Southwest Horizon S.D.

What works in School Improvement?

Ask yourself

How many chances will I have for someone to wade through the research and present ideas and actions which seem promising? Without any expectation or pressure to replicate With and invitation and the time to consider the

worthiness , adaptations or applicability With the thinking and creativity of an amazing

group of educators

Requirements3 Year Cycle

Oct 30 Division to electronically submit school plans to MECY

Internal Deadline Approval by Board

Division Plan, Student Services Plan, Categorical Grant Plans

ELI, ENI, AAA, ECDI, SSG, EAL,ESD,BF Division Visits - MECT Team Feb- Mar 2010

Day meeting, Report and Feedback,

In two Parts

Form Outcomes – What will we improve? Data- How will we know we are improving? Involvement- Process- Who decides?

Content Strategies- How will we improve? Best Ideas- Will it work?

What will we improve?

IKEA’s new Car

From Activity ---> OutcomesIn Manitoba we have had a long history

of identifying the strategies and activities that are implemented in schools: eg

Implement the new Science Curriculum Run a TAG group Inservice staff on Differentiated Instruction or

Authentic Assessment Establish the Lion’s Quest Program

We are newer at identifying the Outcome or targeted result

Outcome Tips

Ask “Why are we doing this?” …the because is the out come

Try to keep it focused upon Student Learning

Don’t get to hung up on the Numbers. How will we know…observable , concretely, etc.

Stated clearly in a way that is observable so everyone knows what we are trying to accomplish

Process Outcome is often an Activity - not result outcome

ie We will implement an Anti Bully Policy

The purpose of a SMART outcome is to clearly state what we all are trying to do in a manner which allows us to objectively assess whether we have progressed towards achieving it.

Perfection is not the aim..improvement is

Get A Resource Teacher on board to review

What is the benefit to the students, staff, school ?

SMART Outcomes

pecific

easurable

chievable

elevant

ime related

Process Goals to Outcomes

Process Why do we want to ? .so…. Describes the ends

We will integrate a math/science curriculum

We will budget additional time for collaborative planning

We will develop a divisional writing rubric

We will implement a conflict mediators program

We will implement a TAG program Means Inputs Activities Function

Senior 1 Failure rate is reduced

Student Achievement will improve

Student Writing Improves

Playground conflict incidents are reduced

Student attendance is improved Ends Outcomes Purpose Targets

Indicators

What would let us know that we are making progress toward the outcome? Specify one or more indicators for each

outcome Decide which factors could influence

participant/program outcomes Indicators will decide what data to

collect

Not So Smart Outcomes

The Blue Bombers will improve next year.

The 2005 Mission Hill Shiraz will be better.

Greg Thompson will become a good golfer …( I know this is hard to believe but humour us)

Alice Munro’s next novel will be an improvement.

Students will have more success next year.

Smarten Up

At your table take one of the not so smart outcomes and try to make it SMART

Select 3 indicators to go with the outcome

3-5 Minutes

Report back

Critical Friend Activity

With your friend once again review your school plans:

Explore your planning report for Outcomes and Indicators- SMART

Are they Truly Outcomes? Or Strategies? Do the indicators help clarify the outcomes Are there other indicators or outcomes that

may work better? Are they focused on Student Learning ?

Who decides?

PotentialTeam Members

Students

Parents

Teachers

Department heads/Chairpersons

School administrators

Other school staff

Parent Council representatives

Community membersRequirements :Regulation on Advisory Councils for School Leadership says that the ACSL may provide advice on school plans.Education Administration Miscellaneous Provisions Regulation states in Section 31:

"A principal must involve teachers in any planning process that is undertaken for the school."

Keeping Informed

Supporting schoolNewsletters

Student BasedHelping Child

with School WorkAttending Events

VolunteeringACSLs

PTASchool Programs

AdvisoryPlanning

Decision Making

GovernanceSelection of Staff

Learning EnvironmentBudget

Budzinski’s Continuum of Parent Involvement

HighLow

Critique

Activity Look at your plan again. Who is actually involved? To what

extend? Are there areas where you wish to

extend stakeholder involvement? How can you strengthen this aspect?

How will we know we are improving?

