4. School Improvement through
Systematic Planning
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The Principal’s Role in Planning

The most effective
principals have a clear
sense of purpose and
priorities and are able
to enlist the support
of others toward
these ends.
Ubben p.59
Copyright © Allyn & Bacon 2007
Gathering Baseline Data
Demographic Data
 Outcome Data
 Stakeholder Survey
Data

Copyright © Allyn & Bacon 2007
Determining Vision and Mission

Framework for
Establishing Beliefs or
Vision Statements

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Evaluative Criteria
Framework
Effective Schools
Framework
Essential Schools
Framework
Copyright © Allyn & Bacon 2007
School Improvement through
Systematic Planning

Clarifying
Expectations for
Student Learning

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Process
Analysis of
Instructional and
Organizational
Effectiveness


Best Practices
Document current
practices
Copyright © Allyn & Bacon 2007
The School Improvement Process
focuses on continuous improvement
because

It is a systems’ approach to
school improvement.

It assists a school to more
easily identify and prevent
problems in attaining its
desired mission.
Copyright © Allyn & Bacon 2007
The Quality School Improvement Process (QSIP) is
designed to:
1.
2.
Improve student learning
and the performance of
students.
Strengthen the capacity of
a school’s staff to support
student learning and
improve student
performance.
Copyright © Allyn & Bacon 2007
Why Plan?
“If you
don’t know where you are going,
you’ll end up somewhere else.”
Yogi Berra
Copyright © Allyn & Bacon 2007
The Planning Phase
Purpose
To develop and/or refine and
implement a planning
framework that includes the
seven required components
and a collaboratively
developed action plan for
school improvement (SIP).
Copyright © Allyn & Bacon 2007
Seven Required Components of Effective Planning
Frameworks
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Stakeholders’ participation.
A profile of students, school and community.
Beliefs’ and Mission statements.
Clearly defined student performance expectations.
An analysis of instructional and organizational
effectiveness.
An action plan for school improvement (SIP).
An implementation process with monitoring and
annual assessments.
Copyright © Allyn & Bacon 2007
Part 1
DEVELOPING THE
PROFILE
FOCUS QUESTION
How can we best describe
the students and
community served in our
school?
Copyright © Allyn & Bacon 2007
Purpose of Part 2
DEFINING BELIEFS AND
MISSION
Provides a process for the
development of a set of
beliefs and a mission
statement that defines the
purpose for the school.
Copyright © Allyn & Bacon 2007
Part 2
DEFINING BELIEFS AND
MISSION
FOCUS QUESTIONS

What do we believe about
teaching and learning?

What is the primary purpose
of our school?
Copyright © Allyn & Bacon 2007
Purpose of Part 3
DEFINING DESIRED
RESULTS FOR
STUDENT LEARNING
Provides a process for the
development of goals
focused on improvement in
student learning.
Copyright © Allyn & Bacon 2007
Part 3
DEFINING DESIRED RESULTS FOR STUDENT LEARNING
FOCUS QUESTIONS
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What is our vision of a welleducated student from our school?
What do we expect students to
know and be able to do as a result
of their learning?
How well are our students
performing in relation to the
desired results for their learning?
What are our priorities for
improving student learning?
Copyright © Allyn & Bacon 2007
Purpose of Part 4
ANALYZING INSTRUCTIONAL AND
ORGANIZATIONAL EFFECTIVENESS
Provides a process for using effective school
research to analyze instructional and organizational
practices and set goals for improvement of the
school.
Focusing on the effectiveness of the school.
Copyright © Allyn & Bacon 2007
Part 4
ANALYZING INSTRUCTIONAL AND
ORGANIZATIONAL EFFECTIVENESS OF
THE SCHOOL
FOCUS QUESTIONS

To what extent do the instructional practices and
organizational conditions in our school help or hinder the
achievement of our mission and desired results for student
learning?

