office of accountability, assessment and intervention 1 getting ready for sip: developing the action...

Office of Accountability, Assessment and Intervention

1

Getting Ready for SIP:Developing the Action

Sequences

FALL 2006

Office of Accountability, Assessment and Intervention2

Participants will understand the components of the Action Participants will understand the components of the Action Sequence in the Sequence in the Getting Results!Getting Results! Framework. Framework.

Participating School Leadership Teams will:Participating School Leadership Teams will:Become familiar with the required steps of the Action Become familiar with the required steps of the Action Sequence Sequence Reflect on a sample Action Sequence Reflect on a sample Action Sequence Become familiar with the Become familiar with the SIP Action Sequence ChecklistSIP Action Sequence Checklist

GOALS

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Achievement

School Profile

SAT Team

Walk Through

Student Performance

Goals-------------

Strategies &

Interventions

MonitoringOf Evidence

Evaluating

Task

Task

Task

Task

Reporting

ProfessionalDevelopment

Getting Results Process FlowDATA SOURCES

DataSummary

Step 1

Step 2 Step 3

Step 4

Step 5

Repeat Steps 1 through 5 for each component of the SIP.

TARGETS ACTION SEQUENCES DOCUMENTATION


SIP Action Sequence

Step 1 - Data Summary

Step 2 - Design

Step 3 - Delivery

Step 4 - Development of People

Step 5 - Documentation (monitoring)


Revisiting “Root Causes”

A Root Cause is the deepest underlying cause or causes of positive or negative symptoms within any process, which if removed, would result in elimination, or substantial reduction, of the symptom.


SUPPORTING REALMparents

governancepersonnel

ENABLING REALMmaterialsschedules

professional developmentorganizational structures

CORE REALMinstructioncurriculumassessments

school leadershipmonitoring

staff accountability for performanceothers identified by the school

fundingstudent readiness to learn

others identified by the school

Dimensions of School Improvement


Thinking Through the Action Sequence

• What’s different about how we think about the SIP Action Sequence? Coherent alignment of all five steps to data and

root causes. All five steps need to be addressed collectively,

rather than in isolation.



Coherent alignment of all five steps to data and root causes.Data SummaryDesignDeliveryDevelopment of PeopleDocumentation (monitoring)



All five steps need to be addressed collectively, rather than in isolation.



Highest-Priority Weaknesses in Student Achievement Across Student Populations

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Worksheet for “Step 1: DATA ” of the ACTION SEQUENCE - READING Highest-Priority Weaknesses in Student Achievement across Student Populations

Gender

Other (specify)________________

Special Education

RegularEducation

English LanguageLearners / Migrant

Racial / Ethnic

EconomicallyDisadvantaged

All Students

Top 2-4 Highest-priority Weaknesses

or Improvement Opportunities

Highlights of the Analyses

of Student Achievement Data by Student Population

Student

Population

Use additional sheets of paper as needed.


Step 1: Data Where are we?ve you analyzed your data?nds/Patterns/Reflections on prior year’s datadent groupsltiple sources (PSSA,TerraNova, Benchmarks, DIBELS, WRAP,SA Checkpoints, DRA reading levels, End of Unit tests, etc.)ve you identified “Root Causes”?

Step 2: Design Where do we want to go next?e your strategies research based and/or promising?ed in the Core Curriculumermined by Regional initiativesermined by other Initiatives, e.g. America’s Choice, Emerging Scholars

e your strategies aligned with the data? “Root Causes”?your strategies enhance instruction and build capacity of staff?

Step 3: Delivery How are we going to get there?at needs to be done? Clearly connects to data and designwhen? Specific timeline/ logical sequencewhom? Involves all stakeholdersh what? All resources have been identified (financial, human, space, time, etc.)dence of effectiveness Evidence is measurable and related to improved student achievement,t engagement, and effective use of instructional time.

Step 4: Development What additional skills do we need?s the professional development align with the Design strategies and the Delivery tasks?es the professional development focus on 2-4 top priorities (needs of students)?s the professional development address identified needs of stakeholders?

he professional development sustained throughout the year?

Step 5: Documentation How do we track our progress?s your monitoring system measure the effective implementation of Steps 2, 3, and 4 of the

n Sequence?here written documentation of your monitoring process?es your documentation process evaluate student academic progress for all studentsudent groups throughout the year? there intervals at which the evidence will be summarized and presented?

SIP Action Sequence Checklist

Office of Accountability, Assessment and Intervention

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Step 1 - Data

Sample Action Sequence



Step 1: Data Where are we?

1. Have you analyzed your data?

Trends/Patterns/Reflections on prior year’s data

Student groups

Multiple sources (PSSA,TerraNova, Benchmarks, DIBELS, WRAP,

PSSA Checkpoints, DRA reading levels, End of Unit tests, etc.)

2. Have you identified “Root Causes”?


Step 1: Data

Using the sample Action Sequence, discuss the following with a colleague :

• How are questions 1 and 2 satisfied in Step 1: Data?

• How do the identified root causes match the trends identified in the data summary?



Step 2 - Design



Step 2: Design Where do we want to go next?

1. Are your strategies research based and/or promising?

Cited in the Core Curriculum

Determined by Regional initiatives

Determined by other Initiatives, e.g. America’s Choice, Emerging Scholars

2. Are your strategies aligned with the data? “Root Causes”?

3. Do your strategies enhance instruction and build capacity of staff?


Step 2: Design

Discuss the following with a colleague:

• How are questions 1, 2 and 3 satisfied in Step 2: Design of the sample?

• How do the identified strategies address the root causes from Step 1?



Step 3 - Delivery



Step 3: Delivery How are we going to get there?

1. What needs to be done? Clearly connects to data and design

2. By when? Specific timeline/ logical sequence

3. By whom? Involves all stakeholders

4. With what? All resources have been identified (financial, human, space, time, etc.)

5. Evidence of effectiveness Evidence is measurable and related to improved student achievement, student engagement, and effective use of instructional time.


Step 3: Delivery


• How is this page different from action plans that you have written in the past?



Step 4 - Development of People



Step 4: Development What additional skills do we need?

1. Does the professional development align with the Design strategies and the Delivery tasks?

2. Does the professional development focus on 2-4 top priorities (needs of students)?

3. Does the professional development address identified needs of stakeholders?

4. Is the professional development sustained throughout the year?


Step 4: Development of People


• How does the PD connect with the Design and Delivery Steps?

• Is the PD aligned with the needs evident in our data?



Step 5 - Documentation



Step 5: Documentation How do we track our progress?

1. Does your monitoring system measure the effective implementation of Steps 2, 3, and 4 of the Action Sequence?

2. Is there written documentation of your monitoring process?

3. Does your documentation process evaluate student academic progress for all students and student groups throughout the year?

4. Are there intervals at which the evidence will be summarized and presented?


Q & A

office of accountability, assessment and intervention 1 getting ready for sip: developing the action...

Documents

sip action sequence

office of accountability

delivery step

design step

required steps

repeat steps

root causes

achievement school profile