Presentation on theme: "Hudson Community School District We Create Effective Learning Environments the Result in Success for All Students Iowa Department of Education Site Accreditation."— Presentation transcript:
Hudson Community School District We Create Effective Learning Environments the Result in Success for All Students Iowa Department of Education Site Accreditation Visit March 27-28, 2013 Anthony D. Voss, Superintendent Jeffrey J. Dieken, 7-12 Principal Mark Schlatter, K-6 Principal David Lipinski, At-Risk Coordinator
DEMOGRAPHICS Hudson Community School District We Create Effective Learning Environments the Result in Success for All Students Middle School Computer Lab
Quick Facts The Hudson Community School District is approximately 63 square miles. – 5 Regular bus routes traveled 35,892 miles last year. Our district population is roughly 3,576. School enrollment is 720. The district employs 117. Taxable Valuation for Fiscal Year 2013: $184,212,088. Average homeowner pays a $16.48 rate on a $157,684 home. 14:1 Student to Teacher Ratio. 40% of teacher have a Masters Degree.
Financial Status IndicatorFY 2011FY 2012 Solvency Ratio2.278.79 Student Transportation 2.24 $155,975 2.71 $175,924 Unreserved/Undesignated$158,912$614,383 Unspent Balance 1.11 $90,971 5.23 $358,254 Total Tax Rate$16.89644$16.89776 Total GF Revenue$7,008,084$6,990,625 Total GF Expenditures$6,971,083$6,491,075 Certified Budget$10,742,762$9,976,023
PROGRAMMING Hudson Community School District We Create Effective Learning Environments the Result in Success for All Students Instruction
Elementary School (K-6) 415 minute instructional day operating a 6 day cycle. Full day kindergarten program. K-3 self contained classrooms. 4 th grade self contained in the morning, departmentalized in the afternoon. 5-6 departmentalized in reading, science, math and language arts— self contained for social studies. Student supports include TAG, Title 1, Special Education, and ELL. Specials—music, physical education, art, guidance/health, library/computer, band (5/6). Recess: – K-2 three recesses – 3-4 two recesses – 5-6 one recess
Secondary School (7-12) Rural high school with 240 students and 30 staff. Rigorous course offerings including opportunities for students to participate in multiple concurrent enrollment programs in addition to the Core program. Established special education program with exceptional transition services and work study program. Mature CTE program that includes program strands in Industrial Technology, Family and Consumer Science, Business, and Agriculture. Numerous activities in the arts and athletics that boast a rich heritage of excellence.
At-Risk Services 96.88% Graduation Rate. Homework completion policy: – After school program – Saturday school Family therapy/individual counseling (personal, academic, social). Attendance contracts, truancy intervention, home visits. Bullying/harassment prevention programs and investigations: – Behavior intervention – Peer mediation Coordination of services through JCS, DHS, WEB-C.
English Language Learners Currently serving 6 students: – 2-Kindergarteners – 2-Second graders – 2-Fifth graders 1 period daily. TELPA assessment used for identification. I-ELDA assessment used to measure language proficiency. Focus is to provide educational access, support and opportunities to students whose first language at home is not English. ELL teacher serves as an interpreter between home and school.
Talented and Gifted Program 60 students are currently served in the elementary. Indicators for participation include 90% or higher in specific curricular area on Iowa Assessment, scores on MAP, teacher, parent, peer, or self referral. 1 period per grade level per cycle (Teacher). High school program operates as a consult model.
Guidance Programming In elementary, guidance is classified as a specials class: – GEI problem solving team – Small groups for counseling sessions – Monitors behavior plans – Coordinates Key Assemblies – Coordinates efforts with outside agencies High school provides services to students in grades 7-12: – Small groups for counseling sessions – Coordinates efforts with outside agencies – Student scheduling – I Have a Plan – College preparation and counseling
Special Education GEI process is used for identification. K-12 operates as a pull out program for direct instruction and support. Para educators go into the general education room during time of inclusion for special education. Essentially operate a Level One program. Partner with Bremwood, River Hills, and Castle Hill for students with needs that can’t be served in the district. District operates a program for ESYS for qualifying students.
Title One Currently serves 29 students. Designed as a supplement to the reading program. Identification through teacher recommendation, student scores on DIBELS, MAP, district developed reading battery and Iowa Assessments. Designed as a pullout program.
ACADEMIC PROGRESS Hudson Community School District We Create Effective Learning Environments the Result in Success for All Students Math Analysis
Assessment System Rigby Reading Battery DIBELS Measures of Academic Progress Iowa Assessments ACT PLAN COMPASS
Analysis of Data Principals complete detailed micro-analysis of data including line item analysis where appropriate. Data is shared and discussed with faculty. Findings are presented to SIAC for review and discussion. Data becomes the basis for setting annual improvement targets. School board reviews data and recommendations from the SIAC, as a result sets annual improvement goals and targets.
