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Enhancing Academic Performance through Continuous Improvement: A Framework for Success

This document outlines a continuous improvement model aimed at enhancing instructional effectiveness for the 2012-2013 school year and beyond. It highlights key areas for adjustment, including alignment with curriculum expectations, preparation for assessments, and addressing team strengths and weaknesses. The current performance metrics for PreK-2 and grades 3-5 are reviewed, revealing significant gaps in proficiency among sub-groups. The action plan emphasizes behavioral and academic expectations, professional development, strategic programming, and high standards for both students and educators to drive engagement, learning gains, and overall achievement.

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Enhancing Academic Performance through Continuous Improvement: A Framework for Success

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  1. CES Continuous Improvement ModelJune 11,12,13 and 14 2012-13 School Year

  2. The purpose…… • Make adjustments to our instructional focus • Understand current curriculum expectations • Prepare for EOC and elevated FCAT 2.0 assessments including VAM • Determine individual and team strengths • Determine individual and team areas in need of improvement • …..to catch our breath, focus and understand our direction for the new year

  3. Current Performance PreK-2 • FLKRS Pre-K 50% HS 69% (70) • Grade PRS/FSP TLReadTLMath • K 88% NA 67% • 1 80% 47% 50% • 2 51% 50% 45%

  4. Current Performance 3-5 • Reading Math Writing Science 3 49% 49 50% 4858 (4) 44 (5) 4 52% 44% 5 47% 49% LEARNING GAINS ALL STUDENTS 4 63% 68 63% 63 5 73% 61 63% 61 LOWER QUARTILE 25% 4 58% 60 54% 58 5 62% 47 62% 55

  5. What is the data telling us? Reading • 50% on average are grade level proficient • Sub groups still continue to lag behind proficient expectations • Black • ESE • Students are having difficulty engaging non-fiction content • Current levels of reading instruction insufficient for higher level application questioning and comprehension

  6. Math • 49% on average are grade level proficient with new standards • As reading and application strategies are elevated, CES students are less likely to meet grade level standards • Sub groups still continue to lag behind proficient expectations • Black • ESE • Envision process in need of review and adjustment

  7. Writing • Students are not prepared for new 4th grade writing expectations. • CES PreK-4 writing continuum is not supporting current proficiency expectations. • CES student not prepared for 12-13 and 13-14 writing expectations on new CCSS FCAT Reading and Math grades 3-5, EOC k-2, and Grade 4 FCAT Writes • Penmanship, journaling, writing activities across the curriculum are insufficient for grade level proficiency expectations.

  8. Science • While historical data prior to 2011 indicated elevated levels of proficiency, current performance groups and assessments need to be adjusted for rigor. • Current levels of scientific journaling, probe intensity and applicational experiences insufficient to meet expected grade level standards. • Science content is being taught in isolation from reading, math and writing expectations

  9. What we are doing right… • Don't let what you cannot do interfere with what you can do. Coach John Wooden, UCLA • 20% gap of improvement is reachable due to expertise on campus • Community that has the highest levels of trust for CES • RtI fomat • Intervention Programming • Art, Drama, Puppetry, Tutoring, Media Services, Technology, Instructional Resources, Drumming, Chorus, After School Programming • Collaborative Planning • Rising Growth Scores • Inservice Programs • Reading Leaders • Strategic Planning • Instructional and Support Teaming

  10. The Reality- Our Baseline • Current levels of proficiency are our starting point • EOC assessments implemented 13-14 K-2 • All student groups count • FCAT Writes proficiency level expected to rise along with final draft scoring criteria • Clear definitions of learning gains • Students expected to apply knowledge • Individual student growth is paramount

  11. Competition at our door step… • KES, SWES, OES, WES • Turning Point • Lighthouse Academy • St. Paul School for Excellence • Beacon of Hope • Florida Virtual • CPS • Palencia Elementary • AYP School Choice

  12. High Expectations • The bar has been raised…………… • Cut scores and proficiency expectations • Writing for purpose, clarity and understanding • Parental communication • Academic transparency • Instructional practices (Marzano) • Strategic planning • Maximized instructional time with students • Engagement vs. Attention

  13. Expectations • Academic Expectations (next 4 days) • Reading • Math • Writing • Science

  14. Expectations • Behavioral Expectations (Aug 6,7,8) • School • Grade Level • Classroom • Individual Student

  15. Expectations • Professional Expectations • Understand Marzano • Contribute to the TEAM • Understand your responsibilities • Spend your time strategically • Know and love your students

  16. The HOW! • Professionalism “Do your job!” • Individualized Professional Development-Wednesday Format • Strategic Scheduling- M, T, TH, F WOW • Program Fidelity-writing, PA-Phonics, RtI and Data • Consistent Accurate Assessment (Focus Calendars, Probes) • Communication with team, support and parents • High Expectations for yourself, students, parents and co-workers

  17. Lessons from roundball….. • I'd rather have a lot of talent and a little experience than a lot of experience and a little talent. Coach John Wooden

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