A Framework for Continuous School Improvement Planningcee.utexas.edu/ce/ucs/files/forms/Pegasus_CIP1011.pdf · A Framework for Continuous School Improvement Planning ... The Action
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GETTING RESULTS! ™ - Continuous School Improvement Planning
The final phase in the school improvement planning process is to use the Action Sequence…in 1-2-3-4-5 Steps!™ to explicitly outline your school’s plan to meet student achievement targets in each of the core content areas (i.e., Reading/ELA, Math Science, etc.), as well as NCLB/AYP and other locally relevant student achievement categories (e.g., Attendance, graduation rate, suspension, etc.) The graphic below depicts the 5 Steps of the Action Sequence and summarizes what needs to be done for each step. Information from Worksheets 4, 5, 6, and 7 in the packet will be needed to complete the last phase. To facilitate the process, an Action Sequence… in 1-2-3-4-5 Steps! template is provided.
Step 1: Data
Where are we now? Step 2: Design
Where do we want to go next?
Step 3: Delivery
How are we going to get there?
Step 4: Development of People
What additional skills/training/ capacity building do we need?
Step 5: Documentation
How do we track our progress?
Analysis of current state of student achievement data and educational practices.
Identify and describe below 2-to-4 research-based or promising strategies that you will implement.
Complete the “What needs to be done” column for each promising strategy described.
Describe the professional development needed to successfully carry out the tasks outlined in Step 3.
Define the milestones of progress you will monitor at specific time-intervals
Step 1: Data
Where are we
now?
Step 2: Design
Where do we want
to go next?
Step 3: Delivery
How are we going
to get there?
Step 4: Development of
People
What additional skills/training/
capacity building do we need?
Step 5: Documentation
How do we track
our progress?
GETTING RESULTS! ™ - Continuous School Improvement Planning
What additional skills/training/ capacity building do we need?
Step 5: Documentation
How do we track our progress?
Improve student achievement for all students, all subjects
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: 1. IMPROVING BASIC ACADEMIC PROGRAM
Underlying Causes (“root cause”): 1. STUDENTS ARE TYPICALLY NOT
IN ATTENDANCE FOR A COMPLETE SCHOOL YEAR.
2. STUDENTS ARE TYPICALLY NOT ENROLLED ON THE CAMPUS FOR MORE THAN 15 MONTHS.
3. INITIALLY, TEACHERS MUST SPEND A GREATER THAN AVERAGE AMOUNT OF TIME “TEACHING” SCHOOL-RELATED BEHAVIORS, SUCH AS FOLLOWING DIRECTIONS, RESPECTING THE BOUDARIES OF OTHERS, PROPER HANDLING OF MATERIALS, ETC.
Research-based Strategies: 1.1 IMPLEMENT C-SCOPE AS A VIABLE REPEATABLE
CURRICULUM 1.2 INTRODUCE AND IMPLEMENT DIFFERENTIATED
INSTRUCTION IN THE CLASSROOM 1.3 IMPLEMENT DATA-DRIVEN INSTRUCTIONAL
PLANNING 1.4 CREATE AND SUPPORT TEACHER NETWORKS
FOR INSTRUCTIONAL SUPPORT AND PLANNING 1.5 PROVIDE LONG-TERM SUSTAINED PROFESSIONAL
DEVELOPMENT AS NECESSARY 1.6 CREATE A SYSTEM OF OUTREACH AND SUPPORT
FOR THOSE IN THE PARENTING ROLE 1.7 DEVELOP ORGANIZATIONAL ACTION TO IMPROVE
TEACHER RECRUITMENT, RETENTION AND MORALE
STEP 3: DELIVERY STEP 5: DOCUMENTATION
What Needs to Be Done: Describe “What needs to be done” for each promising strategy.
By Whom? By When? With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you will
monitor at specific time-intervals.
1.1 Regularly scheduled team meetings to allow teachers and administration opportunities to discuss lesson planning and share ideas.
Teacher Principal
Each 3 weeks
C-SCOPE tools-IFD, etc.
Six weeks grades, benchmark assessments
1.2 Continue attendance at district-wide staff development sessions for all educational staff.
All Staff District staff Trainers
Regularly scheduled on campus calendar
Materials provided at staff development sessions
Six weeks grades, benchmark assessments, classroom observations
1.3 Schedule benchmark Teachers During 1st TAKS formatted Data summaries based on data obtained from the
GETTING RESULTS! ™ - Continuous School Improvement Planning
What Needs to Be Done: Describe “What needs to be done” for each promising strategy.
