Enhancing School Effectiveness Through Strategic Practices

 
Effective Schools Research emerged in the
late 60s in response to the Coleman Report
 
Correlates of Effective Schools
 
Continuous Improvement and Systems
Thinking
 
West Virginia Standards for High Quality
Schools
 
Every School Improving
 
Improvement from Inside
Context
Function
Form
Process
 
Learning Organization
 
CHARTING A COURSE
What evidence will you accept?
What do you want your school to look like in a year?
Three?
Five?
Consistent Pervasive Practice
Understand Current Conditions
Plan
Implement
Refine Data
Self-study
 
A – F “Grade Card”
Ensure grade reliability
State Awards
Public Announcement
 
 
REVIEW
PROCESS
 
The 80/20 Principle represents a major shift in how
school improvement in West Virginia will be assessed
and reported. Accreditation in the state will now be
based equally on verification of a school’s claims made
in the School Monitoring Report:
Use of Continuous Improvement Processes to
successfully meet the Standards for High Quality
Schools;
Plan to improve based on a needs analysis of
resources, facilities, and efficiency needs’
Professional Development and Capacity Building
Needs’
Best Practices extant in the school; and
Code and policy compliance
 
KNOW THE STANDARDS AND FUNCTIONS
 
Activity:  Matching evidence to
  
standards and functions
 
Each table will need:
Reader (cards)
Recorder (paper)
Copies of the WV Standards for HQS
 
Who?
  
What?
  
   
 
When?
  
Where?
Why?
   
How?
 
Who?
Team Leader and 
all
 team members
(size depends on school)
What?
A process that assures the evidence
examined by every member is heard
and considered by the team in
reaching agreement on a rating for
each function.
 
Verifying and Gathering Evidence
 
HOW?
Team members will spend one day collecting
and reviewing evidence through observations
and interviews.
Using that information, they will verify the
evidence you submitted for each standard on
the School Monitoring Report and identify any
additional evidence they find that supports or
negates the presence of the standards and
functions.
They will come to consensus on the rating for
each function and provide recommendations if
appropriate.
 
When?
T
he Team Consensus Meeting will begin
as soon as the last observation or
interview has been completed.
Where?
The meeting will take place at the
school in the workroom provided.
 
Why?
To provide the school with
feedback that gives a clear
picture of current conditions
and allows the school to build on
those conditions to improve
student performance.
 
 Verify Evidence Provided by the School in
the School Monitoring Report
 
HOW?
The Lead member on Standard 1 will begin the
consensus discussion.  He or She will:
 
  
Identify the evidence submitted by the school and
 
the verifying evidence that she has found.
  Add evidence that either supports or negates the
 
school’s evidence.
  Ask team members to contribute additional
 
evidence (if any).
  Poll the team regarding their rating of that
 
function.
undefined
 
Simulating Individual
and Team Processes for
OEPA School Monitoring
 
Overview
1.
Each Table will assume the
role of a monitoring team.
a)
Review the school report.
b)
Review the substantiating
evidence collected by the team.
c)
Come to consensus on the rating
for each function.
Review
evidence
submitted by
the school.
 
Team Notes –
Color Coded
by Person and
standard
Identify
evidence
collected for
that standard
and function.
 
How?
1.
 
The lead will review each piece of
school evidence submitted for the
standard & functions assigned.
Then identify substantiating
evidence he/she found to verify or
negate that school’s evidence
including other evidence the school
didn’t list.
Independent
work
 
Conducting the Consensus Meeting
2.
 
The lead member will begin the
 
discussion by reviewing 
 
his/her
 
assigned standard, and function
 
(one at a time).
3.
 
Identify the key words within 
 
the
 
function statement.
 
(Function A  only for training
 
purposes)
Team
Work
 
Conducting the Consensus
Meeting
4.
The lead for that standard calls
upon team members to provide
any additional information they
found that validates or negates the
school’s evidence for that
function.
 
