Assess Progress for Continuous Improvement

1. Creating and Implementing Improvement Plans for Impact Assess Progress for Continuous Improvement

2. Session Questions How might district and school leaders guide a school in monitoring and assessing progress? What processes are needed to support continuous improvement? How might district and school leaders make recommendations for continuous improvement? 2

3. Monitoring Implementation and Impact within Improvement Plans • Implementation: Did we do what we said we would do? • Impact: Did we get the outcomes we wanted? Both are important to monitor! 3

4. Examples of Implementation Data Did we do what we said we would do? Example: • Action Step From Plan:Analyze and report student focus group data to teachers. • Implementation Data: The campus leadership team analyzed the student focus group data at their September 10th meeting and reported a summary of the data to teachers in grades 4–6 during the week of September 17, 2009. 4

5. Examples of Impact Data What were the results ? Is there data to suggest that our actions resulted in…. • lower failure rate? • increased parent involvement? • higher student attendance? • more active student engagement? • more students enrolled in after-school tutorials? • fewer discipline referrals? • greater alignment of instruction to our curriculum? 5

6. 6

7. Consider… • What measures is this school using to determine the level of implementation and impact? • What other measures that would help to monitor implementation and impact might they include in their plan? • Are there other elements of the plan that could be clarified? 7

8. # visits = the number of walk-through visits during the semester # objective = the number of instances in which the instructional objective was stated or observed # strategies = the number of instances in which a research-based instructional strategy was observed # engagement = the number of instances in which high levels of student engagement were observed 8

9. # visits = the number of walk-through visits during the semester # objective = the number of instances in which the instructional objective was stated or observed # strategies = the number of instances in which a research-based instructional strategy was observed # engagement = the number of instances in which high levels of student engagement were observed 9

10. 10

11. 11

12. 12

13. Guiding Questions • Are an adequate number of walk-throughs being completed? • Is the appropriate walk-through data being collected? • Are research-based strategies being implemented. . . • in 5th grade? • in 6th grade? • Are strategies having an impact on student learning? • Are there teachers (or a grade level) that need assistance? • What assistance might be necessary? 13

14. Reviewing and Revising the Plan Processes that should be in place for reviewing and revising the plan • Specific dates for review • Data to be reviewed • Documentation of revisions • Communication to others • Alignment of district/campus plans 14

15. Additional Recommendations • What next steps might the campus leadership team take after reviewing the responses to the questions in the Summative Analysis and Reflection Guide? • How could responding to these reflective questions help establish a culture of continuous improvement in the district or school? 15

16. Informing Stakeholders • After reviewing results and identifying both successes and ongoing challenges, leaders at the district and school levels need to communicate revisions and additions to the improvement plan. • The leadership team needs to develop a strategy for sharing this information with critical stakeholders. 16

17. Questions • Who are critical stakeholders who need to know about the revisions to the plan? • What are some possible strategies for communicating the revised plan to these stakeholders? 17

18. Reflection • In what way might the process for reflection on the plan promote a culture for continuous improvement in the district and school? 18