Presentation on theme: "November 5, 2012 IMPACT NETWORK SCHOOLS (INS) RESULTS YEAR 1 2011-2012."— Presentation transcript:
November 5, 2012 IMPACT NETWORK SCHOOLS (INS) RESULTS YEAR 1 2011-2012
Draw a line in the sand and declare an end of tinkering around the edges of school improvement in our under performing schools. Embedded in RttT, Assurance E Create a network of 11 underperforming schools supported by a separate intensive infrastructure – 2 to 3 year process Focus on quick win strategies and long-term transformational systems for sustained student growth
8 Schools Partnering with the University of Virginia’s School Turnaround Specialist Program (3 year program: 2 summer retreats, 2 winter retreats & on-site coaching) 3 Schools Partnering with USDOE/ODE as School Improvement Grant (SIG) Schools. Leadership Development Through Ohio State University (3 year program: on-going PD and on-site monitoring)
UVA Elementary Schools UVA Secondary Schools SIG Schools CrouseInnesAOC Helen ArnoldJenningsBridges McEbrightKenmoreBuchtel Robinson Seiberling
LEADERSHIP: Rigorous selection of principals based on turnaround competencies. Enhanced teacher voice & leadership. PEOPLE SYSTEMS: Priority for high quality teachers and staff. STRUCTURES/HIGH QUALITY INSTRUCTION: Teachers trained & provided time to meet to analyze data, collaboratively plan, reflect on instruction, & intervene or enrich immediately CLIMATE: Create affirmed and empowered staff and community to gain commitment to the mission of the school and district. GREENFIELD THINKING: Increased autonomy with increased accountability.
Value Added: All but one school MET or ABOVE Ratings: 1 school moved up 1 rating, 2 schools moved up 2 ratings, 4 maintained (but PI ), 2 dropped (but PI ) Helen Arnold, AW to CI Crouse, AE to CI Seiberling, AW to EF AOC, AE to CI
Akron Opportunity Center Academic Emergency to Continuous Improvement Improved Performance Index from 59.4 to 66.7 Buchtel CLD Improved Graduation Rate from 84.3 to 87.9 4 th Highest Graduation Rate in APS, only Behind Akron Early College, Firestone & Ellet
1. Moving our staffs from compliant to committed - keeping data notebooks, acceleration sheets on select students 2. Weekly PLC’s - looking at student data and adjusting instructional practices 3. Parental Involvement - increased the number of opportunities that we engaged our stakeholders and in variety of ways (Title I math/rd. nights, website updates, newsletters)
4. Student involvement and engagement- talking with them about their individual data, setting goals, personal data folders 5. Support of district policies and leadership that allowed principals and staff to access targeted and accountable supports directly related to either student/teacher outcomes.
CREATING A CULTURE OF EXAMINING PROFESSIONAL PRACTICE IN THE AKRON PUBLIC SCHOOLS CREATING A CULTURE OF EXAMINING PROFESSIONAL PRACTICE IN THE AKRON PUBLIC SCHOOLS Professional Development Embedded & Sustained Training Instructional Rounds Professional Learning Communities Professional Development Embedded & Sustained Training Instructional Rounds Professional Learning Communities Instructional Support Instructional Coaching Walkthroughs Instructional Support Instructional Coaching Walkthroughs Accountability Monitor Student Growth Staff Performance Accountability Monitor Student Growth Staff Performance Embedded in the School Improvement Planning (SIP) Process Targeted Universal OBJECTIVE #1 – HIGH QUALITY TEACHING AND LEARNING Instructional Framework Planning for and Delivering Instruction Implementing Teaching for Learning and Understanding Developing Professional Growth and Responsibility Intensive