Hudson Area Schools -Lincoln Elementary

School Improvement Professional Development

Friday, February 26, 2010

School Improvement at Lincoln Elementary

• Information and background on school improvement at Lincoln Elementary

~ where we’ve been

~ where we want to be

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School Improvement Process…One Common Voice – One Plan

School Improvement Planning Process

DoImplement Plan

Monitor Plan Evaluate Plan

PlanDevelop Action Plan

StudyAnalyze Data

Set Goals and Measurable Objectives

Research Best Practice

StudentAchievement

GatherGetting ReadyCollect DataBuild Profile

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One Common Voice – One Plan School Improvement Process

• Getting Ready• Collect Data

• School Data Profile• School Process Profile

• Build Profile• Analyze Data

• School Data Analysis• School Process Analysis• Summary Report

• Set Goals & Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan

Comprehensive Needs Assessment

School Improvement Plan

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One Common Voice – One Plan Creating a Common Vocabulary for School

Improvement

A comprehensive needs assessment* includes five components….1. School Data Profile2. School Data Analysis3. School Process Profile4. School Process Analysis5. Summary Report

*Comprehensive needs assessments may vary, however, in Michigan, the School Process Profile must include one of four designated options.

Common Vocabulary

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One Common Voice – One Plan Michigan Comprehensive Needs

AssessmentIn Michigan, all schools must complete one of these four School Process Profile options:

School Process Rubrics (90) or

EdYes! Subset (40)

or

Standards Assessment Report (SAR)or

Self Assessment (SA)

MDE

NCA

The Profile• The profile summarizes your

school/students through clear and compelling data.

• Provides a rich and accurate description of reality

• Is a living document that continuously unfolds

• Influences decisions, efforts and actions

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Use the Profile to…

• Engage in data-driven decision-making

• Identify & validate strengths

• Identify & validate challenges

• Illustrate patterns and trends

• Archive information

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One Common Voice – One Plan Gather: Collect Data

Demographic Data

Student Learning Data

School Process Data

Perceptions Data

StudentGenderGradeAgeEthnicityRaceConductAttendanceSocio-Economic StatusFree/Reduced LunchParent InvolvementTeacherDegree(s)CertificationYears of ExperienceTransienceProfessional Affiliation

 Assessments for and of learning Local classroom assessmentsStatewide assessmentsNational assessmentsInterim assessmentsDropout ratesCollege acceptance rates

School ProgramsCurrent OfferingsInstructional PracticesProfessional DevelopmentProfessional AffiliationsExtra-Curricular ActivitiesBudget AllocationsFacility UsageTechnology DistributionStaffing PatternsSupervision PracticesPolicies and proceduresSchool process rubrics (40 or 90) or SA/SAR (NCA)

Teachers & StaffCourse OfferingsSchool CultureSuccessCollective EfficacyNormsSchool QualityTeacher QualityStaff Commitment

What do you already know?What data do you need to know?

What additional information/data do you need to know?Where can the information/data be found?

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One Common Voice – One Plan Gather: Collect Data

Types of Data

Demographic Data: Describes our students, staff, district, and community

Student Learning Data: How our students perform academically on federal, state, and local assessments

School Process Data: Disciplinary Information, Policies and Procedures, School Process Rubrics

Perception Data: Survey Data, Opinion

Data Mining

Hudson Lincoln Elementary

February 26, 2010

The “veins” we are mining

• Statewide - – student learning on a limited number of the

GLCE

• Interim – – student learning on a limited number of

learning targets

• Classroom – – student learning on the taught curriculum

Levels of Student Learning Assessments

“X” represents

opportunities

Fall 2008

Fall 2009

Fall 2010

Statewide

Assessment

(MEAP)

X X X

Interim Assessment

(DIBELS, DRA, STAR)

X X X X X X X X X

Classroom Assessment

(Unit tests, common

writings with rubrics)

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Words of encouragement from other assessments miners…

• All assessments are finite resources

• Having a variety of tools makes your mining experience more worthwhile

• It is better to work together while in the mines!

FERPA Questions and Answers

Lenawee Data Camps

June and August, 2009

To be considered an “education record,” information must be maintained in the student’s

cumulative or permanent folder.

• False, because any record that has a student name is an educational record.

You are in charge of a staff meeting to study student achievement on school improvement goals. As part of your meeting, you are showing a report to the entire staff that shows student test scores on a statewide assessment. The report shows the student names. In addition, you have given them a paper copy of the report.

It is a violation of FERPA to display the results of the assessment to the entire staff.

The exception would be a group of teachers working on a specific student strategies as they are a specific population that then has a “legitimate educational interest” in the information.

What’s are looking for in the mines today?

• Statewide - MEAP– Overview of each grade level performance– Individual student performance– Grade Level Strand and GLCE analysis– Review of 08-09 Goals with Fall 2009 Data

• Interim – DIBELS, DRA, STAR– Scores– Benchmark targets

• Classroom – Unit Tests, Common Writings– Scores– GLCE Alignment

Goal Teams - Data Review & Discussion…

• Organize into K-5 Goal Teams -

Math Writing Reading

Goal Teams – Data Review & Discussion Guiding Questions…

• What subgroups are not performing successfully, according to our data?

• What factors may lead to differences between successful and unsuccessful students? • taught curriculum • program participation

• transition / “school of choice” students • demographics

• How effective are the school improvement strategies in assisting students to become successful?

• What are the relationships between the levels of student learning assessments? (statewide, interim, and classroom)

Time for Lunch!

Grade Level Teams –“Jigsaw” Report Out

• Organize into grade level teams

• Content area team members report out on data discussion for their specific grade level

• Use guiding questions to help frame your sharing and discussion

Grade Level Teams – “Jigsaw” Report Out Guiding Questions…

• Who are the successful and unsuccessful students at our grade level?

• What traits do they each have in the content areas?

• How might we develop strategies and assessments to create more successfulness at this grade level?

• When and how often should we study student achievement using assessment data in the future?

Whole Staff – Report Out & Sharing

“3 – 2 – 1” *For each grade level

3 Three critical findings by using the data

to add to the school data profile

2 Two potential improvement efforts to

increase success

1 One data source that should be collected

and analyzed in the future

Developing a Process Which Supports Ongoing School Improvement

“Building a Calendar”

Wrap-Up….

• Next Steps…..

• Reflection & Feedback on the Day!