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What We Want to Accomplish Tonight . Vision, mission, and guiding principlesReview district and school achievement dataEstablish expectations for student achievementDepartmental GoalsFinance Update. Operating Assumptions . The Board and District leadership come to their positions with one pure m
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1. ROCKFORD PUBLIC SCHOOLS
2. What We Want to Accomplish Tonight Vision, mission, and guiding principles
Review district and school achievement data
Establish expectations for student achievement
Departmental Goals
Finance Update
3. Operating Assumptions The Board and District leadership come to their positions with one pure motive - to serve the best interests of children
United in service to children
4. Rockford Public Schools Vision Rockford Public Schools will offer a world-class education that prepares all students to compete in a global society. We will provide a nurturing, child-centered and parent-friendly learning environment that makes Rockford schools the schools of first choice for families.
5. Mission The mission of the Rockford Public Schools is to serve the community by ensuring all of its diverse students develop the capabilities to contribute to society, succeed in the global economy, and learn throughout their lives by creating dynamic integrated learning environments that respond to the needs and aspirations of the individual student in partnership with family and community.
6. Our Five Goals Enhance learning opportunities for all children
Ensure parents are partners in the education process
Provide clean and safe schools
Hold adults accountable
Run an efficient business operation
7. Guiding Principles All children can learn.
RPS is a child-focused learning institution.
It takes a community-wide effort to educate a child. Everybody has a stake in, and should be held accountable for, the education of our children.
Educated citizens are necessary to sustain a democracy.
Improved performance will earn the public’s confidence.
8. Guiding Principles Principals are instructional leaders in their schools and will be held responsible and accountable for student achievement.
Teachers are our greatest assets.
Diversity enriches and strengthens the community.
We will embrace change as we challenge the status quo.
Honesty and integrity are vital to trusting relationships.
9. What Does the Data Reveal?
10. A Context for the Data NCLB has targeted 2014 for 100% compliance
NCLB targets are unrealistic and unattainable
ISBE has back loaded state targets
Target for Math and Reading is 70%
Schools making continuous progress are falling short of the 70% target
Trend will continue unless USDOE makes adjustments to NCLB
11. RPS Data – 2006-2009District Reading Percentage of all students meeting or exceeding Illinois State Standards has been flat over a four year period
Declining percentages in three of the eight subgroups: Hispanic -3.9%, Asian -4.0%, and LEP -7.7%
Increases in three subgroups: Black 2.8%, White 1.4% and Multiracial 6.7%
Economically Disadvantaged subgroup flat
Students with disabilities showed a four year increase of 2.1%
Black-White achievement gap narrowed slightly (1.4%) but is still significant at 26.8%
12. District Math2006-2009 Percentage of all students meeting or exceeding Illinois state standards showed a slight increase of 2.5%
Percentage increase in four student subgroups: Black 4.3%, Hispanic 2.1%, LEP 2.5%, and Economically Disadvantaged 2.4%
Students with disabilities showed a 6.4% increase over four years, although scores for 2009 are flat
Decreases occurred for three student subgroups: White 0.4%, Asian 8.4% and Multiracial 2.3%
Black-White achievement gap narrowed by 7.2% over 4 years but is still significant at 26.3%
13. 2006-2009 Grade Level Data Little variance over time in grade level scores
3% - 6% increases in reading and math in grades 5, 6, and 7
3rd grade reading scores have remain flat at 56%
Decrease of 3% in 3rd grade math, 2% in 4th grade reading, and 1% in 8th grade reading
Achievement gap remains a challenge
LEP, Students with Disabilities, and Economically Disadvantaged subgroups consistently lag behind other subgroups
14. High Schools 2006-2009 With one exception in reading, there are overall declines at all four high schools in both reading and math
Some subgroup gains occurred in reading at two high schools
One subgroup at one high school showed growth in math over the four year period
Majority of gains are not significant when viewed in the context of a four year time frame
With minor exceptions, overall, subgroup performance levels continue to be significantly below expectations
15. Middle Schools – 2006-2009 Slow upward trend in the majority of middle schools
Percentages of students meeting and exceeding in reading range from 46.3% to 79.3% over the four year period
Range in math is from 46.8% to 77.8%
Steady year-to-year growth in both math and reading is seen in only one middle school and in math at two others
Year-to-year decline in both reading and math is seen at one school
Black and Students with Disabilities subgroups are slowly improving in most cases, but a significant gap still exists
