Unit 7 Final Project EDU 757

Copyright © 1991–2009 Education for the Future Initiative, Chico, CA.

Data or information about student performance and needs are not gathered in any systematic way; there is no way to determine what needs to change at the school, or classroom levels, based on data.

There is no systematic process, but some teacher and student information is collected and used to problem solve.

School collects data related to student performance (e.g., attendance, enrollment, achievement) and conducts surveys on student, teacher, and parent needs. The information is used to drive the strategic quality plan for school change.

There is systematic and systemic reliance on data (including data for all student groups) as a basis for decision making at the classroom level as well as at the school level. Changes are based on the study of data to meet the needs of students and teachers.

Information is gathered in all areas of student interaction with the school throughout the school year. Teachers engage students in gathering information on their own performance. Accessible to all levels, data are comprehensive in scope and an accurate reflection of school quality.

No information is gathered with which to make changes. Student dissatisfaction with the learning process is seen as an irritation, not a need for improvement.

Some data are tracked, such as attendance, drop-out rates, and enrollment. Only a few individuals are asked for feedback about areas of schooling.

School collects information on current and former students (e.g., demographics, student learning, and perceptions), analyzes and uses it in conjunction with future trends for planning.

Data, including school processes, are used to improve the effectiveness of teaching strategies on all student learning. Students’ historical performances are graphed and utilized for diagnostics. Student evaluations and performances are analyzed and used by teachers in all classrooms to continually improve instruction. Contributing causes are analyzed.

Innovative teaching processes that meet the needs of students are implemented to the delight of teachers, parents, and students. Information is analyzed and used to prevent student failure, and to evaluate all processes and programs. Contributing causes are known through analyses. Problems are prevented through the use of data.

Only anecdotal and hypothetical information are available about student performance, behavior, and perceptions. Problems are solved individually with short-term results.

Little data are available. Change is limited to some areas of the school depending upon individual teachers and their efforts.

Information collected about student and parent needs, assessment, and instructional practices is shared with the school staff and used to plan for change. Information helps staff understand pressing issues, and track results for improvement.

A data system is in place. Positive trends begin to appear in most classrooms and schoolwide. There is evidence that these results are caused by understanding and effectively using data, including analyzing for contributing causes.

Students are delighted with the school’s instructional processes and proud of their own capabilities to learn and assess their own growth. Good to excellent achievement is the result for all students. No student falls through the cracks. Teachers use data to predict and prevent potential problems. Schoolwide, only “effective”processes and programs are used.

School Continuous Improvement Continuums

INFORMATION AND ANALYSIS One Two Three Four Five

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Copyright © 1991–2009 Education for the Future Initiative, Chico, CA.

Instructional and

organizational

processes critical to

student success are not

identified. Little

distinction of student

learning differences is

made. Some teachers

believe that not all

students can achieve.

Some data are

collected on student

background and

performance trends.

Learning gaps are

noted to direct

improvement of

instruction. It is

known that student

learning standards

must be used.

Formative and summative data on student

achievement are used throughout the

school to pursue the improvement of

student learning. Teachers collaborate to

implement appropriate instruction and

assessment strategies for meeting student

learning standards articulated across

grade levels. All teachers believe that all

students can learn.

School makes an effort to exceed student

achievement expectations. Innovative

instructional changes are made to

anticipate learning needs and improve

student achievement. Teachers are able to

predict characteristics impacting student

achievement and to know how to perform

from a small set of internal quality

measures to ensure success.

All students are taught

the same way. There is

no communication with

students about their

academic needs or

learning styles. There

are no analyses of how

to improve instruction.

There is a systematic focus on

implementing student learning standards

and on the improvement of student

learning schoolwide. Effective instruction

and assessment strategies are implemented

in each classroom. Teachers collaborate and

support one another with peer coaching

and/or action research focused on

implementing instructional strategies

that lead to increased achievement and

the attainment of the shared vision.

All teachers correlate critical instructional

and assessment strategies with objective

indicators of quality student achievement.

A comparative analysis of actual individual

student performance to student learning

standards is utilized to adjust teaching

strategies to ensure a progression of

learning for all students.

There is wide variation

in student attitudes

and achievement with

undesirable results.

There is high

dissatisfaction among

students with learning.

Student background is

used as an excuse for low

student achievement.

Increased student achievement is evident

schoolwide. Student morale, attendance,

and behavior are good. Teacher morale

and attendance are good. Teachers converse

often with each other about preventing

student failure. Areas for further attention

are clear.

Students and teachers conduct self-

assessments to continuously improve

performance. Improvements in student

achievement are evident and clearly caused

by teachers’ and students’ understandings

of individual student learning standards,

linked to appropriate and effective

instructional and assessment strategies.

