The School Improvement Planning Process - Isidore€¦ · The School Improvement Planning Process The Guiding Principle The Federal Requirements General Districts and Schools in Improvement

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The School ImprovementThe School ImprovementPlanning ProcessPlanning Process

Hugh Burkett, Ph.D.Director, The Center for Comprehensive

School Reform and Improvement

January 2006


Adapted from:

A Technical Assistance Document For:Planning and Evaluating Your School Improvement Process

Florida Department of EducationDivision of Public Schools, Bureau of School Improvement

http://www.bsi.fsu.edu/pdf/2005TA.pdf

The WINSS School Improvement Planning Tool:An Overview

Wisconsin Department of Public InstructionNorth Central Regional Education Laboratory

North Central Regional Technology Education Consortiumhttp://goal.ncrel.org/winss/sip/ppt.asp

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The School ImprovementPlanning Process

The Guiding Principle

The Federal Requirements General

Districts and Schools in Improvement

Planning for Success: The Critical Elements Organizing

Planning Implementing Sustaining

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The Guiding Principle

District or school improvement isa “continuous institutional processrather than a sporadic set ofactivities or isolated projects.”

-Craig Jerald

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Why?Improvement planning is arequirement of federal law

ESEA, Title I, Sec. 1111 requires that all State EducationAgencies have a general improvement plan that addresses therequirements of the law such as academic standards,assessments and accountability.

ESEA, Title I, Sec. 1112 requires that all Local EducationAgencies (LEA) have a general improvement plan thataddresses the requirements of the law such as a description ofthe actions the LEA will take to assist its low achieving schoolsidentified as in need of improvement.

Plans must be periodically reviewed and revised as necessary

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Additional Requirements When aDistrict or School Has Been Identified

for Improvement

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“Districts and schools identified forimprovement must develop, or revise, animprovement plan which outlines thedistrict or school’s course of action for thenext two years.”

ESEA, Title I, Sec. 1116(b)(3)

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Planning For Success:The Critical Elements

Organizing

Planning

Implementing

Sustaining

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Organizing for Improvement

The Improvement Planning TeamAssessing Needs

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Organizing:The Improvement Planning Team

Federal law requires that the improvementplanning team include, at a minimum—

ParentsSchool StaffDistrict StaffOutside Experts

ESEA, Title I, Sec. 1116(a)(3)

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Best practice indicates that the work of theimprovement team must be more than fulfilling alegal requirement.

“Involve a wide range of otherstakeholders from the outset, includingparents, representatives of communitygroups, and business leaders…Toooften, participants from outside theschool or district are included simply tomeet a requirement and are not fullparticipants…”

http://www.centerforcsri.org/PDF/The_Center_Policy_Brief_January_2005.pdf


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A well represented improvement planningteam ensures that all perspectives andexpertise are represented.

A well represented improvement planningteam facilitates effective improvementplan implementation.


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Organizing:Assessing Needs

The challenging task of “a full, honest andtransparent accounting of the currentstate of affairs.”

-Craig Jerald

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Step 1 - The Team addresses the following questions:

How will needs be identified?

What data will be collected? Multiple data sources

How will data be collected?

How will data be presented? Disaggregated by school, grade level, subject areas, mandated

subgroups, gender, other categories as identified

What are the unmet objectives from last year’simprovement plan?

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Step 2 - The team performs the following tasks:

Collects data from multiple sources Disaggregates data in multiple categories Analyzes data to identify problems and needs to be

addressed in improvement plan

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Step 3 - The team evaluates the needs assessment process:

Were all stakeholders part of the process? Was needs assessment information current? Were needs assessment items directly related to the

desired conditions? Were all populations equitably represented? Has the needs assessment process been documented?

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Step 4 -

The team revises the needs assessment based on theinformation gathered in Step 3.


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Planning for Improvement

Collaborative, Strategic Problem SolvingEstablishing Vision & MissionGoal SettingIdentifying ObjectivesIdentifying Implementation Strategies

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Planning:Collaborative, Strategic Problem Solving

“High performing schools engage inmore collaborative decision making,work harder to connect professionaldevelopment to student achievementdata, and make more efficient use oftime and resource. None of theseactivities is possible, or at leastpossible to do well, without seriousand thoughtful planning.”

http://www.centerforcsri.org/PDF/April.policy.final.pdf

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Step 1 - The team establishes a results-based orientationfocused on tangible student outcomes.

Staff members firmly believe that they are at least andprimarily responsible for making sure that studentslearn.

Staff members take direct responsibility for studentachievement.


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Step 2 - The team:

Relentlessly analyzes data and other empirical evidenceat all levels of disaggregation to identify problems.

Gathers additional evidence to identify internalweaknesses that are causing or abetting low outcomesand obstructing improvement.


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Step 3 - The team (continued):

Identifies possible solutions to problems andopportunities for making changes that will lead togreater success.

Uses common sense, creativity, and extensiveinvestigation of research- and evidence-based practicesto decide among possible solutions.


