1. Developed by The North Carolina Department of Public Instruction Dr. Sherry Broome, Regional Lead Self-Evaluation Training for Better School Improvement  Day 1

2. Introductions

3. Statewide System of Support Vision: To maintain an organizational alignment to ensure that committed leadership and the right decision-making structures are in place for the statewide support system to be successful. Mission: The Academic Services and Instructional Support Area provides extensive school, district, and regional support to all schools, but especially to low-performing and low-capacity districts coordinated through inter-agency roundtables as part of the redefined statewide system of support.

4. Tiers of Support for Districts and Schools All Districts/Schools LEAs in Corrective Action All Title I/Sanctioned Schools Low-Performing Schools Turnaround Schools Transformation Districts Consent Order (Halifax) Emphasis 2008-2009 Emphasis 2009-2010

5. New Hanover Data Title 1 Schools in Improvement (N=15) Charles Murray Middle 1R1M Freeman School of Engineering 1M College Park Elementary 2M D C Virgo Middle 1R 1M Alderman Elementary 1R1M Trask Middle 1R Forest Hills Elementary 1M Gregory Elementary 1M Mary C. Williams Elementary 2M Murrayville Elementary 1R Roland Grise Middle 2R1M Sunset Park Elementary 3R2M Snipes Academy 1R1M Williston Middle 1R1M Wrightsboro Elementary 1R2M

6. Non Title-I Schools in Improvement Laney RM Ashley M Hoggard RM Noble Middle RM Myrtle Grove Middle RM New Hanover RM Lakeside RM

7. Other Data LEA is in Title 1 LEA Improvement 2R3M Below 60% (Priority) Freeman 58.2 Alderman 56.9 Forest Hills 59.3 Low Performing Mosley PLC 31.3 Sunset Park 45.4 Snipes Academy 40.3

8. Ground Rules for the Training A room of equals Be open Bring your contribution with confidence Ask all the questions you need to ask Listen to each other with respect One voice at a time Minimize distractions - cell phones Return promptly from breaks/lunch And/or …?

9. Objectives Develop an understanding of the new Continuous Cycle of School Improvement Planning model Understand and utilize effective school improvement planning strategies Gain a shared understanding of the difference between perception- based and evidence-based decision making Gather and effectively use various types of data to engage in accurate self-evaluation Develop questioning techniques to identify what is working well and where improvement is needed View the Comprehensive Needs Assessment (CNA) as a change model that builds a reflective culture in your school and throughout the district

10. What is a Comprehensive Needs Assessment (CNA)? Initial part of the school improvement process An evidence-based, objective assessment that validates a school’s work and qualities

11. What is the Purpose of a CNA? To provide an objective and clear view of the school’s strengths and areas for growth, in order to better support it in its work To provide stakeholders with a developmental tool for change and continuous improvement

12. How Will it Help Schools? Conducting a CNA helps schools determine needs, examine the nature and causes of those needs, and set priorities for future actions to be placed in their School Improvement Plans.

13. Models of Excellence Understanding others Share the vision Personal Values and Passionate Conviction Monitor, evaluate and improve Build commitment and support Gather data and gain understanding Plan for delivery

14. Continuous Improvement: Questions The simple but important questions which bring about school and district improvement: What are we doing well? – How do we know? What do we need to do better? – How do we know? Where do we need to focus our efforts to maximize our success? How good can we be? How do we get there?

15. T-Chart Activity What are we doing well?How do we know?

16. Creating a Climate for Change “There is nothing wrong with change, if it is in the right direction” Winston Churchill

17. The Change Garden Organizations are constantly in change. Schools are particularly dynamic organizations. Your role is to assist the school to become: stable, not stagnant in a positive state of change, not chaotic!

18. What Grows in the Change Garden? Confusion Contentment Renewal Denial

19. Activity : Change Garden On chart paper, each group describe what behaviors you would expect to see in their section of the garden under the headings: What we say How we act Choose a song that represents your aspect of the Change Garden

20. Requirements for a Change in Culture A true belief with accompanying actions that “this is the work that must be done” Accountability for all (Accountability System) Courageous conversations Strong sense of vision and focus

21. Change in Culture (continued) Focus on data-driven decision making Collaboration and teamwork High demand means high support Trust built over time “No excuses” mentality Encouragement of risk-taking

22. The Remodeling Change Process Recognizes the Natural Emotional Curve that We All Experience Confidence +ve -ve Made the right decision We have some news It’s difficult It is not the best news Now I understand, but not sure how to solve There is a solution We have some options We have a plan to success We have the answer Emotional State What’s been done? What could we do? What we can do! What we will do! We have a solution Mobilize DiscoverDeepenDevelopDeliverSustain

23. Preliminary Self-Assessment Use the Judgment Summary found on Day 2, page 69 to complete a preliminary self-assessment of your school.

