unified improvement planning sponsored by the colorado department of education version 1.4 summer...

Unified Improvement Planning

Sponsored by The Colorado Department of Education

Version 1.4 Summer 2010

Overview

• The New Planning Paradigm: Clarifying the legislatively defined planning terminology and the new Unified Improvement Planning Template for schools.

• Planning Processes and Tools: Engaging in collaborative inquiry to analyze data, identify needs, and identify root causes.

• State Review of Planning: Understand how school plans will be reviewed and review timelines.

Materials

Agenda

Changes in Improvement Planning Requirements

Reviewing Current Status

Gathering Data to support planning

Data Analysis and Root Cause Identification

Developing Action Plans

State Review of Plans

Purposes of Improvement Planning• Facilitate school and district Performance Management

-- anchor for Accountability 2.0

• Support school and district use of performance data to improve system effectiveness and student learning.

• Provide a mechanism for external stakeholders to learn about how schools and districts are making improvements.

• Meet state and federal accountability requirements (regardless of plan type assignment).

What School Planning Requirements will the Unified Improvement Plan Meet?

• State accountability • Title I

– Improvement Plan for schools on improvement, corrective action or restructuring

– Targeted Assistance Plan*– Portions of Schoolwide Plan*

• Some requirements may need to be included as addendums for Targeted Assistance and Schoolwide Plans.

Why Use the Unified Improvement Planning Template for Title I TA or SW Plans?

• Reduce the number of plans

• Align and focus your improvement efforts

• Increase likelihood of more effective use of funds

• Transition from planning as an “event” to “continuous improvement”

Which Schools Must Use the Unified Planning Template?

• All schools are highly encouraged to use the template for 2010-2011.

• For state accountability, schools that need to complete a “priority improvement” or “turnaround” plan must use the template.

• For ESEA, Title I schools on Improvement, Corrective Action or Restructuring must use the template.

• By 2011-2012 ALL schools must use the template.

Timeline

• As a team, consider the timeline in the District Accountability Handbook for:

– School Accreditation and Plan Submission

• When will schools engage in improvement planning?

Planning Terminology• Consider the Appendix A:

Colorado Educational Accountability System Terminology in the District Accountability Handbook (p. 23)

• For each of the terms on this slide, prepare to explain the term to a colleague.

• Terms:– Performance Indicator– Measure– Metric– Root Cause– Action Step– Interim Measure– Implementation Benchmark

Colorado Unified Planning Template for Schools

Major Sections:

I. Summary Information about the school

II. Improvement Plan Information

III. Narrative on Data Analysis and Root Cause Identification

IV. Action Plan(s)

Basic Steps in School Improvement Planning

IV. Action Planning

III. Narrative on Data Analysis and Root Cause Identification

I. Summary Information about the school

II. Additional Information

Agenda

Changes in Improvement Planning Requirements

Reviewing Current Status

Gathering Data to support planning

Data Analysis and Root Cause Identification

Developing Action Plans

State Review of Plans

Performance IndicatorsEducation Accountability Act of 2009• Student Achievement• Student Academic Growth• Growth Gaps• Post-Secondary and Workforce Readiness

In addition, ESEA (Title I) includes• Achievement Gaps by Disaggregated Groups• Participation

I. Summary Information about the school

• Individually read: Review performance indicators, measures, and targets.

• Consider the “Summary Information about the School” in the Colorado Improvement Planning Template.

• Mark both using this legend:– ! = I got it, this makes sense.– ? = I could use some further clarification.

Where are the SMART Goals?

Team discussion:

• Consider the structure of performance indicators, measures, metrics and targets.

• How is this similar to SMART Goals?

• How is this different?

SMART Goals

• Strategic• Measurable• Attainable• Research-Based• Time-Bound

Performance Management

• Performance Indicators (Areas for Improvement)

• Measures (What we will use) • Metrics (How we will use the

measure)• Targets (Answers when and

defines good enough)

Where did you NOT meet expectations?

• Consider each of the performance indicator areas for one or your schools.

• Were there any performance indicators for which your school did not at least “meet” state expectations?

• These areas would be identified on your pre-populated school improvement planning template.

Consider an example

• School Performance Framework (high school example)

• Section I of the corresponding school improvement planning template (pre-populated)

Consider:• Where did this high school not meet state

expectations? Federal Expectations?• How do these two documents work together?

