Developed by The North Carolina Department of Public Instruction Dr. Sherry Broome, Regional Lead

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Developed byThe North Carolina Department of
Public Instruction Dr. Sherry Broome, Regional
Lead

• Self-Evaluation Training
• for Better School Improvement

• Day 1

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Introductions
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Statewide System of Support

• Vision To maintain an organizational alignment
  to ensure that committed leadership and the right
  decision-making structures are in place for the
  statewide support system to be successful.
• Mission The Academic Services and Instructional
  Support Area provides extensive school, district,
  and regional support to all schools, but
  especially to low-performing and low-capacity
  districts coordinated through inter-agency
  roundtables as part of the redefined statewide
  system of support.

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Tiers of Support for Districts and Schools

• All Districts/Schools
• LEAs in Corrective Action
• All Title I/Sanctioned Schools
• Low-Performing Schools
• Turnaround Schools
• Transformation Districts
• Consent Order (Halifax)

Emphasis 2009-2010
Emphasis 2008-2009
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New Hanover Data

• Title 1 Schools in Improvement (N15)
• Charles Murray Middle 1R1M
• Freeman School of Engineering 1M
• College Park Elementary 2M
• D C Virgo Middle 1R 1M
• Alderman Elementary 1R1M
• Trask Middle 1R
• Forest Hills Elementary 1M
• Gregory Elementary 1M
• Mary C. Williams Elementary 2M
• Murrayville Elementary 1R
• Roland Grise Middle 2R1M
• Sunset Park Elementary 3R2M
• Snipes Academy 1R1M
• Williston Middle 1R1M
• Wrightsboro Elementary 1R2M

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Non Title-I Schools in Improvement

• Laney RM
• Ashley M
• Hoggard RM
• Noble Middle RM
• Myrtle Grove Middle RM
• New Hanover RM
• Lakeside RM

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Other Data

• LEA is in Title 1 LEA Improvement 2R3M
• Below 60 (Priority)
• Freeman 58.2
• Alderman 56.9
• Forest Hills 59.3
• Low Performing
• Mosley PLC 31.3
• Sunset Park 45.4
• Snipes Academy 40.3

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Ground Rules for the Training

• A room of equals
• Be open
• Bring your contribution with confidence
• Ask all the questions you need to ask
• Listen to each other with respect
• One voice at a time
• Minimize distractions - cell phones
• Return promptly from breaks/lunch
• And/or ?

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Objectives

• Develop an understanding of the new Continuous
  Cycle of School Improvement Planning model
• Understand and utilize effective school
  improvement planning strategies
• Gain a shared understanding of the difference
  between perception-based and evidence-based
  decision making
• Gather and effectively use various types of data
  to engage in accurate self-evaluation
• Develop questioning techniques to identify what
  is working well and where improvement is needed
• View the Comprehensive Needs Assessment (CNA) as
  a change model that builds a reflective culture
  in your school and throughout the district

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What is a Comprehensive Needs Assessment (CNA)?

• Initial part of the school improvement process
• An evidence-based, objective assessment that
  validates a schools work and qualities

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What is the Purpose of a CNA?

• To provide an objective and clear view of the
  schools strengths and areas for growth, in order
  to better support it in its work
• To provide stakeholders with a developmental tool
  for change and continuous improvement

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How Will it Help Schools?

• Conducting a CNA helps schools
• determine needs,
• examine the nature and causes of those needs, and
• set priorities for future actions to be placed in
  their School Improvement Plans.

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Models of Excellence
Share the vision

• Understanding others

Build commitment and support
Monitor, evaluate and improve
Personal Values and Passionate Conviction
Gather data and gain understanding
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Continuous Improvement Questions

• The simple but important questions which bring
  about school and district improvement
• What are we doing well? How do we know?
• What do we need to do better? How do we know?
• Where do we need to focus our efforts to maximize
  our success?
• How good can we be?
• How do we get there?

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T-Chart Activity
What are we doing well?
How do we know?
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Creating a Climate for Change

• There is nothing wrong with change, if it is in
  the right direction
• Winston Churchill

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The Change Garden

• Organizations are constantly in change.
• Schools are particularly dynamic organizations.
• Your role is to assist the school to become
• stable, not stagnant
• in a positive state of change, not chaotic!

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What Grows in the Change Garden?

Confusion
Denial
Renewal
Contentment
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Activity Change Garden

• On chart paper, each group describe what
  behaviors you would expect to see in their
  section of the garden under the headings
• What we say How we act
• Choose a song that represents your aspect of
  the Change Garden

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Requirements for a Change in Culture

• A true belief with accompanying actions that
  this is the work that must be done
• Accountability for all (Accountability System)
• Courageous conversations
• Strong sense of vision and focus

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Change in Culture (continued)

• Focus on data-driven decision making
• Collaboration and teamwork
• High demand means high support
• Trust built over time
• No excuses mentality
• Encouragement of risk-taking

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The Remodeling Change Process Recognizes the
Natural Emotional Curve that We All Experience
Whats been done?
What we will do!
Confidence
What we can do!
ve
What could we do?

