Campus Planning Process for Systemic Change Lina C Flores, Consultant

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Campus Planning Process for Systemic ChangeLina
C Flores, Consultant

• Texas School Improvement Conference
• School Improvement Resource Center
• December 11-12, 2008
• Austin, Texas

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Objectives

• Internalize an effective campus planning process
  grounded on systemic change effective schools
  research.
• Develop a working knowledge of sample tools to
  apply to your campus planning process.

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Introductions

• Take time to introduce yourself to an unknown
  colleague next to you.
• Share a question or concern about your CIP or
  planning process.

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Some Field ObservationsWhat do Campus Plans
Lack?

• Effective Schools research-based practices
• Multiple Data analysis
• Goals set from multiple data analyses
• Measurable objectives.

• Clarity of strategies, activities, resources,
  responsibility, incremental timelines,
  progress indicators.
• Compliance with state federal requirements i.e
  TEC, NCLB, SCE, Title I
• Formative and/or summative evaluation

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Opportunity Knocking on Your Door

• What opportunities does the campus planning
  process give us?
• ThinkPairShare
• Debrief

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Opportunity Campus Plan
Get your ducks in a row

• Unite stakeholders
• Create a student-centered learning organization
  
• Examine causal factors
• Use data to focus systemic efforts.

• Address student needs in a focused
• systematic manner.
• Apply research-based strategies.
• Stop ineffective programs/practices

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ThinkPair--Share

• He who fails to plan, plans to fail.
• Reflect and share what has worked in the
  development and application of your CIP.

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Research on Effective Schools

• Effective Schools Correlates
• Dana Center Study
• 90-90-90 Schools Studies, Douglas Reeves
• Best Practices Steven Zemelman

• Classroom Instruction that Works
• School that Work. Robert Marzano
• What Works Clearinghouse
• http//www.edtrust.org

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Rethinking High School Best Practice in Action
Methods that are student centered, experiential,
democratic, collaborative, and rigorously
challenging will always be the key to
high-quality teaching and authentic learning
http//college.heinemann.com/shared/onlinere
sources/e00195/bphsvideo1.html
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What Works in Schools
My Science Inquiry Lesson
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Dana Center Study

• Focus on Student Academic Achievement
• No excuses
• Inclusiveness

• Collaboration
• Experimentation
• Sense of Family
• Passion for Learning and Growing

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90-90-90 Schools

• 90 minority,
• 90 students living in poverty,
• 90 achieve at or above grade level.
• Accountability in Action A Blueprint for
  Learning Organizations.
• Get free download on the 90-90-90 schools
  www.MakingStandardsWork.com
• www.leadandlearn.com for more info.

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What Makes the Difference? Poverty.
NOT

• Teaching and leadership variables are more
  important than demographic variables in relation
  to student achievement.

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90-90-90 Schools Characteristics

• Focus on academic achievement
• Clear curriculum choices
• Frequent assessment of student progress

• Multiple opportunities for improvement
• Emphasis on nonfiction writing
• Collaborative scoring of student work

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Effective Schools Correlates

• Safe and Orderly Climate of High Expectations
• Instructional Focus
• Clear and Focused Mission

• Opportunity to Learn/Time-on- Task
• Monitoring of Student Progress
• Home-School Relations

http//www.effectiveschools.com/images/stories/esc
orrelates.pdf
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Changing Schools Research

• The more intangible, sometimes elusive
  aspects, such as teachers and students
  attitudes and beliefs are strongly correlated to
  higher levels of student achievement.
• Examine.
• First we need to change peoples perceptions,
  expectations, motivation, and behavior.
• Tim Waters http//www.mcreal.org

High Expectations
Vision
Shared Leadership
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Reflection

• Write down one research-based initiative that
  your campus is using.
• What evidence do you have to substantiate
  effectiveness?

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Leadership and Change

• Change Purposeful and intentional choices
  made from alternative options.
• What leaders do and say is aligned
• Communicate clear expectations
• Build capacity
• Monitor and review
• Working systemically to increase student
  achievement in reading and mathematics. Austin,
  TX Retrieved July 27, 2006, from
  http//www.sedl.org/ws/.

