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2010-2011 Three-day Collaborative Benchmark Assessment Visit

Agreements. Ask questions for your understanding and supportConduct discussions in a professional mannerAgree to listen, honor and respect all perspectivesBe mindful of the patterns of participation

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2010-2011 Three-day Collaborative Benchmark Assessment Visit

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    1. 2010-2011 Three-day Collaborative Benchmark Assessment Visit

    2. 12/17/2011 2 During this session we will be mindful of these community agreements. Quickly go over each area—do not read—become familiar enough to paraphrase Suggest that these agreements be used in meetings they may conduct at the school Emphasize participation Cell phones on silent mode No side conversationsDuring this session we will be mindful of these community agreements. Quickly go over each area—do not read—become familiar enough to paraphrase Suggest that these agreements be used in meetings they may conduct at the school Emphasize participation Cell phones on silent mode No side conversations

    3. Workshop Handouts 3-day Handbook Teaching and Learning Tool 3-day Protocols Reflection Form PowerPoint Guide for Restructuring (2 copies) Turning Around Low Performing Schools (2 copies)

    4. Agenda Agenda & Background Restructuring – Focus 1 Teams Preparing for the Visit What Occurs on a Visit Teaching and Learning Tool – Focus 2 Summary Report Breakout Sessions Reflection 12/17/2011 4

    5. Benchmark Visits & Meetings One 3-Day Benchmark Visit Two 1-Day Benchmark Meetings

    6. Purpose of Benchmark Visit Conduct a FOCUSED visit customized and tailored to the school needs—determined by the data Review the implementation of the NCLB unified plan, CAPA recommendations and restructuring plan in action—keeping to the fidelity of implementation Jointly (with the school and district) perform--data analysis, root cause analysis, problem solving, decision making and planning Focus on governance

    7. Who receives a visit? Schools listed as “in need of improvement” in year three and above of school improvement status

    8. Who receives a benchmark visit? Title I Schools with AYP Status of.. Year 5-hold Year 6 and above

    9. Federal Requirements The federal No Child Left Behind Act (NCLB) requires all states to establish standards for accountability for all schools and districts in their states. The foundation for the accountability system is based on a state’s academic content standards and aligned assessments. The accountability system looks at the degree to which students across schools and districts are mastering the state standards. 12/17/2011 9 The federal No Child Left Behind Act (NCLB) requires all states to establish standards for accountability for all schools and districts in their states. The foundation for the accountability system is based on a state’s academic content standards which define what students should know and be able to do, and aligned assessments to measure whether students have mastered these standards. The accountability system looks at the degree to which students across schools and districts are mastering the state standards. NCLB has set the goal of 100% proficiency by the year 2014 with states setting incremental benchmarks. It calls for the inclusion of all students, even students who may have been excluded or exempted from participating in state assessment programs in the past. The federal No Child Left Behind Act (NCLB) requires all states to establish standards for accountability for all schools and districts in their states. The foundation for the accountability system is based on a state’s academic content standards which define what students should know and be able to do, and aligned assessments to measure whether students have mastered these standards. The accountability system looks at the degree to which students across schools and districts are mastering the state standards. NCLB has set the goal of 100% proficiency by the year 2014 with states setting incremental benchmarks. It calls for the inclusion of all students, even students who may have been excluded or exempted from participating in state assessment programs in the past.

