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Monitoring the School Improvement Plan Review and Renewal: September 25 Activity

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Title: Monitoring the School Improvement Plan Review and Renewal: September 25 Activity


1
Monitoring the School Improvement Plan Review
and Renewal September 25 Activity
2
Strategic Vision Delivering assessment-based
instruction that is differentiated to
intentionally support the strengths, needs and
interests of each student to improve student
achievement and success in all subjects and
programs
  • BIG IDEAS enhancing our capacity to be precise
    and focused in our commitment to student
    achievement by
  • Assessing the impact of our current improvement
    focus.
  • Focusing on each student.
  • Providing clarity around the focus for teacher
    and leader learning to support student
    achievement.
  • Linking our learning focus to the network
    capacity building focus and change management
    focus within the context of our Literacy
    Collaborative Strategy.

System Improvement Occurs One Classroom at a
Time Larry Lezotte
3
Required Data Sets for Planning Process School
Impact Data (all in ReportNet except d)
  • Select the link on the titles below to access the
    instructions to gather the data or go to
    www.noelyork.ca/mod/resource/view.php?id93
  • Elementary (EQAO, PM Benchmark, Report Card,
    DRA)
  • Five-year trend data
  • Literacy Score Is the school improving, static
    or declining?
  • EQAO Trend - grade 3 and 6 5 years
  • Disaggregate the data by
  • Gender
  • Special Education
  • ELL
  • For Students working on alternative expectations
    how do we track improvement
  • Cohort Data - tracking students who have been in
    the school over the period reading only
  • Grade 1 Report Card to Grade 3 EQAO
  • Grade 3 EQAO to Grade 6 EQAO
  • Grade 6 EQAO to Grade 10 Credit accumulation
  • Attendance Trends

4
Required Data Sets for Planning Process Student
Level Achievement Planning (all data in ReportNet)
  1. Report Card data from June, 2009
  2. PM Benchmark
  3. Identification of at-risk students from June
    process.
  4. EQAO data for current grade 4 and 7 students.
  5. Class profiles accumulation of data for each
    student in a class.

5
Planning Overview
  • Two Focus Activities
  • Assessing the Impact of the Current Improvement
    Focus AND the impact of the implementation of the
    Implement and Monitor cycle to date.
  • Examining the data and setting goals for
    improvement of each student
  • In the Class
  • In the Grade
  • In the School

6
Overall Perspective
  • Our planning focuses on examining the achievement
    of each student in the school those who will
    ultimately be working toward a Secondary School
    diploma (the vast majority of students) and
    those, who are working on Alternative
    Expectations as set out in their IEP. Setting
    high expectations for achievement is important
    for each student.
  • For the latter group of students, we also need
    to be concerned about improvement and tracking
    school impact.

7
School Impact - Trailing Indicators
  • Elementary (EQAO, PM Benchmark, Report Card,
    DRA)
  • Five-year trend data
  • Literacy Score Is the school improving, static
    or declining?
  • EQAO Trend - grade 3 and 6 5 years
  • Disaggregate the data by
  • Gender
  • Special Education
  • ELL
  • For Students working on alternative expectations
    how do we track improvement
  • Cohort Data - tracking students who have been in
    the school over the period reading only
  • Grade 1 Report Card to Grade 3 EQAO
  • Grade 3 EQAO to Grade 6 EQAO
  • Grade 6 EQAO to Grade 10 Credit accumulation
  • Attendance Trends

8
Five Year Trend Data
  • For Each of the data sets
  • Literacy Score
  • EQAO Trend - grade 3 and 6 5 years
  • Disaggregate the data by
  • Gender
  • Special Education
  • ELL
  • Over the five years has there been
  • A shift in the number/percent of students at
    level 4?
  • A shift in the number/percent of students at
    level 3?
  • A Shift in the number/percent of students at
    level 2 and level 1?
  • A shift in the number/percent of students exempt
    or not enough information to score?
  • Would you describe this shift as
  • Increasing, remaining static, or declining over
    that period?
  • Examining the data for the males/females,
    exceptional students and ELL students, has there
    been
  • A shift in the number/percent of students in each
    category who are at or above the grade standard?
  • A shift in the number/percent of students in each
    category who are at level 2 or 1?
  • A shift in the number/percent of students exempt
    or not enough information to score?
  • Would you describe this shift as

9
Cohort I Data
  • Grade 1 Report Card to Grade 3 EQAO
  • Grade 3 EQAO to Grade 6 EQAO
  • For each cohort
  • For Cohorts 1 and 2, examine the shift in
    achievement during the period
  • What has the shift been for student who began
    below the standard
  • Fewer, the same or more by the end of the period?
  • What has the shift been for students who were
    achieving at the standard
  • Are there more, the same, fewer?
  • Have those students shifted to level 4 or level
    2?
  • For each of the cohorts,
  • Would you describe this shift as
  • Increasing, remaining static, or declining?

