DEVELOPING
A SCHOOL
SUCCESS PLAN
EEL GROUND SCHOOL
SCHOOL SUCCESS PLAN
A SIX STEP PROCESS
 DEFINE WHO WE ARE
 ASSESS WHERE WE ARE
 DETERMINE OUR STRENGTHS AND WEAKNESSES
 DEVELOP OUR GOALS
 IMPLEMENT OUR STRATEGIES AND INTERVENTIONS
 MEASURE AND EVALUATE OUR PROGRESS
COMPONENTS OF THE
SCHOOL SUCCESS PLAN
 Assessments that will be used to document program
improvement
 Interventions that will be used to improve student
performance
 Professional Development needed to implement the
interventions
 Logistical/Action Plan that will support the implementation of
the assessments, interventions and professional development.
STEP ONE
DEFINE WHO WE ARE
SCHOOL PROFILE
A concise, stand-alone
document which gives a
snapshot or picture of a
school in data terms as a
cycle of school
improvement begins.
MISSION STATEMENT
A statement that
identifies the priorities
and educational beliefs
of the school with regard
to what is to be
developed within its
students.
 Create a school profile outlining the
school demographics, programs,
class sizes, etc.
 Review and clarify our School Mission
statement
 Identify who will be on the SSP
committee
 Establish time lines and
communication procedures
STEP TWO
ASSESS WHERE WE ARE
 Assessment comes from performance measurements such
as provincial assessments or standardized tests
 Factors that affect data are reviewed to determine their
impact. These include economic, social and cultural
differences.
 Data must be reliable, measured and collected over a
period of time (three to five years).
STEP THREE
DETERMINE OUR STRENGTHS AND
WEAKNESSES
 Strengths and weaknesses are determined
through a review of the data
 The assessment has to be a collegial effort and
the staff and school community have to have an
ownership in it.
 Acknowledge that there are strengths as well as
weaknesses in every school.
 Own what is ours. We have our own strengths
and weaknesses and are limited by the resources
we have.
STEP FOUR
DEVELOP OUR GOALS
 Once the profile is completed and the mission is written, it is time
to write the student performance goals.
 Writing appropriate student performance goals is one of the most
important steps in the development of the school success plan.
 Samples of Goals….
 Every grade two student who has been in Eel Ground School since
kindergarten will read at or above grade level when completing the
grade two provincial achievement tests
 At least 75 percent of the grade four students who have been at Eel
Ground School for one year will meet or exceed the provincial
averages on the grade four writing assessment
IMPLEMENT OUR
STRATEGIES AND INTERVENTIONS
STEP FIVE
An
intervention is
something
that is done to
or with
students that
develops
something
desired within
the student
 Interventions address the reasons why students
are not being successful
 Start with findings (facts).
 Analyze to explain why the facts are what they
are:
 intuitive analysis
 analysis using data
 research based
 For each explanation or reason,
identify/determine the implications for
interventions/strategies.
GOOD INTERVENTIONS DEVELOP THE
GOAL AREA WITHIN THE STUDENT
 They should do one of the following:
 Develop Knowledge
 Apply Knowledge
 Develop Patterns of Behavior
 Develop Attitudes
KEY QUESTIONS
ON INTERVENTIONS
 How many interventions needed for each
goal?
 Can some interventions only address
subgroups and not all students?
 Do all teachers have to do all interventions?
 Can some interventions cross over into
other goals?
INTERVENTIONS….
 For every goal in a school success plan there is created at
least one action plan page. This page contains all the
details that go into the plan. The important word here is
details. Always provide more information than you think
necessary
 Details what has to be done to implement the interventions
 Who will do what and when?
STEP SIX
MEASURE AND EVALUATE
OUR PROGRESS
 Assess the goal by administering some type of
assessment that is comparable to the pre-intervention
assessment. e.g. provincial assessment or district test
 Determine if the intervention improved the criterion
stated in the goal. e.g. Did students do as well as NB
students on their grade four writing assessment
 Evaluate outcome. Was the goal achieved? Will the
intervention still be required? If the goal has not been
achieved, what else can be done?
WHAT CAN WE LEARN FROM THIS DATA? WHAT OTHER INFORMATION
WOULD BE HELPFUL? WHAT GOAL COULD BE STATED?
WHAT INTERVENTIONS COULD BE USED?
Remember to celebrate
every successful moment
that you have as you work
toward your goal.
Praise, encouragement
and recognition will go a
long way as you try to
achieve your goal!