French Creek Introduction to District Strategies and Data Driven Needs Assessment
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Introduction to District Strategies, Building Goals and Mid Year Review
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French Creek Introduction to District Strategies and Data Driven Needs Assessment
- 1. Good Morning! Please sit together to Create Five Vertical Teams Staff member from every grade level Learning Support Staff Member Special Area or Other Support Staff Member
- 2. Professional School Based Learning Teams French Creek Elementary School 3 2 4 1 Mid-Year Review School Based Learning The Continous Improvement Cycle Reaching New Heights Redefining Professional Learning 1/11/2010
- 3. Redefining Professional Learning “Focused, quality professional learning centered at the school and embedded into the daily activities of teaching contributes to changing instructional practices and impacts student performance.” Change, Lead, Succeed p. 16
- 5. Maximize teacher effectiveness
- 6. Support innovation and migration of evidence based practices and changeStudent Achievement
- 7. Five Pillars Brainstorm Topics Discuss what your pillar means to you in regards to: Your profession Instructional practice Teaching experiences Interaction with students Your responsibility in this area as a partner in continuous improvement
- 8. Culture of Rigor Conditions of Learning High Expectations – Using time wisely New Math EDM – More challenging More demanding, less creativity, less opportunity for “teachable moments” Less time for interactions with students/connections/sharing 1 on 1 Stay current on best practice more time for focused, effective planning Kids seem stressed-less down time and time to reflect Trust and confidence in Administration Time provided during inservice to reflect and implement ideas and strategies learned New teacher training Environment in classroom should be safe, trusting, respectful Everyone feels ownership of student achievement. Pillars of Student AchievementInitial Perceptions from FC Staff
- 9. Capacity Building Responsibility for Learning Analyze data Assessment overload Need to streamline data Data driven instruction Students are overwhelmed Need for differentiated professional developmentbased on teacher input and data Teacher. Student, parent All the students at FC are our kids and we are all responsible for their learning (Teachers, aides, support staff, IST, coaches, nurse, principal, etc.) We all learn together and from one another (COLLABORATE) Working together but recognizing student, parent, teacher accountability and how it relates to student achievement and the “big picture” Pillars of Student Achievement Initial Perceptions of FC Staff
- 10. Student Achievement Pillars of Student AchievementInitial Perceptions from FC Staff Purpose of our profession Student needs drive our instructional practices Use data to guide instruction High Expectations Student accountability Implement new programs
- 14. Tools and Processes On-going Assessment Engagement (Goal Setting) Continuous Improvement Efforts Critical Supports for Teachers Learning Environment
- 16. What Is it? What’s it about? What will happen? Mid-Year Review
- 19. Challenges
- 21. Measure Supports Help measure the impact of supports provided to schools by each District department More fully support schools in strengthening their “instructional core” to improve student outcomes.
- 22. What to Expect
Editor's Notes
- Good morning and overview of agenda
- These Districts Strategies were developed as a more intentional approach to increase our capacity to support teacher’s efforts to improve their practices and support our school leaders and their teams in the effort to guide instructional improvement
- Each district goal aligns and focuses on these pillars of student achievement. Our charge as a school is to align school, grade level, and individual goals to the unique needs of our school. Each of the district strategies is designed to work together in a strategic way to increase student achievement through a continuous improvement model.
- This diagram is a pathway towards understanding our student’s learning needs and strengths, analyzing multiple sources of data and developing student improvement goals that elevate student achievement and tailor adult learning to support the needs of their students. We will continue to refer to this model throughout this journey to define, monitor, review, implement, evaluate and provide support to achieve our goals.
- As we look to identify the needs of our school, we will work collaboratively with the staff to analyze data and determine possible next steps in increasing student achievement at FC. As we look at AYP and the goals for 2014. For the school year 2010-2011 We have set the goal of closing the achievement gap between proficient and non-proficient students by 50% in reading and math and to make AYP by meeting or exceeding benchmark targets for all sub groups.
- District leaders and support personnel are expected to utilize the tools and processes found in Reaching New Heights to support the strategies and tools and processes that are essential to continuous improvement. Discuss in your team 2-3 practices, initiatives or projects of which you are proud that reflect your efforts to realize your goals and further the development of the strategies embedded in Reaching New Heights.
- The mid Year Review process is designed to:Develop a portrait of the quality of learning and teaching provided in each schoolEnable and assist schools to establish a clear view of their strengths, areas for development, challenges and successes
- Provide an opportunity for a school community to reflect on its continuous improvement planning processes, and self-evaluate how well, and how systematically, its educators collaboratively use data to inform instructional decisions, set goals, and support teachers and students
- Help measure the impact of supports provided to schools by each District department and contribute to the responsibility structure intended for the District central team and other personnel committed to support our schoolsMore fully support schools in strengthening their “instructional core” to improve student outcomes.
- The Review Team will observe 8 to 10 lessons collaboratively with the principal or other members of the school’s Leadership Team Each lesson is observed for approximately 20 minutes. Following each classroom visit the review team should engage in a brief conversation with the principal about the observation. There is no expectation that teachers will receive direct feedback.