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Systemic Change
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Systemic Change

• A dynamic processrequires constant communication
  and evaluation
• Implications for curriculum, instruction,
  assessment, professional development.

• Occurs in all aspects and levels of the
  educational process
• Affects all of the people included in this
  process

• Source SEDL, Texas Comprehensive Center.

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A System

• A system is a collection of parts that interact
  to function purposefully as a whole
• A collection of auto parts is NOT a system
• A working car IS a system

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Professional Learning Communities
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Campus Improvement Plan Components

• Academic Achievement
• School Climate
• Professional Development
• Parent and Community Involvement
• Evaluation

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CIP Requirements

• Focus on improvement of areas of low student
  performance.
• Address state goals and objectives to meet
  academic performance measures.
• Meet federal performance goals for NCLB
• Meet state and federal requirements.
• Align with DIP goals, objectives, initiatives.

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NCLB Required Components

• Research-based strategies Student achievement
  in academic subjects
• Address issues causing school to be
• in improvement

• Professional development
• Teacher mentoring
• Parental Involvement

• Consult Section 1116(b)(3)(A) of NCLB for
  specific requirements

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Moving Toward the Vision
Vision
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Belief System Our Compass

• The foundation for mission statement goals
• Fundamental convictions
• Principles not compromised
• The why behind every action
• School wide agreement statement
• Guide for everything we do

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Mission Statement

• A clear, concise statement of the schools shared
  purpose and function.
• A commitment to the uniqueness that sets the
  school apart.
• Strives for the ideal.
• We will do whatever it takes to achieve it!

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Campus Planning Process
NEEDS ASSESSMENT
GOALS/OBJECTIVES
STRATEGIES/ACTIVITIES

RESOURCES
PERSON RESPONSIBLE
TIMELINE
EVALUATION
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• Needs Assessment
• Data collection
• Analysis

Goals Objectives
Summative Evaluation
Quality
Strategies Activities
Ongoing Formative Evaluation
Student Performance
Professional Development Sustained Support

• Implementation
• Who?
• By When?
• What do we need?

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P L A N
B U D G E T
STUDENT PERFORMANCE
EVALUATE
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Data Student Achievement

• Use data to improve instruction at the school,
  classroom, and student levels
• Massell (2000)
• Identifies interpreting and using data as one
  of four key capacity-building strategies to
  improve teaching and learning.

Massell, D. (2000, September), The district role
in building capacity Four strategies. CPRE
Policy Briefs. Philadelphia University of
Pennsylvania
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Student Achievement

• Ensure alignment of curriculum, instruction, and
  assessment
• In his meta-analysis of school factors,
  Marzano ranks a guaranteed and viable curriculum
  as the element that has the most impact on
  student achievement.
• Marzano, R. J. (2003). What Works in Schools.
  Alexandria, VA Association for Supervision and
  Curriculum Development.

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Data-Driven Decision-Making
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Bernhardts Model of Data Categories
School Process/ Demographic Data Tell us
about student participation in
different programs and processes
Demographic
School Processes
Adapted from Bernhardt, V. (2004). Data
analysis for Continuous School Improvement (2nd
ed.). Larchmont, NY Eye on Education.
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How does our school use data?
Student Achievement
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Multiple Data Analysis

• What are the
• Strengths and challenges?
• Causal factors for the low performance?
• How do
• Current policies, practices, resources, programs
  impact the condition of performance?
• Prior initiatives impact your improvement
  efforts?
• Write a description of your findings.

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Goals and Objectives

• Goals General statements of desirable outcomes.
  
• Example All students will meet or exceed state
  and federal standards.
• Objectives must be measurable
• Specific
• Measurable
• Attainable
• Realistic
• Timely
• Source ONeill, Jan and Conzemius, Anne.
  The power of smart goals, 2006.

SMART
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Strategies

• Initiatives Major 2-year undertakings
• Create change that involve substantive
  application of resources such as time, staff, and
  funds.
• Title I, Part A requires scientifically based
  research
• Applies rigorous, systematic and objective
  procedures to obtain valid knowledge.Endorsed by
  Independent experts through a comparably
  rigorous, objective, and scientific review.