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Step 4 -

The team revises the collaborative, strategic problemsolving strategies based on the information gathered inStep 3.


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“A clear vision and a common mission thatidentifies the learning to be achieved canhelp keep a school and the efforts of itsstaff and students on target. A sharedvision is critical to an organization’s futurebecause it provides the underlyingfoundation upon which all decisions aremade.”

-A Technical Assistance Document For:Planning and Evaluating Your School Improvement

Process

Planning:Establishing Vision & Mission

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A vision statement—

Provides a compelling picture of what thedistrict or school can become in thefuture.

Answers the question What are weworking to become?

A Technical Assistance Document For: Planning and Evaluating Your School Improvement Process


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A mission statement—

More specific than a vision statement.Often defines what the district or school is

trying to accomplish and for whom.Answers the question Why do we exist?



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Step 1 - The team:

Identifies a process for building consensus about visionand mission.

Reviews literature related to district and schoolimprovement to inform the development of the visionand mission.

Drafts vision and mission statements.


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Step 2 - The team:

Has adequate time and resources to meet anddeliberate.

Engages in a transparent process where drafts areproduced and distributed for comment.

Uses consensus to determine the final vision and missionstatements.


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Step 3 - The team evaluates the vision and missionstatement development process:

Do the statements incorporate a concern for the academic successof all students and reflect the belief that all students can learn?

Do the statements reflect the belief that all teachers are responsibleimplementing instructional strategies that meet the needs of allstudents?

Are the statements attainable?

Do the statements address increasing subgroup performance?

Are the statements aligned to “other” plans? Title I plan

District plan


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Step 4 –

The team revises the vision and mission statements basedon the information gathered in Step 3.


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Planning:Goal Setting

Knowing what you want to accomplish andmaking a plan to get there.

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A goal is -

A general statement about an area to be improved overa period of time.

Focused and clearly stated.

Directly based on data that demonstrates a problem.

Leads to sustainable, systemic change.

Can be achieved.


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Step 1 - The team:

Uses data, needs assessment results, and the vision andmission statements to identify areas for improvement.


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Step 2 - The team:

Drafts goal statements that are – Clear and Motivating Based on data Challenging Attainable


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Step 3 - The team evaluates the goal setting process:

Do the goals reflect the vision and the mission of thedistrict or school?

Are the goals aligned with federal, state, and districtrequirements and priorities?

Do the goals address the critical needs determined bythe needs assessment?

Are goals written to increase student performance forsubgroups that did not achieve Adequate YearlyProgress?


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Step 4 –

The team revises the vision and mission statements basedon the information gathered in Step 3.


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The steps needed to accomplish the goal.

Planning:Identifying Objectives

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An objective is—

Measurable.Developed to address specific problems related

to the goal.Specific Measurable Attainable

RealisticTimebound


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Step 1 - The team:

Develops a process for identifying objectives for eachgoal.

Develops objectives based on available data.


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Step 2 - The team:

Identifies at least one measurable objective for eachgoal.

Ensures that all objectives have SMART qualities. States objectives in terms of student achievement to be

attained. Ensures that objectives lead to increased student

achievement and put the district or school on the pathtowards achieving Adequate Yearly Progress.

Chooses objectives that promote systemic, positivechange.


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Step 3 - The team evaluates the identifying objectivesprocess:

Are the objectives challenging and attainable in thetimeframe given?

Do objectives include measurable expectations for allstudent populations, particularly mandated subgroups?

Is each objective aligned with its corresponding goal?


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Step 4 -

The team revises the objectives based on the informationgathered in Step 3.


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The HOW of Implementation

Planning:Identifying Strategies

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A strategy—

Specifies the actions to be taken to achieve theobjectives.

Addresses research-based instructional approaches to beimplemented.

Addresses research-based instructional materials to beused.

Determines professional development necessary toimplement instructional approaches.

Is continuously monitored.


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Step 1 - The team:

Extensively investigates strategies whose effectivenesshave been validated by scientific research.

Ensures that strategies support stated goals andobjectives.

Determines who will be responsible for implementingstrategies.

Determines a timeline for strategy implementation.

Determines all resources necessary for implementing thestrategies.


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Step 2 - The team:

Identifies effective research-based strategies that willaddress needs. Instructional Programs and Curricula

Professional Development

Instructional Materials

Identifies strategies to monitor the implementation ofthe Improvement Plan


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Step 3 - The team evaluates the identifying strategiesprocess:

Are the strategies clearly aligned with needs?

Will the strategies address the needs of all subgroups?

Have the necessary resources been allocated?

Is there a process for evaluation that includes proceduresand a timeline?


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Step 4 -

The team acts to correct any strategies that are notproducing the intended results.


