Overview of the School Improvement Planning Process

1. Overview of the School Improvement Planning Process April 8, 2009 Faculty Meeting

2. “There is always an easy solution to every human problem – neat, plausible, and wrong.” -H.L. Mencken

3. What is the School Improvement Plan? The SIP is a road map that sets out the changes a school needs to make in order to improve the level of student achievement.

4. What is the School Improvement Plan? The SIP is a road map that sets out the changes a school needs to make in order to improve the level of student achievement.

5. How is achievement measured? • Achievement is measured through multiple forms of information, for example: • MCAS measures reading, writing, and math proficiency for grades 9/10 • Accuplacer measures reading, writing, and math proficiency for grades 11/12

6. Additional measures of achievement • Financial and technological proficiency • Workplace literacy (NOCTI) • P/SAT • Attendance and cohort graduation rates • Internal grading data and practices • Remediation rates • Participation rates • Work placement, industry credential, etc.

8. Current proficiency percentages: • 46% MCAS ELA • 49% MCAS Math • 33% college-level math* • 51% college-level reading* • 68% college-level writing* *Oftentimes looking at data can lead to more questions than answers. That’s why it’s important to “drill down” and put it in context.

9. Components of the SIP Goals Performance Indicators Action Items* Data * Your mission (should you choose to accept it) is to help develop action items that support the goals and indicators outlined in the SIP. This work takes place between now and April 15th.

10. Goals Literacy and Numeracy - students will be proficient in reading, writing, math, and technology Engagement and Motivation - students will come to school, stay in school, and have a post-graduation plan Guidance and Support - we will guide and support all students to the best of our ability

11. Performance Indicators • Measurable and Objective • Usually linked to assessment or participation • Directly aligned with goals and state and industry standards • Can change as needed, as long as they support the goal

12. Sample Performance Indicator • Increase number of students attending 2 or 4-year post-secondary institutions • 2008 – 46% • 2007 – 35% • 2006 – 37%

13. Data • 2 types – formative and summative. Both are useful and needed. • Used to inform instruction • Consider it one tool in the bag • Data overload is a danger, but data de-sensitivity is worse. John Adams said it best – “Facts are stubborn things.” • People who ignore data and facts negatively impact our organization.

14. Action Items • Are developed after looking over school goals and associated data • Created and supported as a team • Aligned with specific performance indicators • Should not reinvent the wheel • Should be brief and to-the-point

15. What is expected of me?

16. On April 15th we will: • Meet as a faculty for ½ hour • Break off into dept. meetings • Materials facilitators will act as recording secretary • Administrators will attend for ½ hour to answer questions as needed • Lou and Dave will circulate for questions, etc. • Re-convene at 2:00 for brief report-outs on action items developed by departmental teams

17. Between now and April 15th • Review the goals and data you received today • Request any additional data or information you would like for the 15th as soon as possible • Talk with your colleagues, jot down ideas • Review any additional material you may have – course assessment data, course guides, industry standards, etc.

18. Quick Tips • Save what you work on in order to document for PDPs. (Consider keeping everything in your professional development folder). • Think about “underutilized resources”. Is there in initiative or tool we could make better use of?

19. Identifying Action Items • In which areas of the curriculum are our students performing well? (A possible answer could be “problem solving in mathematics.”) List the answers under the heading “Strengths”. • In which areas of the curriculum are our students performing poorly? (A possible answer could be “reading.”) List the answers under the heading “Weaknesses”. • Why does the team think students are performing poorly? • What action items can be implemented to address this problem? • What teaching or instructional supports, if any, are needed and by when?

20. Guiding Thoughts • Don’t obsess over outcomes (I do that for you) • Do obsess over achievement. • Please remember this is an opportunity to contribute to our success, not a platform to push personal agendas. • Instead of creating (or buying) something new, are there existing initiatives or programs, we can use more efficiently?

21. Did you know? • NWEA testing software • Cooperative education • Supplemental Educational Services • Summer Step Up • MCAS Academy • High School Experience Course • Accuplacer Remediation Courses • Community Service • Senior Project • PD and Technology Committees

22. Where to go…. • NWEA testing software – Dave Joseph, Heidi Driscoll • Cooperative education - Fitz • Supplemental Educational Services – John McDonagh • Summer Step Up – Dave Joseph • MCAS Academy – Heidi Driscoll • High School Experience Course – Matt Coleman, chair • Accuplacer Remediation Courses – Christina Guarini • Community Service – Sharon Toomey, Leslie W. • Senior Project – Stasia Peters • Technology Committee – Jay Cafferty, chair • PD Committee – John McDonagh, chair

23. Final Thought “There is always an easy solution to every human problem – neat, plausible, and wrong.” -H.L. Mencken The solutions are not easy. The PLAN should be easy to read and understand.

24. Questions?