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School Improvement Planning and No Child Left Behind (NCLB) Lol Fearon Warren Logee Connecticut State Department of Education Objectives: Understand NCLB timeline Learn process for developing school improvement plans and required components

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school improvement planning and no child left behind nclb

School Improvement Planning and No Child Left Behind (NCLB)

Lol Fearon

Warren Logee

Connecticut State Department of Education

objectives
Objectives:
  • Understand NCLB timeline
  • Learn process for developing school improvement plans and required components
  • Learn what school improvement resources are available and how to access them
school improvement planning
School Improvement Planning

Q: Who should complete a school improvement plan?

A: Any school that is interested in continuously improving student achievement.

Q: Who must complete a school improvement plan?

A: Any school identified as being “in need of improvement” must complete a plan, have it peer reviewed, and approved by its Board of Education

identification as in need of improvement
Identification as “In Need of Improvement”
  • A school becomes identified after two consecutive years of failing to make Adequate Yearly Progress (AYP) in the same subject
  • A school exits improvement if it makes AYP for two consecutive years in the area(s) for which it was identified
  • A district can also be identified as being in need of improvement
adequate yearly progress
Adequate Yearly Progress
  • % students Proficient and above in reading and math
  • 95% participation rate on CMT and CAPT or Skills Checklist
  • Additional academic indicators:
    • Elementary and middle schools: 70% at or above Basic on CMT Writing
    • High schools: 70% graduation rate
slide6
Intermediate Goals: Percent Proficient on Mathematics and Reading Tests to Determine AYP and Reach 100% Proficient by 2013-14
safe harbor
Safe Harbor
  • Safe Harbor is an alternate method for making AYP
  • Safe Harbor can be achieved when the school:
    • Reduces the % of students NOT proficient by 10% in the subject area and group that the school was identified for;
    • meets the additional academic indicator; and
    • meets the 95% participation rate requirement
corrective action options
Corrective Action Options:
  • Replace staff relevant to AYP failure
  • New curriculum (Scientifically Research-Based with professional development)
  • Significantly decrease management authority at the school level
  • Appoint outside expert (School Status Assessment can count)
  • Extend school year or day
  • Restructure the organizational structure of the school
restructuring
Restructuring:
  • Replace staff
  • Hire outside agency/expert
  • Fundamental changes in governance
  • State takeover
what if a school is in need of improvement and makes ayp for 1 year
What if a school is in need of improvement and makes AYP for 1 year?
  • School is put “on hold” in terms of the consequences, and does not advance to the next level of consequences
  • Same consequences remain in place for the school
  • If school makes AYP again the following year, then it exits school improvement
small group activity
Small Group Activity
  • Please take out the Sample School Improvement Plan found in the left-hand side of your folder
  • With a partner, use the attached feedback form to determine whether or not all of the required components are evident in the Sample School Improvement Plan (15 minutes)
school improvement plan pair share
School Improvement Plan Pair/Share
  • Did you have a school improvement plan last year?
  • Who knows about it?
  • How frequently did you refer to the plan?
  • Did the plan act as a filter for all school activities?
  • Was the plan successful? How do you know?
steps to developing a school improvement plan
Steps to Developing a School Improvement Plan
  • Treasure Hunt (Needs Assessment/Data Analysis)
  • Setting Priorities and Goals
  • Develop Actions and Strategies
  • Monitoring Implementation Plan

5. Staff Development & Resource Allocation

taking inventory
Taking Inventory
  • Think about the data that is analyzed most frequently in your school when planning for improvement.
  • Write the data point that is most frequently analyzed on a post-it note.
  • Turn to your neighbor and share the data point that you listed on the post-it note.
drip syndrome
Data

Rich

Information

Poor

DRIP Syndrome
slide18
Why?

“Until you have data as a backup, you’re just another person with an opinion.”

Dr. Perry Gluckman

two types of data
Two Types of Data
  • Effect Data:Student achievement results from various measurements
  • Cause Data:Information based on actions of the adults in the system
the leadership learning matrix reeves 2005
The Leadership/Learning Matrix (Reeves, 2005)

Effects/Results Data

Antecedents/Cause Data

step 1 treasure hunt data analysis needs assessment
Step 1: Treasure Hunt (Data Analysis/Needs Assessment)
  • Involve staff, parents, community members and students (as appropriate) in the process
  • Review disaggregated achievement data and note high priority areas
  • Identify school-wide factors that may be root causes or barriers to progress
  • Identify adult behaviors that may be root causes or barriers to progress
t u r n the corner with data analysis
T.U.R.N. the Corner with Data Analysis
  • Triangulate cause and effect data
  • Urgency of action
  • Replication of best practices can only occur when antecedents of excellence are identified
  • Next Steps must be actionable, identified in terms of a timeline, and communicated to school community

