Administrative Workshop presentation July 2013
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Administrative Workshop presentation July 2013

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Presentation for all principals, assistant principals and other administrative staff regarding the new five year strategic plan and district literacy plan.

Presentation for all principals, assistant principals and other administrative staff regarding the new five year strategic plan and district literacy plan.

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Administrative Workshop presentation July 2013 Administrative Workshop presentation July 2013 Presentation Transcript

  • Administrative Workshop Thursday, July 25, 2013 Brainerd BX
  • Strategic Plan 2013 – 2018
  • The Process • Consultation and Facilitation by District Management Council (DMC) • Committee Chairs selected • Principals join process by serving on one of four sub-committees
  • The Process
  • Four Focused Sub-Committees • Principal Leadership Development • Focused Academic Support • Technology Fluency • Accountability Systems
  • Committee Members Margaret Abernathy Robert Alford Tom Arnold Angela Askins Greg Bagby Mike Ballard Regina Brock Zac Brown Katherine Clem David Cowan Sharon Dodds Tony Donen Preston Gonter Saunya Goss Cheri Grant Karen Hollis Steve Holmes Todd Jackson Kirk Kelly Patty Kinsey Julie Legg Jill Levine Marvin Lott John Maynard Lee McDade Gail Morgan Penny Murray Kathie Pagano-Fuller Jamie Parris John Pierce Aimee Randolph Sonja Rich Karla Riddle Justin Robertson Stacey Roddy Krystal Scarbrough Robert Sharpe Debbie Smith Stacy Stewart Bryan Stewart LeAndrea Ware Gary Waters Brent Webb
  • Principal Leadership Development Focused Academic Support Technology Fluency Accountability Systems Student Success HCDE Five Year Strategic Plan
  • Principal Leadership Development
  • Principal Leadership Development Overall Goal: Every school in HCDE will have an effective instructional, operational, and community leader that has been supported through a leadership pipeline before and during their tenure as principal.
  • Principal Leadership Development Leadership matters. In fact, it is second only to effective instruction among all school related factors that contribute to student learning. Leithwood (2004)
  • Principal Leadership Development The Principalship – Data Snapshot Principals 42.7 % with less than 3 years experience in HCDE Assistant Principals 61.3 % less than 3 years experience in HCDE
  • Principal Leadership Development Sub-initiative #1 Implement systems of ongoing support for existing principals to improve overall effectiveness
  • Principal Leadership Development Main Activities - Sub-initiative #1 Activity 1: Induction program with mentorship Activity 2: Professional development catalog Activity 3: Principal networks and PLCs Activity 4: Implement coaching support
  • Principal Leadership Development Sub-initiative #2 Implement systems to identify and grow aspiring principal talent within HCDE in order to build a deep leadership bench.
  • Principal Leadership Development Leadership Pipeline A vision taking shape… Instructional expertise Advocate for students and families Demonstrated leadership
  • Principal Leadership Development Main Activities - Sub-initiative #2 Activity 1: Revise Leadership Fellows selection model Activity 2: Implement a residency model Activity 3: Principal Leadership Academy .
  • Principal Leadership Development Sub-initiative #3 Sustain continuous improvement of HCDE’s administrator evaluation model to reflect evolving district needs, priorities, and state standards.
  • Principal Leadership Development Main Activities - Sub-initiative #3 Activity 1: Create HCDE principal evaluation model aligned with Project Coach. Activity 2: Develop survey models for evaluation process.
  • Focused Academic Support
  • Focused Academic Support Overall Goal: Literacy is the foundation of teaching and learning. In order to ensure student growth in literacy across all subject areas, HCDE will provide educators and students with differentiated supports based on school and classroom needs.
  • Focused Academic Support Reading and Math Achievement Data Snapshot
  • 3rd Grade Reading % Proficient and Advanced
  • 7th Grade Reading % Proficient and Advanced
  • 3_ 8 Reading % Proficient and Advanced
  • 3rd Grade Math % Proficient and Advanced
  • 7th Grade Math % Proficient and Advanced
  • 3 – 8 Math % Proficient and Advanced
  • English II % Proficient and Advanced
  • English III % Proficient and Advanced
  • Algebra I % Proficient and Advanced
  • Algebra II % Proficient and Advanced 29.7 30.5 36.7 30.8 33.3 42 2011 2012 2013 HCDE State
  • Focused Academic Support Sub-initiative #1 Develop and implement a system of differentiated supports for educators to drive improved instructional quality.
