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leading with class A System of Support for New Mexico Schools

leading with class A System of Support for New Mexico Schools. Dual Track Agenda. Today we will: Provide you with an overview of the System of Support, and Review the CLASS Assessment. Just Like Me.

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leading with class A System of Support for New Mexico Schools

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  1. leading with class A System of Support for New Mexico Schools

  2. Dual Track Agenda Today we will: • Provide you with an overview of the System of Support, and • Review the CLASS Assessment.

  3. Just Like Me Garmston, R.J., & Wellman, B.M. (2009) The adaptive school: a sourcebook for developing collaborative groups. Christopher-Gordon Publishers, Inc. Norwood, MA

  4. Grounding Garmston, R.J., & Wellman, B.M. (2009) The adaptive school: a sourcebook for developing collaborative groups. Christopher-Gordon Publishers, Inc. Norwood, MA

  5. Changing The Course through collective thoughtLet us put our heads together and see what life we will make for our children.TatankaIotanka (Sitting Bull)Lakota Leader

  6. The Foundation for Change • From April through June, 2009, the Priority Schools Bureau of the New Mexico Public Education Department, with the assistance of the Southwest Comprehensive Center (WestEd), convened educators in twenty focus groups across the state of New Mexico. Systems of Support for Schools/Districts Focus Group Feedback Summary (2009) New Mexico Public Education Department Priority Schools Bureau, pg. 1

  7. The Foundation for Change • The purpose of the focus groups was to gather input from New Mexico educators, parents, and other stakeholders on portions of the proposed structure for New Mexico System of Support for Schools/Districts, including: • Guiding Principles, • Domains/ Indicators/Rubrics, and • Tables of Responsibilities for Schools/Districts. Systems of Support for Schools/Districts Focus Group Feedback Summary (2009) New Mexico Public Education Department Priority Schools Bureau, pg. 1

  8. The Foundation for Change • Through the twentyfocus groups, every portion of the proposed system was presented for review and comment. • Educators, parents and community members representing 42 school districts/communities, several public agencies and professional associations participated in the review and comment on the proposed system. Systems of Support for Schools/Districts Focus Group Feedback Summary (2009) New Mexico Public Education Department Priority Schools Bureau, pg. 1

  9. Our Foundation • Participants in focus groups that were conducted throughout the state during the spring of 2009 provided valuable feedback that was carefully considered for inclusion in this document.

  10. Findings

  11. NM System of supportSupporting New Mexico’s Children

  12. The System of Support … Research • The goal of this practice guide is to formulate specific and coherent evidence-based recommendations for use by educators aiming to quickly and dramatically improve student achievement in low performing schools. http://ies.ed.gov/ncee/wwc/pdf/practiceguides/Turnaround_pg_04181.pdf

  13. The System of Support … Research • Although the research on district improvement is limited compared to the body of research on school improvement, the findings and conclusions of the district improvement research are quite consistent from study to study. • Stated most succinctly: • “Both the pace and extent of improvements in student achievement can be substantially impacted by a systemic and coherent district-wide initiative focused on instruction and supported by strong district leadership.” Cawelti, G., & Protheroe, N. 2007. “The School Board and Central Office in District Improvement.” Handbook on Restructuring and Substantial School Improvement. Charlotte, NC: Information Age Publishing and The Academic Development Institute.

  14. NM System of Support • The system of support is designed to help districts and schools to improve the achievement of all students through a systems approach for continuous improvement and is characterized by: • Partnerships, • Research and Evidence Based, • Strategic Support, and • Continuous Improvement. New Mexico School and District Improvement Framework (2009 - 2010) , NMPED, pg. 6

  15. Guiding Principles • Partnerships: • The system incorporates principles of effective partnerships, including collaboration, mutuality, and ongoing support. • Research and Evidence Based: • The system uses data and research-based best practices as the foundation for decision making. • Its primary focus is high levels of achievement for all students. New Mexico School and District Improvement Framework (2009 - 2010) , NMPED, pg. 6

  16. Guiding Principles • Strategic Support: • The system is strategic and dynamic. • It is timely, flexible, locally focused, and clearly defined. • It features a continuum of services designed to promote early intervention and results in increased efficacy, capacity building, and sustainability. New Mexico School and District Improvement Framework (2009 - 2010) , NMPED, pg. 6

  17. Guiding Principles • Continuous Improvement: • The system is transparent, solicits and values stakeholder input, and meets state and federal requirements. • It expects ambitious goals, plans, actions, and accountability at all levels. • It has rewards and incentives for improvement. New Mexico School and District Improvement Framework (2009 - 2010) , NMPED, pg. 6

  18. priority schools … A class ActA New Focus, a New Direction, a New System of Support to Improve Outcomes for Students.

