Introduction Why Continuous Improvement and why now The Perfect Storm Updated AdvancED Standards Content amp Protocol Updates New Law ESSA Increased Flexibility amp Ownership Improved Technologies eProve ID: 732662
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Slide1
AdvancED
Continuous Improvement SystemSlide2
Introduction: Why Continuous Improvement and why now?Slide3
The Perfect Storm
Updated AdvancED Standards, Content & Protocol Updates
New Law: ESSA
(Increased Flexibility & Ownership)
Improved Technologies: eProve
New State Level
Leadership & Direction
School ImprovementSlide4
Why Now?
AdvancED Process and Commitment
Align With the Latest Research & Best Practice
Continuously Raise the Bar
Support a Continuous Improvement Journey
Address Feedback From the Field
Every Student Succeeds Act (ESSA)Slide5
Journey vs. Event
Improvement vs. Compliance
5
Our goal is to meet every educational organization
where they are
and
empower
them to successfully navigate a continuous improvement journey that is guided by a community inspired vision
– to create a world of opportunities for every learner.Improvement Journey
Education is a collection of moments that serve as guide posts in an ongoing journey.Slide6
Elements of the Improvement JourneySlide7
Conduct an
Internal Review
Administer
Parent, Student, & Staff Surveys
Complete the
Stakeholder Feedback DiagnosticCompile a student p
erformance data document and complete the Student Performance DiagnosticRate your school’s performance against the AdvancED Standards for Quality Schools using the Self AssessmentComplete an
Executive SummaryRespond to a set of required AssurancesSubmit Interview Review Results/Report, along with supporting evidence and information to AdvancED at least 6-8 weeks prior to scheduled External Review.
Current
New
Share evidence and information with
AdvancED prior to the Engagement Review (3-4 weeks) that
speaks to your school’s demonstrated commitment to
quality
and continuous
improvement.
Results of your
school’s
self-assessmen
t against research-based factors of school quality
Supporting evidence & information, such as:
Stakeholder
(parents, students & staff)
perceptions/options with
regards to
school climate
& culture
Stakeholder
(students and teachers)
data with
regards to their experiences at the
school
Classroom observation results focused on student engagement in the learning environment
Learner outcomes and the impact of instruction
Adherence to AdvancED Accreditation Policies & Procedures (Assurances)Slide8
Surveys
Parent Survey
Staff
Survey
Student Survey (Middle and High)
Student Survey (Elementary)
Student Survey (Early Elementary)DiagnosticsStakeholder Feedback DiagnosticStudent Performance DiagnosticSelf AssessmentExecutive Summary
AssurancesAssurancesCurrent – Required Tools
New – Recommended Tools
Surveys (beliefs/opinions/perceptions)
Climate & Culture Parent Survey
Climate
& Culture
Staff Survey
Climate & Culture
Teacher Survey
Climate
& Culture
Middle/High Student Survey
Climate & Culture
Elementary Student Survey
Staff Survey for Early Learning Schools
Parent Survey for Early Learning Schools
Inventories (experiences)
Teacher Inventory
Elementary/Middle School Student Inventory
High School Student Inventory
Impact of Instruction Inventory
(coming soon)
Observations
eleot
Diagnostics
School Quality Factors Diagnostic
Systems Quality Factors Diagnostic
Early Learning Self Assessment
Assurances
Assurances
(required)Slide9
AdvancED Performance Standards
School Systems standards are aligned with School standards
Standards are rated by the Engagement Review Team using quantifiable questions and observations
Focused
and guided
by domains, standards and conceptsSlide10
www.advanc-ed.org/resources
www.advanc-ed.org/schoolresources
www.advanc-ed.org/systemsresources
ResourcesSlide11
Research-based Framework
3 Domains
30 School Standards
31 Systems Standards
34 Virtual/Digital Learning School Standards
School Quality
Factors
Clear Direction
Healthy Culture
High Expectations
Impact of Instruction
Resource Management
Efficacy of Engagement
Implementation Capacity
Performance Standards
Leadership Capacity
Learning Capacity
Resource Capacity
Separate but aligned institution (internal) and review team (external) tools and resourcesSlide12
Performance Standards (Schools)
NEW
3 Domains
30 Standards
Leadership Capacity
Learning
Capacity
Resource Capacity
CURRENT
5 Standards
32 Indicators
Standard 3: Teaching and Assessing for Learning
Standard 5: Using Results for Continuous Improvement
Standard 1: Purpose and Direction
Standard
2: Governance and Leadership
Standard 4: Resources and Support
Systems
12Slide13
Standard Concepts
Concept 1
Concept 2
Used by
Engagement
Review
TeamSlide14
Elements of the Journey
LEARN AND SHARE
…community
of stakeholders
share perspectives
and experiences and learn about how the work of the school impacts every
stakeholder, espeically studentsEXAMINE AND PLAN…critical self-analysis
whereby the school community examines the work of the school against research-based factors. Engaging stakeholders in defining the vision for the school as well as setting the strategic direction to achieve the vision.
