School Improvement Planning: Student Learning

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School Improvement Planning Student Learning


Spring, 2012
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Lets get started

• Opposites Card Sort Teamwork
• As a team, match the opposites. One card
  represents best practice, the other less
  effective practice.

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• Some teachers resist working with you. You go
  ahead and do good work.

• Some teachers resist working with you. You
  decide you cant move ahead until everyone is
  compelled to work with you.

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• Your team understands that sometimes it must go
  slow to go fast and proceeds accordingly.

• Your team writes an aggressive plan with
  expectations of large gains in student learning
  in one year.

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• You help everyone in your group understand
  individual meeting preferences and styles, and
  together, analyze the capacity of the group to
  work together.

• You take charge of the group and plan meetings
  based on your preferences and style.

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• Your faculty collects and analyzes data in four
  categories (demographic, perception, student
  learning, and school processes) to determine the
  focus of the student learning action plan.

• Your team reviews standardized test data and
  determines the focus of the student learning plan.

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• Your team uses a consensus process to reach
  decisions, respecting the opinion of those who
  initially dissent.

• Your team experiences conflict among the faculty
  but decides to ignore it.

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• Your team plans for quality meeting time in
  August to allow for full collaboration in
  writing/revising the school improvement plan for
  student learning.

• Your team completes the school improvement plan
  for student learning without input from all
  faculty members.

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• You regularly review student progress, celebrate
  results, and make adjustments as needed.

• You review standardized test results once a year.

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• You communicate your school improvement goals to
  parents/boards/parish community.

• Your school improvement goals are only shared
  /discussed with faculty.

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• You explore a variety of professional learning
  options to assist teachers in preparing for the
  CCSS.

• Teachers are directed to implement new
  instructional strategies and assessments that
  support the CCSS.

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• Your team, in collaboration with the faculty,
  maps out all professional learning for the year
  to support the student learning goal(s) and
  implementation of the CCSS.

• You plan the use of your in-service days for the
  year as you go along, not being intentional about
  supporting teacher and student learning.

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Lets get started

• When all cards are matched, determine which card
  most accurately reflects your current practice as
  a team.

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Lets get started

• Reflection questions
• How many of the cards we selected reflect best
  practice?
• How can we move from our less effective practices
  to best practice?

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Learning from Leadership Study

• Effective data-use schools
• Actively use data to monitor the outcomes of
  School Improvement Plans
• Use formative assessments at regular intervals
  throughout the year

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• Use data in making decisions about professional
  development planning
• Use data in conversations with parents about
  students performance and programming
• Use data to move from problem identification to
  problem solving

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• What Data Do We Need to Pay Attention To?
• Looking Back

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Perceptions
Demographics
Student Learning
School Processes
Multiple Measures
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What Data Do We Need to Pay Attention To?

• Multiple Measures Worksheet
• Determine which measures you are currently using
  to evaluate student learning. You may have
  additional data sources to list.

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What Data Do We Need to Pay Attention To?

• Discussion
• Have you considered data from multiple sources?
  
• What additional data sources could you use to
  inform our planning?

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• What Data Do We Need to Pay Attention To?
• Looking Forward

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The Numbers are in

• Data Review Worksheet
• Growth
• Consistency
• Equity
• Standards

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Break Out Session

• High School Teams
• Discussion and review of data sources for growth,
  consistency, equity, and standards.

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Break Out Session

• Elementary School Teams
• Discussion and review of ECRA data.
• Action Plan Feedback Discussions

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Snapshot Retention Data
Grade 3 Grade 5 Grade 7
of Students Tested 2,495 2,485 2,465
Number and of Gr. 5 Class of 2014 students since Gr. 3 2,138 86
Number and of Gr. 7 Class of 2012 students since Gr. 3 1,825 74
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Snapshot Student Achievement Cohorts
READING TOTAL Spring Testing Grade 3 (2012) Results Spring Testing Grade 5 (2012) Results Spring Testing Grade 7 (2012) Results
Number of Above Average Students (75-99) 905 886 989
Number of Average Students (25-74) 1,193 1,234 1,171
Number of Below Average Students (1-24) 397 365 305
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Growth Matched Students
READING TOTAL Spring Testing Grade 3 (2008) Results Spring Testing Grade 5 (2010) Results Spring Testing Grade 7 (2012) Results
Number of Above Average Students (75-99) 764 798 835
Number of Average Students (25-74) 898 862 847
Number of Below Average Students (1-24) 165 166 143
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Consistency
Reading Total Grade 3 Grade 3 Grade 3 Grade 5 Grade 5 Grade 5 Grade 7 Grade 7 Grade 7
2008 2,618 66 59 2,681 68 60 2,737 66 59
2009 2,681 64 58 2,694 65 58 2,650 64 58
2010 2,558 63 57 2,580 66 58 2,468 66 59
2011 2,550 62 57 2,638 65 58 2,550 66 59
2012 2,495 62 57 2,485 63 57 2,465 66 58
NP
NCE
NP
NP
NCE
NCE
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Break Out Session

• Discussion and review of ECRA data.
• Data Review Worksheet

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Break Out Session

• Action Plan Feedback Discussions

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• Lunch!