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Activity Diagram
Adapted from Sandy Duncan Nonprofit Center
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Goal 1 Example Goals Blank ISD will attain a
Recognized rating by 2010 and all student
subgroups will attain proficiency by 2014
(NCLB). Objective 1 Example By May 2010, 80
of all students and each student group, including
Special Education students tested, will pass all
portions of the state assessment and 80 of the
students taking the Alternative Assessment will
meet ARD expectations. The Campus/District will
meet AYP performance measures. Summative
Evaluation 80 of all students will pass all
portions of the state tests, meet ARD
expectations, and the Campus/District will meet
AYP performance measures.

• Activities
• Tell how the objective will be accomplished.
• Write specific action statements describing what
  will be done to improve, and which student groups
  will benefit.

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Goal 1 Example Blank ISD will attain a
Recognized rating by 2010 and all student
subgroups will attain proficiency by 2014
(NCLB Objective 1. Example By May 2010, 80 of
all students and each student group, including
Special Education students tested, will pass all
portions of the state assessment and 80 of the
students taking the Alternative Assessment will
meet ARD expectations. The Campus/District will
meet AYP performance measures. Summative
Evaluation 80 of all students will pass all
portions of the state tests, meet ARD
expectations, and the Campus/District will meet
AYP performance measures
Monitoring checkpoints should be clearly set.
August to May, as needed and Ongoing are
not acceptable. Identify the month(s) and dates
when the strategy will be monitored.
This area should name the position of those who
will implement the strategy.
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Goal 1 Example Blank ISD will attain a
Recognized rating by 2010 and all student
subgroups will attain proficiency by 2014
(NCLB Objective 1 Example By May 2009, 80
of all students and each student group, including
Special Education students tested, will pass all
portions of the state assessment and 80 who
take alternative assessment will meet ARD
expectations. Summative Evaluation 80 of all
students will pass all portions of the state
tests, meet ARD expectations, and the
Campus/District will meet AYP performance
measures.

• Resources are those things that are necessary to
  accomplish the strategy/activity.
• They could be
• materials,
• People, such as the Librarian or ESC XV,
• funding sources such as SCE, Title I, Title II A,
  Grants, Shared Services Arrangements, etc.

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Professional Development Component

• Develop a long-term annual plan with classroom
  follow-up evaluate implementation of strategies
  such as
• Theory Modeling Demonstration
• Practice low-risk feedback
• Coaching study teams, peers, specialists,
  administrators etc.
• Bruce Joyce and Beverly Showers

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Goal 1 ExampleBlank ISD will attain a
Recognized rating by 2010 and all student
subgroups will attain proficiency by 2014
(NCLB).Objective 1 Example By May 2009, 80
of all students and each student group, including
Special Education students tested, will pass all
portions of the state assessment and 80 or meet
ARD expectations. Summative Evaluation 80 of
all students pass all portions of the state
tests, meet ARD expectations, and the
Campus/District will meet AYP performance
measures.
Formative Evaluation is directly related to the
Strategy. It answers the questions How will
we know this strategy is successful before May?
What will we be able to see that will indicate
that this strategy is working?
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Ensure Curriculum Alignment Coherence
Taught
Written
Tested
TEKS
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Consider Federal Entitlement Programs

• Gifted and Talented
• Optional Extended Year
• Pre-kindergarten
• State Compensatory Education

• Special Education
• Bilingual Ed/ESL
• Career and Technology
• Dyslexia

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Required SCE Program Evaluation

• The SCE program must be evaluated and documented
  by showing the effectiveness in reducing any
  disparity in

• Performance on assessment instruments between
  students at risk of dropping out of school and
  all other district students and
• Rates of high school completion between students
  at risk of dropping out of school and all other
  district students.

TEC 29.0819(c) (Module 9, Section 9.2.7)
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Campus Improvement Plan

• Law requires the D/CIP it is the primary record
  supporting expenditures attributed to the SCE
  program.
• SCE program must be described in the CIP to
  reflect campus specific activities.
• The DIP reflects the summary of the total SCE
  program for the entire district.