ACT AND EVALUATE…plot journey and take action. Gather evidence and determine results
. Based on the results determine
next
steps
to
advance the journey.
AdvancED Continuous Improvement SystemSlide15
Act & Evaluate
Examine & Plan
Learn & Share
Gather and share perspectives and experiences across all stakeholder groups
Collect and analyze
data, prioritize improvement areas, define vision & set the strategic direction
Plot journey, take action, gather evidence, evaluate results and continuously monitor and adjust
Meaningful Stakeholder Engagement- Collection and Analysis of Data About Stakeholder Perspectives and Experiences
Climate & Culture Surveys
Student Engagement Survey
Student & Teacher Inventories
Classroom Observations
Internal Examination of School/System Quality Using Key
Performance & Improvement Indicators
Diagnostic Tools
Learner Outcomes
Strategy Map - Long-term Goals & Key Metrics
Map an improvement journey and continuously assess progress
Annual Improvement Plan
Evidence-based Strategies
Monitoring & Oversight
AdvancED Engagement Review (External Review)
Elevates & focuses the journey through externally validated data, expertise, evaluation, support services and accountability.
Stakeholder Interviews
Classroom Observations
Standards Diagnostic
Accreditation – Improvement Journey
Accreditation
Internationally
Recognized Distinction of Quality
Demonstrated commitment to continuous improvement and
research-based performance standards
.
Evidence Examination
Expert Evaluation
Prioritized Areas In Need of Improvement
Benchmarking Against the AdvancED Network
Share Information & Evidence Slide16
Learn and Share: What?Slide17
Elements of the Journey
LEARN AND SHARE
…community
of stakeholders
share perspectives
and experiences and learn about how the work of the school impacts every
stakeholder, espeically studentsEXAMINE AND PLAN…critical self-analysis
whereby the school community examines the work of the school against research-based factors. Engaging stakeholders in defining the vision for the school as well as setting the strategic direction to achieve the vision.
ACT AND EVALUATE…plot journey and take action. Gather evidence and determine results
. Based on the results determine
next
steps
to
advance the journey.
AdvancED Continuous Improvement SystemSlide18
Improvement Journey:
Learn & Share
Surveys (Perspectives)
Climate & Culture
Students (3-12)
Teachers
StaffParents
Student EngagementInventories (Experiences & Actions)Elementary/Middle School StudentsHigh School Students
Teachers
Learn & Share
Gather and share perspectives and experiences across all stakeholder groups
Elevate the importance of stakeholder engagement
Bring voice
to the entire community of stakeholders
Broaden understanding through experience & perspectives
Inform
, Shape & Traverse the
Journey
Communicate &
demonstrate
commitment to a continuous improvement
journey
Frequency &
t
ype of data collection
Actionable dataSlide19
Perspectives
of key stakeholder groups
on climate, culture, leadership, engagement
…
© 2017 AdvancED® Slide20
Surveys
Culture/Climate (new)
Student Engagement (new)
Purpose
Capture the overall culture of the institution through the lens of eight important areas:
Taken byStudents (Grades 3 -12)TeachersStaffParents
Expectations
LanguageUse of timeModeling
ActionsRoutinesInteractions
Environment
Perspectives
PERSPECTIVESSlide21
Climate & Culture Surveys
Key Concepts:
Expectations
Language
Use of time
Modeling
Actions
RoutinesInteractions
EnvironmentStakeholdersStudents (3-12)
Teachers
Staff
Parents
ExamplesSlide22
Surveys
PERSPECTIVES
Over 25 surveys available in eProve surveysSlide23
Collects direct
feedback from students regarding their level and quality of engagement in the learning
process.
