Comprehensive
School Planning
Revising Your Single Plan
for Student Achievement
Fall 2014
Tracey McCully, Dianna Marsh, and Art Davis
Regional System of District
and School Support, Region VII
tmccully@maderacoe.us
adavis@maderacoe.us
dmarsh@maderacoe.us
Day One
• Overview of Program Improvement
Requirements and Accountability
• Elements of the Single Plan for Student
Achievement (SPSA)
• The Quality Schooling Framework
(QSF)
• Plan Alignment
• Timeline for SPSA Completion
• Next Steps
Putting the Pieces Together
Day One: Program Improvement Requirements
Single Plan for Student Achievement
Using the Quality Schooling Framework
(QSF)
Using Data
Prioritizing Outcomes
Theory of Action
Aligning Your SPSA to the LCAP
Day Two: Using the QSF
SMART Goals
Implementation Strategie
Monitoring Tools
Research-based Practices
Writing SPSA Action Plans
Resources: Binder and Flash Drive
“The first step in
Expectations
“One extends
exceeding
your
one's
limits only
customer's
expectations
is to
by exceeding
know
those
them.”
expectations.”
--
M. Scott Peck
Roy H. Williams
Overview of Program Improvement Requirements and Accountability
Site Plan Writing: The Big Picture
“In high-performing schools, all
members of the school
community, both individually and
collectively, hold themselves
accountable for student success.
“
-- LEA and School Improvement Non-Regulatory Guidance, ED, 2006.
Site Plan Writing: The Big Picture
From compliance
oriented to student
centered.
Collaborative Teams
School Site Council
(SSC)
English Language
Advisory Committee
(ELAC)
School Leadership Team
(SLT)
District-School Liaison
Team (DSLT)
DSLT
Review and analyze.
Make recommendations.
Collaborate in planning.
Monitor implementation.
Evaluate effectiveness.
Supporting School Improvement
SCHOOL
Principal, Teachers,
Certificated Support Staff,
Classified Support Staff,
etc.
DISTRICT
COMMUNITY
Superintendent,
Assistant Superintendent,
Director,
Area Administrator,
etc.
SSC Members,
Other Parents,
Informed Individuals,
Outside Educators,
etc.
DSLT
or other support team
Your Site Plan
How to write a school plan
that meets the needs of
students and addresses
the requirements of ESEA.
Your Site Plan
Quality
Schooling
Framework
Quality
Schooling
Framework
http://goo.gl/OgAWvt
The Elements
Curriculum
EPC 1
Instruction
Family/Community
Equity
Leaders
Teachers
Culture/Climate
Resource Alignment EPC 9
Professional Learning EPC 5
EPC 7
Assessment
Quality
Schooling
Framework
http://goo.gl/OgAWvt
Quality
Schooling
Framework
http://goo.gl/OgAWvt
Writing an Effective Plan
Vision and
Priorities
Needs
Assessment
Define
Outcomes
Review and
Celebrate
Monitor
Progress
Implement
Strategies
Students
Learning and
Thriving
Identify
Resources
Identify
Strategies
Progress
Measures
Vision and Priorities
Students
Learning
and
Thriving
Associated elements: Students, Teachers, Leaders, Families and Community, Equity, Culture and Climate
Questions to consider:
What is your definition of “students learning and thriving”?
Have all stakeholders been involved in creating the vision and setting priorities?
Do stakeholders know the school’s or districts’ vision and
priorities?
Tools and resources:
California School Parent Survey
Harvard Pre-K-12 Parent Survey
Teacher and student surveys
Needs Assessment
Students
Learning
and
Thriving
Associated elements: Students, Teachers, Leaders, Families, Equity, Curriculum, Instruction, Culture and
Climate
Questions to consider:
How are our students doing in the areas we have identified as important to
“learning and
thriving”?
What gaps exist among subgroups?
What limitations of the current school program, or internal and external
barriers to
improvements in student achievement, might exist?
