Becoming a World Class Leader: Leading Through Transition

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 - HS

Existing BTE Objective

• At least 40% of students are enrolled in one or more honors, AP and/or GT classes.

New School Improvement Targets

• At least 50% of students participate in one or more honors or GT courses and earn a C or higher by the end of Grade 11.

• At least 40% of students participate in at least one AP course by the end of Grade 12.

• At least 30% of students take an AP exam and earn a 3 or higher by the end of Grade 12.

At least 50% of high school students participate in one or more honors or GT courses and earn a C or

higher by the end of Grade 11

Overall100%

Asian100%

African Amer-ican42%

White100%

Hispanic58%

Two or More Races100%

FARMS25%

PERCENTAGE OF SCHOOLS THAT MET THE PROPOSED TARGET IN 2010-2011

12 of 12Schools

12 of 12Schools

5 of 12Schools

12 of 12Schools

7 of 12Schools

12 of 12Schools

3 of 12Schools

At least 40% of high school students participate in at least one or more Advanced Placement courses by

the end of Grade 12

Overall83%

Asian100%

African American

17%

White100%

Hispanic50%


FARMS8%


10 of 12Schools

12 of 12Schools 2 of 12

Schools

12 of 12Schools

6 of 12Schools

10 of 12Schools

1 of 12Schools

At least 30% of high school students take one or more Advanced Placement exams and earn a 3 or

higher by the end of Grade 12

Overall67%

Asian100%

African Amer-ican8%

White100%

Hispanic58%


FARMS0%

1 of 12Schools


8 of 12Schools

12 of 12Schools

12 of 12Schools

7 of 12Schools

8 of 12Schools

0 of 12Schools

COLLEGE ENTRANCE EXAMS

Align performance standard with Maryland collegesExpectation adjusted based on current outcomes

Clarify language

Rationale for Change

COLLEGE ENTRANCE EXAMS

Existing BTE Objectives

At least 80% of students in the Class of 2012 take the SAT or ACT.

At least 70% of students score an average of 500 or higher on SAT subtests or earned a composite score of 22 or higher on the ACT.


At least 80% of students take the SAT or ACT by the end of Grade 12.

At least 30% of SAT/ACT test-takers earn a 550 or higher on each SAT subtest or a 22 or higher on each ACT subtest by the end of Grade 12.

At least 80% of high school students take the SAT or ACT by the end of Grade 12

Overall58%

Asian83%

African American

42%

White75%

Hispanic25%


FARMS0%


0 of 12Schools

7 of 12Schools

10 of 12Schools

5 of 12Schools

9of 12Schools

3 of 12Schools

8 of 12Schools

At least 30% of SAT/ACT test-takers earn a 550 or higher on each SAT subtest or a 22 or higher on

each ACT subtest by the end of Grade 12

Overall100% Asian

92%

African Amer-ican17%

White100%

Hispanic33%


FARMS8%

1 of 12Schools12 of 12

Schools11of 12Schools


12 of 12Schools

4 of 12Schools

9 of 12Schools

2 of 12Schools

INCREASING ACCESS FOR ALL STUDENTS WITH DISABILITIES: PRESUMED COMPETENCE OF ALL LEARNERS

Eliminate overlap in objectives

Include focus on all student groups

Simplify language


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.


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


ATTENDANCE


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


SUSPENSION RATE


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.

DROP OUT RATERationale for Change

Align with state standard and methodology

Add graduation rate target aligned with 2020 RttT target

Simplify language

DROP OUT RATE


• 100% of high schools have a maximum 1.25% drop out rate for students in all student groups.


Drop Out Rate: All schools will not exceed the state’s cohort dropout rate standard of 14% for all student groups.

Graduation Rate: Each student group will meet or exceed the Annual Measurable Objective (AMO) for the state’s four-year cohort graduation rate.

DROP OUT RATE METHODOLOGY

Dropouts in grades 9-12 in a

single year.

Annual Event Rate Cohort Rate

# dropouts# students in grades 9-12

# dropoutsadjusted cohort

Dropouts within a 4-year cohort

Drop Out Formulas Example

Annual RateGrade 9(2012)

Grade 10(2012)

Grade 11(2012)

Grade 12(2012)

Total2012

School Year

Drop Outs(Numerator) 2,000 2,000 1,700 1,400 7,100

Total Students (Denominator) 80,000 72,000 65,000 66,000 283,000

Approximate Rate 2.5%

Cohort Drop Out Rate

Grade 9(2009)

Grade 10(2010)

Grade 11(2011)

Grade 12(2012)

TotalClass of

2012

Drop Outs(Numerator) 2,000 2,000 1,700 1,400 7,100

Total Cohort (Denominator) 70,000 70,000 69,000 69,000 69,000

Approximate Rate 10.3%

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 40% of high school students participate in at least one or more Advanced Placement courses by the end of Grade 12. This expectation is for students overall, students receiving FARMs services, and students within each racial/ethnic group with 5 or more students.

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

Documents

Becoming a World Class Leader: Leading Through Transition