euclid city schools dlt presentation feb 9 2009
DESCRIPTION
This presentation was conducted by the Euclid City Schools' District Leadership team. Speakers were: Superintendent, Dr. Joffrey Jones, Principal, Dr. Charlie Smialek, Teachers Airel Townes and Margo Smolic, and State Support Team members Paula Woods and Ross May. The purpose of this presentation is to provide an overview of the actions the District Leadership Team has taken while examining data and forming goals.TRANSCRIPT
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Euclid City Euclid City SchoolsSchools
The Ohio Improvement The Ohio Improvement Process and Process and
the District Leadership the District Leadership TeamTeam
...a Progress Report...a Progress Report
February 9, 2009February 9, 2009
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District Vision (2004)District Vision (2004)
By 2010, the Euclid City By 2010, the Euclid City School District will be the School District will be the district of choice among district of choice among first-ring districts.first-ring districts.
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District Vision (2004)District Vision (2004)
• Meeting /exceeding state and Meeting /exceeding state and national averages;national averages;
• Eliminating the achievement gap; Eliminating the achievement gap; • 21st century skills (e.g. 21st century skills (e.g. interpersonal skills, interpersonal skills, information skills, systems information skills, systems skills, technology utilization skills, technology utilization skills);skills);
• Focusing on stakeholder Focusing on stakeholder satisfaction.satisfaction.
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District Vision (2004)District Vision (2004)
• Slow, modest achievement gains.Slow, modest achievement gains.• Achievement gaps have not been Achievement gaps have not been eliminated.eliminated.
• 2121stst century skills remain century skills remain largely untested.largely untested.
• Stakeholder satisfaction is Stakeholder satisfaction is mixed.mixed.
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SOPRIS West SOPRIS West RecommendationsRecommendations
• Comprehensive Literacy Comprehensive Literacy Framework (K-5 reading program)Framework (K-5 reading program)
• Making Meaning Making Meaning (K-5 reading (K-5 reading program)program)
• 90-minute literacy blocks (K-5)90-minute literacy blocks (K-5)• Collaboration meetingsCollaboration meetings• Adopt a nationally-normed Adopt a nationally-normed literacy assessmentliteracy assessment
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SOPRIS West SOPRIS West RecommendationsRecommendations
• Point person for RtIPoint person for RtI• Intervention for middle schoolers Intervention for middle schoolers reading below grade levelreading below grade level
• Content area teachers receive PD in Content area teachers receive PD in readingreading
• Establish a District Leadership Establish a District Leadership TeamTeam
• District-Wide PBSDistrict-Wide PBS• Head principal at high schoolHead principal at high school
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State Support Team 08-State Support Team 08-0909
• Paula WoodsPaula Woods• Ross MayRoss May• Meghan ShelbyMeghan Shelby
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Making the Vision a Reality
How do we get there?Where do we start?
Do we have the resources?Will we have any support?
Are you willing to commit to the challenge?
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Where are you now?“Facing the brutal facts”
• 291/613 districts are in “Improvement Status”• 23/291 are categorized as HIGH SUPPORT• 5/23 HIGH SUPPORT districts are in Cuyahoga
County• Euclid is 1 of 5 HIGH SUPPORT districts in
Cuyahoga County
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What does “High Support” mean?
• Current “All or Nothing” Accountability System: consequences = the number of years the AYP targets are missed
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Ohio’s Differentiated Accountability Model
• Distinguishes between:– those in need of dramatic intervention, and– those that are closer to meeting goals
• Categories: Low, Medium or High Support
• Regional State Support Teams (SST) provide:– technical assistance and oversight
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Benefits of the Ohio Improvement Process (OIP)
• Targets support • Provides consistent set of tools and
strategies • Emphasizes leadership team structures • Values in-house expertise• Emphasizes support over penalties
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**Handout**“ Support Categories for Districts Under
Ohio’s Differentiated Accountability Model” Low, Medium or High Support
(Required/ Optional Interventions)
NOTE: • Use the Decision Framework to identify needs
• Establish Leadership Teams to Plan and Monitor Progress
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State Personnel Development Grant (SPDG) The Opportunity to Lead
– Status as a “High Support” district– Willingness to examine achievement gaps– Readiness to establish collective leadership
structures– Evidence of pro-active grassroots initiatives
(pockets of excellence)
– Belief that this process will help you reach your goals
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District/Building Leadership Teams
State Diagnostic Teams (SDTs) work with selected high support districts
State Support Teams (SSTs) work with districts and schools in need of improvement
Educational Service Centers (ESCs) work with other districts requesting assistance
is involved?