    10. AYP Performance Benchmarks AYP and state assessments are a place you can begin in your data collection and analysis—BUT by no means is it the only place you should investigate. Talk briefly about this chart. Recall last year when the new assessments were implemented. Question 1: Notice the grade spans—elementary, middle and high What grade levels are bundled for AYP? Elementary – Grades 3, 4 and 5 Middle – Grades 6, 7 and 8 High – Grades 11 – scores are banked by cohorts—students can take 3 administrations Notice that the benchmarks go up next year—reauthorization may not occur by next year ASK Assessments taken in Spring 2010 will use the 2008 targets; ASK Assessments taken in Spring 2011 will use the 2011 targets. HSPA Application of Targets are a little different due to Banking: 2009 Cohort – for banking (March 2009, Oct 09 retested and SPR 10 retested) will use 2008 targets 2010 Cohort – for banking (SPR 10, Oct 10 retested, SPR 11 retested) will use 2100 AYP and state assessments are a place you can begin in your data collection and analysis—BUT by no means is it the only place you should investigate. Talk briefly about this chart. Recall last year when the new assessments were implemented. Question 1: Notice the grade spans—elementary, middle and high What grade levels are bundled for AYP? Elementary – Grades 3, 4 and 5 Middle – Grades 6, 7 and 8 High – Grades 11 – scores are banked by cohorts—students can take 3 administrations Notice that the benchmarks go up next year—reauthorization may not occur by next year ASK Assessments taken in Spring 2010 will use the 2008 targets; ASK Assessments taken in Spring 2011 will use the 2011 targets. HSPA Application of Targets are a little different due to Banking: 2009 Cohort – for banking (March 2009, Oct 09 retested and SPR 10 retested) will use 2008 targets 2010 Cohort – for banking (SPR 10, Oct 10 retested, SPR 11 retested) will use 2100

    11. 12/17/2011 11 School Improvement Continuum Chart This chart identifies the progression of schools identified as in need of improvement and the related sanctions. [Refer to chart.] Year One – Early Warning A school that does not make AYP for one year goes into Early Warning status. There are no sanctions, but the school should be addressing the deficiencies so it can make AYP the following year and avoid going into improvement status. Year Two ? School Improvement A school that does not make AYP for two consecutive years, as AYP is defined by the state’s accountability system, must be identified as a school in need of improvement. The school must prepare a school improvement plan and offer school choice. The district must provide for technical assistance. Year Three ? School Improvement A school that does not make AYP for three consecutive years must continue to offer choice and also supplemental educational services (SES). The district continues its technical assistance. Year Four ? Corrective Action A school that does not make AYP for four consecutive years is identified for corrective action. The school must continue to offer school choice and SES. Identifying a school for corrective action signals the LEA’s intention to take greater control of the school’s management and to have a more direct hand in its decision-making. Year Five ? Planning for Restructuring After five consecutive years of not making AYP, a school must plan to restructure. It must continue to offer choice and SES. Year Six ? Restructuring After six consecutive years of not making AYP, a school must be restructured. It must continue to offer choice and SES, and prepare an alternative governance plan which includes one of the following: Reopening the school as a public charter school. Replacing all or most of the school staff (which may include the principal) who are relevant to the failure to make AYP. Entering into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness, to operate the public school. Turning the operation of the school over to the state, if permitted under state law and agreed to by the state. Sources: LEA and School Improvement, Non-Regulatory Guidance, USDE, January 2004: www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc School Improvement Status Letter: www.nj.gov/njded/grants/nclb/guidance/inischools_njask4.htm Supplemental Educational Services Non-Regulatory Guidance, USDE, August 2003: www.ed.gov/policy/elsec/guid/suppsvcsguid.doc School Improvement Continuum Chart This chart identifies the progression of schools identified as in need of improvement and the related sanctions. [Refer to chart.] Year One – Early Warning A school that does not make AYP for one year goes into Early Warning status. There are no sanctions, but the school should be addressing the deficiencies so it can make AYP the following year and avoid going into improvement status. Year Two ? School Improvement A school that does not make AYP for two consecutive years, as AYP is defined by the state’s accountability system, must be identified as a school in need of improvement. The school must prepare a school improvement plan and offer school choice. The district must provide for technical assistance. Year Three ? School Improvement A school that does not make AYP for three consecutive years must continue to offer choice and also supplemental educational services (SES). The district continues its technical assistance. Year Four ? Corrective Action A school that does not make AYP for four consecutive years is identified for corrective action. The school must continue to offer school choice and SES. Identifying a school for corrective action signals the LEA’s intention to take greater control of the school’s management and to have a more direct hand in its decision-making. Year Five ? Planning for Restructuring After five consecutive years of not making AYP, a school must plan to restructure. It must continue to offer choice and SES. Year Six ? Restructuring After six consecutive years of not making AYP, a school must be restructured. It must continue to offer choice and SES, and prepare an alternative governance plan which includes one of the following: Reopening the school as a public charter school. Replacing all or most of the school staff (which may include the principal) who are relevant to the failure to make AYP. Entering into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness, to operate the public school. Turning the operation of the school over to the state, if permitted under state law and agreed to by the state. Sources: LEA and School Improvement, Non-Regulatory Guidance, USDE, January 2004: www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc School Improvement Status Letter: www.nj.gov/njded/grants/nclb/guidance/inischools_njask4.htm Supplemental Educational Services Non-Regulatory Guidance, USDE, August 2003: www.ed.gov/policy/elsec/guid/suppsvcsguid.doc

