transforming schools for improved student achievementfile/… · and published in indistar •...

Transforming Schools for Improved Student Achievement

Update for the School Board July 10, 2013

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Our Mission

• Courageous advocacy for all students • Family and community investment • Data-driven personalized learning • Strong and effective leadership teams • Shared responsibility for teaching and

learning • Access to rigorous and rewarding college

and career readiness opportunities

The mission of Norfolk Public Schools, the cornerstone of a proudly diverse community, is to ensure that all students maximize their academic potential, develop skills for lifelong learning and are successful contributors to a global society, as distinguished by:

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STEP 1 Collect & Analyze

Multiple Data Sources Aligned to Standards

STEP 3 Conduct Balanced

Formative Assessments Aligned to Standards

STEP 4 Utilize/Analyze

Formative Assessment Data to Monitor

Progress

STEP 5 Adjust Instruction: Align Intervention/Enrichment to Standards Achievement

STEP 6 Assess for Mastery

Repeat Cycle

STEP 2 Plan and Deliver Standards-Based

Instruction

Collaborate C

olla

bora

te

NPS Cycle For

Results

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Transforming Schools = Improved Student Achievement

• Virginia SB 1131, which took effect July 1, 2013, offers a unique opportunity for NPS to pursue transformation

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• Analysis of student performance data indicates 10 schools can benefit from transformation with rigorous innovation

Jacox Elementary School Demographic Data

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Jacox Elementary School Academic Data

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Lindenwood Elementary School

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Demographic Data

Lindenwood Elementary School

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Academic Data

James Monroe Elementary School

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Demographic Data

James Monroe Elementary School

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Academic Data

P.B. Young, Sr., Elementary School

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Demographic Data

P.B. Young, Sr., Elementary School

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Academic Data

Richard Bowling Elementary School

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Demographic Data

Richard Bowling Elementary School

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Academic Data

Tidewater Park Elementary School

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Demographic Data

Tidewater Park Elementary School

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Academic Data

Lafayette-Winona Middle School

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Demographic Data

Lafayette-Winona Middle School

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Academic Data

Lake Taylor Middle School

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Demographic Data

Lake Taylor Middle School

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Academic Data

Ruffner Middle School

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Demographic Data

Ruffner Middle School

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Academic Data

B. T. Washington High School

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Demographic Data

B. T. Washington High School

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Academic Data

Our Journey To Transformation: We’ve Only Just Begun

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Prep • Preparation Phase • April, 2013 – September 2, 2013

1 • Phase 1 • September 3, 2013 – January, 2014

2 • Phase 2 • February, 2014 – September, 2014

Preparation Phase April 2013 – September 2013

• Research, data analysis, conversation, and collegial debate conducted with Superintendent and the 9 member cross-department team

• Preliminary ideas shared and feedback received from School Board in 2x2 settings

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• Board on June 12 authorized Superintendent to begin communications, planning and development of Transformation Initiative proposal


Multi-phase communications plan targeted at involving/engaging all stakeholder groups beginning June 12. Examples: • City Council, Mayor and City Manager • Staff and parents • Community supporters, prospective and

existing partners, opinion leaders and state elected officials

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• Commercial media – The Virginian-Pilot, New Journal & Guide, WHRO, local television stations


• Exploration of Virginia public conversion charter application process

• Consultations with VSBA, VDOE, & Governor’s Office including a site visit by representatives from the Governor’s team

• Consultations with Norfolk City Attorney’s Office and Va. Attorney General

• Application drafting process begins for 10 schools

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• Theme analysis continues • Staff training begins • Communications plans developed

for Phases 1 and 2

Phase 1 September 2013 – January 2014 • Staff training continues • Consultation with legal continues

re: lottery process/management committee • Community collaboration continues

– Parent forums/engagement opportunities – Community engagement opportunities – Calendar committee established – pre-Labor

Day start for summer of 2014 • NPS 2014-2015 budget development

factors in Transformation Initiative Phase 2 implementation needs and grant funding opportunities 29