16. Elementary Schools 2006-2009 16 schools made gains over the four year period
Gains tend to be steady and incremental
15 schools showed decreases
Some decreases are dramatic; ranging from 10% to nearly 23%
Three schools show little movement over four years
Issues related to achievement gaps and subgroups with low percentages meeting and exceeding are evident beginning in 3rd grade
17. What does the data tell us? We have some pockets of success
There are only a few schools with consistent growth
Middle and High schools are challenged
We have not provided targeted instructional services for all children
District must be reorganized in support of schools
18. What does the data tell us? We need to fix our instructional program
Align curriculum to state standards
Align interventions
Build a coherent reading program
Focus our resources strategically
19. The Plan to Move Forward Realign the organization in support of schools, classrooms and children
Focus on strengthening the instructional core
Build internal capacity to support instruction in schools
Refocus support services to schools
Build an aligned professional development program
Build strong parent and community partnerships
Hold Adults Accountable
20. Accountability
21. Goals and Objectives To design and implement a comprehensive plan for educational research aligned with our instructional goals
Develop a department that will conduct, understand, and use evidence-based research findings to improve educational practices.
Create a data driven center to provide District staff with research studies to help improve student achievement
To conduct program evaluation of all federal and state funded
22. Goals and Objectives To design and implement a comprehensive plan for adult accountability in support of student achievement.
Establish a transition timeline for performance evaluations
Establish a schedule for periodic walkthroughs at all buildings, reinforcing adult accountability
Create clear guidelines and procedures for supervisors to implement
Develop a educational scorecard with metrics for each division/department
23. Goals and Objectives Create and establish a comprehensive plan to ensure charter schools are compliant
Develop a close working relationship with each charter school
Monitor each charter school to insure compliance
Develop a system to track students entering and exiting Charter Schools and the District
Develop a policy for the review and approval of charter schools consistent with state law
24. Goals and Objectives Build partnerships between the District and the Community
Establish a coalition of organizations in support of RPS schools
Forge and develop partnerships with non profit organizations and the secular community
Forge and develop partnerships with businesses and corporations
Replicate the Haskell Parent Academy to other RPS schools
Create a district wide conference for parents
Develop programs and partnerships that bring parents into the schools
25. Teaching and Learning
26. Where We Are Standards not implemented with fidelity district-wide
No aggressive plan to address the achievement gap
No uniform assessment format
Assessments not aligned to core curriculum
Achievement data not used in a coordinated fashion
No vision or clear plan for instruction
27. Where We Are Great potential for high achievement!
District-wide understanding that the curriculum should be aligned to state standards
Resources exist for teachers to implement curriculum
Various groups are looking at some data and discussing results
New teachers and administrators receive some level of mentoring and professional development
29. Next Steps Implement a curriculum aligned with rigorous standards accompanied by instructional goals!
Align Professional Development with curriculum and instructional goals.
Build capacity of teachers and supporting cast to implement that curriculum
30. Next Steps Design a department that supports schools, focuses on instruction, is driven by student achievement, and holds Teachers/Principals accountable.
New Principal Performance Evaluation & School Walk Through
New Coaching Model
High School Initiative
31. Next Steps Major intervention in our targeted schools
Implement a uniform assessment format…the data must inform instruction!
Make “in-flight” corrections …that are data driven!
Keep the achievement gap at the forefront of conversation!
33. Support Services
34. Department Focus
35. Goals and Objectives Increase instructional time for students
Decrease the rate of suspensions and expulsions
Reduce the truancy rate
Decrease the number of student arrests
Increase the number of schools implementing Positive Behavior Supports
Increase alternative education opportunities for students
36. Goals and Objectives Decrease the achievement gap for students with disabilities
Ensure alignment of the special education curriculum with state standards
Increase opportunities for students with disabilities to access general education classrooms
Improve the quality of instruction by providing relevant professional development
Monitor the fidelity of co-teaching strategies through periodic walkthroughs.
