Developed by The North Carolina Department of Public Instruction Dr. Sherry Broome, Regional Lead

1. Developed byThe North Carolina Department of Public Instruction Dr. Sherry Broome, Regional Lead • Day 1 Self-Evaluation Training for Better School Improvement

2. Introductions

3. Statewide System of Support • Vision: To maintain an organizational alignment to ensure that committed leadership and the right decision-making structures are in place for the statewide support system to be successful. • Mission: The Academic Services and Instructional Support Area provides extensive school, district, and regional support to all schools, but especially to low-performing and low-capacity districts coordinated through inter-agency roundtables as part of the redefined statewide system of support.

4. Tiers of Support for Districts and Schools • All Districts/Schools • LEAs in Corrective Action • All Title I/Sanctioned Schools • Low-Performing Schools • Turnaround Schools • Transformation Districts • Consent Order (Halifax) Emphasis 2009-2010 Emphasis 2008-2009

5. New Hanover Data • Title 1 Schools in Improvement (N=15) • Charles Murray Middle 1R1M • Freeman School of Engineering 1M • College Park Elementary 2M • D C Virgo Middle 1R 1M • Alderman Elementary 1R1M • Trask Middle 1R • Forest Hills Elementary 1M • Gregory Elementary 1M • Mary C. Williams Elementary 2M • Murrayville Elementary 1R • Roland Grise Middle 2R1M • Sunset Park Elementary 3R2M • Snipes Academy 1R1M • Williston Middle 1R1M • Wrightsboro Elementary 1R2M

6. Non Title-I Schools in Improvement • Laney RM • Ashley M • Hoggard RM • Noble Middle RM • Myrtle Grove Middle RM • New Hanover RM • Lakeside RM

7. Other Data • LEA is in Title 1 LEA Improvement 2R3M • Below 60% (Priority) • Freeman 58.2 • Alderman 56.9 • Forest Hills 59.3 • Low Performing • Mosley PLC 31.3 • Sunset Park 45.4 • Snipes Academy 40.3

8. Ground Rules for the Training • A room of equals • Be open • Bring your contribution with confidence • Ask all the questions you need to ask • Listen to each other with respect • One voice at a time • Minimize distractions - cell phones • Return promptly from breaks/lunch • And/or …?

9. Objectives • Develop an understanding of the new Continuous Cycle of School Improvement Planning model • Understand and utilize effective school improvement planning strategies • Gain a shared understanding of the difference between perception-based and evidence-based decision making • Gather and effectively use various types of data to engage in accurate self-evaluation • Develop questioning techniques to identify what is working well and where improvement is needed • View the Comprehensive Needs Assessment (CNA) as a change model that builds a reflective culture in your school and throughout the district

10. What is a Comprehensive Needs Assessment (CNA)? • Initial part of the school improvement process • An evidence-based, objective assessment that validates a school’s work and qualities

11. What is the Purpose of a CNA? • To provide an objective and clear view of the school’s strengths and areas for growth, in order to better support it in its work • To provide stakeholders with a developmental tool for change and continuous improvement

12. How Will it Help Schools? Conducting a CNA helps schools • determine needs, • examine the nature and causes of those needs, and • set priorities for future actions to be placed in their School Improvement Plans.

13. Models of Excellence Understanding others Plan for delivery Share the vision Build commitment and support Monitor, evaluate and improve Personal Values and Passionate Conviction Gather data and gain understanding

14. Continuous Improvement: Questions The simple but important questions which bring about school and district improvement: • What are we doing well? – How do we know? • What do we need to do better? – How do we know? • Where do we need to focus our efforts to maximize our success? • How good can we be? • How do we get there?

15. T-Chart Activity What are we doing well? How do we know?

16. Creating a Climate for Change “There is nothing wrong with change, if it is in the right direction” Winston Churchill

17. The Change Garden Organizations are constantly in change. Schools are particularly dynamic organizations. Your role is to assist the school to become: stable, not stagnant in a positive state of change, not chaotic!

