Indicator 5.4 Create and implement a documented continuous improvement process that describes the gathering, analysis, and use of student achievement.

Slides:



Advertisements
Similar presentations
WV High Quality Standards for Schools
Advertisements

Data Analysis Chapter 11..powerful professional development tool that can lead to school improvement.
A Guide to Implementation
North Carolina Educator Evaluation System. Future-Ready Students For the 21st Century The guiding mission of the North Carolina State Board of Education.
April 6, 2011 DRAFT Educator Evaluation Project. Teacher Education and Licensure DRAFT The ultimate goal of all educator evaluation should be… TO IMPROVE.
1 Why is the Core important? To set high expectations – for all students – for educators To attend to the learning needs of students To break through the.
INSTRUCTIONAL LEADERSHIP FOR DIVERSE LEARNERS Susan Brody Hasazi Katharine S. Furney National Institute of Leadership, Disability, and Students Placed.
What should be the basis of
performance INDICATORs performance APPRAISAL RUBRIC
Milwaukee Math Partnership Year 1 External Evaluation Lizanne DeStefano, Director Dean Grosshandler, Project Coordinator University of Illinois at Urbana-Champaign.
1 GENERAL OVERVIEW. “…if this work is approached systematically and strategically, it has the potential to dramatically change how teachers think about.
Check-in on Curriculum Progress Next Steps.  Brings all of the pieces together.  Transparency  Creates curriculum conversation  A tool for the journey.
Report to the Board of Education October 15, 2007.
Bibb County Schools Standard 1: Vision and Purpose Standard: The system establishes and communicates a shared purpose and direction for improving.
1. 2 Why is the Core important? To set high expectations –for all students –for educators To attend to the learning needs of students To break through.
Goals of This Session Provide background for program review development Describe document make-up.
Technology Leadership
Iowa’s Teacher Quality Program. Intent of the General Assembly To create a student achievement and teacher quality program that acknowledges that outstanding.
Montgomery County Public Schools, Maryland Middle School Reform in Montgomery County Public Schools Linda Ferrell Director Director Middle School Instruction.
Leadership: Connecting Vision With Action Presented by: Jan Stanley Spring 2010 Title I Directors’ Meeting.
PAULDING COUNTY SCHOOL DISTRICT AdvancED EXTERNAL REVIEW REPORT.
Improve Achievement for EACH PreK-12 Student Areas of Focus Preview GREENWICH PUBLIC SCHOOLS October 11, 2007.
Requirements are now 20 hours per year. July 1 – June 30 1.School calendar changes 2.Out of district opportunities 3.Online opportunities - Safe Schools.
INSTRUCTIONAL EXCELLENCE INVENTORIES: A PROCESS OF MONITORING FOR CONTINUOUS IMPROVEMENT Dr. Maria Pitre-Martin Superintendent of Schools.
PARENT COORDINATOR INFORMATION SESSION PARENT ACCOUNTABILITY Wednesday, July 20, 2011 Madelene Chan, Supt. D24 Danielle DiMango, Supt. D25.
Timberlane Regional School District
Leadership Team Meeting March 24,  Project Based Approach  Cross Functional Project Teams  Projects Support Multiple Operational Expectations.
Destination--- Common Core Staff Meeting/SSC February 2013.
ADMN 6130 Class 4 “Cheap teaching is like cheap dentistry, cheap cotton, or cheap anything else.” - Annual Report of the Owensboro Public Schools
A significant and historic opportunity for states to collectively develop and adopt a core set of academic standards in Mathematics and English/Language.
AYP Changes for Percent Meeting Standard Elementary uniform bar (3-5)
CommendationsRecommendations Curriculum The Lakeside Middle School teachers demonstrate a strong desire and commitment to plan collaboratively and develop.
1. Housekeeping Items June 8 th and 9 th put on calendar for 2 nd round of Iowa Core ***Shenandoah participants*** Module 6 training on March 24 th will.
External Review Exit Report Anderson School District 4 November , 2014.
A state-wide effort to improve teaching and learning to ensure that all Iowa students engage in a rigorous & relevant curriculum. The Core Curriculum.
Milwaukee Mathematics Partnership External Evaluation Schools and School Leadership Report by Tanya Suarez, Suarez & Associates June 9, 2005.
SACS-CASI Southern Association of Colleges and Schools Council on Accreditation and School Improvement FAMU DRS – QAR Quality Assurance Review April 27-28,
Common Core State Standards: Supporting Implementation and Moving to Sustainability Based on ASCD’s Fulfilling the Promise of the Common Core State Standards:
Distinguished Educator Initiative. 2 Mission Statement The Mission of the Distinguished Educator is to build capacity in school districts to enable students.
PGES: The Final 10% i21: Navigating the 21 st Century Highway to Top Ten.
Ohio Department of Education March 2011 Ohio Educator Evaluation Systems.
Readiness for AdvancED District Accreditation Tuscaloosa County School System.
SELF-ASSESSMENT SURVEY: TRADEWINDS ELEMENTARY SCHOOL
Quality Assurance Review Team Oral Exit Report School Accreditation Center Grove High School 10 November 2010.
ANNOOR ISLAMIC SCHOOL AdvancEd Survey PURPOSE AND DIRECTION.
Accreditation (AdvancED) STANDARD #2: GOVERNANCE & LEADERSHIP
SACS/CASI District Accreditation  January 2007  April 2007  May 2007  January – April 2008  Board Approval for Pursuit of District Accreditation.
Staff All Surveys Questions 1-27 n=45 surveys Strongly Disagree Disagree Neutral Agree Strongly Agree The relative sizes of the colored bars in the chart.
School Improvement Plan & Accreditation
Florida Charter School Conference Orlando, Florida November, 2009 Clark Dorman Project Leader Florida Statewide Problem-Solving/RtI Project University.
About District Accreditation Mrs. Sanchez & Mrs. Bethell Rickards Middle School
Office of Service Quality
Quality Assurance Review Team Oral Exit Report School Accreditation Sugar Grove Elementary September 29, 2010.
Accreditation (AdvancED) STANDARD #4: RESOURCES & SUPPORT SYSTEMS
Office of Service Quality
Vision Statement We Value - An organization culture based upon both individual strengths and relationships in which learners flourish in an environment.
Wisconsin Administrative Code PI 34 1 Wisconsin Department of Public Instruction - Elizabeth Burmaster, State Superintendent Support from a Professional.
U SING D ATA TO ASSESS AND INFORM SCHOOL CHANGE Data for change Presenter: Judith Marty Principal Mater Academy Charter Middle High.
Math Study Group Meeting #1 November 3, 2014 Facilitator: Simi Minhas Math Achievement Coach, Network 204.
AYP Aigner Allen Shoemaker Elementary  Shoemaker did not make AYP because of the following subjects:  Math  Writing.
Amendments to the District ESE Policy and Procedures that outline Virtual education guidelines appear in blue. "The noblest pleasure is the joy of understanding."
ACS WASC/CDE Visiting Committee Final Presentation Panorama High School March
Long Range Technology Plan, Student Device Standards Secondary Device Recommendation.
ADVANCED (SACS) SYSTEM SUMMARY FY15. STANDARD ONE INDICATORS 1.1-The system engages in a systematic, inclusive and comprehensive process to review, revise.
External Review Exit Report Campbell County Schools November 15-18, 2015.
School Building Leader and School District Leader exam
1. Decide what district we want to be.
Accreditation External Review
February 21-22, 2018.
Troy School District External Review Exit Report April 21-24, 2013.
Presentation transcript:

