Rondout Valley CSD Strategic Planning Group Agenda 8/23/10  Welcome  The Global Achievement Gap- Tony Wagner  Videos The Global Achievement Gap 2 Million Minutes  “What does effective teaching look like?  Cartoon- NCLB/Every Child a Graduate  Data Study Perceptual- All Academic- Small Group  Student Roadmap  Work Groups

Rondout Valley CSD Strategic Planning Group The Global Achievement Gap- Tony Wagner Chapter 5  Table discussion  Most Important Point

Rondout Valley CSD Strategic Planning Group  Video- Tony Wagner  Big Thinking- “What does this mean to you?” (Global Knowledge Economy- Skills needed for Career, College and Citizenship Different Motivation- In Schools and Workplace)

Rondout Valley CSD Strategic Planning Group  Video – 2 Million Minutes  “Round Robin”- Individually, please reflect, write a word or thought down, and be prepared to share with the group.

Rondout Valley CSD Strategic Planning Group  Small Groups- “What does effective teaching and learning look like?”  “Think, Write, Share, Square” Individually think then write, share with your group, and be prepared to report out.

Cartoon

Rondout Valley CSD Strategic Planning Group Data Study  Perceptual- All (45 minutes) Review data sets individually/table groups Table groups chart/report out  Academic- Small Groups (25 minutes) Table groups will review individual academic data sets Table groups chart/report out findings

Demographics Provides descriptive information about the school community. Perceptions Helps us to understand what students, teachers, parents and others think about the learning. School Process Defines what teachers and administrators are doing to get the results they are getting. This includes instructional strategies, programs, practices and procedures. Student Learning Describes the results of our educational system in terms of the NYSTP, local benchmark assessments, regular program and classroom assessments, and standardized test results. Multiple Measures of Data

Types of Data (Victoria Bernhardt) Student Learning  NYS Testing Program  Standardized tests  Norm/Criterion referenced tests  Authentic Assessments (performance, portfolios, projects, artifacts, presentations)  Routine student assessments  Progress reports on student skills and outcomes  Self reports, logs, journals  Rubrics Demographics  Mobility, housing trends  Gender, race, ethnicity  Health  % of Free/Reduced lunch/ program participation  Public assistance  Safe and Drug Free School Data  Language proficiency

Types of Data (Victoria Bernhardt) Perceptual  Evaluations, surveys  Perceptions of learning environment/climate from all stakeholders  Attitude of staff, students, parents, community, central office, school council, other  Observations, graffiti, broken windows  Satisfaction with school calendar, schedule, etc.  Surveys to assess current and desired practice School Processes  Description of school programs and processes, including uses of time  Organizational structure  Physical plant  History  Uniqueness and strengths  Descriptions of district/school/ classrooms  Observations  Recognition  Professional development

Demographics # of certified teachers Attendance Graduation rate/drop out rate Student employment rate Enrollment Ethnicity Perceptions Teacher, Parent, & Student Surveys Interviews Questionnaires Observations School Process Planning Time Program Descriptions Scheduling (Block) School wide programs Extended day program Student Learning Teacher observations Classroom assessments Standardized tests Portfolios Authentic assessments Multiple Measures of Data

Rondout Valley CSD Strategic Planning Group Student Roadmap to Success- Strive Initiative, Greater Cincinnati and Northern Kentucky  Components Academic Benchmarks Social Emotional Benchmarks Key Transition Years

Rondout Valley CSD Strategic Planning Group Academic Benchmarks  Responds to Parent/Caregiver High Quality Talking, Reading and Singing  Uses Exploration and Discovery to Understand Surroundings  Develops Letter Knowledge and Phonological Sensitivity  Participates in a High-Quality Preschool  Participates in a Full Day Kindergarten

Academic Benchmarks Continued  Is at Reading Level by Fourth Grade  Has a Clear Expectation of Going to College by Seventh Grade  Masters Algebra by Eighth Grade  Takes at least Five Courses with no Failing Grades in the Ninth Grade  Masters Advanced Math and Science by Twelfth Grade (Participates in First Year Seminars during Freshman Year and Enrolls in Junior Year of College)

Rondout Valley CSD Strategic Planning Group Social Emotional Benchmarks  Has a Stable Relationship with a Strongly Involved Parent or Caregiver  Exhibits Learning-Related Skills Such as Self- Regulation, Social Competence, Self-Esteem, and Motivation  Has a Strong Adult Figure Attachment other than Parent by Seventh Grade  Demonstrates Strong Emotional Competence by Eighth Grade

Social Emotional Benchmarks Continued  Engages in Community and School Organizations  Develops Career Plan and Establishes Goals by Tenth Grade  Has Sufficient Financial Aid (Engages in Community and Campus Organizations, Obtains Time and Stress Management Skills)

Rondout Valley CSD Strategic Planning Group Key Transition Years  Age 4-5 (Preschool to Kindergarten)  Age (Elementary School to Middle School)  Age (Middle School to High School)  Age (High School to Freshman Year in College)  Age (Freshman Year to Sophomore Year in College)

Rondout Valley CSD Strategic Planning Group  Academic Program  Technology  Workplace Competencies  Social-Emotional Learning  Communication

Rondout Valley CSD Strategic Planning Group Next Steps  Rank you work group selections based upon Pillars graphic  Next Meeting date: September 23, 2010