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

Crouse Innes AOC

Helen Arnold Jennings Bridges

McEbright Kenmore Buchtel

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 4th 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 DevelopmentEmbedded & Sustained Training

Instructional RoundsProfessional Learning Communities

Professional DevelopmentEmbedded & Sustained Training

Instructional RoundsProfessional Learning Communities

Instructional SupportInstructional Coaching

Walkthroughs

Instructional SupportInstructional Coaching

Walkthroughs

AccountabilityMonitor Student Growth

Staff Performance

AccountabilityMonitor Student Growth

Staff Performance

Embedded in the School Improvement Planning (SIP) ProcessEmbedded 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