Improving  Student   Learning

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Improving Student Learning

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1. Improving Student Learning Continuous School Improvement Focused On High Achievement Of All Students 1 Improving Student Learning has a different focus than Process for School Improvement. This protocol assumes and reinforces the concept of continuous school improvement. NOTE TO PRESENTER: Do not distribute copies of ISL to leadership team until slide 14.Improving Student Learning has a different focus than Process for School Improvement. This protocol assumes and reinforces the concept of continuous school improvement. NOTE TO PRESENTER: Do not distribute copies of ISL to leadership team until slide 14.

2. Improving Student Learning ISL is a new protocol that, following the tenants of Understanding by Design, starts with the 12 Accreditation Factors (including Catholic Identity) upon which a school is evaluated and upon which a school is given a term of accreditation. 2 How was ISL designed?How was ISL designed?

3. Improving Student Learning ISL requires schools to assess themselves on each Accreditation Factor, and to provide tangible evidence of the extent to which they believe that they have accomplished the Accreditation Factor. 3 Schools begin by assessing themselves.Schools begin by assessing themselves.

4. Improving Student Learning The Visiting Committee then confirms how effective the school is in accomplishing each Accreditation Factor based on: The degree to which the school accomplishes all of the Factor. The degree to which the school meets the Accreditation Factor rubrics. 4 The Visiting Committee uses the same Accreditation Factors and the same rubrics.The Visiting Committee uses the same Accreditation Factors and the same rubrics.

5. Improving Student Learning This process is transparent since both the school and the Visiting Committee are assessing the school on the same Accreditation Factors. (how and to what extent / how effective) 5 Transparency is new in ISL.Transparency is new in ISL.

6. Improving Student Learning New Terminology: Six Key Self Study Outcomes – formerly called the five key outcomes, Catholic Identity has been added as the first Key Self Study Outcome. Assessment of Catholic Identity, Involvement of Shareholders, Clarification of the School’s Purpose, Assessment of the Program, Development of an Action Plan, and Monitoring the Action Plan 6 Note for ACSWASC schools – there is a new, 6th Key Outcome, and less redundancy in Outcome #2.Note for ACSWASC schools – there is a new, 6th Key Outcome, and less redundancy in Outcome #2.

7. Improving Student Learning New Terminology: Accreditation Factors – An external, measurable standard against which a school’s activities are being assessed. These Factors include all Key Self Study Outcomes and the four Category Based Criteria developed by ACS/WASC plus the Catholic Identity Key Outcome and Accreditation Factor developed by WCEA. (Formerly called ‘justification criteria’ and found only in the Justification Statement.) 7

8. Improving Student Learning Accreditation Factors: Involvement and Collaboration of Shareholders in Completing the Self Study Use of Prior Accreditation Findings to Support High Achievement of All Students, Assessment of the School’s Catholic Identity, Defining the School’s Purpose, Organization for Student Learning to Support High Achievement of All Students, Data Analysis and Action to Support High Achievement of All Students, SLEs and Standards-Based Curriculum to Support High Achievement of All Students, Instructional Methodology to Support High Achievement of All Students, Support for Student Spiritual, Personal, and Academic Growth, Resource Management and Development to Support High Achievement of All Students, Design and Alignment of the Action Plan with the Self Study Findings, Capacity to Implement and Monitor the Action Plan. 8 Slide displays Factors one at a click, allowing the presenter to talk about each.Slide displays Factors one at a click, allowing the presenter to talk about each.

9. Improving Student Learning New Terminology: Category Based Criteria – research-based guidelines of systematic school improvement that address accreditation’s central tenet. Organization for Student Learning (PSI 4 A) Curriculum and Instruction (PSI 4 B) Support for Student Personal, Spiritual, and Academic Growth (PSI 4 C) Resource Management and Development (PSI 4 D) 9 This was the heart of the old ACSWASC protocol – 4 categories and 14 criteria – which were assessed in only 4 justification criteria!This was the heart of the old ACSWASC protocol – 4 categories and 14 criteria – which were assessed in only 4 justification criteria!

