Action Planning &
Monitoring
Assessment, Accountability, Research,
and School Improvement Division
Wireless Code
0448-wifin = 7%yanex8
0048-wifig = 9suse$88
Henderson
School Improvement
855-7783
AARSI TEAM:
Lisa Biesinger
Brett Campbell
Sue Daellenbach
Krista Donnelly
Sue Egloff
Ramona Esparza
Jeff Halsell
Laura Love
Greg Manzi
Kim Mauk
Becca Meyer
Stacie Nelson
Deb Roberson
Wayne Roberson
Nathan Trenholm
Lakeisha Young
Tim Zeidler
Action Planning Purpose
If schools are to change, it must
first be understood that it is not
enough to change the behavior
of individuals – what must be
changed as well are the
systems that encourage,
support, and maintain present
behavior patterns and
discourage new patterns from
emerging.
~ Phillip Schlecty (1997)
Implement
Evaluate
School
Improvement
Process
Plan
District Goals and Objectives – pg. 3
Turn in your handout to pg. 3 to examine school district
goals and measurable objectives.
Agenda – pg. 4
Root Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Monitoring Implementation
Evaluating Action Plan
Calendaring for 2012-13 and Next Steps
Norms for Today
 Be present, participate, and engage fully.
 Listen to learn, limit sidebars.
 Monitor personal technology.
 Pay attention to hand signals.
 Provide feedback in the “Parking Lot”.
 Response Cards at your table.
Materials
School Improvement Planning
Gather and
Processes – pg. 5
Organize
Data
Review
Performance
Framework
Describe
Performance
Trends
Inquiry Process – Day 1 and 2
Progress
Monitoring Ongoing
Prioritize
Performance
Concerns
Identify Root
Causes
Set
Performance
Targets
Identify
Solutions and
Action Steps
Identify
Measurable
Objectives
Identify
Implementation
Evidence
Target Setting – Day 3
Action Planning – Day 3
Root Cause Homework
Pg. 6
 Completed the Inquiry Process
 Finalized Data Trends-Positive/Negative
 Determined Key Strengths & Priority
Concerns
 Identified Root Cause(s)
Root Cause Review – pg. 6
Root Causes ARE …
Deepest and most basic concern & barriers to increasing
student performance
Within the school’s control and evidence based
Focused on adult actions
Root Causes are NOT…
Concerns about budget, staffing, or new curriculum
External levels of root cause analysis out of site control
Focused on student actions
Quality Criteria for
Root Causes pg. 6
Use the Quality Criteria for Root Causes with your
school partner and discuss these questions:
• How are the identified root causes aligned with
the criteria?
• Are the root causes aligned with the performance
challenges and trends?
• Do you have data to prove and support your root
cause?
Sample Inquiry Process
Negative Trend - pg. 7
Performance Trend
Performance Concern
Root Cause
Academic
Growth
The median
growth
percentiles in
reading for 6th
grade students
showed an
overall decrease
from 50 in 2009
to 38 in 2010,
then increased
to 44 in 2011.
This performance
trend is impacting
the overall schoolwide growth
percentiles;
preventing the
school from meeting
the District
expectation of 53 or
higher for the next
level on the SPF.
Lower growth percentile
rates in 6th grade and a
review of intervention
processes and
collaboration practices for
6th grade show that
interventions structures
are not organized
sufficiently to provide
teachers the time and
resources to monitor
student progress and plan
appropriate interventions
for each student’s
individual needs.
Solution
Sample Inquiry Process
Positive Trend – pg. 7
Performance Trend
Academic Growth Gaps
The median growth
percentiles in math for FRL
students decreased from 70
in 2009 to 68 in 2010, then
remained stable at 68 in
2011.
Key Strength
For the last three years,
the median growth
percentiles in math for
FRL students have
remained at or above
district expectations on
the School Performance
Framework.
Root Cause
A curriculum review and
classroom observations show
90% of observable student
work in mathematics reflects
grade-level standards and
students were able to connect
the work to an understanding
of the learning objectives
through effective feedback.
