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Springfield Public Schools School Improvement Planning Training Sessions (Updated 2/14/06)

Springfield Public Schools School Improvement Planning Training Sessions (Updated 2/14/06). SIP Support Sessions. SIP Student Performance Goals & SIP Student Learning Objectives (Principals and SIP Team decide which date and attend only one of the sessions)

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Springfield Public Schools School Improvement Planning Training Sessions (Updated 2/14/06)

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  1. Springfield Public Schools School Improvement Planning Training Sessions (Updated 2/14/06) SPS SIP

  2. SIP Support Sessions SIP Student Performance Goals & SIP Student Learning Objectives (Principals and SIP Team decide which date and attend only one of the sessions) 1/24/06 7:30 to 9:30 AM PD RM 105-106 1/24/06 11:00 to 1:00 PM PD RM 105-106 1/24/06 3:30 to 5:30 PM PD RM 105-106 SIP Causes & SIP Improvement Objectives (Principals and SIP Team decide which date and attend only one of the sessions) 1/31/06 7:30 to 9:30 AM PD RM 105-106 1/31/06 11:00 to 1:00 PM PD RM 105-106 1/31/06 3:30 to 5:30 PM PD RM 105-106 SIP Action Plan (Principals and SIP Team decide which date and attend only one of the sessions) 2/7/06 7:30 to 9:30 AM PD RM 212-213 2/7/06 11:00 to 1:00 PM PD RM 212-213 2/7/06 3:30 to 5:30 PM PD RM 212-213 SIP Implementation Benchmarking and SIP Student Learning Benchmarking (Principals and SIP Team decide which date and attend only one of the sessions) 2/28/06 7:30 to 9:30 AM PD RM 105-106 2/28/06 11:00 to 1:00 PM PD RM 105-106 2/28/06 3:30 to 5:30 PM PD RM 105-106 NOTE: SINI/Corrective Action/Restructuring Schools must attend a session on each section of the plan School Improvement Officers will host individual zone meetings as necessary. SPS SIP

  3. Prior to starting the SIP process the school completes a self assessment around the NCLB goals and related Culture of Achievement goals 2005-06 SPS SIP

  4. NEW FORM School self-assessment – Page 1 NEW FORM SPS SIP

  5. Student Learning Benchmarks Root Causes Causal Analysis Student Performance Goals (SPG) Data Analysis Start SCHOOL IMPROVEMENT PLAN- PERFORMANCE IMPROVEMENT MAPPING (PIM) PROCESS Student Learning Objectives (Outcomes) (SLO) Improvement Objectives (IO) Item Analysis Desired Student Learning Experiences Analysis of Current Practices Improvement Benchmarks Action Plan Strategies Plan for Continuous Improvement Definition of Observable Indicators Research on Best Practices Definition of Interim Outcomes SPS SIP

  6. The SIP TEAMThe principal is expected to be a full participant throughout the School Improvement Plan process • During Cause Analysis and development of Improvement Objectives include a broad representation of staff • Grade level teachers or Dept. chairs/CPDTs • K-2 teacher and 3-5 teacher • CORE teacher (i.e. Science teacher) • Math, ELA and Science Dept. chairs/ CPDTS • SPED Teacher • ELL Teacher • During the action planning and benchmarking a focused work group • All administrators • CPDTs • Dept. Chairs including SPED and ELL • During writing of final SIP • Administrators • CPDTs All work is shared with entire staff at various points throughout the process. SPS SIP

  7. Understanding MCAS results • AYP • CPI • Targets SPS SIP

  8. Adequate Yearly Progress (“AYP”) Determinations School performance and improvement ratings and AYP determinations will be made mid-cycle and at the end of cycle.AYP determinations will be made separately for English language arts (ELA), for mathematics and for science. For each subject there will be multiple AYP determinations -- for students in the aggregate, and for subgroups of 40 or more students with disabilities, and students who are limited English proficient, economically disadvantaged (eligible for free/reduced school lunch), African American, Hispanic, Asian, White, and Native American. Students will be counted in each subgroup to which they belong. To receive an affirmative AYP determination, a school or district must meet the State 95% assessment participation target and must either meet the State performance target or meet its own Cycle improvement target and meet the applicable additional indicator. The targets for each factor considered in determining AYP are set out in the chart below. To make AYP a school must have an affirmative finding either on factors A, B, and D or on factors A, C, and D. SPS SIP