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Implementing Improvement

Overcoming Barriers to Improvement

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Implementing:Overcoming Barriers to Improvement

“The implementation stage is themost difficult of all…Implementing animprovement plan…really comesdown to changing a complexorganization in fundamental ways.”

http://www.centerforcsri.org/files/August_Policy_Brief.pdf

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Step 1 - The team:

Confronts the internal barriers to change. Technical challenges—the lack of “know how”

Cultural challenges—traditional beliefs, expectations, norms,habits, and ingrained patterns of behavior that run counter tonew ideas

Political challenges—passive or overt resistance to newstrategies and/or conflicts among competing interests


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Step 1 – The team (continued):

Confronts the external barriers to change. Insufficient support at the district level for specific school

improvement efforts

Insufficient control over budgets at the school level

Insufficient control over personnel


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Step 2 - The team:

Becomes knowledgeable about the research on organizationalchange.

Restructures district offices to provide schools with the support theyneed to implement ambitious improvement plans.

Provides principals with the time to focus on implementingimprovement plans.

Distributes the responsibility for implementing the plan among theschool staff.

Allocates resources to support school improvement. Enacts policies to give schools real control over their own budgets. Enacts policies to give schools real control over personnel.


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Step 3 - The team:

Begins to think outside the box and engages in creativestrategies to help schools overcome internal and externalbarriers to serious organizational change andimprovement.


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Step 4 -

The team evaluates their progress in overcoming thebarriers to improvement and makes changes as necessary.


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Sustaining Improvement

Communicating

Maintaining

Extending

Evaluating

Adapting

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Sustaining:Communicating, Maintaining, Extending, Adapting, Evaluating

“Sustaining an improvement effortrequires more than simplemaintenance. Prolonged,continuous improvement requirescontinually asking and acting on theanswers to several key questions:How can we do even bettertomorrow? What’s working andwhat’s not? What do we need tochange?”

http://www.centerforcsri.org/files/Center_PB_Sept_fnl.pdf

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Communicating

Create a strategy for communicating the district orschool vision, core values, and reform efforts toall staff, both new and old, and other keystakeholders so they understand not just howthings are done, but why things are done theway they are.

Sustaining:Communicating, Maintaining, Extending, Evaluating, Adapting

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Maintaining

Maintaining an improvement effort beyond a fewmonths or the first year of implementationrequires keeping a sharp eye on how the changeprocess is affecting staff members and students;keeping a constant lookout for warning signs ofobstacles that might threaten the effort; andkeeping a very open mind to how challenges canarise from even the most unlikely places.


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Extending

Sustaining success over the long term requires afierce, very intentional kind of “opportunism.” Theorganizations that are most successful atsustaining improvement over long periods of timelearn to enact new, “next generation”improvements even as they work to maintainpractices that are already working.

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Evaluating

Evaluation gives direction to future improvementefforts by changing and improving district andschool improvement plan. It’s informative, notpunitive. It is the process that: identifies thesuccesses of the current plan; identifies the needsfor the next year’s plan; and evaluates and adjuststhe plan’s progress throughout the year.



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Adapting

Organizations that sustain growth over longperiods of time cling fiercely to the core visionswhile considering everything else—practices,structures, job definitions, schedules—up forgrabs.


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Organizing for, planning for, implementingan, and sustaining a reform effort is acomplicated process that requiresintellectual honesty, creativity, andunflinching courage. There is plentifulevidence that sustaining improvement ispossible, even over very long periods, andthat the benefits for students are greatindeed.

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ResourcesA Technical Assistance Document For: Planning and Evaluating Your School Improvement ProcessFlorida Department of Education Division of Public Schools, Bureau of School Improvementhttp://www.bsi.fsu.edu/pdf/2005TA.pdf

The WINSS School Improvement Planning Tool: An OverviewWisconsin Department of Public Instruction, North Central Regional Education Laboratory, North Central Regional Technology EducationConsortiumhttp://goal.ncrel.org/winss/sip/ppt.asp

Establishing a Strong Foundation for School ImprovementCraig JeraldThe Center for Comprehensive School Reform and Improvementhttp://www.centerforcsri.org/PDF/The_Center_Policy_Brief_January_2005.pdf

Planning That Matters: Helping Schools Engage in Collaborative, Strategic Problem SolvingCraig JeraldThe Center for Comprehensive School Reform and Improvementhttp://www.centerforcsri.org/PDF/April.policy.final.pdf

The Implementation Trap: Helping Schools Overcome Barriers to ChangeCraig JeraldThe Center for Comprehensive School Reform and Improvementhttp://www.centerforcsri.org/files/August_Policy_Brief.pdf

More Than Maintenance: Sustaining Improvement Efforts Over the Long RunCraig JeraldThe Center for Comprehensive School Reform and Improvementhttp://www.centerforcsri.org/files/Center_PB_Sept_fnl.pdf

Elementary and Secondary Education Act, Part A, Subpart 1http://www.ed.gov/policy/elsec/leg/esea02/pg2.html

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Hugh Burkett, [email protected]

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877-277-2744


1825 Connecticut Avenue NWWashington, DC 20009

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The School Improvement Planning Process - Isidore€¦ · The School Improvement Planning Process The Guiding Principle The Federal Requirements General Districts and Schools in Improvement

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