October 2, 2007 Accreditation  Presentation
CSAP Highlights <ul><li>10 of the 27 Assessments with improvement of 10 or more percentage points </li></ul><ul><li>5 of t...
CSAP Highlights <ul><li>Weighted Indices increased in all subject areas. </li></ul><ul><li>2005-2007 Weighted Indices incr...
CSAP Highlights <ul><li>For cohort percentage of P/A increases, the greatest increases were: </li></ul><ul><ul><li>3 rd  t...
AYP <ul><li>87 of 97 Targets Met </li></ul><ul><li>AYP made in: </li></ul><ul><ul><li>Elementary Math </li></ul></ul><ul><...
Our Future: 3 rd  Grade CSAP Results CSAP Scores
3 rd  Grade Reading Scores
2006-2007 Disaggregated Summary: Gender
2006-2007 Disaggregated Summary: Ethnicity
2006-2007 Disaggregated Summary: ELL & FRL
Building Results
Twombly:  2006-2007 CSAP Results % P/A READING 2006 2007 Grade 3 36%  58% Grade 4 53% 34% Grade 5 35% 53% WRITING 2006 200...
2007 Twombly CSAP Highlights <ul><li>Grade 3 </li></ul><ul><li>P/A in reading increased by 22% from 2006 to 2007 </li></ul...
Twombly: Reflections
Butler:  2006-2007 CSAP Results % P/A READING 2006 2007 Grade 3 47%  47% Grade 4 49% 57% Grade 5 63% 65% WRITING 2006 2007...
2007 Butler CSAP Highlights <ul><li>Grade 3  P/A scores up in Writing/Math </li></ul><ul><li>17% Advanced in Math </li></u...
Butler: Reflections
Quest:  2006-2007 CSAP Results % P/A READING 2006 2007 Grades 3-5 89%  Grades 3-6 89% WRITING 2006 2007 Grades 3-5 83% Gra...
2007 Quest CSAP Highlights <ul><li>Reading – Comprehension, Non-Fiction, Using a Variety of Materials </li></ul><ul><li>Wr...
Quest: Reflections
Middle School:  2006-2007 CSAP Results % P/A READING 2006 2007 Grade 6 45%  41% Grade 7 41% 49% Grade 8 48% 48% WRITING 20...
2007 Middle School CSAP Highlights <ul><li>CONTENT  Highlights </li></ul><ul><li>Math    increased at 6th & 8th grades </...
2007 Middle School CSAP Highlights <ul><li>GRADE LEVEL  (Apples to Oranges) Data Highlights </li></ul><ul><li>6th grade Ma...
2007 Middle School CSAP Highlights <ul><li>CO-HORT  (Apples to Apples) Data Highlights </li></ul><ul><li>6th grade </li></...
2007 Middle School CSAP Highlights <ul><li>Unsatisfactory Students </li></ul><ul><li>6th grade </li></ul><ul><li>7th grade...
2007 Middle School CSAP Highlights <ul><li>ELL Students - District </li></ul><ul><li>7th grade Reading (40%) Highest </li>...
FLMS: Reflections
High School:  2006-2007 CSAP Results % P/A READING 2006 2007 Grade 9 38%  49% Grade 10 52% 55% WRITING 2006 2007 Grade 9 2...
2007 High School CSAP Highlights <ul><li>Grade 9 Highlights: </li></ul><ul><li>1. P/A in reading improved eleven percentag...
ACT Scores 2004-2007 Comparison
FLHS: Reflections
Response to CDE’s  2006 Accreditation Letter Actions Taken
The District needs to continue to develop assessments to measure achievement in the content areas not tested by CSAP.  Thi...
The District needs to continue to develop assessments to measure achievement in the content areas not tested by CSAP.  Thi...
CLOSING THE GAP:  The district should continually analyze gaps in performance namely ELL, Hispanic and IEP students as com...
CLOSING THE GAP:  The district should continually analyze gaps in performance namely ELL, Hispanic and IEP students as com...
CLOSING THE GAP:  The district should continually analyze gaps in performance namely ELL, Hispanic and IEP students as com...
CLOSING THE GAP:  The district should continually analyze gaps in performance namely ELL, Hispanic and IEP students as com...
The district should enhance assessment, mostly progress monitoring, for secondary students in literacy.  4.01 (1) (C)     ...
Demonstrate intensive intervention in math for all learners in the district. 4.01 (1) (B)   Weld School District Re-8 has ...
Continue district efforts to increase parent involvement in school accountability committees. 4.01 (1) (A)   All Accountab...
The district needs to analyze data at the high school level.  Cohort scores indicate a decline in student performance in a...
The district needs to analyze data at the high school level.  Cohort scores indicate a decline in student performance in a...
