P.R.I.D.E. Summer RetreatAugust 15 & 18

Getting Strategic About Student Achievement

Clear Learning Targets– Review District Vision/ Mission/ Core Beliefs/ District Strategies– Audit current PRIDE practices and District practices to determine how effective

they are at supporting the District’s strategies.– Review the District Focus Areas– Review all roles in the building that support staff efforts to implement District

strategies. – Review the PRIDE data picture to analyze our current effectiveness in meeting

the District vision/mission/core beliefs– Develop a school-wide best practices plan for how PRIDE students will achieve

building goals. (i.e. common classroom practices, common supports, student engagement practices, evidence of rigorous instruction, evidence of literacy instruction, etc…)

– Develop a walk through document, in conjunction with the principal, to assist with analyzing the effectiveness of implementation of school best practice plan.

– Discuss and create strategic action team system for planning, developing, and implementing strategies for improving student achievement and school effectiveness in supporting District Strategies.

– Complete a text-based discussion of the 15 Fixes for Broken Grades and discuss how a teaching and learning action team could use the ideas from the book to develop a school policy on grading.

District Vision

• VISION Preparing All Students for Success in A Global EconomyP.A.S.S.A.G.E.

Mission & Core Beliefs

Vision

District Strategies

P.R.I.D.E. - Acting Strategically to Support Student Learning and Achievement

Mission

• We will prepare all students for college and life by providing a challenging curriculum (RIGOR) that connects students’ lives and their future (RELEVANCE) in a safe, supportive, and nurturing environment (RELATIONSHIPS).

Core Beliefs• CORE BELIEFS We believe in our students! As a result of our deep-rooted commitment to our

students, the following core beliefs guide our work: • Students are fundamental to our mission and their best interests should be central to all decision-

making. • Improved academic achievement is the result of the professional practices of our teachers and

leaders, not the economic, ethnic, or linguistic characteristics of our students. • Knowledge enhances our lives because it provides us with a greater understanding of ourselves

and the world around us. • Every student should have equal opportunities to develop individual talents. • Students need to be prepared to participate productively in a diverse global and highly

technological society. • Our schools should advocate responsible citizenship, ethical behavior, and respect for diversity. • The learning process is enhanced by caring relationships built on mutual respect, self-discipline,

and responsibility. • Accountability for results incorporates focused planning, strategic data analysis, and vigilant

monitoring. • The learning environment must encourage students to think critically, synthesize information,

develop decision-making skills, work collaboratively, and apply their knowledge. • Creating a culture of collaborative partnerships and building staff capacity are essential to

ensuring academic excellence. • Education is a partnership among students, staff, families, and our communities.

Audit of Current Practices

Supporting and reinforcing a culture of collaboration.

• P.R.I.D.E. Practices– Freshmen Teaming– Leaders With

P.R.I.D.E.– Collaboration

Committees– Prof. Dev. Retreats &

In-services– 10th Grade Teaming

• District Practices– PLCs (example)– District Prof. Dev.– Support for P.D./Time

out of class, etc.– Literacy Coaches– Staff Development

Coaches– KWF Literacy & Math– Mentors (E.Y.T.)

Audit of Current Practices

Recruiting, developing, and retaining highly effective staff.

• P.R.I.D.E. • District-Freshmen Team participatedIn interview process

-Mentoring

-Entry Year Program

-Professional Development for All to build skills & knowledgebase

-Principal Interview Committee

-Teacher interview Committee

-EYT

-Professional Development Conferences & National SpeakersAt District P.D.

Audit of Current Practices

Using data effectively for strategic action.

• P.R.I.D.E.– Examine Achievement Gap

data to create awareness. (next steps?)

– Data communication needs improvement- more timely.

– PRIDE’s Literacy Plan created based on MAP & OGT results

– Targeted intervention for OGT remediation

– KLT strategies tested for effectiveness

– Use of Formative & Summative Assessments

– How do we get more serious student buy-in for test taking?

• District– Data Liaison position

created & maintained– OGT results, MAP,

practice OGT– Director of

Assessment & Accountability

– Special Ed. Assessments to determine necessary services

Audit of Current PracticeEnsuring access to global content and the development of

21st Century competencies.

• P.R.I.D.E.– Bob Swaggard is a

visionary of usage of technology & accessing the library

– Staff has applied & received technology grants

– Most PRIDE meetings include technology

– Use of on-line grade book & integrating technology into curriculum

• District– Suppporting labs and on

line resources, buying subscriptions to databases and school and home (24 hour access)

– Technology grants for equipment

– Multiple in-service workshops available

– Laptop Initiative– Can we create a program

where teachers & students help teachers with technology needs?

Audit of Current PracticesImproving staff effectiveness with appropriate instructional materials, methodologies, and

professional development.