(Module 9, Section 9.2.3)
TEC 11.252-11.253
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Examine Sample Format
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Analysis

• The objective is not measurable
• Separate components plans are not evident
• No verbs used for description of activities
• The timeline is unacceptable
• No FTEs, funding source, or dollar amounts
• The performance measure or expected improvement
  is not included in the evaluation.

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Review Page 1 or 2

• Campus ____________ Year_____________
• Two-Year Academic Achievement Goal
• Rationale Use campus data to state the reasons
  for selecting this goal.
• Think of evidence of Success What it will look
  like when the 2-year goal is accomplished?
• Performance Objective The objective to
  accomplish the 2-year goal.
• Strategy Major Scientifically-based initiatives
  you undertake to accomplish the performance
  objective.

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Campus Improvement Action
Plan Campus School Year
Component Goal Rationale Evidence of
Success Objective
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Evaluation

• Summative performance measures
• Summarize the comparative cumulative results
  for the year.
• Were the desired performance objectives met?
  Examples
• Summaries of annual performance reports,
• Parent surveys
• Staff development evaluations,
• Failure rates,
• Attendance dropout summary reports

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Goal 1 Example Blank ISD will have an
Exemplary rating by 2010 and be on track for 100
student proficiency by 2014 (NCLB). Objective 1
Example By May 2009, 80 of all students and
each student group, including Special Education
students tested, will pass all portions of the
state assessment and 80 of the students taking
the SDAA II will meet ARD expectations. This
Campus/District will meet AYP in every area
measured. Summative Evaluation 80 of all
students pass all portions of the state tests,
meet ARD expectations, and the Campus/District
will meet AYP.
Identify the Title 1 Schoolwide Component that
the activity/strategy addresses if applicable.
This column will help ensure that the 10
Components for schoolwide schools have been
addressed. Delete the column if desired.
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• Needs Assessment
• Data collection
• Analysis

Goals Objectives
Summative Evaluation
Quality
Strategies Activities
Ongoing Formative Evaluation
Student Performance
Professional Development Sustained Support

• Implementation
• Who?
• By When?
• What do we need?

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Application of Ideas

• Write down one idea that you will implement or
• One topic that you will research further that you
  intent to use.
• Why is this important?

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High Flying Schools

• If we as a nation are serious about closing
  the achievement gaps between poor and minority
  children and other students, we must begin to
  look more seriously at high flying schools and
  learn from what they can tell us about how to
  accomplish that goal.
• Source Jerald, Craig D. Dispelling the Myth
  Revisited, 2001
• www.edtrust.org identify successful high poverty
  schools in a comparative manner.

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Resources

• Brown, John L. What works in schools
• http//pdonline.ascd.org/pd_online/
• Bruce, Joyce, Showers, Beverly. Student
  achievement through staff development, 3rd
  Edition,
• Dana Center Effective schools study video.
• Evans, Jeff. PowerPoint Background Template
• ESC XV Designing district/campus improvement
  plans to support student achievement, 2006
• http//www.leadandlearn.com/90-90-90/htm
• Education Trust Website http//www.edtrust.org
• Institute of Educational Sciences What works
  clearinghouse. http//ies.ed.gov/ncee/wwc/
• Jerald, Craig D. Dispelling the myth revisited,
  2001
• Lezotte, Lawrence W. Correlates of effective
  schools from
• http//www.effectiveschools.com/images/stories/es
  correlates.pdf
• 90-90-90 Schools www.MakingStandardsWork.com.
• Marzano, Robert R. What works in schools
  translating research into action, 2003
• ONeill, Jan and Conzemius, Anne. The power of
  smart goals, 2006.
• Reeves, Douglas, Accountability in Action A
  Blueprint for Learning Organizations, 2004
• SEDL, Texas comprehensive center Website
  https//www.txcc.org
• Zemelman, Steven. Best practice. 2005
• Working systemically to increase student
  achievement in reading and mathematics. Austin,
  TX Retrieved from http//www.sedl.org/ws/

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Supportive Systems for Educational Excellence

• For further information contact
• Lina Flores, Educational Consultant
• Cell 210-885-6510
• Email Address lcflores1948_at_yahoo.com