Coastal Plains RESA
Data Review and
School Improvement Planning
2015
Norms
 Be on time.
Place cell phones on silent.
Actively listen and participate.
Limit sidebar conversations (take notes to discuss later).
 Assume good will and positive intent.
 Observe the work time limit.
 Use electronic devices for group work only.
End on time.
Clean your work area.
Laugh often. Celebrate success!
Coastal Plains RESA 2014-15
Data Review SI Planning Agenda
 Preview the Products to Be Created
 Analyze Data Individually Recording Strengths and Areas for Growth
 Organize Strengths and Areas for Growth into Categories
 Prioritize Areas for Growth
 Identify Root Causes for Area for Growth #1
 Review 2015 SI Plan: Which targets were met? Not met?
 Write SMART Goal for Area for Growth #1
 Determine Actions, Artifacts, and Evidence for Goal
Student Learning
 Develop Team Learning Targets
 Create Steps for Implementing, Monitoring, and Communicating the Plan
 Write SMART Goals, Determine Actions and Implementation Strategies for all
Areas of Growth
 Reflect on Progress toward Learning Targets
Coastal Plains RESA 2014-15
Teamwork
Roles
 Facilitator (Norms Reminder)
 Timekeeper
 Recorder
 Charts
 Electronic SIP
 Speaker
Effects of Teamwork
http://www.youtube.com/watch?v=Sy6_TGcs6e8
Coastal Plains RESA 2014-15
District Standards
Vision and Mission: Purpose and direction for continuous
improvement with a commitment to high expectations for
learning and teaching
VM 1: Creates and communicates a collaboratively-developed district
vision, mission, and core beliefs that focus on preparing all students for
college and career readiness
VM 2: Fosters, within the district and broader community, a culture of
trust, collaboration, and joint responsibility for improving learning and
teaching
Coastal Plains RESA 2014-15
District Standards
Planning, Organizing, and Monitoring: The data-driven
processes, procedures, structures, and products that focus the
operations of the district to ensure higher levels of student
learning and staff effectiveness
POM 1: Uses a collaborative, data-driven planning process at the district
and school levels for improving student learning
POM 2: Uses protocols and processes for problem solving, decisionmaking, and removing barriers
POM 3: Uses processes to monitor and provide timely guidance, support,
and feedback to individual schools as they implement improvement plans
and initiatives
Coastal Plains RESA 2014-15
District Standards
Allocation and Management of Resources:
The allotment and administration of
resources to attain district and school goals
for student learning
AMR 1: Administers a clearly defined,
collaborative, data-driven budget process that
ensures the equitable, efficient, and transparent
distribution of resources to support learning and
teaching
Coastal Plains RESA 2014-15
District Standards
Learning and Teaching: District processes for implementing,
supporting, and monitoring curriculum, instruction, and assessment systems
and their impact on student learning
LT 1: Engages and supports all schools in systematic
processes for curriculum design to align instruction and
assessments with the required standards
LT 2: Develops and communicates common expectations
for implementing curriculum, instruction, and
assessment practices across all schools
LT 3: Guides, supports, and evaluates the implementation
of curriculum, instruction, and assessments
Coastal Plains RESA 2014-15
District Standards
Learning and Teaching: District processes for implementing,
supporting, and monitoring curriculum, instruction, and assessment
systems and their impact on student learning
LT 4: Ensures that professional learning is relevant and
addresses adult and student needs
LT 5: Assesses the impact of professional learning on
staff practices and student learning and makes
adjustments as needed
LT 6: Guides and supports schools in the selection and
implementation of effective strategies, programs, and
interventions to improve student learning
Coastal Plains RESA 2014-15
School Standards
PO 2: Shares a common vision/mission that defines the
school culture and guides the continuous improvement
process
PO 4: Uses a data-driven and consensus-oriented
process to develop and implement a school
improvement plan that is focused on student
performance
PO 6: Monitors implementation of the school
improvement plan and makes adjustments as needed
Coastal Plains RESA 2014-15
10
School Standards
I 1: Provides an orderly, well-managed learning
environment
I 2: Creates an academically-challenging environment
that cultivates higher-order thinking skills and
processes
I 3: Implements research-based instructional strategies
I 4: Enables students to attain higher levels of learning
through differentiated instruction
I 5: Engages students in setting learning targets aligned
to curriculum standards
Coastal Plains RESA 2014-15
11
Leader Standards
 LAPS 1: The leader fosters the success of all students by
facilitating the development, communication,
implementation, and evaluation of a shared vision of
learning that leads to school improvement.