Teams use data tools to identify critical needs
do these teams work in districts and schools?
District/Building Leadership Teams Regional Service Providers External Vendors Higher Education
is involved?
District/Building Leadership Teams State Diagnostic Teams State Support Teams Educational Service Centers
is involved?
District/Building Leadership Teams
State Diagnostic Teams
State Support Teams
Educational Service Centers
Regional Managers
Single Point of Contact
is involved?
Review data Gather evidence of implementation and impact
Provide technical assistance and targeted professional development
Leverage resources
Work with leadership to develop research based strategies and action steps focused on critical needs identified in stage 1.
How
Who
How
Who
How
How
Who
do these teams work in districts and schools?
do these teams work in districts and schools?
do these teams work in districts and schools?
Who
STAGE 1
STAGE 3
STAGE 2
Implement and Monitor the Focused Plan
Evaluate the Improvement Process
Identify Critical Needs of Districts and Schools
Develop a Focused Plan
Ohio Improvement Process
STAGE 4
Revised November 2008
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Ohio Improvement Process
Shared leadership/ shared responsibilities
District Leadership Team School Leadership Teams
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District Leadership Team - Primary OIP Tasks
Stage 1: Identify Critical NeedsUse the Decision Framework to analyze
district dataIdentify and affirm critical needs
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Decision Framework Levels
1. Achievement2. Curriculum, Assessment, Instruction,
Professional Development3. Leadership, Climate, Graduation Rate,
Community, Multiple Risk Factors4. Resource Management
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District Leadership Team - Primary OIP Tasks
Stage 2: Develop Focused PlanCreate few SMART goals
S - SpecificM - Measurable A - AchievableR - RealisticT - Timely
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District Leadership Team - Primary OIP Tasks
Stage 2: Develop Focused PlanIdentify research-based strategies Develop progress indicatorsList action stepsDevelop communication planForm School Leadership Teams
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School Leadership Teams - Primary OIP Tasks
• Complete School Decision Framework• Identify critical needs• Align School Action Steps to District Goals,
Strategies, and Action Steps
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DLT and SLT- Primary OIP Tasks
Stage 3: Implement and Monitor the Focused PlanFacilitate the implementation of the planDevelop tools to monitor planMonitor and adapt the planFocus on student outcomes
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Ohio Improvement ProcessStage 4: Evaluate the Improvement Process
Use tools to evaluate the impact of the Ohio Improvement Process
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Euclid City Euclid City SchoolsSchools
The Ohio Improvement The Ohio Improvement Process and Process and
the District Leadership the District Leadership TeamTeam
...a Progress Report...a Progress Report
February 9, 2009February 9, 2009
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Reading AchievementReading Achievement
Reading DataReading Data
•Results of OAT/OGTResults of OAT/OGT
•Performance discrepancy Performance discrepancy among sub-groupsamong sub-groups
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Reading AchievementReading Achievement
Reading % Proficient by Grade Level
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 10th Grade
2005-2006
2006-2007
2007-2008
Cut %
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Identification of Sub-Identification of Sub-groupsgroups
•Minority/non-minority
•Economically Disadvantaged/non-disadvantaged
•Students with disabilities/non-disabilities
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Reading
0%
20%
40%
60%
80%
100%
05-06 06-07 07-08
Non-Minority
Minority
Reading
0%
20%
40%
60%
80%
100%
05-06 06-07 07-08
Non-ED ED
Reading
0%
20%
40%
60%
80%
100%
05-06 06-07 07-08
Non-SWD
SWD
Sub-groupsSub-groups
Reading Reading
Reading
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Resulting Reading GoalResulting Reading Goal
All students in Euclid City Schools will be proficient in reading by 2014. Therefore, by August, 2011 all schools will reduce by 50% the difference between their 2007-2008 passage rate on the OAT/OGT and 100% proficiency.
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Strategies Strategies
• Implement the Board adopted, K-5 Implement the Board adopted, K-5 standards-based reading standards-based reading curriculum with consistency, curriculum with consistency, fidelity and integrity.fidelity and integrity.