Student Engagement SurveySlide24
Grades 5-12
29 items aligned with 7 key learning environments
Equitable Learning
High Expectations
Supportive Learning
Active Learning
Progress Monitoring and Feedback
Well-Managed LearningDigital Learning
Student experience in a given classroomStudent Engagement Survey
ExamplesSlide25
Cognitive
Engagement
– Includes a student’s perceptions and beliefs associated with school and learning. It refers to the cognitive processing a student brings to academic tasks as well as the amount and type of strategies a student utilizes (Walker, Greene, &
Mancell
, 2006. Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement.)
Behavioral Engagement – Student’s observable actions or participation while at school that is investigated through a student’s positive conduct, effort, and participation (e.g., participation in extracurricular activities, attendance, and work habits.) (
Fredricks, Blumenfeld, & Paris, 2004. School engagement: Potential of the concept, state of the evidence.)Affective Engagement – A student’s feelings toward his school, learning, teachers, and peers (Jimerson , Campos, & Grief, 2003. Toward an understanding of definitions and measures of school engagement and related terms.)
Type of EngagementSlide26
Committed (Authentic Engagement)
–
The student volunteers resources under his/her control (time, effort and attention.) The student is attentive to the task because he/she find personal meaning and value in the task. The student persists with the task even when he/she experiences difficulty and does not compromise personal standards for the completion of the task. (
Schlechty
Center for Leadership in School Reform)
Compliant – The student spends only as much time, energy and resources as are required to get the reward offered or designed. The student is attentive to the task because he/she perceives the receipt of some desired extrinsic reward which is conditionally available to those who pay attention to the task and do what is required of them. OR…the student does only those things that must be done and does little or nothing outside the context of direct supervision by the teacher. (
Schlechty Center for Leadership in School Reform)Disengaged – the student does nothing and when forced through direct supervision to do the task, either engages in compliance or rebellion. The student employs strategies to conceal his/her lack of involvement. Or…the student overtly refuses to comply with the requirement of the task. (e.g., cheating, refusing to do the work, or even doing other work in place of what is expected.) (
Schlechty Center for Leadership in School Reform) Quality of EngagementSlide27
Committed
Compliant
Disengaged
Cognitive Engagement
22%45%33%Behavioral Engagement
5%75%20%Affective Engagement 14%
30%56%OVERALL14%50%36%
Student Engagement Survey
Reporting for improvement & accountabilitySlide28
Improving Student Engagement
eleot + Student Engagement Survey =
Powerful and Actionable Data
Learning Environments
Equitable
Learning
High Expectations
Supportive
Learning
Progress Monitoring
& Feedback
Well-Managed LearningSlide29
Experiences
shared by students, parents, teachers...
© 2017 AdvancED® Slide30
Experiences
Inventories
Purpose
Provide opportunity to voice relevant experiences
Indicate frequency of experiences
Types of Inventories
Elementary
Middle SchoolHigh School
Teacher
Student Inventory
EXPERIENCESSlide31
Teacher Inventory
ExamplesSlide32
Examine and Plan: So what?Slide33
Elements of the Journey
LEARN AND SHARE
…community
of stakeholders
share perspectives
and experiences and learn about how the work of the school impacts every
stakeholder, espeically studentsEXAMINE AND PLAN…critical self-analysis
whereby the school community examines the work of the school against research-based factors. Engaging stakeholders in defining the vision for the school as well as setting the strategic direction to achieve the vision.
ACT AND EVALUATE…plot journey and take action. Gather evidence and determine results
. Based on the results determine
next
steps
to
advance the journey.
