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Kenton Exit Report
 

Kenton Exit Report

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  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components: <br /> Highlighting what outstanding practices the TA Team have found <br /> Reviewing next steps as identified by the school site <br /> Areas of improvement found by team consensus and data analysis with suggested action steps

Kenton Exit Report Kenton Exit Report Presentation Transcript

  • Making Middle Grades Work Technical Assistance Visit Southern Regional Education Board
  • Making Middle Grades Work Technical Assistance Visit Southern Regional Education Board/ Making Middle Grades Work Kenton Middle School Southern Regional Exit Report Education Board
  • MMGW Technical Southern Regional Education Board
  • MMGW Technical • “Snapshot” as seen by those external to your school • Baseline data Southern Regional Education • Use as a tool to Board
  • TAV TEAM Tom Buroker, English Meghan Smith, Counselor Shannon Kuhlman, Mathematics Kevin Kapanka, Science Kenton High School Karen Jesionowski, Teacher Espy Elementary School Southern Connie Dyer, Teacher Regional Education Jamie Sanders, Teacher Board Upper Scioto Valley Middle
  • MMGW 10 Key Practices Southern Regional Education Board
  • MMGW 10 Key Practices • High expectations • Teachers working - Extra help/ together extra time • Students actively • Upgraded Core engaged Academics • Using technology • Strong leadership for learning • Qualified teachers • Support from parents Southern • All students Regional matter – guidance • Using data Education Board
  • Components of the Southern Regional Education Board
  • Components of the For each goal, the TAV team identified Actions the school has taken Southern Regional Next Steps Education Board Challenges and Action Steps
  • Closing the Gap Southern Regional Education Board
  • Closing the Gap Summary of data and findings to support the challenges – Achievement Gap – Opportunity Gap – Expectation Gap Southern Regional Education Board
  • Closing the Gaps Southern Regional Education Board
  • Closing the Gaps The overriding challenge is for Kenton Middle is to close achievement, opportunity and expectations gaps in student achievement in order to meet the goals outlined by No Child Left Behind (NCLB) by 2014. Southern Regional Education Board
  • Meet district, state, HSTW/MMGW and federal targets with a focus on high expectations/extra help next steps  Extra semester of reading intervention for SWD 8th grade studentsRotate teachers to re-teach content of 6th and 7th grade prior to state testing in social studies & science  Align 6th and 7th grade math curriculum to prepare all students for Algebra I Southern Regional Education Board
  • Meet district, state, HSTW/MMGW and federal targets with a focus on high expectations/extra help  Significant increase over past 3 years of students scoring basic [composite scores Prof. and Adv. decreased and Basic increased]  SWD students’ scores lower every year  TA team members question if Southern Regional Intervention Specialists are being fully Education utilized in inclusion classes Board  Extra help not required for struggling
  • Meet district, state, HSTW/MMGW and federal targets with a focus on high • Increase co-teaching practices • Increase SWD interaction and challenge in inclusion setting • Concur with planned next step of developing Pyramid of Interventions in math Southern • Establish year-long after-school tutoring Regional program – seek ways that athletes can also Education Board participate [students requested]
  • Meet district, state, HSTW/MMGW and federal targets with a focus on high expectations/extra help  Implement Power of I/A, B, C, Not Yet policies  Refer students immediately when they begin to struggle/fall behind using multiple assessments Southern Regional Education Board
  • Goal I. Increase academic rigor promising practices • Added 2nd Algebra I class [dramatic increase in number of students enrolled] • Added advanced science class • Added 4 Gateway to Technology [grades 6-8] • Adopted common assessments in all subjects • Added advanced math classes in grades 6 and 7 [pre-algebra] • Variety of elective classes offered Southern • Evidence of students outside reading Regional Education • PLTW summer academy for incoming 7th Board graders • Some teachers effectively used questioning
  • Goal I. Increase academic rigor next steps • Review and revise common assessments • Increase Gateway To Technology course offerings • Administer EOC GTT assessments • Use pre-algebra EOC assessment to determine students’ mastery levels & readiness for Algebra I Southern Regional Education Board
  • Goal I. Increase academic rigor challenges • Team members observed rigor levels of classes: •19 at the basic level •24 at the proficient level •11 at the advanced level • Ensure that advanced science class provides more challenging, in-depth and rigorous tasks/ assignments • Expand literacy efforts to ensure students Southern not only read [through AR] but comprehend at Regional Education higher levels Board
