Post on 03-Jan-2016
Becoming a World Class Leader:Leading Through Transition
June 2012
Vision of Exemplary Teaching for Student Learning“All Students Can Learn”
DIVISION OF INSTRUCTIONProfessional Learning Focus for 2012-2013
BTE ObjectivesSchool
Improvement Targets
STRATEGIC PLANNING
Target Setting: A Collaborative, Research-Based Process
Strategic Planning
Workgroup
District Planning Team
School Support Team
Leadership I and II
Data Analysis
Becoming World Class: Aim of Targets
Align with College & Career Readiness
Set Targets where we are already seeing achievement for students overall
Aim to close achievement Gaps
Goal
s
•Goal 1
•Goal 2
Targets
•Race to the Top Targets: 2020
•School Improvement Targets: 2012-13
Objectives
•School Improvement Objectives based on needs assessments at each school
STRATEGIC PLANNING
KExpand Talent Development
Pilot
2-5Set Participation
Targets for GT Seminar & Curriculum
Extension Unit
6-8Raise
Participation Targets for GT
Content Courses
9-12Separate
Participation and Performance
Targets for Honors/GT and AP
ADVANCED LEVEL PROGRAMS Rationale for Change: Increasing Access
ADVANCED LEVEL PROGRAMS - ES
Existing BTE Objective
• 15% of elementary students participate in GT mathematics class
New School Improvement Targets
• At least 30% of students in grades 2-5 participate in a GT seminar or curriculum extension unit.
• At least 20% of students in grades 4-5 participate in and earn a C or higher in GT mathematics.
Overall78%
Asian95%
African American
20%
White98%
Hispanic31%
Two or More Races67%
FARMS6%
20% of students in grades 4 & 5 participate in GT math and earn a C or Higher
PERCENTAGE OF SCHOOLS THAT MET THE PROPOSED TARGET IN 2010-2011
31 of 40Schools
36 of 38Schools
11 of 36Schools
26 of 39Schools
8 of 40Schools
2 of 35Schools
39 of 40Schools
MSA
Reflect changes to MSDE accountability model
Simplify language
Rationale for Change
MSA
Existing BTE Objective
• 100% of schools with elementary and middle grades have a minimum of [the AMO%] of the students in all student groups scoring at proficient or advanced on the MSA in reading and mathematics.
New School Improvement
Target• Each student group will
meet or exceed the Annual Measurable Objective (AMO) for the Maryland School Assessment (MSA) in reading, mathematics and science.
INCREASING ACCESS FOR ALL STUDENTS WITH DISABILITIES: PRESUMED COMPETENCE OF ALL LEARNERS
Eliminate overlap in objectives
Include focus on all student groups
Simplify language
Rationale for Change
INCREASING ACCESS FOR ALL STUDENTS WITH DISABILITIES: PRESUMED COMPETENCE OF ALL LEARNERS
Existing BTE ObjectivesLeast Restrictive Environment
• LRE A data will be > 80%; LRE C data will be < 2.5%.
• African-American students with disabilities instructed in separate classes (LRE C) will be < 18%.
• The numbers of students with intellectual disabilities instructed in separate classes (LRE C) will be < 15%.
• Disproportionality• 90% of schools demonstrate a
proportionate representation of African American students in special education when compared to the total percentage of African American students within their buildings.
New School Improvement Targets
Special Education
All students with disabilities have broad access to rigorous instructional programs and services with grade level peers within their schools as measured by:• LRE A and B > 90%• LRE C < 3%
ATTENDANCE
Align with Standards
Identify single target
Simplify language
Rationale for Change
ATTENDANCE
Existing BTE Objective
100% of schools will have a minimum attendance of 94% (satisfactory) or 96% (excellent) for students in all student groups.
New School Improvement Target
All schools will meet the state’s attendance standard of 94% for all student groups.
SUSPENSION
Expectation adjusted based on current outcomes
Simplify language
Rationale for Change
SUSPENSION RATE
Existing BTE Objective
100% of the schools with overrepresentation of student groups suspended out-of-school will decrease the disproportionality index by 10% per year.
