Creating an Action Plan

LEADERSHIPFORSCHOOLIMPROVEMENTDATAANALYSIS-2.pdf

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Updated 2.14.2020 1

LEADERSHIP FOR SCHOOL IMPROVEMENT (DATA ANALYSIS)

1. Assessment Description: This is a state-wide common assessment that evaluates candidates’ abilities to analyze a complex data set to identify areas of strengths and weaknesses within a hypothetical high school. The assignment is divided into two sections: A. Analysis of Data B. Action Plan. In Section A, candidates analyze a provided set of school data to identify areas of strengths, areas of weaknesses, and noted trends. Candidates also investigate rapid school turn-around and future transformation strategies that align with the areas identified in Section A. In Section B, candidates develop a continuous school improvement plan for achieving one-year turn-around goals and 3-year transformation goals.

2. Alignment of Assessment with Standards: This assessment is aligned to these NELP Standards  Component 1.2 Program completers understand and demonstrate the capacity to lead

improvement processes that include data use, design, implementation, and evaluation.  Component 4.1 Program completers understand and can demonstrate the capacity to

evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs.

 Component 4.2 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.

 Component 4.3 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being.

Purpose of the Assessment: The purpose of this assessment is to evaluate candidate’s ability to utilize a problem-solving and planning process to develop a year-long school improvement plan that will lead to increased student achievement at the school.

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Directions to Candidates: Your task is to select a high school in Mississippi that is rated a CSI school and analyze the public data available for that school and develop an action plan for school improvement. You need to focus on immediate actions for year 1 (the Turnaround year) plus plans for expanding on your year 1 success with goals for years 2-3 (the Transformation years).

Resources: Definitions of terms, subgroups, categories https://msrc.mdek12.org/downloads/MSRCUserGuide.pdf

Evidence-Based Resources www.mdek12.org/OSI/EBP/resources

School Improvement Identification https://mdek12.org/OSI/2018-19-CSI-TSI-ATSI-and- SAR-Schools

Mississippi Department of Education. (2020). 2019 Comprehensive needs assessment interview template (ppt). Available at https://mdek12.ort/OSI/forms

Mississippi Department of Education. (2020). Data, accountability, and school improvement: Understanding and utilizing school improvement data resources (ppt). Available at https://mdek12.ort/OSI/webinars

Mississippi Department of Education. (2020). School turnaround principles: For Schools at Risk (SAR) schools. Available at https://www.mdek12.org/sites/default/files/documents/School%20Improvement/turnaround- principles_rubric__schools-at-risk_20180201.pdf

Mississippi Department of Education. (2020). School Improvements – 1003 Allocations. Available at https://mdek12.ort/School-Improvement-1003-Allocations

Select your school: Go to https://mdek12.org/OSI/2018-19-CSI-TSI-ATSI-and-SAR- Schools and select a CSI school whose data you wish to analyze. This may be the same school at which you are employed as long as it meets the following criterion:

 TSI-CSI Detail is “Lowest 5% of Title 1A Schools”  School is a high school  Enrollment of 500+ students

Locate your school’s data: Go to msrc.mdek12.org and navigate to the bottom part of the page to “All Data”. Enter the most recent year data are available and download the resulting spreadsheet. Filter the spreadsheet so that it shows only your selected school’s data. Repeat this process to obtain the previous year’s data for your selected school.

Your task now is to analyze your summary data, learn what research has to say about effective practices in turning around and transforming schools, and create an improvement plan for your school.

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Specific Activities Part A: Analysis of Data

 Closely analyze your selected school’s summary data.  Examine closely the scores of different subgroups (i.e. ethnicity) or categories

(i.e. chronic absenteeism).  Identify trends and patterns of performance in the data  Identify one key area to target in your 1- and 3-year goals.  Identify specific research-based approaches that are appropriate to your identified

improvement goals for years 1 and 3. Be sure to distinguish between the purpose of year 1 and year 3 improvement plans. Use the MDE-provided resources as your starting point for your research.

