GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 1
A Framework for Continuous School Improvement Planning
Customized by Performance Fact, Inc. for
UT University Charter School (Austin, Texas)
2010 to 2011 Campus Improvement Plan
Highlights of the Instructional Focus
SCHOOL: TNC
DISTRICT: University Charter School
PRINCIPAL: Angela Frey
ADDRESS:
PHONE: 512-750-8567 FAX: 512-462-6665
EMAIL: [email protected] DATE: 06/28/2010
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 2
TAKS DATA
Campus Name: TNC
SUMMATIVE ASSESSMENTS
Reading/ELA Mathematics Other: Writing/Science
2004-05
2005-06 2006-07 2004-05 2005-06 2006-07 2004-05 2005-06 2006-07
√ 3rd
4th
5th
6th
7th
8th
9th
10th
11th
SUMMATIVE ASSESSMENTS
Commended Reading/ELA Commended Mathematics Other: Commended Writing/Science
2004-05
2005-06 2006-07 2004-05 2005-06 2006-07 2004-05 2005-06 2006-07
3rd
4th
5th
6th
7th
8th
9th
10th
11th
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 3
PLAN SOLUTIONS
The Action Sequence…in 1-2-3-4-5 Steps!™
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
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 4
Systemic Initiatives
ACTION SEQUENCE…in 1-2-3-4-5 Steps!
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?
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”):
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.
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 5
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.
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 6
PLAN SOLUTIONS
Subject: Math
ACTION SEQUENCE…in 1-2-3-4-5 Steps!
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?
Student Achievement Improvement Target for Math - All Students: Student Achievement Targets for specific Math subgroups:
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: Mastery of prerequisite and grade level concepts
Underlying Causes (“root cause”): Varying levels of understanding/performance
Research-based Strategies: ALIGNED CURRICULUM FOR MULTI-GRADES LEARNING CENTERS MANIPULATIVES AT EACH GRADE LEVEL TECHNOLOGY
STEP 3: DELIVERY STEP 5: DOCUMENTATION
Implementation of C-Scope and TEKS Math specialist
Year long Conference individually
Lesson plans, year at a glance
Learning centers to focus on prerequisite skills Math team
6 weeks Lesson plans, TEKS
Utilize more manipulative materials Math teacher
6 weeks TEKS, lesson plans
Coordinate math and science instruction to reinforce practical applications
Math teacher
6 weeks TEKS, lesson plans
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 7
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
C-SCOPE training
Math center/manipulative training
CScope integration implementation
Learning centers
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 8
PLAN SOLUTIONS
Subject: Science
ACTION SEQUENCE…in 1-2-3-4-5 Steps!
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?
Student Achievement Improvement Target for Science All Students: Student Achievement Targets for specific Math subgroups:
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: Application of science concepts and deeper understanding of these concepts
Underlying Causes (“root cause”): LAB COMPONENT
Research-based Strategies: LABS-HANDS ON DEMONSTRATIONS ALIGNED CURRICULUM ALIGN FIELD TRIPS WITH UNITS OF STUDY
STEP 3: DELIVERY STEP 5: DOCUMENTATION Labs aligned with units of study Science
team 40%
each six weeks
Lab kits for area of study
Lesson plans, science notebooks
Hands on study of science skills Science teacher, team
Six weeks
Gardening, kitchen science
Lesson plans, science notebooks
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
Implementing labs
Teaching strands of science
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 9
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
CSCOPE training
Hands on science Everyday Science
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 10
PLAN SOLUTIONS
Subject: Reading
ACTION SEQUENCE…in 1-2-3-4-5 Steps!
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?
Student Achievement Improvement Target for Reading All Students: Student Achievement Improvement Target for specific subgroups:
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: READING IN THE CONTENT AREAS GUIDED READING GROUPS
Underlying Causes (“root cause”): TEACHER TRAINING UNDERSTANDING OF GRADE LEVEL EXPECTATIONS/TEKS
Research-based Strategies: ALIGNED CURRICULUM-ANALYSIS STRATEGIES PAIRED TEXTS
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.