    12. 12/17/2011 12 School Improvement Continuum Chart This chart identifies the progression of schools identified as in need of improvement and the related sanctions. [Refer to chart.] Year One – Early Warning A school that does not make AYP for one year goes into Early Warning status. There are no sanctions, but the school should be addressing the deficiencies so it can make AYP the following year and avoid going into improvement status. Year Two ? School Improvement A school that does not make AYP for two consecutive years, as AYP is defined by the state’s accountability system, must be identified as a school in need of improvement. The school must prepare a school improvement plan and offer school choice. The district must provide for technical assistance. Year Three ? School Improvement A school that does not make AYP for three consecutive years must continue to offer choice and also supplemental educational services (SES). The district continues its technical assistance. Year Four ? Corrective Action A school that does not make AYP for four consecutive years is identified for corrective action. The school must continue to offer school choice and SES. Identifying a school for corrective action signals the LEA’s intention to take greater control of the school’s management and to have a more direct hand in its decision-making. Year Five ? Planning for Restructuring After five consecutive years of not making AYP, a school must plan to restructure. It must continue to offer choice and SES. Year Six ? Restructuring After six consecutive years of not making AYP, a school must be restructured. It must continue to offer choice and SES, and prepare an alternative governance plan which includes one of the following: Reopening the school as a public charter school. Replacing all or most of the school staff (which may include the principal) who are relevant to the failure to make AYP. Entering into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness, to operate the public school. Turning the operation of the school over to the state, if permitted under state law and agreed to by the state. Sources: LEA and School Improvement, Non-Regulatory Guidance, USDE, January 2004: www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc School Improvement Status Letter: www.nj.gov/njded/grants/nclb/guidance/inischools_njask4.htm Supplemental Educational Services Non-Regulatory Guidance, USDE, August 2003: www.ed.gov/policy/elsec/guid/suppsvcsguid.doc School Improvement Continuum Chart This chart identifies the progression of schools identified as in need of improvement and the related sanctions. [Refer to chart.] Year One – Early Warning A school that does not make AYP for one year goes into Early Warning status. There are no sanctions, but the school should be addressing the deficiencies so it can make AYP the following year and avoid going into improvement status. Year Two ? School Improvement A school that does not make AYP for two consecutive years, as AYP is defined by the state’s accountability system, must be identified as a school in need of improvement. The school must prepare a school improvement plan and offer school choice. The district must provide for technical assistance. Year Three ? School Improvement A school that does not make AYP for three consecutive years must continue to offer choice and also supplemental educational services (SES). The district continues its technical assistance. Year Four ? Corrective Action A school that does not make AYP for four consecutive years is identified for corrective action. The school must continue to offer school choice and SES. Identifying a school for corrective action signals the LEA’s intention to take greater control of the school’s management and to have a more direct hand in its decision-making. Year Five ? Planning for Restructuring After five consecutive years of not making AYP, a school must plan to restructure. It must continue to offer choice and SES. Year Six ? Restructuring After six consecutive years of not making AYP, a school must be restructured. It must continue to offer choice and SES, and prepare an alternative governance plan which includes one of the following: Reopening the school as a public charter school. Replacing all or most of the school staff (which may include the principal) who are relevant to the failure to make AYP. Entering into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness, to operate the public school. Turning the operation of the school over to the state, if permitted under state law and agreed to by the state. Sources: LEA and School Improvement, Non-Regulatory Guidance, USDE, January 2004: www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc School Improvement Status Letter: www.nj.gov/njded/grants/nclb/guidance/inischools_njask4.htm Supplemental Educational Services Non-Regulatory Guidance, USDE, August 2003: www.ed.gov/policy/elsec/guid/suppsvcsguid.doc

