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School Improvement Plans and School Data Teams. A specific, data-driven process to create powerful changes in instruction in any school. System Initiatives . The Blue Print Data Team School Improvement Plans Cambridge Curriculum Terra Nova testing CFA’s.

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School improvement plans and school data teams l.jpg

School Improvement Plans and School Data Teams

A specific, data-driven process to create powerful changes in instruction in any school


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System Initiatives

  • The Blue Print

  • Data Team

  • School Improvement Plans

  • Cambridge Curriculum

  • Terra Nova testing

  • CFA’s


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Aligning the initiatives to improve teaching and learning

SYSTEM ARTICULATES GOALS

SCHOOL DEVELOPES IMPROVEMENT PLANS TO MEET THE GOALS

SCHOOL DATA TEAMS COLLECT DATA TO DETERMINE GROWTH OR SUCCESS ON GOALS

SYSTEM REPORTS ON OUTCOMES OF GOALS


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SYSTEM (Department) ARTICULATES OVER ARCHING GOALS

SYSTEM IMPROVE-MENT

TEAM

BOARD OF EDUCATION

THE AD’S COLLECT ZONE DATA AND REPORT

ALL SCHOOLS

DEVELOP A

PLAN

The Bermuda Public

MINISTER OF EDUCATION


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School Improvement & Data Team

Purpose

  • Carry out actions designed by the System Improvement Team.

  • Design, implement, and monitor a school improvement plan that is aligned with the System’s Student Outcome Indicators.

  • Coordinate the work of the grade-level, common-course Data Teams.


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School Improvement & Data Team

Steps in the Process

  • Conduct analysis of school’s performance in relation to all relevant Student Outcome Indicators

  • Set a target for each Student Outcome Indicator relevant to the level.

  • Determine limited number of Student Outcome Indicators that will have highest priority.

  • Determine limited number of high-priority, high-leverage Adult Action Indicators required to achieve priority Student Outcome Indicators.

  • Design strategies to achieve priority Adult Action Indicators.

    6. Design data systems to monitor progress on both adult actions and student outcomes.

Step One

Step One

Step One

Step Two

Step Three

Step Four


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School Improvement & Data Team

Additional Guidance

  • A school must set a target for each Student Outcome Indicator identified by the System Improvement Team (SIT) appropriate to the level of the school.

  • The school’s adult action indicators may not address all student outcome indicators specifically

  • Each school will add a student outcome indicator that is significant to your school


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Tier One Indicators from Goal 1

  • A1: 80 % of P6 students will score at level 3 or higher on Cambridge International Primary Achievement Test (CIPAT) achievement tests in English, mathematics and science.

  • A2: 75% of M3 students will score at or above level 3 on the Cambridge Checkpoint Assessment in English, mathematics and science.

  • A3: 80% of students will demonstrate scoring at level 3 or higher on International General Certificate of Secondary Education (IGCSE) in English, math and science.

  • A4: 90 % of students leaving preschool will enter primary school ready to succeed as measured by a Primary School Assessment.

  • A5: 90 % of primary and middle school students will read at or above grade level on standardized reading benchmark assessments.

  • A6: All students with an Individualized Educational Plan (IEP) will achieve mastery on IEP goals annually.


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How Could We Be Focused On So Few Student Outcome Indicators?

Priority Action Versus Business as Usual


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Priority Actions

  • Included in plan

  • Have to change dynamically

  • Something brand new


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Business as Usual

  • Can make progress with little or no change

  • May not be thrilled but can live with it for now

  • Not in plan


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Reflection

Are the student outcome indicators:

  • Aligned with the System goals?

  • Focused on highest priorities?

  • Set with reasonable targets?

  • Based on accurate analysis?

  • Specific.Measurable.Attainable.Realistic.Timley?


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Step Two

  • Identify, create, implement, and monitor a limited number of research supported, high-leverage adult action indicators that have the highest probability of achieving the identified Student Outcome Indicators.

  • We need to create as much data, or more, about the actions of adults as we have about students.


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Adult Action Indicators Generic vs Specific

Generic

Specific

Focused on specific identified student weaknesses

Skill specific

Domain specific

Grade specific

  • Broad strategies like Marzano, Hattie

    • Feedback

    • Compare/Contrast

    • Parental involvement

    • Concept mapping

A combination of Generic and Specific


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Domains

Most of our Adult Actions will fall in one of the following domains:

  • Structure – How we deliver instruction

  • Curriculum – What we teach

  • Instruction – How we teach

  • Climate – How people behave

  • Personnel – Who “teaches”


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How Do We Carry Out Step Two?