18. What Grows in the Change Garden? Confusion Denial Renewal Contentment

19. Activity : Change Garden On chart paper, each group describe what behaviors you would expect to see in their section of the garden under the headings: What we sayHow we act Choose a song that represents your aspect of the Change Garden

20. Requirements for a Change in Culture A true belief with accompanying actions that “this is the work that must be done” Accountability for all (Accountability System) Courageous conversations Strong sense of vision and focus

21. Change in Culture (continued) Focus on data-driven decision making Collaboration and teamwork High demand means high support Trust built over time “No excuses” mentality Encouragement of risk-taking

22. The Remodeling Change Process Recognizes the Natural Emotional Curve that We All Experience Mobilize Discover Deepen Develop Deliver Sustain What’s been done? What we will do! Confidence What we can do! +ve What could we do? • We have a plan to success • We have the answer We have asolution Emotional State • Made the right decision • We have some news • There is a solution • We have some options • It’s difficult • It is not the best news • Now I understand, but not sure how to solve -ve

23. Preliminary Self-Assessment Use the Judgment Summary found on Day 2, page 69 to complete a preliminary self-assessment of your school.

24. Morning Break

25. Using the Comprehensive Needs Assessment (CNA) Framework As a Tool for Effective Self-Evaluation

26. The Comprehensive Needs Assessment Framework • Focus on impact and outcomes • Professional judgments on quality of the work of a school/district and the education it is providing • Based on rubrics

27. Comprehensive Needs Assessment Rubric An agreed framework, developed from a variety of resources, used to assess the quality of a school and/or a district Criteria that comprehensively cover key aspects of a school’s and/or district’s work Shared vocabulary used to judge the quality of a school or district’s work

28. Rubric Layout • Dimension letter and name • Sub-dimension name • Suggested questions • Indicators

29. 6 Dimensions of the CNA Rubric Planning and Operational Effectiveness

30. 14 Sub-Dimensions Dimension Sub- Dimension

31. 14 Sub-Dimensions Dimension Sub- Dimension

32. 14 Sub-Dimensions Dimension Sub- Dimension

33. 14 Sub-Dimensions Dimension Sub- Dimension

34. 14 Sub-Dimensions Dimension Sub- Dimension

35. 14 Sub-Dimensions Dimension Sub- Dimension

36. Indicators • Leading (LE) • Developing (D) • Emerging (E) • Lacking (LA)

37. Indicators

38. Sub-Dimension Activity • Choose 1 sub-dimension. • As a team, answer all the questions listed at the top. • List evidences that support your answers. • Using the rubric, rate yourself on the chosen sub-dimension as lacking, emerging, developing, or leading.

40. “Multiple Measures”by Victoria Bernhardt

41. Changes in the context of the school Demographics How classrooms change School Processes Perceptions Information on student performance on different measures Student Learning Improvements in the environment

42. “Multiple Measures” • Turn to the first page in your binder. • Write down four pieces of evidence that would fall under each category and write down the place you would find this information. • Example: Demographics: Attendance – NC Wise

43. Professional Development, Class Size, Reading/Math Programs, Tutoring, After-School, Summer School, Finance School Processes Student Learning Enrollment, Attendance, Drop-out Rate, Ethnicity, Gender, Grade Level, Teachers Demographics Perceptions Standardized Tests, Norm/Criterion Referenced Tests, Teacher Observations of Abilities, Authentic Assessments Perceptions of Learning Environments, Values and Beliefs, Attitudes, Observations

44. Agree or Disagree Many teachers are reluctant to perform honest self-evaluations of their instructional methods and are subsequently reluctant to change practices that are not working.

45. Agree or Disagree • Many successful classroom teachers act primarily on instinct – not on a sound knowledge of best teaching practices.

46. Tells us if different groups of students are experiencing school differently Tells us student participation in different programs and processes Demographics Allows the prediction of actions/ processes/ programs that best meet the learning needs of all students School Processes Perceptions Tells us if a program is making a difference in student learning results Student Learning Tells us the impact of student perception of the learning environment on student learning

47. Bernhardt Circle Activity • Use the plate to draw Bernhardt circles and label them. • Using the sub-dimension that you used before lunch, identify a problem you want to address. Write this problem on your chart paper. • Brainstorm evidences and place them in the appropriate circle.

48. ABCs AYP EVAAS Disaggregated Goal Summary LEA and School Report Cards Teacher Work Condition Survey ABCTools Reports WinScan – Goal Summary Report Surveys, Questionnaires Authoritative Data Sources

49. Authoritative Data

50. Authoritative Data NC Report Card Disaggregated Report ABCs AYP Measures individual proficiency (III) & growth Data 1996 - LEA/School Growth Status Not/Expected/High Measures proficiency of student groups and reports other targets Data 2002 - State/LEA/School AYP Status Met/Not Met Reports proficiency of expanded student groups for two years Data 1996 - State/LEA/School Disaggregates specific assessments Summarizes ABCs and AYP data, AND reports school profile and teacher data Data 2001- State/LEA/School Details schools’ performance designation