37. Goals and Objectives Implement and monitor a system wide Response to Intervention Plan
Establish a district wide RtI leadership team
Establish building level RtI teams
Develop decision-making rules for determining when students need interventions
Work with school based RtI teams to establish data collection, analysis, evaluation, and reporting processes
Collect and analyze school data for district level reporting
38. Operational Support Functions
39. Operations
40. Mission
Provide exceptional support for the school community and ensure a quality environment for teaching and learning
41. Goal One Provide a better line of communication from our end users to our department.
42. Goal Two Provide quality technology and services for the students, staff and the community
43. Goal Three To provide an orderly, clean and safe work places and learning environments to foster academic growth and student achievement.
44. Goal Three Objective 4: Complete the installation of surveillance cameras for the remaining bus fleet
Objective 5: Re-align maintenance to augment the role of Maintenance Planner. Position will receive maintenance requests, prioritize such requests, assign personnel tickets to address the requests, and coordinate the activities of different crafts related to a work request.
45. Communications
46. Why is communication important to achieving our goals?
Information is POWER
Perception is REALITY
47. Jumping-off Point Communications effort is substantially understaffed for District of our size
Prevalence of news media is high for community of our size
Desire to improve image is deep and wide
New administration brings fresh perspective to communication and provides opening to reshape image
48. Five Goals for Communications Brand the Rockford Public Schools
Tell our story
Build a department (newsroom)
Launch and ”retool” communication tools
Measure success
49. Goal 1: Branding our schoolsKnowing who we are and saying who we are Adopt new logo to reflect District mission, vision
“Dress for Success” (from cyberspace to office space
End culture of closed communication
Establish culture of user-friendliness
Develop strategies for engaging parents, community
Emphasize customer service
50. Goal 2: Tell our storyGoal 3: Build a department (newsroom) Develop formal plan for internal, external and media communications tied to District goals
Assemble staff to assist in news production across all media platforms
Give top communications official “seat at the table”
Increase volume, improve quality of communications
Focus more often on “big-picture” issues, major initiatives
Keep employees informed, create “good-will” ambassadors
51. Goal 4: “Retool” communications tools Redesign quarterly newsletter; consider annual report and other direct-mail products
Introduce regular internal newsletter
Create original programming for Channel 20
Dress web site for success with new look and navigation
Open electronic messaging system to non-emergency uses
52. Goal 5: Measure success Conduct regular polling of public opinion, parent and employee attitudes
53. Finance
61. FY 2010 Budget Update HIGHLIGHTS
$160 per child increase in the foundation formula. The RPS budget did not anticipate any increase in state aid. This will yield RPS approximately $4 million in unanticipated revenues.
Almost all Categorical State Grants were not fully funded.
Initial RPS Impact- $4.5 million budget shortfall.
On July 31, 2009, the Governor restored many of the state grants.
Current RPS Impact- $1.5 million budget shortfall.
State officials have projected a $1 billion revenue shortfall; thus education could see another budget reduction
62. FY 2010 Budget Update HIGHLIGHTS
On August 6, 2009, the Mayor announced that revenue projections for property and sales taxes were overstated, and more importantly, he predicted that FY 2011 will be even tougher on revenues.
Thus goes tax collections for Rockford, shall go tax collections for RPS.
Rockford has the highest unemployment and foreclosure rate in the state of Illinois.
THE TIME TO CONTROL SPENDING IS NOW!
63. Proposed Mitigation Cabinet Members will Zero-Base the adopted central office budget to find savings. This exercise forces critical thinking as to what will be prioritized, thus we take true ownership of the adopted budget and will be positioned to speak to specified outcomes at year end.
Due back to Finance by August 31, 2009, and an amended budget will be presented to the Board in the month of September.
Resources to be realigned to better support instructional programs
64. Expectations Have Changed Student achievement is the call of the day, every day
We will provide a nurturing, child-centered and parent-friendly learning environment
Adults will be held accountable: principals, assistant-principals, directors, counselors, secretaries, nurses, special education supervisors, cafeteria workers, custodians, bus drivers, teachers, parents and the superintendent