• Collaborate, at all grade levels Collaborate, at all grade levels and in all content areas; to and in all content areas; to identify, implement and monitor identify, implement and monitor effective research-based reading effective research-based reading instruction and assessment.instruction and assessment.
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MathMathMath % Proficient by Grade Level
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 10th Grade
2005-2006
2006-2007
2007-2008
Cut %
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Identification of Sub-Identification of Sub-GroupsGroups
•Minority/non-minority
•Economically Disadvantaged/non-disadvantaged
•Students with disabilities/non-disabilities
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Sub-groupsSub-groups
Mathematics
0%
20%
40%
60%
80%
100%
05-06 06-07 07-08
Non-Minority
Minority
Mathematics
0%
20%
40%
60%
80%
100%
05-06 06-07 07-08
Non-SWD
SWD
Mathematics
0%10%20%30%40%50%60%70%80%90%
100%
05-06 06-07 07-08
Non-ED ED
Mathematics
Mathematics
Mathematics
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Resulting Math GoalResulting Math Goal
All students in Euclid City Schools will be proficient in math by 2014. Therefore, by August, 2011 all schools will reduce by 50% the difference between their 2007-2008 passage rate on the OAT/OGT and 100% proficiency.
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Strategies Strategies
• Implement the Board adopted, Implement the Board adopted, standards-based math curriculum with standards-based math curriculum with consistency, fidelity and integrity.consistency, fidelity and integrity.
• Create and implement a district-wide Create and implement a district-wide common formative assessment system common formative assessment system for math.for math.
• Collaborate to identify, implement Collaborate to identify, implement and monitor effective research-based and monitor effective research-based math instruction and assessment.math instruction and assessment.
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District Climate District Climate
• Discipline dataDiscipline data• SuspensionsSuspensions• ExpulsionsExpulsions
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2005-2005-0606
2006-072006-07 2007-082007-08 AverageAverage
EUCLIDEUCLID 54.654.6 57.357.3 60.260.2 57
East ClevelandEast Cleveland 47.247.2 5252 61.461.4 53
Warrensville Hts.Warrensville Hts. 28.728.7 29.229.2 54.554.5 38
Maple Hts.Maple Hts. 52.552.5 25.625.6 25.525.5 35
LakewoodLakewood 39.439.4 25.925.9 17.817.8 28
Cleveland Hts. / Cleveland Hts. / University HtsUniversity Hts
27.827.8 25.125.1 25.625.626
S. Euclid/LyndhurstS. Euclid/Lyndhurst 2626 24.424.4 22.922.9 24
ElyriaElyria 21.821.8 21.121.1 21.221.2 21
ParmaParma 2121 17.617.6 17.717.7 19
Garfield Hts.Garfield Hts. 10.410.4 1616 22.522.5 16
BedfordBedford 7.97.9 8.38.3 7.47.4 8
Comparable District Comparable District Suspension Rates per Suspension Rates per
100 Students100 Students
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Suspensions per 100 Suspensions per 100 Students Students OSS/100 Students
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
2005-06 2006-07 2007-08
Occurences/100 Students
Elementary
Middle
High School
2005-06 2006-072007-08
ElementaryMiddleHigh
90
80
70
60
50
40
30
20
10
0
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Lost Instructional Lost Instructional Days Days
• Suspensions 2007-08Suspensions 2007-08
3,752 suspensions of 1,673 3,752 suspensions of 1,673
students = students = 13,134 13,134 lost dayslost days
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Resulting Climate GoalResulting Climate Goal
Euclid City Schools will provide Euclid City Schools will provide learning environments that are safe, learning environments that are safe, engaging and promote clear engaging and promote clear behavioral expectations for all behavioral expectations for all students, as evidenced by a 25% students, as evidenced by a 25% decrease in suspensions by 2011, decrease in suspensions by 2011, compared to 2007-08 data.compared to 2007-08 data.
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Strategies Strategies
• Create and implement a system Create and implement a system of positive behavior supports. of positive behavior supports.
• Redesign our data system to Redesign our data system to better access, review, analyze better access, review, analyze and act on student discipline and act on student discipline data.data.
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PBS SurveyPBS Survey
• Open todayOpen today• Available thru FridayAvailable thru Friday
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Next Steps...Next Steps...
• How does this effect each of How does this effect each of us?us?