  • Goal I. Increase academic rigor recommendations • Assist teachers in determining proficiency levels of assignments and assessments and modifying to increase rigor levels • Increase use of reading and writing strategies across the curriculum • Develop schoolwide literacy plan to address all 5 SREB literacy goals over next 3 years • Increase teachers’ use of rubrics [provide more professional development on developing/ Southern Regional accessing quality rubrics] and post rubrics Education with student work Board • Help teachers use questioning that elicits
  • Goal II. Strengthen the curriculum actions the school has taken • Content area teams working with Curriculum Consultant to align content indicators/curriculum and identify what students need to know and be able to do by every grade level – focus on high- leverage standards Southern Regional Education Board
  • Goal II. Strengthen the curriculum actions the school has taken • Content area teams working with Curriculum Consultant to align content indicators/curriculum and identify what students need to know and be able to do by every grade level – focus on high- leverage standards Southern Regional Education Board
  • Goal II. Strengthen the curriculum next steps  Review data, create assessments and curriculum maps, identify criteria for mastery of indicators, develop rubrics through scheduled professional development Southern Regional Education Board
  • Goal II. Strengthen the curriculum challenges • Standards posted in few classrooms and not stated in students’ language • Few teachers set the purpose for learning in the lesson or closed with summary or reflection on the content of the lesson Southern Regional Education Board
  • Goal II. Strengthen the curriculum recommendations • Have teachers use Ohio Alignment Tool Kit in curriculum alignment meetings • Incorporate higher levels of Bloom’s taxonomy in lessons • Have teachers establish focus for lessons that reflect the standards • Provide closure activities or checks for student understanding Southern • Post and refer to learning objectives Regional Education Board
  • Goal III. Student engagement in challenging work  Small classes and student groups enhanced student engagement in many classrooms  Some classes were engaged in doing research to complete interdisciplinary projects Southern  Some teachers use reading and writing Regional Education strategies across the curriculum to Board increase students’ comprehension and
  • Goal III. Student engagement in challenging work  Students reported that they experienced many hands-on lessons in science classes that made the content “come to life”  GTT classes highly engaging and relevant  Teachers reported that they provide Southern Regional many opportunities for public display of Education Board student work [art competitions, county fair, superintendent’s office,
  • Goal III: Student engagement in challenging work next steps  Review, select and utilize additional MAX reading and writing strategies from CDs  Opportunity to attend follow-up MAX training at another school  Plan grade-level research projects  Incorporate additional 15 minutes per Southern Regional week of SSR and journal writing as part Education Board of Character Education program
  • Goal III. Student engagement in challenging work  Team members observed little use of technology by students and teachers in most core classes  Team members did not observe teachers’ use of varied strategies to address students’ learning styles and needs [differentiated instruction] Southern Regional Education Board
  • Goal III. Student engagement in challenging work • Have teachers develop assignments that incorporate more technology • Encourage teachers to differentiate lessons to address student learning levels and styles • Develop MMGW school-wide plan that includes actions to implement literacy and numeracy across the curriculum • Identify one research-based instructional strategy as focus for year-long training and Southern implementation school-wide Regional Education • Make student-centered instructional Board practices the focus of faculty and team meetings [ex., have teachers share/model
  • Goal IV. Comprehensive Guidance and Advisement System  Evidence of very respectful relationships and high levels of rapport between students and adults. A parent commented that, “NMS staff and administrators at every level of child’s schooling were there for the child – not just teaching but helping to shape child(ren).”  Students reported that teachers now ‘live’ character education – teachers model and reinforce character traits such as respect  Students stated they have a staff member to Southern whom they can turn Regional Education  Progress Book used widely [students, teachers, Board parents] as communication tool  Character Education Program going well- high
  • Goal IV. Comprehensive Guidance and Advisement System  Counselor has established high level of rapport with entire school community – determine student needs & interests, sits in on classes, etc.  Students participate in Individual Academic Career Plan through Ohio Career Information System Southern Regional  Conduct group sessions for career Education Board exploration 5-year planning & course scheduling
  • Goal IV. Development of a Comprehensive Guidance and Advisement System  Have Guidance Focus Team develop a more comprehensive guidance program  Get parents more involved in developing students’ 5-year plans  Develop a plan to support transitions from elementary to middle and middle Southern Regional to high [vertical teams] Education Board  Assess effectiveness of guidance