10. Improving Student Learning Consistent Terminology: ISL Self Study Action Plan Visiting Committee Report of Findings Justification Statement See Key Terminology (e.g., “school board”) Accreditation Factor language (title, body) is identical throughout ISL, Report of Findings, and the Justification Statement. 10 This was not true in PSI. Note: some terminology (e.g. school board) is generic and local terms (e.g., school advisory commission) may be used locally. This was not true in PSI. Note: some terminology (e.g. school board) is generic and local terms (e.g., school advisory commission) may be used locally.

11. Improving Student Learning Parallel Construction: ISL, Self Study, Report of Findings all have the same four chapters, same Accreditation Factors in each chapter. ISL, Self Study, Report of Findings, and Justification Statement all have the same twelve Accreditation Factors in the same sequence. ISL, Self Study, Report of Findings, and Justification Statement all use the same language for the Accreditation Factors. 11 A key feature of ISL is transparency across all 4 documents: ISL Protocol, Self Study, Report of Findings, Justification Statement.A key feature of ISL is transparency across all 4 documents: ISL Protocol, Self Study, Report of Findings, Justification Statement.

12. Improving Student Learning ISL Preface Chapter 1 - Introduction Chapter 2 – Context of the School Chapter 3 – Quality of the School Program Chapter 4 – Action Plan Appendix Self Study Preface Chapter 1 - Introduction Chapter 2 – Context of the School Chapter 3 – Quality of the School Program Chapter 4 – Action Plan Appendix 12 Sample of parallel structure. Sample of parallel structure.

13. Improving Student Learning ISL B. INVOLVEMENT AND COLLABORATION OF SHAREHOLDERS IN COMPLETING THE SELF STUDY Read – Accreditation Factor #1 (Key Self Study Outcome #2) The school involves all shareholders in data review, analysis and dialogue about perceived accomplishments in the area of student learning, and in developing, implementing and monitoring goals for improvements in student learning. Report of Findings B. Involvement and Collaboration of Shareholders in Completing the Self Study References: Self Study Chapter 1-B Accreditation Factor #1 (The school involves all shareholders in data review, analysis and dialogue about perceived accomplishments in the area of student learning, and in developing, implementing and monitoring goals for improvements in student learning.) Key Self Study Outcome #2 (The involvement and collaboration of all shareholders in affirming evident strengths and promoting ongoing school improvement.) 13 Sample of identical language.Sample of identical language.

14. BREAK Distribute copies of ISL to all Leadership Team members 14

15. ISL Preface – The Process Purpose: to give leadership teams an overview of the process of school accreditation using ISL. Overview ACS WASC Key Self Study Outcomes and Category- Based Criteria Accreditation Factors Key Terminology School Committees Timeline and Checklist for Spring Accreditation Visits Timeline and Checklist for Fall Accreditation Visits 15 Outline of the six key areas of the preface.Outline of the six key areas of the preface.

16. ISL Preface – The Process Overview Background of new protocol (p. 5) Basic concepts (p. 5) Objectives (p.5) School Accreditation Cycle (p. 6) Importance of School’s Mission, Philosophy, and Schoolwide Learning Expectations (p. 6) Importance of School’s Curricular Standards (p. 6) Importance of Evidence (p. 6 16 Contents of the overview. Take extra time to talk about bolded items. Accreditation Factors: “…school will be assessed against twelve Accreditation Factors…” Mission is foundation of SLEs, “Defining the school’s purpose through its mission and philosophy, and student achievement of the SLEs are integral to the school’s accreditation process.”Contents of the overview. Take extra time to talk about bolded items. Accreditation Factors: “…school will be assessed against twelve Accreditation Factors…” Mission is foundation of SLEs, “Defining the school’s purpose through its mission and philosophy, and student achievement of the SLEs are integral to the school’s accreditation process.”