  9. SPS SIP

  10. AYP Determination Flow Chart A Participation YES NO B State Performance YES NO C School Improvement YES NO D Additional Indicator- Attendance ELEM and MS Graduation (Grade 12 CD Attainment) HS YES NO MADE AYP DID NOT MAKE AYP SPS SIP

  11. Composite Performance Index Beginning with 2003 AYP determinations, the assessment results of students participating in MCAS-Alt assessments, together with those derived from standard MCAS tests, will be used to generate a “Composite Performance Index” on which AYP determinations will be based. Table 2 Proficiency Index Points SPS SIP

  12. In Massachusetts, the MCAS-Alt assessment, a portfolio review process, is used to assess the attainment of students who, by reason of severe and complex disabilities, are not able to participate in the standard MCAS testing program. Statewide and in each school district, alternate standards may be applied to account for the performance/progress of no more than 1% of the total student population.Table 3 MCAS-Alt Index Points SPS SIP

  13. To compute Composite Performance Index (CPI): Example for School A: 2550pts/51 students = an average of 50 pts/student (Composite Performance Index) (Note: includes Alt. MCAS Assessments – portfolio) Totals 51 students 2550 SPS SIP

  14. To compute Improvement Target (Average gain over two year cycle): (Goal of 100% Proficiency – School CPI) / # of Cycles left Example for School A (100-50)/5= 10.0 Improvement Target To compute the targeted next 2 yr cycle CPI: Beginning CPI + Improvement Target= Next Desired CPI Example School A 50 + 10.0 = 60.0 CPI SPS SIP

  15. Student Performance Goals (SPG) Data Analysis Start Schools utilize the Goal Worksheet for CPI (found on the Principals Page) to determine the Student Performance Goals such that the school will meet Adequate Yearly Progress (AYP) SPS SIP

  16. Goal Worksheet for Composite Performance Index After filling in the known data, then determine the number of students needed in each category to meet the Composite Performance Index Target SPS SIP

  17. MCAS Data to complete the goal worksheet is found in Testwiz - Frequency Distribution Graphs with Proficiency Index Label SPS SIP

  18. Student Performance Goals • ELA/Reading (Note: Done as one goal to align with AYP but may be separated in the plan when writing Student Learning Objectives) • Mathematics • Science and Technology/Engineering SPS SIP

  19. SAMPLE Worksheet 2 B Student Performance Goal GUIDING QUESTION: What specific changes in student performance do you plan to make? Student group: All Content Area: Math Student Performance Goal Statement: XXX School will increase the CPI in Grade 4 Math MCAS from ##.# in 2005 to ##.# in 2007 and ##.# in 2008 by increasing the number of students who score proficient/advanced from ##.# % ( # students) in 2005 to ##.# % ( approximately # students) in 2007 and to ##.# % ( approximately # students) in 2008 and by decreasing the number of students in Warning/failing from ##.# % ( # students) in 2005 to ##.# % ( approximately # students) in 2007 and to ##.# % ( approximately # students) in 2008 SPS SIP

  20. Common errors on Student Performance Goals: • Did not use goal worksheet • Did not enter data for all years • Did not ensure that the targets were met • Did not use the new format • Did not use last known data as the baseline • Did not address subgroups as needed SPS SIP

  21. Student Learning Objectives (Outcomes) (SLO) Item Analysis Schools determine the skill sets students need to master by analyzing the MCAS release questions related to the areas of determined need. After analyzing two or more supporting sources of data (e.g., Formative Assessments, District Assessment), student learning objectives are set. SPS SIP

  22. Writing the Student Learning Objective-utilize the school vs state graphs and the Testwiz data sheets to determine which skills are areas of concern. SPS SIP