 LAPS 3: The leader effectively gathers, analyzes, and
uses a variety of data to inform planning and decision
making consistent with established guidelines, policies,
and procedures.
 LAPS 8: The leader fosters the success of all students by
communicating and collaborating effectively with
stakeholders.
Coastal Plains RESA 2014-15
12
Teacher Standards
TAPS 2: Instructional Planning
The teacher plans using state and local school district
curricula and standards, effective strategies, resources, and
data to address the differentiated needs of all students.
TAPS 3. Instructional Strategies
The teacher promotes student learning by using researchbased instructional strategies relevant to the content area to
engage students in active learning and to facilitate the
students’ acquisition of key knowledge and skills.
Coastal Plains RESA 2014-15
13
Teacher Standards
TAPS 6: Assessment Uses
The teacher systematically gathers, analyzes, and uses
relevant data to measure student progress, to inform
instructional content and delivery methods, and to provide
timely and constructive feedback to both students and
parents.
Coastal Plains RESA 2014-15
14
Lens for Planning: District Governance
 Charter System
 Greatest flexibility and autonomy
 Shared governance
 Accountability: district-level targets
 IE2
(Investing in Excellence in Education)
 Strategic Plan
 School Improvement Plan for each school
 Accountability: school level performance (CCRPI score)

Increase CCRPI score by 3% of gap between baseline
year and 100
 Title 20/No Waivers
Coastal Plains RESA 2014-15
15
Coastal Plains RESA 2014-15
Learning Targets
 As a school team, review the standards and write 2 or 3
learning targets in the form of I (We) can/will statements.
What do you want to accomplish?
 Use language of the standards.
 Record on chart paper.
We will…
Engage in vigorous conversation.
Dig into the data, identify areas for growth, honestly
determine root causes.
Share the work with all stakeholders.
Coastal Plains RESA 2014-15
17
Products To Be Created
1. Charts of Celebrations, Areas for Growth, Root
Causes, Goals, Actions, Artifacts & Evidence (May record
electronically as well.)
2. School Improvement Plan
School Name
School Name
2014-15 Data
Celebrations
School Name
2014-15 Data
Areas for Growth
Coastal Plains RESA 2014-15
Prioritized Growth Area #1
SMART Goal
Actions
Artifacts & Evidence
What Do We Want to Be Known For?
Fisher, Doug and Nancy Frey. Focus Drives School Improvement. Educational Leadership, Feb. 2015.
1. Identify a facilitator/timekeeper.
2. Read the text and identify passages (and a couple of
back-ups) that have important implications for your work.
3. Rounds
1. LEVEL 1: Read aloud the selected passage.
2. LEVEL 2: Say what you think about the passage
(interpretation, connection to past experiences, etc.)
3. LEVEL 3: Say what the implications are for the work.
4. LEVEL 4: The group responds to what has been said.
4. After all rounds have been completed, debrief the
process.
Coastal Plains RESA 2014-15
15 minutes
Focus Drives School Improvement
http://www.ascd.org/publications/educationalleadership/feb15/vol72/num05/Focus-Drives-School-Improvement.aspx
Coastal Plains RESA 2014-15
Are We a Highly Reliable Organization?
Creating a common, widely understood language is
an important element in any substantive change process
(Kegan & Lahey, 2001; Pfeffer & Sutton, 2000).
Effective districts are attentive to developing a shared
understanding of a common vocabulary about practice
(Marzano & Waters, 2009; McLaughlin & Talbert, 2006).
http://bcove.me/qvg004pa
Leaders of Learning, DuFour & Marzano, 2011.
