planning for continuous school improvement
DESCRIPTION
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.TRANSCRIPT
![Page 1: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/1.jpg)
Planning for Continuous School Improvement
Professional Development Services Curriculum, Instruction, and Assessment
![Page 2: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/2.jpg)
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.
![Page 3: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/3.jpg)
Pre-Conditions for School Improvement
Instructional Coherence Shared Vision for School Improvement Data Driven Decision Making
![Page 4: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/4.jpg)
![Page 5: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/5.jpg)
Multiple Measures of Data
Demographics Perceptions Student Learning School Processes
![Page 6: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/6.jpg)
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
![Page 7: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/7.jpg)
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
![Page 8: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/8.jpg)
Perceptions
Perceptions are important because they are someone’s 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
![Page 9: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/9.jpg)
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
![Page 10: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/10.jpg)
School Processes
Improvement is not achieved by focusing on results, but by focusing on improving the systems that create the results.
National Leadership Network
![Page 11: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/11.jpg)
School Processes
Most difficult to measure Evaluate impact of curriculum, instruction,
assessment, and interventions What processes will create the results we
want?
![Page 12: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/12.jpg)
Evaluation of School Processes
Review the continuum and determine where your school is in each area.
Pair/share- Discuss your reflections with a partner.
![Page 13: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/13.jpg)
![Page 14: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/14.jpg)
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?
![Page 15: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/15.jpg)
Table Activity
Categorize each of the activities as Input, Process, or Outcome
InputData elements that describe the “givens” that are usually beyond our immediate control.
![Page 16: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/16.jpg)
ProcessElements that describe the actions learning organizations plan for and implement to get the outcomes they are striving to achieve, given the input.
OutcomeThe data elements that describe the results of a learning organization’s processes.
Table Activity (con’t)
![Page 17: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/17.jpg)
![Page 18: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/18.jpg)
The Process
Review of flow chart questions HISD planning process HISD template
![Page 19: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/19.jpg)
![Page 20: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/20.jpg)
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
![Page 21: Planning for Continuous School Improvement](https://reader036.vdocuments.us/reader036/viewer/2022062504/5a4d1b707f8b9ab0599b4f4e/html5/thumbnails/21.jpg)
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