  23. Some questions to investigate SPS SIP

  24. Actually try the problems and list all the skills you need to answer them correctly SPS SIP

  25. Skills- • Read the problem • Determine that you need to count the number of piece the circle is cut into (six), how many pieces are shaded for each circle (two, three), form fractions (2/6, 3/6), add numerators (2+3=5), and place over denominator • Do the math • 2/6 + 3/6 • 5/6 • Check if can be reduced • Find the correct answer and fill in the sheet SPS SIP

  26. Skills- • Read the problem • Determine that you need understand 5:10 on the clock, be able to count back 25 minutes, and determine what time that is • Do the math • 5:10 • 5:10 - 25 mins • borrow 1 hour change to 60 mins • 4 hours 70 mins – 25 mins • 70 mins -25 mins= 45 mins • Ans 4:45 • Find the correct answer and fill in the sheet SPS SIP

  27. When making important educational decisions you will need to triangulate with at least 2 additional sources of data- Chapter tests Critical Student Learning Objectives MCAS District Assessment Append copies of this additional data to the School Improvement Plan and include in your executive summary SPS SIP

  28. Triangulation Data (at least 2 additional data sources to support this student learning objective is of concern at the school) - • Multi-step math problems on the District Formative Assessment scored less than 50% correct (Note: % correct is lower for multi-step problems with fractions (35%) and also with decimals (40%)) • Multi-step problems on chapter tests were 8 out of 10 times incorrect. SPS SIP

  29. SAMPLE Math -Elementary Worksheet 3 C STUDENT LEARNING OBJECTIVES GUIDING QUESTION:Based on your analysis, what skills and knowledge are students unable to demonstrate? Student Group: All Student Performance Goal Content Area: Math Sample School will increase the CPI in Grade 4 Math MCAS from 37.7 in 2005 to 48.5 in 2007 and 51.9 in 2008 by increasing the number of student who score proficient from 1.59 % ( 1 students) in 2005 to 4.59% (approximately 3 students) in 2007 and to 9.1% (approximately 6 student ) in 2008 and by decreasing the number of student in Warning/failing from 55.2% (37 students) in 2005 to 34.8% (approximately 23 students) in 2007 and to 25.8 % (approximately 17 students) in 2008. Student Learning Objectives All students will know and be able to successfully complete multi-step math problem, in particular problems with fractions and decimals, in all five math strands (i.e., number sense, measurement, geometry, patterns/relations/functions, data/statistics/probability) (MA Math Framework Problem Solving, 3.N.3, 3.N.4, 4.N.3, 4.N.4, 4.N.5). SPS SIP

  30. SAMPLE Science –Middle School Worksheet 3 C STUDENT LEARNING OBJECTIVES GUIDING QUESTION:Based on your analysis, what skills and knowledge are students unable to demonstrate? Student Group: All Content Area: Science Student Performance Goal Sample School will increase the CPI in Grade 8 Science MCAS from 30.5 in 2005 to 45.1 in 2007 and 50.2 in 2007 by increasing the number of student who score proficient from 33.3 % ( 128 students) in 2005 to 40.3% (approximately 155 students) in 2007 and to 41.0% (approximately 158 student ) in 2007 and by decreasing the number of student in Warning/failing from 26.8% (103 students) in 2005 to 12.5% (approximately 48 students) in 2007 and to 11 % (approximately 25 students) in 2008. Student Learning Objectives All students will know and be able to explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed and be able to graph and interpret distance versus time graphs for constant speed (Science and Technology/Engineering Framework Physical Science 11, 12). SPS SIP

  31. SAMPLE ELA –High School Worksheet 3 C STUDENT LEARNING OBJECTIVES GUIDING QUESTION:Based on your analysis, what skills and knowledge are students unable to demonstrate? Student Group: All Content Area: ELA Student Performance Goal Sample School will increase the CPI in Grade 10 ELA MCAS from 30.5 in 2005 to 45.1 in 2007 and 50.2 in 2008 by increasing the number of student who score proficient from 33.3 % ( 128 students) in 2005 to 40.3% (approximately 155 students) in 2007 and to 41.0% (approximately 158 student ) in 2008 and by decreasing the number of student in Warning/failing from 26.8% (103 students) in 2005 to 12.5% (approximately 48 students) in 2007 and to 11 % (approximately 25 students) in 2008. Student Learning Objectives All students will identify the basic facts and main ideas in a text and use them as the basis for interpretation. (MA ELA Standard 8). SPS SIP

