3-Year School Improvement Plan David Quattrochi Principal Angela Penner Teacher The Beginning The Whole Faculty Study Group concept (Carlene Murphy) is the foundation behind our 3-year School Improvement Plan. – Training for Administrators (2004) • Jefferson County ESC • Franklin County ESC • Principals Study Group – Training for Staff • Leadership Meetings • Professional Development Days – Implemented in 2005-2006 School Year Whole Faculty Study Groups (WFSG) What is it? School embedded professional development that focuses on 5 guiding principles: 1. Students are first 2. Everyone participates 3. Responsibility is equal 4. Leadership is shared 5. The work is public Murphy (2001) WFSG’s Why Whole Faculty Study Groups? 1. Creates a collaborative environment. 2. Opportunity to analyze student data and identify student needs 3. Provides time during the school day for teachers to collaborate 4. Improves student and teacher learning WFSG’s Key Components • 1. Context • 2. Process • 3. Content A Framework for Designing Professional Development (Murphy) Context: Organizational or cultural factors that facilitate or impede progress toward intended results, such as a shared vision and collegiality. A Framework for Designing Professional Development (Murphy) Process: How individuals, groups, and the whole will function, behave, or perform; procedures to be followed; means for the acquisition of new knowledge and skills. A Framework for Designing Professional Development (Murphy) Content: What individuals, groups, and the whole will study, learn, or become skillful in doing to achieve intended results; skills, attitudes, and knowledge to be acquired. National Standards • The National Staff Development Council (2001) – Correlates with the WFSG concept • Context – learning communities, leadership, resources • Process – data driven, evaluation, research- based, collaboration • Content – equity, quality teaching, family involvement Review of 3-Year School Improvement Plan • Goal The goal at WES is to obtain a 90% passing rate on the Ohio Achievement Tests. Definitions – 1. Standards - describe, in broad terms, what students should know and be able to do. – 2. Indicators – A specific statement of the knowledge and/or skills that a student demonstrates at each grade level. – 3. Content – Where is the material coming from? Example, Textbooks, Supplemental Resources, etc. – 4. Assessments – How are we measuring student progress. – 5. Benchmarks – What all students should know and be able to do at a specified time (check point) Context, Process, Content (Murphy, 2001) WFSG’s • Context – addresses the culture of the school; Teachers are feeling comfortable meeting in grade levels and across grade levels; Collaborative culture • Process – the “how” of staff development; Teachers are using the WFSG process; job-embedded professional development • Content – the actual skills and knowledge acquired through professional development; Teachers mapped the curriculum; Completed Power Standards; Analyzed Test Data; Assessment For Learning and Value-Added Assessment Review of 3-Year Plan Context (Culture) Process (WFSG) Content (Assessment) Content (Power Content Standards) (Mapping) Results Now (Schmoker,2006) – “Life in Multivariate” There are many factors that affect student achievement (SES, race, etc.) However 1. Quality of Teaching (Value-Added Assessment) 2. Focus on Standards (Curriculum) 3. Balanced assessment system (formative/summative assessments) These outweigh the variables that students bring to the classroom. Review of 3-Year Plan • Phase I: Creating the Tools – Teachers mapped the curriculum – Math Map – Reading Map Review of 3-Year Plan • Phase 2: Power Standards/Analyzing Maps – Teachers will address the following question: • How can we implement Power Standards in our classroom? Other Questions that will be addressed during this phase: • Do all the indicators correlate with the Benchmarks? • Are there any gaps or redundancies in the curriculum? • Are all the indicators/benchmarks being taught? • How can we integrate different content areas? Power Standards Definition Power Standards refers to those standards or indicators that are CRITICAL FOR STUDENT SUCCESS. We can substitute the word “Standard” for “Indicator” Important Points • 1. We are not advocating the elimination of certain indicators. • 2. We are prioritizing the indicators rather than regarding all of them equal. • 3. Knowing the “essential skills” is more effective than covering every concept in the book. • 4. All standards must be taught; however, it is important to decide which standards are critical and which ones can be given less emphasis Identification Criteria One way of looking at the Identification Criteria in simple terms: 1. School 2. Life 3. State Test What do your students need for success – in school (this year, next year, etc.), in life, and on the Ohio Achievement Test? Power Standards How are we going to implement Power Standards in our Whole Faculty Study Groups? Answer: 1. Review OAT test score results as they relate to your grade level. 