Monroe County Schools Standards Overview Presentation AdvancED - - PowerPoint PPT Presentation
Monroe County Schools Standards Overview Presentation AdvancED Review January/February 2016 The Work Recorded Accomplishments, Strengths, Challenges, and Next Common timeline Steps Review of 2010 District Brainstormed
AdvancED Review January/February 2016
Accreditation Report
Report
Indicators
AdvancED Standards
Strengths, Challenges, and Next Steps
Artifacts by Standard
3.25 The system maintains and communicates at all levels of the
continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Standard Leaders:
1 2 3 4
1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide purpose for student success. X 1.2 The system ensures that each school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. X 1.3 The school leadership and staff at all levels of the system commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills. X 1.4 Leadership at all levels of the system implement a continuous improvement process that provides clear direction for improving conditions that support student learning. X
Board of Education.
research-based leadership practices.
trust in leadership.
reviews.
tailored to the needs of the school system.
based professional learning
based on ongoing needs assessments.
leadership capacity.
leadership for differentiation to close achievement gaps through targeted, specific professional learning.
teacher/staff advisory group, student advisory group, and stakeholder/parent advisory group.
Leadership Capacity Training.
the implementation of a variety of teaching strategies to meet the diverse learning needs
4.0 The system operates under governance and leadership that promote and support student performance and system effectiveness. Standard Leaders: Sandy Colwell and Valerie Mercer
1 2 3 4 2.1 The governing body establishes policies and supports practices that ensure effective administration of the system and its schools.
x
2.2 The governing body operates responsibly and functions effectively.
x
2.3 The governing body ensures that the leadership at all levels has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.
x
2.4 Leadership and staff at all levels of the system foster a culture consistent with the system's purpose and direction.
x
2.5 Leadership engages stakeholders effectively in support of the system's purpose and direction.
x
2.6 Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success.
x
education that embraces the vision, mission, and guiding principles of system.
informed decisions in the best interest of the students.
the Superintendent and Principals to navigate change and uphold traditions.
leadership practices.
leadership.
reviews to support effective
schools.
customized local board governance training.
research-based professional learning opportunities to all faculty and staff based on
focused on differentiated instruction and personal learning to close the achievement gap.
communication with stakeholders and create a strong culture of mutual accountability for student success.
leadership.
capacity training that cultivates instructional coaches, school administrators, and central office administrators.
implementation of strategies to meet diverse learning needs and provide meaningful feedback on performance.
solicit ideas, input, and support for current initiatives.
3.0 The system’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking and life skills that lead to success at the next level. Standard Leaders: Angie Dillon and Marcy Hunt-Harris
1 2 3 4 3.1 The system’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking and life skils that lead to success at the next level.
x
3.2 Curriculum, instruction and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.
x
3.3 Teachers throughout the system engage students in their learning through instructional strategies that ensure achievement of learning expectations.
x
3.4 System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success.
x
3.5 The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels.
x
1 2 3 4 3.6 Teachers implement the system’s instructional process in support of student learning.
x
3.7 Mentoring, coaching and induction programs support instructional improvement consistent with the system’s values and beliefs about teaching and learning.
x
3.8 The system and all of its schools engage families in meaningful ways in their children’s education and keep them informed of their children’s learning progress.
x
3.9 The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the student’s school who supports that student’s educational experience.
x
3.10 grading and reporting are based on clearly defined criteria that represent the attainment
x
1 2 3 4 3.11 All staff members participate in a continuous program of professional learning.
x
3.12 The system and its schools provide and coordinate learning support services to meet the unique learning needs of students.
x
Standard 3: Areas of Strength
Plan-Do-Check-Act process.
are ongoing and focused on specific instructional strategies identified in (CIP) Continuous Improvement Plan.
meetings focus on curriculum, instruction and assessment.
alignment of curriculum, instruction and assessment.
common throughout all grade levels.
development based on identified needs of students and teachers.
and Pulse Check visits.
and Parent Involvement Specialists are at elementary and middle school levels.
Teams at each school to create greater learning for students, teachers and administrators.
meetings to ensure alignment of curriculum, instruction, assessment, and effective communication.
process by conducting structured “walk-through” observations.
Differentiated Instructional strategies to ensure overall academic success.
between subgroups.
allowing students to manage their learning by accessing technology.
the areas of Differentiated Instruction and the Response to Intervention (RTI) process.
focused on increased rigor in instructional practices for all students.
increasing participation of Teacher Leaders with “walk-through” observations with a debrief to identify areas of concern and potential action steps.
Teacher Leaders.
Areas of Notable Achievement - Georgia Milestones EOG/EOC Spring 2015
areas (ELA, math, science, social studies).
studies; significantly above RESA average in math.
RESA average in science.
above RESA average and equal to the State average in ELA.
Areas of Notable Achievement - Georgia Milestones EOG/EOC Spring 2015
Areas of Notable Achievement - CRCT/EOCT Comparative Data 2012 - 2014
Subgroups Positive Trends CRCT/EOCT 2012 through 2014
With new Georgia Milestones End of Grade (3-8) and End of Course Assessments beginning Spring 2015, there is no trend data to share. Trend data reflect CRCT (Grades 3-8) and End of Course Tests (EOCT - Grades 9-12).
Subgroups that Indicate Positive Trends in Performance, continued
grades 3-8 on CRCT in every content area except science.
79%, 82%).
assessments have changed drastically over the past 4 years, so no trend data is available.
improvement with 13% increase from 2012-2014.
improvement with increase of 54% from 2012-2014.
improvement with an increase of 69% from 2012-2014.
significant improvement with an increase of 17% from 2012-2014.
