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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