Presentation is loading. Please wait.

Presentation is loading. Please wait.

December 12 BOE (v5 12/06/07) - 0 - Tiered Accountability & Support February 13, 2007.

Similar presentations


Presentation on theme: "December 12 BOE (v5 12/06/07) - 0 - Tiered Accountability & Support February 13, 2007."— Presentation transcript:

1 December 12 BOE (v5 12/06/07) Tiered Accountability & Support February 13, 2007

2 December 12 BOE (v5 12/06/07) Tiered Accountability & Support Framework In order to accelerate achievement in every school, OUSD must differentiate the supports and interventions provided based on where schools current exist along the continuum from needing intervention to having demonstrated a capacity to accelerate achievement. This differentiation also allows for innovation while increasing accountability across the system BLUE TierGREEN TierYELLOW TierORANGE TierRED Tier Increased Flexibilities awarded through application process Increased Monitoring and Support Accountability for Results Tiering Criteria: ii) Absolute Performance i) Accelerated Student Level Growth iii) Closing the Achievement Gap

3 December 12 BOE (v5 12/06/07) Red School Support Structure DatesActivityParticipantsDescription Oct 2 nd (ELO) Fishbowl modeling of Red presentation ELO Two Network Officers will model Red / Orange school presentations Oct 3 rd – Oct 19th Red and Orange presentations Red & Orange NexOs Strategy Team Invited participants Analysis of current site plan Evaluation of any gap areas not addressed in plan Leadership assessment Nov 5 th – Nov 16 th Red school site visits #1 Red school leadership team NexOs, Strategy Team Invited participants School visit based on site identified Area of Focus question Site identified time and participation in visits February 9 th Red and Orange SPSA Summit for SSCs NexOs, Strategy Team Principals SSC members Overall SPSA budgeting and planning overview Workshop on conducting a needs assessment Workshop on budgeting February 13 th, and 27 th Red school board presentations NexOs, Strategy Team Board of Education Analysis of areas of concern Solution and progress to date MarchRed & Orange SPSA Presentations Red & Orange school leadership team NexOs, Strategy Team Invited participants Analysis of draft site plan Identification of any adjustments necessary Identification of any additional supports necessary for AprilRed school site visits #2 Red school leadership team NexOs, Strategy Team Invited participants School visit based on site identified Area of Focus question Site identified time and participation in visits

4 December 12 BOE (v5 12/06/07) Brookfield: Areas of Concern RecommendationAcademic Factors Continued monitoring with intensive support. OUSD Tier: Red PI Status: 5 API: 678 Analysis Areas of Concern 1.Mathematics - Only 21% of African American students were proficient/advanced at the school. This year the target is 37% for Math. 2. English language arts - though Brookfield met AYP target (24.4%) for English Language Arts with 28% of students proficient/advanced, the new target for is 35.2% Needs Assessment 1. More professional development to address different learning styles of students based on data. 2. Full implementation of literacy program. More support with program in terms of pacing. Focus School Category: Academic

5 December 12 BOE (v5 12/06/07) Brookfield: Solution Strategies and Practices Used to Address Areas of Concern Progress So Far This Year (Student Achievement & Teacher Practice) 1.Mathematics 100% implementation of district adopted Si-Swun Math Strategies in 2nd through 5th grades. Daily Math/Si-Swun interventions for targeted students performing below benchmark. Weekly visits and support by district math Si-Swun coach for teachers. Elementary assessments show steady increase in math performance for school as well as the African American subgroup. The school-wide average is 58% At/Above Benchmark 2. English Language Arts 100% implementation of Open Court with structured workshop targeting students in different proficiency levels Intervention strategies for specific students who are FBB and BB. Coaching and professional development using data; Frequent observations with immediate feedback. Elementary assessments show 1 st Trim. AAMdyr AA 160%72%93%91% 246%25%43%11% 352%53%54%58% 450%48%26%15% 552%40%32%5% 2nd 156% 244% 342% 438% 535%

6 December 12 BOE (v5 12/06/07) Allendale: Areas of Concern RecommendationAcademic Factors Continued monitoring with intensive support; Continue SAIT support. OUSD Tier: Red PI Status: Year 5 API: 681 Analysis Areas of Concern 1.Large cluster of students at basic and below basic: 34% of students scored basic in ELA and 32% scored below basic in mathematics 41 students declined in ELA performance 54 students declined in math performance 2.Professional Learning Communities linked to teaching and learning outcomes. Needs Assessment 1. More differentiated instruction and an accelerated intervention plan in ELA and math to address the needs of struggling students. 2. More time focused on effective classroom instructional practices. Focus School Category: Academic

