Rome City Schools Standards Overview

Standards Overview

• Standard 1 - Mr. Tim Fleming, Chief Technology and Information Officer • Standard 2 - Dr. Dawn Kemp, Chief Human Resource & Federal Programs Officer• Standard 3 - Ms. Debbie Downer, Chief Academic Officer• Standard 4 - Mr. Lou Byars, Chief Operations Officer and Dr. Dawn Kemp, Chief

Human Resource & Federal Programs Officer • Standard 5 - Dr. Dawn Williams, Director of Title I & Testing• Student Performance Overview - Dr. Dawn Williams, Director of Title I &

Testing• Stakeholder Feedback - Dr. Dawn Williams, Director of Title I & Testing

Standard 1Purpose and Direction

John F. Kennedy

“Efforts and courage are not enough without purpose anddirection.”

Standard 1: Purpose and Direction

The system maintains and communicates at all levels ofthe organization a purpose and direction for continuousimprovement that commits to high expectations forlearning as well as shared values and beliefs for learning.

Score - 3.25

Communication Outlets

• Website• Website Instant Messaging• Facebook: 132 - 3,216 • Twitter: 1,028• Instagram• Pinterest• LinkedIn• Remind 101• PowerSchool• Google Classroom• Canvas

Community Advisory Groups

• Superintendent’s Advisory Committee• Community Advisory Committee• Diversity Task Force• Community Leader Committee• School Council• Black History Month Committee• Safety/Security Committee• Technology Committee

Continuous Improvement and High Expectations

(Mission) All students will graduate…• Highest Graduation Rate in History

(Mission) Prepared for college or work• 11th Highest SAT in Georgia• 74 Advanced Placement Scholars• Eight CTAE Pathways• AP STEM School/AP STEM Achievement School

(2020 Vision) Creative, critical thinkers, communicators, collaborators, and problem solvers• Two Innovation Fund Winners• STEM Georgia Educator Laureate Award• 3D Printing Labs• Sugar Kids Beauty • Mohawk LightLab Challenge

(Beliefs) We believe that all students can and will achieve at high levels.(Board Goals) Increase the high school graduation rate of all subgroups.

• 6 point rise in Caucasian graduation rate• 13 point rise in Hispanic student graduation rate• 10 point rise in African American graduation rate• 26 point rise in SWD graduation rate

Standard 2Governance and Leadership

Standard 2: Governance & Leadership

The system provides governance and

leadership that promote student

performance and system effectiveness.

Score - 3.33

Governance and Leadership

Mission - All students will graduate...prepared for college or work

2020 Vision - critical, creative thinkers, communicators, collaborators, and problem solvers

Board Goals - Increase the high school graduation rate of all subgroups

Beliefs - We believe that all students can and will achieve at high levels.

Board of Education superintendent staff students parents community

Standard 2: Governance and Leadership

Standard 2: Governance and Leadership

Rome Board of Education is recognized as a 2014

Georgia School Board Association Quality Board!

● IE2/Strategic Waivers School System approved application

● Highest Rome High School Graduation Rate Ever- 89.8%

● System-wide Improvement Plan- Consolidated Local Application

● School Improvement Plans

● School Councils in all Schools

● 100% implementation of the Leader Keys System for 2014-2015

● 99% implementation of the Teacher Keys System for 2014-2015

Standard 3Teaching and Assessing for Learning

Standard 3: Teaching and Assessing for Learning

The system’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses.

Score - 3.5

Georgia Standards of Excellence:A Guaranteed and Viable Curriculum

Instructional Best Practices

• An organizing structure to plan and deliver instruction: opening, work period and closing

• Research-based practices that engage students in learning

• Higher-order thinking skills and 21st-century skills such as collaboration and communication

• Clear learning expectations and the use of academic language

• Formative assessment strategies to monitor student progress, to provide student feedback, and to adjust instruction

• Evidence of the analysis of student work within grade levels and school-wide to inform instructional decisions

High-Leverage Instruction

Response to Intervention“If students can’t learn the way we teach, we

must teach the way they learn.” --- Carol Ann Tomlinson

What exactly do I want all students to learn?

How will I know when each student has acquired the essential knowledge and skills?

What happens in my classroom when a student does not learn?