Charting the Course: Aiming for the North Star and Success Strategic Plan
<ul><li>Chart 1: Student Success and Curriculum </li></ul><ul><li>All students will  exceed the core state performance sta...
<ul><li>Chart 1: Student Success and Curriculum </li></ul><ul><li>Utilize a  consistent grading system . </li></ul><ul><li...
<ul><li>Chart 1: Student Success and Curriculum </li></ul><ul><li>Actions: </li></ul><ul><li>Grade level curriculum notebo...
<ul><li>Chart 1: Student Success and Curriculum </li></ul><ul><li>Actions: </li></ul><ul><li>Strengthen vertical teaming b...
<ul><li>Chart 2: Student Success & Parental Involvement </li></ul><ul><li>Families are key partners </li></ul><ul><li>Welc...
<ul><li>Chart 2: Student Success & Parental Involvement </li></ul><ul><li>Actions: </li></ul><ul><li>Strengthen our buildi...
<ul><li>Chart 2: Student Success & Parental Involvement </li></ul><ul><li>Actions: </li></ul><ul><li>Institute parent lear...
<ul><li>Chart 3: Student Success & Community Involvement </li></ul><ul><li>Students should have access before and after sc...
<ul><li>Chart 3: Student Success & Community Involvement </li></ul><ul><li>Actions: </li></ul><ul><li>Adopt-a-School </li>...
<ul><li>Chart 4: Student Success & ETIL </li></ul><ul><li>Access learning 24/7/365 </li></ul><ul><li>Families participate ...
<ul><li>Chart 4: Student Success & ETIL </li></ul><ul><li>Actions </li></ul><ul><li>ETIL Task Force </li></ul><ul><li>Impl...
<ul><li>Chart 5: Student Success & Nutrition/PE </li></ul><ul><li>Support student wellness , good nutrition & physical act...
<ul><li>Chart 6: Staff Retention & Recruitment </li></ul><ul><li>Highly qualified staff   at all levels </li></ul><ul><li>...
<ul><li>Chart 6: Staff Retention & Recruitment </li></ul><ul><li>Actions </li></ul><ul><li>Develop and   fund a  Compensat...
<ul><li>Chart 7: Professional Development </li></ul><ul><li>Focus   on district goals </li></ul><ul><li>JIT  mentoring </l...
<ul><li>Chart 7: Professional Development </li></ul><ul><li>Actions: </li></ul><ul><li>Curriculum Notebooks </li></ul><ul>...
<ul><li>Chart 8: Leadership </li></ul><ul><li>Empowered to  raise student achievement </li></ul><ul><li>Building-based  bu...
<ul><li>Chart 8: Leadership </li></ul><ul><li>Actions </li></ul><ul><li>Provide for Continuous Quality Improvement </li></...
<ul><li>Chart 9: Business & Financial Operations </li></ul><ul><li>Manage  all resources of the district in a prudent mann...
<ul><li>Chart 9: Business & Financial Operations </li></ul><ul><li>Actions: </li></ul><ul><li>Invest  in a real-time HR an...
<ul><li>Chart 10: Capital Investments </li></ul><ul><li>Maintain an  appropriate learning environment </li></ul><ul><li>Su...
5 Key Challenges
Challenge One: Time
Challenge Two: Research-Based Programs
Challenge Three: Professional  Development
Challenge Four: Small District: Breadth of Responsibilities
Challenge Five: Validation
A Community United for Student Success…. College Ready!
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CDE Accreditation

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Overview of data to be presented for upcoming accreditiation visit.