Agenda
Root Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Monitoring Implementation
Evaluating Action Plan
Calendaring for 2012-13 and Next Steps
Guiding Questions for Solutions
pg. 8
 Are the solutions grounded in research?
 Will implementing the solutions address the identified concern
and root cause?
 Will the solutions, if properly implemented, impact student
achievement?
 Does the school have the control and resources to implement
and sustain the solutions?
 Is everyone who is part of the challenge also part of the
solution?
Solution Examples
Are:
 Revising a school process
(i.e. intervention time, inclusive
school practices, scheduling)
 Ongoing Effective
Collaboration (i.e. sharing
data, instructional strategies and
modifying lessons accordingly)
Are NOT:
 Programs
 Textbook fidelity
 Ineffective collaboration (i.e.
schedules, field trips, assemblies,
data talk without action)
Time to Write Solutions – pg. 8
 Use the handout and follow the discussion
format chart, write at least one solution.
 Use your Response Cards as you work.
 Share Solutions with your partner school.
Quality Criteria for Solutions
pg. 8
Use the Quality Criteria for Solutions with
your team and discuss these questions:
• How are the identified solutions aligned
with the criteria?
• Are the solutions aligned with the root
causes?
Sample Inquiry Process
Solution – pg. 8
Performance Trend
Performance Concern
Root Cause
Solution
Academic
Growth
The median
growth
percentiles in
reading for 6th
grade students
showed an
overall decrease
from 50 in 2009
to 38 in 2010,
then increased
to 44 in 2011.
This performance
trend is impacting
the overall schoolwide growth
percentiles;
preventing the
school from meeting
the District
expectation of 53 or
higher for the next
level on the SPF.
Lower growth percentile
rates in 6th grade and a
review of intervention
processes and
collaboration practices for
6th grade show that
interventions structures
are not organized
sufficiently to provide
teachers the time and
resources to monitor
student progress and plan
appropriate interventions
for each student’s
individual needs.
Highly-qualified 6th
grade reading
teachers will routinely
collaborate for
instruction by
analyzing student
data to review the
impact of instruction
and create a smaller
learning community
for non-proficient
students.
Agenda
Root Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Monitoring Implementation
Evaluating Action Plan
Calendaring for 2012-13 and Next Steps
District Expectations – pg. 9
Align Solutions to Performance Concerns
2 Goals:
 one targeting non-proficient students and
 one targeting proficient students
3 Measurable Objectives for each goal
Up to 4 Action Steps for each Goal
Focus Goal
More information coming.
Guiding Questions for
Goals – pg. 9
 Will achieving the goals impact student performance?
 Will the goals be adequate and sustainable?
 Are the goals specifically linked to the performance
trends/concerns, root causes, and solutions?
 Is there a clear rationale for each goal that can be
articulated by all members of the staff?
Goals – pg. 9
 You have time now to write your two goals for the
year.
 Goal 1 – Non-Proficient
 Goal 2 – Proficient
Keep them broad and remember a subgroup, subject, or
grade will be included in the Measurable Objective.
Guiding Questions for
Measurable Objectives – pg. 10
 Are the measurable objectives written in terms that
can be measured?
 Are student groups and performance standards
clearly identified?
 Can staff members clearly articulate how the school’s
Measurable Objectives support the District’s
Measurable Objectives?
M.O. Framework
Elementary School
 K-2 (70% proficient on district
assessments in 5 years)
 Grades 4-5 Catch Up/Keep
Up/Move Up (Growth %)
 Grades 3-5 (CRT/Trend)
Middle School
 Grades 6-8 Catch Up/Keep
Up/Move Up (Growth %)
 Grades 6-8 Proficiency
(CRT/Trend)
1. Use the Developing a Measurable Objective Chart in
your handout on pg. 11
2. Use chart paper and post your examples.
Agenda
Root Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Monitoring Implementation
Evaluating Action Plan
Calendaring for 2012-13 and Next Steps
Today’s Plan for Tomorrow
 Review current Action Steps from this year’s SIP
(2011-2012)
 Reflect and discuss:
 Did you do what you said you were going to do?
 Has what you implemented made a difference,
according to what?
