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Evaluating and Updating the Continuous School Improvement Plan Dr. Mary Kearney Dr. Jorge Peña

Welcome and Prayer Prayer for our Youth Let us remember that we are gathered in the presence of God. God, our Father, we thank You for the gift of love and the gift of life. We thank You for the gift of our children. We ask You to send Your holy angels to protect and guide them each day so that they will walk the narrow path of purity, selfcontrol, and obedience as was taught to us by Your own Son, Jesus Christ. We ask this through Jesus Christ our Lord, in the union with the Holy Spirit. Amen.

Webinar Objectives 3:30 3:50 Objective 1- Evaluate the 2014-15 Continuous School Improvement Plan- Step 5 3:50 4:05 Objective 2- Update the School Profile Data- Step 1 and review the Improvement Goals- Step 2 4:05 4:35 Objective 3- Update the Planning Process- Step 3 4:35 4:45 Objective 4- Answer Archdiocese of Chicago Assurances and upload the Continuous School Improvement Plan

Webinar Norms 1. Take an inquiry position: ask why questions 2. Ground statements in evidence: Give me an example; Define, identify, explain; and data, observations, and evidence are used 3. Assume positive intentions: assume positive intentions from stakeholders; 4. Start and end on time: self-explanatory 5. Stick to protocol: stay on task to address the issues at hand 6. Be here now: avoid distractions (cell phone, email, internet, etc.)

1. Analyze Data: What does the data show? Continuous Improvement Five Elements 5. Evaluate: assessed what worked well and adapt the Continuous School Improvement Plan 2. Set Goals: 90 th Percentile in Reading and Math 4. Implement: monitor student proficiency with Student On-track Report 3. Plan: Identify measurable learning objectives, instructional strategies, student activities, resources, and timeline

Evaluate the 2014-15 Continuous School Improvement Plan Answer the diagnostic questions in Step 5 of the Continuous School Improvement Plan

Diagnostic Questions: Context for Evaluating Interventions 1. What are the reading and math Mean NCE (March 2015) results in grades 3, 5, and 7 and ACT Aspire core results for grade 8? 2. What percent of students scored at or above the 90 th percentile in reading? 3. What is the achievement gap in reading between the actual performance and the goal? 4. What percent of students scores at or above the 90 th percentile in math? 5. What is the achievement gap in math between the actual performance and the goal? 6. Did the professional development prepare the teacher(s) to fulfill the goals? 7. How did teacher evaluations for 2014-15 reflect attainment of the measurable objectives for each grade level? 8. Was the quality of the educational materials satisfactory to fulfill the goals? 9. What adjustments to the curriculum, instructional strategies, assessments, or educational materials were made when student performance on progress reports and report card grades were analyzed for on-track reporting for each academic quarter? 10. Was the Planning Process (Step 3) executed with fidelity? 11. Was the Planning Process (Step 3) used satisfactory to fulfill the goals? 12. Was the Implementation Process (Step 4) executed with fidelity? 13. Was the Implementation Process used (Step 4) satisfactory to fulfill the goals? 14. Were there any unforeseen factors that had a positive or negative impact on the progress to fulfill to goals? 15. What changes or adjustments are going to be made for next year s continuous school improvement plan?

Evaluate the 2014-15 Continuous School Improvement Plan Exemplar: Mother Teresa Continuous School Improvement Plan Question #4. What percent of students score at or above the 90 th percentile in math? Answer: The percent of students that scored at or above the 90 th percentile in math in grade 3 is 30%, grade 4 is 34%, grade 5 is 22%, grade 6 is 28%, and grade 7 is 32%. Question #5. What is the achievement gap in math between the actual performance and the goal? Answer: There is an achievement gap in math in grade 3 by 6.4 mean NCE points (76-69.6), in grade 4 by 6 mean NCE points (76-70), in grade 5 by 8.9 mean NCE points (76-62.9), in grade 6 by 8.7 mean NCE points, and in grade 7 by 9.5 mean NCE points. An achievement gap that is greater than or equal to 7 mean NCE points is significant. The achievement gap between student performance and the performance goal is significant in grades 5, 6, and 7.

Evaluate the 2014-15 Continuous School Improvement Plan Exemplar: Mother Teresa Continuous School Improvement Plan Question #15. What changes or adjustments are going to be made for next year s continuous school improvement plan? Answer: Next year s Continuous School Improvement Plan will identify specific subskills tied to one or two objectives as identified on the TerraNova assessment. Even though the Aspire summative assessment will be administered next year, the identified subskills are measured by the Aspire summative assessment.

