School Improvement - Brevard Public Schools

School Improvement - Brevard Public Schools

School Improvement Planning Training for 2015-2016 Presented by Janet Stephenson School Improvement Resource Teacher 1 Group Norms Listen with an open mind Limit the use of electronics for checking emails to breaks Collaborate in group work Take responsibility for engaging in learning and continuous growth

Its Okay to have Fun! Suffering is Optional 2 SIP Desired Outcomes: Connect your school improvement plan to the Strategic Plan, survey results, data, and Advanc-Ed accreditation standards. Write a quality school-based goal that cuts across grade levels and content areas. Plan action steps and outcome measures that will lead from PD to practice. 3 Todays Agenda

School Improvement Planning District Vision & Mission Stakeholder Involvement What data? Setting Strategic Goals & Objectives From PD to Practice Outcome Measures School Advisory Council Update Advanc-Ed Self-Assessment Trends, Training and FAQs 4 District Mission and Vision Mission: To Serve Every Student with Excellence as the Standard

Vision: Brevard Public Schools will serve our community and enhance students lives by delivering the highest quality education in a culture of dedication, collaboration, and learning. Advanc-Ed Standard 1: The system ensures that each school engages in a systematic, inclusive

and comprehensive process to review, revise and communicate a school purpose for student success. Aligning SIP with District Strategic Plan Important to remember that SIP should be aligned with District Strategic Plan Please access the district strategic plan by 1. Going to district web site 2. Click on ABOUT US

3. Click on STRATEGIC PLAN SIP Alignment & District Strategic Plan Handout 1 SIP District Strategic Plan Stakeholder Involvement in School Improvement Planning (page 1) SIP Stakeholder Involvement

Rationale Student Achievement Closing Achievement Gap Student Survey Results Rationale Academic Outcome Indicators Student Survey 21st Century Skills, Safety at School Parent and Family Involvement

Parent Survey Effective school-community partnerships 7 Stakeholder Involvement in SIP Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review and communication of the SIP. District Strategic Plan: Indicator 51: Teachers in 100% of BPS schools will have planning and monitoring responsibilities in School Improvement Planning. Indicator 63: By 2017-18, the percentage of employees in

the district responding favorably (agree or strongly agree) that School Improvement Plans (SIPs) are functional and 8 effective will be 80% or higher. District Survey Data I am familiar with the school improvement plan at my school. Strongly agree + Agree = 93% The planning process used for school improvement plans is effective. Strongly agree + Agree = 68%

68% 93% (Goal 80%) (Goal 100%) 9 District Survey Data I participated in 80 % 54

% Goal: 100% 10 District Survey Data The SIP in my school 70 % 81 % Goal 80% 11

Top 10 Ways of Involving Stakeholders Trends, feedback and further professional development are identified by staff at the end of the year for the following year Sharing data with staff/parents and asking for input Asking teachers to reflect on current data trends and instructional practices Sharing draft of SIP with staff/parents and asking for

feedback Informing of SIP goals at curriculum nights Soliciting input from faculty/student/parent surveys Creating an open house video to communicate SIP goals Using SIP to inform Professional Growth Plans Newsletters used to communicate SIP goals

Goals and objectives reviewed twice a year with SAC to make sure school is on target 12 Planning for Student Achievement Rationale Did we get the results we wanted? 13 Leadership and Learning Matrix

14 Reference: McNulty, B. & Besser, L. (2011). Leaders make it happen: An administrators guide to data teams. Englewood, If you are able to identify the specific adult actions that resulted in success, then you have a significantly higher likelihood of being able to replicate that success. Reference: McNulty, B. & Besser, L. (2011). Leaders make it happen:

An administrators guide to data teams. Englewood, CO: Lead + Learn Press 15 Stop and Talk Leading Indicators Cause Data Strategies that precede student achievement outcomes Classroom walk through data Number of over-age/undercredited students Lesson plans Improved school culture Survey data Student attendance

Behavior data Number of students participating in AP courses Amount of academic engagement time Reference: McNulty, B. & Besser, L. (2011). Leaders make it happen: An administrators guide to data teams. Englewood, CO: Lead + Learn Press Lagging Indicators An indicator that follows an event

Achievement scores on standardized tests AP Passing rate Number of retained students School grade Learning gains AMOs met and missed Graduation rate Education leaders and community members need a way of examining their schools and school systems that allows them to understand when (and whether) progress is being made before the results show up in indicators like student test scores.