How can we improve the instructional and organizational
effectiveness of our school?
Purpose of Part 5
DEVELOPING THE ACTION PLAN
Provides a process for prioritizing target areas and
developing action plans to the achieve improvement
goals.
Copyright © Allyn & Bacon 2007
Part 5
DEVELOPING THE ACTION PLAN FOR SCHOOL
IMPROVEMENT (SIP)
FOCUS QUESTION
What action steps can be taken to help us more fully achieve
our mission, improve student learning, and strengthen the
instructional and organizational effectiveness of our school?
Copyright © Allyn & Bacon 2007
Purpose of Part 6
IMPLEMENTING THE PLAN AND
DOCUMENTING RESULTS
Provides a process for monitoring the action plan,
assessing student performance and sustaining the
commitment to continuous improvement.
Copyright © Allyn & Bacon 2007
Part 6
IMPLEMENTING THE PLAN AND
DOCUMENTING RESULTS
FOCUS QUESTIONS
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How can we most effectively implement our action plan for
school improvement?
What measures should we use to assess the effectiveness
of the plan in terms of growth in student learning and
improvement?
Copyright © Allyn & Bacon 2007
In Summary…
THE
QUALITY
SCHOOL
IMPROVEMENT
PROCESS =
The Planning Phase
The Peer Review Phase
The Implementation Phase
Copyright © Allyn & Bacon 2007
Developing the
School Improvement Plan
and
Preparing for the
Implementation Phase
Copyright © Allyn & Bacon 2007
SIP Goals

To provide school personnel with a planning process focused
on improving student achievement.

To provide a planning process that integrates and unifies
improvement efforts.

To build the school’s capacity to sustain improvement.
Copyright © Allyn & Bacon 2007
Integrated Planning
Success
for All
State of
Tennessee
Principal and
Teacher
Evaluation
System
Title I
School
Improvement
Process
Blue
Ribbon
Schools
SACS
Copyright © Allyn & Bacon 2007
SIP OVERVIEW
Step 7
Step 6
Step 1
Step 2
Step 3
Step 4
School Profile
Student Performance Data
Demographic Data
Stakeholders Perspective
Mission Statement
List of Beliefs
Priorities for Improving
Student Learning
Action Plan
Goals for
Implementation
Take action and
document evidence of
Progress to improve
Improving:
Student Learning
Student Learning
School Performance
School Performance
Step 5
Priorities for Improving
School Performance
Step 7
Copyright © Allyn & Bacon 2007
Action Planning
Project Management
 Problem Analysis
 Generating Action Plans
 The Project Planning Document
 Putting the Plan into Operation
 Establishing Target Dates
The Project Calendar: Gantt
Charting
 The Master Project Document
 Monitoring and Evaluating the
Project
 Summative Evaluation
Copyright © Allyn & Bacon 2007
Developing Action Plan
School Improvement Process
Copyright © Allyn & Bacon 2007
Action Plan for Improvement
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Goal Statement…based on data analysis in parts 3 and 4
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Current Performance Level… description of current data
collected in parts 1 and 3
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Expectations or Results… levels of improvement sought
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Performance Indicators…what proficiency looks like

Evaluation of Goal…tools for assessing the goal

Strategies for implementation… action steps that are to be
initiated
Copyright © Allyn & Bacon 2007
Developing the Action Plan

Establish or review priorities for student learning
and school performance.
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Write goal statements for each priority.
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Describe performance indicators for each goal.
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Identify current performance levels for each goal.
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Define assessment tools to monitor goal achievement.
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Establish benchmarks for improvement.
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Design strategies for improvement.
Copyright © Allyn & Bacon 2007
Step One: Identifying Priorities
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What are your school’s priorities for improving student
learning and school performance?
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Review of Process to Identifying Priorities
- Review the Analysis of Student and School Performance
Data (Parts 1, 3, and 4)
- Determine the top priorities that will be considered in the
action plan
Step Two: Writing the Goal Statement
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Write a goal statement for each priority for improving
student learning and school performance.
Ensure consistency with beliefs and mission.
Eliminate emphasis on test or assessment measures.
Emphasize achievement in learning area.
Sample Goal Statements:
- “Students will demonstrate reading proficiency at or
above expected grade level.”
- “Instructional strategies and activities will be
implemented to increase and improve students’ active
participation in their learning.”
Step Three: Defining Performance Indicators
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What are performance indicators’ of students achievement
of the goals for their learning? Of the school’s achievement
of the goals for improvement?
Provide a specific description of observable and assessable
behaviors.
Describe what proficiency in the skill area looks like.
Example:
- Goal: Students will demonstrate proficiency in reading
comprehension.
- Performance Indicator: Students re-read texts to confirm
or to question others’ interpretation of the same text.
(Grade 8 Level)
Copyright © Allyn & Bacon 2007
Step Four: Describing Current Performance Levels
What are the assessment and evaluation measures currently employed by your
school to asses the extent to which students are achieving the goals for their
learning? To which the school is achieving the goals for improvement?
Current Performance Levels: School year 2001-02 student performance data
indicate that:
- 60% of 8th grade students passed the district Reading Exam
- 45% of 8th grade students scored above the 50th percentile on the TCAP
- 59 of 8th grade students showed a 20 point gain from pre- to post-test data
- 62% of 8th grade students demonstrated a grade level improvement
in reading samples submitted to reading portfolio
- 72% of 8th grade students passed the Basic Literacy Test
Copyright © Allyn & Bacon 2007
Step Five: Defining Assessment Tools

