Free Powerpoint Templates

1. Great Prairie AEA Annual Progress Report (APR) 2009-2010 School Year Topics of Focus: Drop-outs & Academic Achievement Gaps Jeanette McGreevy, Ph.D. Free Powerpoint Templates

2. GPAEA will answer these questions through a new, “integrated system”:special education and instructional services working together to ensure each and every child has access to a quality education.

3. Jim KnightUnmistakable Impact (2011)Dr. Knight is research associate at the University of Kansas Center for Research on Learning and the president of the Instructional Coaching Group. • Every year, over 1.2 million students—that’s 7,000 every school day—do not graduate from high school on time. • Nationwide, only about 70 percent of students earn their high school diplomas. • Unless current trends change, more than 12 million students will drop out during the course of the next decade—at a loss to the nation of more than $3 trillion. (Alliance for Excellent Education, 2005)

4. GPAEA Dropout Data(APR pages 23-24)

5. GPAEA Dropout Data(APR pages 23-24)

6. GPAEA Dropout Data(APR pages 23-24)

7. Jim KnightUnmistakable Impact (2011) • One-third of all juvenile offenders read below the fourth-grade level. (Haynes, 2007) • Fewer than half of all high school graduates are prepared for basic college-level math. (Kadlac & Friedman, 2008) • According to several studies, only one in five minority students who receive a high school diploma are ready to go to college. (Williams, 2009)

8. GPAEA IEP/Non-IEP Gap Data(APR pages 10-14)

9. Jim KnightUnmistakable Impact (2011) • A partnership approach to Dramatically Improving Instruction—reconstructing the entire way in which professional learning is organized and delivered—instruction must be the priority with adults actively engaged. • Assessment for Learning • Community Building • Content Planning • Instruction

10. How does GPAEA intend to make an “unmistakable impact” in the learning of each and every student—that “business as usual” must be different?

11. GPAEA Focus AreasQuality Instructional Strategies • Focus on Non Fictional Writing • Focus on Conceptual Thinking and Teaching • Focus on Iowa Core • Focus on Characteristics of Effective Instruction • Focus on Gradual Release of Responsibility • Focus on Literacy Continuum of Services • Focus on Matching Instruction to Data Results

12. GPAEA Focus AreasMeaningful Use of Data in Decision-Making • Focus on Data Collection, Display, and Analysis for Meaningful Interpretation and Use • Focus on Establishment of Data Teams • Focus on Child Find Decision Making • Focus on Matching Instruction to Assessment Results • Focus on an Integrated System of Data and Instruction (Screening, Formative, Diagnostic, and Summative Assessments)

13. GPAEA Goal Progress2009-2010

14. Jim KnightUnmistakable Impact (2011) • Impact Schools demand that everyone works together to create a new kind of school culture, one based on partnership rather than top-down directives, a culture based on love more than bullying and fear. Impact Schools start from the default assumption that teachers are smart, good people who more than anything else want to help their students succeed. • Rather than pinning the blame on someone [or something], a more productive approach is to look for ways to make things better. • To that end, GPAEA must do business differently.

15. Getting Groups to ChangeTransforming Staff from What Has Not Worked to What Will Work • Although competing commitments and big assumptions tend to be deeply personal, groups are just as susceptible as individuals to the dynamics of immunity to change.Kegan & Lahey (2001) • GPAEA teams must take aggressive self-responsibility to test their assumptions and identify hidden, competing commitments that sabotage plans for improving student performance. • To that end, GPAEA mustthink differently to do business differently.

16. Youlead the “language community” every time you speak about LEA students, teachers, administrators, and GPAEA staff. • From the language of complaint to the language of commitment. • From the language of blame to the language of personal responsibility. • From the language of big assumptions that hold us to the language of assumptions that we hold. • From the language of rules and policies to the language of public agreement. Kegan & Lahey (2001) How the Way We Talk Can Change the Way We Work