Councils Role with Continuous Improvement OBJECTIVES By the

Council’s Role with Continuous Improvement

OBJECTIVES By the end of this training, participants will be able to… q understand the statutes and regulations that govern the development of the comprehensive school improvement plan and the council’s role with continuous improvement planning; q explore the comprehensive school improvement plan’s four phases; q evaluate a sample school improvement plan; and q define evidence-based practices.

The Perks of Planning q If you want to go far, go together. q One size does not fit all. q Failing to plan is planning to fail. q What gets measured gets done. q Ideas are only as good as they are implemented. q If everything’s a priority, nothing is. q Talent matters. q Put your money where your mouth is. q Don’t be a flash in the pan. 4

The Importance of Planning My school’s roadmap for the future is paved in… It’s okay for my school to take a detour from its plan when… 5

Council Responsibilities q. Councils have been tasked with several responsibilities, including the following: q Consulting on vacancies q Selecting a principal q Determining the professional development plan for the school q Deciding targets for achievement gaps q Writing and reviewing policies q Developing a school budget Can you think of any other responsibilities councils have? 6

703 KAR 5: 225 q. Read the regulation on the next couple of pages and while doing so, highlight important information and make notes in the margins. 7

703 KAR 5: 225, Section 1 - This section defines words that you will see frequently in the regulation and includes the following terms: q Charter school- a public charter school q Charter school board of directors- the governing board over charter schools q Comprehensive District Improvement Plan (CDIP)- plan developed by the local school district with the input of parents, faculty, staff, and representatives of school councils from each school in the district, based on a review of data to support student achievement and student growth, and to eliminate achievement gaps among groups of students. q Comprehensive School Improvement Plan (CSIP)- plan developed by the school council, with the input of parents, faculty, and staff, based on a review of data to support student achievement and student growth, and to eliminate achievement gaps among groups of students. 8

703 KAR 5: 225, Section 2 - This section explains the role that the department of education has in reviewing and approving the CDIP and CSIP's and making sure they are implemented in districts and schools. Guidance provided by the department to districts may include the following: q Progress reports from the school q Data reviews q On-site observation q Other information the school chooses to provide Each school district or governing board shall monitor compliance of its schools. 9

703 KAR 5: 225, Section 3 - This section provides more guidance on the requirements of the CDIP and CSIP, such as what is included in the plans and the due dates for each required document. q By January 1, the CDIP and CSIP's should be completed. q August 1 -October 1: Continuous Improvement Diagnostic is due. q October 1 -November 1: Needs Assessment is due. q. A description of the data reviewed and the process used to develop the needs assessment; q. A review of the previous plan q. Data gathered from leadership of a valid and reliable measure of teaching and learning conditions; 10

703 KAR 5: 225 Requirements q November 1 -January 1: Process for development of CSIP and CDIP which will include: q Analyzing data to determine causes and contributing factors; q Prioritizing needs; and q Developing goals, objectives and strategies based on the needs assessment q A set of assurances with a signed declaration by the superintendent that all schools are in compliance with the requirements of the statutes and regulations stated in the assurances q A process for annual review and revision. 11

703 KAR 5: 225 continued q Other requirements of this process stated in Section 3: q A standards-based process for measuring organizational effectiveness q A written improvement plan based on the issues identified in the selfevaluation q A set of assurances q Implementation checks to monitor implementation of the plan q An evaluation of the effectiveness of the plan q The CSIP for each school shall be posted to the school's Web site. q All elements of the CSIP must be submitted in an electronic platform. 12

Regulation Review Answers 1. School council, parents, faculty, and staff 2. Based on a review of relevant data that includes targets, strategies, activities, and a time schedule 3. To support student achievement and student growth, and to eliminate achievement gaps among groups of students 4. By January 1 of each school year 13

The Four Phases of the CSIP Phase What is due? When is it due? One Two Three Four 14

