A Framework for Continuous School Improvement …cee.utexas.edu/ce/ucs/files/forms/TNC_CIP1011.pdf · A Framework for Continuous School Improvement Planning ... The Action Sequence
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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?
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: Graduation plans Review of plans each semester
Underlying Causes (“root cause”):
Research-based Strategies:
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.
Graduation plans written for each student in 8-12 Transition coord., teacher
October Transcripts, plan Written plans
Review of plans Parent, student, trans. Coord., teacher
Each semester
Plan Completed and updated 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 Student Transition:
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: Assist students in making a smooth transition from elementary to middle, middle to high, and high to workforce or college.
Underlying Causes (“root cause”):
Research-based Strategies: Career interest survey College fair or visits
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.
Time and opportunity to investigate college and careers
Transition coord.
May Student survey
ACLSA for all middle/high school students Transition, parents, teacher, students
January ACLSA Completed survey
Job skills training Teacher, transition
All year
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
Workshop on ACLSA and career opportunities/readiness
CATE training
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 Teacher Recruitment and Retention:
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: Increase percentage of HQ teachers to 100%. Assist teachers who are not currently HQ to meet requirements in a timely manner.
Underlying Causes (“root cause”):
Research-based Strategies: PAY STIPENDS FOR HQ, SPED MENTOR TEACHERS CONTENT TEAMS
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. Stipends for HQ math, science, sped, esl District May Certificate
Mentor teachers for newly certified District October Surveys
Content teams District September Surveys, attendance records
Working with students significantly below grade level
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
Staff development in subject areas Release time to meet with content team
CSCOPE for content training Working with students with special needs
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?
Writing across the content
CSCOPE training
Parent training(facility staff)-Autism
Science Labs-units
Working with students significantly below grade level
Positive behavior management
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)