Coastal Plains RESA 2014-15
1. Collect
All Relevant
Data
8. Monitor
and Adjust
the Plan
7. Implement
the
S I Plan
SCHOOL
IMPROVEME
6. Determine
Artifacts and
Evidence
Coastal Plains RESA 2014-15
NT
PROCESS
5. Identify
Appropriate
Actions
2. Analyze Data
to Prioritize Areas
for Growth
3. Determine
Root
Causes
4. Establish
SMART
Goals
Step 1. Collect
All Relevant
Data
What data sets will define us and
our current improvement efforts?
Determine and collect all relevant data based on the
school’s mission, vision, beliefs, and current initiatives.
 Student performance data
 Adult performance data
 Demographic and other data
 Perceptions of staff, students, and stakeholders
 Process data on current actions, strategies,
interventions, and programs
Coastal Plains RESA 2014-15
Step 1. Collect
All Relevant
Data
Examples of relevant data
Student Performance Data: CCRPI, common assessment
results, EOGs, EOCs, Lexile scores, PSAT/SAT/ACT,
writing assessments, grade distributions, student
growth percentiles, benchmarks
Adult Performance Data: TKES and LKES performance,
student achievement and growth, Hi Q, certification,
endorsements
Coastal Plains RESA 2014-15
Step 1. Collect
All Relevant
Data
Examples of relevant data
Demographic and Other Data: Ethniciy, economically
disadvantaged, EL, gifted, SWD, homeless,
teacher/student attendance, graduation rate, discipline
referrals, retention rates
Perception Data: Surveys of parents, teachers, students,
other stakeholder surveys
Process Data: Classroom observation data, AdvancED
(SACS) reports, analysis of initiative and professional
learning implementation, analysis of unit/lesson plans,
student work
Coastal Plains RESA 2014-15
Discuss with your team.
 What data was collected this year?
 Why was it collected?
 How was it used?
 What data are missing?
 Review data notebooks.
Coastal Plains RESA 2014-15
What do the data say about
Data to Prioritize
our effectiveness and areas
Areas for Growth
for growth?
Engage in vigorous discussions to analyze all data and to
determine the greatest areas for growth.
Step 2. Analyze
 What trends do we see in the data?
 Is there a difference among subgroups and grades?
 How effective are our programs, actions, strategies, and
initiatives?
 What are the overall strengths and areas for growth of
our students and staff?
 What do stakeholders see as our strengths and areas for
growth?
Coastal Plains RESA 2014-15
Student Growth Levels
 Low 1-34
 CCRPI: % SGP 35+
 Typical 35-65
 TEM: Grand Mean
 High 66-99
 Median: Green Bubbles
2014 Grade 5 Math
Coastal Plains RESA 2014-15
Student Growth Levels: Aggregating
SGPs
 Ways of aggregating SGPs (such as for a classroom,
school, or district)
 Median – the median growth percentile for all
students
 Growth distribution – divide the growth percentile
range (1-99) into intervals and report the percentage
of students demonstrating growth in each interval
 Percentage meeting a goal – the percentage of students
demonstrating at or above a specified level of growth
 Typical 35-65
 High 66-99
Coastal Plains RESA 2014-15
Task: Strengths and Areas for Growth
 Teachers in core contents
have begun to develop
common assessments
 Percent of 8th graders at
≥1050 Lexile increased
from 67.3 in 13 to 70.4
in 14
 Leadership team
consistently monitored
the School Improvement
Plan
 Professional learning
without implementation
expectations
Coastal Plains RESA 2014-15
 Which is clearest?
 What is needed to
make other
statements clear?
Citing Data Points
 What content?
 Which metric(s)?
 Which students?
 Which disaggregated groups?
 Direction or trend?
 Comparison?
 Amount?
 Over what time period?
Coastal Plains RESA 2014-15
2. Analyze Data
to Prioritize
Areas for Growth
Task: Analyze Data What do the data say?
• Divide the data among group members.
