Measures of Central Tendency: Mean, Median and Mode
Planning continuous schoolimprovement2
1. Continuous School Improvement Planning, Session 2 Professional Development Services Curriculum, Instruction, and Assessment Regional Offices
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Editor's Notes
CSIP Guide pg. 3 Flow chart
The three SMART goals should be the framework by which schools determine how to staff, what to invest resources in, and what we should be doing on a daily basis. The goals should also impact professional development. Everything should align with the goals. Implementation of strategies must be monitored and adjusted in order to reach the goals. A process should be in place to do this on a regular basis.
Grade level/ content teams should develop their goals as a reflection of the school –wide goals. Common assessments are a way to monitor results. CSIP Guide pg 12 Where do we want to Be?
As you write your goals, they should meet this criteria. Goals should be developed after asking: Where are we now (the current reality)? Where do we want to be? CSIP Guide pg.13
The key here is high leverage. Where do we need to make the most difference? CSIP Guide Where are we now? Pg. 8 Where do we want to be? Pg 22
Goals are more likely to be met if the goal is specific rather than general or broad. What are the gaps? Pg. 14 CSIP Guide
The goal should have formative assessments built into the monitoring process such as common assessments,surveys, benchmarks. This is only useful if teachers do something with the data to make adjustments to strategies or interventions.
Goals should be a stretch but not out of reach. Unattainable goals are discouraging to teachers. Ask participants to discuss what is realistic improvement for standardized tests. This will generate a lot of conversation. If time permits, reaching a consensus would be helpful.
How can we get to where we want to be? CSIP guide pg. 19 How will we evaluate our efforts? Pg. 21
Most people will be motivated to reach a one year goal. Multi- year planning can be done as we become more expert in the process and with a highly motivated staff. How will we implement? Pg.20 How will we evaluate our efforts? Pg. 21
Process goals are simply activities without a student learning result attached to it. For example, our goal is to implement a new effective reading program. This is an activity (process goal) without a specific result. Ask principals to write one goal for their school and do a pair/share to evaluate if it is a SMART goal.
Use the handout “ Measuring School Processes” and discuss one of the examples. Ask tables to select a process to map. You will need one sheet of chart paper and markers for each table. This should take 15 minutes. Then have them post their charts and do a gallery walk for 7 minutes.
Use the handout “Problem-Solving Cycle Activity” to explain the process. Ask them to identify a problem and list 20 hunches or hypotheses. They must list 20 to get to the root causes.Then they should generate some questions about what they think are the root causes so they can begin to collect evidence to support or refute their hypothesis. This process will help them get at root causes and develop their action plans. What are the gaps? Pg 14, 15, 16,17 in guide
Walk-through the addendum with participants.
Reflection Questions What worked in this session? What further support do you need for this process?
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