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Mission

Interim Vision Card 2012 and Beyond A System of Excellent Schools Columbus Board of Education February 1, 2011. Mission. “Each student is highly educated, prepared for leadership and service, and empowered for success as a citizen in a global community.” Columbus Board of Education.

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Mission

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  1. Interim Vision Card2012 and Beyond A System of Excellent SchoolsColumbus Board of EducationFebruary 1, 2011

  2. Mission “Each student is highly educated, prepared for leadership and service, and empowered for success as a citizen in a global community.” Columbus Board of Education

  3. 2012 and Beyond CCS Vision - 100% Student Success 2012 Goal - 90% graduation rate

  4. Operational Plan • July 13, 2010 Board Presentation • Six Vision Areas: 1.) Student Achievement and Learning 2.) High Quality Curriculum, Instruction & Assessment 3.) High Quality Staff & Professional Development 4.) Partnerships 5.) School Climate 6.) Effective Management of Resources • Changing to better support our schools

  5. Operational Plan • 5 Academic Regions • School Feeder Patterns • Geographic &Programmatic Alignment • Process Resource Teams • Vision Cards

  6. State Standards Showing ProgressComparing 2008-09 and 2009-10 Performance Grade 5 – Reading (1 %) Grade 5 – Mathematics (2.8 %) Grade 6 – Reading (2.9 %) Grade 6 – Mathematics (1 %) Grade 7 – Reading (6.9 %) Grade 8 – Reading (9.9 %) Grade 8 – Mathematics (1.3 %) Grade 10 – Mathematics (0.7 %)

  7. Reading Performance IncreasesFive-Year Trend Examination Grade 3 = 6.7% Grade 5 = 0.7% Grade 7 = 1.7% Grade 4 = 6.5% Grade 6 = 3.4% Grade 8 = 2.8%

  8. Kindergarten Readiness Assessment-Literacy (KRA-L)Six-Year Trend Examinations 2005-06: 39.8% of incoming Kindergarten students scored below early reading/literacy skills and readiness Fall 2010: 34.2% of this year’s incoming Kindergarten students scored below early reading/literacy skills and readiness KRA-L: Language Skills Rhyming Ability Sentence Repetition Comprehension Letter Identification

  9. Performance Index Score ImprovesComparing 2004-05 and 2009-10 Scores

  10. Graduation Rates ImproveComparing 2005-06 to 2009-10 Anticipated Rates

  11. Vision 2012 and Beyond Our Focus: • Student Achievement and Learning • High Quality Curriculum, Instruction and Assessment • High Quality Staff and Professional Development • Partnerships • School Climate • Effective Management of Resources

  12. Interpreting the Interim Vision Cards

  13. Interpreting the Interim Vision Cards

  14. Interpreting the Interim Vision Cards

  15. Interpreting the Interim Vision Cards

  16. Academic Performance Metrics by Reporting Periods Metrics used for Interim Grading • Middle & High School:Students receiving a D, F, U, I, or N in any core course/class will be considered At Risk in academics. • Elementary: Grades K-5 in Reading: will automatically be considered At Risk in Reading if reading 2 levels below expectations on the most recent available TRC data (BOY,MOY, EOY). If not two levels below expectations, thenstudents receiving a 1 (“working below”) in Reading, will be considered At Risk Grades K-3 in Math: will automatically be considered At Risk in Mathematics if identified as “Intensive” on the most recent available mCLASS math data (BOY, MOY, EOY) Grades K-3 in Math: if not identified as “Intensive” then, if receiving a 1 (“working below”) in Math they will be considered At Risk in Math Grade 4 & 5 in Math: if receiving a 1 (“working below”) in Math, they will be considered At Risk in Math Grades K –5 in all other Subjects: (Science, Social Studies or Writing) they will be considered At Risk if receiving a 1 (“working below”) in that core subject

  17. Live Demo of Interim Vision Cards • http://www.columbus.k12.oh.us/index.html

  18. Example of Disparate Data Used by Principals

  19. Building comprehensive view of student data

  20. Interim Vision Card – Student Profile Example

  21. Easthaven Elementary School Data Wall

  22. Data Wall – Student Card

  23. Individual Intervention Plan SAIL LEVEL IIIdentify and Define the PROBLEM below PROBLEM/ AREA (s) OF CONCERN: Student has difficulty staying on task, as well as exhibits disruptive behavior that is impacting their overall academic growth. The student gets out of their seat excessively, demonstrates difficulty focusing and completing their class work, and disrupts other students by talking.

  24. Chart BASELINE and PROGRESS MONITORING DATA COLLECTION belowTARGET SKILL #1: Student will decrease the amount of times they get out of their seat from 35 to 5 times per day in a period of six weeks. DESCRIPTION OF INTERVENTION STRATEGY:(may attach copy)The classroom teacher will use a “stick strategy” in which the student will begin with a given amount of sticks (lets say 20). Each time the student is out of their seat at an inappropriate time (i.e. completing class work), the student will owe the teacher a stick. When the student ends the day with any remaining sticks, the student will earn a prize from the classroom teacher. (**Since the student is out of their seat so often this strategy may be broken down into morning/afternoon sections). The teacher will record the number of sticks the student has at the end of the day and will send a daily note home to the parent as part of the home-school incentive.

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