Superintendent Carol R. Johnson August Leadership Institute August 14, 2008 Acceleration Agenda Phase I: Performance Goals, Theory of Action, and Strategies.

Slides:



Advertisements
Similar presentations
RIDE – Office of Special Populations
Advertisements

WV High Quality Standards for Schools
A Guide to Implementation
o Nearly all 50 states have adopted the Common Core State Standards and Essential Standards. o State-led and developed Common Core Standards for K-12.
Head of Learning: Job description
Pennsylvania’s Continuous Improvement Process. Understanding AYP How much do you know about AYP?
April 6, 2011 DRAFT Educator Evaluation Project. Teacher Education and Licensure DRAFT The ultimate goal of all educator evaluation should be… TO IMPROVE.
1 Rocketship RTT-D Initiatives Personalized learning to meet each child’s needs: Innovate to improve blended learning model Accelerate independent student.
Shelda Hale, Title III, ELL and Immigrant Education Kentucky Department of Education.
Values (How must we behave to reach our vision?) Mission ( Why do we exist?) Vision (What must our school become ?)
LCFF & LCAP PTO Presentation April, 2014 TEAM Charter School.
Excellence for All Children 1 Higher Academic Standards A Defining Moment for Tennessee Schools.
1. KCS Strategic Goals: Focus on the student to ensure they excel academically and are prepared for life beyond the classroom. Recruit, select, induct,
CONNECTICUT ACCOUNTABILTY FOR LEARNING INITIATIVE Executive Coaching.
COLLEGE-READY LEARNER CRITICAL THINKER ADAPTABLE & PRODUCTIVE LEADERRESPONSIBLE DECISION MAKER SKILLED COMMUNICATOR HISD.
DOES LEADERSHIP MAKE A DIFFERENCE? 1 The importance of school leadership on the quality of schools and the achievements of pupils:
 8 schools ◦ 4 elementary schools ◦ 1 middle school ◦ 1 high school ◦ Georgia College Early College ◦ Early Learning Center  719 employees  5740 students.
Principal Evaluation in Massachusetts: Where we are now National Summit on Educator Effectiveness Principal Evaluation Breakout Session #2 Claudia Bach,
Pennsylvania Department of Edward G. Rendell Governor, Commonwealth of Pennsylvania Dr. Gerald L. Zahorchak Secretary of Education.
1 Executive Limitation 12: Curriculum and Instruction Darlene Westbrook Chief Academic Officer Denise Collier Executive Director for Curriculum Monitoring.
TODAY Observations Hypotheses Connection to Student Performance CSIP ASPIRING Goal(s) Objectives & Actions.
Union Elementary School “Soaring Above and Beyond”
INSTRUCTIONAL EXCELLENCE INVENTORIES: A PROCESS OF MONITORING FOR CONTINUOUS IMPROVEMENT Dr. Maria Pitre-Martin Superintendent of Schools.
40 Performance Indicators. I: Teaching for Learning ST 1: Curriculum BE A: Aligned, Reviewed and Monitored.
Communication System Coherent Instructional Program Academic Behavior Support System Strategic FocusBuilding Capacity.
PANAMA-BUENA VISTA UNION SCHOOL DISTRICT
English Learner PLC Workshop Grossmont union high school district English Learner Programs September 23, 2009.
Elementary & Middle School 2014 ELA MCAS Evaluation & Strategy.
1 Student Assessment Report One Goal: Support Student Success West Hempstead UFSD Board of Education Presentation August 20, 2013.
Setting purposeful goals Douglas County Schools July 2011.
The Instructional Decision-Making Process 1 hour presentation.
THE KEY TO CLOSING THE ACHIEVEMENT GAP The key to predictable results in improving student achievement requires connecting curriculum, assessment and instruction.
The Challenge We must realize that the system is the cause of weak execution due to lack of clarity, commitment, collaboration and accountability resulting.
Adequate Yearly Progress (AYP) Pittsfield Public Schools September 23, 2009.
District Improvement Plan September 21, 2015.
Distinguished Educator Initiative. 2 Mission Statement The Mission of the Distinguished Educator is to build capacity in school districts to enable students.
ASSESSMENT Parkway Academic Assessment: Federal and State Influences on the Parkway School District Curriculum Council Parkway School District January.
 To ensure continuous school improvement and exemplary education for all students.  To align instruction and curriculum with the expected.
Accountability Report Dedham Public Schools October 3,
Local Educational Agency Plan (LEA Plan) Cambrian School District Board Presentation March 22, 2012.
Readiness for AdvancED District Accreditation Tuscaloosa County School System.
By Billye Darlene Jones EDLD 5362 Section ET8004-1B February, 2010.
FACE Symposium Michele P Brooks M.Ed Assistant Superintendent, Office of Family & Student Engagement Boston Public Schools.
Mark Roosevelt - Superintendent of Schools A Four-Year Comprehensive Framework for Improvement  Presented May 12,
Simpson County Schools Summer Leadership Retreat 2011 Enhancing Leadership Capacity and Effectiveness to Impact Student Learning and Staff Performance.
Learning-Centered Leadership Joseph Murphy Peabody College, Vanderbilt University.
Part I Educational Technology1 INTRODUCING THE STANDARDS TOOLKIT (Educational Technology) Performance Indicator Progression Scope and Sequence Instructional.
The Leadership Challenge in Graduating Students with Disabilities Guiding Questions Joy Eichelberger, Ed.D. Pennsylvania Training and Technical Assistance.
Planning for the Future: Superintendent’s Acceleration Agenda Phase II: Strengthening Operations Presentation to the Boston School Committee May 8, 2008.
Multi-year Academic Acceleration Plan (MAAP) and Community Plan for Accountability in Schools (ComPAS) Oakland Unified School District January 31, 2007.
About District Accreditation Mrs. Sanchez & Mrs. Bethell Rickards Middle School
STATE TECHNOLOGY PLAN DRAFT GOAL DEVELOPMENT. The five goals of the 2010 Plan are: 1. Teaching for Learning: Michigan students will have meaningful technology-enabled.
Dr. Derrica Davis Prospective Principal Candidate: Fairington Elementary School.
Elementary [166] K-8 [36] Middle [37] Secondary [1] High School [52] K-12 [1] Manhattan [53] Brooklyn [40] Bronx [18] Queens [176] Staten Island [6] 293.
“ Let us not be content to wait and see what will happen, but give us the determination to make the right things happen”- Horace Mann 2014 MCAS Overview.
East Longmeadow Public Schools SMART Goals Presented by ELPS Leadership Team.
Education 2018: Excellence for Every Student Presented to the Board of Education August 27,
Excellence Through Equity San Diego Unified School District LCAP Stakeholders March 19, 2016 Revised:
Statewide System of Support For High Priority Schools Office of School Improvement.
An Introduction. How NCCSS come about? What do we do now that we have it? What today is NOT about Venting Discussing what’s “wrong” with our kids.
Huntsville City Schools School Year School Instructional Targets October 3,
ACS WASC/CDE Visiting Committee Final Presentation Panorama High School March
Prince William County Public Schools Strategic Plan “Providing a World-Class Education” Superintendent’s Advisory Council on Instruction November 14, 2013.
Edison K8: Mapping Our Goals for the Year We will be familiar with the priority elements for the year’s work We will know the key levers for improving.
External Review Exit Report Campbell County Schools November 15-18, 2015.
DO PRINCIPAL SUPERVISORS MATTER? BUILDING THE CAPACITY OF AREA SUPERINTENDENTS National Principal Supervisor Summit May 2016.
Mission Motto Learning for Life
By Pam Rumage and Carmen Carr White Station Middle School
ANNUAL TITLE Grants MEETING
ANNUAL TITLE I MEETING NOBLE ACADEMY COLUMBUS.
Presentation transcript:

