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Planning continuous schoolimprovement2

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Planning continuous schoolimprovement2

  1. 1. Continuous School Improvement Planning, Session 2 Professional Development Services Curriculum, Instruction, and Assessment Regional Offices
  2. 2. Outcomes <ul><li>To gain an understanding of SMART goals and why they are important in the school improvement planning process; </li></ul><ul><li>To learn a problem solving strategy for determining root causes of gaps; </li></ul><ul><li>To analyze and develop processes to close gaps. </li></ul>
  3. 3. SMART Goals <ul><li>Goals reflect priorities of the school. </li></ul><ul><li>Resources and staffing should align with the goals. </li></ul><ul><li>Goals should drive the behavior of everyone in the school. </li></ul><ul><li>Goals should have formative assessments in place to monitor progress </li></ul>
  4. 4. SMART Goals <ul><li>Goals should address the key questions of professional learning communities. </li></ul><ul><li>Assessment for learning and common assessments are critical feedback for monitoring progress and achieving goals. </li></ul><ul><li>Results orientation </li></ul>
  5. 5. SMART Goals <ul><li>Strategic and Specific </li></ul><ul><li>Measurable </li></ul><ul><li>Attainable </li></ul><ul><li>Results-based </li></ul><ul><li>Time-bound </li></ul>
  6. 6. Strategic <ul><li>Focus on the vital few goals that are high leverage areas where the largest gaps between vision and current reality exist. Therefore, the greatest gains will be seen. </li></ul>
  7. 7. Specific <ul><li>Provides the concrete, tangible, evidence of improvement that teams need to stay motivated. </li></ul><ul><li>Schools and teams should focus on specific targets for improvement. </li></ul>
  8. 8. Measurable <ul><li>Formative and summative multiple measures </li></ul><ul><li>Schools use data to adjust programs, resources, schedules, staffing. </li></ul><ul><li>Teachers use data to improve their practice and provide feedback to students on their learning. </li></ul>
  9. 9. Attainable <ul><li>Goals that motivate us to strive higher are those that are almost but not quite within our reach, that we need to achieve. </li></ul><ul><li>Table Talk </li></ul><ul><li>What is attainable improvement for standardized tests? </li></ul>
  10. 10. Results-Based <ul><li>Did student learning improve? </li></ul><ul><li>Concrete benchmarks to measure our efforts. </li></ul>
  11. 11. Time-Bound <ul><li>Specific time-frame </li></ul><ul><li>One year goals are ideal </li></ul><ul><li>Builds internal accountability and commitment. </li></ul>
  12. 12. Process Goals vs. Results Goals <ul><li>TABLE TALK </li></ul><ul><li>What is the difference? </li></ul><ul><li>Are your school goals SMART? </li></ul>
  13. 13. Process Analysis <ul><li>To understand what processes are and are not getting desirable results so that we know what should be changed or eliminated. </li></ul><ul><li>Flow chart activity/ mapping a school process </li></ul>
  14. 14. Problem Solving Cycle Activity <ul><li>Identify the problem </li></ul><ul><li>List 20 hunches </li></ul><ul><li>Generate questions and data needed to develop an action plan </li></ul>
  15. 15. Resources <ul><li>The Power of SMART Goals, O’Neill and Conzemius </li></ul><ul><li>Measuring School Processes, Bernhardt </li></ul>
  16. 16. Compliance <ul><li>Addendum will be available on the portal and on the CD. </li></ul><ul><li>Generic objectives, formative, and summative assessments, and strategies are written. </li></ul><ul><li>Schools will insert compensatory education information and percentages for their goals. </li></ul><ul><li>Schools have the option of adding goals if they wish. </li></ul>
  17. 17. <ul><li>Questions and Concerns </li></ul><ul><li>Reflections </li></ul>