 Keep the concepts of the Continuous School Improvement process as your research focus

Part B: Action Plan  Create an action plan for school improvement. Use the MDE-provided resources as

your starting point for your research. A checklist of items to include in your action plan can be found on the page 5. Key points to remember:  Your action plan needs to address two key phases of school improvement:

turnaround and transformation. o Turnaround goals for the end of year 1, where your actions produce

significant gains in achievement in your targeted areas or key student populations.

o Transformation goals for the end of year 3 (incorporates plans for years 2 and 3), where the focus is on changes that result in improved academic success for all students.

o Include these sections in year 1 and year 3 action plans:  Overall plan  Implementation  Monitoring  Goals

 Your action plan must be supported by data analysis that identifies key areas of need based on your analyses of subgroup data, curriculum and instructional practices. Your plan should address diagnosis, design, implementation and evaluation processes based on research and the selected high school’s data. The plan must utilize evidence-based strategies that lead to school improvement. Utilization of materials listed in Resources above is required.

Items to submit:  Spreadsheet containing data for your selected high school (all other data have

been deleted)  Action plans for both Year 1: Turn-Around and Year 3: Transformation

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Year 1: Turn-Around Action Plan

Turn-Around involves a Subgroup or Category

Selected Subgroup or Category

Specific Measurable Target

In your Year 1: Turn-Around Action plan, address the following key points:  What research says about addressing the identified need and goal in the Turn-Around

process.  Overall plan and resources necessary for program improvement, including your vision for

the school, a needs assessment, identification of your goal and objectives, and summary of key points of data.

o Action plan focuses on developing and implementing high-quality, technology- rich curricular programs and other supports for academic and non-academic student programs (NELP 4.1)

 Specific steps for implementation of the improvement plan, including identification of your treatment, an outline of specific action steps, and a tentative budget and list of required district and human support elements.

o Action plan focuses on the collaborative process of developing, implementing, and evaluating the school’s curriculum, instruction, technology, data systems, and assessment practices (NELP 4.3)

 Specific plans for ongoing monitoring (timeline)and evaluation (assessment) of effectiveness that includes the role of all stakeholders and professional development plans.

o Action plan focuses on formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being (NELP 4.2)

 Clearly defined midpoint and final goals for your plan, including specific plans for ongoing implementation and monitoring of effectiveness

o Action plan focuses on the development and implementation of high-quality academic and non-academic instructional practices, resources, technologies and services that support equity, digital literacy, and the school’s academic and non- academic systems (NELP 1.2)

Year 3: Transformation Action Plan

Transformation involves the entire school

Specific Measurable Target

In your Year 3: Transformation Action plan, address the same key points as in Year 1: Turn-Around process but from the perspective of a Transformation process.

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Checklist for Year 1: Turn-Around Action plan

 Part A: Summary of Research (1-2 pages) o Clear identification of targeted sub-group or category o Clearly stated specific measurable target o What research says about addressing the identified need and goal in the Turn-

Around process o Multiple resources appropriate to the selected target o Appropriately cited resources

 Part B: Action Plan (2-4 pages) o Overall plan

 Well-developed plan for the entire school year  Clearly stated vision for the school  Needs assessment  Identification of goal(s) for the turn-around year  Summary of key points of data  Required resources necessary for program improvement

o Implementation steps  Identification of your treatment  Outline of specific action steps  Tentative budget ($80,00- for year 1; $160,000 for years 2 and 3)  List of required district and human support elements.

o Monitoring and evaluation  Timeline with specific plans for ongoing monitoring  Timeline with specific plans for evaluation (assessment) of effectiveness  Role of all stakeholders  Professional development needs and plans.

o Goals  Clearly defined midpoint and final goals for your plan,  Specific plans for ongoing implementation and monitoring of

effectiveness

Checklist for Year 3: Transformation Action Plan

Address the same key points as above but from the perspective of a Transformation process.

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Rubric: Action Plan for School Improvement: Year 1: Turn-Around Plan Exceeds Expectations - 4

Meets Expectations - 3 Approaching Expectations - 2

Does Not Meet Expectations - 1

Research – Candidate demonstrates use of research to identify specific research-based strategies designed to promote the turn-around process. (CAEP 1.1 Research)

The process and procedures for turn-around are identified utilize state initiatives as well as other instrutional strategies that are grounded in research and are related to the area targeted for improvement.

Specific sources from the MDE website and other sources are properly identified, cited and referenced.

The process and procedures for turn-around are identified utilize state initiatives that are grounded in research and are related to the area targeted for improvement.

