1. School Improvement through Data and Best Practices Anytown Middle School Best Practice Audit Report

2. Approximately 3 Admin level people and 13 teachers took the audits. This is the summary report.

3. Observations and Themes There were multiple areas where practices at Anytown appear strong including collaboration, sharing strategies and a culture of using data. There were a number of “Don’t Know” answers both at the administrator level and classroom which could mean new people to the school or a signal of needing to improve communication. This school has a strong foundation. The opportunity lies in fine-tuning your practices to take them to the next level of performance. Themes for improvement include: 1.Vertical planning & instructional alignment -- shared ownership of all students and instructional coordination across grades and even feeder schools. 2.Validating instructional materials and interventions through data, proven results in other schools and revising those that are not working. 3.More frequent classroom observation with structured feedback by school leaders, as well as peer-to-peer to improve instruction and to replicate best practices. 4.Collaborative work to “unpack” the standards for better clarity on objectives and to facilitate better pacing and more instructional time. Also more focus on student work exemplars and rubrics to create common understanding of what meeting standards looks like. 5.Focus collaborative time on results, by student and objective, with clear goals and observable changes to instruction to meet each student’s needs.

4. Student Learning Goals & Objectives Principal Teachers Yes No

5. Student Learning Goals & Objectives Principal Teachers NEXT SLIDE

6. Student Learning Goals & Objectives Teachers

7. Student Learning Goals & Objectives Principal Teachers

8. Student Learning Goals & Objectives Principal Teachers

9. Thoughts and Observations?

10. Staff, Leadership and Professional Development Principal Teachers

11. Staff, Leadership and Professional Development Principal Teachers

12. Staff, Leadership and Professional Development Principal Teachers

13. Staff, Leadership and Professional Development Principal Teachers

14. Staff, Leadership and Professional Development Principal Teachers

15. Staff, Leadership and Professional Development Principal Teachers

16. Staff, Leadership and Professional Development Principal Teachers NEXT SLIDE

17. Staff, Leadership and Professional Development Teachers

18. Staff, Leadership and Professional Development Teachers

19. Thoughts and Observations?

20. Instructional Program and Arrangements Principal

21. Instructional Program and Arrangements Principal Teachers

22. Instructional Program and Arrangements Teachers

23. Instructional Program and Arrangements Principal Teachers

24. Instructional Program and Arrangements Principal Teachers Yes No

25. Instructional Program and Arrangements Principal Teachers

26. Thoughts and Observations?

27. Monitoring and Data Use Principal Teachers

28. Monitoring and Data Use Teachers

29. Monitoring and Data Use Teachers

30. Monitoring and Data Use Principal NEXT SLIDE Teachers

31. Monitoring and Data Use Teachers Yes No

32. Monitoring and Data Use Teachers Principal

33. Monitoring and Data Use Teachers Principal

34. Thoughts and Observations?

35. Recognition, Intervention and Adjustment Principal Teachers

36. Recognition, Intervention and Adjustment Principal Teachers

37. Recognition, Intervention and Adjustment Principal

38. Recognition, Intervention and Adjustment Teachers

39. Recognition, Intervention and Adjustment Principal Teachers

40. Recognition, Intervention and Adjustment Principal Teachers

41. Recognition, Intervention and Adjustment Principal Teachers

42. Thoughts and Observations?

43. Where should we focus? 1) 2) 3)

44. Possible Areas of Focus -- JFTK-CA This self audit of practices provides insights into several areas of strength and several areas for strategic improvement. Trying to change all of the practices highlighted in the audit may prove unmanageable, particularly within one year. Below are suggestions for three possible areas of focus: 1) Monitoring and Observation -- this is an area where the school is doing many of the same things as higher performing schools. However, there seems to be some inconsistency as well as opportunities for more peer-to-peer observation in the classroom. Rethinking the “systems” of observation and a “process” for taking action based upon constructive feedback may contribute greatly to outcomes. The principal is also key in this role. Also, monitoring can be improved for evaluating and even changing materials, programs and interventions -- do more of what works. 2) Grade-Level Meetings -- Clearly there is a lot of collaboration and sharing. It appears that you can strengthen the conversations and outcomes of grade level meetings by focusing more on data, student work and individual student progress, as well as reflection on effective practice. 3) Vertical Collaboration and Planning -- vertical conversations, planning and goal setting are a key practice for high performing schools. This will lead to a better “shared” ownership of the success of all students and more honest conversations about gaps, continuous improvement and expectations. Transparent data sharing, particularly with formative assessments by student and teacher, is key to make this work.