By Whom? By When? With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you will
monitor at specific time-intervals.
assessments for all students Principal six weeks and at the end of the first semester
assessments assessments
1.4 Weekly faculty meetings with time allotted for sharing of ideas, strategies. Waiver days for campus staff development and student staffings. Building team meetings (weekly) Curriculum team meetings (3 weeks)
Teachers Principal
Weekly, throughout the year, and every 3 weeks
CSCOPE curriculum 3 week progress report grades
1.5 Continue attendance at district-wide staff development sessions and participation by all teachers in trainings scheduled on the campus on waiver days.
Teacher Principal District staff Trainers
Throughout the year-see calendar
Materials provided at training sessions
Classroom observations, student participation at academic fairs on campus, report card grades
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
GETTING RESULTS! ™ - Continuous School Improvement Planning
What additional skills/training/ capacity building do we need?
Step 5: Documentation
How do we track our progress?
Student Achievement Improvement Target for Math - All Students: Show academic growth on Math TAKS from 2009 to 2010 Student Achievement Targets for specific Math subgroups: Improve student scores on statewide and federal accountability measures as well as show individual student growth through MAP assessment
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: 1.1 MEASUREMENT AND ALGEBRAIC
CONCEPTS/REASONING - STRENGTHEN SKILLS IN THIS AREA FOR ALL STUDENTS
1.2 ANALYSIS OF DATA TO DETERMINE AREAS OF STRENGTH AND AREAS OF WEAKNESS TO GUIDE INSTRUCTION
Underlying Causes (“root cause”): GAPS IN PREREQUISITE SKILLS LACK OF CONSISTENT ATTENDANCE IN PAST YEARS LOWERED EXPECTATIONS FOR PREVIOUS YEARS IN EDUCATION LACK OF MOTIVATION/BEHAVIORAL ISSUES LACK OF IDENTIFICATION OF LEARNING DIFFICULTIES ECONOMIC FACTORS AFFECTING TYPES OF STUDENTS SERVED HIGH MOBILITY OF STUDENTS INSUFFICIENT TRAINING OF STAFF IN USE OF RESOURCES LACK OF PLANNING TIME WITH IA
Research-based Strategies: DIFFERENTIATED INSTRUCTION, USE OF MANIPULATIVES AND HANDS-ON MATERIALS, COOPERATIVE LEARNING, PROBLEM-SOLVING, INVESTIGATION, TIES TO REAL-LIFE SITUATIONS
STEP 3: DELIVERY STEP 5: DOCUMENTATION
Use diagnostic assessments Teachers Principal
Beginning of school year, mid year, and
end of year
TAKS formatted assessments
MAP
CScope lesson plans, data summaries after assessments, MAP assessments
Acquire adequate numbers of TEs for content mastery teachers as well as classroom teachers
Principal Ongoing Orders from district TEs in classrooms
GETTING RESULTS! ™ - Continuous School Improvement Planning
What additional skills/training/ capacity building do we need?
Step 5: Documentation
How do we track our progress?
Student Achievement Improvement Target for Science All Students: Show academic growth on Science TAKS from 2009 to 2010 Student Achievement Targets for specific Science subgroups: Improve student scores on statewide accountability measures in each objective area,
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: STUDENTS WILL DRAW ON PRIOR KNOWLEDGE AND EXPERIENCE ALONG WITH GRADE LEVEL MATERIAL TO MASTER TEKS AND IMPROVE LEARNING
Underlying Causes (“root cause”): GAPS IN PREREQUISITE SKILLS LACK OF CONSISTENT ATTENDANCE IN PAST YEARS LOWERED EXPECTATIONS FOR PREVIOUS YEARS IN EDUCATION LACK OF MOTIVATION/BEHAVIORAL ISSUES LACK OF IDENTIFICATION OF LEARNING DIFFICULTIES ECONOMIC FACTORS AFFECTING TYPES OF STUDENTS SERVED HIGH MOBILITY OF STUDENTS INSUFFICIENT TRAINING OF STAFF IN USE OF RESOURCES LACK OF PLANNING TIME WITH IA LACK OF RESOURCES, SETTING FOR IMPLEMENTATION OF LAB ACTIVITIES
Research-based Strategies: DIFFERENTIATED INSTRUCTION SUMMARIZING AND NOTE TAKING MULTI-SENSORY APPROACH TO LEARNING INCORPORATION OF REAL LIFE APPLICATIONS
STEP 3: DELIVERY STEP 5: DOCUMENTATION
Regularly scheduled team meetings to discuss opportunities for differentiation
Teachers Principal
Ongoing Time scheduled for meeting
Lesson plans
Improving access to lab activities by increasing the amount of lab equipment and supplies
Teachers Principal
Ongoing Upgrade of materials Lesson plans
Instruction in safety procedures – implementation of procedures for training staff and students
Science Support staff
Beginning of year
Presentation to teachers
Training certificates
GETTING RESULTS! ™ - Continuous School Improvement Planning
What additional skills/training/ capacity building do we need?
