Implement. Action Plans

Transcription

1 Sustaining the School Improvement Plan (SIP): Linking Assessment Data to Action Plans Nicole Norton & Chi-Keung (Alex) Chan Minneapolis Public Schools Presentation at the 2010 MN Assessment Conference

2 Agenda Welcome Outcomes of this Session The School Improvement Plan Cycle for Continuous Improvement Comments and Questions

3 Outcomes To become familiar with various types of data to develop the School Improvement Plan (SIP). To become familiar with how to monitor, sustain, & evaluate the implementation of the action plans within the SIP.

4 The School Improvement Plan Think Pair Share Why do we need one? Howdoweknowifit s we it working?

5 Cycle for Continuous Improvement CNA Analyze various types of data Summary Analysis Priority Focus Areas/Needs Monitoring and Continuous Improvement Ongoing through monitoring success criteria Mid-Year Evaluation End-of-Year Reflection SMART Goals Based on the priority needs, create the school-wide improvement goals Implement Action Plans Strategies/ Action Plans Select strategies and develop action plans that are aligned to the priority areas and goals

6 Components on the SIP

7 Comprehensive Needs Assessment Review strengths and needs from each of the data areas Identify common themes across data and assessments Based on the data analysis, identify yp priority focus areas

8 Achievement Data

9 Climate Data

10 Quality Review (Qualitative)

11 Data Summary Analysis

12 Improvement Goals

13 School-wide Reform Strategies

14 Strategy Details

15 Strategy Actions

16 Monitoring and Continuous Improvement Evaluating the effectiveness of a school improvement plan is critical to the cycle of continuous improvement. All schools must evaluate the effectiveness of each strategy based on identified success criteria, implementation notes from the action plans, summative and interim assessment results, as well as common and formative assessment data collected through the PLCs. To the extent possible, schools must cite specific disaggregated data for identified groups.

17 Monitoring and Continuous Improvement Mid-Year Evaluation SAMPLE Strategy: Teachers will participate p in professional learning communities that improve instructional practices through action planning, collaboration, and professional development that is based on student achievement data. Implementation Level and Data: All PLCs are meeting weekly and have engaged in 2 full inquiry and action cycles. All PLCs focus on literacy. PLC Logs are reviewed weekly by at least one member of the ILT or PLC leadership team. The logs demonstrate teams are identifying current level of student achievement, identifying essential learning needs, engaging in professional development, developing lessons, implementing strategies, reviewing student work and common assessments, and using data to make refinements to instruction. All success criteria have met deadlines to date. Increases in student achievement : K Assessment: PA Fall 45% green to 75% green in Winter for all students; 35% - 72% for Afr Am; 30% - 68% for Hisp Am; 38% - 76% for FRP ORA: WRC Fall 45% green to 75% green in Winter for all students; 35% - 72% for Afr Am; 30% - 68% for Hisp Am; 38% - 76% for FRP MAP Strand Reading: Comprehension-Informational: Fall 45% to Winter 51%; Word Recognition/Vocabulary: Fall 58% to Winter 62% Middle Grades Common Vocab. Assessments: Fall average score 52%, Winter average score 70%. F&P: Fall 25% of students in grades K-8 were within the letter range for their grade level. Winter 37% are now within the appropriate level range. We will disaggregate g the data further to identify which grades and students need further attention. We will continue with the current action plan.

18 Monitoring and Continuous Improvement End-of-Year Reflection SAMPLE Strategy: Teachers will participate p in professional learning communities that improve instructional practices through action planning, collaboration, and professional development that is based on student achievement data. Implementation Level: 75% Which action steps were not fully implemented? All middle grades teachers will engage in professional development in the areas of direct explicit reading comprehension and vocabulary instruction that supports building SIP reading goal and identified PLC strategies around reading. Professional development will take place in large groups and PLCs. Identify impediments/barriers to implementation: Impediment Specific Problem Solution Time for PD Insufficient time within the school day Focus on these two to fully explore explicit reading comprehension and vocabulary instructional strategies. While this happened in certain PLCs and there was some all staff PD in this area, it was sporadic and lacked consistency. as part of the MYP Approaches to Learning with grade level teams so staff learn and use consistent strategies throughout the content areas

19 Support to the Schools Developing the SIP Small-group trainings for data analysis and developing the SIP Implementing the SIP Customized support to address the academic needs of each school Ongoing development of protocols for school data teams to review and use

20 Support to the Schools, cont. Monitoring and Sustaining the SIP District Academic Office - Ensuring alignment with District Strategic Plan School Improvement Dept. - Monitoring the strategies and actions Mid-year and end-of year SIP review Incorporate school data team meetings into PLC cycle provement_resources.html

21 SAMPLE SIP Timeline Aug Sept. 30: Sept. 30: Oct. 1 Oct. 8: Oct. 11 Oct. 20: Oct Nov. 5: Feb 16. Feb. 25: Feb. 28 Mar. 11: May 16 May 27: May 31 June 10: Website is open for working on SIP SIP must be complete for review Academic Reform Specialists and District staff will review SIPs Schools review comments and make revisions SIPs must be approved by Reform Specialists and submitted to MDE Once approved by MDE, SIPs will be posted on their website and ours Website is reopen for all schools to evaluate the effectiveness of the current SIP strategies -1 nd Semester ends Jan Must use results/outcomes from identified success criteria in SIP - May use results from Kindergarten, First Grade, Math Interim, F&P, MAP, Mini MCAs, formative and PLC data, grades, etc. to evaluate effectiveness (disaggregate data when possible) Academic Reform Specialists will review SIPs Website is reopen for all schools to reflect upon implementation level of the current SIP strategies - Must identify percent of actions steps implemented, which steps were not fully implemented and specific problems/solutions - May discuss results from Kindergarten, First Grade, Math Interim, F&P, MAP, Mini MCAs, formative and PLC data, grades, etc Title I budget must align to SIP SIPs will be reviewed and submitted to MDE

22 SIP Samples

23 Comments or Questions

24 THANK YOU! Contacts Nicole Norton Academic Reform Specialist Alex Chan Evaluation & Accountability ty Specialist