2. Identify the indicators that were tested Power Standards • Identify the indicators on test that caused your students difficulties. You can find this data using the Item Analysis Report, which is in your binder along with last year’s practice tests. • 4. Revise your Power Standards as needed Power Standards • 5. Meet in grade levels and across grade levels to review content and check for “Vertical Flow” • Summary – At this point, we will also use our curriculum maps to determine if gaps or redundancies exist in the curriculum. Are there indicators that are completely being missed between two or more grades? – Power Indicator Example Review of 3-Year Plan • Phase 3: Assessment – Summative and Formative Assessments – Value-Added Assessment – Common Assessments Phase III will be used for teacher reflection and self-directed professional dialogue Review of 3-Year Plan • Summary • Teachers will use WFSG to complete process • Teachers will have the tools and time (embedded professional development) to improve student learning • Teachers will differentiate instruction and develop a well balanced assessment program. Results 2005-2006 Our School Designation according to the State: EXCELLENT We met 10 out of 10 Indicators We met 5 out of 9 tested areas with a 90% or better. The 10th Indicator is for Attendance: We had a 94.7% attendance rate. WFSG’s • State report card.pdf Wintersville Elementary Test Scores • 2002-2006 • Test scores.xls Qualitative Research What Does Wintersville Elementary Think About Whole Faculty Study Groups? • Whole Faculty Study Group Perceptions Findings I surveyed 5 Teachers and 1 Superintendent Teacher Results All teachers have been involved in the WFSG for at least 2 years Grade levels meet at least once a month Guiding Questions 1. Please describe your participation in the WFSG process. How long have you been participating in the WFSG process? How often do you meet? 2. From your perspective, describe the purpose of the WFSG process? 3. Please describe the impact of the WFSG process for teachers? 4. Please describe the impact of the WFSG process for students? 5. Based on your experiences with WFSG sessions, what would you say are the strengths of the WFSG process? 6. What are the weaknesses of the WFSG process? 7. If you had the opportunity to change the WFSG process in your school, what would you do differently? 8. Is there anything else you would like to tell me about the program that I haven’t thought to ask? Superintendent Questions • 1. Please describe the process of implementing WFSG in Indian Creek? • 2. From your perspective, what is the purpose of the WFSG? • 3. Please describe the impact of the WFSG process. – For teachers? – For students? – Student learning? • 4. What are the strengths of the WFSG process? • 5. What are the weaknesses of the WFSG process? • Most teachers stated that the purpose of the WFSG was to: – 1. Align content standards to curriculum – 2. Work collaboratively – 3. Download resources from ODE website “It allows us to look at the curriculum more carefully. The Ohio Achievement Test is critical.” • Majority of teachers believed the goal of the WFSG’s was to: – 1. Increase student achievement – 2. Prepare students for the “real world” – 3. Prioritize indicators (skills) “The mapping process helps us to better understand what should be taught and identify gaps”. • The strengths of the WFSG’s include: – 1. Teacher collaboration – 2. Opportunity to analyze curriculum – 3. Meet across grade levels with other teachers – 4. Determine if gaps and/or redundancies exist in the curriculum “It holds the teacher, students, principal accountable. Good teacher collaboration.” • The weaknesses of the WFSG’s include: – 1. More time to work in grade levels (bi- monthly) – 2. Meet with other grade levels more often – 3. Difficult to stay on task for 2 hours “We would like to meet more with other grade levels.” Superintendent Responses • “The WFSG concept is a collaborative effort among the administrators and teachers.” • “It improves teacher instruction and student learning.” • “The WFSG’s gives teachers time to share best practices and discuss processes.” • “Test scores have improved. It has a positive impact. We are comparing apples to apples.” Document Analysis • I examined Whole Faculty Study Group Logs from the teachers I interviewed. – “We started at 8:30 AM. We mapped Reading, Language Arts, and Math Benchmarks. We revised January’s maps.” – “Students are learning reading, language arts and math skills as outlined in the Academic Content Standards.” • “We continued our mapping activities for reading, math and social studies and added some science. Reading, Math, Social Studies maps are finished.” • “The students are working to master their indicators in order to improve their academic skills and achievement scores.” Summary of Findings • Teachers perceive the WFSG process as a viable tool that increases student and teacher learning. • The documents analyzed in this study are consistent with the teacher interview responses. • The superintendent supports the WFSG process and believes that principals should play a key role • The majority of teachers feel that more time is needed to meet with other grade levels. • Test scores have improved since the implementation of the WFSG process • The high school still has not implemented the WFSG process • Job-embedded professional development allows teachers to work collaboratively Closing Thoughts • “Every student can learn, just not on the same day; or the same way” (George Evans) • Lastly, “If the only tool you have is a hammer, you tend to see every problem as a nail” (Maslow).
Pages to are hidden for
"3-Year School Improvement Plan"Please download to view full document