A continuum of learning results. No student

falls through the cracks.

Student learning standards are

identified, and a continuum of

learning is created throughout the

school. Student performance data

are collected and compared to the

standards in order to analyze how

to improve learning for all students.

Some effort is made to

track and analyze

student achievement

trends on a school-

wide basis. Teachers

begin to understand

the needs and

learning gaps of

students.

Teachers study effective instruction

and assessment strategies to

implement standards and to

increase their students’ learning.

Student feedback and analysis of

achievement data are used in

conjunction with implementation

support strategies.

There is some

evidence that student

achievement trends

are available to

teachers and are

being used. There is

much effort, but

minimal observable

results, in improving

student achievement.

There is an increase in

communication between students

and teachers regarding student

learning. Teachers learn about

effective instructional strategies

that will implement the shared

vision, including student learning

standards, and meet the needs of

their students. They make some

gains.

School Continuous Improvement Continuums STUDENT ACHIEVEMENT

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No quality plan or process exists. Data are neither used nor considered important in planning.

Staff realize the importance of reviewing data, a mission, vision, and one comprehensive action plan. Staff develop goals and timelines, and resources are allocated to begin the process of strategic planning.

A comprehensive school plan to achieve the vision is developed. Plan includes evaluation and continuous improvement.

One focused and integrated schoolwide plan for implementing a continuous improvement process is put into action.All school efforts are focused on the implementation of this plan that represents the achievement of the school vision.

A plan for the continuous improvement of the school, with a focus on students, is put into place. There is excellent articulation and integration of all elements in the school due to quality planning. Leadership team ensures all elements are implemented by all appropriate parties.

There is no knowledge of or direction for quality planning. Budget is allocated on an as- needed basis.Many plans exist.

School staff begins continuous improvement planning efforts by reviewing all data, laying out major steps to a shared vision, by identifying values and beliefs, the purpose of the school, a mission, vision, and student learning expectations.

Implementation goals, responsibilities, due dates, and timelines are spelled out. Support structures for implementing the plan are set in place.

The quality plan is implemented through effective procedures in all areas of the school. Everyone commits to implementing the plan aligned to the vision,mission, and values and beliefs. All share responsibility for accomplishing school goals.

Schoolwide goals,mission, vision, and student learning standards are shared and articulated throughout the school and with feeder schools. The attainment of identified student learning standards is linked to planning and implementation of effective instruction that meets students’ needs. Leaders at all levels are developing expertise because quality planning is the norm.

There is no evidence of comprehensive planning. Staff work is carried out in isolation.A continuum of learning for students is absent.

The school staff understands the benefits of working together to implement a comprehensive continuous improvement plan.

There is evidence that the school plan is being implemented in some areas of the school. Improvements are neither systematic nor integrated schoolwide.

A schoolwide plan is known to all. Results from working toward the quality improvement goals are evident throughout the school. Planning is ongoing and inclusive of all stakeholders.

Evidence of effective teaching and learning results in significant improvement of student achievement attributed to quality planning at all levels of the school organization. Teachers and administrators understand and share the school mission and vision. Quality planning is seamless and all demonstrate evidence of accountability.

School Continuous Improvement Continuums QUALITY PLANNING

Copyright © 1991–2009 Education for the Future Initiative, Chico, CA.

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Leadership and staff continuously improve

all aspects of the learning organization through

an innovative, data-driven, and comprehensive

continuous improvement process that prevents

student failures. Effective job-embedded

professional learning is ongoing for

implementing the vision for student success.

Traditional teacher evaluations are replaced by

collegial coaching and action research focused

on student learning standards. Policies set

professional learning as a priority budget line-

item. Professional learning is planned, aligned,

and lead to the achievement of student learning

standards.

Teams passionately support each other in the

pursuit of quality improvement at all levels.

Teachers make bold changes in instruction and

assessment strategies focused on student learning

standards and student learning styles. A teacher

as action researcher model is implemented.

Staffwide conversations focus on systemic

reflection and improvement. Teachers are strong

leaders.

There is no professional

growth and no staff or

student performance

improvement. There exists

a high turnover rate of

employees, especially

administrators. Attitudes

and approaches filter

down to students.

School Continuous Improvement Continuums PROFESSIONAL LEARNING

There is no professional

learning. Teachers,

principals, and staff are

seen as interchangeable

parts that can be replaced.

Professional learning is

external and usually

equated to attending

a conference alone.

Hierarchy determines

“haves” and“have-nots.”

The“cafeteria”

approach to

professional learning

is used, whereby

individual teachers

choose what they

want to take, without

regard to an overall

school plan.