Data Data “information or evidence collected through a

systematic method of selection, observation or analysis. Data are symbolic representations of information that can be expressed in numbers or words.”

(Earl, 1999)

Identifying data sources that are:- presently available- easily accessed

or- electronically generated

Examples of Commonly Available Data Sources

Information about students Enrollment records (enrollments, transfers & dropouts) Daily attendance

records Student records

(demographics, extracurricular activities

Transcripts (course enrollments and levels, credits earned, grades)

– Student Portfolios– Standards tests results– Occupational

competency tests– Exit exams– Counselling reports – Employer evaluations

(co-op placements)– Student survey results– Post-secondary

enrollment

…More

Information about teachers or administrators Personnel files

(teacher training and certification, staff development activities, continuing education credits)

Attendance records

In-service records

School-level information Funds/expenditures per

pupil

Reports prepared for/or by the school

Partnerships with post-secondary institutions/businesses/other

Dropout & completion rates

Student-faculty ratios

What to do with the Data

Measure Progress Identify Priority Areas Clarify Issues Hold Conversations Inform Planning

Victoria Bernhardt California State U

DemographicsEnrolment, attendance, Drop out rate, Ethnicity, Gender ,

Grade levelTells us What processes – programs different groups like

bestPerceptions

Perceptions of Learning environmentValues and beliefs, Attitudes, ObservationsTells us about environmental improvements

Student LearningStandards AssessmentsTeacher Grades, Observations,

Stadardized assessmentsTells us about student performance on different measures

School ProcessesDescriptions of programs, processesTells us how classrooms change

Data Critique

Another Team critique Do the data tools listed align with the

outcomes Are there a mix of Quantitative-

Perceptual Data Are baselines established? Does the data collected make sense?

Generating Strategies What do we think will make a

difference What research exists? What do other schools do? Do we have enough information? What have we done in the past? Can we enlist the help of others? Is this educationally sound? Action Research

Story of a conductor He was a mediocre conductor of a mediocre

orchestra. He had been having problems with the basses; they were the least professional of his musicians. It was the last performance of the season, Beethoven’s 9th Symphony, which required extra effort from the basses at the end. Earlier that evening, he found the basses celebrating one of their birthdays by passing a bottle around. As he was about to cue the basses, he knocked over his music stand. The sheet music scattered. As he stood in front of his orchestra, his worst fear was realized;

A midget fortune teller Queen Nyteshade had two claims to fame. She

could tell fortunes and she was a midget. The local authorities frowned on her because they thought that fortune telling was fraudulent. They had Queeny arrested. She was placed in a holding cell. Since she was so small she was able to squeeze between the bars of her cell and escape. This to incensed the judge that he ordered the local newspaper to print an article about the culprit. The following was printed in the paper the next day. Small medium at largeSmall medium at large

it was the bottom it was the bottom of the 9th, no of the 9th, no score and the score and the basses were basses were loaded.loaded.

The vultures are flyingAs migration approached, two elderly

vultures doubted they could make the trip south, so they decided to go by airplane.

When they checked their baggage, the attendant noticed that they were carrying two dead raccoons. "Do you wish to check the raccoons through as luggage?" she asked.

"No, thanks," replied the vultures. "They're "No, thanks," replied the vultures. "They're carrion."carrion."

2) Content What is in your plan? What works around us?

In other words an hour or so to be curious…

…about the ideas silly

…you are likely curious curious enough , at least according to your spouse or relatives.

Al..one of our cats . Full name Al- Queda

Aims of this section A chance to get caught up on what is working in school

improvement. A chance to reflect upon or consider any impact the

information may hold for your planning team and school. A chance to dream or scheme. Intended as a quick hit introduction to ideas. If something

resonates for you or your school you can follow that up in detail.

Guarantee that some of you will have heard some of these concepts before and some concepts will be new to you. There is at least one idea here which could help your project.

Join our PIE Wiki to get this PPT and keep abreast. Just pass along an email sheet to me and I’ll invite you

The adage about Gum

You take a stick of gum…

Then you need to Chew it

Adults need the same.

They don’t learn from experience they learn from reflecting and discussing their experiences

So during this session you will have plenty of chew time.