Specific sources from the MDE website are properly identified, cited and referenced.

The process and procedures state possible turn-around strategies that are related to school improvement.

Sources cited and referenced.

Researched strategies are unrelated to the area targeted for improvement..

Overall Plan – Candidate develops a turn- around plan that addresses the targeted area in need of improvement.(NELP 4.1; PSEL 10e; CAEP 1.1 Data Analysis)

Overall description of the plan focuses on specific ways to increase the quality of existing programs in the school AND implement new research-based

and technology-rich programs

Overall description includes a vision for the school, a needs assessment, identification of goals and objectives, and references key points of data.

Overall description of the plan focuses on increasing the quality of existing programs in the school AND/OR implementing new research-based

and technology-rich programs

Overall description includes a vision for the school, a needs assessment, and identification of goals and objectives.

Overall description of the plan presents general ideas for improving the academic program of the school

Overall description fails to address one or more of the topics of a vision for the school, a needs assessment, and identification of goals and objectives.

Overall description of the plan gives little to no ideas for improving the academic program of the school OR presents ideas unrelated to the selected target

Overall description does not address a vision for the school, a needs assessment, and identification of goals and objectives.

Implementation Candidates develop an implementation plan that addresses areas in need of change, a timeline for implementation and the collaborateive process.(NELP 4.3; PSEL 10d; CAEP 1.1 Collaboration)

Implementation plan addresses the systematic and equitable integration of the school’s budget, curriculum, instruction, technology, and assessment practices.

Implementation and evaluation plans address the collaborative process for improvement.

Implementation plan addresses ways to integrate the school’s budget, curriculum, instruction, technology, and assessment practices.

Implementation plan addresses the collaborative process for improvement.

Implementation plan addresses the school’s budget, curriculum, instruction, technology, and/or assessment practices with minimal attention to their integration.

Plans for collaboration are minimally addressed.

Implementation plan does not address integration of the budget, curriculum, instruction, technology, and/or assessment practices.

Plans for collaboration are missing.

Monitoring Program completers understand and can demonstrate the capacity to evaluate, develop, and implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being (NELP 4.2; PSEL 10c; CAEP 1.1 Data Literacy)

Timeline contains multiple, specific touchpoints during the implementation phase where assesssments and progress-monitoring actions will occur

Method of assessing progress is explained and data-informed instructional improvement plans are presented.

Timeline contains specific touchpoints during the implementation phase where progress- monitoring actions will occur

Method of assessing progress is explained

Timeline contains a list of progress-monitoring actions

Method of assessing progress is not explained

Timeline contains little to no indication of when during the implementation phase that progress- monitoring actions will occur

Method of assessing progress not explained

Goals Candidates set high-quality and equitable goals for instructional practices, use of resources and technologies and services designed to improve student learning.(NELP 1.2; PSEL 10b; CAEP 1.1 Data Analysis

Midpoint and final goals are measurable, research- based, appropriate for the selected targets, and achievable in the allotted time.

Methods for disseminating and using data to inform changes are described.

Midpoint and final goals are measurable, research- based, appropriate for the selected targets, and achievable in the allotted time.

Methods for disseminating data are described.

Midpoint and final goals are measurable and appropriate for the selected targets.

Goals are NOT measurable or NOT appropriate for the selected targets.

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Rubric: Action Plan for School Improvement: Year 3: Transformation Plan Exceeds Expectations - 4

Meets Expectations - 3 Approaching Expectations - 2

Does Not Meet Expectations - 1

Research – Candidate demonstrates use of research to identify specific research-based strategies designed to promote the transformation process. (CAEP 1.1 Research)

The process and procedures for transformation are identified utilize state initiatives as well as other instrutional strategies that are grounded in research and are related to the area targeted for improvement.

Specific sources from the MDE website and other sources are properly identified, cited and referenced.

The process and procedures for transformation are identified utilize state initiatives that are grounded in research and are related to the area targeted for improvement.

Specific sources from the MDE website are properly identified, cited and referenced.

The process and procedures state possible transformation strategies that are related to school improvement.

Sources cited and referenced.

Researched strategies are unrelated to the area targeted for improvement..

Overall Plan – Candidate develops a transformation plan that addresses the targeted area in need of improvement.( NELP 4.1; PSEL 10e; CAEP 1.1 Data Analysis)