m-e progress report ppt

8/12/2019 M-E Progress Report Ppt

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Mission, Vision and CoreValues of Strategic Planprovide the structure

Seeks to provide district

road map Informs development of

school and educatorplans

Living Document

Strategic Plan

5 Year

District Improvement Plan

3 Year

School Improvement Plan

2 Year

Educator Plans


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RTTT Race to the Top Grant Commitments Adoption of Common Core Standards

Transition from MCAS to PARCC Assessments

Implementation of a new Educator Evaluation Model Beginning in FY12 RTTT Districts Implemented New

standards with performance rubrics

Upcoming:

Utilization of student growth scores State MCAS/PARCC

Local District Determined Measures

Need to be developed locally in compliance with stateguidelines


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Federal & State Implementation

Common Core Standards

Local Need Assessment

Reaching All Learners

State Implementation

Educator Evaluation Model

State Assessment Mandates

PARCC & DDMS

District Improvement

Plan


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Common Core Standards District Improvement Plan

Educator Evaluation Model PARCC & DDMS

Teaching All

Learners


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District Improvement Plan

School Improvement PlanAdmin Educator Plan sTeam Goal

Using adaptive methods tobuild staff capacity,program systems tosupport the teaching all

learners

Teacher Educator PlansTeacher Leader Team GoalsDDMs Differentiation

Classroom TeacherDifferentiated LearningTechnology Integration

SupportAll PD aims to support theimplementation of thecollective goals.Focus

All support skill development tomeet needs of varied learnersAssessment Training to supportDDMs DevelopmentRtI Training in Tiered InstructionDifferentiation InstructionUnderstanding learningstyles/disabilitiesCo-Teaching

Delivery SystemsPower WednesdaysFull/Half Curriculum DaysMERSD-URegional Collaborative PartnersRegional STEMSalem State / Endicott College


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DIP = District Improvement Plan

SIP = School Improvement Plan

RTTT = Race to the Top

PARCC =Partnership for Assessment of Readinessfor College and Careers

Ed Evaluation Model

Common Core Standards

DDMs District Determined Measures 21st Century Skills

Differentiated Instruction


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Shifting from building foundations for change to implementing thevision.

Significant progress toward our goal of reaching all learners

Established a foundation from which to move forward in betterserving the needs of the whole child.

Forward Thinking Growth Mindset

Cohesion of the leadership team focused goal setting, capacitybuilding, and improvement

Cultivating an environment that facilitates the increasing pace of

change in education

Institutionalized practices of seeking efficiencies and short and long-term fiscal responsibility


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Highlights Increased alignment and collaboration around shared vision

Success at Reaching all Learners

Increased opportunities for middle child

PD aligned with district goals and focused on differentiation of instruction

Specialized program development to reach broad array of learning needs

Programs are financially beneficial to the district

Student Achievement continues to improve

Traditional Measures: MCAS, AP, SAT, College Admissions

Non-Traditional: Athletics, Arts, Humanities Implementation of RtI Shows positive gains

Cohort growth by grade level

Reduction of referrals
http://mersdsuperintendentscorner.blogspot.com/2014/04/hornet-highlights.html


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Highlights

Long-term budget planning is in place

Roadmap to address long-term liabilities

Multi-Year budget projections allow us to plan more effectively

Annual process for identifying efficiencies/cost savings

Strong Community Partnerships developing

Regional, State, and National Recognition of MERSDprograms


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Areas of Focus FY15

Integration of 21st Century Skills into core curriculum

Further instill a philosophy of inclusion, tolerance, andcultural awareness among students and staff

Continue to expand capacity to reach all learners Continue to explore efficiencies, reorganizations, cost

cutting measures

Gauge support of community for funding adjustment tomaintain class size and keep core program intact


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Areas of Concern

Social/Emotional Health of our Students

Structural budgetary deficit

State mandates impact on time and resourcescreate distraction/interference with local goals PARCC Determination/Conversion

RETELL / WIDA

MKEA K Universal Testing

District Determined Measures

Teacher Evaluation External Inputs

Facilities Condition and Impact on Program

Sustainability of breadth of programming


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Maritime Gloucester Working waterfront museum, provides curriculum extensions togrades 3-5 in the district: http://maritimegloucester.org/

Primary Source K-12 History and humanities PD partner -http://primarysource.org/about-us

Museum of Science Professional development supporter for STEM we are Gatewaymembers: http://legacy.mos.org/nctl/k12_gateway.php

NSCC College partner helping us to develop a dual enrollment program. MERSD is thelead school district on this project: (see attached)

NCSD Professional development provider - http://www.mec.edu/professional-development

Applied Materials, Axcelis, Analogic, Abiomed, Cell Signaling North Shore STEM Industrypartner who have provided site visits and both in-kind an monetary support to teachers inour district (and many districts on the North Shore)

