IMPROVEMENT PLANNING

Transcription

1 IMPROVEMENT PLANNING

2 Data Analysis Needs Assessment Improvement Planning Implementation & Monitoring The purpose of improvement planning is to establish how we address the root cause of the problem by developing a targeted improvement plan.

3 taisresources.net

4 MAKING CONNECTIONS

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6 DATA ANALYSIS REVIEW Discuss the following : 1. What is the purpose of engaging in a thorough DATA ANALYSIS? 2. What is a PROBLEM STATEMENT? Data Analysis Implementation and Monitoring Needs Assessment Improvement Planning

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8 NEEDS ASSESSMENT REVIEW Discuss the following : 1. What is the purpose of engaging in a thorough NEEDS ASSESSMENT? 2. What does a ROOT CAUSE indicate about the problem statement? Data Analysis Implementation and Monitoring Needs Assessment Improvement Planning

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10 Problem Statement(s) Root Cause(s)

11 Steps for Targeted Improvement Planning 1. Establish ANNUAL GOALS 2. Select STRATEGIES 3. Establish QUARTERLY GOALS 4. Determine INTERVENTIONS

12 Problem Statement(s) Root Cause(s)

13 DESIRED PERFORMANCE

14 ANNUAL GOAL

15 PROBLEM STATEMENT ANNUAL GOAL ELLs have a 50% pass rate in reading ELL student group will have 60% pass rate on 2016 STAAR reading

16 ANNUAL GOAL QUALITY CHECK 1. Does the annual goal resolve the area of low performance identified in the problem statement? YES

17 Specific Measurable Attainable Results-Based Time-Bound

18 ANNUAL GOAL QUALITY CHECK 1. Does the annual goal resolve the area of low performance identify in the problem statement? 2. Is the annual goal written as a SMART goal? YES

19 ELL student group will have 60% pass rate on 2016 STAAR reading

20 ELL student group will have 60% pass rate on 2016 STAAR reading

21 ELL student group will have 60% pass rate on 2016 STAAR reading

22 ELL student group will have 60% pass rate on 2016 STAAR reading

23 ELL student group will have 60% pass rate on 2016 STAAR reading

24 ELL student group will have 60% pass rate on 2016 STAAR reading

25 PROBLEM STATEMENT QUALITY CHECK 1. Does the annual goal resolve the area of low performance identified in the problem statement? YES 2. Is the annual goal written as a SMART goal? YES

26 ANNUAL GOAL

27 Problem Statement(s) Root Cause(s)

28 PRACTICE

29 PROBLEM STATEMENT QUALITY CHECK 1. Does the annual goal resolve the area of low performance identified in the problem statement? 2. Is the annual goal written as a SMART goal?

30 Steps for Targeted Improvement Planning 1. Establish ANNUAL GOALS 2. Select a STRATEGY(ies)

31 Problem Statement(s) Root Cause(s)

32 What is a STRATEGY? A strategy is a broad overarching approach chosen to address the ROOT CAUSE. Effective implementation of a strategy should resolve the identified root cause, thus resulting in achieving the annual goal.

33 DESIRED PERFORMANCE

34 ANNUAL GOAL

35 What is a STRATEGY? STRATEGIES may include: Adopting a new instructional model Implementing professional learning communities to increase teacher effectiveness Implementing RTI or PBIS Systemic change initiatives

36 IS NOT narrow and specific

37 Steps for Targeted Improvement Planning 1. Establish ANNUAL GOALS 2. Select STRATEGIES ACTION 2.1 Research and select evidence-based practices that address the root causes

38 Problem Statement(s) ELLs have a 50% pass rate in reading Root Cause(s) Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs ELL student group will have 60% pass rate on 2016 STAAR reading Implement sheltered instruction campus-wide

39 Steps for Targeted Improvement Planning 1. Establish ANNUAL GOALS 2. Select STRATEGIES ACTION 2.1 Determine a how the campus is going to address the root causes to achieve the annual goal ACTION 2.2 Assess the capacity and resources available/needed to implement the strategy

40 ROOT CAUSE STRATEGY Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs Implement sheltered instruction campus-wide

41 STRATEGY QUALITY CHECK 1. Is the STRATEGY an evidence-based approach directly addressing the root cause? YES 2. If the STRATEGY is implemented with fidelity, will it result in meeting the annual goal? YES

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43 PRACTICE

44 STRATEGY QUALITY CHECK 1. Is the STRATEGY an evidence-based approach to directly address the root cause? 2. If the STRATEGY is implemented with fidelity, will it result in meeting the annual goal?

