Category One: Standards for School Improvement Services



Category One: Standards for School Improvement ServicesStrand One: Provides Assistance with Analysis and Planning(Analysis and Planning involves collecting and analyzing school and system quantitative and qualitative data to identify patterns of achievement and underachievement in order to plan effective processes, procedures, and interventions which ensure high levels of learning for all students.)StandardElementEvidence & ArtifactsFully OperationalPerformance TargetsStandard A:The needs of systems and schools in the RESA service area are determined using an on-going data-based process that includes the use of both quantitative and qualitative data.Element 1.1.A.1: The RESA analyzes state assessment data and other data (e.g. AYP reports, school and system report cards, SAT/ACT, NAEP) to identify student achievement levels and trends in systems and schools.Data charts by system for yearly goals; trend data, service school listSchool Improvement PlansMRESA Prioritized list of schools & after updated data after re-takesMinutes & Agendas—Data TeamsPhotos of Data Walls/RoomStudent Achievement data by student domainsThe RESA has identified student achievement levels and trends in core content areas of reading, English/language arts, mathematics, science, and social studies across all member systems. Findings are supported by at least three years of quantitative data (e.g. AYP reports, school and system report cards, SAT/ACT).RESA Standards for Service StandardElementEvidence & ArtifactsFully OperationalPerformance TargetsElement 1.1.A.2: The RESA analyzes state, system, and school data to identify factors affecting student achievement in areas such as curriculum, assessment, instruction, leadership, school culture, parent involvement, professional learning, and organization and planning, and current school improvement initiatives.Copy of GAPSS SummariesCopy of Awareness Walk Data/FormCopy of Target Area Worksheet from GAPSS/GAPSS targeted formCopy of Short Term Action PlanStatewide Trends/Charts/SpreadsheetMonthly reports (highlighted)Conference notes (highlighted)The RESA has identified factors affecting student achievement through the collection and analysis of qualitative data (e.g., surveys, evaluations, interviews, observations, GAPSS analysis results). Data collected reflect system/school practices in curriculum, assessment, instruction, and leadership, and in other areas such as school culture, parent involvement, professional learning, and organization and planning, and current school improvement initiatives.Standard B:Services offered to systems and schools in the RESA service area are determined using both state- and locally-identified needs.Element 1.1.B.1: The RESA prioritizes services to be offered to systems and schools based on the results of locally-administered needs assessments.Copy of MRESA annual needs assessment resultsMinutes from PL meetings Copy of Planning & Org, info from SI meeting (state)PL rollout based on needs assessments (for districts?)SI monthly reports showing service offeredCopy of agenda/minutes/roster from Core Team MeetingsFeedback from trainings/evaluation formPhotos from various trainingsRST Meetings & agendasList of services MRESA team provides based on identified needsTeaching Framework (?)The RESA has prioritized services offered to systems and schools based on a systematic analysis of the results of locally administered needs assessments. The highest priority services are research-based to increase student achievement.Element 1.1.B.2: The RESA develops a local action plan for delivering services to systems and schools based on the RESA Standards of Service; on the trends, causes, and factors identified in Standard A; and the needs identified in the locally-administered needs assessments.MRESA LAP/CIP (R drive)The RESA has developed a local action plan based on the RESA Standards of Service; on the trends, causes, and factors identified in Standard A; and the needs identified in the locally-administered needs assessments. The plan includes, but is not limited to: prioritized services to constituent systems and schools, measurable goals and objectives, strategies, timelines, a means for measuring progress, anda feedback and adjustment process of data gathering, data analysis, and adjustment of strategies to inform the continuous improvement process.Element 1.1.B.3: The RESA collaborates with the Department of Education and other support entities (e.g., GLRS, ETTC, GYSTC, SDFSC, colleges and universities) to plan and to coordinate services to address system and school needs.Rosters, course evaluations, etcMinutes & agendas (RST, CSI, Math/Reading Consortium), rosters, evaluationsEmailsMeeting postings on websiteContracts, emails, RST minutes, Core Team minutes, Power Points, handoutsThe RESA collaborates with DOE and other partners to plan, deliver, monitor, adjust, and coordinate services to address state, system, and school needs and priorities.Standard C:A data-based decision making process is used to build capacity for improvement in systems and schools.Element 1.1.C.1: The RESA provides assistance to systems and schools in analyzing state assessment data and other data (e.g. AYP reports, school and system report cards) to identify student achievement levels and trends.List of members, schedules, school data, etc.BenchmarksSI monthly reportsStudent Monitoring SpreadsheetsTraining logs, handouts, Power PointsThe RESA has built capacity in member systems and schools to identify student achievement levels and trends in core content areas. Participating systems and schools support their findings with at least three years of quantitative data (e.g. AYP reports, school and system report cards, SAT/ACT). There are multiple artifacts/evidence (e.g., system leader interview responses describing their