Comprehensive School Planning

Comprehensive School Planning

Revising Your Single Plan for Student Achievement Fall 2014Tracey McCully, Dianna Marsh, and Art DavisRegional System of District and School Support, Region VII

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• Overview of Program Improvement Requirements and Accountability

• Elements of the Single Plan for Student Achievement (SPSA)

• The Quality Schooling Framework (QSF)

• Plan Alignment

• Timeline for SPSA Completion

• Next Steps

Day One

Putting the Pieces Together Day One: Program Improvement Requirements Single Plan for Student Achievement

Using the Quality Schooling Framework (QSF)

Using DataPrioritizing Outcomes Theory of Action

Aligning Your SPSA to the LCAP

Day Two: Using the QSFSMART GoalsImplementation

StrategiesMonitoring Tools

Research-based Practices

Writing SPSA Action Plans

Resources: Binder and Flash Drive

Expectations

“One extends one's limits

only by exceeding

them.” --

M. Scott Peck

“The first step in exceeding your

customer's expectations is to

know those expectations.”

Roy H. Williams

Overview of Program Improvement Requirements and Accountability

“In high-performing schools, all members of the school community, both individually and collectively, hold themselves accountable for student success. “ -- LEA and School Improvement Non-Regulatory Guidance, ED, 2006.

Site Plan Writing: The Big Picture

From compliance oriented to student centered.

Site Plan Writing: The Big Picture

School Site Council(SSC)

English LanguageAdvisory Committee (ELAC)

School Leadership Team(SLT)

District-School LiaisonTeam (DSLT)

Collaborative Teams

Review and analyze.

Make recommendations.

Collaborate in planning.

Monitor implementation.

Evaluate effectiveness.

DSLT

Supporting School Improvement

COMMUNITYSSC Members, Other Parents,

Informed Individuals, Outside Educators,

etc.

SCHOOLPrincipal, Teachers,

Certificated Support Staff,Classified Support Staff,

etc.

DISTRICTSuperintendent,

Assistant Superintendent, Director,

Area Administrator, etc.

DSLTor other support team

How to write a school plan that meets the needs of students and addresses the requirements of ESEA.

Your Site Plan

Quality Schooling

Framework

Your Site Plan

QualitySchooling Framework

http://goo.gl/OgAWvt


CurriculumInstructionFamily/CommunityEquityLeadersTeachersCulture/ClimateResource AlignmentProfessional LearningAssessment

EPC 5EPC 7

EPC 1

EPC 9

The Elements

QualitySchooling Framework



Writing an Effective Plan

Vision and Priorities

Review and Celebrate

Monitor Progress

Implement Strategies

Identify Resources

Identify Strategies

Progress Measures

Define Outcomes

Needs Assessment

Students Learning

and Thriving

Associated elements: Students, Teachers, Leaders, Families and Community, Equity, Culture and Climate

Questions to consider: What is your definition of “students learning and thriving”?Have all stakeholders been involved in creating the vision and setting

priorities?Do stakeholders know the school’s or districts’ vision and priorities?

Tools and resources:California School Parent SurveyHarvard Pre-K-12 Parent SurveyTeacher and student surveys

Vision and Priorities Students

Learning and

Thriving

Associated elements: Students, Teachers, Leaders, Families, Equity, Curriculum, Instruction, Culture and Climate

Questions to consider: How are our students doing in the areas we have identified as important to “learning and thriving”?What gaps exist among subgroups?What limitations of the current school program, or internal and external barriers to improvements in student achievement, might exist?How are the curriculum, instruction, and materials aligned to content and performance standards? Are they accessible to all students? What Needs are related to each associated element?How is staff development aligned to standards, assessed student

performance and professional needs?

Tools and resources:Student data, other dataLCAP, LEAP, SPSAAPS (EPCs), DAS, ELSSA, ISSEdData

Needs Assessment Students

Learning and

Thriving

Four types:

• Achievement• Demographic• Process• Perceptual

Students

Learning and

Thriving

Using Data

Student Achievement Data

Patterns and Trends

Schoolwide and Subgroups:

• System Level

• School Level

• Classroom Level

• Student Level

Students

Learning and

Thriving

Using Data

Students

Learning and

Thriving

Achievement Data

150-175 176-205

205 - Brandon

Far Below Basic (150-258)206-230

216 - Patricia

231-245

235 - Celeste

246-258

248 – Robert E.