(Leadership and Learning Center, 2006)

treasure hunt individual reflection
Treasure Hunt Individual Reflection
  • Who will you include in your school improvement plan development and monitoring activities? Do they represent all school community stakeholders?
  • What data will you need to analyze (think cause and effect)?
  • Are the data in a user-friendly format?
step 2 setting priorities and goals
Step 2: Setting Priorities and Goals
  • Identify 2 or 3 high priority areas of need
  • Set 3-5 Tier I Indicators that are written as SMART (specific, measurable, achievable, relevant and time-bound) goals
    • Example: The percentage of K-6 students with disabilities scoring at proficiency or higher in reading will increase from 52% to 79% as measured by the CMT administered in March 2011.
are these smart
Are these SMART?
  • 7th grade will increase the percentage of students who are proficient in reading.
  • The percentage of students who graduate will increase to 95%.
  • The percentage of 6th grade girls who are proficient in estimation will increase from 62% to 75% as measured by CMT 2010.
setting priorities and goals individual reflection
Setting Priorities and Goals Individual Reflection
  • Is it clear whether your goals are stated in terms of percentage or percentage points growth?
  • How do the goals become operationalized in the classroom?
  • How are the goals communicated to staff? Students? Parents? Community?
step 3 develop action steps and strategies
Step 3: Develop Action Steps and Strategies
  • Determine Tier II Indicators that quantify the actions that adults will take to reach improvement goals
    • Example: Percentage of K-6 teachers implementing performance assessments at least once a quarter will increase from 10% to 100% as measured by lesson plans and student portfolios reviewed in December 2008.
  • Identify timeline, person(s) responsible, professional development and resources that are required to implement action steps
action steps and strategies individual reflection
Action Steps and Strategies Individual Reflection
  • How will the strategies provide you with leverage in other areas?
  • Are the strategies phrased in terms of adult behaviors?
  • How will the strategies change instructional practices?
step 4 monitoring implementation
Step 4: Monitoring Implementation
  • Describe how, when, and by whom each strategy will be monitored
  • Set specific dates and benchmarks to communicate progress regularly throughout the year
  • Plans must be monitored on two levels:

1. Implementation

2. Efficacy

monitoring implementation individual reflection
Monitoring Implementation Individual Reflection
  • How is the implementation of your plan monitored?
  • How is the effectiveness of your plan monitored?
  • How do you communicate monitoring results to the school community?
  • How do you determine whether or not the strategies should be revised?
step 5 staff development resource allocation
Step 5: Staff Development & Resource Allocation
  • Identify new skills sets that will be needed to successfully implement strategies
  • Embed professional development into routine practices, such as looking at student work in data teams
  • All resources should be allocated through a data-driven decision making process so that the identified strategies can be successfully implemented
how do we allocate teacher quality our most important resource
How Do We Allocate Teacher Quality – Our Most Important Resource?

Source: Yun, J. T. & Moreno, J. F. (January-February 2006).“College Access, K-12 Concentrated Disadvantage, and the Next 25 Years of Education Research.” Educational Researcher, Vol. 35, No. 1, pp. 12-19.

staff development and resource allocation individual reflection
Staff Development and Resource Allocation Individual Reflection
  • How have you determined where to place faculty?
  • What new learning must occur for staff to implement the plan?
  • How have you allocated resources to support the implementation of your plan?
if you think that document drills will improve student achievement you re wrong
If You Think That Document Drills Will Improve Student Achievement, You’re Wrong

% Proficient

Format of Plan

Source: Reeves, D. B., The Learning Leader, ASCD, 2006.

remember
Remember:
  • What gets measured and monitored gets done
  • Plans can only drive school improvement when they are regularly reviewed and revised through a Data Team process
  • Plans will most likely be realized when representatives from the people who are responsible for carrying them out are included in the planning process
  • Plans are only as effective as the leadership that monitors their implementation
connecticut accountability for learning initiative cali
Connecticut Accountability for Learning Initiative (CALI)
  • The goal of CALI is to develop and offer a model of state support to districts and schools to support the process of continuous school improvement and to accelerate the closing of Connecticut’s achievement gap
  • Title I schools/districts identified as being “in need of improvement” and Priority School Districts are being supported through CALI
cali professional development includes
FOR ALL EDUCATORS:

Best Practices in Educating our English Language Learners (ELLs) Basic Training

Best Practices in Educating our English Language Learners (ELLs) Advanced Training

Data-Driven Decision Making/Data Teams (DDDM/DT)*

Making Standards Work (MSW)

Effective Teaching Strategies (ETS)*

Common Formative Assessments (CFA)*

Improving School Climate (ISC)*

Scientific Research Based Interventions (SRBI, also known as Response to Intervention)*

*Certification training available

FOR COACHES & LEADERS:

Coaching Instructional Data Teams

Coaching Effective Teaching Strategies

The Change Academy: Leading Change & Getting Everyone on Board

Classroom Data: Feedback, Follow Up & Follow Through

School Climate for Leaders

School Improvement Planning & No Child Left Behind

FOR PARAPROFESSIONALS:

CALI Overview*

CALI Professional Development includes:
accessing cali
Accessing CALI
  • Title I schools identified as being in need of improvement and schools in Priority School Districts can access CALI professional development for free
  • Schools who are not eligible for free training can register for a fee ($85.00 per day, per person for basic training and certification training, except for DDDM/DT, MSW, ETS, and CFA certification where the charge is $2500.00 per session, per person).
  • Any school can contact their local Regional Education Service Center (RESC) or the State Education Resource Center (SERC) as each has certified trainers in all CALI modules
resources
Resources
  • Connecticut State Department of Education:

http://www.ct.gov/sde

  • Connecticut Accountability for Learning Initiative:

http://www.ct.gov/sde/CALI

  • School and District Improvement Guide:

http://www.csde.state.ct.us/public/cedar/nclb/sip/index.htm

  • CALI Event Registration:

http://www.sdecali.net

questions comments
Questions? Comments?

Iris White

Associate Education Consultant

Connecticut State Department of Education

165 Capitol Avenue, Room 227

Hartford, CT 06106

P: 860-713- 6794

F: 860-713-7023

[email protected]

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