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  • Transcript of "CDE Accreditation "

    1. 1. October 2, 2007 Accreditation Presentation
    2. 2. CSAP Highlights <ul><li>10 of the 27 Assessments with improvement of 10 or more percentage points </li></ul><ul><li>5 of the 10 most improved areas were in Math, which was previously our weakest area – 25% of 5 th grade scored Advanced </li></ul><ul><li>18 P/A percentages improved, 1 stayed the same and 8 decreased </li></ul><ul><li>Overall increase in percentage points was 145, and the overall decrease in percentage points was 42. </li></ul>
    3. 3. CSAP Highlights <ul><li>Weighted Indices increased in all subject areas. </li></ul><ul><li>2005-2007 Weighted Indices increased in all subject areas for Hispanic, ELL, and </li></ul><ul><li>FRL sub-groups. </li></ul>
    4. 4. CSAP Highlights <ul><li>For cohort percentage of P/A increases, the greatest increases were: </li></ul><ul><ul><li>3 rd to 4 th grade Math, 43% to 56% </li></ul></ul><ul><ul><li>4 th to 5 th grade Math, 45% to 55% </li></ul></ul><ul><ul><li>9 th to 10 th grade Reading, 38% to 55% </li></ul></ul><ul><li>For cohort data, two groups of students demonstrated percentage of P/A gains in all three subjects tested: </li></ul><ul><ul><li>4 th to 5 th grade </li></ul></ul><ul><ul><li>8 th to 9 th grade </li></ul></ul>
    5. 5. AYP <ul><li>87 of 97 Targets Met </li></ul><ul><li>AYP made in: </li></ul><ul><ul><li>Elementary Math </li></ul></ul><ul><ul><li>Middle School Math </li></ul></ul><ul><ul><li>High School Reading </li></ul></ul><ul><li>AYP % Continues to Increase: </li></ul><ul><ul><li>2004 80% Targets Met </li></ul></ul><ul><ul><li>2005 83.3% Targets Met </li></ul></ul><ul><ul><li>2006 84% Targets Met </li></ul></ul><ul><ul><li>2007 87% Targets Met </li></ul></ul>
    6. 6. Our Future: 3 rd Grade CSAP Results CSAP Scores
    7. 7. 3 rd Grade Reading Scores
    8. 8. 2006-2007 Disaggregated Summary: Gender
    9. 9. 2006-2007 Disaggregated Summary: Ethnicity
    10. 10. 2006-2007 Disaggregated Summary: ELL & FRL
    11. 11. Building Results
    12. 12. Twombly: 2006-2007 CSAP Results % P/A READING 2006 2007 Grade 3 36% 58% Grade 4 53% 34% Grade 5 35% 53% WRITING 2006 2007 Grade 3 20% 41% Grade 4 35% 14% Grade 5 30% 39% MATH 2006 2007 Grade 3 38% 57% Grade 4 42% 43% Grade 5 28% 47% SCIENCE 2006 2007 Grade 5 16% 22%
    13. 13. 2007 Twombly CSAP Highlights <ul><li>Grade 3 </li></ul><ul><li>P/A in reading increased by 22% from 2006 to 2007 </li></ul><ul><li>P/A in math increased by 19% </li></ul><ul><li>P/A in writing increased by 21% </li></ul><ul><li>ELL increased by 23% in writing </li></ul><ul><li>Grade 4 </li></ul><ul><li>Cohort increased P/A in math by 5% from 2006 to 2007 </li></ul><ul><li>Cohort decreased unsatisfactory scores in math by 6% </li></ul><ul><li>Cohort increased ELL P/A scores in math by 12% </li></ul><ul><li>Cohort increased ELL P/A scores in Reading by 8% </li></ul><ul><li>Grade 5 </li></ul><ul><li>FRL in reading increased by 12% </li></ul><ul><li>P/A in reading increased by 32% for ELL </li></ul><ul><li>P/A in math increased by 19% </li></ul><ul><li>Cohort increased ELL P/A scores in math by 20% </li></ul><ul><li>Cohort increased FRL P/A scores in writing by 10% </li></ul>
    14. 14. Twombly: Reflections
    15. 15. Butler: 2006-2007 CSAP Results % P/A READING 2006 2007 Grade 3 47% 47% Grade 4 49% 57% Grade 5 63% 65% WRITING 2006 2007 Grade 3 35% 38% Grade 4 32% 44% Grade 5 54% 48% MATH 2006 2007 Grade 3 49% 51% Grade 4 47% 68% Grade 5 62% 65% SCIENCE 2006 2007 Grade 5 22% 39%
    16. 16. 2007 Butler CSAP Highlights <ul><li>Grade 3 P/A scores up in Writing/Math </li></ul><ul><li>17% Advanced in Math </li></ul><ul><li>Grade 4 P/A scores up in Reading/Writing/Math </li></ul><ul><li>27% Advanced in Math </li></ul><ul><li>Grade 5 P/A scores up in Reading/Math </li></ul><ul><li>35% Advanced in Math </li></ul><ul><li>cohort data, purpose of SIP, grade level mtgs </li></ul>
    17. 17. Butler: Reflections
    18. 18. Quest: 2006-2007 CSAP Results % P/A READING 2006 2007 Grades 3-5 89% Grades 3-6 89% WRITING 2006 2007 Grades 3-5 83% Grades 3-6 82% MATH 2006 2007 Grades 3-5 84% Grades 3-6 87%
    19. 19. 2007 Quest CSAP Highlights <ul><li>Reading – Comprehension, Non-Fiction, Using a Variety of Materials </li></ul><ul><li>Writing – Improvement across all areas, need to work on Expository Writing </li></ul><ul><li>Math – Good overall improvement </li></ul><ul><li>Advanced increases – Reading 2% - 11.5%, Writing 7% - 28.6%, Math 28.6% - 39.7% </li></ul>
    20. 20. Quest: Reflections