The Four Phases of the CSIP What is due? Phase What is due? One Continuous Improvement Diagnostic for Schools Two Three Four When is it due? The Needs Assessment for Schools School Assurances School Safety Report Comprehensive Improvement Plan for Schools Closing the Achievement Gap Diagnostic Executive Summary for Schools Progress Monitoring 15

The Four Phases of the CSIP When is it due? Phase What is due? When is it due? One Continuous Improvement Diagnostic for Schools October 1 Two The Needs Assessment for Schools School Assurances School Safety Report November 1 Three Comprehensive Improvement Plan for Schools Closing the Achievement Gap Diagnostic Executive Summary for Schools January 1 Four Progress Monitoring December 31 16

Continuous Improvement Plan Scavenger Hunt Visit your school’s website and access the school’s CSIP. Answer the questions with one of these options: Yes, the diagnostic is posted as part of the CSIP. No, the diagnostic is not posted as part of the CSIP. The CSIP is not posted on the school’s website. 17

Break Time 18

Needs Assessment q The needs assessment asks schools to consider the following: q q q The process used for reviewing, analyzing, and applying data results; The school’s current condition using precise numbers and percentages as revealed by past, current and multiple sources of data; Areas of weakness using precise numbers and percentages as revealed by the analysis of academic and non-academic data points; Data trends from the previous two academic years and which academic, cultural and behavioral measures remain significant areas for improvement; Areas in which the school will focus its resources and efforts in order to produce the desired changes; and The school’s strengths and leverages. 19

What needs do you recognize? Academic Social/Emotional Resources Facilities Enrichment 20

Phase Three-Planning for the Future Phase Three in the continuous improvement planning process involves intentional planning of sound goals, objectives and strategies to ensure students achieve relevant academic outcomes. What is a goal? What are objectives? What are strategies? 21

CSIP Evaluation q. The information in the diagnostic was helpful because… q. The information in the diagnostic was lacking because… q. The diagnostic was unavailable or incomplete. 22

A Return on Your Investment Community Students Teachers District Council 23

Continuous Improvement Statutes q. In addition to 703 KAR 5: 225, there are several other statutes related to the continuous improvement process. q. KRS 158. 649 q. KRS 160. 340 q. KRS 160. 345 q. KRS 160. 346 24

Related Statutes Jigsaw KRS 158. 649 KRS 160. 340 KRS 160. 345 KRS 160. 346 According to the statute, which stakeholders are involved in the planning process? According to the statute, what roles do the stakeholders play? According to the statute, what (if any) completion dates were included in the statute? 25

Additional Implications for School Improvement Planning q Schools identified as Targeted Support and Improvement (TSI) must work with local school personnel- including the principal, other school leaders, teachers and parents- to revise their school improvement plans. Each revised plan must include the following: q Components of turnaround leadership development and support; q Identification of critical resource inequities; q Evidence-based interventions; and q Additional actions that address the causes of consistently underperforming subgroups of students. 26

Evidence-Based Practices q. TSI schools must have school improvement efforts rooted in “evidence-based activities, strategies, or interventions. ” q. What does evidence-based mean for your council? q. Would you agree/disagree that evidencebased is a sound approach to planning regardless of its accountability identification? Support your reasoning. 27

Closing Activity q If you want to go far, go together. q One size does not fit all. q Failing to plan is planning to fail. q What gets measured gets done. q Ideas are only as good as they are implemented. q If everything’s a priority, nothing is. q Talent matters. q Put your money where your mouth is. q Don’t be a flash in the pan. 28

Training Evaluation q. Thank you for participating in the annual schoolbased decision making (SBDM) training! q Please take the time to complete the evaluation below, which focuses on the training’s content and the delivery strategies used: qhttps: //forms. gle/i 8 o 8 y. QMT 2 Fw. Jx 9 gx 9 q If you have a device with a camera (phone, tablet, etc. . ), you may scan the QR Code for quick access to the evaluation: 29