Rondout Valley CSD Strategic Planning Group Agenda 8/23/10 Welcome The Global Achievement Gap-...

Rondout Valley CSD Strategic Planning Group

Agenda 8/23/10

Welcome The Global Achievement Gap- Tony Wagner Videos

The Global Achievement Gap 2 Million Minutes

“What does effective teaching look like? Cartoon- NCLB/Every Child a Graduate Data Study

Perceptual- All Academic- Small Group

Student Roadmap Work Groups

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The Global Achievement Gap- Tony Wagner

Chapter 5Table discussionMost Important Point

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Video- Tony Wagner Big Thinking- “What does this mean

to you?”

http://www.youtube.com/watch?v=eGoCwirfbes

(Global Knowledge Economy- Skills needed for Career, College and Citizenship

Different Motivation- In Schools and Workplace)

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Video – 2 Million Minutes“Round Robin”-Individually, please reflect,

write a word or thought down, and be prepared to share with the group.

http://www.youtube.com/watch?v=xZnSG6gg1vs&feature=related

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Small Groups- “What does effective teaching and learning look like?”

“Think, Write, Share, Square” Individually think then write, share with your

group, and be prepared to report out.

Cartoon

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Data Study Perceptual- All (45 minutes)

Review data sets individually/table groups Table groups chart/report out

Academic- Small Groups (25 minutes) Table groups will review individual academic

data sets Table groups chart/report out findings

Demographics

Provides descriptive information about the school community.

Perceptions

Helps us to understand what students, teachers, parents and others think about the learning.

School Process

Defines what teachers and administrators are doing to get the results they are getting. This includes instructional strategies, programs, practices and procedures.

Student Learning

Describes the results of our educational system in terms of the NYSTP, local benchmark assessments, regular program and classroom assessments, and standardized test results.

Multiple Measures of Data

Types of Data(Victoria Bernhardt)

Student Learning NYS Testing Program Standardized tests Norm/Criterion referenced

tests Authentic Assessments

(performance, portfolios, projects, artifacts, presentations)

Routine student assessments

Progress reports on student skills and outcomes

Self reports, logs, journals Rubrics

Demographics Mobility, housing trends Gender, race, ethnicity Health % of Free/Reduced

lunch/ program participation

Public assistance Safe and Drug Free

School Data Language proficiency

Types of Data(Victoria Bernhardt)

Perceptual Evaluations, surveys Perceptions of learning

environment/climate from all stakeholders

Attitude of staff, students, parents, community, central office, school council, other

Observations, graffiti, broken windows

Satisfaction with school calendar, schedule, etc.

Surveys to assess current and desired practice

School Processes Description of school

programs and processes, including uses of time

Organizational structure Physical plant History Uniqueness and strengths Descriptions of

district/school/ classrooms Observations Recognition Professional development

Demographics

# of certified teachers

Attendance

Graduation rate/drop out rate

Student employment rate

Enrollment

Ethnicity

Perceptions

Teacher, Parent, & Student Surveys

Interviews

Questionnaires

Observations

School Process

Planning Time

Program Descriptions

Scheduling (Block)

School wide programs

Extended day program

Student Learning

Teacher observations

Classroom assessments

Standardized tests

Portfolios

Authentic assessments

Multiple Measures of Data

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Student Roadmap to Success-Strive Initiative, Greater Cincinnati and

Northern Kentucky Components

Academic Benchmarks Social Emotional Benchmarks Key Transition Years

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Academic Benchmarks Responds to Parent/Caregiver High

Quality Talking, Reading and Singing Uses Exploration and Discovery to

Understand Surroundings Develops Letter Knowledge and

Phonological Sensitivity Participates in a High-Quality Preschool Participates in a Full Day Kindergarten

Academic Benchmarks Continued

Is at Reading Level by Fourth Grade Has a Clear Expectation of Going to

College by Seventh Grade Masters Algebra by Eighth Grade Takes at least Five Courses with no

Failing Grades in the Ninth Grade Masters Advanced Math and Science by

Twelfth Grade(Participates in First Year Seminars during Freshman Year and

Enrolls in Junior Year of College)

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Social Emotional Benchmarks Has a Stable Relationship with a Strongly

Involved Parent or Caregiver Exhibits Learning-Related Skills Such as Self-

Regulation, Social Competence, Self-Esteem, and Motivation

Has a Strong Adult Figure Attachment other than Parent by Seventh Grade

Demonstrates Strong Emotional Competence by Eighth Grade

Social Emotional Benchmarks Continued

Engages in Community and School Organizations

Develops Career Plan and Establishes Goals by Tenth Grade

Has Sufficient Financial Aid (Engages in Community and Campus Organizations, Obtains

Time and Stress Management Skills)

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Key Transition Years Age 4-5 (Preschool to Kindergarten) Age 10-11 (Elementary School to Middle

School) Age 13-14 (Middle School to High School) Age 17-18 (High School to Freshman Year in

College) Age 18-19 (Freshman Year to Sophomore Year

in College)

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Academic ProgramTechnology Workplace CompetenciesSocial-Emotional LearningCommunication 

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Next Steps Rank you work group selections

based upon Pillars graphic Next Meeting date: September 23,

2010