24. Morning Break

25. Using the Comprehensive Needs Assessment (CNA) Framework As a Tool for Effective Self-Evaluation

26. The Comprehensive Needs Assessment Framework Focus on impact and outcomes Professional judgments on quality of the work of a school/district and the education it is providing Based on rubrics

27. Comprehensive Needs Assessment Rubric An agreed framework, developed from a variety of resources, used to assess the quality of a school and/or a district Criteria that comprehensively cover key aspects of a school’s and/or district’s work Shared vocabulary used to judge the quality of a school or district’s work

28. Rubric Layout Dimension letter and name Sub-dimension name Suggested questions Indicators

29. Planning and Operational Effectiveness 6 Dimensions of the CNA Rubric

30. 14 Sub-Dimensions A. Instructional Excellence and Alignment Part I: Teaching and Learning 1. High Expectations Communicated to All Teachers and Students 2. Curriculum and Instructional Alignment A. Instructional Excellence and Alignment Part II: Support for Student Achievement B. Leadership Capacity C. Professional Capacity D. Planning and Operational Effectiveness E. Families and Community Dimension Sub- Dimension

31. 14 Sub-Dimensions A. Instructional Excellence and Alignment Part I: Teaching and Learning 1. High Expectations Communicated to All Teachers and Students 2. Curriculum and Instructional Alignment A. Instructional Excellence and Alignment Part II: Support for Student Achievement 1. Data Analysis and Instructional Planning 2. Student Support Services B. Leadership Capacity C. Professional Capacity D. Planning and Operational Effectiveness E. Families and Community Dimension Sub- Dimension

32. 14 Sub-Dimensions A. Instructional Excellence and Alignment Part I: Teaching and Learning 1. High Expectations Communicated to All Teachers and Students 2. Curriculum and Instructional Alignment A. Instructional Excellence and Alignment Part II: Support for Student Achievement 1. Data Analysis and Instructional Planning 2. Student Support Services B. Leadership Capacity 1. Strategic Planning, Mission, and Vision 2. Distributed Leadership and Collaboration 3. Monitoring Instruction in School C. Professional Capacity D. Planning and Operational Effectiveness E. Families and Community Dimension Sub- Dimension

33. 14 Sub-Dimensions A. Instructional Excellence and Alignment Part I: Teaching and Learning 1. High Expectations Communicated to All Teachers and Students 2. Curriculum and Instructional Alignment A. Instructional Excellence and Alignment Part II: Support for Student Achievement 1. Data Analysis and Instructional Planning 2. Student Support Services B. Leadership Capacity 1. Strategic Planning, Mission, and Vision 2. Distributed Leadership and Collaboration 3. Monitoring Instruction in School C. Professional Capacity 1. Teacher Quality and Experience 2. Quality of Professional Development 3. Talent Recruitment and Retention D. Planning and Operational Effectiveness E. Families and Community Dimension Sub- Dimension

34. 14 Sub-Dimensions A. Instructional Excellence and Alignment Part I: Teaching and Learning 1. High Expectations Communicated to All Teachers and Students 2. Curriculum and Instructional Alignment A. Instructional Excellence and Alignment Part II: Support for Student Achievement 1. Data Analysis and Instructional Planning 2. Student Support Services B. Leadership Capacity 1. Strategic Planning, Mission, and Vision 2. Distributed Leadership and Collaboration 3. Monitoring Instruction in School C. Professional Capacity 1. Teacher Quality and Experience 2. Quality of Professional Development 3. Talent Recruitment and Retention D. Planning and Operational Effectiveness 1. Resource Allocation 2. Facilities and Technology E. Families and Community Dimension Sub- Dimension

35. 14 Sub-Dimensions A. Instructional Excellence and Alignment Part I: Teaching and Learning 1. High Expectations Communicated to All Teachers and Students 2. Curriculum and Instructional Alignment A. Instructional Excellence and Alignment Part II: Support for Student Achievement 1. Data Analysis and Instructional Planning 2. Student Support Services B. Leadership Capacity 1. Strategic Planning, Mission, and Vision 2. Distributed Leadership and Collaboration 3. Monitoring Instruction in School C. Professional Capacity 1. Teacher Quality and Experience 2. Quality of Professional Development 3. Talent Recruitment and Retention D. Planning and Operational Effectiveness 1. Resource Allocation 2. Facilities and Technology E. Families and Community 1. Family Engagement 2. Community Engagement Dimension Sub- Dimension

