Planning for Continuous School Improvement

1
Planning for Continuous School Improvement

• Professional Development Services
• Curriculum, Instruction, and Assessment
• Regional Offices

2
Outcomes

• To understand the importance of utilizing
  multiple measures of data.
• To understand the systematic process for
  continuous school improvement planning.
• To understand the HISD SIP process and
  requirements.

3
Pre-Conditions for School Improvement

• Instructional Coherence
• Shared Vision for School Improvement
• Data Driven Decision Making

4

5
Multiple Measures of Data

• Demographics
• Perceptions
• Student Learning
• School Processes

6
Demographics

• Because trends have a clear direction, instead
  of causing turbulence, they actually help reduce
  it because they have a significant amount of
  predictability.
• Joel Barker

7
Demographics

• Schools should begin the planning process by
  setting the context
• What we believe turns into expectations and then
  action
• Longitudinal trends are important for planning
• Implications for professional learning and
  leadership

8
Perceptions

• Perceptions are important because they are
  someones reality.
• Informs behavior of the staff, students, and
  parents
• For table conversation--What are some of the
  perceptions we can gain regarding students?
  Staff? Parents?
• Staff values and perceptions impact behavior
• Perceptions have an implication for planning

9
Student LearningWhy is it Important?

• Measures student group proficiency
• Assess individual or group achievement
• Assess added-value progress
• Guide curriculum development or revision
• Improve instruction
• Understand which programs are getting the results
  we want
• Accountability
• PLC Key Questions
• Formative assessments

10
School Processes

• Improvement is not achieved by focusing on
  results, but by focusing on improving the systems
  that create the results.
• National Leadership Network

11
School Processes

• Most difficult to measure
• Evaluate impact of curriculum, instruction,
  assessment, and interventions
• What processes will create the results we want?

12
Evaluation of School Processes

• Review the continuum and determine where your
  school is in each area.
• Pair/share- Discuss your reflections with a
  partner.

13
(No Transcript)
14
Intersection of Data Moving from Random Acts of
Improvement to Focused Acts of Improvement

• What processes or programs work best for
  different groups of students measured by student
  learning results?
• What impact do demographic factors and student
  attitudes about the learning environment have on
  student learning?
• Are all groups of students represented in the
  different programs and processes offered by the
  school?

15
Table Activity

• Categorize each of the activities as Input,
  Process, or Outcome

16
Input Data elements that describe the givens
that are usually beyond our immediate
control. Process Elements that describe the
actions learning organizations plan for and
implement to get the outcomes they are striving
to achieve, given the input. Outcome The data
elements that describe the results of a learning
organizations processes.
17
(No Transcript)
18
The Process

• Review of flow chart questions
• HISD planning process
• HISD template

19
(No Transcript)
20
Resources

• Victoria Bernhardt, Using Data to Improve Student
  Learning
• DuFour, DuFour, Eaker, and Many, Learning by
  Doing
• List of resources on handout aligned to district
  initiatives and framework

21
Next Steps

• Gather and analyze demographic data to extent
  possible
• Discuss mission, vision, and values
• If possible, determine perceptions of
  stakeholders
• Analyze student achievement data
• Develop first draft of 3 SMART goals
• June meeting-SMART goals and root cause analysis
  to determine strategies and activities for goals