Foley, E., Mishook, J. Thompson, J, Kubiak, M. Supovits, J., & RhudeFaust, M.K. (2008). Beyond test scores: Leading indicators for education. Providence, RI: Brown University, Annenberg Institute for School Reform. 18 Start with Last Year.. Professional Practice Outcomes 100% of teachers will display and use standards and displaying of essential questions that are standards based. 100% of teachers and administrators will include

strategies from the School Improvement Plan into their Professional Growth Plan and Deliberate Practice. 19 Classroom Walk Through and informal observations will be used to monitor and Start with Last Year.. Professional Practice Outcomes This will be evidenced by classroom walkthrough data, lesson plans, display of student work, teacher portfolio documentation, PGP review and School Improvement Plan teacher survey results. 100% of teachers at ABC SCHOOL will participate in PGP writing utilizing

ProGOE. Teacher PGPs will be measured using the district created rubric for development, implementation, in-process measures and Look Fors and Ask About checklist created by administration. We will continue monitoring with CWT and provide feedback to teachers. 20 What is your data telling you? Professional Practices Data Is PD being implemented? Is there rigor? Are the

standards being taught? Are students engaged in higher order tasks? Student Achievement Data Are students learning the standards? Are the lowest 25% making learning

gains? Can our students write in response to text? Are proficiency levels dropping? Other sources: Surveys Focus Groups Observation s Lesson

Plans Behavior Data 21 Summary: What will I write about? Pause and Reflect 22 Planning for Student Achievement Analysis of Current Practice 23

Principals and teachers need to collect evidence within their schools and ask What is working best? Why is it working best? Who is it not working for? This will create a discussion among teachers about teaching Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. 24 Leadership and Learning Matrix

25 Reference: McNulty, B. & Besser, L. (2011). Leaders make it happen: An administrators guide to data teams. Englewood, Planning for Student Achievement Best Practice Should connect to Rationale section Identified opportunities should be addressed by evidenced-based or research-based practices 26 Best Practice 27

Planning for Student Achievement School-based Goal 28 School-Based Goal Formulation Criteria: Is the goal based data shown in rationale section? Will reaching the goal improve instruction? Could the goal arguably have a positive impact on multiple grades and subjects? 29

Last Years SIPs 2014-15 Top PD Trends 1. Standards-based instruction 2. Student engagement/Kagan structures Did we get 3. Marzano high-yield strategies the results we 4. Positive behavior support wanted? 5. Rigor 6. Differentiated Instruction 7. Higher order thinking/questioning 8. Writing across the content areas

30 Be Mindful Are we ensuring knowledge of standards as well as instructional and engagement strategies? Are we getting the results we wanted? How will I communicate a clear, uncluttered message? 31 32 Goals Examples

Instructional staff at Happy High School will focus on transforming standards into effective learning beginning with consistent and pervasive use of UbD stages 1 and 2. Using collaborative planning teachers at Sunny Elementary will implement rigorous standards-based instruction. Teachers at Meadow Middle School will increase instructional rigor through the use of Florida Standards to develop common formative assessments that can be analyzed to inform instruction. 33 What is the golden thread that

connects all the pieces (current SIP focus, past initiatives, UbD Stage 1) together at your school? 34 ALIGNED SYSTEMS - BPS FLORIDA STANDARDS There is a clear and/or shared understanding of excellent, aligned instruction Curricular materials

aligned with standards TEACHER EVALUATIONS Shift from evaluating the teacher to evaluating the lesson created and delivered by the teacher Emphasis on improving teaching, which will improve student achievement PROFESSIONAL

DEVELOPMENT Timely, relevant and job embedded Time for collaboration is well facilitated Alignment structure is clear for teachers and principals Curricular materials assist teachers and principals in understanding the instructional shifts Distinction between elements that are heavy (high effect size) vs. important in IPPAS

Professional development is sought to improve instructional practice Principals and teachers are confident in their knowledge of the standards, the assessment and what is needed to improve teaching Planning for Student Achievement Strategies 36 Barrier

Action Step In-Process Measure Buy-in of faculty 1. PLCs will collaborate to analyze student achievement data in an effort to establish need for differentiation. 2. PLCs conduct So what? Now what?

Analysis Minutes of PLCs Instruction lacks rigor 1. Provide training in backwards by design lesson planning. 2. Communicate clear expectations of PD to staff. 3. Develop calendar of peer observations

Classroom walkthrough data collected monthly and shared with faculty Formative assessment data Peer observation37 feedback INSIGHT Survey: Common Themes Great value in collaboration with teachers from same department/grade level Observing other teachers has great value, both

within the same school and visiting other schools Most valuable PD: site based, teacher-led, content or grade level specific and includes time for planning Lack of understanding of compelling why Concern over consistent approaches to protection of learning environment (discipline, etc.) 38 Look fors in Actions Steps

PD to practice Feedback Collaboration Observations 39 What does PD to Practice Look Like? Re Ce fin le e a br nd

at e at e , Ca lib r om C M Pe od

Fe er elin ed Pr g ba ac , ck tic e ic m un gn li A G oa l

PD m en t at e Refine and Celebrate Practic e Are we doing as intended in SIP? Do we need to revise action steps? How will we know?

40 Where do teachers need support? What to teach? How to teach? How to know if learning occurred? 41 Leadership and Learning Matrix 42 Reference: McNulty, B. & Besser, L. (2011). Leaders make it happen: An administrators guide to data teams. Englewood,

Increasing the Tools in the Toolbox: UbD Framework The process helps avoid the common problems of treating the textbook and activity-oriented teaching in which no clear priorities and purposes are apparent as the curriculum rather than resources. UbD Framework is a structure to guide curriculum, assessment, and instruction. UbD Framework focuses on teaching and assessing for understanding and learning transfer. Wiggins, G. & McTighe J. (2011) The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.