Phase 1 September 2013 – January 2014 • Results of demographic study reviewed in regard

to school choice enrollment recommendations • Enrollment/lottery process finalized for 2014-2015

school year • Management committee role/responsibilities

finalized • 2014-2015 school calendar finalized • Applications submitted to NPS School Board for

approval

• Applications submitted to VDOE for review • Lottery process opens

re: enrollment for the 2014-2015 school year

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Phase 2 February 2014 – September 2014 • Training continues • Communications plan continues • Consultations with legal, VSBA, VDOE, Governor’s

Office and the Attorney General continue • Community collaboration continues

– Parent engagement opportunities – Community engagement opportunities

• Enrollment (lottery) window closes, families notified • Staff voluntary transfer window opens/closes

• Management committees selected • Advisory Council member nominations

accepted • Grant applications submitted • IB initial candidacy applications submitted 31


What is a “public conversion charter” school? • Transformational leadership model • Innovative curricular program • Enrollment lottery process for students • Flexible calendar • Flexible master schedule • Increased accountability for staff and community • Full participation in all local, state and federal

assessments • Management committee • Increased “voice” of community with Advisory

Council • Fully accountable to the Local Educational Agency

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Flexible School Calendars • There will be opportunities for modified school calendars

that will provide students/staff with multiple “intercessions,” or targeted tutorial options

• Modified calendars will be created in collaboration with parents and community members

• Anticipated pre-Labor Day start for summer of 2014

Flexible Master Schedule

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• Building administrators will have the flexibility to “rearrange” the instructional day to ensure that safety nets are meeting the identified needs of students as determined by ongoing analysis of instructional data


Enrollment process for students • Student enrollment will be determined by a lottery

process. All NPS students will have the opportunity to apply for admission to one of these 10 schools.

• Enrollment numbers will be determined by building and program capacity.

• The details/logistics of the application process have not been finalized yet, but will continue into Phase 2.

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Increased accountability for staff and community • Staff, students and parents will sign Compacts or

Agreements of Academic Behavior • Staff will agree to participate in professional learning,

support the innovative curricular program and embrace the flexible calendar

• Students will agree to rigorous expectations, work habits and all NPS and VDOE-administered assessments

• Parents will agree to volunteer and participate in the school community

Full participation in all local, state and federal assessments

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Increased “voice” of community with Advisory Council

• Each of the 10 transformed schools will

consistently seek input from an Advisory Council comprised of parents, teachers, students, business partners, and community members.

• The Advisory Council will meet at least SIX times per school year

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Management Committee Each school will also host a management committee. The details, roles and responsibilities of this group are still under consideration, but we envision a four-member committee to include: the principal, the Advisory Council chairperson, the teacher of the year, and a business partner. We are in consultation with NPS legal to ensure that we incorporate all components “to the letter of Virginia law”

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Fully accountable to the Local Educational Agency

• Each of the 10 transformed schools shall remain an active member of the Local Educational Agency (LEA)

• Financial and Human Resources shall continue to be governed, determined and monitored by NPS

• Local School Budgets shall remain consistent with current NPS budget guidelines

• The local school budgets shall remain constant with the process as published in the approved NPS Budget

• Teacher and Staff allotments shall remain consistent with current NPS process

• Facilities shall continue to be monitored and maintained by NPS

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Fully accountable to the Local Educational Agency

• Professional Learning and School Improvement Plans shall continue to be governed and monitored by NPS and published in IndiStar

• Adherence to all local, state and federal guidelines

shall remain constant and monitored by NPS – Teacher – student ratios – Special Education caseloads – ESL (English as a Second Language) caseloads – McKinney-Vento – Title I – for applicable schools – Gifted

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Innovative curricular programs include:

• International Baccalaureate – Primary {PYP} and Middle {MYP} years

• AVID – Middle and high school • STEM/NASA – Elementary school • Montessori Concept – Elementary schools • Young Scholars – Middle school

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IB Primary and Middle Years The IB continuum of international education for 3 to 19-year-olds is unique because of its academic and personal rigor. It challenges students to excel in their studies and in their personal growth. It aims to inspire a quest for learning throughout life that is marked by enthusiasm and empathy. The IB aspires to help schools develop well-rounded students with character who respond to challenges with optimism and an open mind, are confident in their own identities, make ethical decisions, join with others in celebrating our common humanity and are prepared to apply what they learn in real-world, complex and unpredictable situations.