Gordon College Student teaching partnership

Endicott College MERSDu Partnership

Northeast Regional Readiness Center Serves as a PD clearinghouse for all major stateand federal education initiatives (MKEA, RETELL, PARCC, Ed Eval, DDMs, etc, etc, etc) -http://www.salemstate.edu/academics/schools/9444.php
http://maritimegloucester.org/http://primarysource.org/about-ushttp://legacy.mos.org/nctl/k12_gateway.phphttp://www.mec.edu/professional-developmenthttp://www.mec.edu/professional-developmenthttp://www.salemstate.edu/academics/schools/9444.phphttp://www.salemstate.edu/academics/schools/9444.phphttp://www.mec.edu/professional-developmenthttp://www.mec.edu/professional-developmenthttp://legacy.mos.org/nctl/k12_gateway.phphttp://primarysource.org/about-ushttp://maritimegloucester.org/


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General Education Multi-tier approach to the identification and support

of students with learning and behavior needs.

Assessment driven

Struggling learners are provided with interventions at

increasing levels of intensity to accelerate their rateof learning.

Services provided by a variety of personnel, includinggeneral education teachers, special educators, andspecialists.

Progress monitoring to assess both the learning rate

and level of performance of individual students. Educational decisions about the intensity and

duration of interventions are based on individualstudent response to instruction.

Tier 3

Intensive Intervention

Tier 2

First Level Intervention

Small Group /Tutoring / Learning Ctr .

Tier 1

General Classroom


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School Year Essex Memorial Middle School High School

2011-2012 36 52 54 74

2012-2013 38 62 46 67

2013-2014 27 47 51 59


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School/Level Initial EvaluationsFY 2012 FY 2013 FY 2014*

PK 9 7 9

PK - Therapies only 11 4 0

EES 17 15 8

MMES 14 27 8

MS 9 6 8

HS 10 4 0

Total 70 63 33


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Enrollment District Rate State Rate State Target

Enrolled students with IEPs 219 -- -- --

Full Inclusion (inside the general

education classroom 80% or more of the

day)

172 78.5 % 59.2 % 59.7%

Partial Inclusion (inside the generaleducation classroom 40%-79% of the day)

19 8.7 % 18.8 % --

Substantially Separate (inside the general

education classroom less than 40% of the

day)

9 4.1 % 15.0 % 14.5%

Separate Schools, Residential Facilities, or

Homebound/Hospital placements (does

not include parentally-placed privateschool students with disabilities)

19 8.7 % 6.9 % 5.5%


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KindergartenAcademic Area Conditions Behavior Criterion

Letter NamingFluency

In (# of weeks), when given arandomly selected probe from the

Letter Naming Fluency subtest

Student will name (number of) letterscorrect per minute

BelowAverage

Average AboveAverage

Fall 8% 63% 29%

Winter 7% 43% 50%


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3rd GradeAcademic Area Conditions Behavior Criterion

CBM MAZE In (# of weeks), when given a

randomly selected probe from

(level) of the CBM MAZE subtest,

Student will select (number of) correct

words in 3 minutes

BelowAverage

Average AboveAverage

Fall 26 39 35Winter 13 47 40


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5th GradeAcademic Area Conditions Behavior Criterion

Oral Reading

Fluency

In (# of weeks), when given a

randomly selected probe from

(level) of the Oral Reading Fluency

subtest,

Student will read aloud (number of) words

correct words per

minute

Below

Average

Average Above

Average

Fall 14 49 37Winter 10 50 40


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FY12 FY 13 FY 14

Central Office Admin Assistant

Reorganization

Elimination of PK Director

MHS Psych/Team Chair

Restructure

Elementary Guidance/Psych

Reorganization

MS/HS Admin Staff Restructure

Examined/Resolved Cost

Benefit of MHS principal

structure

Consolidate PreK Utilization of Building Use

Revenue to offset Facilities

Support Staff

Outsourcing of Elem. Evening

Custodial (4 layoffs)

Teacher Reduction thru

attrition FTE (2.0)

Elimination financial support

for out of state student travel

10% Reduction in SuppliesBudgets

Increase Athletics Fees

Introduction of Transportation

FeeInvestments Yield Operational Efficiencies and Financial ReturnsFY12 FY13 FY14

Aspen X2 Facilities Upgrades to Memorial

School

Security Upgrade of Elementary

School

CIC Grant Revenues $250,000 yielding $650, 000 in cost avoidance


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What They Are National Curriculum Standards

Adopted by 45 States & DC

Accepted by MA as part RTTT

Rigorous build on content structure of MA Frameworks

ELA: Increased focus on Non-fiction text / conceptualunderstanding /evidence based support in reading,writing, and speaking

MATH: requires introduction of algebra at earlier gradelevel

HOTS Higher Order Thinking Skills


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Implementation: Ensure Educator Understanding of shifts in standards Realignment of resources with the standards.

Transform principals into instructional leaders.

Design PD based on input from educators

Maximize opportunities for collaboration and capacitybuilding through professional learning.

Engage higher-education partners.

Understand and plan for the coming commonassessments

Adopt technology with the priority being to meet teachingand learning and facilitating online assessments


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It is being proposed as the replacement for MCAS.