259-265

260 - Rick

266-275

267 - Becky

Below Basic (259-299)276-285

279 - Anthony

286-292

286 - Ruby

293-299

293 – Bobby, Cormack

300-309

301 - Sylvia, John304 – Ken, Lupe

310-319

311 – Arnold315 - Albert

Basic (300-349)320-329

323 – Ashley, Mindy327 – Robert M., Christian

330-339

331 – Carina335 – Paul339 - Barbara

339-349

343 – Laura, Dolores

350-360

352 - Tommy

361-370Proficient (350-401)

371-385

372 – Hope378 - Faith

386-390 391-401

391 – Jose, Jannelle

402-420

405 - Isai

421-440

423 - Helen

Advanced (402-600)441-455

448 - Danielle

456-500 500-600

Ms. Rodriguez’s Student Achievement DataCalifornia English Language Arts Standards Test

Number of Scaled Scores in Each Performance Level

Students

Learning and

Thriving

Achievement Data

Students

Learning and

Thriving

Demographic Data

Teacher Perceptions of Articulation Survey Fall Results

1. I understand the knowledge and skills students need to know to be successful at the grade level following mine.

definite weakness needs improvement average good definite strength 0% 19% 19% 43% 19%

2. The teacher(s) at the grade level preceding mine understand what knowledge and skills students need to be successful in my grade level.


(This totals less than 100% because one responded “na”.)

3. I regularly discuss curriculum with the teachers below and and above my grade level.


4. Proper articulation exists from one level to the next.


Notes:

• A few noted that there are differences in between communication and articulation with grade below, and with grade above.• The highest percentage of combined “good” and “definite strength” responses (62%) were for question #1, “ understand the knowledge and skills students need to know to be successful at the grade level following mine.”• Over half (58%) of the respondents believe that articulation from one grade level to the next is a “definite weakness” or “needs improvement”.

“Perception is reality.”

Students

Learning and

Thriving

Perception Data

Fifth Grade Staff – Writing Process Grade Level Meeting*October 13 Purpose: To identify major concerns and strategies to promote better results for an agreed-upon goal. 1. Our new goal is getting the students prepared to pass the DWA on Persuasive writing. Outcome: Should be determined and articulated by the grade level leader. 1. Teachers know best strategies for teaching persuasive writing. Review: What has worked? The grade level leader gives each member of the team a chance to present evidence of a strategy that was effective in helping reach the goal. 1. None of the teachers feel confident that the strategies they have used in the past have worked well with most students. Challenges: What is the most urgent concern, problem, or obstacle to progress and better results? 1. Teachers do not have confidence in the strategies currently used. Solutions: Brainstorm possible concrete, practical solutions to these problems. 1. Attend workshop offered by the district or other groups. 2. Give students prompts. 3. Use the overhead projector to present students a variety of good writing samples. Action Plan: Agree upon a solution or strategy for the team to focus on between now and the next meeting. 1. Attend the Persuasive Writing workshops offered by the District Writing Program.

*Grade Level Meeting Format adapted from Results, Schmoker, 1999.

Students

Learning and

Thriving

Process Data

Additional Data Sources:

• Other State Tools- APS- ISS- ELSSA

• District Benchmark Assessments

• Publisher Assessments

• Teacher-made Assessments

• Projects

Students

Learning and

Thriving

Using Data

Students

Learning and

Thriving

Using Data

Findings from Data

Once you have the data collected,then what?

As you consider the different kinds of data you have collected, what

insights, epiphanies,

concerns do you have?

Insights?

Translating the data – what are they telling us?

Simple, straightforward sentence(s) that put words with the data.

Examples:

• 2013 CELDT results indicate that our English Learners are not meeting AMAO 1.

• The numbers of students being sent to the office for minor discipline offenses has increased 30% in the 2013-14 school year over the same period in 2012-13.

• Few students are taking advantage of CAHSEE after school support classes because of a lack of transportation.

You may have several of these that stand out from all of your data.

These become the RATIONALE(S) for what you want to do.

Students

Learning and

Thriving

Data Statements:Putting Words to the Data

Associated elements: Students, Equity, Leaders, Teachers, Families and Community

Questions to consider: What should our students know, be able to do, and have accomplished to

“learn and thrive”?How is our vision translated into outcomes?Do our outcomes increase student achievement, support district priorities,

and make effective use of resources?How do our outcomes address the eight state priorities and associated

metrics?What is our timeline for student outcomes?How does each associated element impact our definition of Outcomes?How have we prioritized our outcomes to maintain our focus?