II. Improvement Plan Information

• Provides reviewers (and public) with additional context

• Provides contact information if any questions arise

Agenda

Changes in Improvement Planning Requirements

Reviewing Current Status

Gathering Data to support planning

Data Analysis and Root Cause Identification

Developing Action Plans

State Review of Plans

Section III: Narrative on Data Analysis and Root Cause Identification

Four Steps:1. Gather and Organize Relevant Data

2. Analyze Trends in the Data and Identify Priority Needs

3. Root Cause Analysis

4. Create the Data Narrative

• Data Analysis Worksheet (table)

• Data Narrative for School (text box)

Multiple measures must be considered and used to understand the multifaceted world of learning from the perspective of everyone involved.

-Victoria Bernhardt

For what do you use multiple data sources?

• To answer questions about performance: – How has the school performed (trends and priority

needs)?– Why is school performance what it is (root causes)?

• To monitor school progress towards our targets (interim measures).

• To monitor implementation of improvement strategies (implementation benchmarks).

Section III, Step One: Gather and Organize Relevant Data

• Individually read “Gather and Organize Relevant data”.

• Consider the “Required reports.” and “Suggested data sources”

– Do you know how to access the required reports?

– Consider the Suggested data sources table. Highlight any data you currently collect within the district.

Agenda

Changes in Improvement Planning Requirements

Reviewing Current Status

Gathering Data to support planning

Data Analysis and Root Cause Identification

Developing Action Plans

State Review of Plans

Section III, Step Two: Analyze Trends and Identify Needs

• Individually read Step 2: Analyze trends and identify needs.

• Do a “whip around” at your table about the most important aspects of this step in the planning process.

Moving up the Data Continuum

Brieter & Light, Light, Wexlar, Heinze, 2004

Steps in Analyzing Data1. Clarify how good was good enough for each

performance indicator (SPF).

2. Interact with the data (measures)

• Highlight

• Create graphical representations

• Reorganize

3. Look for patterns, things that pop out (trends).

4. Brainstorm a list of facts (make observations)

5. Prioritize observations.

6. Turn observations into priority needs.

How good is good enough?

• State Performance Indicators:– School and District Performance Frameworks– State expectations defined for each

performance indicator

• Federal Performance Indicators:– Annual AYP Targets– See, “AYP Proficiency Targets and Safe

Harbor”

Trends and Priority Needs

• Trends must include at least 3 years of past data.

• Priority needs must be identified for at least every performance indicator for which school performance did not meet state or federal expectations.

Section III, Step Three: Determine Root Causes

• Read Step Three: Root Cause Analysis (in Basic Steps in the Improvement Planning Processes)

• As a team/table group, consider the following questions:– Why is it important to identify root causes?– How will you know when you have identified a

root cause?

Steps in Root Cause Analysis

1. Generating explanations (brainstorm)

2. Categorize/ classify explanations

3. Narrow (eliminate explanations over which you have no control)

4. Prioritize

5. Get to root cause

6. Validate with other data

Tools to Support Root Cause AnalysisSteps in Root Cause Analysis:1. Generating explanations

(brainstorm)

2. Categorize/ classify explanations

3. Narrow (eliminate explanations over which you have no control)

4. Prioritize

5. Get to root cause

6. Validate with other data

Tools to use for different steps:1. Potential questions to probe

for Root Causes

2. NA

3. Narrowing Explanations

4. Prioritizing Need Areas

5. The Five Why’s

6. Validate with Other Data

Did we get to root causes?

Ask the key questions for identifying whether a cause is a root cause:1.Would the problem have occurred if the cause had

not been present?

2.Will the problem reoccur if the cause is corrected or dissolved?

3.Will correction of dissolution of the cause lead to similar events?

Non-examples of Root Causes

• What is NOT a root cause?

– Student attributes (poverty level)

– Student motivation

• Brainstorm a few ideas with your table team of explanations that might appear to be root causes but don’t qualify.

• Share three with whole group

Section III, Part 4

• Data Narrative

• Narrative Description of:– Trend Analysis and Priority Needs– Root Cause Analysis– Verification of Root Cause

• Tell the story of your data.

Agenda

Changes in Improvement Planning Requirements

Reviewing Current Status

Gathering Data to support planning

Data Analysis and Root Cause Identification

Developing Action Plans

State Review of Plans

Two Concurrent Planning Steps1. Ensuring future activities are headed in

the proper direction:– Clarifying annual targets– Identifying interim measures and associated

targets.