    13. 12/17/2011 13 Starting at the top – 1. Status: Year of the Data and Status Year 2. Move to the grade spans and the “made it or not” 3. The next section is history over time—notice that the school was in Year 1 and then on hold; and then NA. Question 2: It takes two years of meeting the target to get out of status—note the hold and then meeting the target. 4. Year 1 is considered “Early Warning” The data presented in the next series of slides is from one of our Title I distinguished schools. It is a diverse middle school with approximately 500 students. In order to be a distinguished school, the poverty level must exceed 40 percent and the school should have met state targets for at least two consecutive years. In NJ, we added criteria that the school must have an N size of at least 30 in special education or ELL.Starting at the top – 1. Status: Year of the Data and Status Year 2. Move to the grade spans and the “made it or not” 3. The next section is history over time—notice that the school was in Year 1 and then on hold; and then NA. Question 2: It takes two years of meeting the target to get out of status—note the hold and then meeting the target. 4. Year 1 is considered “Early Warning” The data presented in the next series of slides is from one of our Title I distinguished schools. It is a diverse middle school with approximately 500 students. In order to be a distinguished school, the poverty level must exceed 40 percent and the school should have met state targets for at least two consecutive years. In NJ, we added criteria that the school must have an N size of at least 30 in special education or ELL.

    14. 12/17/2011 14 Yes-No Chart Question 4: How many possible indicators exist? 41 is the default How many are in this school? How many did they miss? Question 3: Secondary indicators are attendance and dropout Question 6: What is safe harbor? How do you make safe harbor? N is 40 for participation and 30 for meeting the benchmark Question 10: All indicators must be met—participation, AYP for each subgroup and secondary measures – Answer is True What is the difference between Total Population and General? Total includes all students in the school; general does not include special education and LEP.Yes-No Chart Question 4: How many possible indicators exist? 41 is the default How many are in this school? How many did they miss? Question 3: Secondary indicators are attendance and dropout Question 6: What is safe harbor? How do you make safe harbor? N is 40 for participation and 30 for meeting the benchmark Question 10: All indicators must be met—participation, AYP for each subgroup and secondary measures – Answer is True What is the difference between Total Population and General? Total includes all students in the school; general does not include special education and LEP.

    15. What is the focus of a 3-day Benchmark Visit? Focus #1

    16. Focus #1 Implementation of conditionally approved restructuring plan Proposed governance changes

    17. Restructuring Quiz Define restructuring What are acceptable governance changes? What are the NJ restructuring options? What entity leads the process, selects the restructuring option and develops the plan? What stakeholders must be involved in the development and oversight of the plan?