17. ISL Preface – The Process Overview Accreditation Visit (p. 7) Follow-up (p. 7) Sequence for Beginning the Self Study (p. 7) Special Writing Note* (pp. 7-8) Self Study Document (p. 8) Organizational Note (p. 8) Outline of the Self Study Document (p. 9) 17 Contents of the overview. Take extra time to talk about bolded items. Standards are key to measuring progress. Evidence is tangible, supports and verifies statements made in the Self Study More on Special Writing Note on next slide Organizational Note – important to know that Chapter 1 can not be completed until after Chapter 4! Outline – refer to appendix K – writing templateContents of the overview. Take extra time to talk about bolded items. Standards are key to measuring progress. Evidence is tangible, supports and verifies statements made in the Self Study More on Special Writing Note on next slide Organizational Note – important to know that Chapter 1 can not be completed until after Chapter 4! Outline – refer to appendix K – writing template

18. ISL Preface – The Process Overview Special Writing Note* (p. 8-9) Discussion prompts vs. Writing questions “Initial” is first time for possible 6-year term. Initial writing questions develop baseline data (also required in Action Plan) Subsequent writing questions ask what the school has done in the past 5 years that has impacted student learning 18 Emphasize that discussion prompts are not to be used for writing! They are to be used for discussion and data gathering. CRITICAL POINT: Schools write a narrative, not a FAQ!Emphasize that discussion prompts are not to be used for writing! They are to be used for discussion and data gathering. CRITICAL POINT: Schools write a narrative, not a FAQ!

19. ISL Preface – The Process ACS WASC Key Self Study Outcomes and 14 Category-Based Criteria (pages 10-12) Six Key Self Study Outcomes 14 Category-Based Criteria linked to 12 Accreditation Factors 19 VERY IMPORTANT: Schools are assessing themselves using the same rubrics as the Visiting Committee. Turn to Appendix D to look at some rubrics.VERY IMPORTANT: Schools are assessing themselves using the same rubrics as the Visiting Committee. Turn to Appendix D to look at some rubrics.

20. ISL Preface – The Process Accreditation Factors (pages 13-14) Twelve Accreditation Factors Linked to Six Key Self Study Outcomes Linked to Four Category Based Criteria Rubrics for assessment found in Appendix D (pages 107-114) 20 VERY IMPORTANT: Schools are assessing themselves using the same rubrics as the Visiting Committee. Turn to Appendix D to look at some rubrics.VERY IMPORTANT: Schools are assessing themselves using the same rubrics as the Visiting Committee. Turn to Appendix D to look at some rubrics.

21. ISL Preface – The Process Key Terminology (pages 15-22) Curriculum Mapping (p. 17) Discussion Prompts (p. 18) Governing Authority Expectations (p. 18) Regional Accrediting Agencies (pp. 19-20) School Board (p. 20) Shareholders (p. 21) Significant Accomplishment (p. 21) “…to Support High Achievement of All Students (p. 22) Write… (p. 22) 21 Definitions provide common language. Some are generic because there are so many local variants (e.g., school board). Note the difference between initial and subsequent accreditation writing questions.Definitions provide common language. Some are generic because there are so many local variants (e.g., school board). Note the difference between initial and subsequent accreditation writing questions.

22. ISL Preface – The Process School Committees (pp. 23-24) Leadership Team School Profile Committee Self Study Committees In-Depth Curriculum Committee Appropriate Shareholder Involvement Parents & Students Pastor & School Board Members Parishioners Etc. 22 Various groups working on the Self Study. Appropriate involvement of shareholders – parents who are professional educators may be appropriately involved in curriculum issues. There are appropriate times for board members, pastor, etc. to be involved. Everyone should be involved in the assessment of Catholic Identity.Various groups working on the Self Study. Appropriate involvement of shareholders – parents who are professional educators may be appropriately involved in curriculum issues. There are appropriate times for board members, pastor, etc. to be involved. Everyone should be involved in the assessment of Catholic Identity.

23. ISL Preface – The Process Timeline – Spring Visit (pp. 25-26) In-Service Chapter 1 Chapter 2 Chapter 3 Draft to Commissioner Chapter 4 – share with Commissioner Print Self Study Pre-Visit and Visit Revision to Action Plan 23 Spring or Fall visits is a local decision.Spring or Fall visits is a local decision.

24. ISL Preface – The Process Checklist – Spring Visit (pp. 27-28) May-Sept – leadership team, in-service Sept-Oct – school profile Nov-May – mission, philosophy, SLEs, self study committee meetings June – draft to commissioner Aug – revise, create action plan Nov - print 24 NEW – a checklist coordinated with timeline to ensure smooth progress.NEW – a checklist coordinated with timeline to ensure smooth progress.