(Put everything on the table)
Team
Work
 
How?
5.
Review the Rating Scale.
Share the school’s self-
rating and then poll the
team to reach consensus
on the function at hand.
 
Team
Work
 
4 = Strong and pervasive characteristic (Distinguished)
 
(
All
 aspects of the function are present at the school and are applied to all
appropriate aspects of school/classroom operations and behaviors)
 
3 = Present but not a pervasive characteristic (Accomplished)
 
(
Most
 aspects of the function are present at the school; aspects are
broadly applied but may not be consistently and pervasively demonstrated
throughout all applicable school/classroom operations and behaviors.)
 
2 = Present in a few areas and/or situations but needs improvement
(Emerging)
 
(
Some
 aspects of the function are present at the school; aspects are
occasionally demonstrated in applicable school/classroom operations and
behaviors.)
 
1 = Rarely evidenced; needs significant improvement (Unsatisfactory)
 
(
Few
, if any, aspects of the function are present at the school; aspects are
rarely demonstrated in applicable school/classroom operations and
behaviors.)
 
Questions?
Issues?
Comments?
Slide Note
Embed
Share

Explore the shift in school improvement practices, emphasizing effective schools research and the importance of continual improvement. Dive into the conceptual framework of schools as units of change, focusing on improved student performance and clear reporting systems. Learn about the accreditation process and the 80/20 principle shaping school assessments in West Virginia.


Uploaded on Jul 02, 2024 | 0 Views


Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

E N D

Presentation Transcript


  1. SUSPENDING OUR PRE-SETS Monitoring Definitions: Derived from Latin monere to advise Ineffective Practice 1. 2. 3. 4. 5. 6. Effective Practice 1. 2. 3. 4. 5. 6.

  2. EFFECTIVE SCHOOLS RESEARCH Effective Schools Research emerged in the late 60s in response to the Coleman Report Correlates of Effective Schools Continuous Improvement and Systems Thinking West Virginia Standards for High Quality Schools

  3. CONCEPTUAL FRAMEWORK SCHOOL AS THE UNIT OF CHANGE IMPROVED STUDENT PERFORMANCE CLEAR PUBLIC REPORTING SYSTEM SCHOOL IMPROVEMENT PROCESS ACCREDITATION PROCESS

  4. UNIT OF CHANGE Every School Improving Improvement from Inside Context Function Form Process

  5. SCHOOL PROCESS Learning Organization CHARTING A COURSE What evidence will you accept? What do you want your school to look like in a year? Three? Five? Consistent Pervasive Practice Understand Current Conditions Plan Implement Refine Data Self-study

  6. IMPROVE STUDENT PERFORMANCE A F Grade Card Ensure grade reliability State Awards Public Announcement

  7. ACCREDITATION 1. School Self-Study 2.Submit SMR with self-rating and evidence 5. School uses Team Feedback for Improvement REVIEW PROCESS 4. Team visits school, reviews evidence, provides ratings & recommendations 3. Review team studies SMR

  8. SCHOOL IMPROVEMENT 10 STEPS Understanding WV HQS for School Improvement Understanding Continual Improvement and Systems Thinking Evaluating Progress Clarifying Vision, Mission and Core Beliefs Developing the Work Plan Writing Action Steps Data Analysis Choosing Research-based Strategies Setting Priorities Establishing Goals and Objectives

  9. 80/20 PRINCIPLE The 80/20 Principle represents a major shift in how school improvement in West Virginia will be assessed and reported. Accreditation in the state will now be based equally on verification of a school s claims made in the School Monitoring Report: Use of Continuous Improvement Processes to successfully meet the Standards for High Quality Schools; Plan to improve based on a needs analysis of resources, facilities, and efficiency needs Professional Development and Capacity Building Needs Best Practices extant in the school; and Code and policy compliance

  10. STANDARDS AND FUNCTIONS FOR HIGH QUALITY SCHOOLS KNOW THE STANDARDS AND FUNCTIONS Activity: Matching evidence to standards and functions Each table will need: Reader (cards) Recorder (paper) Copies of the WV Standards for HQS

  11. DEBRIEF Evidence Of Practices And Processes Standards and Functions

  12. UNDERSTANDING THE OEPA MONITORING PROCESS Who? When? Why? What? Where? How?

  13. UNDERSTANDING THE OEPA MONITORING PROCESS Who? Team Leader and all team members (size depends on school) What? A process that assures the evidence examined by every member is heard and considered by the team in reaching agreement on a rating for each function.