  • Goal IV. Development of a Comprehensive Guidance and Advisement System  Students interviewed reported little involvement in career exploration activities and planning for high school and beyond  Lack of well-designed transition activities between elementary/middle/high  Parents reported they review list of courses for high school and sign off on student’s Southern schedule Regional Education  Lack structured teacher-based advisory Board program
  • Goal IV. Development of a Comprehensive Guidance and Advisement System • Involve parents in planning for program of study for high school and one year beyond • Plan and implement a teacher-based advisory program • Establish a Transitions Team to Southern Regional develop coordinated plan for Education Board elementary to middle and middle to
  • Goal V. Leadership & Support for teachers to work together collaboratively Southern Regional Education Board
  • Goal V. Leadership & Support for teachers to work together collaboratively  Curriculum Consultant hired to work with teacher teams to map & align curriculum Southern Regional Education Board
  • Goal V. Leadership & Support for teachers to work together collaboratively  Curriculum Consultant hired to work with teacher teams to map & align curriculum  BOE and administrator support for consolidating elementary schools into single campus Southern Regional Education Board
  • Goal V. Leadership & Support for teachers to work together collaboratively  Curriculum Consultant hired to work with teacher teams to map & align curriculum  BOE and administrator support for consolidating elementary schools into single campus  Administrative support for common planning time for core content teachers Southern Regional Education Board
  • Goal V. Leadership & Support for teachers to work together collaboratively  Curriculum Consultant hired to work with teacher teams to map & align curriculum  BOE and administrator support for consolidating elementary schools into single campus  Administrative support for common planning time for core content teachers  Administrative commitment to excellence Southern Regional Education Board
  • Goal V. Leadership & Support for teachers to work together collaboratively  Curriculum Consultant hired to work with teacher teams to map & align curriculum  BOE and administrator support for consolidating elementary schools into single campus  Administrative support for common planning time for core content teachers  Administrative commitment to excellence Southern Regional  Teachers reported strong support for Education Board professional development
  • Goal V. Leadership & Support for teachers to work together collaboratively  Curriculum Consultant hired to work with teacher teams to map & align curriculum  BOE and administrator support for consolidating elementary schools into single campus  Administrative support for common planning time for core content teachers  Administrative commitment to excellence Southern Regional  Teachers reported strong support for Education Board professional development  School established common goals, mission
  • Goal V. Leadership & Support for teachers to work together collaboratively Southern Regional Education Board
  • Goal V. Leadership & Support for teachers to work together collaboratively  Increase teacher awareness of and support for SIP and MMGW goals and practices Southern Regional Education Board
  • Goal V. Leadership & Support for teachers to work together collaboratively  Increase teacher awareness of and support for SIP and MMGW goals and practices  Continued emphasis on data-driven reflection and analysis to inform instructional modifications Southern Regional Education Board
  • Goal V. Leadership & Support for teachers to work together collaboratively  Increase teacher awareness of and support for SIP and MMGW goals and practices  Continued emphasis on data-driven reflection and analysis to inform instructional modifications Southern  Establish MMGW Focus teams Regional Education Board
  • Goal V. Leadership & Support for teachers to work together collaboratively Southern Regional Education Board
  • Goal V. Leadership & Support for teachers to work together collaboratively  Lack of awareness of MMGW key practices and conditions Southern Regional Education Board
  • Goal V. Leadership & Support for teachers to work together collaboratively  Lack of awareness of MMGW key practices and conditions  Teacher reliance on principal to provide data Southern Regional Education Board
  • Goal V. Leadership & Support for teachers to work together collaboratively  Increase the use of data  Establish a Data Focus Team to gather, synthesize and disseminate school data  Support teachers’ use of data to drive decisions and use student work and Southern Regional short-cycle assessments as part of Education Board data analysis
  • What’s Next? Southern Regional Education Board
  • What’s Next? • Review all data including TAV report • Explore what is happening in other MMGW schools • Use your data and MMGW Benchmarks to select and prioritize action steps • Divide actions among team structure • Develop/integrate three-year action Southern Regional plans Education – Steps Board – Interim Timelines and Benchmarks
  • TAV Team Appreciation The Technical Assistance Team wishes to thank you for your hospitality, cooperation, and helpfulness during the site visit. THANK YOU! Southern Regional Barbara Moore, Team Leader barbara.moore@sreb.org Education Board