• P.R.I.D.E.– Summer Retreat– PLC work– Co-Curricular Involvement

(relationships)– Use data for planning– Online Grade book– Team Conferences– Using Literacy best

practices in PLC work– Focused intervention for

achievement (OGT)– Create High Quality

Teaching Standards

• District– Nov. P.D. Day– KLT Training– Allow for student voice– MAP testing, PSAT– Improve communication

between home & school– Literacy, Math Cadres– Focus on Academic

Achievement– Supports/Coaches– New Staff Orientation

Audit of Current PracticesAccepting our responsibility to provide support and remove

barriers related to Equity & Access.

• P.R.I.D.E.– On-Line Grading– PRIDE Website– Newsletter– Teaming/Seminar (4 year

planning w/students)– SGT school Information

Magnet– Parent Nights (Dinner with

the Doctor & PRIDE Frosh Orientation)

• District– PSAT– AVID– CHUH Website– E-mail updates/mailings– OGT intervention sessions– S.L.I.C.K.– Orientations– Connect Ed messages– District Calendar– Guidance Counseling & 8th grade scheduling– 8th grade Open Houses– Special Help– Literacy & Math Cadres– Online textbooks & resources– PSEO’s– Transition– Read/Write Connections– Alg Lab– Read 180 – How do we organize & align supports to

create coherence in our system?

District-wide Focus Areas

• PLCs – Effective Collaboration (norms / protocols / focus on learning / student work / results-orientation)

• Pyramid of Support – Monitoring Student Learning / RTI: Positive Behavior Supports

• Culture – Monitoring for Equity & Access / Attitudes & Beliefs that support 21st Century Competencies

• Instructional Practices – Making Explicit Learning Intentions / Rigor (Task & Student Responses) / RTI : How do we respond when kids don’t learn

• Data Liaisons• Literacy & P.D. Coaches• Department Liaisons• Teacher Leaders• Administrators• Monitors & Security• Librarians & Media Specialists• Joel Gulko (AP, AVID, Student

Activities)• Relationship Building• Mentor Teachers (Laurie

Chapman)

• Blockson & Attendance• Counselors (Tandra)• Positive Behavior

Supports• Coaches & Athletics• Office Staff• Success Connect• Yvette & Spec. Ed.• Student Groups (LWP,

Link Crew)• College & Career Centers

Supports in the Building/Roles

10th Grade Data & Targets

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Reading Writing Math Science Soc. Stud.

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11th Grade Date & Targets

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Principal Supports for Student Achievement

• Develop with the P.R.I.D.E staff a school wide best-practice plan for improving student achievement. (Focus on common instructional methods, assessment methods, classroom design, student supports, etc…)

• Develop, with the staff, an assessment tool for analyzing classroom implementation of the plan. (Walk through document)

Best Practice Foci• Research-Based Common Instruction Methods: Literacy strategies,

questioning strategies, writing strategies, differentiation, KLT, etc…• Assessment Methods: Assessment for learning, warm-up, exit pass,

formative assessment, summative assessment, common assessments, etc…

• Classroom Design: Explicit Learning Intentions posted, class rules posted, standards and Grade Level Indicators posted, current student work posted w/ rubrics, word walls, discipline plan posted, etc…

• Student Supports: Pyramid of interventions, Response To Interventions, special help time posted, student of week identified, data used to identify weaknesses, differentiation, etc…

• Other areas? Work in teams to brainstorm what we, as the P.R.I.D.E. staff, will expect in all P.R.I.D.E. classrooms. The information will be used to develop a walk through data collection template so we can document the success of our plan.

Research-Based Common Instruction Methods

• Post Learning Objectives- tied to standards in student friendly language

• Daily Warm-Ups

• Model Exemplars

• Appeal to varied learning styles

Assessment Methods

• Use formative & summative

• Warm-ups & Sponge Activities

• Exit Slip

• Demonstrate Exemplars & Use rubrics

• Use Costas Level of Questioning

• Reflect on Assessment to see if instruction has hit the target

Classroom Design

• Discipline Plan & Rules Posted- these need to be common and consistent (positive)

• Student friendly standards & indicators- Use of Power Standards

• Post student work as exemplars

• Daily written agendas and objectives

Student Supports

• Pyramid of Interventions (systemic)

• Common F.A. Prevention Plan

• Posting Teacher Schedules & their weekly availability

• Plan for positive reinforcement in each classroom

OTHER?

Walk Through Template

• Ideas for topics to look for:

How can we be efficient in planning and implementing ideas for our

small school?

• Shared Governance Team:• Action Teams:• Research Best-Practices:• Strategic Measurable Attainable Results

Oriented Time-bound Goals:

• Built on the foundation laid out in the DISTRICT STRAGTEGIES and FOCUS AREAS

Brainstorming Actions Teams

Example of researching best practices using a text-based

discussion

• Form four groups and utilize text-based discussion protocol to examine A Repair Kit for Grading: 15 Fixes for broken grades.

• Each group will be assigned a chapter to review and discuss using guided questions. (30 Minutes)

• Groups will jigsaw the book and report to the whole staff possible implications for PRIDE grading practices learned from their discussion. (30 minutes)