Step 5: Documentation
How do we track our progress?
Student Achievement Improvement Target for Reading All Students: Show academic growth on Reading TAKS from 2009 to 2010 Student Achievement Improvement Target for specific subgroups Improve student scores on statewide and federal accountability measures as well as show individual student growth through MAP assessment
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: INCREASE TAKS SCORES IN EACH GRADE LEVEL BY 5% INCREASE EXPECTATIONS FOR SPED STUDENTS PREVIOUSLY ASSESSED WITH TAKS-M INCREASE INSTRUCTIONAL TIME TO TEACHING VOCABULARY SKILLS AND READING COMPREHENSION
Underlying Causes (“root cause”): GAPS IN PREREQUISITE SKILLS LOWERED EXPECTATIONS FOR PREVIOUS YEARS IN EDUCATION LACK OF MOTIVATION/BEHAVIORAL ISSUES LACK OF IDENTIFICATION OF LEARNING DIFFICULTIES ECONOMIC FACTORS AFFECTING TYPES OF STUDENTS SERVED HIGH MOBILITY OF STUDENTS LACK OF TRAINING OF STAFF IN USE OF RESEARCH-BASED PROGRAM (READING FOR OLDER LEARNER ) LACK OF PLANNING TIME WITH IA
Research-based Strategies: DIFFERENTIATED INSTRUCTION STRATEGIES TO IMPROVE FLUENCY VOCABULARY BUILDING (INCLUDING CONTENT AREAS) RECOGNITION OF ACADEMIC ACHIEVEMENT
STEP 3: DELIVERY STEP 5: DOCUMENTATION
What Needs to Be Done: Describe “What needs to be done” for each promising strategy.
By When?
With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you will
monitor at specific time-intervals.
Training, modeling C-Scope lessons using differentiated instruction by instructional coach
Teachers Instructional
Coach
Ongoing C-SCOPE curriculum
Midyear benchmark assessments, six weeks grades, portfolio assessments
Cross content collaboration; Progressive Reader and other research-based programs
Teachers Ongoing WordSmart program SRA kits, Time for
Kids
Regular team meetings to evaluate progress
GETTING RESULTS! ™ - Continuous School Improvement Planning
What additional skills/training/ capacity building do we need?
Step 5: Documentation
How do we track our progress?
Student Achievement Improvement Target for Writing All Students: Show academic growth on Writing TAKS from 2009 to 2010 Student Achievement Targets for specific Writing subgroups Improve student scores on statewide and federal accountability measures.
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: IMPROVED STUDENT PROFICIENCY IN SENTENCE FLUENCY, ORGANIZATIONAL SKILLS, CONTROL OF IDEAS, AND GRASP OF BASIC GRAMMATICAL CONVENTIONS
Underlying Causes (“root cause”): Gaps in prerequisite knowledge Trust issues (sharing personal ideas, thoughts in writing) Effect of technology on written expression/composition/spelling/grammar
Research-based Strategies: Differentiated instruction Implementation of C-Scope curriculum Use of graphic organizers Increased use of technology in the classroom
STEP 3: DELIVERY STEP 5: DOCUMENTATION What Needs to Be Done: Describe “What needs to be
done” for each promising strategy. By
Whom? By
When? With What? Milestones of Progress: “How do we track our
progress?” – Define the milestones of progress you will monitor at specific time-intervals.
Improvement of writing skills through competitive activities that encourage students to recognize connections between curriculum and real-life connections (poetry journals, short story contest)
What additional skills/training/ capacity building do we need?
Step 5: Documentation
How do we track our progress?