  • Focused Academic Support Main Activities - Sub-Initiative #1 Activity 1: Construct and implement K -12 ELA instructional framework Activity 2: Targeted Literacy PD and support Activity 3: Refine Math classroom frameworks Activity 4: Targeted Math PD and support Activity 5: Review and refine instructional coaching model
  • Focused Academic Support Sub-Initiative #2 Develop and implement a cohesive and coherent system of differentiated support and intervention for student success
  • Focused Academic Support Main Activities - Sub-Initiative #2 Activity 1: Develop district plan for RTI2 Activity 2: High quality instruction Activity 3: Implement a tiered intervention model Activity 4: Focused classroom support for improved literacy outcomes
  • Technology Fluency
  • Technology Fluency Overall Goal: HCDE believes that our graduates should be technologically fluent as part of being college and career ready. Therefore, every student will have the ability to access, use and apply knowledge through technology across the K-12 spectrum in order to support annual proficient student growth.
  • Technology Fluency Sub-initiative #1 Provide equal device access to all students, in order to use technology to decrease the achievement gap
  • Technology Fluency
  • Technology Fluency Main Activities - Sub-initiative #1 Activity 1: Establish Technology Strategy and Implementation Committee Activity 2: Develop wireless access infrastructure Activity 3: Develop a “BYOD” policy Activity 4: Develop tech purchase and support strategy and timeline
  • Technology Fluency Sub-initiative #2 Integrate technology with curriculum in order to support curriculum implementation, focused academic support and accountability
  • Technology Fluency Main Activities - Sub-initiative #2 Activity 1: Curriculum alignment to support standards Activity 2: TBA
  • Technology Fluency Sub-initiative #3 Develop leaders and teachers to use technology in curriculum delivery, in order to ensure equitable access to differentiated learning tools
  • Technology Fluency Main Activities - Sub-initiative #3 Activity 1: Establish rubric for communicating expectations and measuring teacher technology usage Activity 2: Establish baseline of tech proficiency across HCDE and establish priority areas Activity 3: Develop PD strategy to address priority areas for technology fluency
  • Accountability Systems
  • Accountability Systems Overall Goal: HCDE educators will strive to meet or exceed Annual Measureable Objectives (AMOs) for achievement, achievement gap closure, and success rates attainment by using support systems that identify and differentiate areas of strengths and needs within the district. HCDE will annually assess the support systems to enhance performance levels for student and educators.
  • Accountability Systems Annual Measurable Objectives (AMOs) Data Snapshot
  • Achievement Targets 3-8 Subject & Grade Level(s) 2013 % Proficient & Advanced 2012 to 2013 Change Prof & Adv Target AMO Status 3 – 8 RLA 46.9% 1.2% 49.1% Missed Target 3rd Grade RLA 44.8% 2.3% 46.1% Met Target 7th Grade RLA 42.9% 0.6% 45.9% Missed Target 3 – 8 Math 54.2% 4.6% 52.7% Met Target 3rd Grade Math 62.9% 3.5% 61.9% Met Target 7th Grade Math 46.3% 1.2% 48.5% Met Target
  • Achievement Targets 9 - 12 Subject & Grade Level(s) 2013 % Proficient & Advanced 2012 to 2013 Change Prof & Adv Target AMO Status English II 55.4% -1.5% 59.6% Missed Target English III 36.6% 3.7% 37.1% Met Target Algebra I 49.3% 6.6% 46.3% Met Target Algebra II 36.7% 6.2% 34.8% Met Target Grad Rate 81.2% -- -- Missed Target
  • Gap Closure Targets Black/Hispanic/Native American vs. All Students Gap Type Subject & Grade Level 2012 Gap Target 2013 Gap AMO Status BHN vs All 3-8 Math 17.6% 16.5% 16.7% Met Target BHN vs All 3-8 Reading 19.7% 18.5% 19.3% Missed Target BHN vs All Algebra I & II 14.6% 13.7% 14.3% Missed Target BHN vs All English I & II 19.0% 17.8% 20.7% Missed Target
  • Gap Closure Targets Economically Disadvantaged vs. All Students Gap Type Subject & Grade Level 2012 Gap Target 2013 Gap AMO Status ED vs. Non-ED 3-8 Math 28.2% 26.4% 27.3% Met Target ED vs. Non-ED 3-8 Reading 30.3% 28.4% 30.3% Missed Target ED vs. Non-ED Algebra I & II 19.8% 18.6% 23.5% Missed Target ED vs. Non-ED English I & II 29.4% 27.6% 28.8% Missed Target
  • Gap Closure Targets Limited English Proficiency vs. Non-LEP Gap Type Subject & Grade Level 2012 Gap Target 2013 Gap AMO Status LEP vs. Non- LEP 3 – 8 Math 16.9% 15.8% 16.2% Met Target LEP vs. Non- LEP 3 – 8 Reading 29.1% 27.3% 31.3% Missed Target LEP vs. Non- LEP Algebra I & II 23.6% 22.1% 22.0% Met Target LEP vs. Non- LEP English II & III 41.9% 39.3% 37.8% Met Target
