Improvement through the use of data
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This document discusses school improvement planning and the use of data to improve student achievement. It begins by outlining Patrick Murphy's background and experience in education. It then presents arguments on both sides of whether school improvement plans actually lead to increased student achievement. While some research shows little relationship between planning and achievement, other studies find that establishing clear goals, implementing decisions, and monitoring effectiveness can positively impact student performance. The document then reviews requirements for school improvement plans from federal, state, district, and school levels. It provides an example of a school district policy on improvement planning and evaluates a sample school improvement plan template. Finally, it discusses how principal evaluation frameworks examine the use of data in school improvement planning and criteria for effective data-driven decision
Improvement through the use of data
- 1. Improvement Through the Use of DATA School Improvement Planning
- 2. Patrick Murphy • Assistant Superintendent Edmonds School District • Former Executive Director of Secondary Schools in Issaquah School District • Middle School Principal • High School Assistant Principal • Junior High Assistant Principal • Social Studies and Language Arts Teacher Introduction – What you do and why you are considering becoming an educational administrator?
- 3. Turn and Talk • Question: Do School Improvement Plans lead to increased Student Achievement?
- 4. No • There is little empirical evidence on the effectiveness of strategic planning (Philips and Moutinho, 2000) • Weak relationships between strategic planning and student achievment (Basham and Lunenberg, 1989) • Formal Planning leads to inflexible practices, wastes time and resources (Mintzberg, 1994) • Common forms of improvement planning have a negative relationship to achievement (Kannapel & Clements, 2005) • Formal Planning is unrelated to organizational performance (Pfeffer & Sutton, 2000) • Multi-page, government imposed planning templates promote overload, lack of coherence and fragmentation (Fullan, 1999) • Planning and professional development plans often lead to lots of change but no improvement (Elmore, 2000)
- 5. Yes • Establishing clear goals, designing and implementing decisions, monitoring effectiveness relates to school improvement (Marzano, Walters, and McNulty, 2005) • Strong association between quality school planning and student performance (Springboard Schools, 2006) • School Improvement Plan quality is significantly related to school performance (Fernandez, 2006)
- 6. Translation: “School leadership has a substantial effect on student achievement by facilitating (quality) school improvement processes; developing a shared vision; establishing concrete goals for curriculum, instruction, and assessment; and monitoring the effectiveness and their impact on student learning – in short, by planning” (p. 15). (White and Smith, 2010 pg. 15)
- 7. “Practice does not make perfect. Perfect practice makes perfect.” -Walt Hriniak, Major League Hitting Instructor
- 8. COMMON CORE How does it change the use of assessment data? Article: Thoughtful Assessment -Jan Chappuis
- 9. SCHOOL IMPROVEMENT PLANS • FEDERAL LAW • STATE LAW • DISTRICT POLICY • SCHOOL PLANS • Evaluation
- 10. Federal -Title 1— Improving The Academic Achievement Of The Disadvantaged • PRIORITY- The State educational agency, in allocating funds to local educational agencies under this section, shall give priority to local educational agencies that — • (1) serve the lowest-achieving schools; • (2) demonstrate the greatest need for such funds; and • (3) demonstrate the strongest commitment to ensuring that such funds are used to enable the lowest-achieving schools to meet the progress goals in school improvement plans under section 1116 (b)(3)(A)(v).