2. Identifying Major Improvement Strategies– Action steps– Timeline – Resources– Implementation Benchmarks

Action Planning• Consider the Action Planning section of the

Basic Steps in Improvement Planning. Form a triad, assign A, B, C

• Read your section:– A = School Goals Worksheet: Establish Annual

Targets and Interim Measures – B = Identify Major Improvement Strategies and

Implementation Benchmarks– C= Monitor Progress

• Share: major ideas, local connections

Clarify Annual Targets

• In ESEA performance indicator areas, annual targets have been set (See AYP Proficiency Targets and Safe Harbor).

• Schools and districts will need to set annual targets for the Education Accountability Act of 2009 performance indicator areas (considering state expectations).

• Annual targets should reflect current trends/needs as well as the desired end-point.

Interim Measures

• Interim measures must also be identified in each performance indicator area for which improvement is needed.

• Interim measures allow you to track your progress during the year.

Identifying Interim Measures

Consider your local data sources:

• What data do you have available that will allow you to track progress towards your annual targets in each performance indicator area?

• When will it be available? How will school stakeholders use it?

• What additional data is needed to monitor progress towards your targets?

Major Improvement Strategies

• Respond to root causes of the problems you are attempting to remedy.

• Action steps are smaller activities that fit within larger major improvement strategies.

• Strategies and Action Steps must be associated with resources (people, time, money).

Implementation Benchmarks

• What is the difference between interim measures and implementation benchmarks?

• How will you know your major improvements strategies (and aligned action steps) have been implemented?

• What will you monitor?

• Consider your local data sources

• Set a calendar for when you will look at the implementation benchmarks.

Agenda

Changes in Improvement Planning Requirements

Reviewing Current Status

Gathering Data to support planning

Data Analysis and Root Cause Identification

Developing Action Plans

State Review of Plans

What School Plans will be reviewed by the State?

• The state will NOT review all school plans.• Based on SB09-163, the state will review:

– Priority Improvement Plans– Turnaround Plans

• Based on ESEA, the state will:– Monitor districts to determine if school plans are in

place (e.g., desk review, onsite visits)– This includes schoolwide plans, targeted assistance

plans and school improvement/corrective action/ restructuring plans.

Who Will Review School Plans?

• Districts are expected to review all school plans. Local school boards must adopt priority improvement and turnaround plans.  The principal and superintendent (or his designee) must adopt school performance and improvement plans. 

• A state review panel appointed by the commissioner will review all state required turnaround plans.

• The state review panel MAY review priority improvement plans.

• District must use peer review if school is on Title I Improvement, Corrective Action or Restructuring within 45 days of submittal.

What criteria will be used to review plans?

• Checklist for State Accountability

• Checklist for Title I Schoolwide Programs

• Checklist for Title I Targeted Assistance Programs

• Checklist of ESEA Requirements for School Improvement, Corrective Action and Restructuring Plans

How will school plans be reviewed?

• Consider the “Process for Reviewing School Priority Improvement and Turnaround Plans”

• Consider the Title I requirements, including checklists for TA and SW programs.

• With your team/table group discuss:– What are the critical steps in this review process?– Do we have any clarifying questions about how this

review process will work?

Unified Improvement Planning for Districts

Unified Improvement Planning for Districts

• Version 1.0 district template released in fall 2009

• Piloted with districts identified for improvement under NCLB (Titles IA, IIA and III)

• Updating template to align with District Performance Frameworks and to include additional federal programs.

• Next version will be released in summer 2010.

Which Districts Need to Use the Unified Planning Template?

• All districts are highly encouraged to use the template for 2010-2011.

• For state accountability, districts that need to complete a “priority improvement” or “turnaround” plan must use the template.

• For ESEA, districts/grantees identified for Improvement under Title IA, IIA and/or III must use the template.

• By 2011-2012 ALL districts must use the template.

What District Plans will be reviewed by the State?

• The state will NOT review all district plans.

• Based on SB09-163, the state will review:

– Priority Improvement Plans

– Turnaround Plans

• Based on ESEA, the state will review:

– Improvement plans for districts/grantees identified under Title IA, IIA and/or III.

Who Will Review District Plans?

• A state review panel appointed by the commissioner will review all state turnaround plans.

• The review panel MAY review priority improvement plans.

• For districts/grantees identified for Improvement under ESEA, CDE staff will review the Improvement plans to ensure ESEA requirements are met.

Planning to Plan

• Make notes on the “Planning to Plan” tool in your Planning Tools Packet

• For each step in the planning process consider:– Timing– What will we do?– Who will be involved?– What tools/support do we need?

Your Feedback!!!• Written:

– Parking Lot• + the aspects of this session that you liked or worked for you.

The things you will change in your work or would change about this session.

• ? Questions that you have

• Light bulb: ideas, a-has, innovations

• Oral: Share one reflection