45 Steps for Targeted Improvement Planning 1. Establish ANNUAL GOALS 2. Select STRATEGIES 3. Establish QUARTERLY GOALS

46 Why establish quarterly goals? QUARTERLY GOALS: Allow a campus to chunk a year-long plan into short-term measurable chunks Create a sense of urgency to act Establish quick-wins Track the changes in adult behavior needed to impact student performance

47 What is a quarterly goal? A quarterly goal IS a SMART goal that measures the short-term impact of implementing a strategy A quarterly goal IS NOT a quarterly breakdown of the annual goal

48 PROBLEM STATEMENT ANNUAL GOAL ELLs have a 50% pass rate in reading ELL student group will have 60% pass rate on 2016 STAAR reading 10% increase

49 Instinctually we 10% 4 quarters = 2.5% increase per quarter

50 Instinctually we 10% 4 quarters = 2.5% increase per quarter

51 What is a quarterly goal? A quarterly goal IS focused on measuring the progress towards changing stakeholder (i.e., principal, teachers, staff, parents and/or students) behaviors and practices.

52 What is a quarterly goal? A fourth quarter goal IS NOT the same as annual goal.

53 What is a quarterly goal? A quarterly goal IS a results-based goal A quarterly goal IS NOT a process-based goal

54 What is a quarterly goal? A quarterly goal IS a SMART goal

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56 Steps for Targeted Improvement Planning 1. Establish ANNUAL GOALS 2. Select STRATEGIES 3. Establish QUARTERLY GOALS

57 STRATEGY implementation = INTERVENTIONS INTERVENTIONS = collective stakeholder behaviors & actions The collective impact of INTERVENTIONS = QUARTERLY GOALS

58 PRACTICE

59 Stakeholder Brainstorm 1. Find the blank stakeholder behavior brainstorm resource 2. For each stakeholder, brainstorm all the needed actions/behaviors needed to implement strategy

60 Annual Goal: ELL student group will have 60% pass rate on STAAR reading assessment in spring 2016 Root Cause: Lack of teacher understanding for appropriate instructional strategies to meet ELL needs. Strategy: Implement sheltered instruction strategies campus-wide Administrative Team Teacher-Learning Teacher-Practice Student-Learning Instructional Coaches District BE/ESL Department Design training plan and calendar Teachers will understand how to incorporate all four language domains into lessons Teachers will incorporate language objectives into lesson plans Students are making growth in language proficiency levels Conduct walkthroughs Provide training Design walkthrough protocol Teachers will understand linguistic instructional strategies Teacher will incorporate multiple language domains into daily lessons Students academic vocabulary increases Provide feedback Do walkthrough to monitor implementation and calibrate with campus admin Conduct walkthroughs Teachers will incorporate linguistic instructional strategies Provide follow-up support training Provide feedback to campus leadership team Provide feedback to teachers on walkthroughs Evaluate strategy implementation Provide coaching and resources Assist admin team in designing training plan and calendar Attend training Attend training

61 Stakeholder Brainstorm 1. Find the blank stakeholder behavior brainstorm resource 2. For each stakeholder, brainstorm all the needed actions/behaviors needed to implement strategy. 3. Then, regardless of stakeholder, order the actions in the order they need to be done.

62 Annual Goal: ELL student group will have 60% pass rate on STAAR reading assessment in spring 2016 Root Cause: Lack of teacher understanding for appropriate instructional strategies to meet ELL needs. Strategy: Implement sheltered instruction strategies campus-wide Administrative Team Teacher-Learning Teacher-Practice Student-Learning Instructional Coaches District BE/ESL Department Design training plan and calendar Design walkthrough protocol 3 Conduct walkthroughs Provide feedback to teachers on walkthroughs Attend training 2 8 Teachers will understand how to incorporate all four language domains into lessons Teachers will understand 13 linguistic instructional strategies Teachers will incorporate language objectives into lesson plans 5 6 Teacher will incorporate multiple 7 language domains into daily lessons Teachers will 14 incorporate linguistic instructional strategies Evaluate strategy implementation Students are making growth in language proficiency levels Students academic vocabulary increases Conduct walkthroughs 8 Provide feedback Provide follow-up support training Provide coaching and resources Attend training Provide training 4 Do walkthrough to monitor implementation and 8 calibrate with campus admin Provide feedback to 9 campus leadership team Assist admin team in 2 designing training plan and calendar Evaluate strategy Evaluate strategy