- 11. STATE -WAC 180-16-220 • Evidence and date of annual school board approval. • • Evidence staff certification requirements were met. • • Evidence the plan is based on self-review and participation of required participants (staff, students, families, parents, and community members). • • Brief summary of use of data to establish improvement. • • Plan promotes continuous improvement in student achievement of state learning goals and essential academic learning requirements (EALRs). • • Recognition of non-academic student learning, what, and how. • • Plan addresses characteristics of successful schools. • • Plan addresses educational equity (gender, race, ethnicity, culture, language, and physical/mental ability). • • Plan addresses use of technology to facilitate instruction. • • Plan addresses parent, family, and community involvement
- 12. Edmonds 7010 - School Improvement Plans for Principals and Instructional Managers • It is the policy of the Edmonds School District to require each school to develop and adopt a school improvement plan that includes an annual review process. Each school shall submit its plan to the Edmonds School Board by October 1 of each year for initial approval and annual review. • Each school improvement plan shall reflect the use of student performance data and shall promote a positive impact on student learning. (A positive impact on student learning means promoting the continuous achievement of the state learning goals and essential academic learning requirements, and the achievement of nonacademic growth in areas like public speaking, leadership, interpersonal relationship skills, team work, self-confidence and resiliency, so that students can meet the goals of Washington's basic education system: to become responsible citizens, to contribute to their own economic well-being and that of their families and communities, and to enjoy productive and satisfying lives.) • Each school improvement plan shall be based on a building self-review that includes the active participation and input of building staff, students, parents, and community members.
- 13. Puyallup Policy 2010 • School Improvement Planning • School improvement planning is the process schools use to ensure that all students are achieving at high levels. All schools can become better environments so that more students are successful. Annual yearly progress of public schools is essential in providing increased student performance and quality results. Innovative and research-based programs, coupled with staff development, focused and aligned resources, and public participation in planning, are critical factors in improving schools. • The Comprehensive School Improvement Plan developed by each team shall be reviewed by the building principal before being submitted to their Executive Directors of Elementary Education or Secondary Education. If the principal does not approve the plan, he or she shall work with the CSIP Team until consensus is achieved. The Executive Directors may refer a plan back to the CSIP Team with recommendations for change. When approved, the plan shall be monitored and reviewed on an ongoing basis by the principal in collaboration with staff. The plan will also be reviewed periodically with the Executive Directors and other members of the K-12 Education Department.
- 14. Edmonds Template Does it meet or have the potential to meet the state criteria (WAC)? Will this result in improved student learning?
- 15. Principal Evaluation-AWSP Framework • Criterion 3 | Planning with Data Leading the development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.
- 16. Planning with Data 3.1Recognizes and seeks out multiple data sources 3.2 Analyzes and interprets multiple data sources to inform school-level improvement efforts 3.3Implements data driven plan for improved teaching and learning 3.4Assists staff to use data to guide, modify and improve classroom teaching and student learning 3.5Provides evidence of student growth that results from the school improvement planning process* *Student Growth Scoring Area
- 17. 3.1Recognizes and seeks out multiple data sources • Systematically collects valid and reliable data from at least three sources to be used in problem solving and decision making; builds capacity of staff to recognize information as data by providing examples of using data throughout the building and in staff meetings; systematically gathers data on grades, attendance, behavior and other variables to inform efforts
- 18. 3.2 Analyzes and interprets multiple data sources to inform school-level improvement efforts Analysis includes multiple years of data, including state, district, school and formal and informal classroom assessments; interprets available data to make informed decisions about strengths and areas of need; provides teacher teams with previous year’s data and asks them to assess students’ current needs .
- 19. 3.3Implements data driven plan for improved teaching and learning • Provides leadership such that plan is clearly articulated and includes action steps and progress monitoring strategies, and strategies in the plan are directly aligned with the data analysis process and are research based; leads ongoing review of progress and results to make timely adjustments to the plan; data insights are regularly the subject of faculty meetings and professional development sessions
- 20. 3.4 Assists staff to use data to guide, modify and improve classroom teaching and student learning Regularly assists staff to use multiple types of data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction (highly achieving as well as non-proficient) and to determine whether re-teaching, practice or moving forward with instruction is appropriate at both the group and individual level; strategies result in clear relationship between the actions of teachers and the impact on student achievement
- 21. 3.5Provides evidence of student growth that results from the school improvement planning process* School improvement planning process results in measurable improvement in student academic growth
- 22. Video – Principal Story • http://www.pbs.org/pov/principalstory/video_classroom1.ph p#.VCxFVlTn-00 • • Start at 4:40 minutes stop at 8:50
- 23. Criterion 3 Graphic Organizer Excercise
- 24. Thank you!