7 December 12 BOE (v5 12/06/07) Allendale: Solution Strategies and Practices Used to Address Area of Concern Progress So Far This Year (Student Achievement & Teacher Practice) 1. Large cluster of student at basic and below basic Backward-mapping CST key standards in ELA and Math to insure they are taught. Fully implement workshop in all classrooms by February Ratio of workshop time increases in relationship to teaching. Teachers, principal and Leadership staff engage in cycles of inquiry to monitor and address individual student needs. Resources are allocated to support accelerated intervention such as intervention outside school hours Teachers have been trained to use Edu-soft assessment Number of students scoring at benchmark or advanced increasing: First grade:16% increase in Word Reading; 33% increase in Writing Second grade: 7% increase in Writing; 3% in Comprehension Third grade: 15% increase in Comprehension Fourth grade: 18% increase in Writing; 4% increase in Vocabulary Fifth grade: 22% increase in Comprehension; 6% increase in Vocabulary; 3% increase in Writing 2. Professional Learning Communities Academic conferences for each teacher to analyze data and create workshop groups Support through professional development such as release time for peer observation and training. Protected time for PLCs to meet during school hours. PLC conversations are reflective and focused on instructional practices. Intervention groups are flexible and groups are strategically formed based on the most recent data Grade level standards are routinely used to plan and monitor student performance.

8 December 12 BOE (v5 12/06/07) Bret Harte: Areas of Concern RecommendationAcademic Factors Continued monitoring with intensive support. OUSD Tier: Red PI Status: 4 API: 682 Analysis Areas of Concern 1.Reading Comprehension through problem-solving in mathematics 2.Reading Comprehension in all four core content areas 3.Students dropping from one performance level down to a lower one on the CSTs in mathematics Need Assessment 1.More professional development for new teachers with the adopted curricula. 2.More higher levels of Blooms Taxonomy incorporated into lesson planning and student assignments. 3.More student to student interactions where students share their thinking each other. Focus School Category: Academic

9 December 12 BOE (v5 12/06/07) Bret Harte: Solution Strategies and Practices Used to Address Area of Concern Progress So Far This Year (Student Achievement & Teacher Practice) 1.Reading Comprehension through problem solving in mathematics Applying a five-step problem solving process in both math and English developed by teachers. ELA and math coaches work with departments in collaboration time meetings; ELA and mathematics teachers meet three times a month to go over student assessment data. 2.Reading Comprehension in all four core content areas Implementing Reciprocal Teaching Strategies such as above and below the surface questions, predicting, and summarizing. Strategic classes for all Far Below Basic and Below Basic students such as Read 180 class for below basic readers. Implement UCLA: Introduction to Algebra curriculum and PLATO program. 3. Students dropping from one performance band into a lower one on the CSTs in mathematics Implementing Strategic Mathematics class and PLATO Ensuring students have the same math teacher for both periods of math. Focus on Five: Every Bret Harte teacher adopts five basic students (on CST) and mentors and tutors them, designing lessons to fit their needs and using what they learn about that student to drive what they do.

10 December 12 BOE (v5 12/06/07) Frick Middle School: Areas of Concern RecommendationAcademic Targets Continued monitoring with intensive support. OUSD Tier: Red PI Status: 4 API: 595 Analysis Areas of Concern 1.Reading Comprehension 2.Mathematics: Multi-step word problems in mathematics & Automaticity in multiplication Needs Assessment 1.More teaching strategies to accelerate student learning as students enter Frick significantly below grade level 2.More higher levels of Blooms Taxonomy incorporated into lesson planning and student assignments and more scaffolding structures intended to help students demonstrate mastery of content standards such as rubrics, exemplars, and anchor papers. Focus School Category: Academic

11 December 12 BOE (v5 12/06/07) Frick Middle School: Solution Strategies and Practices Used to Address Area of Concern Progress So Far This Year (Student Achievement & Teacher Practice) 1. Reading Comprehension Instructional Leadership Team (ILT) chose Reading Comprehension as focus and Think Alouds as a core strategy. Principal and ILT ensures ongoing coaching, peer observation, and professional development. All teachers (in all four content areas) use Think Aloud strategies (predicting, visualizing, making connections, and summarizing). All students have two extra English periods per week. 2.Mathematics Teachers with math coach are designing engaging lessons that incorporate the skills they need, yet still challenge their age- appropriate cognitive ability. Math teachers are support by Action Learning Systems (ALS) math coach: modeling lessons, co-planning and co-teaching lessons, organizing peer observations, and implementing scaffolds and best instructional practices. TASS walkthrough observation data revealed that math classes are being taught at an appropriate level of rigor (grade level). All students have two extra math periods per week using ALEKS and PLATO (web-based). Teachers meet in departments to discuss assessment data, lessons, and best practices.

