1. Student Engagement & Motivation Board Governance Workshop December 5, 2012

3. Student Engagement Motivation Persistence/Self Efficacy AttentionInterestEffortEnthusiasmParticipationInvolvement Safe and orderly environment

4. Safe and Orderly Environment

5. Safe and Security Measures Integrated security system  Remote locking and unlocking of buildings  ID proximity card  Secure perimeter of buildings  Security cameras Review of buildings access points New Phone system with emergency notification Communication to community and staff

6. Future Safety and Security Measures Exterior emergency notification Integrated fire alarm system Electronic access controls More Security cameras Enhanced emergency evacuation Exterior lighting

7. Questions

8. Student Engagement/Motivation Students who are engaged exhibit three characteristics:  They are attracted to their work;  They persist in their work despite challenges and obstacles;  They take visible delight in accomplishing their work.

9. Engagement Central aspect of Effective Teaching Engagement happens as a result of a teacher’s careful planning and execution of specific strategies.

10. Engagement “Research on motivation and engagement is essential to understanding some of the most fundamental and vexing challenges of school reform.” National Research Council’s Committee on Increasing High School Students’ Engagement and Motivation to Learn (2004)

11. Questions students ask 1.(Relationships) “How do I feel?” – The affective side of learning 2.(Relevancy) “Is it Important?” – The extent to which student perceive classroom goals as related to their personal goals 3.(Originality/Curiosity) “Am I Interested?” – The extent to which classroom activities intrigue students 4.(Rigor/Success) “Can I Do This?” – The extent to which students have or cultivate a sense of self-efficacy

12. Emotions: How Do I Feel? Engaged Enthusiasm Interest Enjoyment Satisfaction Pride Vitality Zest Disengaged Boredom Disinterest Frustration Anger Sadness Worry/Anxiety Shame Self-blame

13. 1. Relationships Classroom influences aspects on emotional engagement 1.Student energy levels  Activity affects student’s energy  Need to use good pacing to maintain energy level  Physical exercise is associated with improved cognitive function and attention 2.A teacher’s positive demeanor  Teachers need to demonstrate enthusiasm, intensity and humor 3.Students’ perceptions of acceptance  The relationship teachers have with students is one of the most powerful determiners of emotional engagement  Peer relationships are equally as important

14. 2. Relevancy Perceived Importance: Is This Important? Students are more likely to engage in school goals that are linked to their personal goals. Choice increases intrinsic motivation. Cognitively complex tasks with real-world application makes learning more relevant.  Solving problems  Making decisions  Conducting investigations  Creating hypotheses about real world issues

15. 3. Curiosity/Originality Interest: Am I Interested? Teachers have to maintain a student’s interest or the student’s attention will revert to outside interests that have nothing to do with what is going on in the classroom. Game-Like Activities Friendly Controversy Unusual Information Effective Questioning Strategies

16. 4. Rigor/Success Perceptions of Efficacy: Can I Do This? Self-efficacy refers to the perceived capabilities for learning or performing actions at designated levels.

17. Motivation and Engagement... and their related processes are very complex constructs that are difficult to fully understand. What we know is that teachers can utilize specific instructional strategies such as pacing, movement, humor, relationship building, questioning and choice to motivate students, keep them engaged, and build resiliency that fosters self-efficacy.

18. Implications for Educational Practice Provide Professional Development on:  Assessing & Activating Prior Knowledge  Incorporating Differentiated Instruction  Implementing Cooperative Learning Strategies  Establishing a Positive, Orderly Learning Environment  Using Constructive, Specific Feedback  Utilizing formative/summative assessments  Employing Active Learning Strategies  Using Data to Inform Instruction  Exhibiting Cultural Proficiency

19. Questions

20. Indicators of Student Readiness Pre-K – 12 Grade 2012-2013 School Year

21. Pre-K Readiness 2011-12 School Year Outcomes

22. Physical/Health Development Social & Emotional Development Approaches to Learning Logic & Reasoning Language Development Literacy Knowledge & Skills Mathematics Knowledge & Skills Science Knowledge & Skills Creative Arts Expression Social Studies Knowledge & Skills 10 Domains of Head Start Child Development and Early Learning Framework

25. Pre-K Indicators of Readiness 2012 – 2013 School Year KCPS Head Start 2012-2013 Focus Early Learning Consolidation Summer 2013 - Pre-K & Kindergarten Camps

26. Indicators of Student Readiness at the Elementary Level According to research the “Relevant Data” districts should be monitoring at the elementary level is: 1.Attendance 2.Discipline 3.Reading on Grade Level in Grade 3 4.Proficiency in State Test for English, Math, & Science 5.Promotion

27. Indicators of Student Readiness at the Secondary Level According to research the “Relevant Data” districts should be monitoring at the secondary level is: Attendance, Discipline, and GPA/Credits Earned Students enrolled in and completing Algebra I Participation in career/interest assessments * MO Connections, EXPLORE & PLAN Proficiency in State Test for English, Math, & Science IB, AP, Dual Credit Enrollment and Early College Enrollment College Fair Participation and College Application Process Capstone Projects ACT, SAT, COMPASS, and ASVAB Scores Leadership, Extracurricular and Community Service Hours Post-Secondary Data – 2 yr, 4 yr or Technical

28. SY2012-2013 KCPS Indicators of Readiness Data Examples of Indicators of Readiness: Attendance Reading on Grade Level in Grade 3 AP/IB/College Class Enrollment Extended Learning/Tutoring

32. District Wide Extended Learning Tutoring K-12 Total number of students enrolled in extended learning for the Fall of 2012 – 1,812 students Total number of elementary students – 1,303 Total number of secondary students – 509 Total number of students enrolled in extended learning (SES Programs) for 2011-2012 SY -1,377 students That is an increase of 435 students during the first semester

33. Questions