New School Improvement Target
All schools with disproportionate out-of-school suspension rates for specific student groups will decrease the suspension rate of these student groups by 5% per year.
Most problems precisely defined are
already partially solved.
NEEDS ASSESSMENT
Harry Lacayne
NEEDS ASSESSMENT - TERMSWhat How Established Who
Target Formerly known as the BTE Objectives; established systemically
System
Objective Calculate how far your school is from the Target
School’s SIT
Benchmark With your team, come up with a way to measure your school’s progress toward meeting the Target
School’s SIT
High Leverage Strategy After root cause analysis, link concerns with strategies
School’s SIT
NEEDS ASSESSMENT STEPSStep Task Activity
1 Data Literacy Familiarize team with data sources & system targets
2 Gap Analysis Compare school’s current performance with desired performance
3 Prioritize Decide which identified gap(s) to address first, second, etc.
4 Determine Root Causes Question-Data-Control
5 Link Gaps with Root Causes
Team dialog; qualitative and quantitative measures
6 Identify Next Steps Insight based on root cause analysis, identify appropriate strategies or activities to reduce gaps and reach targets
Same login as your
computer
Data Literacy
• At least 20% of students in grades 4-5 participate in and earn a C or higher in GT mathematics. This expectation is for students overall, students receiving FARMs services, and students within each racial/ethnic group with 5 or more students. – Updated nightly– Participation & performance
Gap Analysis
ROOT CAUSE
“The deepest underlying cause, or causes of positive or negative
symptoms within any process that, if dissolved, would result in
the elimination or substantial reduction of the symptom”
(Preuss, 2003, p. 3).
WHY?
“Analysis of root causes allows schools to use quantitative and
qualitative data to peel away the layers of ‘cause’ to gain a clearer understanding of the problems within the school’s control to
change.” (MSDE, TCNA manual, 2011)
IDENTIFYING ROOT CAUSES
Generate “contributing
factors” through dialog with team
Evaluate each “contributing factor” using
Q-D-C
Include as a “root cause” if YES answered
for Q-D-C
Q-D-C
Question
•Does the “contributing factor” address the gap?
Data
•Does the data support the “contributing factor?”
Control
•Is the “contributing factor” within the school’s control?
Theme Question
To what degree do all teachers adjust their teaching practices to support
student learning in ELA aligned with the State curriculum?
Lack of PD calendar for teachers and
paras to allow for common
planning time
NYY
Many teachers think
differentiation is only used in
special education
classrooms and do not use it themselves
YYY
Curricula in non-tested
areas do not explicitly
refer to ELA standards
YYN
Contributing Factors
High staff turnover. No
continuity regarding who
has been trained in differentiation
YYN
Differentiation and reading not connected to my
subject area
YNY
No accountability
for use of differentiation
techniques
YYY
Contributing Factors
Root Cause
Contributing factors Contributing factors
The needs of staff regarding
differentiation are not reflected in school-
level PD
Root Cause Activities/HLS Gap reduction
School data
https://inroads2.hcpss.org/SipDemo
Discussion
• At your table, identify 1 area• Generate possible contributing factors• Answer the QDC questions• Discuss possible Root Causes
NEEDS ASSESSMENT - NEXT STEPS
Next Week
• Dig Deeper at Principal’s Retreat
Summer/Fall
• Training for APs and School Improvement Teams
Ongoing
• Additional Assistance as needed
• Please complete feedback form
JUNE LEAD TEAM
Mary Weller
William Barnes
Sharon Kramer
Mary Levinsohn-
Klyap
Zeleana Morris
Francine Clay
Caroline Walker
Kevin Mulroe
Leslie Grahn
Rebecca Amani-Dove
William Ryan
Patricia Daley
Clarissa Evans
Patricia Branner-
Pierce
Caryn Lasser
Mark Stout
Lisa Boarman
Karen Learmouth
Amy Reese
Penny Zimring
Becoming a World Class Leader:Leading Through Transition
June 2012