Aligned TEKS with sources Teacher and
instructional coach
All year TEKS, CBA’s, units of study, CSCOPE
Each six weeks the teacher will administer a CBA to show growth in this area.
Instruction in non-fiction reading and paired texts Teacher and inst. Coach
All year Non fiction Paired texts
CBA’s as above
Use novels to set up reading groups Teacher and inst. Coach
All year Novels Lesson plans
Phonics instruction Teacher and coach
All year Phonics program Lesson plan, diagnostic testing
GETTING RESULTS! ™ - Continuous School Improvement Planning
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STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
Teaching with current and young adult literature
Teaching beginning reading
Teaching the struggling reader
Phonics instruction for older students
GETTING RESULTS! ™ - Continuous School Improvement Planning
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PLAN SOLUTIONS
Subject: Writing
ACTION SEQUENCE…in 1-2-3-4-5 Steps!
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?
Student Achievement Improvement Target for Writing All Students: Student Achievement Targets for specific Writing subgroups:
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: Narrative and Expository writing Prerequisite writing to lead to grade level standards
Underlying Causes (“root cause”): Teacher knowledge and opportunities to practice
Research-based Strategies: Samples, method of teaching Aligned curriculum
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.
Align reading/writing curriculum Teacher, inst. Coach
End of year
CSCOPE Completed writing product at the end of the six weeks
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
Teaching writing at all grade levels and abilities
Teaching writing
Writing finished products
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 13
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 14
Plan Solutions
Subject: Social
Studies
ACTION SEQUENCE…in 1-2-3-4-5 Steps!
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?
Student Achievement Improvement Target for Social Studies All Students: Student Achievement Targets for specific Social Studies subgroups:
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: Integrating SS and English
Underlying Causes (“root cause”): Teacher knowledge of TEKS
Research-based Strategies: Integrated curriculum
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.
Review elementary/middle/high school TEKS and integrate as possible
Teacher and ss team
End of year
TEKS, CSCOPE District wide list of resources used
Utilize primary sources
Field trips
Technology based instructional material and projects
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
Teaching elementary, middle and high school Social Studies
Integrating social studies concepts
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 15
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 16
Plan Solutions
Completion and
Graduation rate
ACTION SEQUENCE…in 1-2-3-4-5 Steps!
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?
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
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STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
Graduation requirements training for parents, teacher, students
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 18
Student Transition
ACTION SEQUENCE…in 1-2-3-4-5 Steps!
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?
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
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 19
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 20
Plan Solutions
Subject: Parent
Involvement
ACTION SEQUENCE…in 1-2-3-4-5 Steps!
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?
Student Achievement Improvement Target for Parent Involvement:
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: Easy access to teachers and principal for questions, concerns, student progress, and information.
Underlying Causes (“root cause”):
Research-based Strategies: Parent conferences Newsletters Blog/website
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.
Back to school night, curriculum night, conferences Teachers, principal, inst. Coach
September, February
Sin in roster, agendas, documentation
Newsletter Teachers Monthly Electronic Copies of newsletter
Student awards assembly to acknowledge combined work of students, teachers, and parents
Principal, teachers
June Sign in roster
Book study group on autism Principal, teachers, facility staff
Monthly Unknown Sign in, surveys, meeting notes
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 21
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
Strategies for working with students with autism, PDD, TBI
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 22
PLAN SOLUTIONS
Subject: HQ
Teachers, Recruitment
and Retention
ACTION SEQUENCE…in 1-2-3-4-5 Steps!
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?
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
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 23
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 24
PLAN SOLUTIONS
Subject: School
Safety, Violence
reduction and
discipline management
ACTION SEQUENCE…in 1-2-3-4-5 Steps!
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?
Student Achievement Improvement Target for Teacher Recruitment and Retention:
STEP 1: DATA STEP 2: DESIGN
Student Achievement Priority Areas: POLICIES AND PROCEDURES OF DISTRICT
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.
Student handbook to be developed and shared District Sept
STEP 4: DEVELOPMENT OF PEOPLE (Professional Development Required)
GETTING RESULTS! ™ - Continuous School Improvement Planning
© Performance Fact, Inc. (2006) GETTING RESULTS! ™ - Gen 3 Page 25
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
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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)