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Springfield Public Schools School Improvement Planning Review Process Training Sessions (Updated 5-25-05). Checklist- does the plan have all its parts?. ___ Cover Sheet with school name and address ___ Mission and Vision statement ___ Executive Summary Narrative

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slide1

Springfield Public Schools

School Improvement Planning

Review Process

Training Sessions

(Updated 5-25-05)

checklist does the plan have all its parts
Checklist- does the plan have all its parts?
  • ___ Cover Sheet with school name and address
  • ___ Mission and Vision statement
  • ___ Executive Summary Narrative
  • ___ Student Performance Goals (Worksheet 2 B)
  • ___ Student Learning Objectives (Worksheet 3 C)
  • ___ Causal Analysis and Improvement Objectives (Worksheet 5 A)
  • ___ Action Plan (Worksheet 7 C)
  • ___ Benchmarking Implementation and Student Learning (Worksheets 9 A and 9 B)
  • Attachments

___ Self Assessment

Goal Worksheet for CPI

___ ELA/Reading

___ Math

___ Science

___ Additional Triangulation Data

exec summary narrative must include
Exec Summary Narrative must include:
  • Summary of school demographics
  • Brief description of goals setting process, key data findings with resulting Student Performance Goals and an explanation, if needed, of why you have decided not to attend to low performing subgroup(s) in this years SIP
  • Brief description of the process you used for setting student learning objectives (SLO), key skill sets students have difficulty with, what triangulation data supports those SLOs, and if you had subgroup goals but are not addressing particular SLO’s for those subgroups why not.
  • Brief description of the process you used for causal analysis, key “root causes” you will address in this SIP related to ALL Content Areas, All ELA, All Math, All Science, All Reading (Elem) and specific SLO’s
  • Description of the Major Strategies/activities for this next School Year
  • Challenges and needed District support
common errors on student performance goals
Common errors on Student Performance Goals:
  • Did not use goal worksheet
  • Did not enter data for all years
  • Did not ensure that the targets were met
  • Did not use the new format (January 17, 2005)
  • Did not use last known data as the baseline
  • Did not address subgroups as needed
slide6

SAMPLE

Worksheet 2 B

Student Performance Goal

GUIDING QUESTION: What specific changes in student performance do you plan to make?

Student group: All Content Area: Math

Student Performance Goal Statement:

XXX School will increase the CPI in Grade 4 Math MCAS from ##.# in 2005 to ##.# in 2007 and ##.# in 2008 by increasing the number of student who score proficient/advanced from ##.# % ( # students) in 2005 to ##.# % ( approximately # students) in 2007 and to ##.# % ( approximately # students) in 2008 and by decreasing the number of student in Warning/failing from ##.# % ( # students) in 2005 to ##.# % (approximately # students) in 2007 and to ##.# % ( approximately # students) in 2008

common errors on student learning objectives
Common errors on Student Learning Objectives:
  • Did not use MCAS data or MCAS data does not support the student learning objective stated
  • Did not use the format
  • Did not reference MA Frameworks
  • Did not append additional data for triangulation
slide8

SAMPLE Math -Elementary

Worksheet 3 C

STUDENT LEARNING OBJECTIVES

GUIDING QUESTION:Based on your analysis, what skills and knowledge are students unable to demonstrate?

Student Group: All

Student Performance Goal Content Area: Math

Sample School will increase the CPI in Grade 4 Math MCAS from 37.7 in 2005 to 48.5 in 2007 and 51.9 in 2008 by increasing the number of student who score proficient from 1.59 % ( 1 students) in 2005 to 4.59% (approximately 3 students) in 2007 and to 9.1% (approximately 6 student ) in 2008 and by decreasing the number of student in Warning/failing from 55.2% (37 students) in 2005 to 34.8% (approximately 23 students) in 2007 and to 25.8 % (approximately 17 students) in 2008.

Student Learning Objectives

All students will know and be able to successfully complete multi-step math problem, in particular problems with fractions and decimals, in all five math strands (i.e., number sense, measurement, geometry, patterns/relations/functions, data/statistics/probability) (MA Math Framework Problem Solving, 3.N.3, 3.N.4, 4.N.3, 4.N.4, 4.N.5).

slide9
When making important educational decisions you will need to triangulate with at least 2 additional sources of data-

