Public School 2010-2011 Teacher ___________ Grade _____________ Reading Grade 6Venn Level 1 Level 2 Level 3 Level 4 Julian Jorra Olivia Amrit Paramjot Regan Azmat Brandon Serge Anoop Paul Batoll Sharusan Kashna Harsh Kaminder Peter Andrea Leung Andrea Target Setting Process EQAO Grade 6 – 2009 – 10 students at level 3/4 – 69% Current Grade 6 enrolment – 39 Number of students needing to be at standard in order to have same achievement as last year 25(.69 X 39= 24.8) Number of students at standard in October process – ?? Number of students who would need to be at standard to meet Ministry target (75% of grade 6 students at standard – .75 X 39= 30). This would be a 6% increase in achievement. Target for the grade (reasonable and attainable) 6%- ?? students ?Who are the students who will move? How will they move? How will you track their improvement to ensure movement and that the school attains the target for the grade? Apply the same target 6% increase to all of the grades from grade 5 – 8 (the target from grade 1 – 4 is set using grade 3 EQAO results).

38. Target setting Examine the Venn for each grade which you completed • In relation to the data for grade 3 and grade 6, how many students will need to be at standard to have the same result as last years EQAO? Which students will have to move to standard in order to achieve the same baseline as last year? In the context of continuous improvement, which students could move with effective classroom instruction between now and May? • Identify the number of students who will be at standard by May, 2010. What percent does this represent of the students in grade 3, grade 6? (Remember, in a grade 3 class, moving 2 students represents an improvement target of 10%) • THIS IS YOUR TARGET FOR IMPROVEMENT. • Thinking about each student, the target for improvement applies across the entire grade. Which students in addition to than those moving to standard do you expect to move by May? Highlight these in yellow.

39. Sample SMART Goal “By 2012, 90% of students will integrate the reading strategies when responding to reading comprehension tasks and use higher order/ critical thinking skills.” As a result, we will have a 10% increase in the number of students performing at standard on the EQAO. We will also see a 15% increase in the number of exceptional students achieving at standard.

41. How to Improve Schools “You improve schools by using information about student learning, from multiple sources (our process to identify student learning needs), to find the most promising instructional problems to work on (our identified student learning need), then systematically develop with teachers and administrators the knowledge and skill necessary to solve those problems – focusing on building a coherent approach across the school.” (Richard Elmore – Instructional Rounds in Education)

42. “Effective Schools are coherent learning environments for adults and students. Coherence means that adults agree on what they are trying to accomplish with students and that adults are consistent from classroom to classroom in their expectations for what students are expected to learn.

43. How to Improve Schools “You improve schools by using information about student learning, from multiple sources (our process to identify student learning needs), to find the most promising instructional problems to work on (our identified student learning need), then systematically develop with teachers and administrators the knowledge and skill necessary to solve those problems – focusing on building a coherent approach across the school.” (Richard Elmore – Instructional Rounds in Education) Having identified the student learning need, how do we assess the implementation of our current focus for improvement in order to identify the key learning goals for our teachers (in order to build a coherent approach across the school)

44. What the Research Says • “Classroom instruction is the single greatest predictor of student success - greater than SES, Family background, etc.” • Highly effective schools overcome all of the impact of SES and other non-school related factors.” (Schmoker – Results Now) • “Most Educators are working, at, or very near, the limit of their existing knowledge and skill.”

45. How to Improve Schools • Concrete and specific achievement goals, based on student achievement data, which are continuously monitored. • Non-negotiable goals for instruction in every classroom which are: • Consistent across every classroom, decreasing the variability between teachers • Supported by systematic and system wide teacher preparation and professional development • Effective Leadership practices • Professional development which supports the development of strong instructional leaders. • Committed leaders who engage the parent and community to support the goals of education

46. Assessing Current Implementation using the SEF Indicators • Review the SEF Indicators that will address the needs identified from the data dialogue • Assessment for, of, and as Learning • School and Classroom Leadership • Curriculum, Teaching, and Learning • Review the Evidence for each of the Indicators • Once the SEF Indicators are chosen, highlight the evidence that will become the focus of the SEF process. • Choose any 4Indicators from the following Components:

47. Learning Network Focus From each indicator, identify the examples of evidence which will focus the assessment of practice.

48. To Be Continued!!