Presentation on theme: "Rigor + Relevance + Relationships = RESULTS Cuyahoga Falls City Schools Home of the Black Tigers! 2013-2014."— Presentation transcript:
Rigor + Relevance + Relationships = RESULTS Cuyahoga Falls City Schools Home of the Black Tigers! 2013-2014
Welcome Back! Educational Excellence in a Changing World
BOE OIP Strategic Plan Professional Learning Communities
First Big Idea of PLCs: Focus on Learning We accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning. Second Big Idea of PLCs: A Collaborative Culture We can achieve our fundamental purpose of high levels of learning for all students only if we work together. Third Big Idea of PLCs: Focus on Results We assess our effectiveness on the basis of results rather than intentions. Individuals, teams and schools seek relevant data and information and us that information to promote continuous improvement.
What are we doing? Why are we doing it? Have we been successful? How do we know? What are we going to do about it? Five Essential Questions
Academic Meet each student at his/her cognitive level and guarantee at least one year of academic growth for each year in our system. Business Assure a first-class service delivery model that provides our communities with the highest degree of customer satisfaction possible within fiscally responsible parameters. Cuyahoga Falls expenditures will not exceed revenues in FY13. 2012-2013 Goals Review
Report Card Components Gap Closing Achievement Graduation Rate Progress K-3 Literacy Progress Prepared for Success
Gap Closing Component Annual Measurable Objectives (AMO’s) –A through F for this measure is defined as follows: 90 – 100% = A; 80-89.9% = B; 70- 79.9% = C; 60-69.9% = D; Below 60% = F. Our simulated grades are as follows: 2011-20122012-2013 District = FDistrict = C Bolich = CBolich = FCFHS = C Price = FPrice = ADeWitt = FLincoln = F Preston = FPreston = CRichardson = A Roberts = ARoberts = F Silver Lake = DSilver Lake = A
Achievement Component Performance Indicators –A through F for this measure is defined as follows: 90 – 100% = A; 80-89.9% = B; 70-79.9% = C; 50-69.9% = D; Below 50% = F. Our simulated grades are as follows: 2011-20122012-2013 District = A (22/24)District = B (21/24) Bolich = BBolich = CCFHS = APrice = D DeWitt = BDeWitt = C Lincoln = BLincoln = C Preston = CPreston = DRichardson = ARoberts = BSilver Lake = B
Achievement Component Performance Index –A through F for this measure is defined as the percentage of the total possible 120 points: 90 – 100% = A; 80-89.9% = B; 70- 79.9% = C; 50-69.9% = D; Below 50% = F. Our simulated grades are as follows: 2011-20122012-2013 District = B (99.1)District = B (98.3)Bolich = BCFHS = B Price = CPrice = BDeWitt = BLincoln = BPreston = CRichardson = BRoberts = BSilver Lake = B
Graduation Rate Four-Year Graduation Rate – A through F for this measure is defined as follows: 93-100% = A; 89-92.9% = B; 84-88.9% = C; 79- 83.9% = D; less than 79% = F. Our simulated grades are as follows: 2011-20122012-2013 District = B (92.5 Cohort 2011)District = B (91.7 Cohort 2012) CFHS = B
Graduation Rate Five-Year Graduation Rate –A through F for this measure is defined as follows: 95-100% = A; 90-94.9% = B; 85-89.9% = C; 80-84.9% = D; less than 80% = F. Our simulated grades are as follows: 2011-20122012-2013 District = C (89.7 Cohort 2010)District = B (94.4 Cohort 2011) CFHS = CCFHS = B
Progress Component Value Added for All Students – A through F for this measure is based on the bell curve and standard deviation calculation: 2011-20122012-2013 District = DData due today Bolich = C CFHS = N/A Price = F DeWitt = D Lincoln = C Preston = A Richardson = F Roberts = A Silver Lake = F
Progress Component Value Added for Gifted Students – A through F for this measure is based on the bell curve and standard deviation calculation: 2011-20122012-2013 District = DData due today Bolich = C CFHS = N/A Price = C DeWitt = C Lincoln = B Preston = C Richardson = F Roberts = C Silver Lake = F
Progress Component Value Added for Students with Disabilities – A through F for this measure is based on the bell curve and standard deviation calculation: 2011-20122012-2013 District = DData due today Bolich = C CFHS = N/A Price = N/A DeWitt = C Lincoln = D Preston = C Richardson = C Roberts = C Silver Lake = N/A
Progress Component Value Added for Lowest Quintile – A through F for this measure is based on the bell curve and standard deviation calculation: 2011-20122012-2013 District = CData due today Bolich = C CFHS = N/A Price = F DeWitt = C Lincoln = C Preston = A Richardson = C Roberts = C Silver Lake = N/A
K-3 Literacy Component K-3 Literacy: Reduce the number and percent of students not on grade level in reading Not reported this year
Prepared for Success Component Aug 2013Aug 2014Aug 2015Aug 2016 Component GradeCalculated College Admission Test Report Only Dual Enrollment Credits Report Only Industry CredentialsReport Only Honors DiplomasReport Only AP Participation & Score Report Only IB Participation & Score Report Only College and Career Ready Assessment Report Only (if available) Report Only (may be included in component grade) Report Only (may be included in component grade)