25. ISL Preface – The Process Timeline – Fall Visit (pp. 29-30) In-Service Chapter 1 Chapter 2 Chapter 3 Draft to Commissioner Chapter 4 – share with Commissioner Print Self Study Pre-Visit and Visit Revision to Action Plan 25

26. ISL Preface – The Process Checklist – Fall Visit (pp. 31-32) Jan-Mar – leadership team, in-service Mar-May – school profile Sept-Feb – mission, philosophy, SLEs, self study committees meet Feb – draft to commissioner Mar-May – revise, create action plan Aug – print 26

27. Improving Student Learning Questions? 27

28. ISL Chapters 1-4 There are 14 ‘sections’ in four chapters. Twelve of these sections are Accreditation Factors. Two are generic: How the Self Study was Conducted and School Profile. Each section begins with the Accreditation Factor and asks the school to read and familiarize themselves with the Factor. Schools are evaluated based on how effectively they meet this Factor. 28 Note the last point!Note the last point!

29. ISL Chapters 1-4 Discussion Prompts are general and address the Accreditation Factor from multiple directions – build a big picture. E.g. 3-B Defining the School’s Purpose discusses shareholder involvement, role of parents, use of Church documents, relationship of SLEs to mission & philosophy, what are the governing authority expectations, etc. 29 Discussion prompts generate data gathering and discussion. The data gathering/analysis (and notes of same) will be used to answer writing questions.Discussion prompts generate data gathering and discussion. The data gathering/analysis (and notes of same) will be used to answer writing questions.

30. ISL Chapters 1-4 Writing questions are focused. Some writing questions are focused on the Accreditation Factor E.g., “How do you ensure that curriculum standards are the basis for student learning?” Some writing questions use language from the “Highly Effective” rubric. E.g., “Used curriculum standards to focus instruction to meet the needs of all students?” 30 Questions are answered using data and analysis from discussion. DO NOT write a FAQ – instead write a narrative using the same writing skills that we teach to students: topic sentences and paragraphs, body, concluding sentences and paragraphs. This cannot be overemphasized! Next slide covers this.Questions are answered using data and analysis from discussion. DO NOT write a FAQ – instead write a narrative using the same writing skills that we teach to students: topic sentences and paragraphs, body, concluding sentences and paragraphs. This cannot be overemphasized! Next slide covers this.

31. ISL Chapters 1-4 Writing is in narrative format. Use the same rules for writing that you teach to your students. Begin with topic sentences and topic paragraphs. Use the body to develop the topic. End with concluding sentences and paragraphs. DO NOT bullet-answer the questions! 31 No bulleted answers. No FAQs.No bulleted answers. No FAQs.

32. ISL Chapters 1-4 Conclusions are based on evidence of student learning, help the school acknowledge what they are doing well (i.e., what had a positive impact on student learning), and helps the school design goals focused on improving student learning. E.g., “Identify 3-5 significant accomplishments … that have had a positive impact on student learning.” E.g., “Identify 1-3 goals, not strategies, which need to be accomplished … that will have a significant positive impact on student learning.” Reminds the school to connect these accomplishments/goals with the narrative. 32 Note that conclusions are focused on student learning. Evidence will verify that student learning has taken place.Note that conclusions are focused on student learning. Evidence will verify that student learning has taken place.

33. ISL Chapters 1-4 Evidence points out indicators of student achievement that will be on display and are listed in the Self Study. The evidence list in the Self Study helps the school gather and display appropriate indicators. E.g., “teacher lesson plans,” “school displays of mission, philosophy, SLEs,” “standards based assessments” etc. 33 Evidence of student learning. Some examples of evidence are given. The school can, and should, find more.Evidence of student learning. Some examples of evidence are given. The school can, and should, find more.

