School Improvement Planning and No Child Left Behind (NCLB) Lol Fearon Warren Logee Connecticut...
-
Upload
sidney-barrett -
Category
Documents
-
view
215 -
download
2
Transcript of School Improvement Planning and No Child Left Behind (NCLB) Lol Fearon Warren Logee Connecticut...
School Improvement Planning and No Child
Left Behind (NCLB)
Lol FearonWarren Logee
Connecticut State Department of Education
Objectives:
Understand NCLB timeline
Learn process for developing school improvement plans and required components
Learn what school improvement resources are available and how to access them
School Improvement Planning
Q: Who should complete a school improvement plan?
A: Any school that is interested in continuously improving student achievement.
Q: Who must complete a school improvement plan?
A: Any school identified as being “in need of improvement” must complete a plan, have it peer reviewed, and approved by its Board of Education
Identification as “In Need of Improvement”
A school becomes identified after two consecutive years of failing to make Adequate Yearly Progress (AYP) in the same subject
A school exits improvement if it makes AYP for two consecutive years in the area(s) for which it was identified
A district can also be identified as being in need of improvement
Adequate Yearly Progress
% students Proficient and above in reading and math95% participation rate on CMT and CAPT or Skills ChecklistAdditional academic indicators: – Elementary and middle schools: 70% at
or above Basic on CMT Writing– High schools: 70% graduation rate
CMT CAPT
Reading Mathematics Reading Mathematics
AYPLevel
Suggested
AnnualTargets
AYPLevel
Suggested
AnnualTargets
AYPLevel
Suggested
AnnualTargets
AYPLeve
l
Suggested
AnnualTargets
2002-032003-04
57%57%60%
65%65%67%
62%62%65%
59%59%62%
2004-052005-062006-07
68%68%71%75%
74%74%77%80%
72%72%75%78%
69%69%73%76%
2007-082008-092009-10
79%79%82%85%
82%82%85%89%
81%81%84%88%
80%80%83%87%
2010-112011-122012-13
89%89%94%98%
91%91%96%99%
91%91%96%99%
90%90%95%98%
2013-14
100% 100% 100% 100% 100% 100%
100% 100%
Intermediate Goals: Percent Proficient on Mathematics and Reading Tests to Determine AYP
and Reach 100% Proficient by 2013-14
Safe Harbor
Safe Harbor is an alternate method for making AYP
Safe Harbor can be achieved when the school:– Reduces the % of students NOT proficient by
10% in the subject area and group that the school was identified for;
– meets the additional academic indicator; and– meets the 95% participation rate
requirement
Consequences for Title I Schools
# Yrs Not Making
AYP
# Yrs in Need of Improve
ment
Consequences
2 1
-Public School Choice-School Improvement Plan-Parent/Guardian Notification
3 2
-Public School Choice -School Improvement Plan-Parent/Guardian Notification -Supplemental Education Services
4
3
Corrective Action -School Status Assessment-Public School Choice -School Improvement Plan-Parent/Guardian Notification -Supplemental Education Services -Implement Corrective Action Plan
Corrective Action Options:
Replace staff relevant to AYP failureNew curriculum (Scientifically Research-Based with professional development)Significantly decrease management authority at the school levelAppoint outside expert (School Status Assessment can count)Extend school year or dayRestructure the organizational structure of the school
Consequences for Title I Schools, cont.
# Yrs Not Making AYP
# Yrs In Need of Improve
ment
Consequence(s)
5
4
2nd Year in Corrective Action:-Public School Choice -School Improvement Plan-Supplemental Educational Services -Parent/Guardian Notification -Continue to implement Corrective Action Plan-LEA and school develop Alternative Governance (Restructuring) Plan
6
5
-Public School Choice -School Improvement Plan-Supplemental Educational Services -Parent/Guardian Notification-Implement Alternative Governance (Restructuring) Plan
Restructuring:
Replace staffHire outside agency/expertFundamental changes in governanceState takeover
What if a school is in need of improvement and makes AYP for 1
year?School is put “on hold” in terms of the consequences, and does not advance to the next level of consequences
Same consequences remain in place for the school
If school makes AYP again the following year, then it exits school improvement
Small Group Activity
Please take out the Sample School Improvement Plan found in the left-hand side of your folderWith a partner, use the attached feedback form to determine whether or not all of the required components are evident in the Sample School Improvement Plan (15 minutes)
School Improvement Plan Pair/Share
Did you have a school improvement plan last year?Who knows about it?How frequently did you refer to the plan?Did the plan act as a filter for all school activities?Was the plan successful? How do you know?