  32. Common errors on Student Learning Objectives: • Did not use MCAS data or MCAS data does not support the student learning objective stated • Did not use the format • Did not reference MA Frameworks • Did not append additional data for triangulation SPS SIP

  33. Root Causes Causal Analysis Schools examine the root causes (i.e., curricular/materials/resources, instructional, assessment) of why students are not able to complete successfully the skills identified. SPS SIP

  34. Process for determining Root Causes • Brainstorm causes of why students can not successfully accomplish this student learning objective... • Utilize the Possible Causes questions and add any additional causes… • Sort causes into core, enabling and supporting realms… • Sort the core realm causes into either All content, All ELA, All math, All science or specific only to this Student Learning Objective… • Find supporting evidence that this cause exists (i.e., school self assessment, school process info, perception data, teacher survey, teacher discussion, classroom observation, Panel review or Fact finding report, Sip Implementation Visit reports) • Prioritize the “root causes” to be worked on this year SPS SIP

  35. Worksheet 4-A: Possible causes of students’ lack of skills and knowledge GUIDING QUESTION: WHY HAVEN’T STUDENTS IN THE TARGETED GROUP LEARNED THE SKILLS AND KNOWLEDGE DESCRIBED IN THE STUDENT LEARNING OBJECTIVES? SPS SIP

  36. Prioritize the causes in the core realm for further work… SPS SIP

  37. Prioritize the causes in the core realm for further work into one of the categories below… ALL CONTENT All MATH All ELA All Science All READING This SLO only SPS SIP

  38. Possible sources of causal data… • Copies of the curriculum/scope and sequence • Lesson Plans • Student Schedules • Information on teacher qualifications • Information on student and staff attendance • Records of classroom observations • Information from interviews or surveys of teachers, parents, or students • Discipline records • Information on participation and impact on student assistance programs • Information on teacher training and professional development SPS SIP

  39. Root Causes Causal Analysis SAMPLE- Math Elementary • Worksheet 5A • SCHOOL IMPROVEMENT PLAN-IMPROVEMENT OBJECTIVES (IO) • GUIDING QUESTION: Based on the causes of students' lack of knowledge and skills, what experiences do students need in order to reach the learning objective? • Student Performance Goal: • Sample School will increase the CPI in Grade 4 Math MCAS from 37.7 in 2005 to 48.5 in 2007 and 51.9 in 2008 by increasing the number of student who score proficient from 1.59 % ( 1 students) in 2005 to 4.59% (approximately 3 students) in 2007 and to 9.1% (approximately 6 student ) in 2008 and by decreasing the number of student in Warning/failing from 55.2% (37 students) in 2005 to 34.8% (approximately 23 students) in 2007 and to 25.8 % (approximately 17 students) in 2008. • Student Learning Objective: All students will know and be able to successfully complete multi-step math problem, in particular problems with fractions and decimals, in all five math strands (i.e., number sense, measurement, geometry, patterns/relations/functions, data/statistics/probability) (MA Math Framework Problem Solving). • Root Causes: • 6 /10 of math classes have not completely implemented the grade level Math Instruction Guide's (MIG) scope and sequence utilizing proper pacing, in particular fractions and decimals were not covered • 10% of math instruction time has an emphasis on multi-step math problems in the open response format but few problems are graded with a rubric and no evidence is available that student use exemplars of rubric graded work to determine how their work could be improved. SPS SIP

