District Improvement

1. District Improvement Targeting Effort to Increase Achievement

2. State Recalibration StudyEvidence-Based School Funding(Odden & Picus, 2007) 10 Strategies to Double Performance Schools and Districts that have Doubled Performance (Illinois, Washington, Wisconsin, Other studies) • Needs Assessment • Set Higher Goals • New research-based curricula • Data-based decision making • PD – long term and extensive • Efficient use of school time (e.g. blocks for reading/math, doubling) • Multiple Extra Help Strategies (e.g. tutoring, extended day/year) • Create PLCs focused on student performance • Support for improving instruction from teachers, principals, and district leadership • External Professional Knowledge

3. Federal Expectations • Close Achievement Gap • 100% Proficient in LA and Math by 2014 • Annual Expectations for % Proficient

4. Federal Expectations • Close Achievement Gap • 100% Proficient in LA and Math by 2014 • District % Proficient for IEP

5. District Response • NCSD is “In Improvement” for at least 2 years • “On Hold” because we made AYP in 06-07!  • Required District Improvement Plan • Reducing K-3 Class Size • Mentoring Program • Instructional Facilitators • Tutoring of At-Risk Students • Access to General Ed. Curriculum • Alignment to PAWS assessment descriptions • Academic Goal Setting • Writing

6. Alignment • Focus: 3 of 9 Content Areas (Reading/Writing, Math, and Science) • Summer, 2007: Identify Essential Curriculum • Summer, 2008: Mapping to Support Viability • PD for All Certified Teachers • Level I: Essential Curriculum (August, 2007) • Level II: Curriculum Mapping (August, 2008) • Level III: Backward Design (UbD offerings begin in January, 2008)

7. Goal Setting • Focus: To establish a place where data, rather than assumptions, drive thought and action (Strategies, 1999, July ). • Goals are the stuff of motivation, persistence, and well-being, but they have to be measured in student achievement. (Schmoker, 1999) • Professional Development • Level 1: Data Driven Goal Setting: Whole Class • 2 hour block of time, August, 2007 • Level 2: Data-Driven Goal Setting II • Students Setting Their Own Goals • January 2008 • Level 3: Data-Driven Goal Setting III • Using Formative Assessment to Monitor Progress • August 2008

8. Writing • Focus: Students will learn and apply writing strategies to communicate. • Writing is easy. All you have to do is cross out the wrong words. - Mark Twain • Writing is just a process of connections. - Raymond Carver • Professional Development: Writing training will be offered on an on-going basis for the next three years (2007-2010). • Required for Elementary Teachers • Level 1: Two-day Introduction to 6+1 Traits • Level 2: Writing Workshops: Classroom Application of 6+1 Traits • Required for Secondary Language Arts Teachers • Level 1: Two-day Introduction to 6+1 Traits • Level 2: Writing Workshops: Classroom Application of 6+1 Traits • Required for Secondary Content-Area Teachers • Level 1: One-day Nonfiction 6+1 Workshop (required of secondary content teachers) • Optional: • Level 1.5: One-day 6+1 Refresher • A pre-requisite for the Refresher is prior 6+1 Traits Training

9. Support • IFs provide ongoing, sustained PD in consultation with External Professionals • Certified Staff help design, then implement • Principals’ most important responsibility: Knowledge of curriculum, instruction, and assessment (to create second order change in schools). • District Resources • Curriculum and Instruction staff • Fall and Winter Institutes • Title I dollars dedicated @ 10% ($400,000)