30- 40 minutes
• ELA & social studies
• Math & science
• CCRPI, SGPs. Achievement Gap, etc.
• SACS, surveys, observations, etc.
• Attendance, discipline, etc.
• Ask questions from Step 2 to analyze data individually.
• Write strengths on GREEN post-its, areas for growth onYELLOW.
• Write one idea per post-it note.
• Be specific! Include grade level, content, %, numbers, subject, subgroup,
etc. to clarify.
• Record only what the data say; do NOT draw conclusions!
Coastal Plains RESA 2014-15
32
2. Analyze Data to Prioritize
Areas for Growth
Task: Analyze Data
• Add post-its to T chart of strengths and areas for
growth.
20 minutes
• Organize and Categorize.
• Ask Data Questions.
• Determine areas of greatest student learning
areas for growth, greatest gaps, …
• List celebrations chart paper.
• Prioritize areas for growth and list on chart
paper; cite data that supports it.
Coastal Plains RESA 2014-15
33
2. Analyze Data to Prioritize
Areas for Growth
Task: Analyze Data
Priority Concern Example
For the past 3 years (2012, 2013,
2014), the median growth percentiles
in grades 4-6 reading have been
below 39, which is less than the
minimum district expectation of 46.
Coastal Plains RESA 2014-15
34
Products: Chart of Celebrations and
Chart of Areas for Growth
School Name
2014-15 Data
Celebrations
Areas for Growth
Coastal Plains RESA 2014-15
School Name
Prioritized Growth Area #1
SMART Goal
Actions
Artifacts & Evidence
Products To Be Created
Products:
Chart of Celebrations and
Chart of Areas for Growth
School Name
2014-15 Data
Celebrations
Coastal Plains RESA 2014-15
School Name
2014-15 Data
Areas for Growth
3. Determine
Root
Causes
Root Causes
 What are the root causes of
the results?
 What are the root causes
upon which we can act?
 Why are we getting the
results we are getting?
Coastal Plains RESA 2014-15
37
3. Determine
Root
Causes
What are the root causes
of the data upon which we can act?
Spend time on WHY until consensus is reached
regarding the causes of the gaps or trends.
 What adult practices might be the cause of the data?
 What student practices might be the cause of the data?
 Do our current policies help or hinder?
 How well do our current infrastructure/resources
support initiatives?
 Where is the kink in the implementation
or delivery system?
 What is within our sphere of control?
Coastal Plains RESA 2014-15
3. Determine
Root
Causes
Root Cause Analysis
Move the focus from external issues over which we have little
control to internal issues that we can control.
Prioritized Need: Low graduation rates for SWDs.
External Focus
Internal Focus
The middle school doesn’t prepare
them.
Students fail classes and state tests.
The students live in poverty.
Students have weak comprehension
skills.
Their parents aren’t involved enough.
Teachers don’t always use formative
assessment results to adjust instruction.
The state curriculum is too difficult.
Teachers don’t provide access to
content on different Lexile levels or to
comprehension strategies.
Coastal Plains RESA 2014-15
Root Cause Analysis
 Typical planning processes often jump
from a problem to solution without
considering cause for the problem.
 Solutions should be designed to
dissolve causes, not patch over
symptoms.
Clark County School District, Las Vegas, NV
Coastal Plains RESA 2014-15
Root Cause Analysis
 The most challenging aspect of RCA is the ability
of the staff and its administration to be open
and honest in a safe, collaborative
environment.
 This climate will foster true examination of
causes which may be uncomfortable,
including issues of climate, organization, and
instructional quality.
Clark County School District, Las Vegas, NV
Coastal Plains RESA 2014-15
How to Identify Root Causes
1.
2.
3.
4.
Brainstorm possible explanations (causes) for
the performance concerns.
Categorize like causes together.
Narrow the explanations to those that are
actionable, which includes removing items
that are outside of the school’s control.
Deepen the thinking to ensure the causes are
root causes by asking Why? Why? Why?