Tools and resources:ELA/ELD Standards, Mathematics Standards, NGSSState Curricular FrameworksFamily Engagement Framework

Students

Learning and

Thriving

Define Outcomes

Students

Learning and

Thriving

Priorities

Contributes to Achievement of

Standards

Addresses District Goals

Effectively Uses Resources

Powerful

Moderate

Minimal

Students

Learning and

Thriving

Prioritization Matrix

Contributes to Achievement of

Standards

Addresses District Goals

Effectively Uses Resources

Powerful Outcome #1 Outcome #1Outcome #2

Outcome #1Outcome #2

Moderate Outcome #2 Outcome #3Outcome #4

Minimal Outcome #3Outcome #4

Outcome #3Outcome #4

Students

Learning and

Thriving

Prioritization Matrix

“To set clear goals, we need to know the needs of the people whom we serve.”-- Van Clay and Soldwedel

Students

Learning and

Thriving

Stakeholder Input

Associated elements: Teachers, Leaders, Curriculum, Instruction, Professional Learning

Questions to consider:What current strategies are contributing to students “learning and thriving”?

For underperforming? For high achieving?What is the role of each associated element in Identifying Strategies?Of those, which should be continued and which expanded?In which areas should we consider the adoption of new, evidence-based

strategies?What are our “theories of action” to achieve our desired outcomes?

Tools and resources:LCAP ELA/ELD Standards, Mathematics StandardsLocal CCSS Implementation Plan5 Dimensions of Teaching and Learning™

Students

Learning and

Thriving

Identify Strategies

Based on the rationale(s) generated by your data:

What steps could you take to improve the data you are

seeingAND what

improvement would you

expect based on the steps you are taking?

Students

Learning and

Thriving

Theory of Action

Framed as an IF, THEN statement:

• If we implement a schoolwide deployment for reading instruction , then our EL population will perform at a higher level on the next CELDT administration.

• If we train teachers and classified staff in the methods of positive discipline, then the number of referrals will decrease.

• If we provide after school transportation, then the number of students attending CAHSEE after school support classes will increase.

Students

Learning and

Thriving

Theory of Action SMART Goals

Based on your Theory of

Action your SMART Goals will jump out

at you!

District

Classroom

Approve district curricular goals.

Develop and implement training

programs/timelines.

Establish subject area essential learning

targets.

Develop classroom learning objectives.

Translate learning objective into student-

friendly language.

Deconstruct learning objectives to identify

prerequisite skills.

Annual review and revision.

Acquire knowledge, skills, and tools to translate learning objective into

classroom practice.

Use knowledge, skills, and tools in daily lesson

planning.

Evaluate appropriateness of

strategies.Site

Students

Learning and

Thriving

The Cascade Effect

Associated elements: Assessment , Teachers, Leaders, Curriculum, Instruction, Equity

Questions to consider:How will we measure students’ progress toward outcomes?How will do we use state and local assessments to modify instruction and

improve student achievement? What will be our indicators of sufficient progress?How will we respond to students not making sufficient progress? To students

exceeding expectations?How is each associated element related to Progress Measures?

Tools and resources:Building an Interim Assessment System (CCSSO)SBAC resourcesCAASPPCELDTRubrics

Students

Learning and

Thriving

Progress Measures

Associated elements: Resource Alignment, Teachers, Leaders, Curriculum, Instruction, Equity

Questions to consider:How will we fund our ACTION PLAN?Who is responsible for carrying out the actions? What materials and technology are required?Do all student groups have access to appropriate standards-based

instructional materials in class?What services do we provide by categorical funds and/or

supplemental/concentration funds to enable struggling students to meet standards?

What family and community resources might be available to assist them? What is our timeline for monitoring and completing our actions?How does each associated element contribute to our ACTION PLAN?

Tools and resources:Education Resource StrategiesEdDataMass Insight Education “District Self-Assessment Tool”

Students

Learning and

Thriving

Identify Resources

Students

Learning and

Thriving

What Is Our ACTION PLAN?

Aligning Your SPSA with the LCAP

Students

Learning and

Thriving

Students

Learning and

Thriving



SAMPL

EStudent

s Learning

and Thriving

LEAP Goals100% proficiency100% graduationHighly qualified teachersGreat learning environments

LCAP Goals100% proficiency100% graduationHighly qualified teachersGreat learning environments...Parent engagementOther local goals

Students

Learning and

Thriving

Board approval in December

Nov. – SSC approve

final draft.

Nov. – Final SSC review, comment.

Nov. – write final draft.

Oct. – SSC, ELAC, staff

input.

Oct. – revise from comments

Sept – SPSA workshop

Sept – timeline

Sept – SSC, ELAC, staff

input.

Sept – define outcomes, progress

measures, etc.

Planning for SPSA Writing

Identify where you will start, and begin the planning process.

Bring draft Site Plan.

Next meeting, October 23, 2014.

Students

Learning and

Thriving

Next Steps

Comprehensive School Planning

Documents

Transcript of Comprehensive School Planning