    21. 21. Middle School: 2006-2007 CSAP Results % P/A READING 2006 2007 Grade 6 45% 41% Grade 7 41% 49% Grade 8 48% 48% WRITING 2006 2007 Grade 6 42% 38% Grade 7 36% 38% Grade 8 27% 32% MATH 2006 2007 Grade 6 30% 44% Grade 7 24% 21% Grade 8 14% 25% SCIENCE 2006 2007 Grade 8 33% 39%
    22. 22. 2007 Middle School CSAP Highlights <ul><li>CONTENT Highlights </li></ul><ul><li>Math  increased at 6th & 8th grades </li></ul><ul><li>Writing  increased at 7th & 8th grades </li></ul><ul><li>Science  increase at 8th </li></ul><ul><li>Reading  increase at 7th </li></ul>
    23. 23. 2007 Middle School CSAP Highlights <ul><li>GRADE LEVEL (Apples to Oranges) Data Highlights </li></ul><ul><li>6th grade Math 8% increase 30%  38% </li></ul><ul><li>7th grade Reading 8 % increase 41%  49% </li></ul><ul><li>7th grade Writing 2% increase 36%  38% </li></ul><ul><li>8th grade Writing 5% increase 27%  32% </li></ul><ul><li>8th grade Math 11% increase 14%  25%* </li></ul><ul><li>8th grade Science 6% increase 33%  39% </li></ul><ul><li>Highest 8th grade math percentage in last 5 years! </li></ul><ul><li>Girls outscored Boys in all areas (Reading, Writing, Math, and Science) expect for 6th grade Math </li></ul>
    24. 24. 2007 Middle School CSAP Highlights <ul><li>CO-HORT (Apples to Apples) Data Highlights </li></ul><ul><li>6th grade </li></ul><ul><li>7th grade Reading 4% increase 45%  49% </li></ul><ul><li>8th grade Reading 7% increase 41%  48% </li></ul><ul><li>8th grade Math 1% increase 24%  25% </li></ul><ul><li>Advanced Students </li></ul><ul><li>6th grade </li></ul><ul><li>7th grade Writing 1% increase 2%  3% </li></ul><ul><li>8th grade Reading 1% increase 3%  4% </li></ul><ul><li>8th grade Writing 2% increase 5%  7% </li></ul>
    25. 25. 2007 Middle School CSAP Highlights <ul><li>Unsatisfactory Students </li></ul><ul><li>6th grade </li></ul><ul><li>7th grade Reading 3% decrease 21%  17% </li></ul><ul><li>7th grade Writing 3% decrease 8%  5% </li></ul><ul><li>8th grade Writing 2% decrease 12%  10% </li></ul><ul><li>8th grade Math 4% decrease 44%  40% </li></ul><ul><li>CLOSING THE GAP Data Highlights </li></ul><ul><li>White/Hispanic Achievement Gap - Smallest difference between White/Hispanic Students in 7th grade Reading (28% points), 7th grade Writing (25% points), and 7th grade Math (20% points) </li></ul>
    26. 26. 2007 Middle School CSAP Highlights <ul><li>ELL Students - District </li></ul><ul><li>7th grade Reading (40%) Highest </li></ul><ul><li>7th grade Writing (32%) Highest </li></ul><ul><li>6th grade Writing (27%) 2nd highest </li></ul><ul><li>Latino/Hispanic Students – District </li></ul><ul><li>7th grade Writing (30%) 2nd Highest (5th 34% Highest) </li></ul><ul><li>7th grade Reading (41%) 3rd Highest (5th - 49% Highest, 10th - 46% 2nd Highest) </li></ul><ul><li>6th grade Writing (28%) 3rd Highest (5th – 34% Highest, 7th – 30% 2nd Highest) </li></ul><ul><li>FRL Students – District </li></ul><ul><li>7th grade Writing (36%) Highest </li></ul><ul><li>7th grade Reading (44%) 2nd Highest (5th 49% Highest) </li></ul><ul><li>6th grade Writing (26%) 3rd Highest (7th 36% Highest, 5th 31% 2nd Highest) </li></ul>
    27. 27. FLMS: Reflections
    28. 28. High School: 2006-2007 CSAP Results % P/A READING 2006 2007 Grade 9 38% 49% Grade 10 52% 55% WRITING 2006 2007 Grade 9 26% 28% Grade 10 32% 26% MATH 2006 2007 Grade 9 13% 15% Grade 10 13% 7% SCIENCE 2006 2007 Grade 10 34% 23%
    29. 29. 2007 High School CSAP Highlights <ul><li>Grade 9 Highlights: </li></ul><ul><li>1. P/A in reading improved eleven percentage points </li></ul><ul><li>(38 to 49) </li></ul><ul><li>2. Unsatisfactory scores in reading decreased from 21% to 14% </li></ul><ul><li>(we are now only six percentage points from the state </li></ul><ul><li>average) </li></ul><ul><li>3. Unsatisfactory scores in writing are one percentage point </li></ul><ul><li>LOWER than the state average </li></ul><ul><li>Grade 10 Highlights: </li></ul><ul><li>1. Improvement in reading P/A scores from grade 9 to </li></ul><ul><li>grade 10 improved seventeen percentage points </li></ul><ul><li>2. Unsatisfactory scores in reading decreased from 20% to </li></ul><ul><li>13% (only five percentage points from the state </li></ul><ul><li>average) </li></ul><ul><li>3. Unsatisfactory scores in writing are one percentage point </li></ul><ul><li>from the state average </li></ul>
    30. 30. ACT Scores 2004-2007 Comparison
    31. 31. FLHS: Reflections
    32. 32. Response to CDE’s 2006 Accreditation Letter Actions Taken
