Richard Woods Georgias School Superintendent Educating Georgias Future

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Quality Comprehensive Improvement System Key School Performance Standards SELF-ASSESSMENT FALL 2015 Fall 2015 1

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Curriculum 1: Uses systematic, collaborative planning processes so that teachers can have a shared understanding of expectations for standards, curriculum, assessment, and instruction. SUGGESTED EVIDENCE • • Collaborative Planning Protocol Lesson Plan Protocol Grade Level/Content Targets Curriculum Guide Do Instructional Teams continuously evaluate the effectiveness of their instructional plans based on an analysis of the strategies used and the results in student outcomes? Do plans include frequent formative assessments, including those embedded in their instructional activities? Does the school provide common templates and guidance for this work? How is the work of the Instructional Teams reviewed? 2

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Curriculum 3: Uses a process to review curriculum documents to ensure alignment to the intent and rigor of the standards and revises as needed SUGGESTED EVIDENCE Student work Lesson/unit plans Formal and informal observations Performance data Curriculum maps Pacing guides Assessments How do you review all of the standards in a unit? How do you identify the key concepts? How do you determine the principles and skills suggested within each standard? What is your process to ensure alignment to the intent and rigor of the standards? Is there a common process used throughout your grade / department to ensure alignment to the intent and rigor of the standards? 3

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Assessment 2: Uses a balanced system of assessments including diagnostic, formative, and summative to monitor learning and inform instruction Assessment protocol including a variety of assessment item types (i. e. criteria and expectations) Curriculum pacing guides/maps outlining the assessment plan (balanced assessment plan) SUGGESTED EVIDENCE Grading rubric/scale Assessment data analysis tool Schedule to develop, administer, and analyze common assessment Samples of grade level and/or content area assessments Do Instructional Teams continuously evaluate the effectiveness of their instructional plans based on an analysis of the strategies used and the results in student outcomes? Do plans include frequent formative assessments, including those embedded in their instructional activities? Does the school provide common templates and guidance for this work? How is the work of the Instructional Teams reviewed? 4

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Assessment 3: Uses common assessments aligned with the required standards to monitor student progress, inform instruction, and improve teacher practice SUGGESTED EVIDENCE Assessment item analysis Common assessment plan (i. e. schedule) Lesson plans Student learning plan/progress monitoring/intervention plan Samples pre and post common assessments Schedule to develop, administer, and analyze common assessment Do teachers develop unit plans in their Instructional Teams? Do they create ongoing, formative assessments? Do they use the data from the assessments to adjust the curriculum and instructional plans? Do they use the data to identify students who need extra help or are surging ahead and need enhanced assignments? 5

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Instruction 4: Uses research-based instructional practices that positively impact student learning SUGGESTED EVIDENCE Students can complete “I can” statements Uses formative instructional practices to review progress and comprehension Results of classroom walkthroughs Progress monitoring data Work sample showing how achievement targets are aligned to curriculum Do teachers communicate their expectations for each student? Do teachers maximize available time for instruction and learning? What strategies/methods to teache. Do teachers rs use to actively instruct, demonstrate skills, explain concepts, conduct participatory activities, review when necessary? Do teachers monitor each student’s progress and provide timely feedback? Do teachers maintain a supportive learning environment in a pleasant, friendly classroom? 6

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Instruction 8: Establishes a learning environment that empowers students to actively monitor their own progress Exemplar of teacher commentary on student work. Communicated through progress reports, parent and student conference logs, Lexiles, report cards, reading level reports, state SUGGESTED level reports, EVIDENCE school based assessment reports, online report system Teacher using of assessment data to support student mastery of the standards How will the Leadership Team know that teachers employ strategies that build students’ skills in self-monitoring their own comprehension? What evidence exists to confirm that teachers, when appropriate, use the “I Do, We Do, You Do” model of instruction? How will the Leadership Team know that teachers provide opportunities to students to “practice” teaching the content and skills that have been taught to them? What will the Leadership Team look for to determine that teachers encourage students to self-monitor their learning so as to bolster scholarly independence? 7

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Instruction 9: Provides timely, systematic, data-driven interventions Student monitoring process to include be not limited to questioning techniques, rubrics, data utilization to address strengths and weakness as it relates standards mastery Lesson plans that include strategies to increase student listening, SUGGESTED speaking and writing skills as related to the standards… EVIDENCE Sample exemplars of student friendly rubrics aligned to the standard Evidence of peer-to-peer interactions providing feedback as it relates to standards mastery Student learning plans/ student portfolios How is student data used to drive instructional practices to address each student’s learning needs? How do you identify which students are at risk for difficulties with certain subjects? How do you provide more intense instruction to identified at-risk students? What is your process for progress monitoring for each student receiving intervention services? How are formative assessments used? 8

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Professional Learning 6: Monitors and evaluates the impact of professional learning on staff practices and student learning SUGGESTED EVIDENCE Needs assessment data shows student performance across all content areas and provides a rationale for the professional learning plan aligned to SIP 1003 a budget School Improvement plan aligns to the needs assessment and includes the professional learning action steps to achieve results SIP 1003 a Budget aligned to the school improvement plan School-level professional learning plan calendar How are topics / content for professional learning determined? How is the school’s professional learning plan developed? How is the impact of professional learning on staff practices monitored? How is the impact of professional learning on student learning monitored? 9

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Leadership 6: Establishes and supports a data-driven school leadership team that is focused on student learning Leadership meeting minutes reflect regular participation for instructional teams and leader teams that make informed SUGGESTED decisions and solve problems based on identified school needs EVIDENCE Governance structure is in place to include input from all stakeholders How does the Leadership Team monitor various sources of student learning data to make decisions and recommendations regarding the evolving improvement plan, curriculum, and student support services? Are these data sources reviewed alongside data on prevailing professional practices that impact the outcomes? 10

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Planning and Organization 1: Shares a common vision/mission that defines school culture and guides the continuous improvement process. SUGGESTED EVIDENCE Differentiated professional learning opportunities exist for teachers and other staff Professional learning calendar reflects identified needs of staff Mentor program and other assistance programs are in place for staff How were the vision and mission created? How are the vision and mission communicated? To whom? How do the vision and mission impact what occurs on a daily basis in your school? 11

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Planning and Organization 2: Uses a data-driven and consensusoriented process to develop and implement a school improvement plan that is focused on student performance SUGGESTED EVIDENCE A collaboratively created Vision/Mission is visible throughout the school and is reviewed on an annual basis Sign-in sheets reflect leaders are actively participating in professional learning, collaborative planning, team/grade level meetings, etc…. School Improvement Process is utilized to make informed decisions that support the vision/mission of the school How was the school improvement plan developed? How often is the school improvement plan edited / updated? How do all staff provide input into the school improvement plan? How does the school improvement plan impact your day to day work? 12

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Planning and Organization 3: Monitors implementation of the school improvement plan and makes adjustments, as needed School Improvement Plan Annual process exists that shows evidence the school improvement plan was created based on a needs assessment SUGGESTED On-going review of school improvement plan based on data to EVIDENCE determine effectiveness of plan, current progress, and next steps that need to be taken Does the Leadership Team consider both disaggregated student outcome data and data on patterns of professional practice to determine professional development needs and plan appropriate professional development? 13