Jefferson City Schools School Improvement

1. Jefferson City Schools School Improvement Getting the wheels turning… Exposure to Excellence Promotes Excellence Mission: To graduate fully functioning adults

2. Essential Question What is our school improvement process?

3. GOAL SETTING Department Heads review action plan goals and strategies by department/grade level (September) BENCHMARKING Online Benchmark testing administered quarterly to assess student progress towards goals (September, December, February) JEFFERSON CITY SCHOOLS School Improvement Cycle MONITORING Department Heads work with team and instructional specialists to monitor Action Plans based on three benchmark performances (October, December, February) TARGETING NEEDS Determine target lists for classroom accountability (August) Administrative/BOE review Administration and BOE reviews budget for instructional support to meet goals. (June) REPORT TO BOE Action Plans used for state grant applications (February) Annual BOE Retreat to review action plan recommendations (March) Year-end Action Plan Review District instructional support will analyze data with faculty to reflect on the success of Action Plan goals and strategies. (May)

4. Targeting • Target list developed/revised according to disaggregated test data • Departments and grade-levels meet in August to analyze current student test scores and identify high-impact students based on AYP subgroups

5. Goal Setting • Testing information (CRCT, GHSGT, EOCT) • Department Heads/Grade-Level chairpersons consult with RESA support • Target list of students (Stoplight activity) • SMART goals • Department Heads/Grade-Level chairpersons work with team to determine strategies • Developing QCC/GPS curriculum maps to correlate with action plan goals

6. Benchmarking • 05-06 JES, JMS Online Assessment System (OAS) administered three times • 05-06 JHS administered mid-year • 06-07 JES, JMS will administer September, December, February • 06-07 JHS teachers developing pre-test benchmarks to be administered the first week of each semester (GHSGT, EOCT post-test)

7. Monitoring • Action plans reviewed 3 times per year to determine success of strategies and recommendations for revision • Target list developed/revised according to benchmark • Opportunities for remediation reviewed

8. Report to BOE • Benchmark results reported to board members after each administration • Report includes: • Areas of strength • Areas in need of improvement (ex. vocabulary, problem-solving, research) • Recommendations for professional development • Action plans used for state grant applications, budget development, and board retreat decision-making

9. Year-end Action Plan Review • CRCT/GHSGT/EOCT results are used to determine success of action plan goals and strategies • Departments use test scores data to analyze Action Plan • School improvement surveys (staff, student, parent) overview • Departments/Grade-Levels recommend Action Plan revisions • Department Heads develop and submit revised Action Plans for 06-07 (deadline: July 28)

10. Administration/BOE review Administration and BOE review Action Plan revisions and recommendations for 05-06 to make budgetary decisions • Action Plan review sheet submitted at the end of post-planning with 05-06 Action plan • Action Plan and Action Plan review sheet used by Department Heads/Grade Level Chairpersons to plan for 06-07 (June/July)

11. GHSGT Main AdministrationSpring: 2002-2003-2004-2005-2006Grade 11 1st-Time Test Takers: All Students % Pass* *84.70% must pass to meet AYP in Enhanced English/Language Arts in 2006 *68.60% must pass to meet AYP in Enhanced Mathematics in 2006

12. EOCT 2004-05

13. EOCT 2005-06

14. CRCT Click here for JCS CRCT link

15. Survey Results • What Works in Schools • Bernhardt’s Education for the Future Initiative – staff, student, parent • LOTI Technology (results in August) • Continuous Improvement Continuums (CIC activity) from Education for the Future

16. What Works in SchoolsTop 10 and district Top 5 • End their units by asking students to assess themselves relative to the learning goals. • A program that teaches and reinforces students self-discipline and responsibility has been implemented. • Systematically ask students to keep track of their own performance on the learning goals. • Students are provided with training regarding the dynamics of motivation and how those dynamics affect them. • Training and support are provided to parents to enhance their communication with their children, their supervision of their children, and their parenting style.

17. BERNHARDT - STAFF HIGHEST • I believe student achievement can increase through effective parent involvement • I believe student achievement can increase through providing a threat-free environment • This school has a good public image LOWEST • Teachers communicate with each other to make student learning consistent across grade levels.

18. BERNHARDT - STUDENT HIGHEST • My family wants me to do well in school • My family believes I can do well in school LOWEST • Students at my school treat me with respect • When I am at school, I have fun learning • I have choices in what I learn

19. BERNHARDT - PARENT HIGHEST • I support my child’s learning at home • I feel good about myself as a parent • Overall, the school performs well academically • The school expects quality work of its students LOWEST • My child’s teacher helps me to help my child learn at home • The school meets the social needs of the students • Students show respect for other students

20. Continuous Improvement Continuums (CIC) activity

21. Ticket Out the Door • Test score analysis (by homeroom/first period) • Action plan review sheet (as a department/grade level)