• We have a plan to success
• We have the answer

We have a solution
Emotional State

• Made the right decision
• We have some news

• There is a solution
• We have some options

• Its difficult
• It is not the best news

• Now I understand, but not sure how to solve

-ve
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Preliminary Self-Assessment

• Use the Judgment Summary found on Day 2, page 69
  to complete a preliminary self-assessment of your
  school.

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Morning Break
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Using the Comprehensive Needs Assessment (CNA)
Framework As a Tool for Effective Self-Evaluation

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The Comprehensive Needs Assessment Framework

• Focus on impact and outcomes
• Professional judgments on quality of the work of
  a school/district and the education it is
  providing
• Based on rubrics

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Comprehensive Needs Assessment Rubric

• An agreed framework, developed from a variety of
  resources, used to assess the quality of a school
  and/or a district
• Criteria that comprehensively cover key aspects
  of a schools and/or districts work
• Shared vocabulary used to judge the quality of a
  school or districts work

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Rubric Layout

• Dimension letter and name
• Sub-dimension name
• Suggested questions
• Indicators

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6 Dimensions of the CNA Rubric
Planning and Operational Effectiveness
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14 Sub-Dimensions
Dimension
Sub- Dimension
A. Instructional Excellence and Alignment Part I Teaching and Learning 1. High Expectations Communicated to All Teachers and Students 2. Curriculum and Instructional Alignment
A. Instructional Excellence and Alignment Part II Support for Student Achievement
B. Leadership Capacity
C. Professional Capacity
D. Planning and Operational Effectiveness
E. Families and Community
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14 Sub-Dimensions
Dimension
Sub- Dimension
A. Instructional Excellence and Alignment Part I Teaching and Learning High Expectations Communicated to All Teachers and Students 2. Curriculum and Instructional Alignment
A. Instructional Excellence and Alignment Part II Support for Student Achievement Data Analysis and Instructional Planning Student Support Services
B. Leadership Capacity
C. Professional Capacity
D. Planning and Operational Effectiveness
E. Families and Community
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14 Sub-Dimensions
Dimension
Sub- Dimension
A. Instructional Excellence and Alignment Part I Teaching and Learning High Expectations Communicated to All Teachers and Students 2. Curriculum and Instructional Alignment
A. Instructional Excellence and Alignment Part II Support for Student Achievement Data Analysis and Instructional Planning Student Support Services
B. Leadership Capacity 1. Strategic Planning, Mission, and Vision 2. Distributed Leadership and Collaboration 3. Monitoring Instruction in School
C. Professional Capacity
D. Planning and Operational Effectiveness
E. Families and Community
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14 Sub-Dimensions
Dimension
Sub- Dimension
A. Instructional Excellence and Alignment Part I Teaching and Learning High Expectations Communicated to All Teachers and Students 2. Curriculum and Instructional Alignment
A. Instructional Excellence and Alignment Part II Support for Student Achievement Data Analysis and Instructional Planning Student Support Services
B. Leadership Capacity Strategic Planning, Mission, and Vision Distributed Leadership and Collaboration Monitoring Instruction in School
C. Professional Capacity 1. Teacher Quality and Experience 2. Quality of Professional Development 3. Talent Recruitment and Retention
D. Planning and Operational Effectiveness
E. Families and Community
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14 Sub-Dimensions
Dimension
Sub- Dimension
A. Instructional Excellence and Alignment Part I Teaching and Learning High Expectations Communicated to All Teachers and Students 2. Curriculum and Instructional Alignment
A. Instructional Excellence and Alignment Part II Support for Student Achievement Data Analysis and Instructional Planning Student Support Services
B. Leadership Capacity Strategic Planning, Mission, and Vision Distributed Leadership and Collaboration Monitoring Instruction in School
C. Professional Capacity Teacher Quality and Experience Quality of Professional Development Talent Recruitment and Retention
D. Planning and Operational Effectiveness 1. Resource Allocation 2. Facilities and Technology
E. Families and Community
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14 Sub-Dimensions
Dimension
Sub- Dimension
A. Instructional Excellence and Alignment Part I Teaching and Learning High Expectations Communicated to All Teachers and Students 2. Curriculum and Instructional Alignment
A. Instructional Excellence and Alignment Part II Support for Student Achievement Data Analysis and Instructional Planning Student Support Services
B. Leadership Capacity Strategic Planning, Mission, and Vision Distributed Leadership and Collaboration Monitoring Instruction in School
C. Professional Capacity Teacher Quality and Experience Quality of Professional Development Talent Recruitment and Retention
D. Planning and Operational Effectiveness Resource Allocation Facilities and Technology
E. Families and Community Family Engagement Community Engagement
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Indicators

• Leading (LE)
• Developing (D)
• Emerging (E)
• Lacking (LA)