    33. 33. The District needs to continue to develop assessments to measure achievement in the content areas not tested by CSAP. This alignment and assessments are a work in progress. 4.01 (1) (E)   Weld Re-8 has instituted a number of non-CSAP assessments including: 1. Common assessments at the high school for every content area 2. “I Can” Standards implemented at all primary and middle school grade levels 3. ELA Plan and Handbook developed and implemented at all grade levels 4. Writing Across the Curriculum developed and implemented by the Writing Task Force
    34. 34. The District needs to continue to develop assessments to measure achievement in the content areas not tested by CSAP. This alignment and assessments are a work in progress. 4.01 (1) (E)  In order to implement the non-CSAP assessments, the following resources were utilized: 1. Instructional Coaches at every school 2. RTI District Plan developed and in early stages of implementation 3. District-wide assessment and data training for all staff 4. Classroom Walkthrough Training and implementation at all levels 5. Professional Learning Communities at all buildings
    35. 35. CLOSING THE GAP: The district should continually analyze gaps in performance namely ELL, Hispanic and IEP students as compared to white students. Means of improving subgroup performance should be continually addressed. 4.01 (1) (B) and Hispanic subpopulation achievement performance must demonstrate reasonable progress in order to close the achievement gap between this subpopulation and the district’s overall performance. Identify quantitative achievable goals on both an annual and long-term basis for closing achievement gaps between subpopulations and overall district performance. Closing achievement gaps will be an area of special emphasis in accreditation. 4.01 (1) (C)  
    36. 36. CLOSING THE GAP: The district should continually analyze gaps in performance namely ELL, Hispanic and IEP students as compared to white students. Means of improving subgroup performance should be continually addressed. 4.01 (1) (B) and Hispanic subpopulation achievement performance must demonstrate reasonable progress in order to close the achievement gap between this subpopulation and the district’s overall performance. Identify quantitative achievable goals on both an annual and long-term basis for closing achievement gaps between subpopulations and overall district performance. Closing achievement gaps will be an area of special emphasis in accreditation. 4.01 (1) (C) Reading Weighted Index 2005 2007 Hispanic 30 38.5 White 74 76 Math Weighted Index 2005 2007 Hispanic 9.5 27 White 53 60 Writing Weighted Index 2005 2007 Hispanic 37 50 White 73.5 73.5    
    37. 37. CLOSING THE GAP: The district should continually analyze gaps in performance namely ELL, Hispanic and IEP students as compared to white students. Means of improving subgroup performance should be continually addressed. 4.01 (1) (B) and Hispanic subpopulation achievement performance must demonstrate reasonable progress in order to close the achievement gap between this subpopulation and the district’s overall performance. Identify quantitative achievable goals on both an annual and long-term basis for closing achievement gaps between subpopulations and overall district performance. Closing achievement gaps will be an area of special emphasis in accreditation. 4.01 (1) (C) Writing Weighted Index 2005 2007 Hispanic 37 50 White 73.5 73.5 Science Weighted Index 2005 2007 Hispanic .5 8 White 45 57 IEP students demonstrated gains in two of the four tested areas.      
    38. 38. CLOSING THE GAP: The district should continually analyze gaps in performance namely ELL, Hispanic and IEP students as compared to white students. Means of improving subgroup performance should be continually addressed. 4.01 (1) (B) and Hispanic subpopulation achievement performance must demonstrate reasonable progress in order to close the achievement gap between this subpopulation and the district’s overall performance. Identify quantitative achievable goals on both an annual and long-term basis for closing achievement gaps between subpopulations and overall district performance. Closing achievement gaps will be an area of special emphasis in accreditation. 4.01 (1) (C) In 2006, according to our most recent data on State subgroups, Weld Re-8 ELL students outscored the State ELL students in Reading , 29 to 39 using a weighted index. In 2006, according to our most recent data on State subgroups, Weld Re-8 ELL students outscored the State ELL students in Writing , 39 to 49 using a weighted index. In 2006, according to our most recent data on State subgroups, Weld Re-8 ELL students outscored the State ELL students in Science , 0 to 18 using a weighted index.      