How does your school plan to assess the extent to which the goals for
improving student learning (or school performance) are achieved?
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Identify assessment measures that:
- Represent diverse modes of evaluation
- Can be replicated at regular intervals
- Provide a clear description of performance in achieving the stated
goal
Sample: Assessment Tools
- TCAP
- Reading Portfolios
- Pre and Post-Testing
- Summer Reading Program
- Basic Literacy Test
- Accelerated Reader
Copyright © Allyn & Bacon 2007
Step Six: Establishing Benchmarks for Improvement

What are the benchmarks for improvement that your school has
established to monitor the extent to which the goals for improving
student learning (or school performance) are achieved?
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Sample Benchmarks for Improvement: School Year 2002-2003
- TCAP
 Increase from 45% to 47% of 8th grade students scoring
above the 50th percentile on the TCAP
- Basic Literacy Test
 Increase from 72% to 74% of 8th grade students passed
the Basic Literacy Test
- Accelerated Reader
 ESTABLISH BASELINE DATA
- Reading Inventories
 ESTABLISH BASELINE DATA
Copyright © Allyn & Bacon 2007
Developing the Action Plan
Sample School Performance Goal
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Priority…Actively engaging students in their learning.
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Goal Statement…Instructional strategies and activities will be
implemented to increase and improve students’ active participation
in their learning.
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Performance Indicators…Teachers provide instruction that
involves frequent interactions with students.

Current Performance Level…77% of instruction is lecture-style
based on the results of the instructional Climate Survey.

Assessment Tools…Teacher and Evaluation Instruments.
Copyright © Allyn & Bacon 2007
Designing Strategies for Improvement
Step 7 – Design strategies for improvement for each goal that
includes the following components:
-
Resources
Professional development
Timeline
Monitoring system
Copyright © Allyn & Bacon 2007
Step Seven: Designing Strategies for Improvement
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What are the action steps that need to be initiated to achieve
the goals for improving student learning?
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Each action step should consist of a strategy to be initiated,
additionally school personnel should consider and identify:
- strategies that target the performance indicators related to
the goal;
- the resources necessary to implement the strategy;
- the professional development needs associated with the
strategy;
- a timeline to initiate the strategy;
- a monitoring system to evaluate the effectiveness of the
strategy.
Copyright © Allyn & Bacon 2007
Designing Strategies
Strategies:
- Are activities or practices implemented in pursuit of the
goal;
- cause or guide the desired learning, improvement, or
change; and
- are a means to achieve student and organizational goals.
Copyright © Allyn & Bacon 2007
Criteria for Designing Strategies
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Based on research or best practice
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Aligned with goal attributes
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Describe a specific action
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Written to maximize staff involvement
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Written to maximize student impact
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Are challenging, worthwhile, and feasible
Copyright © Allyn & Bacon 2007
Resources to Select Strategies
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Professional literature, Internet or Web-based
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Conferences, seminars, workshops
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Collegial networking, dialogue, and sharing
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Collaborative study and action research
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Reflection in practice
Impact of Strategies
Strategies can address changes or improvements in:
-
Curriculum
-
Instruction
-
Assessment
-
Climate or culture
-
Organization or structure
-
Resources
-
Policies or procedures
-
Professional development
Copyright © Allyn & Bacon 2007
Strategies for Improvement
Experience Shows!
Honor and Empower Staff
- To figure out how to use the strategy
- As a tool to teach their subject and grade
Powerful Strategies
- Are cross-curricular
- Provide for cross grade implementation
Copyright © Allyn & Bacon 2007
Sample Strategy

Goal Statement: Students will demonstrate proficiency in reading
comprehension at or above expected grade level.

Performance Indicator: Students can relate what they read to
their own lives.