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Elementary Schools – Lindenwood Richard Bowling Middle School – Lafayette-Winona


AVID, Advancement Via Individual Determination, is an "untracking" program designed to help students with high academic potential prepare for entrance to colleges and universities. AVID features a rigorous academic elective course with a sequential curriculum for grades 7 through 12 that focuses on writing, inquiry, and collaboration as methodologies to accelerate student progress. The AVID model is based on research suggesting that all students can learn challenging material if the right types of support are provided; and, more specifically, that students do better when they are given accelerated learning opportunities. The model also derives from research on alternatives to tracking, and theories and research pertaining to how to foster the positive relationships and supportive conditions that are so important during students' secondary school years.

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Middle School – Lake Taylor High School – Booker T. Washington


Montessori Environment • Working and learning matched to the social development of the

child – a learning center or learning station approach • Focus on kinesthetic and tactile learning experiences • Integrated subjects and learning based on developmental

psychology • Uninterrupted work cycles • Multi-age classrooms, if appropriate • Students active, talking, with periods of spontaneous quiet,

freedom to move • School meets needs of students • Special help comes to students • Process-focused assessment, skills checklists,

mastery benchmarks Elementary Schools – P.B. Young, Sr. Tidewater Park James Monroe 43


STEM/NASA

NASA Explorer Schools invest in science, technology, engineering and mathematics, or STEM educators to inspire and engage future scientists, engineers and technicians that NASA needs to continue our journey.

Elementary School - Jacox

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Young Scholars • Demonstrate responsibility for self-learning • Develop positive self-esteem • Increase knowledge in a variety of areas • Develop decision-making, problem-solving, critical- and

creative-thinking skills • Develop skills to interact effectively with peers, siblings,

parents and other adults • Develop passion area(s) of learning • Ultimately become responsible, creative, independent,

life-long learners by way of enrichment, seminars, individual development, orientation and

in-depth study

Middle School - Ruffner Academy

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Collective Impact with United Way/United for Children • Cross-Sector Engagement & Accountability – Representation from

key sectors such as education, non-profit, philanthropic, business, civic and community leaders needed to develop and implement their cradle-to-career vision to which the partnership and community hold themselves accountable for achieving.

• Cradle-to-Career Vision & Scope – A vision for improving education outcomes for students beginning at birth, continuing into and through secondary and into and through postsecondary schooling until they secure a meaningful career.

• Strategic Communications – The messaging and branding of the cradle-to-career partnership to ensure a consistent understanding of the vision throughout the community. This includes using multiple methods to communicate the message appropriately to different audiences. Elementary Schools – P.B. Young, Sr. Tidewater Park Middle School – Ruffner Academy High School – B.T. Washington 46

How Does the Transformation Initiative Fit With Ongoing Initiatives?

• NPS five-year Strategic Plan – replicating process in EVERY building

• NPS Cycle for Results – increasing academic for EVERY child

• Adding a reading specialist to EVERY elementary and middle school

• Adding a math specialist to EVERY elementary and middle school

• Redesigned elementary Gifted Model – adding one endorsed gifted teacher to serve as teacher of record (reading or math) for every 75 students

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How Does the Transformation Initiative Fit With Ongoing Initiatives?

• Enhanced Middle School Rigor – ALL middle school core content teachers implement the Pre-AP model. College Board conducted this training for NPS Middle School teachers in June

• Improved support structure for advanced high school students – AP teachers partnering with high school GRTs to ensure wrap-around identification and support. AP teachers trained in Gifted Best Practice this summer

• PBIS district-wide implementation – EVERY school participated in a two-day kick-off training in June. Training will continue all summer • Demographic study – determining and

analyzing building and program capacity of each site in regard to a school choice model

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2013-2014 Training Focus

• Differentiated instruction • Formative assessment • Increasing academic rigor • Academic optimism

The belief that ALL children can learn

Transformation themes

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What we are hearing…. • 2-3 families per day call the Superintendent’s

Office asking for information about how to attend one of the Transformation schools next school year

• Families also have called The Virginian-Pilot asking for application/enrollment information

• Parents and staff members have been supportive and excited about our bold and courageous advocacy for students

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Transforming Schools for Improved Student Achievement

Update for the School Board July 10, 2013

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transforming schools for improved student achievementfile/… · and published in indistar •...

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