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TC Williams demographic profile*2010 – 2011 2011 - 2012
Black 41% 39%
Hispanic 30% 30%
White 24% 22%
Asian 7% 7%
American Indian 4% 2%
2010 - 2011 2011 - 2012
Economically
Disadvantaged
57% 55%
Special Education 13% 12%
Limited English
Proficiency
21% 19%
*Some students indicated more than one nationality
TransformingTransformingTransforming
KEY
Wh
ere
We
are
No
wW
he
re W
e a
re N
ow
Wh
ere
We
are
Go
ing
Wh
ere
We
are
Go
ing
Wh
ere
We
we
re
Wh
ere
We
we
re
Pa
stP
ast
Pre
sen
tP
rese
nt
Fu
ture
Fu
ture
Where we were
2009-2010
Transformantion
Areas
Where we are
2011-2012
Where we want
to be.
Related to Transforming
(transitional)Transformational
(Q.E.D)
New principalNew principal
Procedures & Protocol
Procedures & Protocol
Increased
Communication
Increased
Communication
Systematic
Expectations
Systematic
Expectations
AP Enrollment & Performance
AP Enrollment & Performance
Curruculum
Guides
Curruculum
Guides
Attendance procedures
Attendance procedures
attendance officerattendance officerattendance panelattendance panel
Transfer TasksTransfer Tasks Essential questionsEssential questions
Instructional
Coaches
Instructional
Coaches
Final Exam
exemption
Final Exam
exemption
Student
Supports
Student
Supports
Math/Writing
Center
Math/Writing
Center
CommitteesCommittees
AYP teamAYP team
SEP teamSEP team
Transformatio
n team
Transformatio
n team
Instructional council
Instructional council
Clearly Focused Observations/Evaluations
Clearly Focused Observations/Evaluations
Saturday Learning Academy
Saturday Learning Academy
8th period8th period
Titan Time
Titan Time
Skillful TeacherSkillful Teacher
Tri-Pod SurveyTri-Pod Survey
International Academy
International Academy
Decreased Counselor caseload
Decreased Counselor caseload
Extra period for Math/English
Teachers
Extra period for Math/English
Teachers
Common Assessments
Common Assessments
Administrators' walk-thrus
Administrators' walk-thrus
PBISPBIS
RTIRTI
Restructuring of Managemnet
Restructuring of Managemnet
Data informed decision making
Data informed decision making
IAP'sIAP's
PLP'sPLP's
Pathways/Satellite Programs
Pathways/Satellite Programs
Discussion about Disproportionality
Discussion about Disproportionality
Changes in School Culture
Changes in School Culture
CollaborationCollaboration
Proficiency ReportingProficiency Reporting Racial & Social Justice
Racial & Social Justice
Demonstration of Mastery
Demonstration of MasteryEveryone Takes
Responsibility
Everyone Takes Responsibility
Standards Based Inquiry
Standards Based Inquiry
Whole ChildWhole Child
Passion for Learning
Passion for LearningAll Students are
successful at High Levels
All Students are successful at High Levels
Intervention Type Purpose Targeted Population RtI Tier Frequency Intervention
Location
Math Center Provides lunch and after school support in
all math courses. Students can receive
homework support, practice, and test
prep.
All students 1,2,3 Daily –
Assigned through IAP or
Voluntarily by the Student
Cafeteria
After School Support To enhance classroom instruction through
enrichment and acceleration
All Students 1,2,3 Daily Classroom
Teachers
ARDT Progress Monitoring Tool for Math
Watchlist students
Students enrolled in
Algebra 1, Students who
failed the grade 8 Math
SOL
1,2,3 3 times per year Rotunda
SMI Universal Screening Tool All students enrolled in
Algebra 1, Geometry, and
Algebra 2
1,2,3 October screening – All
students
ELL Algebra 1 Part 1 – 3 times
per year
Teacher Discretion - Monthly
Classroom
Teachers
8th Period Academic
Enrichment
Provide enrichment and acceleration in
math
Watchlist and
Algebra 1 Part 1
2,3 Two times per week After School
Titan Time Provide enrichment and acceleration in
math
Watchlist, Algebra 1 Part 1,
and students who earned
a quarterly grade of D, F,
or I, teacher
recommendation
1,2,3 Based upon proposal Assigned
Teacher
Classrooms
Math Interventions
Online Courses To provide opportunities for
learning through the use of
technology. Students may take
courses for the first time, credit
recovery or course restart.
