State Update

1
State Update

• Region 8 Education Center
• Columbia City, IN
• December 11, 2008

2
State Changes to School Improvement Planning
3
School Improvement Planning Process

• must result in the development of a strategic and
  continuous plan for improvement.
• must develop a comprehensive data-driven
  mechanism for identifying deficiencies and
  measuring success.
• must include a representative committee of the
  school community that is verified by the
  principal. Member of the committee may include
• School and corporation-level administrators
• Certified and non-certified staff
• Parents
• Members of the community
• Students
• must include an annual review and revision of the
  plan.

4
School Improvement Plan must

• include a summary of trend data that substantiate
  the decisions made during the planning process
  and the assessment tools that will be used to
  measure the level of success toward the goals
  over time.
• establish school-wide achievement goals that
  describe the expected change in student
  performance and measurable benchmarks that are
  both challenging and attainable for each goal.
• identify the research-based strategies that were
  selected during the planning process for each
  goal area a timeline for implementation and
  resources/funding needed.
• address the immediate improvement of the
  performance of any student group not making
  adequate yearly progress under the federal No
  Child Left Behind law any deficiencies in
  student attendance levels, high school graduation
  rates, and assessment participation.

5
School Improvement Plan must

• outline initiatives aimed at encouraging all
  students to participate in rigorous curricular
  programs such as AP courses and Core 40.
• identify any facets of the school environment
  found to negatively impede success toward
  improved achievement results and develop
  strategies to correct the concern. Areas of
  concern include, but are not limited to
• teacher quality and instructional practices
• parent involvement
• school climate
• technology use
• discipline
• cultural competency

6
The Professional Development Program must

• identify the knowledge and training needed by
  teachers to accomplish the goals within the plan.
• establish professional development goals that
  describe expected change in teacher performance
  and the relationship to improved student
  performance.
• Include strategies describing how the identified
  knowledge and training will be attained
• include a description of the evaluation process
  that will be used to determine the impact of the
  program on student achievement.
• include an explanation of how the overall program
  meets the Boards core principles for
  professional development.
• be signed-off by the exclusive representative as
  indication of support only for the professional
  development program component of the plan.
• be signed-off by the superintendent that the plan
  and program of the school aligns with
  corporation-level improvement initiatives and
  local board policy.

7
Organizational Change

• How do State changes to school improvement
  planning impact your current team structure?
• How do you know what needs to change?
• What will it take to make the change?
• How will you know when positive change occurs?
• What barriers may impede change?

8
Harvard Business Review Article Leading Change by
John P.Kotter

• Eight Steps to Transforming Your Organization
• Establishing a Sense of Urgency
• Forming a Powerful Guiding Coalition
• Creating a Vision
• Communicating the Vision
• Empowering Others to Act On the Vision
• Planning for and Creating Short-Term Wins
• Consolidating Improvements and Producing Still
  More Change
• Institutionalizing New Approaches

9
Use of Data to Promote an Urgency for Change

• Review of Current Trend Data
• Compare to Benchmarks
• Share the Results to All Stakeholders
• Agree on What Needs to Change and Why
• Develop Short and Long Range Goals
• Identify Potential Barriers to Change
• Establish Research-Based Strategies
• Use Professional Development to Sustain
  Initiatives
• Continually Monitor Levels of Success
• Revise the Plan Based on Results

10
Digging Deeper Into the Data The Importance
of Disaggregation
11
Going Deeper Into The Data

• If your population size is large enough,
  drilling down to the next level of data can shed
  even more light on the chosen topic.
• Every topic has multiple variants that can have
  a profound impact on results.
• You probably dont have time to disaggregate
  every possible variant, so choose wisely.

12
Why Disaggregate???

• Confirm or Refute Perceptions
• Ensures Equity for All Students
• Offers Better Understanding of Situational
  Conditions
• Provides Information Needed to Make Informed
  Decisions

13
Why Disaggregate?
Statement Your car has an average tire pressure
of 27 pounds. Is this adequate?
Disaggregated DataTire 1 - 32 Tire 2 32 Tire 3
- 32 Tire 4 - 12
14
Why Disaggregate???
Statement Only 5 of Indiana residents have
reported symptoms of the new virus.
Disaggregated Data by County All counties
reported 0 except for Lake at 21, LaPorte at
24 and Porter at 36.
15
Why Disaggregate???
Statement 75 of all 3rd Graders Passed the
2008 ISTEP English/Language Arts.
16
Grade Three
17
Grade 10
18
lt0
19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22
(No Transcript)
23
(No Transcript)
24
(No Transcript)
25
(No Transcript)
26
(No Transcript)
27
Looking for Trends

• Looking at information over time can give you
  keen insight into what variables have had the
  greatest impact on your current condition.
• It can also predict possible future trends.
• Comparing or benchmarking your school trends
  with that of the local school corporation or
  statewide data can confirm that a trend is
  predictable or unique.

28
Getting Data into the Classroom Formative
Assessments
29
Alignment

• Are teachers teaching what is tested?
• Are teacher instructional practices meeting the
  needs of all students?
• Are teachers getting the professional development
  they need?
• Are teachers using assessment results to make
  informed decisions about what students need?

30
How Do Teachers Use Data?

• Are classroom assessments used only to generate a
  final grade?
• Do teachers report that classroom assessment
  results align with statewide or standardized
  assessment results?
• Are teachers analyzing student results to adjust
  instructional practices and determine appropriate
  remediation?

31
Item Analysis Example
32
Item Analysis Example
X is an incorrect answer
33
Item Analysis Example
34
Contact Information

• Gary Wallyn, Director
• Office of School Accreditation and Awards
• Indiana Department of Education
• 317-232-9060
• gwallyn_at_doe.in.gov

35
(No Transcript)