Action Planning Pitfalls – pg. 12
 Kitchen sink – don’t do everything at once
 DRIP - multiple data sources
 Not embedding a calendar for PD
 Not providing realistic staffing/resources
 Not monitoring implementation of action steps
 SIP on a shelf for no one else
Guiding Questions for
Action Steps – pg. 12
 Does each action step implement an identified
solution?
 Are the action steps closely aligned to the root causes?
 Does each action step include a research-based
strategy that will impact student achievement?
 Is the professional development and/or technical
assistance required to implement and sustain the
teaching strategy(ies) in each action step identified in
“Resources”?
Action Steps Comparison
Student Centered Action Step
Non-Example
 Targeted students will
participate in hands-on
math problem solving
activities that align with
standards.
Adult Focused Action Step
 Teachers will implement the
Common Core State Standard
mathematical practices of
modeling and using appropriate
tools strategically by having
students create concrete models
of mathematical situations and
analyze the results to draw
conclusions.
Write your Action Step – pg. 12
 Using the handout and following the guiding
questions, write your action step.
 Use your Response Cards as you work.
 Share Action Steps with your partner school.
Guiding Questions for
Action Plan Resources and Amount
 What resources are needed (adult centered)?
 What is the timeline for implementing the
resource?
 Who will be responsible for implementing the
resource?
Pg. 12
Action Plan Example – pg. 13
Time to Write
 Using the handout and examples, complete:
 At lease one Action Step
 Resources and Amount
 Timeline
 Position
Agenda
Root Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Monitoring Implementation
Evaluating Action Plan
Calendaring for 2012-13 and Next Steps
Guiding Questions for
Monitoring – pg. 14
 Determine the evidence used to ensure the
implementation of the action steps.
 Create a detailed and specific timeline for
collecting and analyzing the evidence.
 Establish the position(s) responsible for
ensuring completion of each action step.
Monitoring Plan Example – pg. 13
Time to Write
 Using the handout and examples, complete:
 Evidence of Implementation
 Timeline
 Position
Agenda
Root Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Monitoring Implementation
Evaluating Action Plan
Calendaring for 2012-13 and Next Steps
Guiding Questions for
Evaluation – pg. 14
 How will you know your resources or strategies,
aligned to the action steps, have been implemented?
 Consider your local data sources to monitor progress:
 What data do you have available that will allow you
to track progress toward your action step(s)?
 When will it be available? How will the data be used?
 Set a calendar for when you will look at the
performance benchmarks.
Evaluation Example – pg. 13
Time to Write – pg. 14
 Using the handout, examples, and Evaluation
Plan Guidance Chart to complete:
 Performance Benchmarks
Quality Criteria for Action Planning
pg. 15
Use the Quality Criteria for Action Planning
with your team and discuss these
questions:
• How are the identified action steps,
monitoring, and evaluation aligned with the
criteria?
• Are the action steps aligned with the
solutions?
Agenda
Root Cause Quality Criteria
Identify Solutions
Set Goals & Measurable Objectives
Planning Action Steps
Monitoring Implementation
Evaluating Action Plan
Calendaring for 2012-13 and Next Steps
Guiding Questions for
Calendaring for 2012-13 – pg. 16
 What professional development, technical assistance,
or ongoing assistance will be needed for the next
school year?
 Will professional development be job embedded (e.g.
action research, case studies, lesson studies, book
studies, etc.)?
 How will you ensure professional development is
aligned to the solutions and scheduled throughout the
year?
Who Will Review School Plans?
 Academic Managers will review and approve ALL
state required restructuring/turnaround plans and
school improvement plans.
 Title I Peer Reviews will review N1-N2 school
improvement plans.
 AARSI will review all finalized plans and submit to the
Nevada Department of Education for state approval.
Next Steps – pg. 16
 April 2012 Title I Budget Summary & Action Steps tied to the
Budget pages due to Title I April 13
 Attend SIP Workshops – register on Pathlore
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April 17 Area 1 – Duncan ES
April 18 Area 2 Office
April 19 Area 3 Office
April 20 Open Session for All at Nedra Joyce
 Completed Goals and Measurable Objectives Due to Academic
Manager by April 24
 May 2012
 SIP plans due to Academic Managers by May 31