Superintendent Carol R. Johnson August Leadership Institute August 14, 2008 Acceleration Agenda Phase I: Performance Goals, Theory of Action, and Strategies “What is, What should be, and How to get there”

2 Phase I of the Acceleration Agenda “Our core business is academic achievement; thus, what happens inside and outside our classrooms and in our schools on an hour-by-hour basis matters – and it matters a lot. Our investments both inside and outside of the classroom matter. Our partnerships with parents matter. Our efforts to develop character and help students make good and healthy choices – our capacity to inspire and engage students to own their success and to put in the extra effort – all matter. This means making sure our students have early exposure to experiences that enhance school learning ─ enriching experiences in the arts, safe and structured after-school learning programs, numerous athletic opportunities, and robust health and social support systems. These ingredients, when combined together, offer our students the best and most powerful prescription for lifelong well-being and lifelong success.”

3 Fulfilling the Acceleration Agenda Performance GoalsPerformance Goals –Major benchmarks or milestones we want every child to accomplish in the Boston Public Schools. They are district-level targets that will direct our individual and collective work. Our objective is to make these performance goals realities for our children by the school year. Theory of ActionTheory of Action –A logical approach to why we believe this work will lead to results. Strategies, Cultures, and ConditionsStrategies, Cultures, and Conditions –How we are organizing ourselves for the work ahead and how this work is different.