In Preparation

Reviewed the work of recognized experts Andy Hargreaves Michael Fullan Mike Schmoker Douglas Reeves Bob Marzano Ben Levin Larry Lezotte Manitoba Experiences Others see reference books at front for details

Project Planning can be like …

School Improvement-A History Lesson

“We can, whenever and wherever we choose , successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far”

Ron EdmondsEffective School research 1982

Yesterday we knew

Correlates of Effective SchoolsLezotte.. A rationale for evidence

All children can learn and come to school motivated to do so Schools control enough of the variables to assure that virtually all

students do learn Schools should be held accountable for measured student

achievement Schools should disaggregate measured student achievement to be

certain that students , regardless of gender , race, ethnicity or SES are successfully learning

The internal and external stakeholders of the individual school are the most qualified and capable people to plan and implement the changes necessary to fulfill the learning for all mission: Instructional Leadership Clear and Focused Mission Safe and Orderly Environment Climate of high expectations Frequent Monitoring of Student Progress Opportunity to Learn and Student Time on Task Positive Home- School Relations

Today

Educational Leadership Oct 2008 “Instead, school improvement is the result of

school self-evaluationschool self-evaluation that principals and teachers lead , which takes into account parental feedback and student self- assessment”

Finland National Board of Education randomly evaluates

different subjects in each comprehensive school every 3rd year to determine needs for curricular improvements. Schools use this data in self –evaluations . Singapore

“Two Roads to High Performance” Susan Sclafani Two Highest Scoring Countries PISA

Some Traits and Tools at play in successful schools…according to

But first a test

Which of the following have the highest influence upon Teaching Practices?

1= Not influential 4= Very Influential

What Influences Teacher Practice? Undergrad Courses Professional Reading Graduate Courses Motivational Speaker Bonus Pay Advice from Colleagues Action Research

1.8

2.3

2.6

?

?

3.6

4.0

1- Action Research

Compelling QuestionsSense or urgencyPersonal RelevanceAnswers “What’s in it for me ?”How can we reduce failure within a year?How can we improve engagement ?

Action ResearchPublic Exposure

Action Research Start with a guiding hypothesis

“If we increase narrative writing teaching in our school we will get better academic results across the board.”

What is the research question or outcome we want ? Writing skills will improve by 2 levels on

our writing continuum by May 2010 In what other subject areas will

achievement increase?

Benefits Action Research

Greatest Single impact on Teacher Practices

Redefines PD 7: 1 Rule 7 hrs implementation for

every 1 hour Research Question Method- Plan- Strategies- Analysis

#2Professional Learning Communities

PLC’s

“ we have relied too much, with miserable results, on a failed model for improving instructional practice: Training in the form of workshops”-Schmoker

Bad PD No arrangement for teachers to translate

learning to actual lessons Mental Dependency… external guidance

needed

Possible PLC Foci

Provincial Standards Results Common Assessment Results Planning Teams- Develop Written

School Continua Collaborative Lesson Time Planning Common Assessments- Group Analysis Common Lesson Planning Specialist Support to planning teams Co Teaching Planning

Study teams – Japan Germany Lesson study Team meetings – build lessons Standard based lessons

Modeling lessons – Co-teaching Leadership Focus on Learning not teaching

Urgency Essential standards Formative assessment Teacher meetings 2-3 monthly (lessons based on results of

common assessment) Admin “to what extent are students learning intended outcomes

“What steps can I take to give students and teachers support to improve learning?”

Monitor effective instruction Quarterly reviews Student work Team logs Classroom tours

Chew Time

With your team take a few minutes to consider the previous information.

Are there lessons for our school? What can we use, adapt or avoid?

3 –Educational Leadership

..”is mainly just talk. In Fact few administrators of any kind or at any level are directly involved in instruction. “

-Glickman-Wow !

Reeves on Leadership & Change Employees in any organization are

volunteers. We can compel their attendance and compliance , but only they can volunteer their hearts and minds

Leaders can make decisions with their authority , but they can only implement those decisions only through collaboration

Leverage for improved organizational performance happens through networks, not individuals

Source of Decision making

Level 1 Level 2 Level 3

Perceived 4 22 74

Actual 39 34 27

Level 1- Teacher Discretion

Level 2- Collaborative

Level 3 – Unilateral Administrator

Reeves 2006

Myths about school change People are happy doing what they are doing now “

Determined Impotence” People resist change because of irrational fears.

