getting results

GETTING RESULTSGETTING RESULTS

Continuous Improvement ProcessOVERVIEW

Agenda• Getting Started

– IU Train-the-trainer process• Timeline for IU’s• Timeline for schools

– Improvements by phase– Who submits what– How to access plans

• Getting Results – Gen 6– Document– Quality Review Criteria– Activities

• Getting Results – Revision Tool– Document– Quality Review Criteria– Activities

• District Supplement

IU Train the Trainer Process

IU Train the Trainer Process

Purpose of this training:Provide common framework, materials, and resources for IU personnel who are providing training and technical assistance to school leaders and teams

and Encourage customization to meet the needs

of schools

Role of Intermediate Units

• The “go to” place and people for schools

• DCIU serves as the back-up for IU’s

IU Train the Trainer Process

• Designed as 2 separate trainings– Gen 6 (green folder)– Revision Tool (grey folder)– Documents, QRC’s, samples, activities, and

training PowerPoints are in both

Phase 2Analyze Data and

Discover Root Cause

Year 1

Year 2

Phase 1Organize and

Review the Data

ContinuousImprovement

Process

Phase 3Plan Solution

Phase 4Implementthe Plan

Phase 5Analyze Evidence of Effectiveness

Phase 6Revise the Plan

Phase 7Implement the

Revision

It’s A Two Year Plan

Year 1

Year 2

Phase 1Organize and

Review the Data

ContinuousImprovement

Process

Improvements to Phase 1

• No longer need to download three separate data packets• Data worksheets are organized by whole school, grade level, and subgroup• Increased focus on locally relevant data

Phase 2Analyze Data and

Discover Root Cause

Year 1

Year 2

ContinuousImprovement

Process

Improvements to Phase 2

• Reading and Math data analysis worksheets are pre-populated• Schools will synthesize the analysis• Root cause analysis is by content areas

Year 1

Year 2

ContinuousImprovement

Process

Phase 3Plan Solution

Improvements to Phase 3

• Clarified indicators of implementation vs. indicators of effectiveness• Simplified the action sequence by having one research-based, promising strategy per page• Encouraged focused plans by limiting the number of action sequences

Year 1

Year 2

ContinuousImprovementProcess

Phase 5Analyze Evidence of Effectiveness

Improvement to Phase 5

• Pre-populated reading and math data analysis worksheets • Simplified the reflection process•Focus on evidence of implementation and evidence of effectiveness

Year 1

Year 2

ContinuousImprovement

Process

Phase 6Revise the Plan

Improvement to Phase 6

• Mirrors the action sequence of Gen 6

Improvements to Accessing and Submitting Plans

• IU’s will have access to each school’s pre-populated plan

• IU’s will have access to reports• Schools will have access to their correct plan• Schools will have access to a pre-populated

plan• Schools will submit an electronic copy of their

plan this year (NO TWO PAPER COPIES)

IU’s and www.pasip.orgHow will you get your password? Emailed to the School Improvement Lead

by June 24th

How will others get a username and password?

IU lead will contact Chris Baugh at cbaugh@dciu.org or call 610-938-9000 x2045

What will you see when you log on? • Train-the-trainers video under the resources tab after June 29th• Pre-populated plans for the schools they serve after August 26th

• IU Report on Downloaded Plans after September 18th

• IU Report on Plans submitted after December 4th

How do you log on? • Demonstration

How do IU’s log on?

www.pasip.org

Who submits what?

GETTING RESULTSGETTING RESULTSGen 6 - OverviewGen 6 - Overview

Schools and www.pasip.orgHow will principals get their username and password?

Information will be sent in AYP notification letter on August 26th

How will other school improvement team members get access?

No need to create other accounts because document is web-enabled.

What do they do if they have a problem?

• Cannot find their username and password• Technology doesn’t work

First, contact the help desk • 610-938-9000 x2045

If needed, IU can log on and download a plan then email it to the principal.

• Still want the principal to contact the help desk• So all issues are addressed and we have correct information on file

How do I log on?

Prior to pre-population

After pre-population

Phase 1Organize and Review Data

Other recommended members:Curriculum specialists, instructional coaches, ESL teachers, guidance counselors, school psychologists

What must be addressed in the plan?

Samples of Pre-PopulatedWorksheet

• Will not be blank even if school met all target areas

• 3 Samples – Sample A - All targets met – Sample B - Minimal subgroups not meeting

targets– Sample C - Numerous subgroups not meeting

targets

Phase 2Analyze Data and Discover Root Cause

No longer optional

Examining other factors that may impact student achievement

No longer optional

• Reorganized by whole school, grade level, and subgroup

• Can supplement PSSA and PVAAS data with other reading data

• If you download “early bird” release, these will be blank** After August 26th, these will be pre-populated

Sample Pre-PopulatedReading Worksheets

• 3 sample pre-populated worksheets– High school example with multiple subgroups– Middle school example with multiple subgroups– Elementary school example with minimal

subgroups

NEW

ActivitySynthesize Reading Data

• 3 blank Synthesize Reading Data worksheets – Choose a sample packet– Read through data statements– Summarize the findings in the table– Complete the bottom table– If time, try another school

• Answer these questions relative to the reading concerns listed on Worksheet 6

• Reorganized by whole school, grade level, and subgroup

• Can supplement PSSA and PVAAS data with other math data

• Answer these questions relative to the math concerns listed on Worksheet 9

Phase 3Plan

Solution

• Set reading and math goals in all grades for any relevant subgroup (N ≥ 40)

School-wide goal

Proficiency Level

Setting Rigorous & Attainable Goals

At or above Target

Set rigorous goals toward 100% proficiency target

Making AYP with special provision

Set interim stretch goals

Not making AYP

Set a goal to make AYP

“DEEP implementation of a FEW things beats superficial implementation of

many things.”Doug Reeves, April 2007

•Concern •Root Cause •Strategy

• Indicators of Implementation

• Indicators of Effectiveness

What needs to be done to implement the strategy?

Activity

Evidence of Implementation&

Evidence of Effectiveness

• 2 Reading

• 2 Math

• 2 Other

•Topic/Focus/Purpose

• √ the content area

√ • What changes in practice do you expect to see as a result of the PD?

How are you notifying parents about AYP status of the school? Should include:• Explanation of School Improvement• Reason for School Improvement Identification• Academic Comparison to Other Schools in the DistrictHow are you communicating school improvement efforts to parents and the community?

How are you engaging parents as partners in educating their children?

Phase 4Implement

the Plan

Plan Submission

• Plans due to PDE by November 20, 2009 • Submitted as an email attachment to both

addresses:– ra-pasip@state.pa.us– pasip@dciu.org

Signature Pages

• Mailed to:Sheri Rowe, Division ChiefDivision of School District Planning and Continuous ImprovementPennsylvania Department of Education - 8th Floor333 Market StreetHarrisburg, PA 17126

• Labels will be mailed with AYP notification letter

Who must approve the plan?

• Prior to submission to PDE, all plans must be reviewed and signed by:– Superintendent/CEO– President of the School Board

• School Improvement I and Corrective Action I plans must also be reviewed and signed by:– Executive Director of IU

How is my plan reviewed?

Cover will be pre-populated after August 26th release

What data supports this choice?

What do you need to do to implement this choice?

What indicators will you monitor to know that this action is being

implemented?

Who is providing technical assistance?

What are technical assistance are they

providing?

How often? How will you know if you are doing what

was planned?

Cover will be pre-populated after August 26th release

Will continue the corrective actions in the previous year’s

District Supplement

After reviewing last year’s District Supplement, the district

has decided to revise the supplement.