Transform Your School Improvement Plan

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Transform Your School Improvement Plan

• CEASOM Leadership Conference
• October 28, 2008

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Intended Outcomes

• Participants will gain a basic understanding of
  the Classroom Focused Improvement Process (CFIP)
• Participants will understand one schools plan
  for implementing CFIP

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Ellicott Mills Middle School

• Located in Ellicott City, MD (Howard County)
• Total Enrollment 709
• Faculty/staff members 92

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Demographics

• Student population
• White 65
• African American 14
• Asian 18
• Hispanic 1.3
• Native American .4
• Unidentified .7

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Students receiving special services

• Limited English proficiency 1
• Free/Reduced meals 4.5
• Special Education 8.2

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MSA Data

• EMMS has met AYP
• Reading 70 proficient/advanced not met by
  special education student group
• Math 70 proficient/advanced not met by African
  American, FARMS, Special Education student groups

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EMMS Leadership Team

• Comprised of administrators, content, grade level
  , and related arts team leaders, GT resource,
  Media Specialist
• Collaborative and dynamic
• Team responsible for making all major decisions
  affecting students and staff

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Insanity Doing the same thing over and over
again and expecting different results.

• -Albert Einstein

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Data-driven schools and school districts use data
for two major purposes

• Accountability (to prove)
• Performance Improvement (to improve)

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The Hierarchy of Data for Accountability Purposes

• External (State National) Assessments
• System Benchmarks
• Common School or Course Assessments
• Classroom Assessments of Student Work

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The Hierarchy of Data for Improving Student
Performance

• Classroom Assessments of Student Work
• Common School or Course Assessments
• System Benchmark Assessments
• External (State National) Assessments

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We need a new model!

• Real time
• Specific to each grade and subject
• Results in instructional improvement that will
  actually occur
• Can be re-directed frequently
• Seen by teachers as a worthwhile use of their time

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Classroom Focused Improvement Process
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THE GPS ANALOGY
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Advantages of CFIP

• Shared vision for what will be accomplished
• Shared partnership of administration and team
  members to manage CFIP process
• Collective capacity of the team (vs. individual
  capacity) broadens and deepens the knowledge and
  skill base
• Team develops and implements use of common
  assessment

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Advantages of CFIP

• Team provides consistency in expectations,
  implementation, and delivery of CFIP protocol
• Reflection on instructional practice is deeper,
  more perceptive than isolation of self-contained
  instruction
• Team becomes the learning community that fosters
  the commitment to collective accountability and
  responsibility for all students

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CFIP Goals for 2008-2009

• Form collaborative teams/partners.
• Instruct staff in the use of the CFIP process.
• Identify key curriculum objectives ALL students
  should master. Share best practices/activities.

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CFIP Goals for 2008-2009

• Develop common assessments to track mastery of
  the key objectives.
• Use the CFIP steps to adjust classroom
  instruction based on key objectives and common
  assessment data.

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CFIP Goals for 2008-2009

• Begin to develop in-class and outside of class
  interventions and enrichments.
• Reformat PLUS to support CFIP initiative.

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How did we begin?

• Worked in content teams to
• Identify content partners
• Learn about the CFIP planning process
• Practice CFIP steps using real data

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How did we begin?

• Work in content teams to
• Determine how to identify key curricular
  objectives
• Learn how to create common assessments
• Decide how to organize data to apply the steps of
  the CFIP model

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CFIP Team/Partner Planning Cycle

• Identify KEY curricular objectives which ALL
  students should master
• Share best practices/activities to teach the key
  objectives and create common assessments to track
  student mastery
• Teach!
• Give common assessments as one part of tracking
  student mastery

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CFIP Team/Partner Planning Cycle

• Score common assessment and organize data for
  sharing
• With collaborative partner, analyze assessment
  data
• Based on the data analysis, adjust instruction to
  meet individual student needs including
  developing in-class and/or outside-of-class
  interventions and enrichments
• REPEAT!

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Math Common Assessment

• Unit 1 Objective 7
• Identify and use laws of exponents to simplify
  expressions
• Calculators may NOT be used

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Math Common Assessment

• Unit 1 Objective 7
• Identify and use laws of exponents to simplify
  expressions. Calculators may NOT be used
• 1. Simplify using the laws of exponents
• (2x3) (5x8)
• a. 7x11 c. 10x11
• b. 7x24 d. 10x24

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Math Common Assessment

• 2. Simplify using laws of exponents
• a. 4x3 c. 9x3
• b. 4x4 d. 9x4

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Common Assessment Data
CFIP Example.xls
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Data Dialogue Protocol

• Identify questions to answer in the dialogue
• Build assessment literacy
• What statistics are used to report data?
• Who did not participate? Why?

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Data Dialogue Protocol

• Identify the big picture conclusions from the
  data
• Identify class patterns of strengths and
  weaknesses
• Drill down in the data to individual students.
  Identify and implement needed enrichment and
  interventions

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Data Dialogue Protocol

• Reflect on reasons for student performance.
  Identify and implement the needed instructional
  changes for the next unit

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Where are we now?

• Work in progress
• Content partners in various places in CFIP
  process
• Teachers learning the CFIP process during content
  team meetings
• All content partners will develop and use common
  assessments during quarter 2

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Changes made to facilitate implementation of CFIP

• Full staff meetings virtually eliminated
• Additional time built in for content team
  meetings
• Time allocated bi-monthly for content partners to
  meet during planning time
• Re-designed academic enrichment period (45
  minutes/day)

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How is EMMS different this year?

• Collaboration among teachers is taking place at
  times other than the designated collaboration
  times
• Conversations focus on instructional practices
  and looking at outcomes

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Questions?
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PresentersEllicott Mills Middle School

• Tammy Goldeisen, Assistant Principal
  tammy_goldeisen_at_hcpss.org
• Margaret Caporaletti, Grade 8 Team Leader
  margaret_caporaletti_at_hcpss.org

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For further information

• CFIP implementation process at Ellicott Mills
  Middle School Michael Goins, Principal,
  michael_goins_at_hcpss.org
• Classroom Focused Improvement Process Dr.
  Michael Hickey, Director, Center For Leadership,
  Towson University, mehickey_at_towson.edu