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NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
NGL Phase 3 Overview
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NGL Phase 3 Overview

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Sarasota County Schools presentation explaining NeXt Generation Learning

Sarasota County Schools presentation explaining NeXt Generation Learning

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  • THIS IS A 30-45 MINUTE PRESENTATION. Allow the principal to speak to his school’s commitment to NGL and introduce presenters. Main Topic(s): NGL is still work in progress. Time: 1 minute NeXt Generation learning was launched in the spring of 2005. Since then, many outstanding accomplishments have been associated with the plan … despite some noticeable challenges. This presentation is for the purposes of communicating to a much broader array of stakeholders clear definitions of the purpose, current status and expectations of NeXt Generation Learning. NeXt Generation Learning is a comprehensive strategic plan intended to align and improve work performed in all areas of our organization. It is to serve students and community. It is to involve all employees and stakeholders. It is not exclusive to any individuals, groups or facets of our organization. We’re all in this together.
  • Transcript

    • 1.  
    • 2. What do we want to accomplish today? Provide a clear definition of NGL. Describe ways that each of us can contribute to NGL. Explain how NGL will benefit kids and community.
    • 3. “ It is a vision of education that adapts to today’s reality and tomorrow’s needs. It acknowledges changes in our economy, our workplace and our world. It embraces the next generation with its diverse face, digital upbringing and independent thinking. It treats every child as an individual, every educator as a professional and every parent as a customer. It requires total community support, while holding the school district accountable to taxpayers. It represents a new direction, a new hope, a commitment to the success of every child and a promising future for an effective, efficient organization.”
    • 4.  
    • 5. NGL DEFINED
      • Respect opinions and beliefs.
      • Understand change v. transition.
      • Be aware of current status.
    • 6. NGL DEFINED
      • Be aware of current status.
    • 7. NGL DEFINED
      • International Center for Leadership in Education
      • Comprehensive School Reform Quality Center
      • Florida High School Reform Task Force
      • A++ Legislation
      • Time Magazine
    • 8. LISTENING TO OUR PEOPLE
      • We do our work for kids and community.
      • We can help with clear communications and connections.
      • We can foster a results orientation.
      • Concerns communication, planning, dialog, timing, recognition, field-testing, staff cohesiveness, fiscal resources, & accountability
      • Strengths NGL buy-in, closing achievement gaps, drop-out prevention, professional development, technology, community support, PLCs, SLCs, SCPT, Raptor, GPS, ActivBoards, competitive salaries & increased instructional time
    • 9. LISTENING TO OUR PEOPLE
      • PEOPLE
      • Put Students first.
      • Revisit the purposes of NGL for better dissemination of information.
      • Keep clerical, business division and all other staff members informed of NGL purposes and status.
      • “ Get past the concerns and start building on the successes.”
      • Maintain success with competitive compensation. Correlate cost of living data with salary data.
      • Establish district-wide guidelines for PLCs and align with NGL teaching competencies.
      • Follow-up on professional development (in classrooms), and create PD alternatives for teachers who have already completed specific training.
      • Train administrators specific to enhancing “Teachscape” inter-coder reliability.
      • Develop a strategic plan for family involvement.
    • 10. LISTENING TO OUR PEOPLE
      • SAFETY
      • Ensure parents that their children are safe … as a top priority.
      • Increase fencing on selected campuses.
    • 11. LISTENING TO OUR PEOPLE
      • SERVICE
      • Enhance dialog with students, parents and colleagues.
      • Institutionalize the principles of Organizational Excellence.
      • Offer more professional development in Venice and North Port.
      • Develop the capacity to allow parents to monitor progress electronically.
      • Keep clerical staff members informed of NGL purposes and status, so that they are able to respond to our clients with confidence and accuracy.
      • Explore the possibility of electronic transfer of certain student information from other districts. Having immediate information from districts that send us large numbers of students would enhance our initial service to those families. We could reciprocate this service.
    • 12. LISTENING TO OUR PEOPLE
      • RESOURCES
      • “ We need our ILS in order to close the achievement gap and track progress.”
      • Obtain technology to support instruction/monitoring at primary grades.
      • Enhance district support to ILSs … finance and training.
      • Increase on-line mathematics support.
      • Better explain the economic interrelations among salaries and levels of service.
      • Align the school improvement plan framework with the NGL framework.
      • Identify (SIS) indicators that “flag” students at risk of dropping out.
      • Create a district data warehouse.
      • Strengthen SCPT so that it can be to some degree FCAT predictive ... even as a planning (not monitoring) tool.
      • Create a “help” function on the district web site, specific to common end-user problems with instructional technologies.
    • 13. LISTENING TO OUR PEOPLE
      • RESOURCES
      • Strengthen relationships among schools and program specialists.
      • Define roles of data coaches and literacy coaches specific to key goals.
      • Study schools in other districts that are implementing similar initiatives, such as SLCs.
      • Distribute print materials about NGL and high school reform to personnel at all levels and in all departments.
      • Give low-performing schools professional development priority.