63 JUNE/ JULY Q1 Aug Sept Oct Q2 Nov Dec Jan Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. Design walkthrough protocol BE/ESL dept. delivers training to staff Teachers will learn how to incorporate all four language domains into lessons. Teachers will incorporate language objectives into lesson plans. Teachers will incorporate all four language domains into lessons. Admin and ICs will conduct walkthroughs with BE/ESL dept BE/ESL department will provide feedback to admin team Admin and ICs provide feedback to teachers ICs provide coaching and support ICs provide follow-up training Teachers will understand linguistic instructional strategies and how to incorporate into lessons. Teachers will incorporate linguistic instructional strategies into lessons. Students academic vocabulary increases. Intervention groups based on assessment results The language proficiency levels of ELLs will increase. Evaluate strategy implementation. Staff survey Data review Identify training needs for Q3 Feb Mar Q4 April May June

64 JUNE/ JULY Q1 Aug Sept Oct Q2 Nov Dec Jan Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. Design walkthrough protocol By the end of the 1 st nine weeks, 100% of teachers BE/ESL dept. delivers training to staff Teachers will learn how to incorporate are including appropriate all four language domains into lessons. language objectives in their Teachers will incorporate language objectives lesson into plans lesson to plans. provide students the opportunity to work in multiple language Teachers will incorporate all four language domains into lessons. Admin and ICs will conduct domains. walkthroughs with BE/ESL dept BE/ESL department will provide feedback to admin team Admin and ICs provide feedback to teachers ICs provide coaching and support ICs provide follow-up training Teachers will understand linguistic instructional strategies and how to incorporate into lessons. Teachers will incorporate linguistic instructional strategies into lessons. Students academic vocabulary increases. Intervention groups based on assessment results The language proficiency levels of ELLs will increase. Evaluate strategy implementation. Staff survey Data review Identify training needs for Q3 Feb Mar Q4 April May June

65 A QUARTERLY GOAL is focused on RESULTS 100% of teachers received training in sheltered instruction PROCESS-BASED By the end of the 1 st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans RESULTS-BASED By the end of the 1 st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains. RESULTS-BASED & STUDENT-CENTERED

66 JUNE/ JULY Q1 Aug Sept Oct Q2 Nov Dec Jan Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. Design walkthrough protocol By the end of the 1 st nine weeks, 100% of teachers BE/ESL dept. delivers training to staff Teachers will learn how to incorporate are including appropriate all four language domains into lessons. language objectives in their Teachers will incorporate language objectives lesson into plans lesson to plans. provide students the opportunity to work in multiple language Teachers will incorporate all four language domains into lessons. Admin and ICs will conduct domains. walkthroughs with BE/ESL dept BE/ESL department will provide feedback to admin team By the end of the 1 st semester, students are working in at least two language domains in 80% of classes observed. Admin and ICs provide feedback to teachers ICs provide coaching and support ICs provide follow-up training By the end of March, 80% of teachers are Teachers will understand linguistic instructional strategies and how to incorporating incorporate into lessons. vocabulary strategies into lessons to improve students academic vocabulary. Teachers will incorporate linguistic instructional strategies into lessons. Students academic vocabulary increases. Intervention groups based on assessment results The language proficiency levels of ELLs will increase. Evaluate strategy implementation. Staff survey Data review Identify training needs for Q3 Feb Mar Q4 April May June

67 QUARTERLY GOAL QUALITY CHECK 1. Is the quarterly goal a SMART goal? 2. Is the quarterly goal focused on measuring the degree of change in stakeholder behavior expected in the next 90 days? 3. Does the quarterly goal measure the implementation of the strategy?

