School Level Planning Session #2 – December 5 , 2012 Make-Up Session – January 4, 2013 - PowerPoint PPT Presentation

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

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  1. School Level PlanningSession #2 – December 5 , 2012Make-Up Session – January 4, 2013 Intermediate Unit 1 Instructional Support Services 1

  2. Today’sAgenda Welcome Back! 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

  3. ANALYZE DATA DETERMINE EFFECTIVE-NESS OF ACTION PLANS USING SCHOOL-IDENTIFIED INDICATORS (EVIDENCE) OF EFFECTIVENESS ANALYZE SYSTEMS MONITOR IMPLEMEN-TATION TO IDENTIFY THE SCHOOL’S STUDENT ACHIEVEMENT ACCOMPLISHMENTS AND CONCERNS OF ACTION PLANS USING SCHOOL-IDENTIFIED INDICATORS (EVIDENCE) OF IMPLEMENTATION BY COMPARING THE SYSTEMS IN THE SCHOOL TO SYSTEMS CHARACTERISTIC OF EFFECTIVE SCHOOLS The Getting Results Continuous Improvement Process THAT HAVE A HIGH PROBABILITY OF DIMINISHING OR ELIMINATING SYSTEMIC CHALLENGES IDENTIFY SYSTEMIC CHALLENGES DESIGN AND IMPLEMENT ACTION PLANS THAT ARE PROBABLE CAUSES OF INSUFFICIENT STUDENT ACHIEVEMENT TO IMPLEMENT AND SUSTAIN RESEARCH-BASED PRACTICES PRIORITIZE SYSTEMIC CHALLENGES SELECT RESEARCH-BASED PRACTICES BASED UPON THOSE CHALLENGES, IF ADDRESSED, THAT WILL HAVE THE MOST SIGNIFICANT IMPACT UPON STUDENT ACHIEVEMENT

  4. Analyze Data Locally Relevant Data and System Analysis • Review the14 Systems in Schools statements. (p.15) • Analyze prepopulated data. • 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. • Be specific in listing data categories yielded from a source. • For each data source, identify for which system(s) the source will yield relevant data.

  5. Data Categories Academic Programs PSSA Courses National Normed Achievement Tests Lesson Plans, Curriculum Local Assessments Professional Development End of Grade Common Assessments Student Support Programs 4Sight Benchmarks

  6. Additional Local Data Sources Class/Course Grades IEP, ELL, ED, and Other Subgroup Records • PSAT, SAT, AP • Professional Development Evaluations • Title I Needs Assessments • Common Grade Level/Course Assessments • Attendance, Tardiness, & Discipline Records • Tutoring Records

  7. Additional Local Data Sources What other sources did you list that have not been shown or mentioned

  8. Data Category System # Data Source How does the data source relate to the system #? 14

  9. Group Talk How does the data source relate to the system # you identified?

  10. Analyze Data • Identification of Student Accomplishments and Concerns • After reviewing prepopulated and locally generated data, identify results that represent student achievement and/or performance accomplishmentsand concerns. • Prioritizeitems before entering them in the appropriate table. p. 16

  11. Examples of Achievements & Concerns • Accomplishment • The All Student Group in all grades met or exceeded the standard for PA academic growth for Reading. • Concern • No 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.

  12. 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.

  13. p. 16

  14. Questions

  15. 0 4 9 0 0 0 0 1 8 7 6 5 4 3 2 1 0 5 9 6 2 9 8 7 6 5 4 3 0 1 0 3 9 8 7 4 1 5 5 0 9 8 7 6 5 4 3 2 1 0 2 1 9 8 3 2 7 4 3 2 1 0 9 6 7 8 5 4 3 2 1 0 0 6 BREAK TIME! 10 Minute Break Hours Minutes Seconds

  16. Why do you think these concerns and accomplishments exist? p. 17

  17. Why do you think these accomplishments and concerns exist?

  18. LUNCH 11:30 - 12:15

  19. A Focus on Systems

  20. Systemic Change Thinking and focusing on the whole system Thinking beyond individual problems and single solutions

  21. 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.

  22. 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.

  23. 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.

  24. 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.

  25. SystemsSystems AnalysisSchool Level Guiding Questions

  26. Analyze Systems • Review the 14 School Level Guiding Questionsand 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

  27. 20

  28. 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

  29. 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 29

  30. 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.

  31. SLGQ #8 System Analysis Process

  32. Turn and Talk As a team, share and note possible EVIDENCE (Yes-No) to consider when analyzing the School Level Guiding Questions

  33. 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

  34. Prioritize p. 28

  35. 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? Establish 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? Establish 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 professional development is focused, strategic and implemented with fidelity. 35

  36. Questions

  37. 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

  38. 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.

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