Steps to Developing a School Improvement Plan
1. Treasure Hunt (Needs Assessment/Data Analysis)
2. Setting Priorities and Goals3. Develop Actions and Strategies4. Monitoring Implementation Plan5. Staff Development & Resource
Allocation
Taking Inventory
Think about the data that is analyzed most frequently in your school when planning for improvement. Write the data point that is most frequently analyzed on a post-it note.Turn to your neighbor and share the data point that you listed on the post-it note.
DRIP Syndrome
DataRichInformationPoor
Why?
“Until you have data as a backup, you’re just another
person with an opinion.”
Dr. Perry Gluckman
Two Types of Data
Effect Data: Student achievement results from various measurements
Cause Data: Information based on actions of the adults in the system
The Leadership/Learning Matrix (Reeves, 2005)Lucky
High results, low understanding of antecedents
Replication of success unlikely
LeadingHigh results, high
understanding of antecedents
Replication of success likely
Losing GroundLow results, low
understanding of antecedents
Replication of failure likely
LearningLow results, high
understanding of antecedents
Replication of mistakes unlikely
Antecedents/Cause Data
Eff
ects
/Res
ult
s D
ata
Step 1: Treasure Hunt (Data Analysis/Needs Assessment)
Involve staff, parents, community members and students (as appropriate) in the processReview disaggregated achievement data and note high priority areas Identify school-wide factors that may be root causes or barriers to progressIdentify adult behaviors that may be root causes or barriers to progress
T.U.R.N. the Corner with Data Analysis
Triangulate cause and effect dataUrgency of actionReplication of best practices can only occur when antecedents of excellence are identifiedNext Steps must be actionable, identified in terms of a timeline, and communicated to school community
(Leadership and Learning Center, 2006)
Treasure Hunt Individual Reflection
Who will you include in your school improvement plan development and monitoring activities? Do they represent all school community stakeholders?What data will you need to analyze (think cause and effect)?Are the data in a user-friendly format?
Step 2: Setting Priorities and Goals
Identify 2 or 3 high priority areas of need Set 3-5 Tier I Indicators that are written as SMART (specific, measurable, achievable, relevant and time-bound) goals– Example: The percentage of K-6 students
with disabilities scoring at proficiency or higher in reading will increase from 52% to 79% as measured by the CMT administered in March 2011.
Are these SMART?
1. 7th grade will increase the percentage of students who are proficient in reading.
2. The percentage of students who graduate will increase to 95%.
3. The percentage of 6th grade girls who are proficient in estimation will increase from 62% to 75% as measured by CMT 2010.
Setting Priorities and Goals Individual Reflection
Is it clear whether your goals are stated in terms of percentage or percentage points growth?How do the goals become operationalized in the classroom? How are the goals communicated to staff? Students? Parents? Community?
Step 3: Develop Action Steps and Strategies
Determine Tier II Indicators that quantify the actions that adults will take to reach improvement goals– Example: Percentage of K-6 teachers
implementing performance assessments at least once a quarter will increase from 10% to 100% as measured by lesson plans and student portfolios reviewed in December 2008.
Identify timeline, person(s) responsible, professional development and resources that are required to implement action steps
Action Steps and Strategies Individual Reflection
How will the strategies provide you with leverage in other areas?Are the strategies phrased in terms of adult behaviors?How will the strategies change instructional practices?
Step 4: Monitoring Implementation
Describe how, when, and by whom each strategy will be monitoredSet specific dates and benchmarks to communicate progress regularly throughout the yearPlans must be monitored on two levels:
1. Implementation2. Efficacy
Monitoring Implementation Individual Reflection
How is the implementation of your plan monitored?How is the effectiveness of your plan monitored?How do you communicate monitoring results to the school community?How do you determine whether or not the strategies should be revised?