Teacher professional

learning is sporadic

and unfocused,

lacking an approach

for implementing

new procedures and

processes. Some

leadership training

begins to take place.

The effectiveness

of professional

learning is not known

or analyzed. Teachers

feel helpless about

making schoolwide

changes.

Teacher, principal, and

staff performance is

controlled and inspected.

Performance evaluations

are used to

detect mistakes.

The shared vision, school

plan, and student needs

are used to target focused

professional learning for

all employees. Staff is

inserviced on relevant

instructional and

leadership strategies.

Professional learning, data-gathering

methods and collaboration are used by all

teachers and are directed toward the goals

of the shared vision and the continuous

improvement of the school. Teachers have

ongoing conversations about student

achievement data. All staff members

receive training in their content areas.

Systems thinking is considered in all

decisions.

Teachers are involved in

year-round quality

professional learning.

The school staff is trained

in shared decision

making, team-building

concepts, effective

communication and

collaboration strategies,

and data analysis at

the classroom level.

Teachers, in teams, continuously set and

implement student achievement goals.

Leadership considers these goals and

provides necessary support structures for

collaboration. Teachers utilize effective

support approaches as they implement

new instruction and assessment strategies.

Coaching and feedback structures are in

place. Use of new knowledge and skills

is evident.

Teachers, working in

teams, feel supported and

begin to feel they can

make changes. Evidence

shows that shared

decision making works.

A collegial school is evident. Effective

classroom strategies are practiced,

articulated schoolwide, are reflective of

professional learning aimed at ensuring

student achievement, and the

implementation of the shared vision,

that includes student learning standards.

True systemic change and improved student

achievement result because teachers are

knowledgeable of and implement effective,

differentiated teaching strategies and formative

assessments for individual student learning gains.

Teachers’ repertoire of skills are enhanced, and

students are achieving. Professional learning is

driving learning at all levels. A continuum of

learning exists.

Copyright © 1991–2009 Education for the Future Initiative, Chico, CA.

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Principal as decision maker. Decisions are reactive to state, district, and federal mandates. There is no knowledge of continuous improvement.

A shared decision-making structure is put into place and discussions begin on how to achieve a school vision.Most decisions are focused on solving problems and are reactive.

Leadership team is committed to continuous improvement. Leadership seeks inclusion of all school sectors and supports collaborative teams bymaking time provisions for their work.

Leadership team represents a true shared decision- making structure. Collaborative teams are reconstructed to ensure the implementation of a comprehensive continuous improvement plan.

A strong continuous improvement structure is set into place that allows for input from all sectors of the school, district, and community, ensuring strong communication, flexibility, and refinement of approach and beliefs. The school vision is student focused, based on data, and appropriate for school/community values, and meeting student needs.

Decisions lack focus and consistency. There is no evidence of staff commitment to a shared vision. Students and parents do not feel they are being heard. Decision- making process is clear and known.

The mission provides a focus for all school improvement and guides the action to the vision. The school community is committed to continuous improvement. Quality leadership techniques are used sporadically.

Leadership team is seen as committed to planning and quality improvement. Critical areas for improvement are identified. Faculty feel included in shared decision making.

There is evidence that the leadership team listens to all levels of the organization. Implementation of the continuous improvement plan is linked to student learning standards and the guiding principles of the school. Leadership capacities for implementing the vision among teachers are evident.

Site-based management and shared decision making truly exists. Teachers understand and display an intimate knowledge of how the school operates. Teachers support and communicate with each other in the implementation of quality strategies. Teachers implement the vision in their classrooms and can determine how their new approachmeets student needs and leads to the attainment of student learning standards. Leaders are standards-driven at all levels.

School Continuous Improvement Continuums LEADERSHIP

Principal makes all decisions, with little or no input from teachers, the community, or students. Leadership inspects for mistakes.

School values and beliefs are identified; the purpose of school is defined; a school mission and student learning standards are developed with representative input. A structure for studying approaches to achieving student learning standards is established.

Leadership team is active on collaborative teams and integrates recommendations from the teams' research and analyses to form a comprehensive plan for continuous improvement within the context of the school mission. Everyone is kept informed.

Decisions about budget and implementation of the vision are made within teams, by the principal, by the leadership team, and by the full staff as appropriate. All decisions are communicated to the leadership team and to the full staff.

The vision is implemented and articulated across all grade levels and into feeder schools. Quality standards are reinforced throughout the school. All members of the school community understand and apply the quality standards. The leadership team has systematic interactions and involvement with district administrators, teachers, parents, community, and students about the school’s direction. Necessary resources are available to implement andmeasure staff learning related to student learning standards.