Indicator 5.4 Create and implement a documented continuous improvement process that describes the gathering, analysis, and use of student achievement data to ensure student success at all levels. Evidence and Rationale: A review of evidence by the External Review Team reveals significant progress in designing a comprehensive assessment system. The district does have an adaptable action plan based on the district goals. However, the review also highlighted inconsistencies in the development and implementation of district-wide assessment procedures. Evidence shows that common, formative assessments are being developed, but they often appear to lack continuity and are not uniformly implemented. Staff expresses a desire for formative assessments to be common across the district. Interviews and observations suggest differences in how formative and summative student achievement data are used by each building and what role it has in making instructional decisions. An organized, inclusive district process to align and analyze all assessments to create individual assessment profiles supports timely instruction that directly targets a student's needs. Institution Response: In development stage Goal(s) associated with this Action: – Goal 1: The North Platte School District maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commits to high expectations for learning as well as shared values and beliefs about teaching and learning. – Goal 2: The North Platte School District provides the governance and leadership that promotes and supports it purpose and direction; student performance, and system effectiveness. – Goal 3: The North Platte School District provides a rigorous, relevant, and coherent curriculum; delivered by high quality educators who use innovative, researched-based strategies; supported by school leaders to ensure success for all students. Institution Progress Narrative: In development stage Attachments – Strategic Plan – IDEAL Action Plan Building example Classroom example

