office of accountability, assessment and intervention 1 getting ready for sip: developing the action...
TRANSCRIPT
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
3
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
Office of Accountability, Assessment and Intervention4
SIP Action Sequence
Step 1 - Data Summary
Step 2 - Design
Step 3 - Delivery
Step 4 - Development of People
Step 5 - Documentation (monitoring)
Office of Accountability, Assessment and Intervention5
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.
Office of Accountability, Assessment and Intervention6
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
Office of Accountability, Assessment and Intervention7
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.
Office of Accountability, Assessment and Intervention8
Thinking Through the Action Sequence
Coherent alignment of all five steps to data and root causes.Data SummaryDesignDeliveryDevelopment of PeopleDocumentation (monitoring)
Office of Accountability, Assessment and Intervention9
Thinking Through the Action Sequence
All five steps need to be addressed collectively, rather than in isolation.
Office of Accountability, Assessment and Intervention10
Thinking Through the Action Sequence
Highest-Priority Weaknesses in Student Achievement Across Student Populations
33
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.
Office of Accountability, Assessment and Intervention11
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
12
Step 1 - Data
Sample Action Sequence
Office of Accountability, Assessment and Intervention13
SIP Action Sequence Checklist
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”?
Office of Accountability, Assessment and Intervention14
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?
Office of Accountability, Assessment and Intervention15
Sample Action Sequence
Step 2 - Design
Office of Accountability, Assessment and Intervention16
SIP Action Sequence Checklist
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?
Office of Accountability, Assessment and Intervention17
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?
Office of Accountability, Assessment and Intervention18
Sample Action Sequence
Step 3 - Delivery
Office of Accountability, Assessment and Intervention19
SIP Action Sequence Checklist
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.
Office of Accountability, Assessment and Intervention20
Step 3: Delivery
Discuss the following with a colleague:
• How is this page different from action plans that you have written in the past?
Office of Accountability, Assessment and Intervention21
Sample Action Sequence
Step 4 - Development of People
Office of Accountability, Assessment and Intervention22
SIP Action Sequence Checklist
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?
Office of Accountability, Assessment and Intervention23
Step 4: Development of People
Discuss the following with a colleague:
• How does the PD connect with the Design and Delivery Steps?
• Is the PD aligned with the needs evident in our data?
Office of Accountability, Assessment and Intervention24
Sample Action Sequence
Step 5 - Documentation
Office of Accountability, Assessment and Intervention25
SIP Action Sequence Checklist
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?
Office of Accountability, Assessment and Intervention26
Q & A