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South Kitsap Presentation
 

South Kitsap Presentation

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    South Kitsap Presentation South Kitsap Presentation Presentation Transcript

    • Data AND Hope
      • District Improvement in
      • South Kitsap Schools
      • Believing…Knowing…Doing!
      • WSU – Vancouver
      • October 24, 2009
    • From Barriers to Bridges We must have the courage to seek solutions rather than blame
    • Do You Believe? School systems are not responsible for meeting every need of their students. But when the need directly affects learning, the school must meet the challenge. Carnegie Task Force on Education of Young Adolescents (1989)
    • Beliefs and Basic Needs
    • It Starts with a Vision…. Vision is the gift of seeing clearly what may be. Vision expands our horizons. The more we see, the more we can achieve; the grander our vision, the more glorious our accomplishment. – Unknown Nurturing Growth, Inspiring Achievement, Building Community
    • A REAL Vision A vision that is not consistent with values by which people live continuously will fail to inspire and often will foster cynicism (Senge, 1990). Miles (1987, cited in Fullan, 1991)
    •  
    • Organizational Culture
      • “ .. The attitudes and beliefs of persons in the school shape that culture.”
      • “ School culture does affect the behavior and achievement of (all) students.”
      • “ School culture does not fall from the sky; it is created and thus can be manipulated by people within the school.”
      • “ .. culture becomes the cohesion that bonds the school together as it goes about its mission.”
      • “ .. culture can be counterproductive and an obstacle to educational success.”
      • “ .. the relationships between students and their peers, teachers, and the school as a whole can help or hinder school improvement efforts.”
    •  
    • Institutionalizing Our Vision
      • NIB Bracelets
      • “ Caught Being a NIB” Program
      • Monthly Recognition and Presentations at Board Meetings
      • Web Link for Nominations and Recognition
      • NIB Shirts to Recipients
      • NIB Catcher Buttons to those who nominate
      • Staff from every school, every association, every department recognized.
      • Parents and Students nominated as well
    • Cliché or Calling? “ It takes a village to raise a child.”
    • The Village… “ There can be no keener revelation of a society’s soul than the way in which it treats its children.” Nelson Mandela
    • Redefine the Village
      • http://www.skitsap.wednet.edu/14551032716343267/site/default.asp
    • Straight A School District
      • AND
      • ALL
      • ALIGNED
    • “ AND” & “ALL” ALL Kids are Capable of Success Ensuring High Levels of Learning for ALL Students Reaching ALL Takes ALL: Whole Community + Whole District = Whole Child Student AND Adult Centered Compliant AND Compelling Visionary AND Urgent Hope AND Evidence Beliefs AND Data Art AND Science Curriculum AND Culture
    • ALIGNED: CHARACTERISTICS OF IMPROVED SCHOOL DISTRICTS
      • This review of research studies illustrates that school districts can improve over time. When they do, they improve because they understand and work with the many interrelated parts of the educational system that impact student achievement. Shannon, G. S., & Bylsma, P. (2004).
    • High Levels of Collaboration & Communication
    • Collaboration between district and schools is based upon trust and respect
    • High Levels of Collaboration & Communication
    • There is effective, 2-way communication between the district and our school
    • District Support for Improvement
    • There is a consistent vision of school improvement throughout this district
    • District Support for Improvement
    • This district facilitates systems and processes to support school improvement
    • THE Common Theme
      • “ A precondition for doing anything to strengthen our practice and improve a school is the existence of a collegial culture in which professionals talk about practice, share their craft knowledge, and observe and root for the success of one another. Without these in place, no meaningful improvement—no staff or curriculum development, no teacher leadership, no student appraisal, no team teaching, no parent involvement, and no sustained change—is possible.” (Barth, 2006, p. 13)
    • Whole Schools “ The relationship among the adults in the schoolhouse has more impact on the quality and the character of the schoolhouse – and on the accomplishments of youngsters – than any other factor.” – Barth, 2001
    • ALIGNED: CHARACTERISTICS OF IMPROVED SCHOOL DISTRICTS
      • EFFECTIVE LEADERSHIP
      • QUALITY TEACHING AND LEARNING
      • CLEAR AND COLLABORATIVE RELATIONSHIPS
      • SUPPORT FOR SYSTEM-WIDE IMPROVEMENT
      • “ Ensures system-wide district improvement efforts supersede specific programs, departments, building or individual preferences.”
    • A System for EVERY CHILD Assessment Prof. Learning Communities School Improvement Plans Core Curriculum Professional Development Plan District Action Plan District Goals District Improvement Team
    • Dual Track Leadership COMPELLING AND COMPLIANT
      • Compelling/Vision Track:
      • Ensure High Levels of Learning for ALL Students
      • Meeting the Developmental Needs of the Whole Child
      • Engaging Families and Community is Essential to Student Success
      Bridge Goal: Student Success
      • Compliant/Action Track:
      • Reach “Safe Harbor” Status at all schools and District-Wide
      • Increased Math WASL achievement: Special Ed & Low Income Students
      • Intimate Intervention Plans for our Neediest Students (Our 1’s and 2’s )
