Overview of School Improvement Overview of School Improvement Focus Schools Presented to the Greece Central School District Board of Education Board of Education October 11, 2011 Dr Deborah Hoeft Assistant Superintendent of Student Learning Dr. Deborah Hoeft, Assistant Superintendent of Student Learning Dr. Carol Pallas, Assistant Superintendent of Schools Special thanks to Helen Wahl for contributing to this report
Purpose of Presentation: Purpose of Presentation: The Results Book contains detailed information, current trends in student performance (presented to Board of Education September 27, 2011). This overview will outline our plans for 2011-12. New Approaches for 2011-12: Cohesive Action � The Focus School Model was designed to accelerate achievement. Schools will be provided with additional direct support from District Office Assistant Superintendents and Curriculum Leaders/Directors to help strengthen pp p p g the efforts of the School Improvement Teams. Additional professional development support is being planned to ensure strategic action and school-wide support. � Over the past five years School Improvement Teams have refined practice and used a Smart Goal process to p y p p p analyze performance data, identify gaps in curriculum and learning, and adjust teaching and re-teaching (AIS) practice in schools to improve student performance. Progress has been made in some areas, but reading, writing and mathematics improvement continue to be the focus for the District. � Our focus this year will be to support strong implementation of school improvement strategies and to enhance quarterly progress monitoring to enable more immediate response and action in areas of weakness.
New Approaches for 2011-12: Cohesive Action Continued ew pp oac es o 0 : Co es ve ct o Co t ued � Common Formative Assessments (CFA’S), Positive Behavioral Interventions and Supports (PBIS), and Response to Intervention (RTI) are designed to ensure student performance data are reviewed more frequently (every five/ten weeks) to design mid-course corrections and shorten response time f tl ( fi /t k ) t d i id ti d h t ti to accelerate student learning. � A web-based Electronic Data Dash Board is being planned for implementation by the end of this year to provide schools, teachers, parents, community with access to “real time” performance information so alignment between instructional programs and results can be strengthened. � New York State curriculum, Greece Central School District curriculum, balanced measures of , , student performance on units and lessons, classroom instruction, supervision of teaching and professional development will all need to be aligned to achieve desired results. Cohesive practice is key to improvement.
What Actions Are We Taking? The Superintendent Entry Process called for an analysis of curriculum implementation, instructional time and student support programs/AIS/RTI practice across our schools. We have found that: � K-5 schools have consistent instructional time and support but still do not have enough time for all students to achieve benchmarks. A longer school day through flexible adult scheduling will be implemented for some students this year. � 6-12 schools have different baseline levels of time and support for students. We are currently looking at the length of our school day, and comparing schedules in our schools to identify how the results are linked to time for student learning and engagement. g g g � The use of Common Formative Assessments (CFA’S), Common Interim Assessments, Positive Behavioral Interventions and Supports (PBIS) , and Response to Intervention (RTI) will be strengthened to enable more frequent analysis of student performance data (every five/ten weeks) to ensure mid-course q y p ( y ) corrections and more rapid intervention to accelerate student learning. � New York State Common Core Standards, Greece Central School District curriculum, balanced measures of student performance on units and lessons classroom instruction supervision of teaching and of student performance on units and lessons, classroom instruction, supervision of teaching and professional development will all need to be aligned to achieve desired results.
Next Steps: What will we plan for, implement, monitor and measure? p e e t, o to a easu e? � District Office staff have been reorganized to provide more immediate implementation support to Greece Schools and students. � The Focus School Improvement model will be implemented in the 2011-12 school year to bring more coaching support to schools. � We are looking closely at all district curriculum to determine the degree to which the � W l ki l l ll di i i l d i h d hi h h components of the system – standards, unit plans, assessments, instructional practice and teacher/school leader collaboration, work together to achieve desired goals. � Implement response to intervention – we will ensure that every student is monitored every 5 � I l i i ill h d i i d 5 weeks and learning gaps are identified and addressed. � Ensure Rigorous standards and lessons – Focus School support teams will be looking at: � Writing � Inquiry � Collaboration � Reading � Reading
Next Steps: What will we plan for, implement monitor and measure? implement, monitor and measure? � School Schedules – build additional time, student support time into the school day. � Public displays of data (dash boards) - to focus on" growth” patterns every five weeks. � Common Core Standards infused in lessons K-12 � Professional Learning Community Practice –The Four Big Questions � What do students need to know and be able to do? � How will we know they have learned it? y � What will we do when they haven’t learned it? � What will we do when they already know it? � We will also monitor mastery and focus on supporting our high achievers. y pp g g
Conclusion: Quality Curriculum and Assessments for Learning , First Time Classroom Instruction and Intervention (RTI support programs) must be aligned to get the results we want for our schools � We need to support schools so that our system connects teaching and learning more cohesively. Curriculum, benchmarks, performance indicators, assessments and collaborative practice must be aligned more closely. � Our sense of urgency compels us to focus immediately on schools in greatest need. � Our teachers and school leaders will continue to review actual student work, writing assignments, performance measures and monitor every five/ten weeks so adjustments can be made and supports added. This must become even more focused. � The Board will be informed every ten weeks of progress in 3-8 ELA and Math and Focus School � The Board will be informed every ten weeks of progress in 3-8 ELA and Math, and Focus School Improvement through presentations of data and results. Marking Period Date Ends Board Information End of Marking Period 1 E d f M ki P i d 1 N November 10, 2011 b 10 2011 D December 13, 2011 b 13 2011 End of Marking Period 2 January 27, 2012 February 14, 2012 End of Marking Period 3 April 5, 2012 April 17, 2012 End of Marking Period 4 June 12, 2012 (HS) Results Book 2011-12 – July 2012 June 15, 2012 (MS) June 22, 2012 (Elem)
We are anticipating assistance from the New York State Education Department in identifying additional strategies to improve school performance. p p What is a JIT Review? Dr. Deborah Hoeft
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