Clark County School District, Las Vegas, NV
Coastal Plains RESA 2014-15
Identifying Root Causes
…not to find a who, but to find systemic and process
issues that are causing problems to occur.
Even when a who may look like a likely culprit (e.g.
incompetent teacher), consider how that person
might have ended up in that situation (e.g.,
problematic hiring processes, lack of staff
development, lack of mentoring/coaching system,
etc.
Conzemius and O’Neill, The Handbook for SMART School Teams
Coastal Plains RESA 2014-15
3. Determine
Root
Causes
Task: Determine Potential Root
Causes
1. List your first prioritized need on a chart.
2. Individually, think of as many possible
adult and student causes as you can.
3. Write one cause per blue post-it note.
4. As a school team, group notes around
common themes or concepts.
5. Label these groupings, and record root
causes on the chart.
20 minutes
Coastal Plains RESA 2014-15
44
Products To Be Created
Chart of Root Causes for Each Area for Growth
School Name
2014-15 Data # 1 Area for Growth
Root Causes
1. X
2. X
3. x
Coastal Plains RESA 2014-15
3. Dig Deeper into Root Causes
Task: As a team, choose one of the root causes
and conduct the 5 Whys Analysis on the first
need. Record on chart paper.
 First Prioritized Area for Growth:
• Why?
• Why?
• Why?
• Why?
• Why?
Coastal Plains RESA 2014-15
46
3. Determine
Root
Causes
Example of Root Cause Analysis
Use the Five Whys to probe deeply for the root causes.
Issue: In spite of a new program, our reading scores for
students with disabilities have not increased.
 Why? The new reading program was ineffective.
 Why? Teachers didn’t use it every day as planned.
 Why? They felt that the old program was easier to use.
 Why? The new program had too many tech glitches.
 Why? The teachers using the program had older, slower
computers and missed some of the initial training.
Coastal Plains RESA 2014-15
3. Determine
Root
Causes
Example: Five Whys to probe
deeply for the root causes
Issue: In spite of a new program, our reading scores for
students with disabilities have not increased.
 Why? The new reading program was ineffective.
 Why? Teachers didn’t use it every day as planned.
 Why? They felt that the old program was easier to use.
 Why? Three teachers did not receive training on
program.
 Why? These teachers did not have common planning
with
the
teachers.
Coastal
Plains other
RESA 2014-15
8. Monitor
and Adjust
the Plan
7. Implement
the
S I Plan
1. Collect
All Relevant
Data
2. Analyze Data to
Prioritize Areas for
Growth
SCHOOL
IMPROVEMENT
PROCESS
6. Determine
Artifacts and
Evidence
Coastal Plains RESA 2014-15
5. Identify
Appropriate
Actions
3. Determine
Root
Causes
4. Establish
SMART
Goals
Task: Review School
Improvement
Goals 2014-15
• Facilitator reads each 14-15 student achievement
goal to team.
• Scribe
• Records subject area & target on chart paper.
• Adds a + or – if met or not met for all students
and by each subgroup.
• Adds a star if met state performance target.
Coastal Plains RESA 2014-15
50
Before setting goals and making a plans for
2015-16, review what was done last year.
•
•
•
What initiatives were
implemented in 2014-15? Flexible
Grouping
What instructional
expectations were set and
monitored?
What school-wide
interventions were
implemented in
reading/ELA, in math, in
science, in social studies?
Coastal Plains RESA 2014-15
Task: Assessing Current Efforts
 Create a tree map listing each content, connections class, etc. List tier one
expectations first, and then list what was done at different tiers/intervention
levels. Include all change initiatives under way in your school.
 Which are working as intended? How do you know?
 Which seem to be stuck? Why might that be?
 Identify existing efforts that you want to stop, refine, sustain, or replace.
Coastal Plains RESA 2014-15
Which actions/initiatives align to areas for growth
identified in FY15 data?
Was the action implemented with fidelity and
quality?
What data were collected to document the
implementation?
What data were collected to determine if the action
worked?
Which actions should we continue?
What should we stop?