43 Learning Scales & UbD Marzano Learning Scales Used to evaluate progress towards essential learning of priority standards Directs alignment between curriculum, assessment, and instruction Used to design and communicate clear learning

goals UbD Stage 1 Identify Desired Results Focus on the standard. What should students know and be able to do? What knowledge and skill will students acquire? UbD Stage 2 Determine Acceptable Evidence What performances and products will reveal evidence of meaning-making and transfer? By what criteria will performance be

assessed in light of desired results? 44 Four Critical Questions that Define the Work of a PLC What is it How will we 1 2 we expect our students to learn?

How will we respond when students have NOT learned? 3 know when students have learned? ?

How will we respond when students have learned? 4 - DuFour, DuFour, Eaker, What Marzanos research says High Probability Strategies - Marzano Research Laboratory Planning for Student Achievement

Evaluation of SIP 47 Outcome Measures Professional Practice Outcomes Qualitative Quantitative Observations Improved quality of lesson plans Increased collaboration Teacher focus group comments

Surveys Feedback Look for rubrics Surveys ProGOEE data VAM scores CWT data Instruction in all classes will be aligned with Florida Standards 90%

of observed CWTs 25% reduction in disciplinary referrals through the use of PBS to support students 48 Outcome Measures Student Achievement Expectations Qualitative Quantitative Students will also be Increase number of 9th able to use Thinking graders being Maps they created to promoted to 10th grade construct an evidenceby 5%, as evidenced by

based written status of 9th grade response. promotion in 2015. Student engagement will be monitored and documented through walk-throughs and results will be shared with the staff via faculty and teacher data team meetings. At least 80% of students will be above proficiency score on common formative

49 assessments. Successful teaching begins with having a clear picture about desired learning outcomes and about the evidence that will show that learning has occurred Wiggins & McTighe Wiggins, G. & McTighe J. (2011) The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.

50 Part 2: Support Systems for Student Achievement (Federal, State, and District Mandates) MTSS Parent and Family Involvement Student Survey Results Early Warning Systems Student Transition and Readiness

PreK-12 Transition (All) College and Career Readiness (High School) 51 Early Warning Systems 52 References Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. McNulty, B. & Besser, L. (2011). Leaders make it happen: An administrators guide to data teams. Englewood, CO: Lead + Learn Press.

Foley, E., Mishook, J. Thompson, J, Kubiak, M. Supovits, J., & Rhude-Faust, M.K. (2008). Beyond test scores: Leading indicators for education. Providence, RI: Brown University, Annenberg Institute for School Reform. 53 SIP Due Dates Sept. 18 Draft of SIP due to area office and Janet Stephenson in School Improvement Office Sept. 21 Oct. 16 Individual SIP review meetings with area office Oct. 21 Final draft is due to area office and Janet

Oct. 27 Informational item on School Board Agenda 54 FINAL STEPS: Upload your SIP and SAC info to school web-site 55 School Advisory Council 2015-16 Updates 56 Resources Consult toolkit

Use website Consult FL statutes Call Janet Stephenson Send name of person in need of training 57 Due October 9, 2015 SAC Roster 58 Advanc-Ed Systems Accreditation

External Review: January 24 27, 2016 59 Accreditation: The Compelling Why *Under district accreditation, both the district and schools receive accreditation by meeting national standards. *Students have access to scholarships, loans, post-secondary education and military programs that require students to graduate from an accredited institution. International Accreditation Agency

Advanc Ed Brevards Timeline 2010-2011 >>Last Accredited (Renew every 5 years) 2012- 2015 Schools have engaged in continuous improvement through ongoing self-assessment and action planning reflected in their School Improvement Plans and annual self-assessment using AdvancEd Standards 2014 2016 Familiarize all stakeholders with Standards and collect artifacts designed to showcase growth of schools. 2015-16 AdvancED Accreditation Internal and External Review System Accreditation SelfAssessme

nt Surveys ASSIST Document s School Accreditat ion Report Internal Review (mirror) External Review (window) Accredited System School and District

2012 AdvancED District Interviews School Visits Classroom Observation s Internal Review: School Accreditation Report (SAR) SIX Components Executive Summary Self Assessment

Stakeholder Feedback Data Document Student Performance Diagnostic School Improvement Plan AdvancED Assurances Using the Self-Assessment Workbook What does a level 4 look like in a system/school? What type of evidence would you look for? Whats the difference between a level 3 and level 4? 3and 2? Are there systems, formal structures, plans that are used to sustain action? 2012 AdvancED Lower Trends

Standard 3.6 Teachers implement the schools instructional process in support of student learning. Standard 3.9 The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that students educational experience. Standard 4.5 The technology, infrastructure supports the schools teaching, learning, and operational needs. Standard 5.3 Professional and support staff are trained in the evaluation, interpretation, and use of data. Stakeholder Surveys Parent surveys (20%)

Student surveys (40%) Staff surveys (60%) 67 Janet Stephenson 321.633.1000 Ext. 328 [email protected] 68

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