Strategy: Increase the amount and type of material that students
read.
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Resource: Accelerated Reader.
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Professional Development Needs: Workshop on the
Accelerated Reader Program.
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Timeline: School Year 2002-2003. Five Year Plan

Monitoring System: Grade level review of the Accelerated
Reader Program, Individual teacher feedback on Charting
Progress Worksheet, Principal and Teacher Evaluation
Instruments.
Copyright © Allyn & Bacon 2007
Implementation Phase
“The essence and success of planning and
preparation is measured by the ability to
implement the intended.”
Copyright © Allyn & Bacon 2007
Major Tasks of the Implementation Phase
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Implement the action plan
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Document growth in:
- Student learning
- Instructional effectiveness
- Organizational effectiveness
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Update School Profile annually
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Conduct an annual analysis of the school’s progress in
meeting the goals of the action plan.

Make adjustments to action plan including strategies for
improvement, as necessary.
Copyright © Allyn & Bacon 2007
Charting Progress
Annually adjust strategies, if needed, and chart and
report progress
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Goal Statement
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Benchmark(s)
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Strategies
- “What did we do?”
•

Evidence
- “What are the results?”
Next Steps
- “What needs to be accomplished?”
Copyright © Allyn & Bacon 2007
Establishing a Monitoring System
Teacher-Level
- What specific activities or instructional strategies have you
implemented in your classroom related to achieving the goal?
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What is your perception as to the effectiveness of the
strategies or activities?
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What are the results, to date, of your efforts?
-
What needs to happen next?
-
What needs or assistance do you have in order to make
progress towards the goal?
Copyright © Allyn & Bacon 2007
Establishing a Monitoring System
Grade-, Team-, or Department-Level
-
What activities or strategies have been implemented to
address the goal?
-
What results, to date, have been realized?
-
What are the next steps planned in your area?
-
What additional assistance or support do you need in your
program area?
Copyright © Allyn & Bacon 2007
Establishing a Monitoring System
School-Level
- What activities or strategies have been implemented to
address the goal?
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What results, to date, have been realized?
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What will happen next to continue pursuit of the goal?
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What adjustments, if any, have been made to your school
improvement action plan?
-
What additional assistance or support do you need at the
school level?
Copyright © Allyn & Bacon 2007
Sample Progress Report
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Goal Statement: Students will demonstrate proficiency in
reading comprehension at or above expected grade level.

Performance Indicator: Students can relate what they read to
their own lives.

Strategy: Increase the amount and type of material that
students read.
WHAT DID YOU DO?
_________________________________________________
WHAT WERE THE RESULTS?
_________________________________________________
WHAT STEPS NEED TO BE ACCOMPLISHED NEXT?
_________________________________________________
Copyright © Allyn & Bacon 2007
Advantages of the SIP

Focuses on improving student performance

Builds a school’s capacity to sustain improvement
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Designed for schools based on research

Unifies the efforts of the schools and the district

Consistent and supportive of other initiatives

Supports and drives accountability comprehensively
Copyright © Allyn & Bacon 2007
Indicators of SIP Success
Planning Phase
- have autonomy
- provide for early involvement
- establish a project chronicler
Planning to Implementation Phase
- “think big, start small”
- build trust
- achieve critical mass
- sustain effort through fatigue and turnover
- create opportunities for celebration
Copyright © Allyn & Bacon 2007
Achieving Success
A process is only a process;
it is the people who adapt it to
their particular circumstances
who make it work.
Copyright © Allyn & Bacon 2007
A partnership
helping students succeed
and schools improve…
Copyright © Allyn & Bacon 2007
The New Paradigm of Change
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Fullan 91
1. YOU CAN'T MANDATE
WHAT MATTERS
2. CHANGE IS A JOURNEY,
NOT A BLUEPRINT
3. PROBLEMS ARE OUR
FRIENDS
4. VISION AND STRATEGIC
PLANNING COME LATER
Copyright © Allyn & Bacon 2007
The New Paradigm of Change




Fullan
5. INDIVIDUALISM AND
COLLECTIVISM MUST HAVE
EQUAL POWER
6.NEITHER
CENTRALIZATION OR
DECENTRALIZATION
WORKS
7. CONNECTION WITH
WIDER ENVIRONMENTS IS
CRITICAL
8. EVERY PERSON IS
CHANGE AGENT
Copyright © Allyn & Bacon 2007