replication efforts; system-generated data reports or analyses; records of data analysis sessions led by system personnel) which show that systems or schools can replicate the process independently.Element 1.1.C.2: The RESA provides assistance to systems and schools in analyzing state, system, and school data to identify factors affecting student achievement in areas such as curriculum, assessment, instruction, leadership, school culture, parent involvement, professional learning, organization and planning, and current school improvement initiatives.Walk-throughs (Standards-based) /Awareness WalksObservation dataSchool Keys High Impact Practices RubricsMinutes/notesList membersSign-in sheets, agendaThe RESA has built capacity in member systems and schools to identify factors affecting student achievement through the collection and analysis of qualitative data (e.g., surveys, evaluations, interviews, observations, GAPSS analysis results). There are multiple artifacts/evidence that show systems or schools can replicate the process independently (e.g., system leader interview responses describing their replication efforts; reports from GAPSS reviews led by system personnel; system or school analyses of data collected in walk throughs, interviews, or extended observations).Element 1.1.C.3: The RESA provides assistance to systems and schools in developing system- and school-level improvement plans based on the needs and causes identified in the analysis of qualitative and quantitative data and consistent with current research on factors that influence student achievement.SIPSIP FeedbackList of SI membersLeadership meeting minutes w/ actionsFaculty surveysInterviews/Video Leaders re: SI processShort Term Action PlanAgendas, protocols, etcThe RESA has built capacity in member systems and schools to develop/revise system- and school-level improvement plans based on the needs and causes identified in the analysis of qualitative and quantitative data and consistent with current research on factors that influence student achievement. The plan includes, but is not limited to: measurable goals and objectives, strategies, timelines, and a means for monitoring implementation and measuring progress. There are multiple artifacts/evidence which show that systems and schools can replicate the process independently (e.g., system leader interview responses describing their replication efforts; agendas, summaries, or other artifacts from school improvement planning sessions led by system personnel; school improvement plans completed by system personnel).Strand Two: Provides Professional Learning(Professional Learning is the means by which teachers, administrators, other school and system employees, and RESA staff acquire, enhance, and refine the knowledge, skills, and commitment necessary to create and support high levels of learning for all students.)StandardElementEvidence & ArtifactsFully OperationalPerformance TargetsStandard A:Based on locally-identified needs and priorities, the RESA provides professional learning opportunities that are consistent with the Georgia Professional Learning Standards and adhere to best practices in professional learning.Element 1.2.A.1: The RESA creates and sustains professional learning communities for its professional staff focused on priorities identified in the local action plan.Core Team Agendas/Minutes & presentations to team membersJob Alike AgendasEvidence of local, state and national conference attendance, training & presentationsEvidence of national experts to deliver PLSI Team PLCActivity reports that show collaboration among team members Notes from collab meetingsThe RESA shows commitment to professional learning communities through regularly scheduled collaboration among its professional staff. Participants regularly contribute to agenda topics and activities and share responsibility for facilitating sessions. These collaborative sessions sustain focus on priorities identified in the local action plan and promote group and individual acquisition of knowledge and skills necessary for providing effective assistance to member systems and schools.Element 1.2.A.2: The RESA provides/brokers research-based professional learning opportunities which are distributed over time and are related to system/school needs and priorities.Power point samples of trainingTraining modulesNeeds Assessment on selected schoolsGLRS/Math; Various school & district initiativesLinks to sites and resources (science/math)Endorsement documents and resourcesSign-in sheetsThe RESA provides/brokers job-embedded professional learning opportunities to member systems and schools related to system/school needs and priorities. These professional learning opportunities are distributed over time and are research-based in content, design, and delivery, reflecting best practice in teaching and learning. Standard B:The RESA builds capacity of system and school personnel to develop communities of learners focused on creating and supporting high levels of learning for all students.Element 1.2.B.1: The RESA provides assistance to systems and schools as they create and sustain professional learning communities focused on priorities identified in the system/school improvement plans.Follow-Up minutes from collaborative meetingsClassroom Observation from follow-upFollow-up w/ Administration on local school trainingSchool Improvement Monthly ReportsSchool Improvement PlansEvidence from working with math consortium/ other consortiaMonitoring the implementation of DI & other best practices or initiativesCLIMBS PLCsSI PLCsThe RESA has built capacity in member systems and schools to create and maintain professional learning communities. The RESA has assisted in scheduling, facilitating, and focusing collaboration on priorities identified in system/school improvement plans. System/school participants regularly contribute to agenda