Student Achievement Improvement Target for Social Studies All Students: Show academic growth on Social Studies TAKS from 2009 to 2010 Student Achievement Targets for specific Social Studies subgroups: Improve student scores on statewide accountability measures.
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: Students will maintain or increase scores from 8
th to
10th and 10
th to EXIT
Underlying Causes (“root cause”): Gaps in prerequisite knowledge
Research-based Strategies: Differentiated instruction Implementation of C-Scope curriculum Use of graphic organizers (time lines, etc.) Increased use of technology in the classroom
STEP 3: DELIVERY STEP 5: DOCUMENTATION
What Needs to Be Done: Describe “What needs to be done” for each promising strategy.
By Whom?
By When?
With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you
will monitor at specific time-intervals.
Incorporate more resources into the curriculum (ex. Time for Kids, History Alive!)
Teachers Principal
Daily Classroom resources Individual assessment through benchmarks and 6 weeks tests
Increase use of technology (interactive white boards, etc.)
Teachers District technology staff
Daily Additional technology in each classroom
Grades, increased student participation
Field trips to support the curriculum Teachers Facility staff
Each semester
Transportation, registrations for students and staff
Student participation, grades
Opportunities for students to present information to peers (academic fairs)
Teachers Each six weeks
Academic Fair presentations/assemblies
Student/class participation
Increased use of group work and activities to promote real-life connections (re-enactments of Civil War, guest speakers)
What additional skills/training/ capacity building do we need?
Step 5: Documentation
How do we track our progress?
Student Achievement Improvement Target for Completion and Graduation rate All Students: Student Achievement Targets for specific Completion and Graduation rate subgroups:
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: Credit Recovery for high school students Accelerated learning for middle school students (explore opportunities to move students into more age appropriate grade levels when feasible) Lower the retention rate
Underlying Causes (“root cause”): Previous failures due to truancy, moves, behavior issues ECONOMIC FACTORS (POVERTY, NEED TO WORK TO SUPPORT FAMILY) FAMILY ISSUES (GENERATIONAL) ISSUES OUTSIDE EDUCATION (LEGAL/FAMILY ISSUES) LACK OF SUPPORT SYSTEM/ROLE MODELS
Research-based Strategies: Credit recovery Goal-setting with individual students Counseling regarding high school requirements Graduation plans
STEP 3: DELIVERY STEP 5: DOCUMENTATION
What Needs to Be Done: Describe “What needs to be done” for each promising strategy.
By Whom? By When?
With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you will
monitor at specific time-intervals.
Computer-based program to address credit recovery Teachers Daily OdysseyWare computer assisted instruction
Chart of progress – prepared by each student
Career-oriented field trips Teachers, academic transition coordinator
Each six weeks
Information from individual students regarding interests
Transcripts
Involve students in planning of graduation ceremonies on campus
Teachers Principal ATC
Each semester
Student committees Checklists
GETTING RESULTS! ™ - Continuous School Improvement Planning
What additional skills/training/ capacity building do we need?
Step 5: Documentation
How do we track our progress?
Student Achievement Improvement Target for Student Transition: Support all students in their transitions
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: Transition from elementary to middle school, middle school to high school, high school to college, and facility to home school
Underlying Causes (“root cause”): Lack of preparation
Research-based Strategies: Identify transition needs on an individualized basis for all students over the age of 14.
STEP 3: DELIVERY STEP 5: DOCUMENTATION
What Needs to Be Done: Describe “What needs to be done” for each promising strategy.
By Whom? By When?
With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you will
monitor at specific time-intervals.
Provide interest inventories and life-skills assessments as well as interviews
Completion of interest inventories for designated students
Expose and educate students on wide-range possibilities for post-secondary opportunities
Teachers Community Volunteers
Ongoing Guest speakers Homeroom teachers will work with students to complete goals and objectives and document this progress
Provide professional and vocational mentors Teachers Community Volunteers
Ongoing Community volunteers
Assignment of mentors
Class guidance lessons for 8 – 12 pertaining to graduation requirements, post-secondary options, and financial aide and scholarships, career interests, and aptitudes.
ATC End of year
Varied Sign-in sheets from meetings
Present C-Scope social skills instruction during core support.
Teachers Onoing C-Scope assessments
Lesson plans
GETTING RESULTS! ™ - Continuous School Improvement Planning
What additional skills/training/ capacity building do we need?
Step 5: Documentation
How do we track our progress?