    39. 39. The district should enhance assessment, mostly progress monitoring, for secondary students in literacy. 4.01 (1) (C)   Weld School District Re-8 has developed and implemented K-12 Individual Literacy Plans, made readily accessible and utilized by staff through the district’s Infinite Campus Student Management Data Warehouse, during the 2006-07 school year. In order to achieve this goal the following resources were utilized: K-12 Reading Task Force K-12 Writing Task Force MS to HS Transition Plan MS & HS Instructional Coaches Literacy Lab NWEA Springboard training and implementation      
    40. 40. Demonstrate intensive intervention in math for all learners in the district. 4.01 (1) (B)   Weld School District Re-8 has convened a Math Task Force charged with developing intensive math intervention strategies for all learners in the district. The math program, with a number of intensive math intervention techniques embedded within the intervention strategies include: Pre-K through 5 th Grade Everyday Math, implemented 2005-06 Grades 6 through 8 Connected Math Project, implemented 2006-07 Grades 9 through 12 College Prep Math, implemented 2007-08 Grades K-8 Standout Math Grades 6 through 12 Accelerated Math We have also implemented Elementary and Secondary Math Instructional Coaches at all grade levels as well as a double-block of math support at the middle and high school levels for those students that scored “Unsatisfactory” at the middle and high school levels.      
    41. 41. Continue district efforts to increase parent involvement in school accountability committees. 4.01 (1) (A)   All Accountability Committee (DAC) had stable membership and witnessed an increase in meeting participation rates. DAC revised the School Improvement Plan (SIP) to more closely mirror the rigor standards in district accreditation as they are associated with the school accreditation standards. Parents actively participated in the two-day School Improvement Plan Writing Workshops conducted at Aims Community College in June 2007. The District conducted a Community Summit Meeting in January of 2007 and reviewed the district’s academic progress as well as conducted feedback sessions for the public to provide input into the district strategic plan.      
    42. 42. The district needs to analyze data at the high school level. Cohort scores indicate a decline in student performance in all areas except grade 10 reading. The district must develop an aggressive improvement plan and implement changes to improve student performance at the high school. 4.01 (1) (A) (B)   The high school conducted a Performance Audit completed by a team of out-of-district educational experts in November of 2006 and used the findings of the team to provide major reform efforts (school restructure) for the second semester of 2006-07 school year. All high school staff and students participated in Extended Learning Opportunities (ELO) providing additional instructional support to those students struggling in the key content areas. Graduation requirements have been modified and aligned to college entrance requirements with additional math requirements added to the graduation requirements.      
    43. 43. The district needs to analyze data at the high school level. Cohort scores indicate a decline in student performance in all areas except grade 10 reading. The district must develop an aggressive improvement plan and implement changes to improve student performance at the high school. 4.01 (1) (A) (B)   Proficient and Advanced CSAP scores have been assigned a credit rating towards meeting graduation requirements. School staffing for 2007-08 has been radically shifted with additional staff added in the areas of language arts and math , and staff reduced in the unified arts departments. Unified arts opportunities have been expanded by developing a dual-enrollment system with Aims , thus providing student opportunities in those areas reduced in the unified arts staff. ELL, Language Arts, and Math Coaches are in place and working with instructors to provide instructional support in those same content areas.      
    44. 44. Charting the Course: Aiming for the North Star and Success Strategic Plan
    45. 45. <ul><li>Chart 1: Student Success and Curriculum </li></ul><ul><li>All students will exceed the core state performance standards in reading, writing, math & science. </li></ul><ul><li>Utilize a rigorous curriculum that challenges our students. </li></ul><ul><li>All students will be able to academically communicate in English . Other languages supported with a target of achieving FEP in 3 years or less. </li></ul>Charting the Course: A Plan for Success .
    46. 46. <ul><li>Chart 1: Student Success and Curriculum </li></ul><ul><li>Utilize a consistent grading system . </li></ul><ul><li>Don’t tolerate “0”. </li></ul><ul><li>Early childhood (Pre-K) will concentrate on reading, writing, math, and effective communication skills. </li></ul><ul><li>Resources will be allocated to ensure student success (MLO). </li></ul><ul><li>Respect: Student-Teacher-Student </li></ul>Charting the Course: A Plan for Success .