  • Gap Closure Targets Students with Disabilities vs. Non-SWD Gap Type Subject & Grade Level 2012 Gap Target 2013 Gap AMO Status SWD vs. Non- SWD 3 – 8 Math 16.8% 15.7% 20.2% Missed Target SWD vs. Non- SWD 3 – 8 Reading 13.0% 12.2% 15.1% Missed Target SWD vs. Non- SWD Algebra I & II 18.6% 17.4% 29.4% Missed Target SWD vs. Non- SWD English II & III 22.8% 21.4% 32.2% Missed Target
  • Opportunities for Success Gap Type Subject & Grade Level 2013 Gap 2014 Estimated AMO Target Limited English Proficient vs. Non-LEP 3 – 8 Reading 31.3% 29.4% Economically Disadvantaged vs. Non-ED English II/English III 28.8% 27.0% Limited English Proficient vs. Non-LEP English II/English III 37.8% 35.5% Students with Disabilities vs. Non-SWD Algebra I/Algebra II 29.4% 27.6% Students with Disabilities vs. Non-SWD English II/English III 32.2% 30.2%
  • Accountability Systems Sub-initiative #1 Continue improvement of Project Coach implementation to improve student outcomes by both reducing district-wide variability of feedback and improving overall teacher effectiveness.
  • Accountability Systems Main Activities - Sub-initiative #1 Activity 1: Create a common definition of what good feedback looks like, both written and oral Activity 2: Conduct needs assessment of existing feedback Activity 3: Professional development and support of feedback Activity 4: Develop system for monitoring feedback quality
  • Accountability Systems Sub-initiative #2 Align HCDE accountability systems with Common Core and PARCC standards to enable clear student and teacher expectations and increased rigor
  • Accountability Systems Main Activities - Sub-initiative #2 Activity 1: Develop and adopt testing protocols and procedures Activity 2: Adapt data systems Activity 3: Incorporate new models in conjunction with Project Coach to align instructional practice Activity 4: Manage “change curve” with expected dip in performance: reset baseline measures with PARCC
  • Accountability Systems Sub-initiative #3 Implement revised principal leadership accountability structures to support principal pipeline initiatives including a new administrator evaluation system
  • Accountability Systems Main Activities - Sub-initiative #3 Activity 1: Pilot new Administrator Model for school year 2013 - 14 Activity 2: Align model to reflect needed adjustments based on principal pipeline initiative and ongoing feedback and system performance
  • Accountability Systems Sub-initiative #4 Implement accountability systems and structures to enable differentiated support for HCDE teachers and staff
  • Accountability Systems Main Activities - Sub-initiative #4 Activity 1: Develop a performance measurement system for professional development activities that can estimate the relative benefit to student learning. Activity 2: Align professional development efficacy insights with cost data to determine opportunities for refocusing district investment
  • Future Training Opportunities PowerSchool Orientation August 7, 2013, 8:30 -12:00 at First Cumberland Presbyterian Church Cognos 101 Training at HCDE IT Computer Lab August 15, 2013, 3:30 PM to 5:30 PM August 22, 2013, 3:30 PM to 5:30 PM August 29, 2013, 3:30 PM to 5:30 PM
  • Principal Leadership Development Focused Academic Support Technology Fluency Accountability Systems Student Success
  • HCDE Five Year Strategic Plan Activity • Silent Read/Reflection • Table Discussion • Provide Feedback
  • Literacy A Vision for HCDE
  • Hamilton County Literacy Department PreK - 12 Literacy is the foundation of teaching and learning. Think of literacy as a spine; it holds everything together. The branches of learning connect to it, meaning that all core content teachers have a responsibility to teach literacy. Vicki Phillips and Carina Wong
  • Literacy TVAAS – Data Snapshot
  • HCDE: TVAAS Literacy 2013 Results for Grade 3 and Grades 4-8
  • HCDE: EOC TVAAS Results 2013
  • Literacy Develop and commit to a common language and expectations for literacy K-12 Framework Best Practices Quarterly Pacing Guides K-12 Strategically align resources and support to meet needs of all students Literacy Support Network After School Support Sessions Support for Administrators Reading and writing are a shared responsibility Common Core Standards Best Practices
  • Top Performing School Districts •Get the basics right •Support teacher effectiveness •Grow teacher professionalism •Recognize and celebrate teachers IMPROVEMENT IS A PROCESS NOT A QUICK FIX
  • Literacy Common Core Learning Activity