34. ISL Ch. 1 – Introduction How the Self Study was Conducted (pp. 33-34) Important Terms: ISL, Self Study, Report of Findings Review – leadership team responsibilities Single set of writing questions – just a brief summary of the process of completing the Self Study Writing is completed after rest of Self Study 34 Emphasize starting after the rest of the Self StudyEmphasize starting after the rest of the Self Study

35. ISL Ch. 1 – Introduction Involvement and Collaboration of Shareholders in Completing the Self Study (pp. 35-36) Read Accreditation Factor #1 Note the involvement of “all shareholders” Discussion Prompts Two sets of writing questions (initial and subsequent) No Conclusions Evidence Completed after rest of Self Study 35 This is the first of 12 Accreditation Factors. Now is a good time to spend a few minutes reviewing the process schools should use with the discussion prompts and writing questions. Keep notes of shareholder involvement. This is an Accreditation Factor. The school will evaluate itself on how well it involved shareholders. The Visiting Committee will evaluate the school on shareholder involvement. See Appendix D for the rubrics that will be used.This is the first of 12 Accreditation Factors. Now is a good time to spend a few minutes reviewing the process schools should use with the discussion prompts and writing questions. Keep notes of shareholder involvement. This is an Accreditation Factor. The school will evaluate itself on how well it involved shareholders. The Visiting Committee will evaluate the school on shareholder involvement. See Appendix D for the rubrics that will be used.

36. ISL Ch. 2 – Context of the School School Profile (pp. 37-38) Complete Appendix A Need to constantly update school profile Discussion Prompts Universal set of writing questions (history of school) Two sets of writing questions (initial and subsequent) No conclusions Evidence 36 Note: WCEA Annual Report of Progress requires annual updating of school profile.Note: WCEA Annual Report of Progress requires annual updating of school profile.

37. ISL Ch. 2 – Context of the School Use of Prior Accreditation Findings to Support High Achievement of All Students (pp. 39-40) Read Accreditation Factor #2 Note: “…ensure high achievement of all students and to drive school improvement” Discussion Prompts Note the prompt for bringing new goals into the Action Plan as others are completed (esp. In-Depth) Two sets of writing questions (initial and subsequent) No Conclusions Evidence 37 Note the emphasis on Faith Formation. Did your previous Action Plan include this? The emphasis in ISL is on student achievement. Little focus is placed on previous action plans that included strategic planning, safety issues, etc. other than to note if they were accomplished or not. Schools whose action plans focused on facilities and maintenance are going to have a difficult time relating how new windows improved student learning. Fortunately, this is only 1 of 12 Accreditation Factors.Note the emphasis on Faith Formation. Did your previous Action Plan include this? The emphasis in ISL is on student achievement. Little focus is placed on previous action plans that included strategic planning, safety issues, etc. other than to note if they were accomplished or not. Schools whose action plans focused on facilities and maintenance are going to have a difficult time relating how new windows improved student learning. Fortunately, this is only 1 of 12 Accreditation Factors.

38. Improving Student Learning Questions? 38

39. ISL Ch. 3 – Quality of the School Program Assessment of the School’s Catholic Identity Read Accreditation Factor #3 (pp. 41-42) CI is a new Accreditation Factor Discussion Prompts begin with 8 standards See Appendix C-6 for a survey of CI Two sets of writing questions (initial and subsequent) Conclusions Evidence 39 This is the heart of the document. Each of the eight sections in Chapter 3 is in the same format: discussion prompts, writing questions, conclusions (only in this section), evidence. Presenters should take at least two sections in Chapter 3 (3-A and one other) and go through the section in detail, eliciting responses from the leadership team. When getting responses about the writing questions, gently point out that there are rubrics found in Appendix D.This is the heart of the document. Each of the eight sections in Chapter 3 is in the same format: discussion prompts, writing questions, conclusions (only in this section), evidence. Presenters should take at least two sections in Chapter 3 (3-A and one other) and go through the section in detail, eliciting responses from the leadership team. When getting responses about the writing questions, gently point out that there are rubrics found in Appendix D.

40. ISL Ch. 3 – Quality of the School Program Defining the School’s Purpose Read Accreditation Factor #4 (pp. 43-44) Note: purpose is defined through mission, philosophy, SLEs curriculum, governing authority expectations Discussion Prompts Two sets of writing questions (initial and subsequent) Conclusions Evidence 40 A question for the school leadership team may be how often Catholic values, documents, etc. are mentioned in school publications, e.g., newsletters, handbooks, flyers, etc.A question for the school leadership team may be how often Catholic values, documents, etc. are mentioned in school publications, e.g., newsletters, handbooks, flyers, etc.