topics and activities and share responsibility for facilitating sessions. There are multiple artifacts/evidence which show that systems or schools can replicate and sustain the process independently (e.g., system leader interview responses describing their replication efforts; agendas, summaries, or completed protocols used in professional learning communities; school or system schedules for collaboration; system or school documents describing collaboration processes adopted for local use).Element 1.2.B.2: The RESA provides assistance to systems and schools as they develop processes to monitor and support the implementation of skills and knowledge acquired in professional learning.GLRS/SIS artifactsEndorsement Observations dataEvaluations from PL AgendasFollow-up schedules Follow-up Documents (walk throughs, coach’s schedule, action plans, etc.)School level aggregated data from awareness walksPeer review protocolsSI Team monitoringGAPSSThe RESA assists systems and schools in developing plans for supporting and monitoring implementation of skills and strategies addressed in professional learning that include implementation benchmarks; observation guidelines and checklists; coaching for administrators in observing instruction, reviewing artifacts and evidence, and providing feedback to teachers. There are multiple artifacts/evidence that systems or schools independently implement a plan to support and monitor implementation of professional learning.Strand Three: Provides Quality Assurance(Quality Assurance is the use of meaningful processes for measuring and reporting effectiveness of RESA services and the establishment of effective measurement and reporting processes in client systems and schools.)StrandElementEvidence & ArtifactsFully OperationalPerformance TargetsStandard A:The RESA uses a formalized, clearly articulated process to monitor and adjust services to constituent systems and schools and to measure and report results to the Board of Control and other stakeholdersElement 1.3.A.1:The RESA designs and uses measurement processes, including analysis of data from high priority schools, to determine the effectiveness of RESA services and adjust implementation of its local action plan. Effectiveness Survey (w/narrative)NI 1-3 Data Charts for MRESA priority schoolsEndorsement Evaluation Data w/ plans for improvementCourse evaluationsCore Team Minutes from reviewing action planSurvey for NI 1-3 schoolsPre- Post- data from NI 1-3 schoolsMath mentor dataThe RESA designs, describes and uses formalized processes to measure the effectiveness of its services. The RESA collects, analyzes, and summarizes data to support its effectiveness that includes, but is not limited to, student achievement data from member systems and schools including high priority schools, data related to the delivery of the prioritized services included in its local action plan, and stake-holder perception data related to implementation of RESA-led initiatives. The RESA frequently adjusts implementation of its local action plan based on formative and summative data analysis.Element 1.3.A.2: The RESA reports results and performance measures to the Board of Control and other stakeholdersMinutes from meetings w/ systemsJob Alike meetingsBoard of Control minutesPresentations at BoC meetingsQuarterly updates based on local action plan (summary of progress)Survey data resultsFederal Title II Report (GA TAPP)Summary of high priority schools data (in annual report)Growth data in NI 1-3 schools (same as above?)The RESA report to the Board of Control and other stakeholders includes results and performance measures directly related to its local action plan. The RESA reports data to support its effectiveness that includes, but is not limited to, student achievement data from member systems and schools including high priority schools, data related to the delivery of the prioritized services included in its local action plan, and stake-holder perception data related to implementation of RESA-led initiatives.Standard B:The RESA builds the capacity of its constituent systems and schools to use a formalized, clearly articulated process to monitor and adjust implementation of improvement plans and to measure results of implementationElement 1.3.B.1:The RESA provides assistance to systems and schools in designing and using structures and processes to monitor and adjust implementation of system/school improvement plans and to measure and identify results of implementation.Agendas & rosters for GAPSS trainingCopies of observational toolsData from Awareness Walks 7 e-walksSIS logs for system work (Title Plans, SI plans, etc.)Documents from GLRS (meeting minutes, plans, etc.)Documents from systems that have replicated the SI process—What are some examples? Dekalb, DOEDocument showing how SI plans changed-- What are some examples? Short term action plansTLE candidate examplesThe RESA has built the capacity of member systems and schools through professional learning to benchmark improvement initiatives and to formatively review artifacts and evidence in order to monitor and adjust implementation of member system and school improvement plans. Additionally, the RESA has assisted systems and schools in describing and using a process to measure and identify results of system/school improvement plan implementation. The process includes, but is not limited to, the collection, analysis, and summarization of summative data to evaluate implementation results. There are multiple artifacts/evidence which show that systems and schools can replicate and sustain the process independently (e.g., system leader interview responses describing their replication efforts; artifacts showing system or school monitoring and adjustment of improvement plans; system or school reports of implementation results). ................
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