Chapter

tests

Critical

Student

Learning

Objectives

MCAS

District Assessment

Append copies of this additional data to the SIP

slide10
Triangulation Data (at least 2 additional data sources to support this student learning objective is of concern at the school) -
  • Multi-step math problems on the Step-Up Quarterly Assessment scored less than 50% correct (Note: % correct is lower for multi-step problems with fractions (35%) and also with decimals (40%))
  • Multi-step problems on chapter tests were 8 out of 10 times incorrect.
common errors on root causes
Common errors on Root Causes:
  • Did not focus on the core realm- curriculum, instruction and assessment
  • Did not utilize the cause question sheets provided
  • Did not prioritize
  • Did not support with data
slide12

Root Causes

Causal Analysis

SAMPLE- Math Elementary

  • Worksheet 5A
  • SCHOOL IMPROVEMENT PLAN-IMPROVEMENT OBJECTIVES (IO)
  • GUIDING QUESTION: Based on the causes of students' lack of knowledge and skills, what experiences do students need in order to reach the learning objective?
  • Student Performance Goal:
  • Sample School will increase the CPI in Grade 4 Math MCAS from 37.7 in 2005 to 48.5 in 2007 and 51.9 in 2008 by increasing the number of student who score proficient from 1.59 % ( 1 students) in 2005 to 4.59% (approximately 3 students) in 2007 and to 9.1% (approximately 6 student ) in 2008 and by decreasing the number of student in Warning/failing from 55.2% (37 students) in 2005 to 34.8% (approximately 23 students) in 2007 and to 25.8 % (approximately 17 students) in 2008.
  • Student Learning Objective: All students will know and be able to successfully complete multi-step math problem, in particular problems with fractions and decimals, in all five math strands (i.e., number sense, measurement, geometry, patterns/relations/functions, data/statistics/probability) (MA Math Framework Problem Solving).
  • Root Causes:
  • 6 /10 of math classes have not completely implemented the grade level Math Instruction Guide's (MIG) scope and sequence utilizing proper pacing, in particular fractions and decimals were not covered
  • 10% of math instruction time has an emphasis on multi-step math problems in the open response format but few problems are graded with a rubric and no evidence is available that student use exemplars of rubric graded work to determine how their work could be improved.
common errors on improvement objectives
Common errors on Improvement Objectives:
  • Are not directly related to student learning objective(s)
  • Does not directly address the cause of low student performance
  • Does not describe the learning experience you want students to have
  • Does not indicate which students (i.e., all, k-2, 3-5, grade 2)
  • Does not indicate how often (i.e., daily, weekly)
  • Does not clearly indicate what will be different from current practices
slide14

Improvement

Objectives (IO)

Desired

Student Learning Experiences

SAMPLE-Math Elementary

Worksheet 5 A

SCHOOL IMPROVEMENT PLAN-IMPROVEMENT OBJECTIVES (IO)

GUIDING QUESTION: Based on the causes of students' lack of knowledge and skills, what experiences do students need in order to reach the learning objective?

Student Performance Goal: Content Area: Math

Sample School will increase the CPI in Grade 4 Math MCAS from 37.7 in 2005 to 48.5 in 2007 and 51.9 in 2008 by increasing the number of student who score proficient from 15.9 % ( 1 students) in 2005 to 4.59% (approximately 3 students) in 2007 and to 9.1% (approximately 6 student ) in 2008 and by decreasing the number of student in Warning/failing from 55.2% (37 students) in 2005 to 34.8% (approximately 23 students) in 2007 and to 25.8 % (approximately 17 students) in 2008.

Student Learning Objective: All students will know and be able to successfully complete multi-step math problem, in particular problems with fractions and decimals, in all five math strands (i.e., number sense, measurement, geometry, patterns/relations/functions, data/statistics/probability) (MA Math Framework Problem Solving).

slide15

Director of English Language Arts- MR. THOMAS PALEOLOGOPOULOS 413-787-7133Director of Mathematics- DR. LINDA Y. ABBOTT 413-787-7112Director of Reading- DR. JOANNE WILSON-KEENAN 413-787-6594Director of Science- MS. ERLINE PROVOST 413-787-7158

The Academic Director will review the content area stratiegies/activities in the Action Plans for their area

Process team checks for appropriate use of columns on the worksheet

slide16

Strategies

Action Plan

Analysis of Current Best Practices

  • NOTE
  • NCLB Goals 3, 4, 5 should be addressed in the Action Plan (Worksheet 7C)–
      • SEB programs,
      • Technology (Possible contact: Donna Boivin),
      • Parent Involvement (Possible contact: Victoria Ford)
      • Safe and Drug free schools (Possible contact: Mary Ryzcek)
      • Transition years (Pre K to K, Elem to MS, MS to HS)
      • and Attendance strategies (Possible contact: Timothy Duquette)
    • can be included in support of academic goals
slide17

Strategies

Action Plan

Analysis of Current and New Best Practices

SAMPLE- Math Elementary

Worksheet 7C

SCHOOL IMPROVEMENT PLAN- ACTION PLAN

Guiding Questions: What steps do you need to take to effectively carry out the activities you have identified? How will you determine that the activities in your plan have taken or are taking place as intended? Does your action plan represent the sum of the work you have done in the previous seven steps?