  14. Verifying and Gathering Evidence HOW? Team members will spend one day collecting and reviewing evidence through observations and interviews. Using that information, they will verify the evidence you submitted for each standard on the School Monitoring Report and identify any additional evidence they find that supports or negates the presence of the standards and functions. They will come to consensus on the rating for each function and provide recommendations if appropriate.

  15. UNDERSTANDING THE OEPA MONITORING PROCESS When? The Team Consensus Meeting will begin as soon as the last observation or interview has been completed. Where? The meeting will take place at the school in the workroom provided.

  16. UNDERSTANDING THE OEPA MONITORING PROCESS Why? To provide the school with feedback that gives a clear picture of current conditions and allows the school to build on those conditions to improve student performance.

  17. Verify Evidence Provided by the School in the School Monitoring Report

  18. THE TEAM CONSENSUS MEETING HOW? The Lead member on Standard 1 will begin the consensus discussion. He or She will: Identify the evidence submitted by the school and the verifying evidence that she has found. Add evidence that either supports or negates the school s evidence. Ask team members to contribute additional evidence (if any). Poll the team regarding their rating of that function.

  19. UNDERSTANDING THE PROCESS Simulating Individual and Team Processes for OEPA School Monitoring

  20. UNDERSTANDING THE OEPA MONITORING PROCESS Overview Each Table will assume the role of a monitoring team. Review the school report. Review the substantiating evidence collected by the team. Come to consensus on the rating for each function. 1. a) b) c)

  21. Team Notes Color Coded by Person and standard

  22. UNDERSTANDING THE OEPA MONITORING PROCESS How? 1. The lead will review each piece of school evidence submitted for the standard & functions assigned. Then identify substantiating evidence he/she found to verify or negate that school s evidence including other evidence the school didn t list.

  23. BREAK

  24. UNDERSTANDING THE OEPA MONITORING PROCESS Conducting the Consensus Meeting 2. The lead member will begin the discussion by reviewing his/her assigned standard, and function (one at a time). 3. Identify the key words within the function statement. (Function A only for training purposes)

  25. UNDERSTANDING THE OEPA MONITORING PROCESS Conducting the Consensus Meeting The lead for that standard calls upon team members to provide any additional information they found that validates or negates the school s evidence for that function. (Put everything on the table) 4.

  26. REACHING TEAM CONSENSUS How? 5. Review the Rating Scale. Share the school s self- rating and then poll the team to reach consensus on the function at hand.

  27. RATING SCALE 4 = Strong and pervasive characteristic (Distinguished) (All aspects of the function are present at the school and are applied to all appropriate aspects of school/classroom operations and behaviors) 3 = Present but not a pervasive characteristic (Accomplished) (Most aspects of the function are present at the school; aspects are broadly applied but may not be consistently and pervasively demonstrated throughout all applicable school/classroom operations and behaviors.) 2 = Present in a few areas and/or situations but needs improvement (Emerging) (Some aspects of the function are present at the school; aspects are occasionally demonstrated in applicable school/classroom operations and behaviors.) 1 = Rarely evidenced; needs significant improvement (Unsatisfactory) (Few, if any, aspects of the function are present at the school; aspects are rarely demonstrated in applicable school/classroom operations and behaviors.)

  28. DEBRIEF Questions? Issues? Comments?

  29. WHATS NEXT?

Related


More Related Content

giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#