Subgroups Closing the Achievement Gap
between SWD and Non-SWD in the areas of English/language arts (21% to 10% gap); math (36% to 22% gap); and reading (17% to 10% gap) from 2012 to 2014.
slight progress over this period of time in the area of science (32% to 34%) and slight progress in social studies (35% to 32%).
American and Caucasian students in the areas of language (2%), math (3%), reading (3%), social studies (7%), and science (1%).
non-ED students in reading (9% to 4%), math (18% to 13%), science (22% to 19%), and social studies (22% to 14%).
Non-SWD on EOCT in economics (44% to 18%).
Subgroups Closing the Achievement Gap, continued
between ED and Non-ED students in biology (12%), economics (71% to 12%).
between African American and Caucasian students in economics (44% to 9%) and U. S. History (16% to 11%).
Hispanic students.
Areas that Indicate Overall Lowest Performance
need for improvement in all areas, although Monroe County students outperformed State and RESA in almost all areas
assessment systems.
EOC indicated growth opportunities in assessment performance for high school math course testing.
school indicate growth opportunities in scores at 9th grade Literature and Composition, Analytic Geometry, Biology, and Economics.
levels before Georgia Milestones EOC was implemented.
Subgroups Showing a Trend Toward Decreasing Performance
3 - 8 includes: ○ SWD - 27% - 31% ○ African Americans - 13% - 16%
○ SWD - Biology 40% to 68%, U. S. History 22% to 59%, Economics 40% to 68% and 9th grade Literature and Composition 39% to 47%. ○ African Americans - 9th gr. Lit. and Comp. 19% to 21%, Physical Science 25% to 29%, and Economics 26% to 29%. ○ ED - Physical Science 22% to 25%, and U.S. History 23% to 26%.
.
Subgroups Showing a Greater Achievement Gap
reading between African American and Caucasian
Milestones for grades 3-8, with a gap of 25% in ELA.
African American and Caucasian students. Gap between these subgroups increased to 20% on Georgia Milestones.
American and Caucasian students in science. Gap between these subgroups increased to 27% on Georgia Milestones.
and Caucasian students in social studies. Gap between these subgroups increased to 23% on Georgia Milestones.
Subgroups Showing a Greater Achievement Gap, continued
sub-groups in science increased to 45% on Georgia Milestones. All other areas indicate improvement in closing the gap between these two sub-groups.
increased significantly on the Georgia Milestones to 50%. The gap between these two subgroups
non-SWD in social studies was 33% on CRCT in grades 3-8 and increased to 40% in social studies
students and non-ED students from 3% on CRCT to 24%. The gap increased in math from 10% on the CRCT to 16% on Georgia Milestones EOG. The gap increased for these sub-groups in science from 14% to 22% on Georgia Milestones, and increased in social studies from 8% on CRCT to 21%
Subgroups Showing a Greater Achievement Gap, continued
achievement gap increased in Coordinate Algebra and in U. S. History.
gap increased in U. S. History (15% to 20%) and Physical Science (14% to 20%).
increase for African American and Caucasian, ED and non-ED, and SWD and non-SWD in Economics.
achievement gap for ED and non-ED students of 6%.
Overall rating: 3.25 The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students Standard Leader: Jackson Daniel
1 2 3 4 4.1 The system engages in a systematic process to recruit, employ and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools, and educational programs. X 4.2 Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the system, individual schools, educational programs, and system
X 4.3 The system maintains facilities, services and equipment to provide a safe, clean and healthy environment for all students and staff. X 4.4 The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system. X 4.5 The system provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system. X
1 2 3 4 4.6 The system provides a technology infrastructure and equipment to support the system’s teaching, learning and operational needs. X 4.7 The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served. X 4.8 The system provides, coordinates, and evaluates the effectiveness of services that support the counseling, assessment, referral, educational, and career planning needs of all students. X
primary goal of the school system and embrace their role in achieving that goal.
qualified employees are hired at all levels.
ensure provision of resources to support initiatives.
to support the instructional process.
and safe school environments which facilitate instruction and success.
and policies to sustain and improve them.
at all levels of employment.
instruction and indirect support services.
stewardship to prioritize funding supports student learning.
periodically refresh technology.
inside and outside of the classroom.
the level of fiscal support currently in place.
highest quality personnel as more educators exit the profession earlier.
news” stories of our students and school system.
and update procedures and policies when appropriate.
members to view classroom instructional processes.
and understanding.
maximize and enhance student involvement.
2.8 The system implements a comprehensive assessment system that generates a range
and system effectiveness and uses the results to guide continuous improvement. Standard Leader: Jenny Rooks
1 2 3 4 5.1 The system establishes and maintains a clearly defined and comprehensive student assessment system.
x
5.2 Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning.
x
5.3 Throughout the system professional and support staff are trained in the interpretation and use of data.
x
5.4 The school system engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.
x
5.5 System and school leaders monitor and communicate comprehensive information about student learning, school performance, and the achievement of system and school improvement goals to stakeholders.
x
data and responding to trends.
to respond to learning environments.
for reliability and effectiveness.
students for the next level.
evaluation of assessments.
School Improvement Plans to support needs.
efficiently to produce results.
evaluate, and interpret data.
and utilization of the State Longitudinal Data System (SLDS).
Professional development through systematic processes in the district’s Continuous Improvement Plan.
systemic analysis of needs for evaluation and utilization
process for professional development for leaders, teachers and support staff in the following areas:
○ Evaluation ○ Interpretation ○ Utilization of data
@monroe_schools http://www.monroe.k12.ga.us 25 Brooklyn Avenue Forsyth, Georgia 31029 478-994-2031