36. Indicators Leading (LE) Developing (D) Emerging (E) Lacking (LA)

37. Indicators The school: Exemplifies and models a culture of high expectations at all times. The school: Frequently exemplifies and models a culture of high expectations. The school: Sometimes exemplifies and models a culture of high expectations. The school: Rarely exemplifies and models a culture of high expectations. Has developed, implemented, and consistently utilizes a plan that communicates clear goals with instructional strategies aligned to the NC Standard Course of Study Has developed, implemented, and frequently utilizes a plan that communicates clear goals with instructional strategies aligned to the NC Standard Course of Study. Has developed, implemented, and inconsistently utilizes a plan that communicates clear goals with instructional strategies aligned to the NC Standard Course of Study. Has not developed, implemented, or utilized a plan that communicates clear goals with instructional strategies aligned to the NC Standard Course of Study. Benchmarks expectations for student work that consistently incorporates national and state standards. Benchmarks expectations for student work that frequently incorporates national and state standards. Benchmarks expectations for student work that often incorporates national and state standards. Benchmarks expectations for student work that sometimes incorporates national and state standards for some students. Consistently develops and utilizes rubrics and exemplars of high quality student work to ensure teachers, students, and parents understand the expectations for assignments. Frequently utilizes rubrics and exemplars of high quality student work to ensure teachers and students understand the expectations for assignments. Uses rubrics for assessing student work. Uses few rubrics for assessing student work. Fully utilizes instructional time for optimal learning opportunities. Adequately utilizes instructional time for optimal learning opportunities. Inconsistently utilizes instructional time for optimal learning opportunities. Rarely utilizes instructional time for optimal learning opportunities. Leading (LE)Developing (D) Emerging (E)Lacking (LA)

38. Sub-Dimension Activity Choose 1 sub-dimension. As a team, answer all the questions listed at the top. List evidences that support your answers. Using the rubric, rate yourself on the chosen sub-dimension as lacking, emerging, developing, or leading.

40. “Multiple Measures” by Victoria Bernhardt

41. Demographics School Processes Student Learning Perceptions Changes in the context of the school Improvements in the environment Information on student performance on different measures How classrooms change

42. “Multiple Measures” Turn to the first page in your binder. Write down four pieces of evidence that would fall under each category and write down the place you would find this information. Example: Demographics: Attendance – NC Wise

43. Demographics School Processes Student Learning Perceptions Enrollment, Attendance, Drop- out Rate, Ethnicity, Gender, Grade Level, Teachers Perceptions of Learning Environments, Values and Beliefs, Attitudes, Observations Standardized Tests, Norm/Criterion Referenced Tests, Teacher Observations of Abilities, Authentic Assessments Professional Development, Class Size, Reading/Math Programs, Tutoring, After- School, Summer School, Finance

44. Agree or Disagree Many teachers are reluctant to perform honest self-evaluations of their instructional methods and are subsequently reluctant to change practices that are not working.

45. Agree or Disagree Many successful classroom teachers act primarily on instinct – not on a sound knowledge of best teaching practices.

46. Demographics School Processes Student Learning Perceptions Tells us if different groups of students are experiencing school differently Tells us the impact of student perception of the learning environment on student learning Tells us if a program is making a difference in student learning results Tells us student participation in different programs and processes Allows the prediction of actions/ processes/ programs that best meet the learning needs of all students

47. Bernhardt Circle Activity Use the plate to draw Bernhardt circles and label them. Using the sub-dimension that you used before lunch, identify a problem you want to address. Write this problem on your chart paper. Brainstorm evidences and place them in the appropriate circle.

48. Authoritative Data Sources ABCs AYP EVAAS Disaggregated Goal Summary LEA and School Report Cards Teacher Work Condition Survey ABCTools Reports WinScan – Goal Summary Report Surveys, Questionnaires

49. Authoritative Data

50. ABCsAYP NC Report Card Measures individual proficiency (III) & growth Data 1996 - LEA/School Growth Status Not/Expected/High Measures proficiency of student groups and reports other targets Data 2002 - State/LEA/School AYP Status Met/Not Met Reports proficiency of expanded student groups for two years Data 1996 - State/LEA/School Disaggregates specific assessments Disaggregated Report Summarizes ABCs and AYP data, AND reports school profile and teacher data Data 2001- State/LEA/School Details schools’ performance designation

51. Authoritative Data EVAAS TWC Goal Summary Projects student scores and reports teacher effectiveness Data 2006 - LEA/School Patterns in data Reports perceptions of working conditions, recruitment, and retention Teachers 2002 – Principals 2010 State/LEA/School Facility, Resources, Decision making, Leadership, PD Summarizes EOG/EOC data for each goal Data 1996 - LEA/School/Class Number of observations, Mean percent correct, Goal distribution

52. Activity: Beginning to Evaluate and Reflect Tonight identify three problems in your school. Do not discuss the problems with your team. Be prepared to discuss the problems in the morning.

53. Feedback on Today Even better if … What went well?

54. EOG Summary Goal Reports