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Indicators
Leading (LE) Developing (D) Emerging (E) Lacking (LA)
The school Exemplifies and models a culture of high expectations at all times. The school Frequently exemplifies and models a culture of high expectations. The school Sometimes exemplifies and models a culture of high expectations. The school Rarely exemplifies and models a culture of high expectations.
Has developed, implemented, and consistently utilizes a plan that communicates clear goals with instructional strategies aligned to the NC Standard Course of Study Has developed, implemented, and frequently utilizes a plan that communicates clear goals with instructional strategies aligned to the NC Standard Course of Study. Has developed, implemented, and inconsistently utilizes a plan that communicates clear goals with instructional strategies aligned to the NC Standard Course of Study. Has not developed, implemented, or utilized a plan that communicates clear goals with instructional strategies aligned to the NC Standard Course of Study.
Benchmarks expectations for student work that consistently incorporates national and state standards. Benchmarks expectations for student work that frequently incorporates national and state standards. Benchmarks expectations for student work that often incorporates national and state standards. Benchmarks expectations for student work that sometimes incorporates national and state standards for some students.
Consistently develops and utilizes rubrics and exemplars of high quality student work to ensure teachers, students, and parents understand the expectations for assignments. Frequently utilizes rubrics and exemplars of high quality student work to ensure teachers and students understand the expectations for assignments. Uses rubrics for assessing student work. Uses few rubrics for assessing student work.
Fully utilizes instructional time for optimal learning opportunities. Adequately utilizes instructional time for optimal learning opportunities. Inconsistently utilizes instructional time for optimal learning opportunities. Rarely utilizes instructional time for optimal learning opportunities.

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Sub-Dimension Activity

• Choose 1 sub-dimension.
• As a team, answer all the questions listed at the
  top.
• List evidences that support your answers.
• Using the rubric, rate yourself on the chosen
  sub-dimension as lacking, emerging, developing,
  or leading.

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Multiple Measuresby Victoria Bernhardt
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Changes in the context of the school
Demographics
How classrooms change
School Processes
Perceptions
Information on student performance on different
measures
Student Learning
Improvements in the environment
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Multiple Measures

• Turn to the first page in your binder.
• Write down four pieces of evidence that would
  fall under each category and write down the place
  you would find this information.
• Example Demographics Attendance NC Wise

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Professional Development, Class Size,
Reading/Math Programs, Tutoring, After-School,
Summer School, Finance
Enrollment, Attendance, Drop-out Rate, Ethnicity,
Gender, Grade Level, Teachers
Demographics
Perceptions
Standardized Tests, Norm/Criterion Referenced
Tests, Teacher Observations of Abilities,
Authentic Assessments
Perceptions of Learning Environments, Values and
Beliefs, Attitudes, Observations
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Agree or Disagree

• Many teachers are reluctant to perform honest
  self-evaluations of their instructional methods
  and are subsequently reluctant to change
  practices that are not working.

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Agree or Disagree

• Many successful classroom teachers act primarily
  on instinct not on a sound knowledge of best
  teaching practices.

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Tells us if different groups of students are
experiencing school differently
Tells us student participation in different
programs and processes
Demographics
Allows the prediction of actions/ processes/
programs that best meet the learning needs of all
students
School Processes
Perceptions
Tells us if a program is making a difference in
student learning results
Student Learning
Tells us the impact of student perception of the
learning environment on student learning
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Bernhardt Circle Activity

• Use the plate to draw Bernhardt circles and label
  them.
• Using the sub-dimension that you used before
  lunch, identify a problem you want to address.
  Write this problem on your chart paper.
• Brainstorm evidences and place them in the
  appropriate circle.

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Authoritative Data Sources

• ABCs
• AYP
• EVAAS
• Disaggregated
• Goal Summary
• LEA and School Report Cards

• Teacher Work Condition Survey
• ABCTools Reports
• WinScan Goal Summary Report
• Surveys, Questionnaires

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Authoritative Data
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Authoritative Data
NC Report Card
Disaggregated Report
ABCs
AYP
Measures individual proficiency (III)
growth Data 1996 - LEA/School Growth
Status Not/Expected/High
Measures proficiency of student groups and
reports other targets Data 2002
- State/LEA/School AYP Status Met/Not Met
Reports proficiency of expanded student groups
for two years Data 1996 - State/LEA/School Dis
aggregates specific assessments
Summarizes ABCs and AYP data, AND reports school
profile and teacher data Data 2001- State/LEA/Sc
hool Details schools performance
designation

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Authoritative Data
Goal Summary
EVAAS
TWC
Projects student scores and reports teacher
effectiveness Data 2006 - LEA/School Patterns
in data
Reports perceptions of working conditions,
recruitment, and retention Teachers 2002
Principals 2010 State/LEA/School Facility,
Resources, Decision making, Leadership, PD

Summarizes EOG/EOC data for each goal Data
1996 - LEA/School/Class Number of
observations, Mean percent correct, Goal
distribution

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Activity Beginning to Evaluate and Reflect

• Tonight identify three problems in your school.
• Do not discuss the problems with your team.
• Be prepared to discuss the problems in the
  morning.

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Feedback on Today
Even better if
What went well?
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EOG Summary Goal Reports