  40. Root Causes Causal Analysis SAMPLE- Science Middle School • Worksheet 5A • SCHOOL IMPROVEMENT PLAN-IMPROVEMENT OBJECTIVES (IO) • GUIDING QUESTION: Based on the causes of students' lack of knowledge and skills, what experiences do students need in order to reach the learning objective? • Student Performance Goal: • Sample School will increase the CPI in Grade 8 Science MCAS from 37.7 in 2005 to 48.5 in 2007 and 51.9 in 2008 by increasing the number of student who score proficient from 1.59 % ( 1 students) in 2005 to 4.59% (approximately 3 students) in 2007 and to 9.1% (approximately 6 student ) in 2008 and by decreasing the number of student in Warning/failing from 55.2% (37 students) in 2005 to 34.8% (approximately 23 students) in 2007 and to 25.8 % (approximately 17 students) in 2008. • Student Learning Objective: All students will know and be able to explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed and be able to graph and interpret distance versus time graphs for constant speed (Science Framework Physical Science 11 and 12). • Root Causes: • Curriculum not covered in its entirety nor to sufficient depth related to Newton’s laws, forces, friction, inertia and speed • Insufficient time spent taking data and building a distance/time graph from the data • Not all teachers are utilizing the motion sensors to model the collection of distance and time data • Insufficient review/practice of the concept of motion of objects • Insufficient review/practice of the concepts of graphing and interpretation of the distance/ timegraphs SPS SIP

  41. Root Causes Causal Analysis SAMPLE- ELA High School • Worksheet 5A • SCHOOL IMPROVEMENT PLAN-IMPROVEMENT OBJECTIVES (IO) • GUIDING QUESTION: Based on the causes of students' lack of knowledge and skills, what experiences do students need in order to reach the learning objective? • Student Group: All Content Area: ELA • Student Performance Goal • Sample School will increase the CPI in Grade 10 ELA MCAS from 30.5 in 2005 to 45.1 in 2007 and 50.2 in 2008 by increasing the number of student who score proficient from 33.3 % ( 128 students) in 2005 to 40.3% (approximately 155 students) in 2007 and to 41.0% (approximately 158 student ) in 2008 and by decreasing the number of student in Warning/failing from 26.8% (103 students) in 2005 to 12.5% (approximately 4 students) in 2007 and to 11 % (approximately 25 students) in 2008. • Student Learning Objectives • All students will identify the basic facts and main ideas in a text and use them as the basis for interpretation. (MA ELA Standard 8). • Root Causes: • Explicit modeling by the teacher of reading a text selection (fiction and non-fiction) and extracting facts and information to write an explanation of the authors meaning was not evident in 7 out of 10 classrooms throughout the school year’s learning walks • Guided practice for student, in small groups, of these skills were not evident in 5 out of 10 classrooms SPS SIP

  42. Common errors on Root Causes: • Did not focus on the core realm- curriculum, instruction and assessment • Did not utilize the cause question sheets provided • Did not prioritize • Did not support with data SPS SIP

  43. Improvement Objectives (IO) Desired Student Learning Experiences Schools identify particular improvement objectives that will be made in each classroom to address root causes and improve students’ academic achievement. SPS SIP

  44. It is critical the connections from Root Causes to Improvement Objectives be clear… • Note: Improvement objectives • * clearly describe the student learning experience • * directly addresses the cause of low student performance • * clearly describe what will be different from past practice • * state which students and how often • SAMPLE Root Cause (Worksheet 5A) • - 6 /10 of math classes have not completely implemented the grade level Math Instruction Guide's (MIG) scope and sequence utilizing proper pacing, in particular fractions and decimals were not covered • - 10% of math instruction time has an emphasis on multi- step math problems in the open response format but few problems are graded with a rubric and no evidence is available that student use exemplars of rubric graded work to determine how their work could be improved. • SAMPLE Improvement Objectives (Desired Student Learning Experience): Grade 2-5 students do multi-step math problems, in particular problems with fractions and decimals, every day in every math class in all strands with less and less teacher support over time. SPS SIP

