Principal Professional Development

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Getting Ready for School Improvement Planning

• Principal Professional Development
• Summer 2005

Office of School Intervention Support
Office of Accountability, Assessment,
Intervention
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Goals

• Participants will gain skills for their use of
  the Getting Results! frameworks.
• Participants will
• become familiar with the differences and
  similarities between the 2004 and 2005 PSSA
  reporting categories
• practice analyzing data and synthesizing
  findings from multiple sources using their own
  data
• engage in discussion of root causes

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What is Getting Results! ?

• framework for school improvement planning
  developed by PDE that the School District of
  Philadelphia has adapted

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Whats Different?What are the Implications?

• AYP - Grades 3 through 8 and 11
• Reported Results - Assessment Anchors
• Parent Involvement Action Sequence
• New SIP Format
• PDE Review of SIPs
• Science will be introduced in next years SIP

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New PSSA Reading Reporting Categories
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New PSSA Mathematics Reporting Categories
Reporting Category Standard
A. Numbers Operations 2.1 Numbers 2.2 Computation
B. Measurement 2.3 Measurement
C. Geometry 2.9 Geometry 2.10 Trigonometry
D. Algebraic Concepts 2.8 Algebra
E. Data Analysis Probability 2.6 Statistics Data 2.7 Probability
Standards assessed over the five reporting categories 2.4 Mathematical Reasoning 2.5 Problem Solving
Not Assessed/Integrated in others 2.11 Concepts of Calculus
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Getting Results!
A 5 Step Process
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2005-2007 Student Achievement Improvement Targets

Every school improvement plan must address the
following areas of student success
1. READING At least 54 of all students will be
proficient in Reading, as measured by the annual
state-wide PSSA assessments. 2. MATHEMATICS At
least 45 of all students will be proficient in
Mathematics, as measured by the annual state-wide
PSSA assessments. 3. STUDENT PARTICIPATION IN
STATE ASSESSMENTS At least 95 of eligible
students will participate in required state-wide
assessments. 4. STUDENT ATTENDANCE Student
attendance in school will improve continuously
(to an average of at least 90 by 2014). 5.
FOUR-YEAR GRADUATION RATE (high schools only) The
4-year graduation rate for high school students
will increase consistently (to at least 80 by
2014).
If your school has already met these targets
for all students and student groups, consider
setting your own challenging, stretch targets
that will ensure continuous improvement of
instructional practices and student achievement.
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Getting Results Process Flow
DATA SOURCES
DOCUMENTATION
TARGETS
ACTION SEQUENCES
Step 3
Step 2
Step 5
Student Performance Goals ------------- Strategie
s Interventions
Data Summary
Step 1
Achievement
School Profile
Walk Through
Step 4
SAT Team
Professional Development
Reporting
Repeat Steps 1 through 5 for each component of
the SIP.
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Summarize the Shared Values

• Summary includes the shared values, mission, core
  beliefs, and vision of the school community

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• analyze student data
• identify most significant weaknesses/gaps
• prioritize weaknesses/gaps

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Data Analysis Guide
Worksheets to Assist in Analysis of Multiple Data
Sources for School Improvement Planning
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General Questions to Guide the Analysis of
School Data Think about the following
questions/issues/trends as you analyze data. We
will end this guide by revisiting these
questions. Separately consider the following for
Reading and Mathematics What does the data tell
you about your schools performance on the PSSA
in terms of ? Trends across time?
? Performance with regard to progress i.e.,
percentage of students scoring Advanced
Proficient and Basic Below Basic? ? Performance
across grade levels, if your school has more
than one tested grade (i.e.,this year grades 3,
5, 8, 11 next year grades 3 through 8 and
11)? ? Performance of relevant student groups
(i.e.,any gaps between groups or with respect to
the annual target)? ? Performance by PSSA
Reporting Category and Assessment Anchors?
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PSSA Data Analysis Section B - Instructional
Priorities Section C - Open-Ended Task
Data Section D - Other Reading Assessment Data
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TerraNova / Supera Analysis Worksheet -
Reading Purpose This document is designed to
help you look at several years of TerraNova data
by analyzing trends in preparation for
identifying target areas for your School
Improvement Plan. (Please remember this is one
of multiple sources of data that you will
use.) The information needed to complete the
following two charts can be found in the School
Profile on the Districts Website. Reading
Grade At/ Above National Average in Bottom Quartile
Fall 2002 Spring 2003