Data-Driven Instructional Decisions

Based on Evidence of Student Learning

Data Team Process

Step 1: Collect and Chart Data

Step 2: Analyze and Prioritize

Needs

Step 3: SMART Goal

Step 4: Select Instructional Strategies

Step 5: Determine Results Indicators

Highlighted Artifacts

● Student Work Sample - RHS Hamlet● Student Work Sample - RHS Student Website● Student Work Sample - RHS Project-Based Learning● PLC Black History Project● Student Work Sample - Middle School● Data Teams● Professional Learning● Academic Coaches● Family Engagement● Curriculum Resources● Striving Reader Comprehensive Literacy Grant - RHS● Striving Reader Comprehensive Literacy Grant - RMS● Anna K. Davie 3-Year Old Program● Sheltered Instruction Lesson

Greatest Strengths

● Clear commitment to an equitable and challenging curriculum

● Strong reliance on multiple assessment data to drive instruction (Data Teams)

● Comprehensive professional learning opportunities● Commitment to developing 21st-century learners using

technology● Rigorous, standards-based instruction● Inclusion model of instruction for Special Education and ELL● Academic coaching model

Greatest Challenges

● Meeting the rigor of the new Milestones Assessments

● Enhancing structures for student advocacy

John Hattie

“Know thy impact.”Our Business is Learning!

“Our fundamental role is to constantly evaluate the impact we have on kids. We must be willing to be exposed based on evidence; we must have the conversations. We are change agents.”

John Hattie, November 30, 2011

Standard 4Resources and Support Systems

Standard 4: Resources and Support Systems

The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students.

Score - 3.88

Recruitment, Induction, and Retention

• Recruitment• Colleges and Universities• RCS hosts own recruitment fair• Rigorous selection process

• Induction• Three-day orientation• Mentors

• Retention• Professional development• Competitive salary• Board paid benefits• Local Retirement Policy

Fiscal Resources Directed to Classroom and Learning Environment

• Federal

• State• Local

• SPLOST/Capital Outlay• E-rate• Donations• Other Sources

Budget - Direct Instruction

Safe, Clean, and Healthy Environment

● Rome City Schools believes in providing a safe, clean, and healthy environment for our students and faculty

● Maintenance is 8.2% of Budget

● One-third of the maintenance budget goes directly towards custodial work at our schools

● By keeping our schools well maintained and in good condition, we do not have to use capital funds to build new schools

● Capital funds can be used for other purchases such as technology, security, equipment upgrades, renovations, etc.

Meeting the Physical, Social, and Emotional Needs of Students

● Physical Needs○ School Nurses (RNs) in every Elementary School○ Safety Awareness for Everyone (SAFE) program

offered○ All counselors trained in Stewards for Children○ Backpack Buddies

● Social and Emotional Needs○ Counselors in all schools○ Comprehensive, age appropriate sex education

curriculum■ Safe Dates■ Family Life and Sexual Health (FLASH) for 6th

Graders○ Teen Maze○ Mentors○ Community Clothing Closet○ Circle of Security (South Rome Early Learning Center)

Development of Partnerships

● Memorandum of Agreements○ Hospitality House○ Open Door Home○ Department of Family and Children Services

● Participation in community boards and committees○ Rome - Floyd County Commission on Children and Youth○ Child Abuse Protocol / Child Fatality Review○ Floyd Against Drugs○ Truancy Treatment Team○ Hispanic Youth Collaborative○ Multi-Disciplinary Team (Harbor House)○ Teen Pregnancy Prevention Team

Standard 5Using Results for Continuous Improvement

Standard 5 : Using Results for Continuous Improvement

The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement.

