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Introductions

Introductions. Welcome to our new principals, assistant principals, instructional facilitators, blended learning coaches, and central support services staff. Online Tools for the Meeting. Leadership Academy Wiki law2013.pbworks.com EOY Review Wall http://padlet.com/wall/EOY_2013.

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Introductions

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Presentation Transcript

  1. Introductions • Welcome to our new principals, assistant principals, instructional facilitators, blended learning coaches, and central support services staff

  2. Online Tools for the Meeting • Leadership Academy Wiki • law2013.pbworks.com • EOY Review Wall • http://padlet.com/wall/EOY_2013

  3. High Performing Systems Leadership Strategic Strategic Planning Goals & Measures Action Plans Student/ Stakeholder/ Customer Focus Strategic Results Process Results Human Resource Focus Process Management Information & Analysis Operational CORE VALUES

  4. 1.0 Leadership Head Football Coach 2.0 Goal 3.0 7.0 1. Advance the ball 10 or more yards every 4 downs. Aim Results Win all games in the season. • % of 1st downs completed • Win/Loss 5.0 • % of tackles made • % of passes made • Yardage gained/run 6.0 Satisfaction Process • Equipment • Recognition • Training • Self-esteem • Offense/defense plays • Practice • Scrimmage games 4.0 Game films, stats, W-L Core Values

  5. District as a System District Leadership District Strategic Plan Goals & Measures Action Plans Student/ Stakeholder Focus District Vision District Strategic Results District Process Results -Training -Culture -Resources -Recognition Department Strategies & Action Plans Information & Analysis CORE VALUES

  6. (Principal) Leadership School Goals & Measures Action Plans Student/ Stakeholder Focus School Vision School Results School Process Results • Training • Culture • Recognition • Resources Instructional & Non-Instructional Processes Information & Analysis CORE VALUES School as a System

  7. District School Classroom Interlocking plans connect the work at all levels of the system… Student

  8. 15-Minute Break

  9. Keynote Address byDr. Darrell Johnson, Superintendent of Greenwood School District 50

  10. 5-Minute Break

  11. Priority I: Globally Competitive Students

  12. Celebrations • 16/17 elementary schools implementing Letterland • HS common exams and EOCs displayed a passing rate of 88% or higher • Grades K-2 multi, Caucasian, and AIG subgroups performed above district average on EOY benchmark assessments • Grades K-2 are all at 70% proficient or above on Reading 3D (Woodland, Lake Norman Elementary, and Lakeshore Elementary are above 80%)

  13. Celebrations • All Reading 3D elementary schools showed growth from beginning of the year to mid-year • AIMSweb female 4th and 5th graders are a strong subgroup compared to other subgroups • 4 schools had fewer dropouts than last year • Preliminary data indicate a dropout rate of 88.1%, up from 87.1% last year

  14. Opportunities for Improvement • 16 schools had less than 80% of students meeting the Reading 3D benchmark • Benchmark, AIMSweb, and Reading 3D data all indicate a gap in reading between all students and African-American, Hispanic, and EC subgroups • Need to close reading gaps prior to exiting 3rd grade • K-2 EC subgroup math scores declined district-wide on EOY benchmark assessments • 32% of 3rd graders are not on level according to Reading 3D data (per Read to Achieve, approximately 400 students would require summer assistance)

  15. Opportunities for Improvement • Saw a decline from mid-year to end-of-year due to the TRC/writing component • Five schools had an increase in the number of dropouts

  16. Additional Information/Data Needed • Awaiting EOG results from 2012-2013 • Awaiting final information about the state’s plan to report school performance • Anticipation of a 30% drop in scores due to added rigor • Is there a root cause for the gender differences noted in AIMSweb? • Need EC and ELL breakdown for Reading 3D • Need cohort data class size for dropouts to determine dropout rate

  17. Recommended Next Steps • Must use 2012-2013 as baseline data for state assessments • Adjustments will need to be made to Priority I goals • Make connections between Reading 3D and writing • Look at students as a cohort when comparing Reading 3D • Continue to implement RtI and use of fluency strategies, research-based practices, and a strong phonics program • Fully implement Letterland in 2013-2014 • Focus on writing in all subject areas • Continue to focus on Read to Achieve mandate

  18. Recommended Next Steps • Build awareness of the portfolio (3rd grade) • Continue to stress the importance of K-4 literacy (to staff, parents, and the community) • Prepare kindergarten teachers for the 2014-2015 readiness assessment • Develop a tracking system for retentions • Implement district-level literacy plan • Bring in blended learning resources to assist elementary schools