Students who have
not passed Quarter
1 and 2 of their
math course
1,2,3 Beginning of the year,
3rd quarter, summer
Anywhere –
Student
Laptop with
Internet
Access
Required
Support Classes To provide additional
enrichment and support for
Algebra 1 and Geometry
Courses
Students who have
demonstrated
challenges in math
base on SOL and
previous course
grade data
2,3 Yearly Classroom
Based
Project
Graduation
To provide intervention support
for Algebra 1 courses
Seniors who have
received a verified
credit in math
1,2,3 Spring – 4 weeks After School
Resource
Organization
To provide intervention,
enrichment, and acceleration.
Special Education
Students
2,3 Yearly Classroom
Based
Academic
Enrichment
To provide content based
language enrichment
ELL Students 2,3 Yearly Classroom
Based
Math Interventions
* categories with less than 5 infractions have been excluded from chart
** Attendance infractions in 2009 =665
Progress Update on the Implementation of the Federal
Requirements
Model StrandsLevel of
Implementation
A. Creation & Use of District Team Full Implementation
B. Enabling School Autonomy High Implementation
C. Principal & Hiring Teachers High Implementation
D. Stakeholder Engagement High Implementation
E. Creation & Use of School Team High Implementation
F. Leading Change High Implementation
G. Evaluating, rewarding, removing
staff Partial Implementation
H. Professional Development High Implementation
I. Learning Time Partial Implementation
J. Reforming Instruction High Implementation
“High quality people with clearly defined jobs who work well together”
Strengths of the Transformation
• Clear focus on student learning
• Improved use of data to drive instruction
• More personalization
• Focus on diverse subgroups
• Focus on skillful teacher/leader
• Stronger evaluation process
• Targeting SIG funds toward student needs
• Identification of at risk students (VEWS, Istation)
Strengths of the Transformation“High quality people with clearly defined jobs who work well together”
Areas of Opportunity
Model StrandsLevel of
Implementation
A. Creation & Use of District Team Full Implementation
B. Enabling School Autonomy High Implementation
C. Principal & Hiring Teachers High Implementation
D. Stakeholder Engagement High Implementation
E. Creation & Use of School Team High Implementation
F. Leading Change High Implementation
G. Evaluating, rewarding, removing
staff Partial Implementation
H. Professional Development High Implementation
I. Learning Time Partial Implementation
J. Reforming Instruction High Implementation
G. Evaluating, rewarding, removing
staff Partial Implementation
I. Learning Time Partial Implementation
• Titan Transformers Committee
- Mini Grants
- Teacher Recognition
- WOW’s
• 8th period
• “Titan Time”
• Saturday Learning Academy
• Satellite Schools
Barriers encountered during
Transformation“I’ll just wait it out”
• History of constant change
• Rapid initial Success
• Resistance to change
• Process of curriculum implementation
• Culture of Compliance
• Making AYP
• Philosophical differences
• Making difficult personnel decisions
• Overcoming climate of congeniality vs. collegiality
Goals for the rest of 2011-2012
• Extended Learning time implementation
• Process for Rewarding Staff
• Move toward full inclusion
• Continual implementation of the curriculum
• Use of Criterion Referenced tests
• Teacher access to data
• Continual observation, feedback, and
dismissals
• Higher levels on the 7 C’s
• Reduce the number of D’s, F’s and I’s
• Increase graduation rate
Phase out of LTP’s, state supports, and
additional funds
• Smooth transition from LTP and state support
• Summit to evaluate program consists of external audits, Lead turnaround
partners, and school staff.
• Evaluate program and make appropriate adjustments
• Prioritize line items based on student achievement