(Previously burned by bad experiences) You can’t make significant change until you get” buy

in” ( Behavior precedes beliefs)

You must have perfect research “ The Paralysis of Analysis”

The risk of change is great so you must wait until things are perfectly organized before implementation . ( Not what is the risk of change but… what are the risks for failing to change)

4 -School Improvement Planning

Elaborate Strategic plans don’t work Simple Plans work best Clear and SMART Outcomes Direct focus on straight forward actions

Arrange for teachers to Analyze achievement data Set goals Plan together to address goals Monitor Progress Modify Strategies

School Improvement

…but what do we improve?

5 Things according to Marzano Guaranteed and Viable Curriculum

I.D. and Communicate essential content Ensure essential content can be addressed in

time available Sequence and organize essential content Ensure teachers address essential content Protect Instructional time

Challenging Goals and Effective Feedback Parental and Community Involvement Safe Orderly Environment Collegiality and Professionalism

“The Lessons from Reeves”

Douglas ReevesASCD 2006“ If the job of leadership is not about student achievement , What in the world is it about?’

A test

Disclaimer American Data Knowing – Doing Gap

1500 Classrooms 2005

Take a guess at the percentage of classrooms where the following was observed

Clear Learning Objective Worksheets Lecture Monitor work without feedback Students required to speak in full sentences Evidence of assessment for learning Evidence of “ Bell to Bell Instruction Fewer than ½ student engaged

Observations of 1500 Classrooms Clear Learning Objective 4% Worksheets 52% Lecture 31% Monitor work without feedback 23% Students required to speak in full sentences

0% Evidence of assessment for learning 0% Evidence of “ Bell to Bell Instruction “ 0% Fewer than ½ student engaged % 82

A “State “ of Classroom Affairs 2003

Clear Learning Objective 4% High Yield Strategies observed 0.2% Higher order Thinking Required 3% Students writing or using rubrics 0% Fewer than ½ student paying

attention 85% Students using worksheets %52 Non Instructional Activities occurring

%35

Study Connecting Leadership Actions to Improved

Student Academic Results 1500 School Plans Nevada , West Virginia 90 , 90 , 90 Schools ( Poverty, Minority, Proficiency)

When external variables are factored out ( Budget, governance, union agreements, Policies, laws)

What variables are most related to improvements?

What works?Schools who were high achieving shared the following qualities

Inquiring Beliefs Frequent monitoring of achievement Non Fiction Writing Across the

curriculum Immediate and Decisive Interventions Constructive use of data

“ Pull the weeds before planting the flowers” Announcements Meetings ( Centered around What to teach , How to teach it

and how to meet the needs of individual students” ) Study Halls, Silent Reading, Homeroom

periods ( “Last resort for those unable to design a master schedule”)

Transitions Paperwork ( avoid duplication , collect only what is

necessary) One Stop Assessments ( The consequence for poor

performance on assessment is not a low grade ..but a requirement that students perform proficiently

Three Things which work

Add More Time for the area in question Time for Collaboration

To be effective the collaboration must focus on the examination of real student work. Common expectations for student performance

Unequal Coverage of the Curriculum“ Coverage as substitute for student learning” Vrs Clustering, Power StandardsNot all standard have equal weight

Another Test

Ask yourself …What causes student achievement?

“ If you believe that adults make a difference in student achievement , you are right.

If you believe that adults are helpless bystanders while demographic characteristics work their inexorable will on the academic lives of students , you are right.

Both statements become self- fulfilling prophecies.”

% of students scoring proficiency or higher

43.6 in Low Inquiry Leadership Teams

64.8 High Inquiry Leadership Teams

Ask yourself …What causes student achievement?