    47. 47. <ul><li>Chart 1: Student Success and Curriculum </li></ul><ul><li>Actions: </li></ul><ul><li>Grade level curriculum notebooks </li></ul><ul><li>Literacy & math coaches </li></ul><ul><li>Develop an English Acquisition Handbook </li></ul><ul><li>Evaluate Core Knowledge – SS & Science </li></ul><ul><li>Establish partnerships with Aims </li></ul><ul><li>Expand/enhance CLASS program </li></ul>Charting the Course: A Plan for Success .
    48. 48. <ul><li>Chart 1: Student Success and Curriculum </li></ul><ul><li>Actions: </li></ul><ul><li>Strengthen vertical teaming between grades and buildings </li></ul><ul><li>Revise Individual Literacy Plans </li></ul><ul><li>Create ESL resources, student support and professional development plans </li></ul><ul><li>Address both ends of the spectrum – SPED and enrichment – provide resources such as AVID </li></ul>Charting the Course: A Plan for Success .
    49. 49. <ul><li>Chart 2: Student Success & Parental Involvement </li></ul><ul><li>Families are key partners </li></ul><ul><li>Welcome families into our schools to provide additional help to our students </li></ul><ul><li>Enhance bi-lingual communications while allowing parental English classes </li></ul><ul><li>Seek additional effective communication channels </li></ul>Charting the Course: A Plan for Success .
    50. 50. <ul><li>Chart 2: Student Success & Parental Involvement </li></ul><ul><li>Actions: </li></ul><ul><li>Strengthen our building and district level accountability councils </li></ul><ul><li>Conduct volunteer training </li></ul><ul><li>Train staff in effective uses of volunteers </li></ul><ul><li>Utilize academic support tools such as Everyday Math Family Letters </li></ul><ul><li>Examine ways to bring our schools to our parents </li></ul>Charting the Course: A Plan for Success .
    51. 51. <ul><li>Chart 2: Student Success & Parental Involvement </li></ul><ul><li>Actions: </li></ul><ul><li>Institute parent learning opportunities </li></ul><ul><li>Work on instilling a client focus in all of our buildings </li></ul>Charting the Course: A Plan for Success .
    52. 52. <ul><li>Chart 3: Student Success & Community Involvement </li></ul><ul><li>Students should have access before and after school or community based enrichment activities </li></ul><ul><li>District leadership needs to partner with: </li></ul><ul><ul><li>City Council </li></ul></ul><ul><ul><li>Chamber of Commerce </li></ul></ul><ul><ul><li>Aims </li></ul></ul><ul><ul><li>Senior citizens </li></ul></ul><ul><ul><li>Regional media </li></ul></ul><ul><ul><li>Businesses </li></ul></ul>Charting the Course: A Plan for Success .
    53. 53. <ul><li>Chart 3: Student Success & Community Involvement </li></ul><ul><li>Actions: </li></ul><ul><li>Adopt-a-School </li></ul><ul><li>Continue Bluedevil Pride Day tradition </li></ul><ul><li>Continue holiday celebration of the arts tradition </li></ul><ul><li>Establish a student mentoring program </li></ul><ul><li>Reduce student truancy </li></ul><ul><li>Develop an active alumni association </li></ul><ul><li>Pass a mil levy override </li></ul>Charting the Course: A Plan for Success .
    54. 54. <ul><li>Chart 4: Student Success & ETIL </li></ul><ul><li>Access learning 24/7/365 </li></ul><ul><li>Families participate through technology </li></ul><ul><li>Technology should support core programs </li></ul><ul><li>Libraries should support core instructional programs </li></ul><ul><li>ETIL Plan including an incentive program to get technology into the hands of our teachers </li></ul>Charting the Course: A Plan for Success .
    55. 55. <ul><li>Chart 4: Student Success & ETIL </li></ul><ul><li>Actions </li></ul><ul><li>ETIL Task Force </li></ul><ul><li>Implement library partnership models such as Power Library or other similar programs </li></ul><ul><li>Secure grant resources for technology </li></ul><ul><li>Develop bi-lingual parent involvement media programs </li></ul><ul><li>Update website </li></ul><ul><li>Develop technology upgrade plan </li></ul>Charting the Course: A Plan for Success .
    56. 56. <ul><li>Chart 5: Student Success & Nutrition/PE </li></ul><ul><li>Support student wellness , good nutrition & physical activity </li></ul><ul><li>Entire school aligned toward healthy school goals </li></ul><ul><li>Ensure a quality PE/health program </li></ul><ul><li>Actions </li></ul><ul><li>Establish wellness advisory council </li></ul><ul><li>All foods and beverages exceed district’s nutritional standards </li></ul><ul><li>Promote physical activity </li></ul><ul><li>Provide staff development in wellness – model </li></ul>Charting the Course: A Plan for Success .