2014-15 Expectations and Initiatives
ELA/Reading
Math
Science
Social Studies
Standards-based classroom
• Learning targets communicated daily
• Method for calling on all students
• Frequent formative assessment, e.g. clickers, ticket out door, individual whiteboards,
numbered heads, etc.
• Flexible grouping based on formative assessment
Journeys
vMath
Language!
iStation
Coastal Plains RESA 2014-15
4. Establish
SMART
Goals
Considering our current status,
where do we want to go?
Design SMART Goals that define the results that we
want to achieve.

Specific and Strategic: Have we precisely identified the key
issues?

Measurable: How will success be determined?

Attainable, yet Ambitious: Are we aiming high or low?

Results-based and Relevant: What will our school look like
when we achieve the goals?

Time-bound: When will we reach the targets?
Coastal Plains RESA 2014-15
4. Establish
SMART
Goals
Examples of SMART Goals
Design SMART Goals that define the results that we want
to achieve.




Increase the SWD Graduation Rate from 29% to 36% in 2016.
Increase the percentage of student growth percentiles at 35
and higher by 4%.
Increase the percentage of students meeting grade level
Lexile expectations at grades 3, 5, 8, and 11 by at least 4%.
Decrease the ninth grade retention rate from 37% to 25% or
less by 2016.
Coastal Plains RESA 2014-15
Significant GOALS
According to The Leadership and Learning Center…
If student performance is in the
1st quartile the percentage increase should be at least 20%
2nd quartile at least 12%
3rd quartile around 7%
Top quartile around 4%
Doug Reeves, Transforming Professional Development into Student
Results, p. 139.
Coastal Plains RESA 2014-15
56
Task: Write a SMART Goal
for Highest Priority Need
and Add It to SIP and to the
chart.
4. Establish
SMART
Goals
• CHS will increase EOCT US History proficiency from 64% to
75% in spring 2016.
• CMS will increase SWD proficiency in math from ___ to ____.
(Percentages may be added in table format.)
• Add: See Table X in Appendix.
Grade
2015
2016
6
45%
60%
7
60%
75%
8
34%
50%
Coastal Plains RESA 2014-15
57
Progress Check: Products
To Be Created
1. Charts of Celebrations, Areas for Growth, Root
Causes, Goals, Actions, Artifacts & Evidence
2. School Improvement Plan
School Name
2014-15 Data
Celebrations
Areas for Growth
Coastal Plains RESA 2014-15
School Name
Prioritized Area for
Growth #1
SMART Goal
Actions
Artifacts &
Evidence
CCRPI Performance Categories
Achievement Points
(60 pts)
Content
Mastery
(Tests)
(24 pts)
Readiness
(18 pts)
Graduation
(18 pts)
Challenge Points
Progress
Points
(SGPs)
(25 pts)
Achievement
Gap
(15 pts)
(10 pts)
ED/EL/SWD
Performance
(Flags)
Exceeding
the Bar
Indicators
What actions, strategies, practices,
initiatives or interventions are we using
to impact student learning in each
category?
Coastal Plains RESA 2014-15
8. Monitor
and Adjust
the Plan
7. Implement
the
S I Plan
1. Collect
All Relevant
Data
Prioritize Areas for
Growth
SCHOOL
IMPROVEMENT
PROCESS
6. Determine
Artifacts and
Evidence
Coastal Plains RESA 2014-15
2. Analyze Data to
5. Identify
Appropriate
Actions
3. Determine
Root
Causes
4. Establish
SMART
Goals
Step 5. Identify
Appropriate Actions
What are the key actions
that will get us there?
Typical planning processes often jump from a
problem to solution without considering cause for
the problem. Solutions should be designed to
dissolve causes, not patch over symptoms.
Step 3.
Determine
Root
Causes
Coastal Plains RESA 2014-15
What are the root causes
of the data upon which we
can act?
Step 5. Identify
Appropriate
Actions
What are the key actions
that will get us there?
Identify and thoroughly scrutinize all proposed actions,
strategies, and interventions.






How will we support students/teachers to meet goals?