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Common Core State Standards

• Implications for
• Instruction and Assessment
• The Common Core Standards emphasize student
  outcomes at higher levels of cognitive
  performance/critical thinking.
• Instruction must expect higher levels of critical
  understanding.

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English Language Arts/Literacy

• Building knowledge through content-rich
  nonfiction and informational texts
• Reading and writing grounded in evidence from
  text
• Regular practice with complex text and its
  academic vocabulary

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ELA Percentage of Informational and Non-fiction
Text
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ELA Percentage of Writing Type
Grade To Persuade To Explain To Convey Experience
4 30 35 35
8 35 35 30
12 40 40 20
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Text Complexity
We must systematically expose students to
increasingly complex texts.
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Text Complexity Grade Bands and Associated Lexile
Ranges
Text Complexity Grade Band in the Standards Old Lexile Ranges Lexile Ranges Aligned to CCR expectations
K-1 N/A N/A
2-3 450-725 450-790
4-5 645-845 770-980
6-8 860-1010 955-1155
9-10 960-1115 1080-1305
11-CCR 1070-1220 1215-1355
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Mathematics

• Less content but at a much deeper level of
  understanding and application
• Coherent progression from grade to grade.
• Focus on conceptual understanding, procedural
  skill and fluency, and application with equal
  intensity.

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Standards for Mathematical Practice

1. Make sense of problems and persevere in solving
   them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
   reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
   reasoning.

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Mathematics Common Core State Standard Clusters by Grade Mathematics Common Core State Standard Clusters by Grade Mathematics Common Core State Standard Clusters by Grade Mathematics Common Core State Standard Clusters by Grade Mathematics Common Core State Standard Clusters by Grade Mathematics Common Core State Standard Clusters by Grade Mathematics Common Core State Standard Clusters by Grade Mathematics Common Core State Standard Clusters by Grade Mathematics Common Core State Standard Clusters by Grade Mathematics Common Core State Standard Clusters by Grade
K 1 2 3 4 5 6 7 8 High School
Counting and Cardinality
Number Operations in Base Ten Number Operations in Base Ten Number Operations in Base Ten Number Operations in Base Ten Number Operations in Base Ten Number Operations in Base Ten Ratios and Proportional Reasoning Ratios and Proportional Reasoning Number and Quantity
Number and Operations - Fractions Number and Operations - Fractions Number and Operations - Fractions The Number System The Number System The Number System Algebra
Expressions and Equations Expressions and Equations Expressions and Equations Algebra
Operations and Algebraic Thinking Operations and Algebraic Thinking Operations and Algebraic Thinking Operations and Algebraic Thinking Operations and Algebraic Thinking Operations and Algebraic Thinking Functions Functions
Geometry Geometry Geometry Geometry Geometry Geometry Geometry Geometry Geometry Geometry
Measurement and Data Measurement and Data Measurement and Data Measurement and Data Measurement and Data Measurement and Data Statistics and Probability Statistics and Probability Statistics and Probability Statistics and Probability
Modeling
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K 12 Domains
Domains K 1 2 3 4 5 6 7 8 9-12
Counting and Cardinality                  
Operations and Algebraic Thinking                  
Number and Operations in Base Ten                  
Measurement and Data                  
Geometry                  
Number and Operations - Fractions                  
Ratios and Proportional Relationships                  
The Number System                  
Expressions and Equations                  
Statistics and Probability                  
Functions
Algebra
Number and Quantity
Modeling
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• 15 MinuteBreak

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Problem Solving vs. Problem Identification

• Problem Identification
• We have concerns about the CCSS and dont feel
  our teachers are ready to implement them.
• The CCSS are coming, whether were ready or not.

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Problem Solving vs. Problem Identification

• Problem Identification
• We have concerns about the CCSS and dont feel
  our students can handle the content demands.
• There are no CCSS for those who need extra help.

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Problem Solving vs. Problem Identification

• Problem Identification
• Our students continue to struggle in goal areas.
• Who?
• Why?

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Problem Solving vs. Problem Identification

• Problem Identification
• We lack the resources to support teacher and
  student learning initiatives.
• Its all about collaboration.

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Planning Professional Learning

• Reflection 2011-12
• Did our in-service time support our student
  learning plan?
• Did we make the best use of our professional
  development resources?
• Did we manage our time to provide frequent and
  job-embedded professional learning?

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Planning Professional Learning

• Office for School Professional Development
  Timeline
• CCSS Mathematics Professional Development
  Timeline

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2012-13 Professional Learning Plan

• Using the 2012-13 Professional Learning Plan
  worksheet, begin drafting your plan.
• List the dates of your 10 calendared PD days
• What days are already planned? (For example,
  Sustaining the Mission dates)
• Add any dates from the Office for Schools PD
  timelines that apply

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Next Steps

• School Improvement Planning Document
• Revised to allow for an Annual Review
• Document that will be used for all School
  Improvement Goals related to accreditation

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Next Steps

• Plan a day in August to collaboratively
  write/revise your student learning action plan.
  The day should be facilitated by the team.
• Submit the plan electronically to Sue Nelson by
  September 30, 2012

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Feedback appreciated..

• Please complete the evaluation - one per school
  and leave it on the table as you leave.
• Thank you!