Step 5: Staff Development & Resource Allocation
Identify new skills sets that will be needed to successfully implement strategiesEmbed professional development into routine practices, such as looking at student work in data teamsAll resources should be allocated through a data-driven decision making process so that the identified strategies can be successfully implemented
How Do We Allocate Teacher Quality – Our Most Important Resource?91.3
77.392.1 87.1 88.9 83.7 78.8
88.1
50.4
0102030405060708090
100A
sian
-Wh
ite
Isol
ated
Bla
ck
Isol
ated
Wh
ite
Lat
ino
-Wh
ite
Asi
an-L
atin
o
Isol
ated
Lat
ino
Hyp
er Is
ola
ted
Lat
ino
Lat
ino
-Wh
ite
Lat
ino
-Bla
ck
% C
ert
ifie
d T
ea
ch
ers
Source: Yun, J. T. & Moreno, J. F. (January-February 2006).“College Access, K-12 Concentrated Disadvantage, and the Next 25 Years of Education Research.” Educational Researcher, Vol. 35, No. 1, pp. 12-19.
Staff Development and Resource Allocation Individual
ReflectionHow have you determined where to place faculty?What new learning must occur for staff to implement the plan?How have you allocated resources to support the implementation of your plan?
If You Think That Document Drills Will Improve Student Achievement, You’re Wrong
46.3
25.6
0
10
20
30
40
50
60
70
Low High
% P
rofi
cien
t
Format of PlanSource: Reeves, D. B., The Learning Leader, ASCD, 2006.
Remember:
What gets measured and monitored gets donePlans can only drive school improvement when they are regularly reviewed and revised through a Data Team processPlans will most likely be realized when representatives from the people who are responsible for carrying them out are included in the planning processPlans are only as effective as the leadership that monitors their implementation
Connecticut Accountability for Learning Initiative (CALI)
The goal of CALI is to develop and offer a model of state support to districts and schools to support the process of continuous school improvement and to accelerate the closing of Connecticut’s achievement gap
Title I schools/districts identified as being “in need of improvement” and Priority School Districts are being supported through CALI
CALI Professional Development includes:
FOR ALL EDUCATORS:
Best Practices in Educating our English Language Learners (ELLs) Basic TrainingBest Practices in Educating our English Language Learners (ELLs) Advanced TrainingData-Driven Decision Making/Data Teams (DDDM/DT)*Making Standards Work (MSW)Effective Teaching Strategies (ETS)*Common Formative Assessments (CFA)*Improving School Climate (ISC)*Scientific Research Based Interventions (SRBI, also known as Response to Intervention)*
*Certification training available
FOR COACHES & LEADERS:
Coaching Instructional Data TeamsCoaching Effective Teaching StrategiesThe Change Academy: Leading Change & Getting Everyone on BoardClassroom Data: Feedback, Follow Up & Follow ThroughSchool Climate for LeadersSchool Improvement Planning & No Child Left Behind
FOR PARAPROFESSIONALS:
CALI Overview*
38
Connecticut Accountability for Learning Initiative
Accessing CALI Title I schools identified as being in need of improvement and schools in Priority School Districts can access CALI professional development for freeSchools who are not eligible for free training can register for a fee ($85.00 per day, per person for basic training and certification training, except for DDDM/DT, MSW, ETS, and CFA certification where the charge is $2500.00 per session, per person).Any school can contact their local Regional Education Service Center (RESC) or the State Education Resource Center (SERC) as each has certified trainers in all CALI modules
Resources
Connecticut State Department of Education:http://www.ct.gov/sde
Connecticut Accountability for Learning Initiative:http://www.ct.gov/sde/CALI
School and District Improvement Guide:
http://www.csde.state.ct.us/public/cedar/nclb/sip/index.htm
CALI Event Registration:
http://www.sdecali.net
Questions? Comments?
Iris WhiteAssociate Education ConsultantConnecticut State Department of Education165 Capitol Avenue, Room 227Hartford, CT 06106P: 860-713- 6794F: [email protected]