What research-based strategies will we employ?
What professional learning will be required by staff?
What organizational changes need to be made?
What resources will be needed?
How will these actions be funded?
Coastal Plains RESA 2014-15
Step 5. Identify
Appropriate
Actions
Examples of actions, strategies,
interventions and programs.
 Implement formative assessment strategies: learning
targets and specific descriptive feedback.
 Implement vertical planning for all eighth grade and
ninth grade science teachers.
 Align informational texts with science and social
standards. Identify the Lexile measure for these texts.
 Implement professional learning
 On use of formative assessment to support learning
in flexible groups.
Coastal
OnPlains
literacy
strategies for all content areas.
RESA 2014-15
Step 5. Identify
Appropriate
Actions
Examples of actions, strategies,
interventions and programs.
 Implement content data teams to analyze common
assessments by standards, review student results,
create flexible groups, and adjust instruction.
 Implement half-day vertical planning sessions with all
social studies teachers in grades five through nine.
 Provide staff professional learning, practice, and follow
up on student feedback.
 Implement vocabulary building through direct
instruction, small group conversations, and reading.
Coastal Plains RESA 2014-15
Step 6. Determine
Artifacts and
Evidence
How will we know if our
strategies are successful?
Determine the key artifacts and the specific evidence
for monitoring the implementation of the plan.
 What changes will we expect from adults?
 How will student learning be impacted? How will we
know if students are mastering the standards?
 What student work will we see?
 As a result of implementing these actions,
the school will . . .
 As a result of implementing these actions,
classrooms
will . . .
Coastal Plains RESA 2014-15
3. Identify Artifacts and Evidence
of Implementation
Artifacts and evidence must be identified prior
to implementation.
Artifacts:
What tangible things will we look for as a
result of implementation?
Evidence:
What will teachers and students be able to
do as a result of implementation?
Identify Artifacts and Evidence of Implementation
 Teacher-student conference logs
 Conference schedule
 Written feedback
 Student work
 Students can explain how conferences help them with their
work.
 Teachers can explain how they use conference assessment
data to plan and adjust instruction.
 Teachers can identify students’ strengths and next steps to
meet standards.
Communication: Artifacts and Evidence
 Don’t keep the expectations a secret!
 Collaboratively set the teacher targets.
 Define the expectation; create a common language.
 Identify what you will look for when monitoring.
 Tell teachers when and how you will monitor.
 “We will collect conference logs to review on March 21.”
 “We will conduct an awareness walk on March 24 and here is what we
will be looking for.”
 If you tell me what you are monitoring, I am more likely to
do it. If you show me what you are looking for, I am more
likely to do it well.
Examples of artifacts and
evidence for the actions.
Artifacts
Evidence
Sign in sheets for formative
assessment training
Teachers give examples how they have
used formative assessment results to
adjust their instruction.
A diagnostic test in math
Teacher explains how he has formed
flexible groups based on data.
Lesson plans contain
openings, work sessions
and closings
Students can explain their daily
learning targets and what progress
they have made.
Posted student writing with Students can explain their own
feedback
strengths and weaknesses and progress
over time.
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Step 7. Implement
the
S I Plan
How do we make the plan
happen?
Set up and follow a step-by-step implementation
system and road map to make the plan operational.
 What expectations will be communicated regarding
implementation?
 What are the short-term, incremental steps
of each action?
 What job-embedded professional learning
will support implementation?
 How will we provide support at the various stages?
 How
do we celebrate early successes?
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Clarity & Communication
Effective districts create a common language and widely
shared understanding of the specific implications for
action behind key terms.
(DuFour & Marzano, Leaders of Learning: How Districts, School, and Classroom Leaders Improve
Student Achievement, 2011.)
In effective school systems, employees at all levels can
explain what they are doing and why, with
consistency. Everyone can talk the walk with shared
understanding.
(DuFour & Fullan Cultures Built to Last: Systemic PLCs at Work, 2013.)
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Step 7. Implement
the
S I Plan
Example of step-by step
implementation of a strategy.