How are the curriculum, instruction, and materials aligned to content and
performance
standards? Are they accessible to all students?
What Needs are related to each associated element?
How is staff development aligned to standards, assessed student
performance and
professional needs?
Tools and resources:
Student data, other data
LCAP, LEAP, SPSA
APS (EPCs), DAS, ELSSA, ISS
EdData
Using Data
Four types:
•
•
•
•
Achievement
Demographic
Process
Perceptual
Students
Learning
and
Thriving
Using Data
Student Achievement Data
Patterns and Trends
Schoolwide and Subgroups:
• System Level
• School Level
• Classroom Level
• Student Level
Students
Learning
and
Thriving
Achievement Data
Students
Learning
and
Thriving
Achievement Data
Students
Learning
and
Thriving
Achievement Data
Students
Learning
and
Thriving
Ms. Rodriguez’s Student Achievement Data
California English Language Arts Standards Test
Number of Scaled Scores in Each Performance Level
150-175
176-205
205 - Brandon
259-265
260 - Rick
266-275
267 - Becky
300-309
301 - Sylvia, John
304 – Ken, Lupe
350-360
310-319
311 – Arnold
315 - Albert
361-370
405 - Isai
216 - Patricia
Below Basic (259-299)
276-285
279 - Anthony
Basic (300-349)
320-329
323 – Ashley, Mindy
327 – Robert M., Christian
Proficient (350-401)
371-385
231-245
235 - Celeste
286-292
286 - Ruby
330-339
331 – Carina
335 – Paul
339 - Barbara
386-390
372 – Hope
378 - Faith
352 - Tommy
402-420
Far Below Basic (150-258)
206-230
421-440
423 - Helen
Advanced (402-600)
441-455
448 - Danielle
246-258
248 – Robert E.
293-299
293 – Bobby, Cormack
339-349
343 – Laura, Dolores
391-401
391 – Jose, Jannelle
456-500
500-600
Demographic Data
Students
Learning
and
Thriving
Perception Data
Students
Learning
and
Thriving
Teacher Perceptions of Articulation Survey
Fall Results
1. I understand the knowledge and skills students need to know to be successful at the grade level following mine.
definite weakness
0%
2.
needs improvement
19%
average
19%
good
definite strength
43%
19%
The teacher(s) at the grade level preceding mine understand what knowledge and skills students need to be successful in
my grade level.
definite weakness
0%
needs improvement
average
good
14%
24%
52%
(This totals less than 100% because one responded “na”.)
definite strength
5%
3. I regularly discuss curriculum with the teachers below and and above my grade level.
definite weakness
10%
needs improvement
19%
average
24%
good
definite strength
29%
good
33%
definite strength
5%
19%
4. Proper articulation exists from one level to the next.
definite weakness
10%
needs improvement
48%
average
5%
Notes:
• A few noted that there are differences in between communication and articulation with grade below, and with grade above.
• The highest percentage of combined “good” and “definite strength” responses (62%) were for question #1, “ understand the
knowledge and skills students need to know to be successful at the grade level following mine.”
• Over half (58%) of the respondents believe that articulation from one grade level to the next is a “definite weakness” or “needs
improvement”.
“Perception is reality.”
Process Data
Fifth Grade Staff – Writing Process Grade Level Meeting*
October 13
Purpose: To identify major concerns and strategies to promote better results for
an agreed-upon goal.
1. Our new goal is getting the students prepared to pass the DWA on
Persuasive writing.
Outcome: Should be determined and articulated by the grade level leader.
1. Teachers know best strategies for teaching persuasive writing.
Review: What has worked? The grade level leader gives each member of the
team a chance to present evidence of a strategy that was effective in helping
reach the goal.
1. None of the teachers feel confident that the strategies they have used
in the past have worked well with most students.
Challenges: What is the most urgent concern, problem, or obstacle to progress
and better results?
1. Teachers do not have confidence in the strategies currently used.
Solutions: Brainstorm possible concrete, practical solutions to these problems.