Opportunities to Excel 2013-2014 OTES OPES New Report Card 3 rd Grade Guarantee Biennium Budget – HB59 New Strategic Plan 2014-2015 PARCC Assessments End-of-Course Exams Replacement of OGT 1 of 3 Renewal Levies Pension System Educational Delivery Model
2014-15 Assessment System End-of-course Exams Algebra 1, Geometry, Algebra 2 English 1, English 2, English 3 Physical Science, Biology American History, American Government College and Career Readiness Assessment will replace the OGT. PARCC assessments will be given in grades 3-8 in reading and mathematics, grades 4 and 6 in social studies and grades 5 and 8 in science. Cut scores for these tests will be equivalent to NAEP Level 4 or roughly equivalent to current Advanced and Accelerated levels. Proficient levels are likely to drop from 82% to 46% based on 2012-13 data
College & Career Readiness Level 5: Superior command of the knowledge, skills, and practices embodied by the CCSS assessed at the grade level/course. Level 4: Solid command… Level 3: Partial command… Level 2: Limited command… Level 1: Very Limited command… College and Career Ready. NAEP’s proficient level
Curriculum, Instruction and Assessment Commitment to a shared vision Culture/Student Life Create a systemic culture of caring in which students flourish – Every student, every day Stakeholder Involvement Cause intentional community engagement Resource Leveraging Utilize and design human, physical and fiscal resources to meet the needs of today and tomorrow BOE Focus Areas
Cuyahoga Falls 2013-2014 Goals Academic Growth By the end of the 2013- 14 school year, 85% of our students will demonstrate one year’s growth in reading and mathematics as measured by iReady (grades K-9) and common assessments (grades 10-12).
Cuyahoga Falls 2013-2014 Goals Fiscal Responsibility In FY14 district revenues will exceed district expenditures.
Cuyahoga Falls 2013-2014 What are we doing? Mission statement: The mission of the Cuyahoga Falls City School District is to assure each student is equipped with the skills necessary to meet the challenges of the future.
Cuyahoga Falls 2013-2014 Why are we doing it? Academic – Our community demands growth with each student annually Business – Our community demands fiscal responsibility with the use of our public funds
Cuyahoga Falls 2013-2014 Have we been successful? Academic Data collection Improving our classroom instruction Business Identify cost- savings areas Identify alternate forms of revenue
Cuyahoga Falls 2013-2014 How do we know? Academic i-Ready data State/national data Common Assessment data Business Financial reports Stakeholder surveys/feedback
Cuyahoga Falls 2013-2014 What are we doing about it?
Academic Goals Implement Common Core and revised standards Purposeful data use Instructional technology Small interest-based learning community process(CFHS) Design Challenges (MS) Instruction meets the standards rigor and relevance Utilize assessment data to progress monitor & inform instruction Is technology improving instruction? CFHS work Implementation of 6 design challenges per grade level
August 12, 13 & 14 60 Participants Evolution of schooling Business Advisory Council perspective 8 Work/Research Groups Share out, reflection, and next steps Communication is critical! High School Summer Institute
August 19, 20, & 21 70 participants Design Challenge study Rigor & Relevance with instruction Provide MS students exposure to career clusters Communication is critical! Middle School Summer Institute
In schools where teachers examined the evidence of the impact of teaching effectiveness on student achievement and regard their professional practices as the primary cause of student achievement… Reeves, D. (2007). Ahead of the curve. Solution Tree
…the gains in student achievement were three times higher than those in schools where the faculty and leaders attributed the causes to factors beyond their control. Reeves, D. (2007). Ahead of the curve. Solution Tree
Meeting increased RIGOR of the CCSS & PARCC Students need to see RELEVANCE of content and school Build RELATIONSHIPS with all stakeholders: our colleagues, our students, our parents, our community Prepare students for “next step” We ALL need to share the why when asked by our stakeholders! High School and Middle School WHY?
Connection across ALL levels Elementary Schools Teaching to rigor and relevance of CCSS Develop the skills required MS Institute All students experience the 16 career clusters 6 Design Challenges per year HS Institute Students choosing areas of interest Learning core curriculum through an interest “lens”
Skills desired by employers Common Core State Standards Rigor/Relevance Not just the “flavor of the month”… Stakeholder Relationships Design Challenges
What are we doing about it? Business goals Increase revenues Reduce expenditures HB 59 Student enrollment Property tax Contracts with outside agencies Needs vs. wants Align expenditures with our goals
Creativity Together WE can… Achieve our goals While modeling the 4C’s in our adult work While embedding the 4C’s into instruction Critical Thinking Collaboration Communication