Fairbury Public Schools

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Fairbury Public Schools

• Continuous School Improvement

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Continuous School Improvement

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(No Transcript)
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Where Are We? How Did We Get Here?

• Planning Development
• (What do we need to do?)
• Gather/Analyze Information
• (What do we know?)
• Select Target Area Goals
• (What do we want to accomplish?)
• Prepare An Action Plan
• (What are the best strategies to utilize?)
• Implement the Action Plan
• (Lets Do It!)
• Monitor and Assess Effectiveness
• (Is it really happening? Is it making a
  difference?)

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Planning Development (What do we want to do?)

• Develop Steering Team
• Develop Time Line
• Review/Update Mission Statement

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Gather/Analyze Information (What do we know?)

• Determine Data to Collect
• Data Collection and Organization
• Data Triangulation and Disaggregation
• Data Analysis and Summary
• Develop and Update School/Student Profile

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Select Target Area Goals (What do we want to
accomplish?)

• Review Target Areas
• Select/Identify School Improvement Goal(s)
• Update Profile
• Determine Evidence for Success (Baseline
  Data)

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Continuous School Improvement Goal

• All students will improve their reading
  comprehension and vocabulary skills across the
  curriculum.
• This goal will be achieved through use of the
  following strategies
• Students will improve their reading comprehension
  skills by learning to use Graphic Organizers as a
  strategic tool to identify key concepts and
  supporting details, examples and definitions.
• Students will improve their vocabulary skills
  through participation in the L to J Strategy
  Process to actively monitor their learning
  progress and achievement.

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Prepare An Action Plan (What are the best
strategies to utilize?)

• Review/Update Knowledge Base of Effective
  Strategies
• Create Professional Development Plan
• Select Interventions and/or Strategies
• Develop Implementation Action Plans
• Seek External Validation (External Team
  Leader/Team)

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Implement the Action Plan (Lets Do It!)

• Implement Professional Development Plan
• Implement Strategies/Interventions

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Our CSI PILOT/POSSE Teachers Professional
Learning Teams

• Congratulations! You have been nominated to
  join a select and notable group of your
  distinguished colleagues from the Fairbury Public
  Schools. This celebrated opportunity allows you
  the honor of membership in a group to be
  henceforth known as the CSI PILOT Teachers.
• Yee, Haw! The scuttlebutt around these parts is
  that you, partner, did a bang up job as a PILOT
  Teacher this past school year. We reckon it
  wasnt always a fandangoin fact, there were
  times you may have been stumped and probably
  other times where you had to stand the gaff!
  Just know that were mighty proud of yall! Wed
  be hard pressed to find any other varmints who
  could hold a candle to you!

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Hi-Yo, Silver!Away!
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Our CSI PILOT/POSSE Teachers Professional
Learning Teams

• A select group of professional colleagues (n18)
  representing departments and grade-levels learned
  about and implemented the target CSI strategies
  in their curriculum and instruction during the
  pilot stage of our Strategy Implementation Plan
  and throughout implementation process.
• Opportunity to provide leadership and support to
  colleagues through Professional Learning Teams
• Professional leadership capacity building

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Monitor and Assess Effectiveness(Is it really
happening? Is it making a difference?)

• Observe and Assess Fidelity of Implementation
• Monitor and Analyze Student Performance
• Review/Revise Implementation Action Plan as
  Necessary

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Strategy Graphic Organizers GOs (Reading
Comprehension)

• Planning Utilize Graphic Organizers a minimum
  of 2 to 4 times per month in a targeted
  curriculum area and with a target group of
  students.
• Instruction Model the use of GOs during
  instruction. Provide opportunities for both
  Guided practice and Independent completion of
  GOs.
• Assessment Use the GO Rubric to assess accuracy
  and completeness of GOs. Model assessment
  process during instruction with students, as well
  (e.g., display sample using OH, assess and
  discuss score and ideas for improvement).
• Progress Monitoring Once per quarter, complete
  and submit Class Totals data for designated
  district-wide GO implementation period (e.g.,
  during the week of October 16th). Use the GO
  Rubric to assess target GO sampling with Learning
  Team members. Submit Class Totals data as
  well as GO samples implemented and assessed.
• Perceptual Data Conduct brief surveys of Staff
  and Students twice per year (Fall/Spring) to
  measure perceptual data related to GO strategy
  (e.g., frequency, instruction/assessment
  opportunities, progress/improvement).