10
Cohort II Data
  • Grade 6 EQAO to Grade 10 Credit accumulation
  • Our research indicates that between 15 and 20 of
    students who get level 2 in Reading in Grade 6
    are at-risk.
  • One of the best predictors of risk is the percent
    of students who have fewer than 16 credits by the
    end of grade 10.
  • Compare your grade 6 data for 2004-05 to the
    grade 10 credit accumulation for your school for
    2008-09
  • What is the number/percent of your students who
    have 16 or more credits by the end of their grade
    10 year 2008-09.
  • How do your results compare with our research
    data?

11
Attendance
  • Our research indicates that 20 days absence is a
    significant risk factor.
  • Examining your attendance data from last June
  • What percent/number of students were absent more
    than 20 days over the year?
  • What number/percent by grade were absent more
    than 20 days last year?
  • Examining your five year trend data
  • Has the percent of students absent more than 20
    days increased, remained static or declined over
    that period?

12
Summary
  • For each of the trailing indicators
  • Have you improved, remained static or declined?
  • How would you describe the impact of your school
    improvement plan in relation to enhanced student
    achievement?
  • Complete the chart provided and submit with the
    other material to your Superintendent by October
    23, 2009

13
School Impact Tracking
Trailing Indicator Respond to the Question Has the school improved, remained static or declined?
Five Year Trend
Cohort I Data -
Cohort II Data
Attendance
How would you describe the impact of your school improvement plan in relation to enhanced student achievement? How would you describe the impact of your school improvement plan in relation to enhanced student achievement?

14
Process Overview Student Level Achievement
Planning
  • Our Board plan refers to each student. We have
    modified the cyclical process to take into
    consideration our intentional improvement focus
    to enhance the achievement of each student.
  • Our intention is to be more intentional and
    focused in relation to our commitment that each
    student improve.
  • Schools will examine the data for each student in
    a class and identify the current level of
    function of each student. Teachers will then set
    individual student targets and translate these
    targets to grade level data for monitoring
    purposes.

15
Implement and Monitor Cycle Curriculum
Implementation and Student Learning
16
Revising the Targeting Process
  • In order to focus on each student, the previous
    process has been modified.
  • Teachers will examine each student in their class
    who was in the school in the previous year, using
    the June data from last year, data for those
    identified as at-risk, EQAO data for grades 4 and
    7 and data on students new to the school.
  • On the basis of this data, Teachers will identify
    the current level of achievement of each student.
  • All students who were at-standard in June MUST be
    considered at-standard in September.

17
Core Data Set for Planning Purposes
  • June 2009 data
  • In most cases, this data will used as the data
    set for those students who are returning. The
    end of year process uses the teachers knowledge
    of the students over the entire year. While
    students will have lost some skill over the
    summer, strong, effective programming will ensure
    that these students quickly perform as they did
    at the end of the year.
  • The exception will be the grade 4 and 7 students.
    These students will have new EQAO data which will
    be considered.
  • New data will have been gathered for new student
    either PM Benchmark or DRA data.
  • While there is a correlation between PM benchmark
    data and primary standards, no such correlation
    has been established for DRA. The DRA is intended
    as a diagnostic assessment to inform programming.
    Its value is in assisting initial programming and
    tracking achievement against the sub-categories
    in subsequent assessments. As such, it informs
    the planning process but should not be used to
    determine current level of achievement.

18
Core Data
  • Report Card data for June
  • PM Benchmark data
  • DRA data (with the stipulation provided)
  • EQAO data
  • For the current grade 4 and 7 students
  • For other students for whom you have this data
    realizing that this data would have been used
    last year. For new students previously in a York
    Region school, ReportNet has the data from the
    previous school.
  • Students identified as at-risk in the June process

19
Display Data
  • Accumulate and display the data
  • For each class in the grade
  • For the entire grade

20
Grade 4 and 7
  • Consider the EQAO data from Spring , 2009.
  • What is the relationship between the June report
    card data and the EQAO data for those students.
  • On the basis of this comparison, at what level
    are these students currently achieving?

21
Analyze the Data
  • What data catches your eye?
  • Is there anything in the data that you do not
    understand?
  • If so, what would you like clarified?
  • Is there anything about the data that you find
    surprising?
  • What patterns of strengths and needs are evident?
  • What concerns you most about the data?
  • As a result of your examination of the data, at
    what level is each student currently functioning?
  • What target will you set for each student between
    now and February?
  • Enter each student on the following VENN for the
    class