Not yet been adopted by the state board of education Vote in Fall 2015

It is aligned with the Common Core, but it is not partof or required by the Common Core.

It is currently in its beta stage (tryout).

It is a multi-state test which includes acceptedassessment benchmarks that identify CollegeReadiness. MCAS is used a determinant forgraduation.

For example: Under PARRCC a high school junior will take and end-

of-year assessment in Math/ELA and receive a College and CareerReady determination that indicates they are academically prepared toenroll in first-year, credit-bearing courses at two- and four-yearinstitutions and can be exempt from taking a placement test at thecollege or university they attend.


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In theory

PARCC will better measure students critical-thinking and problem-

solving skills and their ability to communicate clearly. PARCC will produce more timely results for school districts and

educators to help in planning and tailoring instruction for students inthe coming year.

PARCC will assess writing at all grades levels; MCAS currently onlyassesses writing in grades 4, 7, and 10

PARCC assessments will be given twice per year (March & May). The only PARCC assessments currently being field tested are Math and ELA

4-10.

Eventually it will span 3-11.

There is discussion of implementing at grades K-2

PARCC does not currently have a science assessment. MCAS science would

continue. PARCC does not currently have tests that meet all Special Education

accommodation requirements.

And, there is no Alternative test available or planned. DESE intends tocontinue with MCAS Alt.


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1. Core Subjects (the 3 Rs) and 21st Century Themes

2. Learning and Innovation Skills Creativity and Innovation

Critical Thinking and Problem Solving

Communication and Collaboration

3. Information, Media and Technology Skills Information Literacy

Media Literacy

ICT Literacy

4. Life and Career Skills
http://www.p21.org/overview/skills-framework


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Translation

Classic High Order Thinking Skills synthesis, analysis,judgment, critical thinking, problem solving

Why they are being labeled 21st Century

Shift in workplace needs from 20th century

SCANS Report 2000 - Secretary's Commission on AchievingNecessary Skills

MCAS and Achievement Testing Focus

Fewer workplace options for individuals trained solely infollowing direction, performing routines, rote practices(industrial workers)

Knowledge Industry Have always been markers of success
http://www.academicinnovations.com/report.htmlhttp://www.academicinnovations.com/report.htmlhttp://www.p21.org/overview/skills-frameworkhttp://www.academicinnovations.com/report.htmlhttp://www.academicinnovations.com/report.html


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Differentiation means tailoring instruction to meetindividual needs. Use of ongoing assessment to identify needs.

Examples: differentiate content, flexible grouping process, products,or the learning environment,

Differentiation consists of the efforts of teachers torespond to variance among learners in the classroom.

Whenever a teacher reaches out to an individual or small

group to vary his or her teaching in order to create thebest learning experience possible, that teacher isdifferentiating instruction.

.


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What It Is: Revised state wide evaluation model

Based on continual improvement model

Components: Four Common Standards for all levels of Educators

Cycle of Goal setting / Data Collection / Portfolio Review

Observation / Collaboration / Reflection


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Rubrics: Classroom Teacher

Specialist/Caseload Teacher

Nurse

Principals

District Level Admin

Common Standards Teaching Faculty

I: Instructional Leadership

II: Teaching All Students

III: Family and CommunityEngagement

IV: Professional Culture

Admin Faculty

I: Instructional Leadership

II: Management & Operations

III: Family and Community

Engagement IV: Professional Culture


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Self Assessment

Rubrics/Goals

Goal Setting

Plan

Development

Implementationof PlanMid-CycleReview

Summative

Principal Inputs:ObservationPortfolio ReviewAssessment ofperformance against

rubricAttainment of GoalsSelf Assessment

Future InputsStudent GrowthScores (State / Local)Community Input

IndividualizedAligned w/districtand schoolImprovement goals

School /DistrictSupports

PDFeedbackCoaching


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Superintendent Self-Assessment done with

end of year goal assessment

Revision of Goals over summer/ align with SC/District Goals

Superintendent Goals

1Professional Practice

1 Student Learning

2-4 District ImprovementGoals

Mid-Year Review First February

Meeting

Portfolio/Evidence Submittedto SC end of April

Self Re-

Assessment

Rubrics/Goals

Goal SettingPlan

Development

Implementation

of Plan

Mid-Cycle

Review

Summative


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Self Assessment

Rubrics/Goals

Goal Setting

Plan

Development

Implementationof PlanMid-CycleReview

Summative

SC Inputs:ObservationAssessment ofperformance againstrubricAttainment of GoalsPortfolio ReviewSelf Assessment

Future InputsStudent GrowthScores (State / Local)Community Input

Individualized butAligned w/district &

SC Improvementgoals


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What They Are: Common assessments

All subject areas all grade levels

Administered periodically throughout the year

Why We Are Developing Them: Required by MA Department of Education

FY14 Study and Pilot Year

Full Implementation by 2016

Progress Monitor Student Growth Data for Standard II in Educator Evaluation

m-e progress report ppt

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