School Leadership Teams for Continuous Improvement
Day One Warm-up 1. What do you see as the relationship between your School Improvement Plan and your school improvement efforts? How does professional learning relate to your school improvement work?
2. Jot down some information you know about the Five Essentials.
Learning Targets • Participants will collaboratively analyze data to strategically plan for school improvement work through the use of the problem-solving process. • Participants will use knowledge of the Five Essentials to target areas for school improvement efforts. • Participants will design professional learning experiences and monitoring activities as part of the SIP in order to ensure positive impact.
5Essentials Overview Effective Leaders Supportive Environment Ambitious Instruction Collaborative Teachers Involved Families
• Schools strong in ___ of the 5 essentials
SLT June 2015 School Leadership Teams for Continuous Improvement – ___ times more likely to grow – 30 times less likely to ______
Reflecting on Last Year’s SIP Look at your school’s 2014-2015 SIP. Which areas of the Five Essentials does your goal reflect? Did you reduce or eliminate a barrier? Was the right strategy implemented? Was the strategy implemented with fidelity? Did you make significant progress toward your goal?
Step Zero (Data Analysis) Academic Data District Assessments, District EOCs, iReady, Waterford, Successmaker, Graduation Rate What overall trends do we see?
Is there a disparity among grade level performances? Between subject areas?
Where are our high points/low points?
Early Warning System Report What percentage of our students are represented on the EWS report?
Which indicator(s) is/are affecting the greatest number of our students?
Does this indicate a school-wide or grade level wide intervention as opposed to student by student intervention?
Attendance What percentage of our students attend regularly?
SLT June 2015 School Leadership Teams for Continuous Improvement How does this compare to district averages?
Report Card & Behavior Screening Data (ELEMENTARY) What percentage of our students are being successful with Work/Study Skills? Self-control? Interpersonal Relationships?
Are there differences in grade level results?
What percentage of our students are represented on the D & F Report?
Course Failure Report/D& F Report (SECONDARY) What percentage of your students are represented on the D & F Report?
What percentage of our students are represented on the course failure report?
Which of our courses have the highest failure rates?
ESE/PST Data Compare your answers to: State average for SWD is 13%; National incidence for SLD is 5%; National incidence for EBD is 1%
What percentage of our student population zoned for our school has been identified as SWD? What percentage of our student population has been identified as SLD? What percentage of our general education population was referred for special education this school year? Using the PST report, do we note specific trends by specific area (e.g., reading, mathematics, behavior, attendance) and/or grade level?
Do the responses to questions 1-6 above in conjunction with our other academic and behavioral data suggest an issue with core (i.e., academic and behavioral instruction)?
Do the data indicate a need for school-wide or grade level wide intervention as opposed to student by student intervention?
SLT June 2015 School Leadership Teams for Continuous Improvement
Do the data indicate the need for PD for our school/grade level? Discipline Data What does our discipline gauge tell us?
What are the trends?
o Location?
o Time of day?
o Offense type?
o Student demographics?
Does this indicate a school-wide or grade level wide intervention as opposed to student by student intervention?
Concern of Harm Data Are there gender, ethnicity, or grade level trends with our Concern of Harm data?
How does our data compare to like schools?
Does this indicate a school-wide or grade level wide intervention as opposed to student by student intervention?
Teacher Evaluation Data In which domains and components did our faculty score the highest/lowest?
What domain or component did our SIP goal(s) most relate to this year (14-15)?
Professional Development Data Which PD topics are most prevalent?
SLT June 2015 School Leadership Teams for Continuous Improvement
Which teachers earned the most PD? Considering what PD was provided at our school and what PD our teachers participated in off site, does there seem to be a connection between PD focus and student achievement?
Budget Data School Improvement and/or Title I Funds Considering how our funds were spent, what was the impact on student achievement?
What process was used to determine how our funds would be spent?
Climate Survey Data Pairs study specific survey groups, including Title I parent survey.
Where are our high points?
Where are our low points?
What are the trends across all voices?
Situational Awareness • Based on what we know about our school by being there, what are the strengths?
• Needs?
Reflecting on Last Year’s SIP (Again) • What is the relationship, if any, between your school goal and the student achievement data? • Did you reduce or eliminate a barrier? • Was the right goal set for your school’s needs? • Was the right strategy implemented?
SLT June 2015 School Leadership Teams for Continuous Improvement • Was the strategy implemented with fidelity? • Did you make significant progress toward your goal?
Sorting Data Sets for the 5Essentials
8-Step Planning & Problem Solving (Steps 1-3) This worksheet has been designed to help guide your school through the 8-step planning and problem-solving process with one of your strategic goals. The information here aligns with the fields that are included in the SIP template in the Continuous Improvement Management System (CIMS).
Step 1a: Identify a strategic goal.
Goal 1
Step 1b: For each data indicator identified below, establish targets (i.e., “SMART goals”) to be accomplished by successfully reaching the strategic goal; use percent OR percentile. The goal and targets together form a “Theory of Action” [e.g., If we (1a), then we will see (1b)], which will be tested and refined through this process. 2014-15 Targets Indicator(s) identified for improvement through the needs assessment conducted in Step Zero Percent Percentile
SLT June 2015 School Leadership Teams for Continuous Improvement
Step 2: Brainstorm resources that are available to support the goal and barriers that could hinder achieving the goal. Organize barriers into thematic “buckets.” Resources for Goal 1 Barriers to Goal 1 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8. 9. 9. 10. 10. Barrier “Buckets” 1. 2. 3. 4. 5.
SLT June 2015 School Leadership Teams for Continuous Improvement Step 3: Prioritize barrier buckets and select one bucket of alterable elements (e.g., curriculum, instruction, environment, organizational systems) to address, based on the potential impact the elimination or reduction of the barrier would have on the goal and the cost and complexity of implementation. Prioritized Barrier Buckets for Goal 1 1. 2. 3. 4. 5.
Day 1 Wrap-up
https://www.surveymonkey.com/r/SLTDay1
SLT June 2015 School Leadership Teams for Continuous Improvement
SLT June 2015