ELAD 680 : Developing a School/District Improvement Plan

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Part II: Developing a School/District Improvement Plan

You identified an issue related to student learning in your needs assessment, and addressing this issue is now the focus for your action plan. You should begin this plan by discussing how you conducted your needs assessment and your findings. The first SMART goal you create should directly connect the needs assessment to a measurable increase in student learning.

  1. Task Objective: This field-based project begins with the identification of a specific problem reflected in the learning outcomes of a group of students. Once a student learning problem has been identified and you have developed a comprehensive needs assessment, you must develop an action plan to effectively address the student learning problem and thereby increase student achievement. The overall plan should be aligned, consistent, and sustainable.

The plan must contain two essential features:

  • Action chart delineating 3-5 SMART Goals with the corresponding tasks and other information (i.e., task description, people involved, timeframe, benchmarks, resources, methods of evaluation) for each SMART Goal
  • Narrative that discusses the rationale behind the approach (theoretical connection to the literature you have read in this course) and activities of the Improvement Plan.

The action chart and narrative count towards 60% of the School/District Improvement Plan project grade. (Refer to the Schedule of Classes and Assignments for due dates.)

  1. The action chart should include:

SMART Goal –

Task Description

People Involved

Timeframe

Benchmarks

Resources

Methods of Evaluation

  1. SMART (Specific, Measurable, Achievable, Results Orientated and Time-bound) Goals–Each goal describes one of the tasks that will need to be done in order to achieve the overall improvement in student learning.
  • Specific – The expected outcome should be stated as simply, concisely, and explicitly as possible.
  • Measurable – It should be able to be assessed and/or measured
  • Attainable – It should be realistic.
  • Results Orientated & Relevant – It should focus on improvements in student learning, state what evaluative measure will be used to assess impact, and be aligned.
  • Time-bound – It should have clear and realistic timeframes with target dates.

Sample SMART Goal Worksheet:

Specific

There will be significant improvement in all students’ (grades K-3) reading comprehension performance.

Measurable

On the Kansas State Reading Assessment, the ITBS Reading Assessment K-3, and the District CRT Reading Assessment K-3.

Attainable

This goal is possible in the time and percentage indicated.

Results Orientated & Relevant

85% or more of our students will perform at or above “meet standards” on the Kansas State Reading Assessment at all grade levels in which the assessment in given.

Time-bound

By Spring 2020.

Sample SMART Goal: By Spring 2020, 85% or more of our students will perform at or above “meet standards” on the Kansas State Reading Assessment in the 3rd Grade.

  1. Task Description – Describe the specific activity or activities in which you and/or others will engage.
  2. People Involved – Delineate, by position, which people will be involved in the specific task.
  3. Timeframe – Delineate the timeframe for accomplishing the specific task.
  4. Benchmarks – Delineate the interim indicators to determine whether progress is being made towards the ultimate goal attainment.
  5. Resources – Delineate what resources (human, infrastructure, financial, etc.) are necessary to help with the implementation of the task.
  6. Methods of Evaluation – Delineate how you will measure whether you accomplished the benchmark of the specific task. Identify what evidence you will collect and when you will collect it to assess progress towards the goal. The evidence may come from current data sources (your data inventory may be herein helpful), instructional artifacts (i.e., revised lesson plans, documented alignment of curriculum and assessments, etc.), participant attendance and feedback, meeting notes, etc.
  1. The narrative should explain the overarching rationale of the goals and tasks that are delineated in the action chart. Some questions to consider:
  • What tools of educational change (i.e., data utilization, professional learning communities, assessments, accountability systems, curriculum alignment, etc.) frame the action plan and are they appropriate?
  • How will the proposed activities of the plan lead to an effective reculturing and restructuring of teaching and learning?
  • How will the proposed activities effectively change particular processes and practices of the school to enhance student learning?
  • How will the capacity of staff and faculty be developed to effectively implement and monitor the proposed activities to achieve the goals?
  • How will staff and faculty be held accountable for implementing proposed activities to achieve the goals?
  • How will resources (i.e., human, time, financial, etc.) be leveraged to effectively support the proposed activities of the plan?
  • What challenges do you anticipate around the implementation and monitoring of the proposed activities of the plan and how will you address them?
  • How are the proposed activities of the plan aligned to and consistent with the mission, vision, values, goals, and other instructional initiatives?
  • How will the proposed activities of the plan be sustained?

Note to student: This assignment is one of our common assessments, required for accreditation. It is used to help us ensure a consistent, quality experience for our students that will prepare them to meet the Professional Standards for Educational Leadership. Your work on this assignment will be rated on the areas described in the rubric. Determinations about how those assignment ratings will be incorporated into the grading for the course and are determined by the instructor and outlined in the syllabus.

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