  45. Improvement Objectives (IO) SAMPLE-Math Elementary Desired Student Learning Experiences Worksheet 5 A SCHOOL IMPROVEMENT PLAN-IMPROVEMENT OBJECTIVES (IO) GUIDING QUESTION: Based on the causes of students' lack of knowledge and skills, what experiences do students need in order to reach the learning objective? Student Performance Goal: Content Area: Math Sample School will increase the CPI in Grade 4 Math MCAS from 37.7 in 2005 to 48.5 in 2007 and 51.9 in 2008 by increasing the number of student who score proficient from 1.59 % ( 1 students) in 2005 to 4.59% (approximately 3 students) in 2007 and to 9.1% (approximately 6 student ) in 2008 and by decreasing the number of student in Warning/failing from 55.2% (37 students) in 2005 to 34.8% (approximately 23 students) in 2007 and to 25.8 % (approximately 17 students) in 2008. Student Learning Objective: All students will know and be able to successfully complete multi-step math problem, in particular problems with fractions and decimals, in all five math strands (i.e., number sense, measurement, geometry, patterns/relations/functions, data/statistics/probability) (MA Math Framework Problem Solving). SPS SIP

  46. Improvement Objectives (IO) SAMPLE-Science Middle School Desired Student Learning Experiences Worksheet 5 A SCHOOL IMPROVEMENT PLAN-IMPROVEMENT OBJECTIVES (IO) GUIDING QUESTION: Based on the causes of students' lack of knowledge and skills, what experiences do students need in order to reach the learning objective? Student Performance Goal: Content Area: Science Sample School will increase the CPI in Grade 8 Science MCAS from 37.7 in 2005 to 48.5 in 2007 and 51.9 in 2008 by increasing the number of student who score proficient from 1.59 % ( 1 students) in 2005 to 4.59% (approximately 3 students) in 2007 and to 9.1% (approximately 6 student ) in 2008 and by decreasing the number of student in Warning/failing from 55.2% (37 students) in 2005 to 34.8% (approximately 23 students) in 2007 and to 25.8 % (approximately 17 students) in 2008. Student Learning Objective: All students will know and be able to explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed and be able to graph and interpret distance versus time graphs for constant speed (Science Framework Physical Science 11 and 12). SPS SIP

  47. Improvement Objectives (IO) SAMPLE-ELA High School Desired Student Learning Experiences Worksheet 5A SCHOOL IMPROVEMENT PLAN- IMPROVEMENT OBJECTIVES (IO) GUIDING QUESTION: Based on the causes of students' lack of knowledge and skills, what experiences do students need in order to reach the learning objective? Student Group: All Content Area: ELA Student Performance Goal Sample School will increase the CPI in Grade 10 ELA MCAS from 30.5 in 2005 to 45.1 in 2007 and 50.2 in 2008 by increasing the number of student who score proficient from 33.3 % ( 128 students) in 2005 to 40.3% (approximately 155 students) in 2007 and to 41.0% (approximately 158 student ) in 2008 and by decreasing the number of student in Warning/failing from 26.8% (103 students) in 2005 to 12.5% (approximately 4 students) in 2007 and to 11 % (approximately 25 students) in 2008. Student Learning Objectives All students will identify the basic facts and main ideas in a text and use them as the basis for interpretation. (MA ELA Standard 8). SPS SIP

  48. Common errors on Improvement Objectives: • Are not directly related to student learning objective(s) • Does not directly address the cause of low student performance • Does not describe the learning experience you want students to have • Does not indicate which students (i.e., all, k-2, 3-5, grade 2) • Does not clearly indicate what will be different from current practices SPS SIP

  49. Strategies Action Plan Analysis of Current Best Practices Schools determine strategies/activities they will institute in order to make the improvements and begin to determine who will be responsible for implementation. SPS SIP

  50. Strategies Action Plan Analysis of Current Best Practices • NOTE • NCLB Goals 3, 4, 5 should be addressed in the Action Plan (Worksheet 7C)– • SEB programs, • Technology, • Parent Involvement • Safe and Drug free schools • Transition years (Pre K to K, Elem to MS, MS to HS) • and Attendance strategies • SPED • can be included in support of academic goals SPS SIP

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