Student Group: All Content Area: Math

Student Performance Goal:

Sample School will increase the CPI in Grade 4 Math MCAS from 37.7 in 2005 to 48.5 in 2007 and 51.9 in 2008 by increasing the number of student who score proficient from 1.59 % ( 1 students) in 2005 to 4.59% (approximately 3 students) in 2007 and to 9.1% (approximately 6 student ) in 2008 and by decreasing the number of student in Warning/failing from 55.2% (37 students) in 2005 to 34.8% (approximately 23 students) in 2007 and to 25.8 % (approximately 17 students) in 2008.

Student Learning Objective: All students will know and be able to successfully complete multi-step math problem, in particular problems with fractions and decimals, in all five math strands (i.e., number sense, measurement, geometry, patterns/relations/functions, data/statistics/probability) (MA Math Framework Problem Solving).

Improvement Objective (Desired Student Learning Experience): Grade 2-5 students do multi-step math problems, in particular problems with fractions and decimals, every day in every math class in all strands with less and less teacher support over time.

common errors on implementation benchmarks
Common errors on Implementation Benchmarks:
  • It is not indicated what quality implementation would look like
slide19

Implementation Benchmarks

SAMPLE- Math Elementary

Definition of Observable Indicators

Worksheet 9 A

SCHOOL IMPROVEMENT PLAN- Implementation Benchmarks

Guiding Question: How will you know whether you have provided students with the learning experience you intended?

Student Performance Goal:

Sample School will increase the CPI in Grade 4 Math MCAS from 37.7 in 2005 to 48.5 in 2007 and 51.9 in 2008 by increasing the number of student who score proficient from 1.59 % ( 1 students) in 2005 to 4.59% (approximately 3 students) in 2007 and to 9.1% (approximately 6 student ) in 2008 and by decreasing the number of student in Warning/failing from 55.2% (37 students) in 2005 to 34.8% (approximately 23 students) in 2007 and to 25.8 % (approximately 17 students) in 2008.

Student Learning Objective: All students will know and be able to successfully complete multi-step math problem, in particular problems with fractions and decimals, in all five math strands (i.e., number sense, measurement, geometry, patterns/relations/functions, data/statistics/probability) (MA Math Framework Problem Solving).

Improvement Objective (Desired Student Learning Experience): Grade 2-5 students do multi-step math problems, in particular problems with fractions and decimals, every day in every math class in all strands with less and less teacher support over time.

common errors on student learning benchmarks
Common errors on Student Learning Benchmarks:
  • Do not indicate what incremental improvement in student achievement is expect at check points throughout the school year
  • Include a laundry list of assessments
  • Do not indicate how and who will communicate results to classroom teachers
slide21

Student Learning Benchmarks

SAMPLE- Math Elementary

Definition of Interim Outcomes

Worksheet 9 B

SCHOOL IMPROVEMENT PLAN- Student Learning Benchmarks

Assessment Checklist

Guiding Question: How will you measure whether or not your action plan is having an effect on student learning before the assessment indicated in your student performance goal takes place prior to the next MCAS?

Student Performance Goal:

Sample School will increase the CPI in Grade 4 Math MCAS from 37.7 in 2005 to 48.5 in 2007 and 51.9 in 2008 by increasing the number of student who score proficient from 1.59 % ( 1 students) in 2005 to 4.59% (approximately 3 students) in 2007 and to 9.1% (approximately 6 student ) in 2008 and by decreasing the number of student in Warning/failing from 55.2% (37 students) in 2005 to 34.8% (approximately 23 students) in 2007 and to 25.8 % (approximately 17 students) in 2008.

Student Learning Objective: All students will know and be able to successfully complete multi-step math problem, in particular problems with fractions and decimals, in all five math strands (i.e., number sense, measurement, geometry, patterns/relations/functions, data/statistics/probability) (MA Math Framework Problem Solving).

Improvement Objective (Desired Student Learning Experience): Grade 2-5 students do multi-step math problems, in particular problems with fractions and decimals, every day in every math class in all strands with less and less teacher support over time.