1. Attend workshop offered by the district or other groups.
2. Give students prompts.
3. Use the overhead projector to present students a variety of good
writing samples.
Action Plan: Agree upon a solution or strategy for the team to focus on between
now and the next meeting.
1. Attend the Persuasive Writing workshops offered by the District
Writing Program.
*Grade Level Meeting Format adapted from Results, Schmoker, 1999.
Students
Learning
and
Thriving
Using Data
Additional Data Sources:
• Other State Tools
- APS
- ISS
- ELSSA
• District Benchmark
Assessments
• Publisher
Assessments
• Teacher-made
Assessments
• Projects
Students
Learning
and
Thriving
Using Data
Findings
from
Data
Students
Learning
and
Thriving
Once you
have the data
collected,
then what?
Insights?
As you consider the
different kinds of data
you have collected,
what insights,
epiphanies, concerns
do you have?
Data Statements:
Putting Words to the Data
Students
Learning
and
Thriving
Translating the data – what are they telling us?
Simple, straightforward sentence(s) that put words with the data.
Examples:
• 2013 CELDT results indicate that our English Learners are not meeting AMAO 1.
• The numbers of students being sent to the office for minor discipline offenses has
increased 30% in the 2013-14 school year over the same period in 2012-13.
• Few students are taking advantage of CAHSEE after school support classes
because of a lack of transportation.
You may have several of these that stand out from all of your data.
These become the RATIONALE(S) for what you want to do.
Define Outcomes
Students
Learning
and
Thriving
Associated elements: Students, Equity, Leaders, Teachers, Families and Community
Questions to consider:
What should our students know, be able to do, and have accomplished to “learn and thrive”?
How is our vision translated into outcomes?
Do our outcomes increase student achievement, support district priorities, and make effective use
of resources?
How do our outcomes address the eight state priorities and associated metrics?
What is our timeline for student outcomes?
How does each associated element impact our definition of Outcomes?
How have we prioritized our outcomes to maintain our focus?
Tools and resources:
ELA/ELD Standards, Mathematics Standards, NGSS
State Curricular Frameworks
Family Engagement Framework
Priorities
Students
Learning
and
Thriving
Prioritization Matrix
Contributes to
Achievement of
Standards
Powerful
Moderate
Minimal
Addresses District
Goals
Students
Learning
and
Thriving
Effectively Uses
Resources
Prioritization Matrix
Contributes to
Achievement of
Standards
Addresses District
Goals
Powerful
Outcome #1
Outcome #1
Outcome #2
Moderate
Outcome #2
Outcome #3
Outcome #4
Minimal
Outcome #3
Outcome #4
Students
Learning
and
Thriving
Effectively Uses
Resources
Outcome #1
Outcome #2
Outcome #3
Outcome #4
Stakeholder Input
“To set clear goals, we need to know the needs of
the people whom we serve.”
-- Van Clay and Soldwedel
Students
Learning
and
Thriving
Identify Strategies
Students
Learning
and
Thriving
Associated elements: Teachers, Leaders, Curriculum, Instruction, Professional Learning
Questions to consider:
What current strategies are contributing to students “learning and thriving”? For
underperforming? For high achieving?
What is the role of each associated element in Identifying Strategies?
Of those, which should be continued and which expanded?
In which areas should we consider the adoption of new, evidence-based strategies?
What are our “theories of action” to achieve our desired outcomes?
Tools and resources:
LCAP
ELA/ELD Standards, Mathematics Standards
Local CCSS Implementation Plan
5 Dimensions of Teaching and Learning™
Theory of Action
Students
Learning
and
Thriving
Based on the rationale(s) generated
by your data:
What steps could
you take to improve
the data you are
seeing
AND
what improvement
would you expect
based on the steps
you are taking?
Framed as an IF, THEN statement:
•
•
•
Students
Learning
and
Thriving
If we implement a schoolwide deployment for reading
instruction , then our EL population will perform at a
higher level on the next CELDT administration.