    18. Restructuring Definition: A major reorganization of a school, making fundamental reforms, such as significant changes in the school’s staffing and governance. A Two-Year Process Year 1 – prepare restructuring plan; planning year Year 2 - implementation of the restructuring plan After one year of corrective action and not making AYP again, a school enters restructuring, which is an extensive intervention in the operation of the corrective action school. Restructuring requires major changes in a school’s operation. The purpose of restructuring is to increase student achievement and help the school make AYP. In restructuring the LEA undertakes a major reorganization of a school, making fundamental reforms, such as significant changes in the school’s staffing and governance. The purpose of restructuring is to improve student academic achievement and enable the school to make AYP. The restructuring process occurs in two steps. In year one of restructuring the LEA prepares a restructuring plan for the school that outlines the implementation of the plan. In year two of restructuring the LEA implements the restructuring plan no later than the beginning of the following school year. For example, if a school is in corrective action in the 2004-05 school year and during that school year does not make AYP, the school is identified for restructuring. The first year of restructuring (the planning year) will be the 2005-06 school year. If the school does not meet the AYP benchmarks during the 2005-06, the school enters the second year of restructuring during the 2006-07 school year, and the LEA begins implementation of the restructuring plan. After one year of corrective action and not making AYP again, a school enters restructuring, which is an extensive intervention in the operation of the corrective action school. Restructuring requires major changes in a school’s operation. The purpose of restructuring is to increase student achievement and help the school make AYP. In restructuring the LEA undertakes a major reorganization of a school, making fundamental reforms, such as significant changes in the school’s staffing and governance. The purpose of restructuring is to improve student academic achievement and enable the school to make AYP. The restructuring process occurs in two steps. In year one of restructuring the LEA prepares a restructuring plan for the school that outlines the implementation of the plan. In year two of restructuring the LEA implements the restructuring plan no later than the beginning of the following school year. For example, if a school is in corrective action in the 2004-05 school year and during that school year does not make AYP, the school is identified for restructuring. The first year of restructuring (the planning year) will be the 2005-06 school year. If the school does not meet the AYP benchmarks during the 2005-06, the school enters the second year of restructuring during the 2006-07 school year, and the LEA begins implementation of the restructuring plan.

    19. Restructuring Options Option 1: Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring as set forth in the No Child Left Behind Act. Option 2: Re-open the school as a public charter school as defined by and consistent with state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A). Option 3: Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A). NCLB provides a variety of restructuring options allowing LEAs to select the option(s) that best address the identified needs of the school and school community. Again, the purpose of restructuring is for the school to improve its ability to teach all children, achieve annual academic performance targets, and be removed from restructuring status. §1116(b)(8)(B) The school’s restructuring plan must include at least one of these actions. The availability of several actions allows the district to choose the best action(s) to help the identified needs of the school. For the 2006-2007 restructuring plan, many schools are implementing Options 1 and 3. NCLB provides a variety of restructuring options allowing LEAs to select the option(s) that best address the identified needs of the school and school community. Again, the purpose of restructuring is for the school to improve its ability to teach all children, achieve annual academic performance targets, and be removed from restructuring status. §1116(b)(8)(B) The school’s restructuring plan must include at least one of these actions. The availability of several actions allows the district to choose the best action(s) to help the identified needs of the school. For the 2006-2007 restructuring plan, many schools are implementing Options 1 and 3.

    20. Which option(s) were selected at your school? Option 1 Option 2 Option 3

    21. Notification Requirements for Parents & Teachers Promptly inform parents and teachers of the school’s status Offer parents and teachers an opportunity to comment on the school’s status Invite parents and teachers to collaborate on the development of the school’s restructuring plan

    22. District Responsibilities for Notification to School Community Once the plan is adopted and approved: Take action to address academic achievement issues District and state must help the school address its academic problems Continue to involve stakeholders in plan oversight This information may be posted on the district’s and/or school’s website, via newsletter, etc.This information may be posted on the district’s and/or school’s website, via newsletter, etc.

    23. Restructuring Plans The Restructuring Plan should reorganize the school to make differences in the quality of teaching and learning in the schools (Redding, 2007). The reorganization should involve specific changes in how the school functions in key areas of practice.

    24. Form D – Proposed Restructuring Option Form E – Rationale for Selection & Process Form F – Governance Changes Form G – Restructuring Roles & Responsibilities Form H & I – Impact of Restructuring – LAL & Math Form J – Programmatic, Structural, Instructional Impact Form K – Community Involvement Form L – Changes in School Organization Form M – Changes in Instructional Staff Assigned Form N – Specific Strategies to Implement Plan Form O – Professional Development to Implement Plan—Staff Form P – Professional Development to Implement Plan—Leadership Action Plans Plan Components

    25. Key Questions Is the Restructuring Plan focused on key areas of need identified from the most recent CAPA visit? Are the improvement strategies aligned with the Restructuring Option? Is the Restructuring Plan being implemented as intended? What are the standards or expectations for success? Are the governance changes sufficient to impact achievement?