12 December 12 BOE (v5 12/06/07) Madison: Areas of Concern RecommendationAcademic Factors Continued monitoring with intensive support. OUSD Tier: Red PI Status: 5 API: 604 Analysis Areas of Concern 1.Reading Comprehension 2.Writing for a variety of purposes Needs Assessment 1.More student-to-student interactions specifically intended to ensure sharing of higher order thinking. 2.More scaffolding structures designed to ensure high quality final student writing product such as rubrics, exemplars, and anchor papers. Focus School Category: Academic

13 December 12 BOE (v5 12/06/07) Madison: Solution Strategies and Practices Used to Address Area of Concern Progress So Far This Year (Student Achievement & Teacher Practice) 1.Reading Comprehension The Instructional Leadership Team examines data on the school wide instructional focus of Literacy in Reading and Writing. Departments have daily common preparation time to plan lessons and interventions. The school wide instructional focus of Literacy is displayed on bulletin boards throughout classrooms and common areas of the school. All teachers instruct and assess students in reading and writing standards. Literacy as instructional focus is consistently communicated to parents and the broader school community. 2. Writing for a variety of purposes Teachers are supported by site- based English language arts coach: modeling lessons, co-planning and co- teaching lessons, organizing peer observations, and implementing scaffolds and best instructional practices in the writing process. Teachers meet as Professional Learning Communities and conduct cycles of inquiry every three weeks around the focus of Literacy. Teachers use data from common formative assessment to determine how to meet student needs while adhering to district pacing and instructional guides.

14 December 12 BOE (v5 12/06/07) Media College Preparatory: Areas of Concern RecommendationAcademic Targets Continued monitoring with intensive support. OUSD Tier: Red PI Status: 3 API: 550 Analysis Analysis: Areas of Concern 1.Mathematics: Only 2% of students scored at grade level on the Math CST. 2.English Learners: Achievement of English Learner students is significantly below school and district averages. 3.Parent Engagement: Low levels of parent participation. Needs Assessment 1.More rigor in overall mathematics instructional program and practices. 2.More differentiated instruction that better meets the needs of newcomer students. 3. More parent education opportunities to better understand student data and college requirements. Focus School Category: Academic

15 December 12 BOE (v5 12/06/07) Media College Preparatory: Solutions Areas of Concern:Strategies and Practices Used to Address Area of Concern Progress So Far This Year (Student Achievement & Teacher Practice) 1.Mathematics Teaching staff is working to align CST standards with classroom practice by studying student work and defining rigor. Institute for Learning Algebra Project PD being offered to all Network Algebra teachers. Some math coaching CAHSEE Passage Rates for 12 th graders is 73% for Math, up from 67.6% the previous year. Progress in instructional strategies that address all learners is limited 2. English LearnersContinue EL focus of PD Teachers participate in Learning Walks focused on EL and debriefing sessions Develop complementary learning opportunities for EL students needing more time and support BayCES coach supports principal in developing teacher leadership around writing and EL strategies CAHSEE Passage Rates for 12 th graders is 85% for ELA Benchmark performance for grades 9, 10, and 12 were on par with district. There is evidence of increased use of EL strategies in the classroom. There is evidence that teacher PD is positively impacting learning for EL students, especially in writing. 3. Parent EducationLaunch meeting series for Parents (three times a year) to present a-g and graduation requirements, CAHSEE and CST. First meeting in the Fall was well attended.

16 December 12 BOE (v5 12/06/07) Robeson Visual and Performing Arts: Areas of Concern RecommendationAcademic Targets Continued monitoring with intensive support.OUSD Tier: Red PI Status: 3 API: 512 Analysis Areas of Concern 1.Overall curriculum and instruction: API has lagged behind other Fremont campus schools. Instructional program is not aligned with essential grade-level standards. 2.English Learners: Instructional focus on accelerating achievement of English Language Learners 3.Teacher Retention: High teacher turnover Needs Assessment 1.Better alignment of scope and sequence of curriculum as well as instruction with state standards. 2.More support for teachers in literacy and EL strategies to better meet the needs of struggling EL learners. 3.More support for teaches, especially new teachers. Focus School Category: Academic

17 December 12 BOE (v5 12/06/07) Robeson Visual and Performing Arts: Solutions Areas of Concern:Strategies and Practices Used to Address Area of Concern Progress So Far This Year (Student Achievement & Teacher Practice) 1. Low Performance relative to other schools (API) Strengthen department structures so that PLCs are developing by content area and focusing on acceleration strategies, standards- based instruction, and student learning results. Principal feedback to teachers following regular classroom observations focuses sharply on improving instruction. As a result of PD, data collected on teacher practice shows increased use of acceleration strategies in instruction. but evidence in classrooms is still uneven. Principal is holding to schedule of more time in classroom daily and debriefs same day with teachers observed. 2. English Language Learners Provide PD on literacy an EL strategies for all teachers Data inquiry will continue to identify needed accelerations and target instruction (focus on CAHSEE and meeting proficiency targets.) ELL focused PD has been arranged through Instructional Service Provider. Students given support for Math and ELA CAHSEE to achieve AYP target. CAHSEE Passage Rate for 12 th graders is only 74% for Math, but 84% in ELA. Students are still lagging behind district averages on ELA and Math Benchmarks 3. Teacher RetentionNew teachers are being supported through BTSA, principal, coaches. A case manager was hired to support students so that principal can spend more time in classrooms. Feedback to teachers has increased; Classroom strategies to accelerate instruction are more frequently observed.


Download ppt "December 12 BOE (v5 12/06/07) - 0 - Tiered Accountability & Support February 13, 2007."

Similar presentations


Ads by Google