Total
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The information needed to complete this chart is
located on the TerraNova Assessment Anchors
Report for Reading (CRST 3).
Gr.____ Gr.____ Gr.____ Gr.____ Reading Analysis Questions
What of your students mastered Comprehension/Reading Skills?
R.A. 1 Fiction Texts
What of your students mastered Vocabulary Word Recognition?
What of your students mastered Inferences and Conclusions?
What of your students mastered Other Comprehension Skills?
R.A. 2 Nonfiction Text
What of your students mastered Vocabulary Word Recognition?
What of your students mastered Inferences and Conclusions?
What of your students mastered Other Comprehension Skills?
R.B. 1.1, 1.2,1.3 Analyze Fiction/Nonfiction
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• Benchmark Test Data Analysis
• Cumulative Benchmark Test Results October 2004
  June 2005
• What do the data show about the school average
  percentage of items correct compared
• to the district average? For each Reading
  Standard, circle the grade level(s) where the
  average
• percentage of items correct was low( below 60)
  and/or substantially lower( 5-10 point
  difference)
• that the average for the District
• Grade Level
• 3 4 5 6 7 8 9 10 1.1-Learning to
  Read Independently
• 3 4 5 6 7 8 9 10 1.2-Read
  Critically in All Content Areas
• 3 4 5 6 7 8 9 10 1.3-Reading,
  Analyzing and Interpreting Literature
• 3 4 5 6 7 8 9 10 1.7
  Characteristics and Functions of the English
  Language
• 3 4 5 6 7 8 9 10 1.8 Research

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Data Analysis Activity
Do you notice a difference across years? What
about across grades? Are there discrepancies
between Reading and Language? What are the
instructional implications for your school? Turn
to a partner and share your findings.
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Benchmark Data Analysis Activity
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Root Causes

• Introduction Exercises

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Root Causes
A Root Cause is the deepest underlying cause or
causes of positive or negative symptoms within
any process, which if removed, would result in
elimination, or substantial reduction, of the
symptom.
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Why Root Cause Analysis ?
Root Cause Analysis helps to eliminate the
problem, not just the symptom conserves
scarce resources promotes discussion and
reflection provides rationale for strategy
selection
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Determining Root Causes
Will correcting or eliminating this root cause
result in success? If yes, then it is a root
cause. If no, then it is a contributing
factor.
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Possible Root Cause If teacher content
knowledge improves greatly, then student
achievement will increase. Is this necessarily
true?
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A Guide for Identifying Root Causes
We can talk or
dream about the glorious schools of the future or
we can create them .
Marilyn
Ferguson
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Dimensions of School Improvement SUPPORTING
REALM parents governance personnel ENABLING
REALM materials schedules professional
development organizational structures CORE
REALM instruction curriculum assessments school
leadership monitoring staff accountability for
performance others identified by the
school funding student readiness to
learn others identified by the school
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Checking for Understanding
What are your questions about analyzing data and
identifying root causes?
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Step 1 DataWhere are we now?

• Summary includes highlights of the analyses of
  student data
• Identification of root causes that prevent or
  promote student achievement

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Step 2 Design Where do we want to go next?

• Select research based, high leverage strategies
  that address the root causes
• Action sequence for reading and mathematics is
  required
• Thematic schools may select a strategy to support
  their theme

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Step 3 Delivery How are we going to get there?

• Same process
• Importance of building capacity of staff
• Maximum use of resources (human and financial)

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• Determine training and skills needed by staff
• Professional development calendar aligns to
  address root causes/student needs

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• Effectiveness of strategies
• Documentation process (time intervals)

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Milestones of Progress

• Quality of Teaching
• Quality Leadership
• Artful Use of Infrastructure
• Continuous Learning Ethic

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Checking for Understanding
What are your questions about the action sequence?
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What can you expect for September?
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