    26. The 3-day visit is: A process involving an external team of educators and parents working in collaboration with school and district personnel to pinpoint obstacles to student achievement, identify needs and develop solutions to improve school performance. 12/17/2011 26

    27. Task-Oriented Team Development

    31. Get ready teams… Use the materials given. Additional materials are available-Do not eat the materials As a team, build a tower in 20 minutes using the materials provided The team that builds the highest tower that stays upright for 10 seconds wins a prize Work in Stages: Plan Development (10 minutes) Peer review and feedback (5 minutes) Construction (20 minutes) Measurement and Evaluation ( 20 minutes)

    32. Processing the Activity How did your team work together? How accurately was your plan implemented? Did plan make a difference? How did you make use of research? What was the benefit of peer review? How did you perform this time versus the last 4-day session? How many teams achieved high-performance? Observer feedback/reporting out

    33. How will we work together to improve teaching & learning? CAPA Collaborative Teams

    34. Team Leader Principal Language Arts Literacy Specialist Mathematics Specialist Special Education Specialist ELL Specialist Parent/School Climate 12/17/2011 34

    35. Internal Benchmark Team District Liaison LAL Coach, Lead Teacher or Department Chair Math Coach, Lead Teacher or Department Chair Inclusion Coach, Lead Teacher or Department Chair ELL Lead Teacher or Department Chair Parent Liaison/School Culture Specialist Union Representative 12/17/2011 35

    36. Subteams

    37. What should be done to prepare for a visit?

    38. Team Leader Planning Day Team leaders are allocated one day to assist the school in preparation for the visit Principal and planning committee should determine how best to use this planning day Examples of assistance: development of schedule, selection of staff for focus groups, presentation to staff, explanation of administrative walkthrough or data analysis 12/17/2011 38

    39. Prior to the visit Explain the process to the school faculty Select school team members Establish a planning committee Involve the NCLB Planning Committee Involve building union representation 12/17/2011 39

    40. Document Review - Prior Internal and external team members should become familiar with the following documents prior to the visit: Restructuring Plan State assessment data by grade and cluster NCLB unified plan Other formative assessment data School Improvement Status Summary Adequate Yearly Progress Status One & Three-Year Trend Charts School climate survey 12/17/2011 40

    41. Typical three-day schedule

    42. What occurs during a 3-day visit?

    43. Interview Schedule Teachers Child Study Team Administrators Guidance Staff I&RS Committee NCLB Committee, site-based management team or SLC Parents Students (randomly selected across grade levels—10% of student body) 12/17/2011 43

    44. Team Needs Room for debriefing and document review Room for interviews & focus groups Computers, LCD projector, photocopying Emergency numbers 12/17/2011 44

    45. Team Folder School vision & mission Master schedule—individual staff schedules Staff roster Bell schedule Floor plan NCLB committee names Background information form 12/17/2011 45

    46. School Culture Survey Instructors Administrators URL Available from Team Leader 12/17/2011 46

    47. School Portfolio Examples Restructuring Plan NCLB Unified Plan Suspension Reports 10 Report Cards 10 PDPs and evaluations Professional Development Plan School/ Community Survey Parent Involvement Policy Meeting Minutes Parent Information Meeting Agendas Curriculum Documents HQT Documents Curriculum Reports Code of Conduct Policy 12/17/2011 47

    48. Classroom Portfolio Examples Lesson Plans Student Work Student Portfolios Student Projects Student Journals Student Assessments Grade Books 12/17/2011 48

    49. District Document Examples Curriculum Documents DINI Plan (if applicable) Strategic Plan Technology Plan Parent Involvement Policy NCLB & SES Communications & Reports Comprehensive Equity Plan 12/17/2011 49

