1. Systems & Routines to differentiate supports to schools
School Improvement
Systems & Routines to differentiate supports to schools

2. For today… Overview of structures & routines Lessons learned
Next steps
Questions

3. Structures & Routines Identification Clarity Data Alignment
Clear articulation of how schools / districts are identified is essential to authentic engagement
Alignment of identification criteria and exit criteria is important – schools / districts need to know what they are working towards

4. Structures & Routines Context & Relationships Listen and learn
Collaboration
One of the biggest lessons learned is that context matters. The data doesn’t tell the whole story, but helps us ask better questions.
Data, in context, helps develop better plans aligned to the needs of the school.
Plans developed in collaboration with school & district leadership provide needed ownership / buy in from those carrying out the plans

5. Structures & Routines Improvement Planning Less is more Collaboration
Plan on a page… 30 second elevator speech … etc. If it can’t be communicated briefly and succinctly, it’s not a plan.
INDISTAR
Initially, there were nearly 200 improvement indicators … then 90 … now 34; instead of building plans linked explicitly to indicators, we support schools / districts in developing plans framed as priorities, with various tasks, phases, activities in the plan placed under the various improvement indicators

6. Structures & Routines How Are Schools Doing? (HASD) Quarterly routine
Qualitative & Quantitative data
Reflective
The routine evolves each time we run it, largely linked to our (How Are We Doing? – HAWD) routine
Schools & leadership teams evaluate the progress of their priorities using the “Assessment Framework”
Rate the planning, capacity and evidence of success for each priority
Planning is typically the most straightforward aspect
Evidence is often the most challenging
The routine involves the review of the improvement plans (CAPs) and the submission
Point people for each school provide feedback and “Things to consider…”

7. Structures & Routines How Are Schools Doing? (HASD) Support oriented
Inform differentiated supports to schools
Inform differentiated / tailored professional development
During the implementation of the improvement plan, the routine is aimed at support
Information gleaned in the plan review and routine allow ODE point people to differentiate supports / interventions (Summer academies, connecting to PLC PD, etc.)
Trends from the data submissions inform how we (ODE) develop professional development for coaches
Example: evidence

8. Structures & Routines “Tiering” (Y2-4) Plan Approval Plan Development
First Plan Review & HASD Routine
Second Plan Review & HASD Routine
Third Plan Review and HASD Routine
Identification (Y1)
End of year reflection; revise plans for next year
“Tiering” (Y2-4)
SUMMER
FALL
Plan Approval
SPRING
WINTER
Feedback and adjustments (where necessary)
Feedback and adjustments (where necessary)

9. Lessons Learned Assumptions Power in questions
During our first routine, we assumed that every school had, at any given time, data on how their students were doing… this was not the case.
By asking for this information, we spurred schools to begin collecting it…. Moving from about 60% in reading and 30% in math to nearly 100% in reading and 70% in math…

10. Next Steps Finalize identification (April / May)
Expand coaching network & develop PD (May / July)
Connect with districts / schools (June / July)
Build context (July / August)
Author improvement plans, place coaches (August / September)
First HASD submission (Nov / Dec)