AdvancED Continuous Improvement SystemSlide34
Improvement Journey:
Examine & Plan
Determine and
c
ommunicate a desired destination and key drivers
Vision
MissionValuesIdentify primary objectives in pursuit of that vision and mission
Diagnostics
School Quality Factors (SQF)Impact of InstructionStrategies
Strategy Map
Examine & Plan
Collect and analyze
data, prioritize improvement areas, define vision & set the strategic directionSlide35
Improvement Journey:
Examine & Plan
Analyze & consider conditions that impact the institution quality
Collect & examine evidence that reflect the work of the institution
Communicate what is learned to the community
Establish, with stakeholders, a clear vision to guide the journey
Define key strategic goals
Diagnostics
School Quality Factors (SQF)Impact of InstructionStrategiesStrategy Map
Examine & Plan
Collect and analyze
data, prioritize improvement areas, define vision & set the strategic directionSlide36
Self-Assessment
Rating Scale vs. Rubric
Evidence
Agreement
Strongly Disagree
Disagree
Agree
Strongly Agree
Level of Embeddedness in the Institution's CultureFirmly EmbeddedFrequent PracticeIntermittent
Sporadic
Stage of Implementation
Fully Implemented
Mostly Implemented
Partially Implemented
Not Yet or Preparing for Implementation
Frequency Time
Always
Often
Sometimes
Seldom
SQF Diagnostic
Sample Scales
School Quality Factors
Clear Direction
Healthy Culture
High Expectations
Impact of Instruction
Resource Management
Efficacy of Engagement
Implementation CapacitySlide37
SQF Diagnostic
Sample ItemsSlide38
Factor
Descriptor
Clear Direction
The capacity to agree upon, define and clearly communicate to stakeholders the direction, mission and goals that the institution is committed to achieving.
Healthy Culture
The shared values, beliefs, written and unwritten rules, assumptions and behavior of stakeholders within the school community that shape the school's social norms and create opportunities for everyone to be successful.
High Expectations
A school’s stated commitment and demonstrated actions in service to high expectations for all stakeholders, including excellent student learning outcomes and success, high levels of teacher quality and support, leadership effectiveness, proactive community engagement, and authentic parent involvement.
Impact of Instruction
The capacity of every teacher to purposefully and intentionally create an environment that empowers all student to be successful in their learning and reach expected levels of achievement including readiness to transition to the next level of learning or career pathway.
Resource Management
The ability of a school to plan, secure, and allocate its resources (human, material, and physical) to meet the needs of every learner.
Efficacy of Engagement
The capacity to engage learners and other stakeholders in an effective manner to improve learning outcomes.
Implementation Capacity
The ability of a school to execute, with consistency, actions designed to improve organizational and instructional effectiveness.
School Quality FactorsSlide39Slide40
SQF Practices
IMPACT OF INSTRUCTION
The capacity of every teacher to purposefully and intentionally create an environment that empowers all learners to be successful and reach expected levels of achievement, including readiness to transition to the next level of learning or career pathway.
Learners
monitor their progress and are supported when they are not meeting expectations.
Learners demonstrate success in achieving challenging goals.Instructional Staff monitor and evaluate impact of instruction on learner engagement, outcomes and overall success.Instructional Staff demonstrate the impact of their instruction through formative, summative and/or other outcome data.Leadership
monitor and evaluate impact of instruction on learner engagement, outcomes and overall success.Other Staff implement actions that support teaching, learning and overall learner success.Parents and families connect their children’s school experiences with engagement, outcomes and overall learner success.Community perception of the institution’s quality of teaching and learning is positive.
EXAMPLESlide41
Teacher reported student outcome data
Combination of performance and growth results
Data types being considered
Numeric
Letter
BinaryOther (locally defined)
Impact of Instruction Diagnostic
Under Development!Slide42
SQF Planning Tool
Using the SQF Planning Tool and the SQF, fill in the five columns for each Factor.Slide43Slide44Slide45
Quality Evidence
Using the Quality Evidence Activity, select two factors and list possible examples of quality evidence.Slide46
Act and Evaluate: Now what?Slide47
Elements of the Journey
LEARN AND SHARE
…community
of stakeholders
share perspectives
and experiences and learn about how the work of the school impacts every
stakeholder, espeically studentsEXAMINE AND PLAN…critical self-analysis
whereby the school community examines the work of the school against research-based factors. Engaging stakeholders in defining the vision for the school as well as setting the strategic direction to achieve the vision.
ACT AND EVALUATE…plot journey and take action. Gather evidence and determine results
. Based on the results determine
next
steps
to
advance the journey.
