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CES Continuous Improvement Model June 11,12,13 and 14

CES Continuous Improvement Model June 11,12,13 and 14. 2012-13 School Year. The purpose……. Make adjustments to our instructional focus Understand current curriculum expectations Prepare for EOC and elevated FCAT 2.0 assessments including VAM Determine individual and team strengths

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CES Continuous Improvement Model June 11,12,13 and 14

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  1. CES Continuous Improvement ModelJune 11,12,13 and 14 2012-13 School Year

  2. The purpose…… • Make adjustments to our instructional focus • Understand current curriculum expectations • Prepare for EOC and elevated FCAT 2.0 assessments including VAM • Determine individual and team strengths • Determine individual and team areas in need of improvement • …..to catch our breath, focus and understand our direction for the new year

  3. Current Performance PreK-2 • FLKRS Pre-K 50% HS 69% (70) • Grade PRS/FSP TLReadTLMath • K 88% NA 67% • 1 80% 47% 50% • 2 51% 50% 45%

  4. Current Performance 3-5 • Reading Math Writing Science 3 49% 49 50% 4858 (4) 44 (5) 4 52% 44% 5 47% 49% LEARNING GAINS ALL STUDENTS 4 63% 68 63% 63 5 73% 61 63% 61 LOWER QUARTILE 25% 4 58% 60 54% 58 5 62% 47 62% 55

  5. What is the data telling us? Reading • 50% on average are grade level proficient • Sub groups still continue to lag behind proficient expectations • Black • ESE • Students are having difficulty engaging non-fiction content • Current levels of reading instruction insufficient for higher level application questioning and comprehension

  6. Math • 49% on average are grade level proficient with new standards • As reading and application strategies are elevated, CES students are less likely to meet grade level standards • Sub groups still continue to lag behind proficient expectations • Black • ESE • Envision process in need of review and adjustment

  7. Writing • Students are not prepared for new 4th grade writing expectations. • CES PreK-4 writing continuum is not supporting current proficiency expectations. • CES student not prepared for 12-13 and 13-14 writing expectations on new CCSS FCAT Reading and Math grades 3-5, EOC k-2, and Grade 4 FCAT Writes • Penmanship, journaling, writing activities across the curriculum are insufficient for grade level proficiency expectations.

  8. Science • While historical data prior to 2011 indicated elevated levels of proficiency, current performance groups and assessments need to be adjusted for rigor. • Current levels of scientific journaling, probe intensity and applicational experiences insufficient to meet expected grade level standards. • Science content is being taught in isolation from reading, math and writing expectations

  9. What we are doing right… • Don't let what you cannot do interfere with what you can do. Coach John Wooden, UCLA • 20% gap of improvement is reachable due to expertise on campus • Community that has the highest levels of trust for CES • RtI fomat • Intervention Programming • Art, Drama, Puppetry, Tutoring, Media Services, Technology, Instructional Resources, Drumming, Chorus, After School Programming • Collaborative Planning • Rising Growth Scores • Inservice Programs • Reading Leaders • Strategic Planning • Instructional and Support Teaming

  10. The Reality- Our Baseline • Current levels of proficiency are our starting point • EOC assessments implemented 13-14 K-2 • All student groups count • FCAT Writes proficiency level expected to rise along with final draft scoring criteria • Clear definitions of learning gains • Students expected to apply knowledge • Individual student growth is paramount

  11. Competition at our door step… • KES, SWES, OES, WES • Turning Point • Lighthouse Academy • St. Paul School for Excellence • Beacon of Hope • Florida Virtual • CPS • Palencia Elementary • AYP School Choice

  12. High Expectations • The bar has been raised…………… • Cut scores and proficiency expectations • Writing for purpose, clarity and understanding • Parental communication • Academic transparency • Instructional practices (Marzano) • Strategic planning • Maximized instructional time with students • Engagement vs. Attention

  13. Expectations • Academic Expectations (next 4 days) • Reading • Math • Writing • Science

  14. Expectations • Behavioral Expectations (Aug 6,7,8) • School • Grade Level • Classroom • Individual Student

  15. Expectations • Professional Expectations • Understand Marzano • Contribute to the TEAM • Understand your responsibilities • Spend your time strategically • Know and love your students

  16. The HOW! • Professionalism “Do your job!” • Individualized Professional Development-Wednesday Format • Strategic Scheduling- M, T, TH, F WOW • Program Fidelity-writing, PA-Phonics, RtI and Data • Consistent Accurate Assessment (Focus Calendars, Probes) • Communication with team, support and parents • High Expectations for yourself, students, parents and co-workers

  17. Lessons from roundball….. • I'd rather have a lot of talent and a little experience than a lot of experience and a little talent. Coach John Wooden

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