School Improvement Planning

1. School Improvement Planning

2. Questions Is our current process working optimally? What might we do to improve/enhance the process to build better connections? Are there any other areas we might want to examine? Are there structures and resources in place that we can utilize to support our initiatives using this process?

3. WHEN DOES DATA BECOME… KNOWLEDGE?

4. School Improvement Process and Planning Components of an effective school improvement plan: • Curriculum, Instruction, Assessment • Leadership • Student Groupings • Technology • Parent Involvement/Participation

5. LEADERSHIP AND LEARNING MATRIX luck lead ORGANIZATIONAL RESULTS lose learn ANTECEDENTS OF EXCELLENCE

6. What do we expect all students to learn? How will we know when they have learned “it”? How will we respond when they haven’t learned “it”? What is our response if they already know “it”? DuFour’s Four Critical Questions

7. SMART Goals Strategic and Specific Measurable Attainable Results- Based Time-Bound

8. SMART Goals Strategic and Specific Goals will have both broad-based and long-term impact because they are focused on the specific needs of the students for whom the goal is intended.

9. SMART Goals Measurable Goals must have the ability for ongoing evaluation to occur and should include multiple measures when gauging progress.

10. SMART Goals Attainable Goals must be achievable yet ambitious; they must motivate us to continuously increase our tenacity towards accomplishing a feat which elicits some degree of uncertainty. It’s the balance of stretching the rubber band to its limits.

11. SMART Goals Results-based Goals must target specific outcomes that can be measured or observed. Results-based goals define not only what is expected, but they also communicate a desired end point.

12. SMART Goals Time-bound Goals need a defined duration, a specific time-frame, in which they will be accomplished. They must create a sense of urgency which is motivating, not alarming.

13. HCSD SMART Goals Action Plan for achieving SMART Goals Plan a change or action Do the change or action (small first) Study the results to learn what did and did not work Act by refining the idea or by implementing it on a boarder scale

16. Pareto Principle 80% of the trouble is caused by 20% of the problems.

17. Process Goals Progress Goals Means Inputs Capacity improvement Systems interventions Improvement activities Function Ends Outputs Productivity Outcomes Improvement targets Purpose

18. Data Wall Elements Model District Data Wall

19. Keys for Future SIP Planning • Ask the Questions: • Where do we want to be? • Where are we now? • How will we get there? • Select Your Priorities • Plan Around Your Priorities • Make Connections with DIP Goals in SIP • Define Your Process and Progress SMART Goals • Create Action Plan to Achieve SMART Goals

20. HCSD Accountability System Wide Tied to District Goals Clear, Focused, and Pervasive Results Driven Focused on Continuous Improvement

21. Our commitment:To identify and implement what works by: • Creating the conditions and support systems by establishing PLC’s that LASW. • Identifying antecedents in our own classrooms. • Routinely asking: “As a LASW data team, what tools and strategies have a cause and effect relationship in improving student learning?” • How do we know if what we’re doing is working... what evidence do we have?

22. HOW What is our plan of action? Two parts: The plan The process • What are we going to do to improve student learning? = The written plan • How are we going to implement the plan? = Data teams, LASW process, Instructional feedback loop.

23. The integrated process is dependent on an instructional feedback loop to include all teachers planning, implementing, measuring, adjusting, monitoring

24. Teaching is an ART and a SCIENCE A Cause and Effect relationship Measuring learning and variables effecting results. • Using measurement tools to examine, analyze, evaluate, and deconstruct “what works” (and what doesn’t). • Using a strategic process to determine cause and effect relationships. Causing learning • Methods • Tools • Strategies • Approaches

25. The SIP (the written plan) Implementing Instructional Strategies (the operational plan) Measuring Evidence of Student Learning and Growth (the results) planning, implementing, measuring, adjusting, monitoring

26. Our Ongoing ChallengeTo Know, duplicate, and repeat what works by: • Using research from the broad educational community (professional literacy). • Using data to tell us how well our students are learning and performing. • Connecting data with research to inform our decisions and guide our work. • Sharing what works in our classrooms and modeling those practices that produce desired results. • Celebrating success.

27. Data Team • Jennifer Perri • Jen Giallella • Michelle Booth • Michelle Kujawa • Michele Montoro • Annette Kullman (she is going to change her name to Jen)

28. Grade Level Meeting Objectives • Review Mission Statement and Draft School Profile; What do we need to add or change? • What data do we need for our next grade level meeting? • How can we address the special/regular education gap? • Data Team will be writing an attendance goal.

29. Meetings • Grade 6 10:00 • Grade 7 11:00 • Grade 8 1:00 • Core Team 2:00