      • Provide advanced notice to schools regarding new instructional acquisitions, so that change/transition processes can be planned.
      • Post information (to the web site) from various meetings and workshops to ensure/support accuracy of information brought back to schools.
      • Consider a testing calendar waiver process for schools with unusual testing demands due to unique populations.
    • 14. LISTENING TO OUR PEOPLE
      • QUALITY
      • Prove success using data. Enhance reliability on existing data sources.
      • Establish baselines for key indicators.
      • Increase the level of rigor on SCPT at the high school level.
      • Create mid-year mathematics tests.
      • Include skills in mathematics and science as key data elements.
      • Market the attractiveness of CTE to students, parents and community.
      • Develop a model for the integration of career topics in elementary.
      • Develop a mechanism to sustain the elements that operationalize NGL.
      • Schedule district staff to systematically monitor key activities at schools.
      • Establish ways to evaluate the impact of professional development.
      • Increase principal training and responsibility relative to accuracy in student information system data.
      • Facilitate changes that better align HS courses w/ post-secondary.
    • 15. LISTENING TO OUR PEOPLE
      • QUALITY
      • Establish district-wide scheduling guidelines for middle and high schools.
      • Increase opportunities for internships, externships and apprenticeships.
      • Establish a district accountability system for special schools, as a companion to A++ and NCLB.
      • Provide high school graduation reports for special schools that serve high school students, yet typically have them re-enroll in comprehensive schools.
      • Enhance career/technical training and remediation to special schools. Pairing the GED exit option with CTE could prepare targeted students for career success. Otherwise, the 24 credit requirement prohibits CTE.
      • Differentiate NGL specific to the needs of ESE, ESOL and other special populations as needed.
      • Provide end of year achievement data for students who have been in place for at least two years to schools with exceptionally high mobility rates.
    • 16. PROGRESS BEING MADE
      • CURRICULUM, PROFESSIONAL DEVELOPMENT & ASSESSMENT
      • On-site technical assistance has been provided w/ block scheduling and programs of study for majors and minors w/ CTE themes.
      • AP and dual enrollment opportunities have been expanded district-wide.
      • The student progression plan is being revised to support NGL and A++.
      • A “typical class day” model has been developed specific to NGL.
      • “ Power standards” have been developed and disseminated.
      • Training to teach in the block is being developed.
      • A performance-based diploma program has been implemented at each comprehensive high school.
      • The SCPT now has 124 reading mini-assessments and 158 for math.
      • Site-based trainers are in place for cooperative learning, CRISS and McREL.
      • SIP forms are being aligned with the NeXt Generation framework.
    • 17. PROGRESS BEING MADE
      • CAREER AND TECHNICAL EDUCATION
      • Summer training for CTE teachers is being developed.
      • District-wide “CTE Priorities” have been developed.
      • Monthly articulation meetings with MCC are taking place.
      • High school programs are being aligned with SCTI, MCC and other post-secondary institutions.
      • Efforts to increase Gold Seal endorsements are taking place.
      • Partnerships have been established with the Suncoast Workforce Board, the Sarasota Chamber of Commerce, YoungBiz, the Economic Development Council, and the Stavros Center.
      • Plans for a two-year CTE marketing and public relations campaign are underway.
      • Regular meetings are taking place with the District Advisory Committee, Program Advisory Committee (SCTI), and the District Cluster Advisory Committees (aligned w/ SLCs).
    • 18. PROGRESS BEING MADE
      • SECONDARY EDUCATION
      • SLC emphases have been determined at each high school.
      • Course description books are being completed at each high school.
      • Electronic career interest surveys have been completed by all 8 th grade students across the district, and information meetings have taken place for their parents.
      • A district-produced CD titled “It’s A Major Opportunity” has been distributed to all 8 th grade students.
      • Registration procedures are being revised for high schools.
      • PALS is working to secure business partners for each high school SLC.
    • 19. PROGRESS BEING MADE
      • TECHNOLOGY
      • An electronic score card has been developed to track the progress of the entire district (and each school) specific to NeXt Generation goals.
      • More than half of the planned 3,000 ActivBoards have been installed.
      • TIS has made modifications to TERMS that are SLC specific.
      • Angel on-line training resources will soon replace the Blackboard.
      • Safari-Montage on-demand video system will be utilized to disseminate district-wide professional development.
    • 20. PROGRESS BEING MADE
      • IN ADDITION
      • Facilities and construction staff are working with instructional personnel to complete facilities improvements to support SLCs/CTE.
      • Campus security monitors have been required to complete more rigorous training.
      • A district police department has been established with FCIC/NCIC terminal access.
      • Raptor visitor screening has been established in all schools.
      • An RFP/pilot is being facilitated for student identification badges.
      • All leadership development programs have been aligned with NeXt Generation principles.
      • We are rebuilding Riverview High School, building a technical high school and building a new middle school within the next five years.
      • Our district has the highest average teacher salary in the state.
      • All district employees are committed to enhancing student performance.
    • 21.
      • Whether it’s this kid …
    • 22.
      • … or this kid …
    • 23. We all own the graduate!

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