If we train teachers and classified staff in the methods
of positive discipline, then the number of referrals will
decrease.
If we provide after school transportation, then the number
of students attending CAHSEE after school support classes
will increase.
Theory of Action
Based on your
Theory of Action
your SMART
Goals will jump
out at you!
SMART Goals
The Cascade Effect
Approve district
curricular goals.
Establish subject area
essential learning targets.
District
Annual review and
revision.
Translate learning objective into
student-friendly language.
Evaluate appropriateness
of strategies.
Site
Develop and implement
training programs/timelines.
Students
Learning
and
Thriving
Develop classroom learning
objectives.
Classroom
Deconstruct learning objectives to
identify prerequisite skills.
Use knowledge, skills, and tools
in daily lesson planning.
Acquire knowledge, skills, and tools
to translate learning objective into
classroom practice.
Progress Measures
Students
Learning
and
Thriving
Associated elements: Assessment , Teachers, Leaders, Curriculum, Instruction, Equity
Questions to consider:
How will we measure students’ progress toward outcomes?
How will do we use state and local assessments to modify instruction and improve student
achievement?
What will be our indicators of sufficient progress?
How will we respond to students not making sufficient progress? To students exceeding
expectations?
How is each associated element related to Progress Measures?
Tools and resources:
Building an Interim Assessment System (CCSSO)
SBAC resources
CAASPP
CELDT
Rubrics
Identify Resources
Students
Learning
and
Thriving
Associated elements: Resource Alignment, Teachers, Leaders, Curriculum, Instruction, Equity
Questions to consider:
How will we fund our ACTION PLAN?
Who is responsible for carrying out the actions?
What materials and technology are required?
Do all student groups have access to appropriate standards-based instructional materials in
class?
What services do we provide by categorical funds and/or supplemental/concentration funds to
enable struggling students to meet standards?
What family and community resources might be available to assist them?
What is our timeline for monitoring and completing our actions?
How does each associated element contribute to our ACTION PLAN?
Tools and resources:
Education Resource Strategies
EdData
Mass Insight Education “District Self-Assessment Tool”
What Is Our ACTION PLAN?
Students
Learning
and
Thriving
Aligning Your SPSA with the
LCAP
Students
Learning
and
Thriving
Aligning Your SPSA with the
LCAP
Students
Learning
and
Thriving
Aligning Your SPSA with the
LCAP
Students
Learning
and
Thriving
Aligning Your SPSA with the
LCAP
Students
Learning
and
Thriving
Aligning Your SPSA with the
LCAP
Students
Learning
and
Thriving
Aligning Your SPSA with the
LCAP
Students
Learning
and
Thriving
Aligning Your SPSA with the
LCAP
Students
Learning
and
Thriving
Aligning Your SPSA with the
LCAP
Students
Learning
and
Thriving
Aligning Your SPSA with the
LCAP
Students
Learning
and
Thriving
Aligning Your SPSA with the
LCAP
Students
Learning
and
Thriving
Aligning Your SPSA with the
LCAP
Students
Learning
and
Thriving
Aligning Your SPSA with the
LCAP
Students
Learning
and
Thriving
LEAP Goals
100% proficiency
100% graduation
Highly qualified teachers
Great learning environments
LCAP Goals
100% proficiency
100% graduation
Highly qualified teachers
Great learning environments...
Parent engagement
Other local goals
Planning for SPSA Writing
Students
Learning
and
Thriving
Board
approval in
December
Nov. – Final
SSC review,
comment.
Nov. – write
final draft.
Oct. – SSC,
ELAC, staff
input.
Sept – SPSA
workshop
Sept –
timeline
Nov. – SSC
approve final
draft.
Oct. – revise
from
comments
Sept – SSC,
ELAC, staff
input.
Sept – define
outcomes, progress
measures, etc.
Next Steps
Identify where you will start,
and begin the planning
process.
Bring draft Site Plan.
Next meeting,
October 23, 2014.
Students
Learning
and
Thriving