AdvancED Continuous Improvement SystemSlide48
Cross-Cutting Concepts (Tags)
Assessment
Communication
Community
Engagement
Culture/Environment
CurriculumEquityFiscal Resources
GovernanceImprovement PriorityInstructional Quality
LeadershipParent/Family InvolvementPersonnel Quality
Physical
Infrastructure
Professional Learning
Student
Characteristics
Student Expectations
Safety
Student
Engagement
Technology
Use/
Integration
ExamplesSlide49
Improvement Planning
Strategy Map
Vision/Mission
Strategic Priorities
5
year goals
Key Metrics
Annual Improvement PlanCritical Initiatives/Priorities (New & Continuing)Annual measurable objectives/targets
Strategies (evidence-based)Action Plan(s)
Activities
Timelines/Milestones
Measures of success
Ownership
Funding
1 page
Easy to communicate
3-5 pages
Focus and Drive Annual Activity
Easily Digestible
Detailed
Implementation Plans
(Project Management)Slide50
Annual Improvement Plan
ConceptSlide51
eProve Diagnostics
eProve
Surveys
eProve
Inventories
eleotSlide52
Improvement Journey
Aligned Suite of Tools and Resources for Schools & Systems
Diagnostics
School
Quality Factors Diagnostic
System Quality Factors Diagnostic
Early Learning Self Assessment
Impact of Instruction DiagnosticSurveys & Inventories
Climate & Culture SurveysStudent Engagement SurveyStudent InventoryTeacher Inventory
Impact of Instruction Inventory
Observation
Tools
Effective
Learning Environments Observation Tool™ (eleot™)
All of these tools – and more – are available to institutions via Slide53
eProve™
Next Generation School Improvement Productivity ToolSlide54
Session Goals
54
Understand the role and purpose of
eProve
™ productivity platform for continuous improvementSlide55
School
I
mprovement
P
roductivity
T
ool
55
iPhone
iPhone 6sSlide56
Ability to iterate/improve upon the current ASSIST framework is limited
User need more flexibility and control
The time is right…
We have learned a great deal from ASSIST
We must address customer needs and pain points
Technology is ever-changing and improving
We are preparing for new Standards and additional Certified
C
ontent
Why are we building eProve?
56Slide57
Learning from our users:
Focus Groups
Surveys
Interviews
Usability Testing
Field Observations
Customer Service
touchpoints
Learning from our users
57Slide58
Accounting for the Continuous Journey
58
Journey vs. Event
Improvement vs. Compliance
Our goal is to meet every educational organization
where they are
and
empower
them to successfully navigate a continuous
improvement journey
that is guided by a community inspired
vision
– to create a world of opportunities for every learner.Slide59
Continuous Improvement Journey
Surveys (perspectives)
Climate & Culture
Student Engagement
Inventories (experiences)
Students
Teachers
Observationseleot (optional)
Action PlansAnnual Improvement PlanAction Plan(s)
Act & Evaluate
Diagnostic
School
Quality
Factors
Inventory
Impact of Instruction
Strategies
Strategy Map
Examine & Plan
Learn & Share
Gather and share perspectives and experiences across all stakeholder groups
Collect and analyze
data, prioritize improvement areas, define vision & set the strategic direction
Plot journey, take action, gather evidence, evaluate results and continuously monitor and adjust
External Engagement
Diagnostics
Leadership Capacity
Learning Capacity
Resource Capacity
Observation Tools
Student Engagement - eleot™
Governance Board
Interview Tools
Students
Parents/Community
Teachers/Leader/Governing Body
59Slide60
e
ngage. empower. evolve
.
Schools and Systems!
60Slide61
www.advanc-ed.org/eProve
61Slide62
www.advanc-ed.org/eProve
62
eleot
® 2.0
E
arly 2017
s
urvey 1.0
2016
s
urveys 2.0
E
arly 2017
workspace 1.0
May 2017
s
urveys 2.1-2.x
Spring 2017
eleot
® 1.0
2015
d
iagnostics 1.0
Early 2017
eleot
® for Teams
May 2017Slide63
January 2016 – eProve surveys available to all institutions in the AdvancED Network
63Slide64
Same
login/password
64Slide65
Add questions to Certified Surveys
Create custom surveys
Online multi-language
Mobile response
Share surveys
Survey landing pageReportingReport builderTop/Bottom five
Benchmarking
Key Features: eProve surveys65Slide66
66
eProve
eleot
for systems availableSlide67
S
ystem-level license
S
treamlined observation administration
I
mproved reporting systems -aggregate observation results for multiple schoolsStreamlined user, license and training managementMore comprehensive observations landing pageImproved purchasing and onboarding for systems
– including cart/quoteKey Features: eleot for systems
67Slide68
Coming Soon!:
eProve
workspace
eProve
Workspace is a flexible, extendable work management tool for school improvement.
