Tiered Systems of SupportKey Communicators Meeting

Dr. Cynthia Cooper & Dr. John Caggiano

September 25, 2017

Our Mission: In collaboration with our community, Hampton City Schools ensures academic excellence for every child, every day, whatever it takes.

Vision: Hampton City Schools: the first choice for success for every student.

HCS Strategic Goals2020 Vision for the Future

• Maximize Every Child’s Learning• Create Safe, Nurturing Environments• Attract, Develop, and Retain Exceptional

Staff• Maintain Effective, Efficient, and

Innovative Support Systems• Enhance Family and Community

Engagement and Satisfaction• Manage Fiscal Resources Effectively and

Efficiently

Schools Fully Accredited

Multi-Tiered Systems of Support

Teacher Content

Student

Relationships Rigor

Learning

Clarity

2021 Graduate Outcomes

✓ Academically prepared with a diploma that verifies postsecondary readiness

✓ College credit, a nationally-recognized professional certification, or both

✓ Ten-year academic and career plan for postsecondary learning and career

✓ College ready PSAT scores

✓ Internship, work-based, service learning experience, and/or capstone research project

✓ Completed at least one virtual course

✓ Professional Portfolio aligned with the 21st Century Employability Skills

Content Knowledge

Career and Life Skills

Communication, Collaboration, and Leadership

Positive Sense of Self and Purpose

The Portrait of a Hampton Graduate

What are our young people learning?

What do our young people need in order to be successful?

Not Googleable Googleable

Standards do not equal curriculum.

○ The standards are only the code, not the blueprint.

○ Meeting building code is not the architect’s purpose.

Understanding Understanding by

Design (UbD)

Developing Quality Tier 1 Instruction

veloping Quality Tier 1 Instruction

INSERT PIC OR TWO FROM SUMMER leaderhip If a teacher asks an Essential Question and no child was around to hear it, is it actually an Essential Question?

Multi-Tiered Systems of Support

Essential Question: How does school climate and culture affect student achievement?

Intentional learning happens best in environments that are safe, supportive, and engaging.

75% of students say “I have a teacher who is a positive role model for me.”

• 4 times more likely to enjoy participating in class

• 4 times more likely to say they enjoy learning new things

• 3 times more likely to say their learning is relevant

• 4 times more likely to say they push themselves academically

(Quaglia and Corso, 2014)

64% of students say they “feel comfortable asking questions in class.”

• 4 times more likely to say they enjoy participating in class

• 3 times more likely to say they push themselves academically

(Quaglia and Corso, 2014)

Four Jobs for the Task Force:

• Agree on a definition • Look at division data &

identify focus areas• Set goals and targets

for annual growth• Identify strategies at

Tier I, II and III

Three of the Four Jobs for the Task Force:

Agree on a definition, choose focus areas based on data, and set goals for growth

● Physical safety

■ 30% reduction in aggressive behaviors

● Emotional safety

■ Increase in positive survey responses:● Adults are caring and supportive

● Students are treated fairly (by other students)

● Minimal disruption

■ 50% reduction in disruptive behavior

Five Jobs for the Climate Team:

Relationship between Climate & Culture:

Personality = CultureMood = Climate

HCS Core Values:

● Integrity by being honest, sincere, and trustworthy; treating all with fairness and respect

● Responsibility by being accountable and reliable

● Innovation by taking risks, being creative, and recognizing that small gains are important

● Excellence by exceeding expectations; committing to quality through a focus on high standards and continuous improvement

● Professionalism by communicating effectively, demonstrating confidence in our abilities, maintaining competence, working collaboratively and exhibiting leadership

Four Jobs for the Task Force:

Identify strategies and resources at Tier I, II, III

Tier I = Universal Expectations● Intentional community/relationship building activities● Consistent use of classroom management basics● Explicit teaching of expected behaviors based on

organizational values● Appropriate adult supervision● Engagement in clubs & activities for all students

(middle school)● Information sharing and partnership with families &

community

Tier II Supports● Reflection and Redirection tools/processes● Reteaching and practicing behavior in context● Mentorships/ checkin-checkout● Teaching alternative behaviors● Restorative practice tools/processes, think: "What can I do to make it up to you?"Tier III Supports● Functional Behavior Assessment & Intervention Plan

(collaboratively generated with students & families whenever possible)

● Referral to CSB or outside provider● Change in placement (increased structure/ reduction

in size)

Qu

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Expected Student Achievement Outcomes

1. All schools will remain or become fully accredited.

2. 95% of third graders will be reading on-grade level (as measured by the Scholastic Reading Inventory) by the end of the 2020 school year.

Expected Student Achievement Outcomes

3. By the year 2020, each middle school student will explore at least two career pathways prior to entering ninth grade.

4. By the year 2020, each middle school student will be involved in at least one extracurricular activity with a mentorship component.

Expected Student Achievement Outcomes

5. 95% of the 2017-2018 ninth grade cohort will graduate on time with a diploma and credentials that verify they are prepared to succeed in the economy and the community.

6. The division's SAT or ACT composite score in reading and mathematics will be at the state or national average by 2020.

Expected Student Achievement Outcomes

7. All schools will meet the division's established safe and nurturing learning environment criteria/goals.