22
CURRENT Level of Student Achievement at the
Classroom Level ALL students in the school are
included
Students at High Level 1, Low Level 2
Students at High Level 2, Low Level 3
Students at High Level 3, Low Level 4
Level 3
Level 4
Level 1
Level 2
Alternate Expectations
Teachers will enter each student in the Venn For
combined grades, the names of students in the top
grade are placed at the top of the Venn and the
bottom grade at the bottom of the Venn (i.e. in a
1/2 combined class, the 1s are at the top and
the 2s are at the bottom) NOTE For exceptional
students, each students achievement is in
relation to the grade appropriate subject
expectations with or without accommodations as
reflected in the IEP. Place each student on the
Venn circle relative to the achievement of grade
appropriate levels not those that have been
modified as set out in the IEP. Students with
Alternative Expectations are placed to the left
of the level 1 Venn circle
23
6
ABC School
24
6
ABC School
2
1
2
2
3
6
8
5
1
1
1
2
5
5
6
8
29
25
CURRENT Level of Student Achievement at the
Grade Level ALL students in the school are
included
Students at High Level 1, Low Level 2
Students at High Level 2, Low Level 3
Students at High Level 3, Low Level 4
Level 3
Level 4
Level 1
Level 2
Alternate Expectations
Each class will then aggregate this information
at the grade level. NOTE It is this data that
is entered on the template in section 1 and
submitted to the relevant Superintendent
26
ABC Public School 2009-2010
Teacher ___________ Grade _____________
Reading
Level 1
Level 2
Level 3
Level 4
Hillary Justin
Mitchell Jessica Shelby James Samantha Justin
Kaitlyn Colton Amanda Gage Justin W Dawson
Lorne Kyle Shilo
Logan Ana Dustin
  • Strategies List
  • Strategies List
  • Special Education Support E.A., CYW, Literacy
    Booster Groups (Primary), Case Management
  • Strategies List
  • Intentional Instruction - Balanced Literacy
    Implementation for Reading and Writing School
    Plan Focus, Specific Instructional Strategies

27
Target Setting
  • Our Board plan has an expectation of continuous
    improvement. In that context, schools will need
    to view target setting as a process which ensures
    that there is improvement in the achievement of
    each student as well as setting targets which
    increase the overall school level achievement.
  • PROCESS
  • The EQAO provides the baseline from which targets
    are set, with the Grade 3 score providing targets
    for the primary division and the grade 6
    providing targets for the Junior division.
  • Examine the current percent of students achieving
    at standard for each grade. How does that
    achievement compare to the EQAO score for the
    appropriate division. Is the level of achievement
    of the students in September 2009, above the
    previous year, the same or similar or lower. If
    lower, how many students will need to improve in
    order to maintain that level?
  • For each division, how many students would need
    to achieve the standard in order to increase the
    overall achievement in relation to the EQAO
    score. This represents the target for the
    division. Translating into a percent increase,
    this target is applied to each grade in the
    division so that there is a net increase in the
    achievement of each grade in the division.
  • NOTE in a primary class, increasing the number
    of students achieving at standard by 10
    represents an expectation that 2 additional
    students will improve to standard. In most
    classes, a small number increase has a large
    impact on the overall percent increase.
  • Based on the current level of EQAO achievement
    and the number of students required to improve
    that achievement, how many students will you
    target to move by February?
  • Thinking about the number/percent of students
    working at level 4, how many of the current
    students in each grade will need to move from
    level 3 to level 4 to increase the number
    achieving at level 4?
  • REMINDER the same baseline and improvement
    target is set for all of the grades in a
    division, the Intermediate targets being set in
    relation to the current achievement in the Junior
    division.

28
Setting Targets for Improvement
Grade _____________
Reading
Level 1
Level 2
Level 3
Level 4
Hillary Justin
Mitchell Jessica Shelby James Samantha Justin
Kaitlyn Colton Amanda Gage Justin W Dawson
Lorne Kyle Shilo
Logan Ana Dustin
Highlight the names of students who are targeted
to move by February. The number of students who
will move is the target for the grade. Calculate
the new number of students at each level of
achievement. This is the number that is inserted
into the template at the end of the PowerPoint.
29
What strategies worked?
  • Reflect on the classroom strategies previously
    used to support the at-risk students.
  • Which ones do we think had the most impact?
  • Which strategies were tried but did not appear to
    move the students?
  • Consider the following resource Getting
    Started Creating the Foundation for an
    Effective Learning Teaching Environment

30
School Impact Reflection
  • Reflecting on the assessment of the impact of the
    current school improvement focus, what impact did
    that focus have on our students?
  • Given an understanding of our current impact,
    what are the teacher learning needs which we feel
    would best support the achievement of our
    students and allow us to successfully attain the
    targets that we have set by February?

31
CASE MANAGEMENT Joint Ownership for Students
working at the Lower Level 2 and Level 1 in
achievement
  • For each grade, list these students.
  • Who is the team who are jointly responsible for
    the progress of these students.
  • Who else might we need to involve? (refer to the
    Getting to Know your Students Module)
  • Post that chart with your tracking wall and chart
    the progress of these students.

32
Complete the Template
  • Make sure to fill in the coloured fields in your
    schools Excel template
  • Send a printed copy to your area Superintendent
    of Education and email a copy to
    Research.Assessment.Services_at_yrdsb.edu.on.ca.

33
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