Score - 3.6

Continual Improvement Process

System of Assessments

Standardized assessments for multiple grade levels/content areas:● Georgia Milestones End of Grade(EOG)● Georgia Milestones End of Course(EOC)● Georgia Kindergarten Inventory of Developing Skills(GKIDS)● Assessing Comprehension and Communication in English State to State(ACCESS)● Georgia Alternative Assessment (GAA)

Assessments used for universal screening and Response to Intervention(RTI):● Scholastic Reading Inventory(SRI)● The Global Strategy Stage (GloSS)● The Individual Knowledge Assessment of Number (IKAN)● The Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Formative assessments for Benchmarking and Progress Monitoring:● District unit assessments in ELA and Math created with questions from the Georgia Formative

Assessment Resource (GOFAR) and other resources● Other formative assessments designed at the school level by teachers from multiple resources

Procedures

● All Schools-SchoolWide Title I● Title I Written Procedures

○ CLIP/SWP○ Parent Involvement○ Stakeholder input

● Title I Handbooks○ Timelines for meetings○ Data○ Evaluations/Surveys

Standard 5-Evidence

• School Board Goals CLIP SWP/SIP• Procedures/Timelines• Data/Communication

Student PerformanceOverview

It’s All About Our Mission

All students will graduate from Rome High School..

It’s All About Our Mission

..prepared for college..

It’s All About Our Mission

..or work.

Percent of graduates completing a CTAE pathway,

or an advanced academic pathway, or an IB Career Related Programme, or a fine arts pathway,

or a world language pathway within their program of study

2014 CCRPI 2015 CCRPI

RHS-84.7% GA-74.4% RHS-86.3%

State Assessment Background

2012-2014 Basic Competency Testing• 3rd-8th Criterion Referenced Competency Test (CRCT)• 9th-12th End of Course Test (EOCT)

2015 College & Career Readiness Testing• 3rd-8th Georgia Milestones End of Grade (EOG)• 9th-12th Georgia Milestones End of Course (EOC)

English Language Arts/Reading

2012-2014 CRCT/EOCT 2015 EOG/EOC

3rd-5th Below state average Below state average

6th-8th Above state average 6th/7th below; 8th above

9th & 11th Lit Above state average Above state average

Mathematics

2012-2014 CRCT/EOCT 2015 EOG/EOC

3rd-5th Below state average Below state average

6th-8th Above state average 6th below; 7th/8th above

Algebra & Geometry

9th above; 10th below Above state average

Science

2012-2014 CRCT/EOCT 2015 EOG/EOC

3rd-5th Below state average Below state average

6th-8th 6th below; 7th/8th above 6th/7th below; 8th above

Physical Sc. & Biology

PS & Biology below PS below; Biology above

Social Studies

2012-2014 CRCT/EOCT 2015 EOG/EOC

3rd-5th Below state average Below state average

6th-8th 6th/7th below; 8th above 6th/7th below; 8th above

US History & Economics

US below; Economics above US & Economics below

Subgroups & Gaps

• Lack of continuity of subgroup or gap trends at the district level

• Focus on bottom quartile (CCRPI)• Individual School Needs• Individual Teacher Needs• Individual Student Needs(All subgroups represented)• Progress vs Achievement

Greatest Area of Need

Add focus in science & social studies without losing focus in English language arts & math

Greatest Area of Strength

Graduation Rate-All students & subgroups

Focused Next Steps

● Mission● Students● Continue growth of data teams

○ District○ School

Stakeholder FeedbackOverview

Highest Scores

Survey Area Score

Parent “Our school has high expectations for students in all classes.” 4.48

Teacher “Our school’s purpose statement is clearly focused on student success.”

4.59

Student Early Elem.

“My school has books for me to read.” 4.97

Student Elem. “My school has computers to help me learn.” 4.94

Student Middle/High

“In my school, a high quality education is offered.” 4.14

Score Range 1-5

Lowest Scores

Survey Area Score

Parent “All of my child's teachers provide an equitable curriculum that meets his/her learning needs.”

4.15

Teacher “Our school's purpose statement is formally reviewed and revised with involvement from stakeholders.”

4.15

Student Early Elem. “My family likes to come to my school.” 4.43

Student Elem. “In my school, students treat adults with respect.” 3.96

Student Middle/High “In my school, students respect the property of others.” 2.92

Score Range 1-5

Trends/Summary

● “Our school's purpose statement is clearly focused on student success.”○ Parents-4.43○ Staff-4.59

● Consistent expectations○ “In my school, my principal and teachers want every student to learn”

■ Elementary students-4.93○ “In my school, the principal and teachers have high expectations of

me”■ Middle/High students-4.09

● Low areas-Family engagement and student respect

Next Steps

● Implementation of PBIS(student respect)● Spring Title I Parent Survey(engagement)

FY17 School Improvement Planning Cycle