Webinar Objectives 3:30 3:50 Objective 1- Evaluate the 2014-15 Continuous School Improvement Plan- Step 5 3:50 4:05 Objective 2- Update the School Profile Data- Step 1 and identify the Measurable Improvement Goals- Step 2 4:05 4:35 Objective 3- Update the Planning Process- Step 3 4:35 4:45 Objective 4- Answer Archdiocese of Chicago Assurances and upload the Continuous School Improvement Plan

Update the School Profile Data- Step 1 Complete the table in step 1 for all grades tested Use 2013, 2014, and 2015 Mean NCE for reading and math Identify the TN Performance Level on the table for reading and math for grades 3, 5, and 7 for 2012-2014

Identify the Improvement Goals- Step 2 Goal # 1 Reading: All students in grades 3, 5, and 7 will perform at the 90 th percentile Goal # 2 Math: All students in grades 3, 5, and 7 will perform at the 90 th percentile Goal #3 Optional Academic Goal:

Update the Planning Process- Step 3 1. Identify the reading and math objectives and subskills that are the lowest performing on the TerraNova. 2. Align the TerraNova subskills to AoC Benchmarks 3. Develop teacher strategies that will address teaching and assessing the objectives and subskills 4. Develop student activities that will address learning and assessing the objectives and subskills 5. Identify resources to support teaching and assessing the objectives and subskills 6. Identify an assessment timeline to assess the skills

Update the Planning Process- Step 3 Identify the reading and math objectives and subskills that are the lowest performing Identify the lowest performing objective for the last three years Use CTB Online Reporting to generate the Summary Report: Objectives

Assessment Literacy: Summary Report Objectives NT = Number tested Mean OPI = Mean Objective Performance Index: approximate number of questions answered correctly out of 100 questions % in Mastery Category = percent of students that achieve mastery for an objective; defined as low mastery, moderate mastery, and high mastery

Update the Planning Process- Step 3 Identify the reading and math the subskills that are the lowest performing Lowest performing objective: Reading and Writing Strategies Reading and Writing Strategies subskills: grade 3 Summarize Apply genre criteria Vocabulary strategies Utilize structure Reading strategies

The Summary Report: Objectives Log into CTB Online Reporting Steps are found in Guide to CTB Online Reporting- Spring 2014 Report #2- Summary Report Objectives

Align TerraNova Subskills with AoC Benchmarks TerraNova Subskills- Reading and Writing Strategies for grade 3 AoC Benchmark: Domain and Strand 1. Summarize 2. Apply genre criteria 3. Vocabulary strategies 4. Utilize structure 5. Reading strategies 1. Domain- Reading Standards for Literature, Strand- Key Ideas and Details 2. Domain- Reading Standards for Literature, Strand- Craft and Structure 3. Domain- Reading Standards Foundational Skills, Strand- Fluency 4. Domain- Reading Standards for Literature, Strand- Craft and Structure 5. Domain- Language Standards, Strand- Conventions of Standard English

Let s pause for Questions

Step 3: Update the Planning Process- Mother Teresa Exemplar 1. Identify the reading and math objectives and subskills that are the lowest performing on the TerraNova. 2. Align the TerraNova subskills to AoC Benchmarks 3. Develop teacher strategies that will address teaching and assessing the objectives and subskills. Professional development opportunities to support and fulfill the objectives and skills. 4. Develop student activities that will address learning and assessing the objectives and subskills 5. Identify resources to support teaching and assessing the objectives and subskills 6. Identify an assessment timeline to assess the skills

Answer Archdiocese of Chicago Assurances and upload the Continuous School Improvement Plan 1. Answer Archdiocese of Chicago Assurances in AdvancED Assist a) Log into AdvancED ASSIST b) Click on the Assurances tab c) Click Start Assurance button d) Select Archdiocese of Chicago Catholic Schools Assurances. In the Description box, enter 2015-16 2. Upload the Continuous School Improvement Plan through the assurance, An evidence-based continuous school improvement plan is developed, implemented, assessed, and reviewed annually.

Any further questions?

What s Next? 1. Organize for collaborative work 2. Evaluate and update the Continuous School Improvement Plan 3. Principal to answer Archdiocese of Chicago Assurances and upload CSIP 2015-16 in AdvancED ASSIST by June 12

Plus and Delta Protocol + Plus What worked well about the workshop? For example, workshop objectives were met Delta What should change for the next workshop? For example, not all participants acknowledged the be here now norm

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