68 JUNE/ JULY Q1 Aug Sept Oct Q2 Nov Dec Jan Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. Design walkthrough protocol By the end of the 1 st nine weeks, 100% of teachers BE/ESL dept. delivers training to staff Teachers will learn how to incorporate are including appropriate all four language domains into lessons. language objectives in their Teachers will incorporate language objectives lesson into plans lesson to plans. provide students the opportunity to work in multiple language Teachers will incorporate all four language domains into lessons. Admin and ICs will conduct domains. walkthroughs with BE/ESL dept BE/ESL department will provide feedback to admin team By the end of the 1 st semester, students are working in at least two language domains in 80% of classes observed. Admin and ICs provide feedback to teachers ICs provide coaching and support By the end of March, 80% of teachers are ICs provide follow-up training Teachers will understand linguistic incorporating instructional strategies vocabulary and how to incorporate into lessons. strategies into lessons to Teachers will incorporate linguistic improve students instructional strategies into lessons. academic vocabulary as reflected by walkthroughs. Students academic vocabulary increases. Intervention groups based on assessment results The will language review proficiency multiple data levels of ELLs sources will increase. to determine the Evaluate strategy implementation. identify barriers to address Staff survey Data review through Identify training planning. needs for By mid-june, campus leadership effectiveness of strategy and to Q3 Feb Mar Q4 April May June

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70 PRACTICE

71 Quarterly Goal Development 1. Group stakeholder behaviors by quarter 2. Choose one quarter and develop a quarterly goal 3. Verify against Is/Is Not chart 4. Record quarterly goal in template

72 RESOURCES Quarterly planning video at Guidance documents at Stakeholder graphic organizer handout

73 taisresources.net

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75 KEY CONSIDERATIONS 1. Ensure that your campus has identified the data source that will be used to monitor the quarterly goals 2. Quarterly goals are checkpoints for your strategy implementation 3. Quarterly goals will be different based on quarterly interventions and targets

76 Steps for Targeted Improvement Planning 1. Establish ANNUAL GOALS 2. Select STRATEGIES 3. Establish QUARTERLY GOALS 4. Determine INTERVENTIONS

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78 STRATEGY implementation = INTERVENTIONS INTERVENTIONS = stakeholder behaviors & actions The collective impact of INTERVENTIONS = QUARTERLY GOALS

79 Q1 Aug Sept Oct Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. Design walkthrough protocol BE/ESL dept. delivers training to staff Teachers will learn how to incorporate all four language domains into lessons Teachers will incorporate language objectives into lesson plans. Teachers will incorporate all four language domains into lessons Admin and ICs will conduct walkthroughs with BE/ESL dept BE/ESL department will provide feedback to admin team Admin and ICs provide feedback to teachers ICs provide coaching and support ICs provide follow-up training Teachers will understand linguistic instructional strategies and how to incorporate into lessons. Teachers will incorporate linguistic instructional strategies into lessons Students academic vocabulary increases Intervention groups based on assessment results The language proficiency levels of ELLs will increase Evaluate strategy implementation Staff survey Data review Identify training needs for 16-17

80 Stakeholder Actions Design walk-through process BE/ESL dept. delivers training to staff Teachers will learn how to incorporate all four language domains into lessons Teachers will incorporate language objectives into lesson plans Teachers will incorporate all four language domains into lessons Admin and ICs will conduct walkthroughs with BE/ESLdept INTERVENTIONS Design walkthrough protocol BE/ESL staff delivers training to staff and administrative team; sets expectation for language objective to be included in lesson plans Teachers work on language objectives during planning in PLCs and include in lesson plans; lesson plans reviewed and feedback given individually and through PLCs Admin team and IC conduct walkthroughs with BE/ESL district support to provide feedback on implementation and to ensure inter-rater reliability

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83 INTERVENTION QUALITY CHECK 1. Do the interventions outline the specific actions necessary to implement the strategy? 2. Will the data sources identified adequately measure successful implementation of the intervention? 3. Will implementation of the intervention result in meeting the quarterly goal?

84 KEY CONSIDERATIONS 1. Four is not a magic number of interventions 2. Multiple behaviors could be combined to develop one intervention 3. One behavior could result in multiple interventions 4. Sometimes additional details will need to be added to a behavior in order to develop an intervention 5. Multiple data sources could be used to measure the impact of an intervention

85 PRACTICE

86 Intervention Development 1. Using the stakeholder brainstorm chart for the quarterly goal you developed, determine interventions 2. Set data sources for these interventions 3. Record interventions in the template