Student Achievement Improvement Target for Parent Involvement: Increase parental involvement at ARD meetings
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: Improved Parent/Teacher Communication
Underlying Causes (“root cause”): Lack of internet access in all rooms Parent apathy Boundary confusion among teachers – what is appropriate and what is not Parents emotionally detached
Research-based Strategies: Mail-out lists every 3 and 6 weeks Transition Surveys E-mail addresses for parents Skyward communication
STEP 3: DELIVERY STEP 5: DOCUMENTATION
What Needs to Be Done: Describe “What needs to be done” for each promising strategy.
By Whom? By When?
With What? Milestones of Progress: “How do we track our progress?” – Define the milestones of progress you will
monitor at specific time-intervals.
Educational representation at Family Day Teachers Principal
Monthly Information to be distributed through parent-teacher conferences
Parent surveys, sign-in sheets
Additional support for parent contact and mailings Teachers ATC Sp. Ed. Coordinator
As needed
Time given to staff to plan information
Newsletter
Increased internet access in all buildings District technology team
End of 1st
semester District resources Access available to teachers and students in each
building
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
GETTING RESULTS! ™ - Continuous School Improvement Planning
Composite School-Wide Professional Development and Collaboration Plan
What you need to do:
Compile the professional development priorities needed to successfully carry out the tasks, as outlined in Step 4 of your Action Sequence…in 1-2-3-4-5 Steps! (i.e. for Reading, Math, Science, etc.)
Align the focus of your professional development to the needs identified in your plan.
Set aside and calendar the “sacred time” reserved explicitly for staff collaboration and evidence-based reflection on teaching practices and student learning.
Topic/Focus/Purpose What? /Why?
Date/Time When?
Participants For whom?
Facilitator/Provider By whom?
Delivery Format How?
Funding With What?
Training on writing Present Levels of Academic Achievement and Functional Performance to improve ability to described student performance in terms of strengths and needs and meet legal requirements in this area
Spring 2010 All teachers ATC, Principal with training provided by special education staff at district office
Half-day staff development
Campus time from waiver days
Training on selecting and implementing accommodations for students according to legal guidelines
Spring 2010 All teachers ATC, Principal with training provided by special education staff at district office
Half-day staff development
Campus time from waiver days
Training relating to TAKS assessments-appropriate instruments based on student needs, allowable accommodations, etc.
Spring 2010 All teachers, aides, facility staff
Principal Half-day staff development for educational staff Scheduled staff meetings for facility staff
Campus time from waiver days Principal to attend staff meeting s and present information
Skyward training for teachers to begin to use grade book
Fall 2010 All teachers Instructional coach Team meetings during school day or planning time
Training provided at district level for instructional coach
CSCOPE training for teachers to improve ability to utilize curriculum in all subject areas
Fall 2010 All teachers Instrucional coach Team meetings during school day or planning time
Training provided at district level for instructional coach
Differentiated instruction staff development Throughout school year
All staff District staff Staff development days on campus calendar
District funds
GETTING RESULTS! ™ - Continuous School Improvement Planning
ADDITIONAL FACTORS & CONDITIONS THAT IMPACT TEACHING-&-LEARNING Based on the student achievement Areas of Strength and Areas of Concern, assess the extent to which each of these factors and conditions currently impact the quality and effectiveness of teaching-&-learning. Then, outline the improvement opportunities or areas of focus for this school year. (Note: Most of these factors and conditions address NCLB or Region 20 expectations. Add other factors and conditions, as needed, to meet your needs).
Current State of the Factor/Condition (What is working well? What needs improvement)
Improvement Opportunities (What We Will Do This Year)
Continue to implement CSCOPE curriculum for all subject areas Continue training and curriculum meetings to better utilize all CSCOPE resources
Continue Book Fairs as a way to encourage recreational reading for all students and reinforce reading comprehension
Train teachers to use Skyward grade book
Support reading and math through additional class time during the school day for students who have demonstrated poor performance on MAP assessments and/or statewide assessments
Improve use of data to guide instruction (benchmarks, previous assessments, MAP, DRA-2, etc.)
Support academic progress through assemblies and other opportunities to allow students to demonstrate what specific skills they have mastered during each six weeks period
Improve skills in the area of special education legal requirements for ARD meetings to ensure that all policies are being followed and that all student needs are being met
Implement ideas and strategies addressed at district wide staff development sessions and provide teachers with opportunities to share success stories relating to these ideas and strategies