Copyright © 1991–2009 Education for the Future Initiative, Chico, CA.

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There is no system for input from parents, business, or community. Status quo is desired for managing the school.

Partnerships are sought, but mostly for money and things.

School has knowledge of why partnerships are important and seeks to include businesses and parents in a strategic fashion related to student learning standards for increased student achievement.

School seeks effective win- win business and community partnerships and parent involvement to implement the vision. Desired outcomes are clearly identified. A solid plan for partnership development exists.

Community, parent, and business partnerships become integrated across all student groupings. The benefits of outside involvement are known by all. Parent and business involvement in student learning is refined. Student learning regularly takes place beyond the school walls.

Barriers are erected to close out involvement of outsiders. Outsiders are managed for least impact on status quo.

A team is assigned to get partners and to receive input from parents, the community, and business in the school.

Involvement of business, community, and parents begins to take place in some classrooms and after school hours related to the vision. Partners begin to realize how they can support each other in achieving school goals. School staff understand what partners need from the partnership.

There is a systematic utilization of parents, community, and businesses schoolwide. Areas in which the active use of these partnerships benefit student learning are clear.

Partnership development is articulated across all student groupings. Parents, community, business, and educators work together in an innovative fashion to increase student learning and to prepare students for the 21st Century. Partnerships are evaluated for continuous improvement.

There is little or no involvement of parents, business, or community at-large. School is a closed, isolated system.

Much effort is given to establishing partner- ships. Some spotty trends emerge, such as receiving donated equipment.

Some substantial gains are achieved in implementing partnerships. Some student achievement increases can be attributed to this involvement.

Gains in student satisfaction with learning and school are clearly related to partnerships. All partners benefit.

Previously non-achieving students enjoy learning with excellent achievement. Community, business, and home become common places for student learning, while school becomes a place where parents come for further education. Partnerships enhance what the school does for students.

School Continuous Improvement Continuums PARTNERSHIP DEVELOPMENT

Copyright © 1991–2009 Education for the Future Initiative, Chico, CA.

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Neither goals nor strategies exist for the evaluation and continuous improvement of the school organization or for elements of the school organization.

The approach to continuous improvement and evaluation is problem solving. If there are no problems, or if solutions can be made quickly, there is no need for improvement or analyses. Changes in parts of the system are not coordinated with all other parts.

Some elements of the school organization are evaluated for effectiveness. Some elements are improved on the basis of the evaluation findings.

All elements of the school’s operations are evaluated for improvement and to ensure congruence of the elements with respect to the continuum of learning students experience.

All aspects of the school organization are rigorously evaluated and improved on a continuous basis. Students, and the maintenance of a continuum of learning for students, become the focus of all aspects of the school improvement process.

With no overall plan for evaluation and continuous improvement, strategies are changed by individual teachers and administrators only when something sparks the need to improve. Reactive decisions and activities are a daily mode of operation.

Isolated changes are made in some areas of the school organization in response to problem incidents. Changes are not preceded by comprehensive analyses, such as an understanding of the contributing causes of undesirable results. The effectiveness of the elements of the school organization, or changes made to the elements, is not known.

Elements of the school organization are improved on the basis of comprehensive data analyses, analysis of contributing causes of undesirable results, and the analysis of process effectiveness.

Continuous improvement analyses of student achievement and instructional strategies are rigorously reinforced within each classroom and across learning levels to develop a continuum of learning for students and to prevent student failure.

Comprehensive continuous improvement becomes the way of doing business at the school. Teachers continuously improve the appropriateness and effectiveness of instructional strategies based on student feedback and performance. All aspects of the school organization are improved to support teachers’ efforts.

Individuals struggle with system failure. Finger pointing and blaming others for failure occurs. The effectiveness of strategies is not known. Mistakes are repeated.

Problems are solved only temporarily and few positive changes result. Additionally, unintended and undesirable consequences often appear in other parts of the system. Many aspects of the school are incongruent, keeping the school from reaching its vision.

Evidence of effective improvement strategies is observable. Positive changes are made and maintained due to comprehensive analyses and evaluation.

Teachers become astute at assessing and in predicting the impact of their instructional strategies on individual student achievement. Sustainable improvements in student achievement are evident at all grade levels, due to continuous improvement.

The school becomes a congruent and effective learning organization. Only instruction and assessment strategies that produce quality student achievement are used.A true continuum of learning is in place for all students and staff. The impact of improvement is measured.

School Continuous Improvement Continuums

CONTINUOUS IMPROVEMENT AND EVALUATION

Copyright © 1991–2009 Education for the Future Initiative, Chico, CA.