When the answers are about adults in the school ( Curriculum, Assessment practice, Engaging lessons )= High Inquiry

When the answers were about students ( poverty, motivation, ethnicity ,parenting )

=Low Inquiry

More Reeves

Power of Monitoring Monitor adult actions not just scores Frequently Treasure hunt not Witch Hunt

Rule of Six Learning Walks SMART ( Specific and Measurable) Action Research Public Displays “ Adult Science Fairs”

Leadership Mapping Exercise

Lucky Leading

Losing Learning

Effectiveness of Strategies

Student A

chievement

-1.0 0 +1.0

From Lucky to LeadingCorrelates of student achievement Achievement =% of students proficient Effectiveness Coefficient 1.0 Is direct relationship ie non fiction writing +.8

Grading Practices 0 Common Assessment program +.6 One Day workshop -.2

Student Proficiency Measure ie Sr 4 pass rate currently 54 % School Writing Continuum Currently 32%

5- Evidence/ Data

School Planning Teams Staff Analysis

What types of Data? Quantitative

Numbers

Qualitative Words-

anecdotal, stories

Intuitive Opinions,

Perceptions

Triangulation

Multiple independent sources of data to establish the accuracy of a claim

Richard Sagor Guiding School Improvement with Action Research

Engineering – Architecture Estimate new positions or data based on the

existing position or data

Education Use Verifying progress and setting direction

Victoria Bernhardt California State

DemographicsEnrolment, attendance, Drop out rate, Ethnicity, Gender ,

Grade levelTells us What processes – programs different groups like best

PerceptionsPerceptions of Learning environmentValues and beliefs, Attitudes, ObservationsTells us about environmental improvements

Student LearningStandards AssessmentsTeacher Grades, Observations,

Stadardized assessmentsTells us about student performance on different measures

School ProcessesDescriptions of programs, processesTells us how classrooms change

School Tours Quality and Substance of Instruction Student AttentivenessEg: Walk About Groups- Tracy Caldwell

RETSD If your plan states that Students will

improve their expository writing skills Inform Staff, Form a group, Provide some

guidance and training , turn them loose in the classrooms to seek evidence or students writing,

Data Stephen White - Ideas Assessment Calendar Critical Incident analysis

Assemble participant stakeholders Respond in writing to questions Most difficult to handle Repeats itself Causes most trouble or embarrassment Costs the most or wastes most time Requires most rework Inhibits student achievement

Select a set of questions that get at the crux of issues that have been resistant to change

Collect responses and create affinity chart Discuss and analyze possible causes and antecedents

Data-Informed Planning

WISDOM

KNOWLEDGE

INFORMATION

DATA

Data is not wisdom During WWII in order to bolster defenses, reduce Bomber and

Pilot Loss and to manufacture better armored planes.

Abraham Wald Bombers returning to base after missions were extensively

“mapped” to determine exactly where the bullet holes were likely to hit. A meticulous grid system was used over a long period of time.

They found that planes were generally hit evenly all over except for a few limited areas.

In deciding where to put the additional armor plating to best protect the bombers it was reasoned that the additional armor would be most useful if placed on the limited areas that the mapping revealed were rarely or never hit by bullets

Counterintuitive- However the insight was that if planes who

were hit in those limited “unhit “areas they simply did not return. These were the most highly vulnerable target areas which when hit caused a crash and destruction.

London Taxi Company Problem with turnover and training new

drivers London is a very difficult city to become

knowledgeable with its streets system. Doesn’t follow grid system, Thames River, etc

Resorted to a study of their rider-ship Found that about ½ of riders new exact directions

for their proposed route As a result they introduced a slightly reduced

fare to use a new service for those people who knew where they we going

Results: More Traffic, Better Trained Drivers , less turnover.

Stakeholder Involvement Who is involved and to what extent?

Staff Non Teaching Staff Parents Community Students?

Who’s learning is it anyway? Student Voice Student Action Research Community Service Student Cabinet

Parking Lot DiscussionFour Corner DiscussionNumber off – Go to your assigned corner to:A) Individually share your ideas about some aspect of the

work presented today which interests you and that you will integrate into your project.Comment upon :Why ?What do you expect to happen as a result?What obstacles do you anticipate?

B) As a group identify what is common to the discussion.C) Assign a Reporter to Report back

Invitations

PIE WIKI School Plan Review- Dec 09 Action Research Pilot School Plan Data Base Provincial Steering Committee