41. ISL Ch. 3 – Quality of the School Program Organization for Student Learning to Support High Achievement of All Students Read Accreditation Factor #5 (pp. 45-46) Note: all structures focused on student learning and communicating student progress Discussion Prompts Two sets of writing questions (initial and subsequent) Conclusions Evidence 41 How often does the school board, parent group, etc. talk about student learning?How often does the school board, parent group, etc. talk about student learning?

42. ISL Ch. 3 – Quality of the School Program Data Analysis and Action to Support High Achievement of All Students Read Accreditation Factor #6 (pp. 47-48) Note: analysis as a basis for improvement Discussion Prompts Two sets of writing questions (initial and subsequent) Conclusions Evidence 42 Note that the question is about analysis and action. As a result of analysis, what was implemented to improve student achievement? The new In-Depth Study (Appendix F) will ask some of these same questions, and will support this section. Note that the question is about analysis and action. As a result of analysis, what was implemented to improve student achievement? The new In-Depth Study (Appendix F) will ask some of these same questions, and will support this section.

43. ISL Ch. 3 – Quality of the School Program SLEs and Standards-Based Curriculum to Support High Achievement of All Students Read Accreditation Factor #7 (pp. 49-50) Note: focus on curriculum standards Curriculum mapping is implied here and explicit in the In-Depth Study Discussion Prompts Two sets of writing questions (initial and subsequent) Conclusions Evidence 43 How does the school disaggregate data to determine if all groups of students are making acceptable progress? Students in the bottom quartile? Students in the top quartile? Students in between? How are the curriculum standards being measured? This section is about measuring student achievement of the curriculum standards. The new In-Depth Study (Appendix F) will ask some of these same questions, and will support this section.How does the school disaggregate data to determine if all groups of students are making acceptable progress? Students in the bottom quartile? Students in the top quartile? Students in between? How are the curriculum standards being measured? This section is about measuring student achievement of the curriculum standards. The new In-Depth Study (Appendix F) will ask some of these same questions, and will support this section.

44. ISL Ch. 3 – Quality of the School Program Instructional Methodology to Support High Achievement of All Students Read Accreditation Factor #8 (pp. 51-52) Note: staff applies research-based knowledge about teaching and learning Discussion Prompts Two sets of writing questions (initial and subsequent) Conclusions Evidence 44 This section is about teaching methodology – how are teachers structuring their lessons to support achievement of all students? The new In-Depth Study (Appendix F) will ask some of these same questions, and will support this section.This section is about teaching methodology – how are teachers structuring their lessons to support achievement of all students? The new In-Depth Study (Appendix F) will ask some of these same questions, and will support this section.

45. ISL Ch. 3 – Quality of the School Program Support for Student Spiritual, Personal, and Academic Growth Read Accreditation Factor #9 (pp. 53-54) Discussion Prompts Note: importance of faith formation of students, staff, and parents Two sets of writing questions (initial and subsequent) Conclusions Evidence 45 Faith formation of students and staff and parents!Faith formation of students and staff and parents!

46. ISL Ch. 3 – Quality of the School Program Resource Management and Development to Support High Achievement of All Students Read Accreditation Factor #10 (pp. 55-56) Discussion Prompts Two sets of writing questions (initial and subsequent) Note: questions concerning school’s viability Conclusions Evidence 46 Are the financial resources of the school able to keep the school open – a rather critical question that must be answered first. Are the financial resources sufficient to provide the materials and personnel to maintain high achievement of all students.Are the financial resources of the school able to keep the school open – a rather critical question that must be answered first. Are the financial resources sufficient to provide the materials and personnel to maintain high achievement of all students.

47. Improving Student Learning Questions? 47

48. ISL Ch. 4 – The Action Plan Design and Alignment of the Action Plan with the Self Study Findings (pp. 57-60) Introduction/Overview (p. 57) Read Accreditation Factor #11 (p. 58) List Significant Accomplishments List Significant Goals Three Discussion Prompts List Critical Goals Create an Action Plan using the template G-1 Evidence: lists (see above) and Action Plan 48 Before schools had to create an action plan. Now they have to comment on how it is aligned to their critical goals. NOTE: Action plan is a template for all schools to use. See Appendix G.Before schools had to create an action plan. Now they have to comment on how it is aligned to their critical goals. NOTE: Action plan is a template for all schools to use. See Appendix G.