Student Achievement Strengths Reading 70% of 3-8 grade students met targeted growth on MAP in 2011-2012. Historical: 68% 82% of 9-10 grade students met targeted growth on MAP in 2011-2012. Historical: 56% 82% of 11 th graders met targeted growth on the Iowa Assessment. 2010-2011: 57% Percentage of students reading on grade level according to Rigby in grades K-4 has increased from 80% in 2010-2011 to 84% in 2011-2012.
Student Achievement Strengths Math Historical percentage of 9-10 grade students proficient increased from 58% in 2010-2011 to 62% in 2011-2012. (MAP) The percentage of 11 th grade students proficient increased from 61% in 2010-2011 to 71% in 2011-2012. (Iowa Assessments)
Student Achievement Strengths Science Historical percentage of 9-10 grade students proficient increased from 54% in 2010-2011 to 64% in 2011-2012. (MAP) The percentage of 3-8 grade students that showed at least one year of growth increased from 51% in 2010-2011 to 52% in 2011-2012. (Iowa Assessments) The percentage of 11 th grade students proficient increased from 65% in 2010-2011 to 69% in 2011- 2012.
Student Achievement Areas for Improvement On the watch list in math at the elementary and middle school. On the watch list in reading at the middle school. Achievement gap in reading among FRL and non FRL is significant: (83/58) Achievement gap in math among FRL and non FRL is significant: (84/55) Achievement gap in science among FRL and non FRL is significant: (90/62) Same gap exists in IEP and non IEP.
Action Plan for Improvement Putting into practice the Iowa Professional Development Model. Evolution of collaborative work teams to professional learning communities. Working on alignment of curriculum to ensure each student is exposed to a guaranteed and viable curriculum. Implementation of characteristics of effective instruction into classrooms. Exploration of curricular materials.
PROFESSIONAL DEVELOPMENT AND DISTRICT WIDE INITIATIVES Hudson Community School District We Create Effective Learning Environments the Result in Success for All Students We Create Effective Learning Environments That Result in Success for All Students
Overview of Professional Development Activities Professional development is based on the implementation of the Iowa Professional Development Model. Implementation of the Iowa Core Curriculum: – ICC Outcome 3 Continuous Improvement to improve teaching and learning (Collaborative Learning Teams evolved into Professional Learning Communities). – ICC Outcome 4 Curriculum Alignment (ICAT). – ICC Outcome 5 Professional Development Based on Characteristics of Effective Instruction (Work of CLT in 2011- 2012). – ICC Outcome 6 Implementation of effective instructional practices that ensure high levels of learning for each and every student (PLC).
Professional Learning Communities Major Driver of district professional development. Commitment to comprehensive training program through Solution Tree. Elementary staff PLC groups meet weekly. Secondary staff PLC groups meet twice a month during PD time. Academic calendar for 2013-2014 supports weekly PLC for all K-12 areas.
PLC Focus for 2012-2013 What is it we want our students to learn? – In depth study of Common Core for Math to develop Essential Learning Outcomes. How will we know they have learned it? – Common Formative Assessments for math. What will we do for those students who have already mastered the content? – RTI What will we do for those students who need remediation? – RTI This work will result in a major curriculum adoption for Hudson Schools in 2013-2014
Pirate Term 7-12 students enroll in a 1 week enrichment class: – not available in a traditional educational setting. Centered on competency base learning. Exposes students to a variety of content areas. Students will have the opportunity to take 5-6 Pirate Term offerings from 7 th grade-12 th grade.
Hudson 1:1 Project Gives students the tools to have instant access to the world of information. Students will become producers rather than just consumers of information that is available through the use of technology. Our vision to amplify and enhance deep, rich learning will benefit student-centered classrooms in which critical thinking is the cornerstone of success. Students are empowered to use prior knowledge to construct new learning. The goal of the project is to provide each 9 th -12 th grade student in the district, access to a computer daily. Reach is no longer local, but global and by providing this opportunity to Hudson students has a real-world impact/value.
ACTIVITIES AND CO-CURRICULAR PROGRAMS Hudson Community School District We Create Effective Learning Environments the Result in Success for All Students Middle School Presents “Oklahoma”
Clubs and Organizations Students at Hudson have an opportunity to be involved in numerous clubs and organizations, including some of the following: – FFA – Journalism – Art Club – Student Council – National Honor Society – Robotics Art Club
Athletics Hudson Schools hosts a plethora of organized sanctioned sports including: – Football – Volleyball – Cross Country – Basketball – Wrestling – Track – Soccer – Baseball – Softball – Golf Volleyball
Music In addition to a comprehensive curricular music program: – K-8 General Music – 7-12 Vocal Music – 5-12 Instrumental Music Hudson Schools also offers a number of co- curricular music programs: – Middle School Show Choir – High School Show Choir – Middle School Jazz Band – High School Jazz Band Instrumental Music
Art Art is offered as a special class one time per six day cycle in grades K-6. High school art includes: – Visual Art I & II – Design – Commercial Design – Pottery/Advanced Pottery – Digital Photography/Adv. Digital Photography 4 th Grade Pop Art Inspired by Andy Warhol
Drama Programs Middle School Musical Spring Musical Speech Fall Play High School Production of ‘Little Shop of Horrors’
COMMUNICATION AND COMMUNITY INVOLVEMENT Hudson Community School District We Create Effective Learning Environments the Result in Success for All Students Concession Stand Renovation Project
Parent Teacher Organization Volunteer organization representing parents and teachers of students in grades K-6. Organized with a volunteer Board of Directors elected annually from the membership. Responsible for organizing and operating fundraising efforts to benefit students of Hudson Elementary School. Provides volunteer labor for a variety of events such as serving and providing meals during conferences, helping out with beautification projects, and sponsoring special activities for students (i.e. bingo night). Critical contribution in the last twelve months: Investment in projectors for each classroom in the school district.