68Slide69
eProve eleot
Classroom Observation Tool
Mobile app –
conduct observations offline
Focused on students, not teachers
Identify observable and quantifiable evidence of classroom environments conducive to learningSlide70
Certified Survey Content
Add Questions
Create custom surveys
Online multi-language
Mobile response
Comprehensive ReportingInteractive Reporting ToolTop/Bottom FiveBenchmarking
Data Export eProve surveysSlide71
equitable learning
high expectations
supportive learning
active learning
progress monitoring and feedback
well-managed learningdigital learning
Engagement EnvironmentsSlide72
Collaboration space for institutions and AdvancED Engagement Teams
Institutions share documentation and evidence with teams
Teams can conduct a virtual review of evidence and information prior to on-site engagement
eProve workspaceSlide73
Climate & Culture Surveys
Inventories
SHARED FOLDER
TEAM ONLY FOLDER
SQF Diagnostic
Spring 2016 eleot results
2016 parent survey results
2016 staff survey results
Professional Inventory Results
Summary of Interview Results
Accreditation Engagement Review, 9/1/16-9/4/16, Team Members, etc.
Professional Inventory Results
SQF Evidence
Observations
Observations
Observations
School Quality Factors
System Quality Factors
Early Learning Self Assessment
Student Engagement Surveys
eleot
Observations for Teams
erel
Leadership Capacity
Diagnostics for Teams
Learning Capacity
Resource Capacity
Parent Interview Poll
Surveys for Teams
Student Interview Poll
Teacher Interview Poll
Tools for Teams
Tools for Institutions
Summary of Observation Results
Team Schedule
Findings
Draft Engagement Review ReportSlide74
School Quality
Factors
Clear
Direction
Healthy
Culture
High
Expectations
Impact of Instruction
Resource Management
Efficacy of Engagement
Implementation Capacity
Learning Capacity
Leadership Capacity
1.1
Purpose statement
1.2 Actions to achieve purpose
1.3
Continuous improvement plan
& process
1.4 Establishes & adheres to policies
1.5 Accountable & adheres to code of
ethics
1.6 Staff supervision & evaluation
processes
1.7 Operational processes & procedures
1.8 Engage & communicate with
stakeholders
1.9 Improved leadership effectiveness & culture of shared leadership
1.10 Gather & analyze feedback from stakeholders
Resource Capacity
Performance Standards
D
esired
level of quality expected for each of these
school quality factors and the criteria by which the level of quality can be determined.
Core
set of research-based factors contributing to the achievement of desired results or outcomes. (school/system)Core set of research-based factors contributing to achievement of desired results or outcomes. (classroom)Data Collection Tools
Stakeholder perception surveys
Climate & Culture
S
urveys
Inventories (student & teacher)
Student Performance Diagnostic
Stakeholder Feedback Diagnostic
Impact of Instruction Diagnostic
Leadership Capacity Diagnostic
Learning Capacity Diagnostic
Resource Capacity Diagnostic
eleot (classroom observation)
Learning Environments
Equitable
Learning
High Expectations
Supportive
Learning
Progress Monitoring
& Feedback
Well-Managed Learning
Student Engagement SurveySlide75
The Engagement ReviewSlide76
Engagement Review
Aligned Suite of Tools and Resources for
Engagement Review Teams
Diagnostics
Standards Diagnostic(s)*
Environmental Rating for Early Learning™ (
erel
™)Interview PollsStudent Interview
Teacher/Staff InterviewParent InterviewLeader InterviewObservation Tools
Effective
Learning Environments Observation Tool™ (eleot™)
These tools area available to authorized team members via
* There are seven versions of this diagnostic, each aligned to a set of the AdvancED Performance StandardsSlide77
Connect With Us
77