49. ISL Ch. 4 – The Action Plan Design and Alignment of the Action Plan with the Self Study Findings Limit – 2 Critical Goals focused on improving student learning* Add – 1 In-Depth Study Goal (Appendix F) NEW : Total of 3 Goals for Action Plan Add other goals as time progresses and goals are accomplished Add new In-Depth Goals as studies are completed 49 Although the number of goals is limited, and one must come from the In-Depth Study, new goals can be added as old goals are accomplished: Continuous School Improvement for High Achievement of All Students. Unlike previous action plans, this is a dynamic, changing, growing plan.Although the number of goals is limited, and one must come from the In-Depth Study, new goals can be added as old goals are accomplished: Continuous School Improvement for High Achievement of All Students. Unlike previous action plans, this is a dynamic, changing, growing plan.

50. ISL Ch. 4 – The Action Plan Capacity to Implement and Monitor the Action Plan NEW Read Accreditation Factor #12 (pp. 61-62) Note: implement and monitor, involvement of shareholders, communication to shareholders Discussion Prompts Two sets of writing questions No Conclusions Evidence 50 Can you do it? Do you have the resources in place? How are shareholders involved? Now you can go back and finish Chapter 1.Can you do it? Do you have the resources in place? How are shareholders involved? Now you can go back and finish Chapter 1.

51. Improving Student Learning Questions? 51

52. Improving Student Learning Appendix A: School Profile (Required) A1 – basic info A2 – basic enrollment information A3 – teacher info, see Arch/diocesan guidelines about publishing, Chair should have access to this info A4 – staff info, see above A5 – IDEA info, do not complete if not using IDEA A6 – Federal Programs, important to complete in detail A7 – basic testing data A8 – staff development data, useful in 3-F and In-Depth 52 Basic school profile data.Basic school profile data.

53. Improving Student Learning Appendix B: Data Analysis (Required) This data/analysis to be used with Chapter 3-C B1 – enrollment over time and analysis questions B2 – misc. financial information. B3 – disaggregate (by quartile, compare to Arch/diocese) testing data B4 – disaggregate data by curriculum subject/standard B5 – other disaggregate comparisons Note: these templates are available as Excel worksheets 53 This is the basic data gathering and some analysis that will support the discussion prompts in 3-C. Templates will be available as Excel spreadsheets to assist in the calculating, graphing, etc.This is the basic data gathering and some analysis that will support the discussion prompts in 3-C. Templates will be available as Excel spreadsheets to assist in the calculating, graphing, etc.

54. Improving Student Learning Appendix C: Surveys (Required) Surveys are required. However, the school, in consultation with the Elementary Commissioner may choose different questions. C1 – staff survey C2 – parent survey C3 & C4 – student surveys C5 – pastor/school board/parent association survey C6 – Catholic Identity survey – NEW C7 – Central office survey* – NEW *optional according to Arch/diocesan guidelines 54 The Catholic Identity Survey is completed in its entirety during the Self Study. Then parts are completed each year between Self Studies – continuous examination of the school’s Catholic Identity (see Appendix E). Central Office survey is to be completed by the Superintendent or Assistant/Associate Superintendent.The Catholic Identity Survey is completed in its entirety during the Self Study. Then parts are completed each year between Self Studies – continuous examination of the school’s Catholic Identity (see Appendix E). Central Office survey is to be completed by the Superintendent or Assistant/Associate Superintendent.

