School Improvement Planning Roadmap
Establish Building Leadership Team
Closure of Current Plan
Data Identification & Consensus of Challenges and Celebrations
Internal Review and Progress Checkups
Goal Development
Action Plan Development
Staff at
Work
Implementation
Construction of Document
Action Plan Project Manager
School Improvement Planning Roadmap
Establish Building Leadership Team
Closure of Current Plan
Data Identification & Consensus of Challenges and Celebrations
Internal Review and Progress Checkups
Goal Development
Action Plan Development
Staff at
Work
Implementation
Construction of Document
Action Plan Project Manager
TYPES OF DATA
“CAUSE”
EFFECT
• CORRELATION IS NOT CAUSATION
• WHAT CONTRIBUTES TO THE END RESULTS
• WHAT IS RELATED TO THE OUTCOMES THAT YOU
SEE
Cause
• OUTCOMES DATA
• THE END RESULT
Effect
TYPES OF DATA
“CAUSE”
EFFECT
• CORRELATION IS NOT CAUSATION
• WHAT CONTRIBUTES TO THE END RESULTS
• WHAT IS RELATED TO THE OUTCOMES THAT YOU
SEE
Cause
• OUTCOMES DATA
• THE END RESULT
Effect
TYPES OF DATA
What can you
control/change?
Cause
Cause
Effect/Cause
Cause
Effect
Cause
DATA IDENTIFICATION
• SHARE YOUR DATA WITH YOUR GROUP
CHALLENGES AND CELEBRATION
• PICK ONE SCHOOL
• PUT CHALLENGES AND CELEBRATIONS ON CHART PAPER
School Improvement Planning Roadmap
Establish Building Leadership Team
Closure of Current Plan
Data Identification & Consensus of Challenges and Celebrations
Internal Review and Progress Checkups
Goal Development
Action Plan Development
Staff at
Work
Implementation
Construction of Document
Action Plan Project Manager
GOALS
• THE NUMBER OF GOALS AND ACCOMPANYING STRATEGIES NEED TO BE CAREFULLY CHOSEN AND
NARROWED
SMART GOALS
• REVIEW AND REVISE ANNUAL GOALS AND COMPLETE NEEDS ANALYSIS
• GOALS SHOULD BES
SPECIFIC AND STRATEGIC
M
MEASURABLE
A
ACHIEVABLE
R
RELEVANT
T
TIMELY
COMPONENTS OF A GOAL
• TARGETED SUBJECT AREA, GRADE LEVEL, AND STUDENT POPULATION
• CRITERIA TO BE ACHIEVED
• EXPECTED CHANGE
• MEASUREMENT INSTRUMENT TO BE USED
• SIMPLE—EASY TO UNDERSTAND IF READ ALOUD
• ANNUAL
GOOD OR BAD GOALS?
• REVISE THE SCIENCE CURRICULUM TO PROMOTE DISCOVERY AND HANDS-ON INVOLVEMENT
• THROUGHOUT THE YEAR, STUDENTS WILL INCREASE THEIR READING AND WRITING SKILLS
• 75% OF THE 9TH GRADE STUDENTS WILL SCORE PROFICIENT OR BETTER ON THE END-OF-COURSE
ASSESSMENT FOR ALGEBRA
GOOD OR BAD GOALS?
• INTEGRATE TECHNOLOGY INTO THE CLASSROOM.
• 85% OF 6TH GRADE STUDENTS WILL SCORE AT OR ABOVE THE PROFICIENT LEVEL ON NON-FICTION
WRITING AS MEASURED BY THE DISTRICT WRITING ASSESSMENT
• DEVELOP STRATEGIES THAT WILL PROMOTE CHARACTER
EVALUATE YOUR GOALS*
• ARE THE GOALS FOR IMPROVING STUDENT LEARNING RESPONSIVE TO STUDENT LEARNING NEEDS?
• DID YOUR SCHOOL TAKE INTO ACCOUNT THE CURRENT LEVEL OF STUDENT PERFORMANCE REPRESENTED
IN THE STUDENT ACHIEVEMENT AND OTHER DATA YOU’VE ANALYZED?
• ARE THERE OTHER SOURCES OF STUDENT ACHIEVEMENT DATA THAT YOU SHOULD CONSIDER IN
IDENTIFYING THE TARGET GOALS FOR IMPROVING STUDENT LEARNING?
EVALUATE YOUR GOALS*
• ARE THE TARGET GOALS YOU’VE SELECTED FOR IMPROVING LEARNING MEASURABLE?
• HAVE YOU CLEARLY DESCRIBED THE TYPE OF EVIDENCE AND PERFORMANCE-BASED INDICATORS OF
STUDENTS’ ACHIEVEMENT OF THESE GOALS FOR THEIR LEARNING?
EVALUATE YOUR GOALS*
• ARE THE GOALS FOR IMPROVING STUDENT LEARNING CONSISTENT WITH DISTRICT EXPECTATIONS OR
GOALS FOR STUDENT LEARNING?
• ARE THE GOALS FOR IMPROVING STUDENT LEARNING CONSISTENT WITH THE BELIEFS AND MISSION OF
THE SCHOOL?
*Drawn from the Indicators of School Quality by Kathleen Fitzpatrick
SMART GOALS
• AS A GROUP, WRITE SMART GOALS FOR ONE OF THE CHALLENGES YOU IDENTIFIED
School Improvement Planning Roadmap
Establish Building Leadership Team
Closure of Current Plan
Data Identification & Consensus of Challenges and Celebrations
Internal Review and Progress Checkups
Goal Development
Action Plan Development
Staff at
Work
Implementation
Construction of Document
Action Plan Project Manager
PLAN DEVELOPMENT
• SPECIFICITY
• LOOK AT THE CAUSES AND NOT JUST THE EFFECTS
• SPECIFIC STRATEGIES GIVE YOU SPECIFIC RESULTS
• DISPROPORTIONATE IMPACT
• LARGEST EFFECTS MAY COME FROM A RELATIVELY SMALL NUMBER OF CAUSES
• REPLICATION
• EMPHASIS IN ONE AREA MAY PRODUCE A POSITIVE IMPACT IN ANOTHER AREA
EVALUATE YOUR PLAN*
• ARE YOUR SOLUTIONS COMPATIBLE WITH THE PURPOSE OF THE SCHOOL, AND WHAT YOU ARE TRYING TO
DO FOR ALL STUDENTS?
• DOES YOUR PLAN INCLUDE A WAY TO MEASURE CHANGE?
• DOES YOUR ACTION PLAN INCLUDE A SPECIFIC DATE FOR IMPLEMENTATION AND REVIEW?
EVALUATE YOUR PLAN*
• DO YOUR BUDGET PRIORITIES LINE UP WITH PLANNED PRIORITIES?
• DOES YOUR PLAN TRULY REPRESENT AN OBJECTIVE ANALYTICAL LOOK AT THE ROOT CAUSES OF
PROBLEMS AND SOLUTIONS?
* Drawn from the Data Analysis for Comprehensive School-wide Improvement by Victoria L. Bernhardt
ACTION PLAN
• WRITE ACTION PLAN BASED ON ONE SMART GOAL
• BE SPECIFIC
•
•
•
WHO IS GOING TO DO WHAT?
BY WHEN?
WHAT IS YOUR BUDGET?
ACTION PLAN
Step
By Whom?
By When?
Budget
ACTION PLANS IN ACTION
• IN YOUR SCHOOLS
• WHAT HAS WORKED?
• WHAT HAS NOT WORKED?