      Evidence: The Whole Story District Improvement Plan Submitted to State WASL/Achievement Scores for Special Education and Low Income Students Common Assessment Data (as developed by grade level/departmental data teams) Formal Partnerships to Address Basic Needs: Extended Learning Programs – Needs Based Job Embedded Professional Development: Math and Literacy Institutionalize Kids at Hope/PALS; Wellness Center; PLC and RTI Training and Implementation Parent and Community Engagement Data: CEE, etc.
    • Levy Success 08-09
      • Compelling Track:
      • Enhanced Levels of Family/Community Trust
      • and Engagement
      • Compliant/Action Track:
      • High voter turn-out for the February Election
      • Levy Election Validated and Approved
    • Family Engagement and Community Partnerships 09-10
      • Compelling Track:
      • Enhanced Levels of Family/Community Trust
      • and Engagement
      • Meeting the Needs of the Whole Child Takes an
      • Investment from the Whole Community
      • Engaging Families and Community is Essential to Student Success
      • Compliant/Action Track:
      • Increase and enhance formal, strategic partnerships to address student and family needs
    • A System for EVERY CHILD Ready For K PALS Back to School Celebration Wellness Center B&G Club Summer Lunch Back Packs for Kids Kids at Hope
    • Resourceful and Responsible 08-09
      • Compelling Track:
      • Creating and Nurturing a Culture of Needs Based
      • Investment of Resources
      • A trusting and collaborative “family” organization
      • Compliant/Action Track:
      • Adjustments to “Family Budget” 08-09
      • Ongoing Savings & Efficiency Plan with monthly updates
      • Collaborative Process for 09-10 Budget
      • Long Range Budget for 2 Years
      • Internal Audits: Return on current Investments
    • Values-Based Investments
      • “ Don't tell me where your priorities are. Show me where you spend your money and I'll tell you what they are.”
      • James W. Frick quotes
    • Student Success 09-10
      • Compelling Track:
      • Ensure High Levels of Learning for ALL Students
      • Meeting the Developmental Needs of the Whole Child
      • As a Professional Learning Community our Systems will Ensure Success for Every Child
      • Compliant/Action Track :
      • Increase Success in Mathematics for All Students
      • Reach “Safe Harbor” Status at all schools and District-Wide
      • Increased achievement with Special Education
      • and Low Income Students
      • Intimate Intervention Plans for our Neediest Students (lowest quartile; 1’s and 2’s)
    • Call To Action 09-10
      • Compelling Track:
      • A Values – Based Organization with a Compelling Mission, Vision and SK School-Community Compact
      • ALL Kids are Capable of Success…No Exceptions!
      • Compliant/Action Track :
      • On-going Development and Ultimate Adoption of Policy Governance
      • Telling the Whole Story: Collection and Promotion of All Evidence of Success
    • Schools as Case Managers Know Our Kids Know Our Community Know Our Strengths/Resources Know Our Needs Connect Our Resources to Our Needs Being all things to/for all kids does not mean provide every service – it means developing purposeful partnerships with agencies who do provide the services our kids need!
    • The Village is The System School systems are not responsible for meeting every need of their students. But when the need directly affects learning, the school must meet the challenge. “ It takes a village”
    • Our System/Village
      • Juvenile Detention
      • Helpline
      • Homeless Liaisons
      • Seniors
      • Military Family Resources
      • Big Brothers, Big Sisters
      • PAL’s/CHAMPS Mentoring
      • Dental Services
      • Dept. Child and Fam. Services
      • Indian Education
      • PTA’s
      • Harrison Hospital
      • 3 Church Leaders
      • County Agencies
      • Child Protective Services
      • County Library Officials
      • Foster Youth Agencies
      • Probation Officers
      • Law Enforcement
      • Lions Club/Rotary Club
      • Counselors
      • Nurses
      • Food and Nutrition Services
      • School and District Staff
      • District Programs
    • A Connected Community
      • http://sksdwholechild.ning.com/
    • A System that Ensures Success for EVERY CHILD Ready For K Visual Arts Back to School Celebration Wellness Center B&G Club Summer Lunch Back Packs for Kids Kids at Hope Athletics PALS Performing Arts CTE Academics PLC’s
    • “ You can dream, create, design and build the most wonderful place in the world, but it requires people to make the dream a reality.” Walt Disney
    • HOPE: Believed and Practiced “ A school can create a coherent environment,” a climate more potent than any single influence—teachers, class, family, neighborhood—“so potent that for at least six hours a day it can override almost everything else in the lives of children” (Edmonds, 1986).
    • The Science of Hope
      • Children who succeed do so when they have people in their lives who believe they can succeed.
      • Children who succeed have meaningful relationships with caring adults.
      • Children who succeed are nurtured by a culture that is focused on success and strengths.
      • Children who succeed have “Treasure Hunters” in their lives who have and hold them to high expectations
    • Treasure Hunters
      • As an adult and a Treasure Hunter
      • I am committed to search for all the talents, skills and intelligence
      • that exists in all children and youth.
      • I believe all children are capable of success,
      • No Exceptions!
    • Closing the Believing – Doing Gap
      • “ Do you believe in what you do? Every day? It turns out that belief happens to be a brilliant strategy.”
      • - Seth Godin in Tribes