  • School Adult Action Indicators focus on school-wide work.

  • Similar to the analysis we performed on students, we perform an analysis of current adult actions.

    Two basic questions

  • What are we doing well?

  • What do we need to get better at?


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How Do We Carry Out Step Two?

What Are We Doing Well?

  • Which practices can we identify that have documented evidence of improving student outcomes? Categories to consider:

    • Grouping strategies

    • Instructional strategies

    • Assistance strategies

    • Behavioral strategies

  • Are there ways we can improve these practices to make them even more effective?

    • Training

    • Frequency


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How Do We Carry Out Step Two?

What Do We Need To Get Better At?

(or stop doing)

  • Which practices can we identify that we cannot document significant evidence of improving student outcomes? Categories to consider:

    • Structural

    • Curricular

    • Instructional

    • Behavioral

  • What do we need to do about these practices?

    • Improve them

    • Stop doing them and do something else


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    How Do We Carry Out Step Two?

    What Do We Need To Get Better At?

    • What practices can we identify that have a proven positive impact on student achievement that we are not doing well or not doing at all?


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    One Way toBegin the Conversation

    • Why do we even have to set these goals?

    • Why aren’t we achieving these things already?

    • What ideas, procedures, traditions, or other issues are preventing us from accomplishing the goals already?


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    Some Guidelines BeforeWe Answer

    • Cannot blame the students

    • Stay objective, factual, no personal attacks

    • This conversation may help us with a direction as to what we need to do


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    How Do You DevelopAdult Action Indicators?

    • Generate as many ideas as possible.

      • Controlled brainstorm activity

    • Apply a set of consideration standards.

      • Research

      • Previous experience

      • Pilot program

    • Narrow the field

    • Do extensive research.

    • Beware of “I think.”


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    Generating Ideas for Adult Action IndicatorsGetting Started

    Controlled Brainstorm Activity

    • Individual reflection

    • Small-group discussion

    • Large-group discussion


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    Consideration Standards

    What standards will we apply to the ideas that are proposed?

    • Research

    • Previous experience

    • Pilot programs

    • Rigor

    • Probability of success

    • Leverage


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    Samples of Adult Action Indicators

    • Feedback: We will increase the percentage of observed lessons containing “high quality” feedback as defined by our rubric from an average of 15 percent to 90 percent.

    • Collaboration:We will increase the percentage of Data Team meetings that meet the exemplary standard on our rubric from 25 percent to 90 percent.


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    Step Three

    Write your Strategies for improvement

    (Action Plan)


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    Action Plans

    The Adult Action Indicator tells what we are going to do. The Strategies describes how we are going to do it.


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    Action Plans

    For each Adult Action Indicator it develops, the School Improvement & Data Team writes an Strategy Plan that describes the major steps involved in carrying out the Adult Action Indicator


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    Making It Work

    90% of primary school students will read at or above grade level (Fountus & Pinnell) benchmark assessments.

    Support Staff

    P.6

    Identify the need.

    P. 1

    P. 3

    P. 2

    P. 4

    P. 5

    Phonemic Awareness

    Decoding

    Reader Text

    Comprehension


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    Step Four

    Create Results Indicators

    (How will we know if we are on the right track?)


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    Results Indicators

    • For each Adult Action Indicator it creates, the school/instructional team creates a set of results indicators, data streams that inform the team that―

      • The adults are doing what they said they would do

      • Adult behavior is changing

      • Students are improving


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    Adult Actions

    Student Outcomes

    Results Indicators

    • Are the adults doing what they said they would do?

    • Have the adults changed the way they behave?

    Are the students getting any better at the critical skill(s) we identified?


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    Adult Actions

    Student Outcomes

    Examples of Results Indicators

    • Training completed

    • Coaching sessions held

      Adult Behaviors

    • Snapshots of feedback

    • Increase in percent of “high quality” lessons

    • Results of quarterly benchmark assessments

    • Results of common formative assessments

    • Grades


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    Final Word Re Adult Action Indicators

    We may have different Adult Action Indicators for different grades or subjects.

    Example:

    • Focus on improving feedback in math in primary 4 and 5.

    • Focus on improving the quality of Guided Reading in grades 1-3.


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    The DATA team -Data Walls

    • Another workshop will look at the next phase of work

    • Data collection

    • Monitoring of Implementation

    % of observations containing exemplary feedback

    12/1

    11/8

    9/23


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    Let’s look at the Plan


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