Thinking about Change Cedu 527 – Mequon Cohort Spring 2010

Who Moved My Cheese? Think about the characters… StrengthsWeaknesses Sniff Scurry Hem Haw

You Majority of your staff Sniff Scurry Hem Haw

It’s not that people are fundamentally opposed to change - it’s just that change requires effort, and change causes discomfort to those who are asked to change. And besides, when you get right down to it, we all try to avoid discomfort if at all possible. And besides, when you get right down to it, we all try to avoid discomfort if at all possible. - Ian Jukes - Ian Jukes

Systems Thinking

Waters Foundation (2007) Systems thinking in schools.

School Improvement Planning

Step 1: Review Data - Identify Concerns Review both WINSS and local data. Review both WINSS and local data. “Evidence of Success” data: “Evidence of Success” data: Describes student achievement and behavior.Describes student achievement and behavior. Data in other characteristics: Data in other characteristics: Provides a picture of potential influences on student performance.Provides a picture of potential influences on student performance.

How are students performing academically? Examining School Performance on Statewide Tests Examining School Performance on Statewide Tests How did students perform on state tests at grades 3-8 and 10? (Percents and totals include continuing students only, not newly enrolled students). Look at and compare subgroups.How did students perform on state tests at grades 3-8 and 10? (Percents and totals include continuing students only, not newly enrolled students). Look at and compare subgroups. How did performance of all students enrolled compare to continuing students only?How did performance of all students enrolled compare to continuing students only?

How are students performing academically? Reviewing Other Student Performance Indicators Reviewing Other Student Performance Indicators What other evidence of student proficiency is available locally?What other evidence of student proficiency is available locally? What percent of students did not advance to the next grade level?What percent of students did not advance to the next grade level? How did students perform on college admissions and placement tests?How did students perform on college admissions and placement tests? What are the high school completion rates? (Schools with grade 12 only)What are the high school completion rates? (Schools with grade 12 only) What are students' postgraduation plans? (Schools with grade 12 only)What are students' postgraduation plans? (Schools with grade 12 only)

Data Sources? WINSS data WINSS data District assessments District assessments School/department assessents School/department assessents Teacher created assessments Teacher created assessments May include formative and summative assessments as appropriate May include formative and summative assessments as appropriate

Step 2: Refine Concerns

Step 3: Prioritize Concerns

Step 4: Develop Hypotheses

Step 5: Set SMARTGoals Specific, Measurable, Attainable, Realistic, Timebound Specific, Measurable, Attainable, Realistic, Timebound

Step 6: Identify Strategies

Step 7: Evaluation Criteria Define the criteria that will determine if goals and strategies have been successful. Define the criteria that will determine if goals and strategies have been successful. Strategies often require multiple assessments. Strategies often require multiple assessments.