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FAIRBURY PUBLIC SCHOOLSContinuous School
Improvement ProcessReading Comprehension Graphic
Organizer Assessment Rubric
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FAIRBURY PUBLIC SCHOOLS Continuous School
Improvement Process Reading Comprehension Rubric
Scores Teachers, Record the number of students
who received each rubric rating (Rubric Scores of
1, 2, 3, 4, or 5) in the appropriate box on the
table below (e.g., number of 9th graders who
received a rubric rating of 1, etc.). Give this
form, as well as a student GO sample (attached),
to your Learning Teams POSSE teacher by
______________________. Thank you! CSI Steering
Committee CLASS TOTALS Teacher Period/Time
Total of students on class roster
Number absent today
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Reading Comprehension (GO Rubric Scores)
Totals Results 3Q 07-08
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GO District Results (Pilot Year)
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GO District Results (Implementation Year 1)
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Strategy L to J Process (Vocabulary)

• Planning Identify critical content vocabulary
  for a class or subject area encompassing a
  semester or yearly period of time. Submit
  vocabulary lists to Learning Team PILOT Teachers.
• Instruction/Assessment Utilize L to J Strategy
  (weekly assess student knowledge of vocabulary
  terms square root of total number of critical
  terms identified) for teaching and assessing
  student understanding and mastery of critical
  content vocabulary. Incorporate a variety of
  methods for assessing student understanding
  (e.g., matching term/meaning illustration of
  meaning correct use in original sentences
  complete missing word in a phrase/sentence using
  word bank).
• Progress Monitoring Have students individually
  graph and monitor their progress towards mastery.
  Create and update weekly a Class Graph
  displaying the groups progress towards mastery.
  Submit copies of individual student graph samples
  as well as a Class Graph summary once per
  quarter.
• Perceptual Data Conduct brief surveys of Staff
  and Students twice per year (Fall/Spring) to
  measure perceptual data related to Vocabulary
  strategy (e.g., frequency, instruction/assessment
  opportunities, progress/improvement).

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L to J Class Chart Samples(First Semester
2007-2008)
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L to J Class Chart Samples(First Semester
2007-2008)
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L to J Class Chart Samples(First Semester
2007-2008)
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Quantifying Vocabulary Mastery and Retention
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L to J Results Committee

• Team of POSSE Teachers met February 2008
• Reviewed L to J data thus far
• Analyzed results
• Looked for trends
• Generated a progress report
• Strengths and challenges
• Evidence of learning
• Identified questions for Lee Jenkins
• Correlated identified target/critical vocabulary
  across grade levels and content areas.
• Looked at overlap of words and/or content areas
• Discussed critical vocabulary at the Elementary
  and Secondary levels
• Discussed content specific vs. generalized
  vocabulary

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Implementation Monitoring

• Learning Teams
• GO Rubric Assessments/GO Samples/Class Totals
  Data
• Critical Vocabulary Lists/Student and Class Graph
  Displays
• Steering Committee
• Perceptual Data Surveys
• GO Samples/Class Totals Data
• Critical Vocabulary Lists/Student and Class Graph
  Displays/Class Graph Summaries
• Administration
• Lesson Plan Reviews/Walk-Throughs/Formal
  Evaluation Process

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Under Construction
A Work in Progress
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Contact Information

• Brenda Beachler
• Kdg/1st Continuous Learning Teacher
• bbeachle_at_fairburyjeffs.org
• Jeremy Christiansen
• Principal/Student Services Director
• jerchris_at_fairburyjeffs.org