  19. Lunch & Energizer

  20. Priorities II/IV: 21st Century Professionals & Leadership Guides Innovation

  21. Celebrations • Moved from 97th to 62nd in HQ %; 1.15% increase over last year; major gains at Pressly, Monticello, SIHS, SMS, NIHS, TMS, and LNHS • Students can articulate goals/learning targets in over 93.5% of classrooms visited (highest % in middle schools) • 83.3% of teachers had an effectiveness rating of ‘met’ or ‘exceeded’ growth • 76.3% of teachers had a summative rating of ‘accomplished’ or better on Standard 1 • 13 schools improved teacher attendance (Pressly, Monticello, and LNES had significant gains)

  22. Celebrations • Decrease in the number of teachers using annual, professional, personal, and sick leave days • 4 schools increased classified attendance, with significant gains at SMS and NIMS • Decrease in the number of sick leave days used by classified employees • Increase in all four indicators under ‘strategic direction’ element of CWT • ‘Grouping formations match the task at hand’ element increased at all schools • Many grade level-specific celebrations on CWT

  23. Opportunities for Improvement • Declines in HQ% at five schools • Online 73% of classroom PDSAs are current and are being authentically used (14 schools are below this average) • 16.7% of teachers did not make ‘expected’ growth • 57.5% of teachers had a summative rating of ‘accomplished’ or better on Standard 3 • Teacher attendance remains below 95% • Increase in the number of jury/early dismissal/miscellaneous days being used by teachers • Teacher attendance declined at 22 schools • Classified attendance declined at 29 schools

  24. Opportunities for Improvement • Increase in the number of annual, donated, and jury/early dismissal/miscellaneous leave used by classified staff • Only 45.8% of school had documented differentiation on CWT • 15% of classrooms had no learning targets posted • More listening than doing observed during CWTs • More than half of students and teachers were not observed using technology during CWTs • Many grade level-specific OFIs

  25. Additional Information/Data Needed • Not currently tracking the attendance of all certified and classified personnel; must determine if this information is desired

  26. Recommended Next Steps • Continue to fine tune processes for developing checks and balances on teacher assignment and new hires • Used existing coaching resources to improve continuous improvement processes in the classroom • District will continue to develop and share resources to enhance knowledge and understanding of I-SS Model • Building admins should use available data for internal planning and teacher growth • Must ensure the consistent reporting of classified attendance and continue to emphasize the importance of attendance • Ensure the shared leave benefit is used appropriately

  27. Recommended Next Steps • Continue to monitor attendance on a monthly or quarterly basis • Work with schools to develop attendance incentives • SIPs must reflect identified OFIs • Clarify CWT operational definitions • District must provide continued training and support on CRA model, literacy anchor standards, informational text strategies, and the purpose of posting quality student work • Schools must provide continued support and coaching for the I-SS Model

  28. Priority III: Healthy, Responsible Students

  29. Celebrations • Schools appear to be more diligent in reporting incidents of crime & violence • Crime & violence goal met for 2012-2013 • Incidents of ‘possession of alcohol’ dropped from 27 to 18 over the last year • Alternative programs have been helpful in reducing OSS rates • OSS goal met for 2012-2013 • High school Fitnessgram goal met

  30. Celebrations • Testing and recording for Fitnessgram is now occurring in grades 3-9; over 90% are being tested • Elementary Fitnessgram scores increased from pre- to post-test by 18% points • Middle school Fitnessgram scores increased from pre- to post-test by 13% points

  31. Opportunities for Improvement • The number of incidents of ‘possession of a controlled substance’ nearly doubled from 2011-2012 • The number of incidents of ‘possession of a weapon’ was up from 25 to 46 • Inconsistency across the district in what constitutes OSS • Elementary and middle school incidents of OSS increased • Middle school students did not achieve Fitnessgram goal • Need to increase the % of students tested on Fitnessgram • Need to find a way to enable students to be enrolled in PE all year

  32. Additional Information/Data Needed • Need to identify the type of weapons being brought to school • What substances are being brought to school? • How many students were first-time offenders v. repeat offenders? • How many first-time offenders took advantage of substance abuse counseling? • No comparison data for OSS • How do gender and socioeconomics affect Fitnessgram scores? • How do extracurricular activities affect scores?

  33. Recommended Next Steps • Need to provide additional information/training to students and parents about substance abuse and weapons policies • Analyze crime & violence reports to determine what substances are most prevalent • Ensure consistent implementation of board of education policy at every school (discipline) • Continued discussions at principal and AP meetings about consistency among schools related to the use of OSS • Increase Fitnessgram monitoring to ensure all students are tested

  34. Recommended Next Steps • Continue PE teacher action plans to focus on individual school gaps • Provide professional development to PE teachers

  35. Priority V: 21st Century Systems

  36. Celebrations • Implementation of a monitoring tool for overtime; monitored on a monthly basis with mid-course adjustments being made by supervisors • Overtime has been reduced 75% over a five-year period • The BOE and administration continue to value maintaining a healthy fund balance

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