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School Improvement Planning

School Improvement Planning. Mid Year Review, 2012 “The price of doing the same ’ ole thing is far greater than the price of change.” Unknown. Outcomes. Participants will: I dentify the characteristics of an effective professional learning community

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School Improvement Planning

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  1. School Improvement Planning Mid Year Review, 2012 “The price of doing the same ’ ole thing is far greater than the price of change.” Unknown

  2. Outcomes Participants will: • Identify the characteristics of an effective professional learning community • Review relevant data sources, including MAP-R, mClass, Fluency Rates, IRIs, and Discipline • Reflect on and update current SIP action plans • Discuss next steps for continuous school improvement

  3. Professional Learning Community • According to Learning Forward’s recently released 2011 Standards for Professional Learning, professional learning communities: • Engage in continuous school improvement, • Promote collective responsibility, and • Support alignment of individual, team, school, and school system goals

  4. Professional Learning Community • Powerful PLCs effectively respond to the four critical questions: • What do students need to know and/or be able to do? • How will we know they have learned it? • What will we do when they haven’t? • What will we do when they already know it?

  5. Professional Learning Community • Effective PLCs have 6 key characteristics: • Focus on Learning/Results • Shared Values and Vision • Supportive and Shared Leadership • Culture of Collaboration • Collective Inquiry and Learning • Mutual Trust and Respect • Dr. Starr has a vision for all schools to engage in a PLC by September 2012

  6. Focus on Learning/Results • Essential outcomes/focus • Use of common formative assessments or monitoring tools • Regular monitoring of student performance • Systemic response when students do not learn or targets are not met

  7. Data Review • MAP-R, grades 3-5 • mClass, grades K-2 • IRIs, grades 3-5 • Intervention data, fluency, grades 3-5 • Discipline data, K-5

  8. MAP-R: Grade 3

  9. MAP-R: Grade 4

  10. MAP-R: Grade 5

  11. mClass, Grades K-2

  12. mClass, Grades K-2

  13. IRI Data, Grades 3-5

  14. QuickReads Fluency, Grade 3

  15. QuickReads Fluency, Grade 4

  16. QuickReads Fluency, Grade 5

  17. Discipline Data-Office Referrals

  18. Discipline Data-By Grade Quarter 1 Quarter 2

  19. Discipline Data-By Location Quarter 1 Quarter 2

  20. Discipline Data-By Reason

  21. Discipline Data-By Gender Quarter 1 Quarter 2

  22. Action Plan Analysis • In pairs or triads, work together to review the assigned action plan. Think about: • What have we done so far? • What is working? Successes? • What is not working? Challenges? • Where should we go next? • Record your thoughts on the chart paper provided. • Be prepared to share.

  23. Professional Learning Community • Take another look at the characteristics of effective PLCs--- • What do we already have in place? • In what areas are we already enjoying success? • In what area should we focus to ensure continuous school improvement?

  24. Next Steps • Update action plans, send to OSP • Identify students for intervention exit • Revisit positive behavior interventions and discipline plan; refocus efforts • Set up walk-through to gather feedback on differentiated small group instruction in reading and math

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