    50. Administrative & Content Walkthroughs Content specific and administrative walkthroughs A random selection of classrooms will be visited Focus of walkthrough determined by subteam

    51. Walkthrough Process Walkthroughs provide a school wide snapshot, over time, of classroom environments, learning experiences and student perspectives Walkthroughs are not part of the evaluation process Walkthroughs are a catalyst for reflective school wide discussion

    52. Team Lead Follow Up Day Within one week of visit Work with internal team to refine action plans Review final summary report for accuracy Assistance with presentation to faculty

    53. Interviews For staff can be either individual or small group (6-8 people) For the NCLB planning team or SLC should be whole group For parents should be scheduled in groups – as many as possible Interview 10% of student body—formally and informally 12/17/2011 53

    54. Interviews to be scheduled: Teachers Paraprofessionals Child Study Team Administrators Guidance Staff District Administrators Security Staff Nurse Social Worker NCLB Planning Committee Parents 10% of students (randomly selected across grade levels) 12/17/2011 54

    55. What is the focus during the 3-day benchmark visit? Focus #2

    56. Focus #2 Implementation of CAPA Recommendations

    57. Teaching & Learning Tool Used to help determine specifically where you are regarding goals and benchmarks for higher student achievement Also used to help determine what action steps the school and/or district need to take to meet benchmarks at the desired levels of success 12/17/2011 57

    58. Focus on Research-based Strategies Curriculum – where it exists and is good, is it what guides daily instruction? Instructional leadership – leaders who have an unrelenting focus on learning, therefore on instruction Teamwork and professional learning communities – opening up the teaching practice of individuals to their colleagues, so that they can learn from those who do it well. 12/17/2011 58

    59. Structure Structure of Teaching and Learning Tool A single tool for identifying best practices, collecting and analyzing documentation, interview results, begin formulating recommendations, recording strengths and challenges and providing a rating. Domains Standards Indicators Subindicators 12/17/2011 59

    60. Standards & Indicators Within each of the 7 Standards, there are 24 specific subsections labeled “indicators.” The team will write a “Finding” and assign a “Performance Level” rating for each indicator. Within each of the indicators is an essential question Within each of the indicators there are “sub-indicators.” See page 23 of Handbook for 17 selected indicators 12/17/2011 60

    61. Standards Curriculum Assessment & Evaluation Instruction School Climate & Culture Student, Family & Community Support Professional Learning, Growth & Development Leadership & Governance 12/17/2011 61

    62. Indicators Within each of the 7 Standards, there are 24 specific subsections labeled “indicators.” The team will write a “Finding” for each indicator. See page 23 for 17 selected indicators 12/17/2011 62

    63. Triangulation Seen in classrooms Read in documents Heard in interviews 12/17/2011 63

    64. Summary Report/Action Plan Summary and final approval of restructuring plan Background statement regarding each standard Notes strengths, challenges, root causes and recommendations Team determines most critical recommendations for district & school Incorporated into the school’s NCLB unified plan 12/17/2011 64

    65. Summary Report FINDINGS: Compilations of data about the school substantiated by TRIANGULATION (at least three sources of data such as an observation, an interview, or written documentation). RECOMMENDATIONS: Research-based strategies and best practices suggested by the team for each standard. Subteams determine 2-3 high priority recommendations. ACTION STEPS: The team prioritizes and develops a short plan for implementation of 3 recommendations. 12/17/2011 65

    66. Action Planning Action Steps what needs to be done to implement the recommendation – action steps for each action step what strategy will be used expected results measures time lines people responsible and accountable 12/17/2011 66

    67. Benchmark Meeting Process While the school is in improvement status: One-day follow-up with team member Purpose: To review the progress the school is making regarding student learning, instruction, climate and leadership by observing and discussing implementation of strategies from the NCLB Unified Plan & Action Plans 12/17/2011 67

    68. Breakout Sessions Leadership Parent Involvement & School Culture Language Arts Mathematics Special Education English Language Learners Be sure to complete the reflection handout so we can continue to improve our assistance 12/17/2011 68

    69. Thank You!

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