4 Charting the Course to Excellence 8. College-ready & Success-bound 7. English Language Learners will acquire academic language mastery & fluency. 6. SAT I 1650 and Excellence for all 5. “On-track” to Graduate by the end of Grade Algebra 1 in Grade 8 3. Skillful, Analytical Writing in Grade 7 2. Reading to Learn in Grade 3 1. Reading by the end of Grade 1

5 Charting the Course to Excellence Performance Goal Performance Target for College-ready & Success-bound 3% or Lower Annual Dropout Rate 80% 4-Year Graduation Rate 70% 4-Year Graduation Rate for ELLs 7. Accelerated Mastery of English for ELL Students 90% of ELLs will move 2 or more steps on the MEPA within the same grade span, or one or more steps between grade spans, across all English Language Learner levels. 6. SAT I 1650 and Excellence for all 1650 on SAT I and students enrolled in at least one honors or Advanced Placement class during their high school career. 5. “On-track” to Graduate by the end of Grade 10 Class of 2014: 90% Competency Determination Rate in 10th grade. 4. Algebra 1 in Grade 8 80% of Math 8 students will receive a B or better on the final exam and 30% of non-exam school students will take Algebra I in 8 th grade.* 3. Skillful, Analytical Writing in Grade 7 100% of 7 th graders will attempt all open-response questions on MCAS. A specific performance target for writing assignments in three content areas will be determined. * 2. Reading to Learn in Grade 3 100% of 3rd graders will pass the ELA MCAS, 85% will be in the proficient or above category, and close the Gap between Highest and Lowest Performing Subgroups to Less Than 5 Points 1. Reading by the end of Grade 1 80% of 1st graders will read at or above grade level. * These performance targets were amended and are presented here correctly.

6 Taking the Next Steps at Schools Having heard the district’s performance targets, what can you and your school teams do to meet the goals for your school? What are the challenges? (20 minutes) Select one performance target. Use the “root cause analysis” of the Problem Solving Approach Strategy to identify action steps you will take at your school to meet the performance target. (15 minutes) School Team Reflection

7 Theory of Action for the Acceleration Agenda IF the district delivers rigorous and relevant instruction and develops the infrastructure necessary to implement and provide equitable access for all to that instruction, THEN effective teaching will increase and the quality of student work will improve. In addition, IF every BPS employee understands how his/her role impacts student performance and accepts personal responsibility for enabling all students to excel, THEN the achievement of students at all performance levels will accelerate, and we will close the achievement gap.

8 Strategic Levers and Conditions that Support the Acceleration Agenda Strategies Refocusing Literacy Education Improve Graduation Rates for All Students Create Schools of Excitement and Innovation Conditions and Cultures to Accelerate This Work Expand Organizational Capacity Use Data for Accountability and Learning Instill Growth Mindset – “Getting Smarter Every Day” Operational and Fiscal Performance Manage Efficiently and Effectively Plan Multi-year Strategy Build Greater Community and Family Confidence

9 Condition & Culture: Expand Organizational Capacity Increase alignment and coherence across all departments The Chief Academic Officer formed a team consisting of Academic and Assistant Academic Superintendents organized into Level Offices to perform three functions: Act as the eyes, ears and voices of the schools in an effort to percolate up and down patterns of needs at the school-level and the district-level Design systems of coherence for principals and schools across levels Develop a work plan to transform schools into high-performing organization. Create networks of principals focused on the key work of improving student achievement. In the summer of 2008 the Chief Academic Officer redesigned the Office of Curriculum and Instruction to more effectively support schools. Additionally, the Chief Academic Officer charged the Office of Professional Development to deliver professional development linked to strategies, content, and methods for improving student achievement. Academic Superintendents will regularly seek advice from principals and headmasters and form a level based “instructional leadership team” comprised of content experts in the following areas: (i) Literacy, (ii) Math, (iii) English Language Learners and (iv) Special Education to scale up best practices that drive student achievement across the schools.

10 Boston Public Schools Organizational Chart

11 Academic Office Organizational Structure To Provide Support Needed to Improve Student Achievement Curriculum & Instruction English Language Learners Student Support Services Special Education Purpose Develop common standards, curriculum guides, pedagogy, materials, interventions, and assessments. Define good teaching Define good teaching (4 R’s: rigorous, relevant, relationships, & results) Development of Core Curriculum Level Instructional Leadership Teams Academic Superintendents Assistant Academic Superintendents Content Experts Family & Community Liaisons Special Education English Language Learners Purpose Act as the eyes, ears, and voice of schools Access resources Help “percolate” up and down patterns of needs at the school-level and district level Design systems of coherence for principals and schools across levels Ensure good teaching Ensure good teaching Implementation & Accountability Professional Development Purpose Delivers professional development linked to district strategies and targeted towards results. Coordinates professional development across the system. Ensures that professional development meets National Staff Development Council standards. Strengthen good teaching Strengthen Skills & Knowledge Monitor Progress to Inform and Readjust Office of Accountability & Office of Research, Assessment, and Evaluation 143 Schools