Indicator 4.6 Examine the North Platte Public Schools Technology Plan goals and implement an action plan that ensures student use of digital tools to increase active student engagement and learning. Evidence and Rationale: Artifacts, interviews, and observations indicate limited student use of digital tools to engage and expand student learning. The district has a draft technology plan that has goals for student use of technology. Student interviews indicate a desire to use digital tools to enhance their learning. The district technology plan provides a foundation for the development of a systematic, systemic action plan that includes a timeline and an analysis of fiscal and personnel resources. Teachers indicate a necessity for professional development that focuses on how to use digital tools to engage students in mastering grade level and course objectives. District-wide guidelines, structures, and procedures for student use of digital/technology tools provide direction and ensure students are supported in learning 21st century skills. Institution Response: In development stage Goal(s) associated with this Action: – Goal 4: The North Platte School District will utilize best practices to recruit, hire, mentor, retain, and develop qualified certified and non-certified staff in all schools that support its purpose and direction to ensure success for all students. – Goal 8: The North Platte School District plans, develops, and creates classroom environments where students engage in collaborative, inquiry-based learning, facilitated by educators who are able to use technology to transform knowledge and skills into solutions, new information, and products. Institution Progress Narrative: In development stage Attachments – Technology Plan Building Plan Building Requisition – Strategic Plan – Professional Development Plan – ELEOT Training Schedule

Indicator 3.3 Implement instructional strategies throughout the district that ensure active student engagement and the development of 21st Century skills, including opportunities for student collaboration, self-reflection, critical thinking, and the use of technology. Evidence and Rationale: In some classrooms, the External Review Team observed students actively engaged in their learning; however, this did not appear to be a district-wide instructional practice. Learning expectations were usually posted in the classroom; however, the student products rarely reflected inquiry or project based learning. Secondary students stated it was uncommon to use technology to enhance their learning and usually learning was textbook and a paper/pencil assignment. Student responses indicated they did work in groups on an assignment; however, they reported they usually did not see value in what they were learning and how they would use what they learned in "real life." There were classrooms and content areas highlighted by parents and students where students are engaged and understand the relevance of their learning. The opportunity exists to expand student engagement in meaningful learning throughout the school day. Active student engagement in rigorous and relevant activities is critical to increasing student achievement. Institution Response: In development stage Goal(s) associated with this Action: – Goal 2: The North Platte School District provides the governance and leadership that promotes and supports it purpose and direction; student performance, and system effectiveness. – Goal 3: The North Platte School District provides a rigorous, relevant, and coherent curriculum; delivered by high quality educators who use innovative, researched-based strategies; supported by school leaders to ensure success for all students. – Goal 4: The North Platte School District will utilize best practices to recruit, hire, mentor, retain, and develop qualified certified and non-certified staff in all schools that support its purpose and direction to ensure success for all students. Institution Progress Narrative: In development stage Attachments – Curriculum Process – Strategic Plan – Professional Development Plan – ELEOT Training Schedule