  19. A First CLASS TEAM • Quality Assurance and Systems Integration Division • Dr. Sheila Hyde, Assistant Secretary • Priority Schools • Vickie Sewing, Acting Director • Connie Hansen, Assistant Director • David Johnson, Assistant Director • Patricia Hackney, Education Administrator http://www.ped.state.nm.us/div/psb/

  20. Regional support specialistsSupporting You Where You Live.

  21. Albuquerque • Debbie MontoyaRegional Support SpecialistPh: 505-629-3586Fx: 505-277-5496 debbie.montoya@state.nm.us

  22. Roswell • Jan HollemanRegional Support SpecialistPh: 575-937-5771jholleman79@gmail.com • Paul WirthRegional Support SpecialistPh: 575-937-7526pawirthltd@gmail.com

  23. Farmington • Kevin McQuadeRegional Support SpecialistPh: 505/599-8771  Fx: 505/599-8767 mcquadekevin@yahoo.com

  24. Las Cruces • Connie CopelandRegional Support SpecialistPh: 505-803-5939clcopeland@valornet.com

  25. The NM class School Self assessmentThe foundation of New Mexico’s system of school and district support.

  26. NM CLASS School Self Assessment Overview Guidance • The 2009-10 School and District Improvement Framework provides technical assistance and outlines responsibilities for schools in status, including the self assessment process.

  27. Overview Guidance • The district is responsible for ensuring completion of the school self assessment and all improvement processes for all schools in status. • District responsibilities increase significantly if a school in status continues not to meet Adequate Yearly Progress (AYP) benchmarks.

  28. NM CLASS School Self Assessment Overview Guidance • Districts shall establish District Leadership Teams (DLT) to provide: • leadership, facilitation, support and technical assistance for schools in the development and monitoring of their EPSS, and • completion of the self assessment process and all school improvement efforts.

  29. NM CLASS School Self Assessment Overview Guidance • The goal of the school self assessment process is to identify: • the root cause(s) of achievement gaps, and • develop a new or revised EPSS goals/strategies/action steps to address identified challenges and improve student achievement.

  30. NM CLASS School Self Assessment Overview Guidance • The School Table of Responsibilities, as part of the 2009-10 School and District Improvement Framework, outlines specific required district-led support activities.

  31. School Table of Responsibilities - SI

  32. School Table of Responsibilities - CA

  33. School Table of Responsibilities – R2+

  34. The CLASS Assessment 2009 - 2010

  35. Who Does What?

  36. Getting Started • The improvement process begins with a thorough assessment. • The assessment has two components: • Data collection and analyses, and • Connecting findings to action planning for improvement. New Mexico School and District Improvement Framework (2009 - 2010) , NMPED, pg. 24

  37. Principal Self Assessment Reflection Procedures • The principal completes this reflection for each criterion: • Dynamic and Distributed Leadership, • Quality Teaching and Learning, and • Culture and Collaborative Relationships.

  38. Principal Reflection Questions • The Principal Self Reflection provides the school Principal with an opportunity to answer questions that correspond to each indicator on the NM CLASS Rubrics.

  39. Principal Self AssessmentData Summary Form • Once the principal has completed the reflection work, they are to identify a maximum of four strengths and opportunities for improvement.

  40. Staff, Parent, and Student Survey Procedures • Principals will receive an email from Ms. Connie Hansen, NMPED, PSB with instructions on how to distribute and complete the survey for each of the stakeholders.

  41. Survey Data Summary Forms • The results of the survey will be tabulated automatically by Survey Monkey and sent to the principal in the form of a summary sheet. • Record Strengths and Opportunities for Improvement on the data summary form.

  42. Classroom Observation • The District Leadership Team in collaboration with the school leadership team should develop appropriate tools and strategies for completing the Classroom Observation.

  43. Classroom ObservationData Summary Form • Completed classroom observation forms should be reviewed and analyzed to identify strengths and opportunities for improvement.

  44. Student Achievement Data Analysis Work Sheet • Many schools have already collected and analyzed considerable data. • Teams should collect and analyze data in the areas that are appropriate and have not yet been considered.

  45. Rubric Review Procedures • The school leadership team will review the data summary and complete the rubric review process as outlined in the NM CLASS Assessment Manual, pg. 20.

  46. Setting Priorities for the EPSS • The school Leadership Team will prioritize strengths and opportunities for improvement identified in the Rubric Review Rating Sheet.

  47. Setting Priorities for the EPSS • This graphic details the steps in setting priorities.

  48. The great redwoods of California are one of the beautiful natural wonders of North America.  These giant evergreens can grow to a towering 300 feet tall and live for hundreds of years.  For all their magnificence, one would think the redwoods would require a deep root system to keep them upright.  Instead, they have roots that spread out along the surface of the forest floor to capture all the moisture possible, intertwining with the roots of other redwoods in the grove.  The interlocking roots securely support and sustain these giant sequoias when storms strike and fierce winds blow.  The trees' survival depends on the combined support of one another.  When we stand together...support one another...encourage one another...we become stronger together, and like the giant redwoods, we keep growing taller. Thank you for standing with us for New Mexico’s children … together we CAN do more with CLASS!

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