1. The WINSS School Improvement Planning Tool: An Overview

2. Wisconsin Department of Public Instruction Wisconsin Department of Public Instruction North Central Regional Educational Laboratory North Central Regional Educational Laboratory North Central Regional Technology Education Consortium North Central Regional Technology Education Consortium A Collaboration Between

3. The School Improvement Planning Tool Framework The Characteristics of Successful Schools The Characteristics of Successful Schools The CESA Data Retreat Model The CESA Data Retreat Model

4. Benefits of The School Improvement Planning Tool Allows continuous planning. Allows continuous planning. Research-based planning process. Research-based planning process. Plan meets federal requirements for schools identified for improvement. Plan meets federal requirements for schools identified for improvement. Comprehensive online data. Comprehensive online data. Enhances Data Retreats. Enhances Data Retreats. Flexible, easily edited and shared. Flexible, easily edited and shared.

5. Ways to Use the School Improvement Planning Tool As a guide for integrating data review and decision making throughout the school year. As a guide for integrating data review and decision making throughout the school year. As a focus for school improvement teams. As a focus for school improvement teams.

6. Other Uses To record consensus decisions when conducting improvement planning. To record consensus decisions when conducting improvement planning. To monitor the progress and impact of school improvement efforts. To monitor the progress and impact of school improvement efforts. To share improvement planning decisions with parents and community members. To share improvement planning decisions with parents and community members.

10. Special Features Allows Wisconsin schools or districts to create customized plan. Allows Wisconsin schools or districts to create customized plan. Plans are password protected and cannot be viewed or edited without entering the password. Plans are password protected and cannot be viewed or edited without entering the password.

11. Getting Started.....

13. Step 1: Review Data and 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.

15. Data Sources WINSS Data Analysis Section WINSS Data Analysis Section WINSS Characteristics of Successful Schools Surveys WINSS Characteristics of Successful Schools Surveys WINSS School Climate Surveys WINSS School Climate Surveys enGauge enGauge

16. Step 2: Refine Concerns After all data has been reviewed and the team has listed concerns, Step 2 allows the user to combine, delete, or edit concerns to a final list. After all data has been reviewed and the team has listed concerns, Step 2 allows the user to combine, delete, or edit concerns to a final list. These concerns can be further edited at a later date if needed. These concerns can be further edited at a later date if needed.

18. Step 3: Prioritize Concerns Only concerns about “Evidence of Success” data are shown in this step. Only concerns about “Evidence of Success” data are shown in this step. The others are stored and become available in Step 4: Developing Hypotheses. The others are stored and become available in Step 4: Developing Hypotheses. In this step, the team designates a FEW concerns as priority for development of improvement goals. In this step, the team designates a FEW concerns as priority for development of improvement goals.

20. Step 4: Develop Hypotheses For each priority concern: Agree on an explanation or hypothesis for why the problem is occurring. For each priority concern: Agree on an explanation or hypothesis for why the problem is occurring. Each accepted hypothesis must be supported by data. Each accepted hypothesis must be supported by data. Accepted hypotheses should focus on factors within the school’s control. Accepted hypotheses should focus on factors within the school’s control. Hypotheses lead to improvement strategies. Hypotheses lead to improvement strategies.

22. Help! Most steps have a help box with suggested ideas for completing the step. Most steps have a help box with suggested ideas for completing the step. They contain activities, worksheets, and other helpful resources. They contain activities, worksheets, and other helpful resources.

24. Step 5: Set Goals Users must establish an improvement goal for each priority concern. Users must establish an improvement goal for each priority concern. Goals must meet specific criteria. Goals must meet specific criteria.

26. Step 6: Identify Strategies For each goal: Decide what improvement strategies will be implemented. For each goal: Decide what improvement strategies will be implemented. To generate ideas for strategies: Review the agreed upon hypotheses. To generate ideas for strategies: Review the agreed upon hypotheses. Strategies must be research based. Strategies must be research based.

29. Step 7: Evaluation Criteria Users define the criteria that will determine if goals and strategies have been successful. Users define the criteria that will determine if goals and strategies have been successful. Strategies often require multiple evaluation criteria. Strategies often require multiple evaluation criteria.

31. Additional Features…. Reflection Questions Plan Manager Download Feature