    57. 57. <ul><li>Chart 6: Staff Retention & Recruitment </li></ul><ul><li>Highly qualified staff at all levels </li></ul><ul><li>All staff should get a compensation package that meets or exceeds the average compensation of surrounding districts </li></ul><ul><li>Develop a reliable pipeline for teacher candidates </li></ul><ul><li>Goal = retain for longer than 3 years </li></ul><ul><li>Actively seek teachers with an ESL background </li></ul><ul><li>“ Grow our own” – my philosophy </li></ul>Charting the Course: A Plan for Success .
    58. 58. <ul><li>Chart 6: Staff Retention & Recruitment </li></ul><ul><li>Actions </li></ul><ul><li>Develop and fund a Compensation Plan that: </li></ul><ul><ul><li>Catches us up to neighboring districts </li></ul></ul><ul><ul><li>Provides an incentive compensation for those staff that raise student achievement </li></ul></ul><ul><li>Reward staff longevity </li></ul><ul><li>Provide para- professional development opportunities </li></ul>Charting the Course: A Plan for Success .
    59. 59. <ul><li>Chart 7: Professional Development </li></ul><ul><li>Focus on district goals </li></ul><ul><li>JIT mentoring </li></ul><ul><li>Share best practices </li></ul><ul><li>Nurture successful teacher leaders </li></ul><ul><li>Establish Curriculum Academies </li></ul><ul><li>Strengthen Curriculum Council (SALT) </li></ul><ul><li>Provide staff incentives to help obtain advanced degrees </li></ul><ul><li>Focused Induction Program </li></ul>Charting the Course: A Plan for Success .
    60. 60. <ul><li>Chart 7: Professional Development </li></ul><ul><li>Actions: </li></ul><ul><li>Curriculum Notebooks </li></ul><ul><li>PIE </li></ul><ul><li>Peer networks </li></ul><ul><li>Nurture new leaders </li></ul><ul><li>On-going informal classroom walk-throughs </li></ul>Charting the Course: A Plan for Success .
    61. 61. <ul><li>Chart 8: Leadership </li></ul><ul><li>Empowered to raise student achievement </li></ul><ul><li>Building-based but focused on district goals </li></ul><ul><li>District Office supports building level goals </li></ul><ul><li>Principals – Instructional Leaders </li></ul><ul><li>Professional development important for principals </li></ul><ul><li>Teacher Leader networks are key </li></ul>Charting the Course: A Plan for Success .
    62. 62. <ul><li>Chart 8: Leadership </li></ul><ul><li>Actions </li></ul><ul><li>Provide for Continuous Quality Improvement </li></ul><ul><li>Establish a District Leadership Team </li></ul><ul><li>Support an Aspiring Principal Program </li></ul><ul><li>Engage in retreats with the BOE </li></ul><ul><li>Nurture new leaders </li></ul>Charting the Course: A Plan for Success .
    63. 63. <ul><li>Chart 9: Business & Financial Operations </li></ul><ul><li>Manage all resources of the district in a prudent manner </li></ul><ul><li>All Business Office operations should align with the goals of the district </li></ul><ul><li>The Business Office will facilitate planning, payroll and budget allocations in a timely manner </li></ul><ul><li>Report on the fiscal health of the organization on a monthly basis </li></ul><ul><li>Use current IT practices to streamline operations </li></ul>Charting the Course: A Plan for Success .
    64. 64. <ul><li>Chart 9: Business & Financial Operations </li></ul><ul><li>Actions: </li></ul><ul><li>Invest in a real-time HR and fiscal IT Package </li></ul><ul><li>Create a service environment </li></ul><ul><li>Provide on-going training </li></ul><ul><li>Establish and strengthen annual audits </li></ul><ul><li>Establish capital and financial goals </li></ul>Charting the Course: A Plan for Success .
    65. 65. <ul><li>Chart 10: Capital Investments </li></ul><ul><li>Maintain an appropriate learning environment </li></ul><ul><li>Support district goals </li></ul><ul><li>Ensure safe and secure learning environments </li></ul><ul><li>Provide resources to meet capital goals </li></ul><ul><li>Invest in the interest of the taxpayer </li></ul>Charting the Course: A Plan for Success .
    66. 66. 5 Key Challenges
    67. 67. Challenge One: Time
    68. 68. Challenge Two: Research-Based Programs
    69. 69. Challenge Three: Professional Development
    70. 70. Challenge Four: Small District: Breadth of Responsibilities
    71. 71. Challenge Five: Validation
    72. 72. A Community United for Student Success…. College Ready!

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