Hudson Educational Fund Governed by an independent Board of Directors representing a cross section of community members. Independent tax exempt organization formed to provide scholarships and assistance for educational programs. Total assets of $370,489. Awarded $17,875 in scholarships to the Hudson High School graduating class of 2012. Has awarded $141,375 since inception in 1997.
Hudson Athletic Boosters Volunteer organization designed to support the athletic programs at Hudson Schools. Help run concession stands, ‘Little Pirate’ series of tournaments, and other events designed to generate revenue. Have contributed over $120,000 in supplies, equipment, and uniforms. Key contributions: baseball/softball stadium lighting; concession stand renovation.
Hudson Music Boosters Volunteer organization designed to support the music programs at Hudson Schools. Provide meals, logistics, help organize concerts for the music department. Have made numerous contributions to the school music program including new uniforms for the concert band, concert choir, and show choir. Major contribution: partnership with the school to improve the auditorium sound system.
Communication Procedures and Tools In addition to communicating with the public through traditional media including the local newspaper ‘Hudson Herald’ and television stations, we have a robust electronic footprint:
School Improvement Advisory Committee Main role is to advise school district on issues of relevance to the administration and school board. CTE Advisory became a sub-set of SIAC in 2012- 2013. Involved in review and analysis of student achievement data. Approves students achievement goals and forwards them on to the Board of Direction for adoption. Major activity during the 2012-2013: Visioning and Needs Assessment.
Visioning Process Needs assessment survey conducted in the fall to help set vision for future improvements in Hudson Schools. Building level survey conducted in the K-6 annually. Faculty, staff, students, community members, and parents participated. Analysis ongoing with a draft report due to the board in April. Initial themes and findings: – 1-1 technology environment is supported by majority – Capital expenditures should focus on investment in technology, improvements to the elementary school – Overall dissatisfaction with the section size of elementary classrooms
SINCE THE 2008 VISIT-CONCLUDING REMARKS Hudson Community School District We Create Effective Learning Environments the Result in Success for All Students Elementary Professional Development
Since the Last State Visit Leadership Changes – Superintendent change in 2010 – One less administrative position Financial Crisis – Significant budget cut close to $600,000 in the spring of 2011 – Multiple positions were eliminated – Some programming was impacted – District viability was at stake Has made it difficult to do many of the things we would like to do Change in organizational structure – Increased workload for all employees – Change in instructional schedule
Vision, Mission, and Goals We Create Effective Learning Environments that Result in Success For All Students Continues to guide decision-making and overall operating philosophy in the Hudson Community School District
Leadership 5.Parents expressed a need for middle school teachers to remain current on instructional practices, technological advances and their uses in the classroom, and educational research. 6.The district is encouraged to consider developing a needs assessment which could provide important information. Consider asking parents to complete the needs assessment.
Collaborative Relations 11. While communication is a strength consider reviewing district publications for explanations of educational jargon. 12. As the SIAC is reactivated, consider: – Diverse representation – Fulfilling its required purpose – Document meetings and conversations
Learning Environment 19. Along with the knowledge that students will be living in an increasingly global and diverse world, the district is encouraged to develop a plan for including cultural competency. 20. The district is encouraged to seek out and utilize additional information about the successes of Hudson graduates as it develops goals and sets priorities.
Curriculum and Instruction 29. Middle school teachers reported their concern that career/technology courses at the middle school level need to be enhanced. 31. As the district curriculum process is institutionalized, consider establishing a rotation for textbook/materials selection. 35. Consider establishing a process for elementary administrators and staff to formulate guidelines for collaboration. 37. Multiple interview groups reported the need to upgrade technology.
Professional Development 42. As part of this planning, consider developing a means to measure teacher accountability. Consider requesting teachers provide reflection or other qualitative data. 43. Consider creating opportunities for all non- certified staff to increase their skills relative to their job responsibilities.
Monitoring and Accountability 48. Consider continuing to develop staff skills in data analysis. – What data best informs instructional practices? – How are data used to influence instruction?
Hudson Community School District We Create Effective Learning Environments the Result in Success for All Students Iowa Department of Education Site Accreditation Visit March 27-28, 2013 Thank You For Being Here!
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