Strategy: Implement formative instructional practices in all
classrooms.
Step 1: Engage teachers in ongoing professional learning
on formative assessment.
 Establish a common language for formative assessment and practices;
determine system-wide protocol for learning targets.
 Complete modules one and two of Georgia FIP.
 Complete DOK module in TLE; establish common definition of DOK levels.
 Create/revise learning targets in collaborative teams.
 Create/revise formative assessments (student work) to align with LTs.
 Analyze student work in teams to establish flexible groups and anchor
papers.
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Step 8. Monitor
and Adjust
the Plan
How do we monitor and adjust
the S I Plan during the year?
Setting up a monitoring system will reveal what is
working and what revisions are needed.
 What data will we collect?
 How will the data be gathered?
 Who will gather the data?
 When will the data be gathered?
 How will we know if our strategies are successful?
 How do we know when a strategy needs strategic
abandonment?
 How
will we know that our plan needs revising?
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Using the SIP as a monitoring tool.
Using the SIP as a monitoring tool.
Assign “reporters” for each strategy.
Review each strategy at SLT meetings.
Input data and information into the SIP.
Locate and solve kinks in implementation.
Determine next steps.
Step 8. Monitor
and Adjust
the Plan
Example of monitoring and
adjusting
School leadership team members make quarterly visits
to classrooms.




Leadership team performs walk-throughs in classrooms.
Leadership team offers teachers feedback on learning targets.
Leadership team presents observation data on LTs.
Teachers explain learning targets and aligned student work to
leadership team.
 Leadership team reviews artifacts/evidence of progress.
 Leadership team collaboratively decides next steps.
 School improvement plan is revised to reflect changes.
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Task: Actions, Strategies, and
Interventions
• As a team identify the actions, strategies,
and interventions needed to reach the
SMART Goal for Need #1. Code the School Key(s),
Leader Standard(s), and Teacher Standard(s) for each.
• Consider the identified root causes, and use
the guiding questions to focus your thinking.
• Determine the key artifacts and the
specific evidence for each.
• Record on chart paper and in SIP.
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Task: Communicating the Plan
• Write a plan with specific steps for how you will
• Implement the plan
• Monitor the plan
• Pre-planning
• Leadership Team meetings
How will we create
the common language
• Parent meetings
and shared
• Post-planning
understanding?
• Set dates on school calendar: leadership team
meetings, professional learning, progress monitoring
dates, etc.
• Grade/department meetings
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Just Do It!
• Communicate
• Implement with fidelity
• Monitor results
• Provide feedback
• Make adjustments
• Maintain focus on student
learning!!
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8. Monitor
and Adjust
the Plan
7. Implement
the
S I Plan
1. Collect
All Relevant
Data
Prioritize Areas for
Growth
SCHOOL
IMPROVEMENT
PROCESS
6. Determine
Artifacts and
Evidence
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2. Analyze Data to
5. Identify
Appropriate
Actions
3. Determine
Root
Causes
4. Establish
SMART
Goals
What’s Your Brand?
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Learning Targets Reflection
Review your learning targets.
What artifacts and evidence do you have
that show progress has been made toward
them?
What are your next steps?
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Research Base
Bernhardt, Victoria L. Data Analysis for Continuous School
Improvement.
Boudett, Kathryn Parker. Data Wise.
Conzemius, Ann and Jan O’Neill. The Handbook for SMART
School Teams.
Dufour, Richard and Robert Marzano. Leaders of Learning.
Preuss, Paul G. School Leader’s Guide to Root Cause Analysis:
Using Data to Dissolve Problems.
Reeves, Doug. Transforming Professional Development into
Student Results.
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School Improvement Planning
2015
Janie Baxter
CPRESA
jbaxter@cpresa.org
229-546-4094 x117
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Day One Reflection
 #1 Student learning concern
 Actions to address concern
 Learning Targets: what artifacts and
evidence that making progress toward
targets; what else to be done
 Where/how do you need help to complete
SIP by end of day tomorrow?
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Coastal Plains RESA 2014-15