55. Improving Student Learning Appendix D: Accreditation Factor Rubrics (Informational Only) These are the rubrics used by the Visiting Committee in determining whether a school is “Highly Effective,” “Effective,” “Somewhat Effective,” or “Ineffective” when completing the Justification Statement. Important: these rubrics are not mutually exclusive, but rather general indicators of the differences between the four categories. 55

56. Improving Student Learning Appendix E: Catholic Identity Ongoing Review (Required) All schools are expected to continually assess their Catholic Identity. This timeline indicates how to use the Catholic Identity Assessment (Appendix C-6) throughout the years between accreditation visits. The focus is on continuous school improvement. 56

57. Improving Student Learning Appendix F: In-Depth Study (Required) This is the format for the In-Depth Study required of all schools. These In-Depths are to be completed by the school according to the timeline promulgated by the Arch/diocese. Note: The format of the In-Depth follows the format of ISL including Accreditation Factors, discussion prompts, etc. One current In-Depth Study goal is included in the ISL Action Plan and updated periodically according to Arch/diocesan guidelines. 57 Note the close alignment of ISL and In-Depth Study. Note the importance of the In-Depth Study goal to be included in the ISL Action Plan.Note the close alignment of ISL and In-Depth Study. Note the importance of the In-Depth Study goal to be included in the ISL Action Plan.

58. Improving Student Learning Appendix G: Action Plan Template (Required) This is the only format to be used by schools in creating goals and strategies for an Action Plan. The same template is used for In-Depth Study goals. A second template (G-2) is used by the school to help insure that the school doesn’t try to accomplish too much in too little time. Action Plans may be printed in portrait or landscape mode. 58 Two versions of this template are available: portrait or landscape. Both have spaces for the same information. Both are available in a Word template so schools can type directly into the document.Two versions of this template are available: portrait or landscape. Both have spaces for the same information. Both are available in a Word template so schools can type directly into the document.

59. Improving Student Learning Appendix H: WCEA Annual Report of Progress (Required) This template is to be used by all schools submitting annual reports to their WCEA Elementary Commissioner. 59 Another template. Schools can type directly into this template. Another template. Schools can type directly into this template.

60. Improving Student Learning Appendix I: References (Information Only) This appendix compares the sections of the new ISL protocol with its predecessor, PSI. 60

61. Improving Student Learning Appendix J: Resources (Information Only) This appendix is a non-exhaustive, non-comprehensive list of books devoted to curriculum and staff development. Schools looking for ways to focus or enhance professional development may wish to consider some of these resources as a starting point. 61 For schools wondering where to go. Note: many of these books may be used as a ‘book discussion’ among the faculty and may be eligible for purchase through Federal Program funds (currently Title IIA).For schools wondering where to go. Note: many of these books may be used as a ‘book discussion’ among the faculty and may be eligible for purchase through Federal Program funds (currently Title IIA).

62. Improving Student Learning Appendix K: Self Study Template (Required) This template is provided as a resource for schools writing their Self Study. All Accreditation Factors are included. Generic writing prompts are included to help schools focus on writing a narrative, rather than a Q & A for the writing questions. References are made to pages in ISL where the exact questions may be found. 62 An easy way to begin your Self Study and not miss any sections. Remember to write in a narrative.An easy way to begin your Self Study and not miss any sections. Remember to write in a narrative.

63. Improving Student Learning Appendix L: Report of Findings (Information Only) This is the template used by the Visiting Committee when they create their accreditation report. It is presented here in the interest of transparency in the entire accreditation process. 63 This is the template the Visiting Committee will use. Note the identical format to the ISL protocol, and your Self Study.This is the template the Visiting Committee will use. Note the identical format to the ISL protocol, and your Self Study.

64. Improving Student Learning Appendix M: Justification Statement (Information Only) This is a copy of the Justification Statement completed by the Visiting Committee. It forms the basis of the Committee’s recommendation of a term of accreditation for a school. It is presented here in the interest of transparency in the entire accreditation process. 64 The basis that the Visiting Committee uses to determine a term of accreditation. Note that the directions to the Visiting Committee ask them to use statements out of the Report of Findings to support their rating. What you see is what you get.The basis that the Visiting Committee uses to determine a term of accreditation. Note that the directions to the Visiting Committee ask them to use statements out of the Report of Findings to support their rating. What you see is what you get.

65. Improving Student Learning Appendix N: In-Depth Study Writing Template (Template) This is a fill-in-the-narratives template for use with the In-Depth Study (Appendix F) 65

66. Improving Student Learning Appendix O: Best Practices for Teaching Religion Includes model lessons and templates 66

67. Improving Student Learning Questions? 67

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