Liuone+March+28

** District Dashboard: A tool to improve achievement and organizational performance  ** Three questions that we ask ourselves that drive our decisions and processes:  1. Are we performing?  2. How do we know that we are performing?  3. What specific areas are we performing in and why? Barriers/challenges:  · One of the concerns for the district was creating standardization and consistency in teaching practices throughout the district. Cross-sectional group of Learning teams were developed.  · Communication and collaboration  · Understanding the data provided and what does it mean  · Engagement of all stakeholders Components put into to place to minimize barriers/challenges:  · Over-arching strategic plan in place to guide the district  · District wide strategic goals are established for each school within the district. How does your district plan for and monitor implementation of various initiatives? (Break out into small group discussion amongst the attendees.)  · Dashboards, committee meeting minutes, and various communication strategies were being deployed.  · Project plan and timelines to track and monitor progress are in place by one of the attendees.  · District wide indicators and measurements Learning teams (LT):  · Collaborative teams whose members work interdependently to achieve common goals  · Grade level and subject area teams identify strategies that have the greatest impact on student learning and achievement.  · Grade level and subject area teams will then collaborate.  · Stipend for LT participants What is working? How do you know? <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l3 level1 lfo5; text-indent: -0.25in;"> · District-wide indicators and measurements (Dashboard) <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l3 level2 lfo5; text-indent: -0.25in;"> o Percentage of students meeting exceeding state standards on ISAT assessment <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l3 level2 lfo5; text-indent: -0.25in;"> o Percentage of staff retention (excluding retirements) <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l3 level2 lfo5; text-indent: -0.25in;"> o Fund balance to prior year’s expenditures (excluding early taxes) Reviewed their dashboard and discussed areas of success and improvement and how they go about addressing those that need improvement. Wondered, how they could use the concept of “bright spots” that we learned from Chip Health. ** Contact information and Resources  ** [|www.district41.org] [|www.leadandlearn.com] John Van Pelt 847-245-8001 jvanpelt@distrct41.org Alex Barbour 847-245-8002 abarbour@district41.org Session # 3155 ** Communication stakeholders:  ** <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l3 level1 lfo5; text-indent: -0.25in;"> · Presentations <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l3 level1 lfo5; text-indent: -0.25in;"> · Hardcopies and electronic reporting <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l3 level1 lfo5; text-indent: -0.25in;"> · Newsletters <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l3 level1 lfo5; text-indent: -0.25in;"> · Community engagement ** Benefits of using dashboard  ** Quick snap shot of district health Geared to community Captures a few key indicators Transparaency in accountability ** Steps in the dashboard process  ** <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l11 level1 lfo6; text-indent: -0.25in;"> · Identify strategic or long range goals <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l11 level1 lfo6; text-indent: -0.25in;"> · Select indicators to measure progress <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l11 level1 lfo6; text-indent: -0.25in;"> · Design dashboard architecture <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l11 level1 lfo6; text-indent: -0.25in;"> · Determine reporting frequency and audience <span style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l11 level1 lfo6; text-indent: -0.25in;"> · Report and reflect on results ** 3219T Challenges and Successful Interventions in Closing the Achievement Gap. **  Introductions: <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l1 level1 lfo7; text-indent: -0.25in;"> · Luana Zellner, PAL Facilitator <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l1 level1 lfo7; text-indent: -0.25in;"> · Gloria Herring, Vision 2020 Program Coordinator <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l1 level1 lfo7; text-indent: -0.25in;"> · Chrissie Allan, Connections <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l1 level1 lfo7; text-indent: -0.25in;"> · Taylor Coker, TAP (Texas) Challenges we face <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l9 level1 lfo9; text-indent: -0.25in;"> · Equity in education <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l9 level1 lfo9; text-indent: -0.25in;"> · Implementation of interventions <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l9 level1 lfo9; text-indent: -0.25in;"> · Reward for teacher engagement in formative assessment What makes an intervention successful? <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l10 level1 lfo8; text-indent: -0.25in;"> · Student engagement in learning <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l10 level1 lfo8; text-indent: -0.25in;"> · Teacher competence and confidence <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l10 level1 lfo8; text-indent: -0.25in;"> · Ongoing review, reflection, and assessment f interventions <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l10 level1 lfo8; text-indent: -0.25in;"> · School district leaders engaged in evidence informed instructional leadership practices. What achievement gaps are challenging our schools? We will look at challenges and successful approaches We will look at why their interventions are successful 3 challenges addressed <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l12 level1 lfo10; text-indent: -0.25in;"> · Communication <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l12 level1 lfo10; text-indent: -0.25in;"> · Student performance <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l12 level1 lfo10; text-indent: -0.25in;"> · Staff rewards What significant differences exist in teacher performance evaluations? <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l7 level1 lfo11; text-indent: -0.25in;"> · Career advancement, professional growth, instructionally focused accountability and competitive compensation to participating teachers. <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l7 level1 lfo11; text-indent: -0.25in;"> · Change current pay system by providing additional compensation to teachers based on <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l7 level2 lfo11; text-indent: -0.25in;"> o 50% teacher evaluation <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l7 level2 lfo11; text-indent: -0.25in;"> o 30% individual classroom achievement <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l7 level2 lfo11; text-indent: -0.25in;"> o 20% school wide <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l7 level1 lfo11; text-indent: -0.25in;"> · School progressed from Unacceptable ratings to acceptable to borderline exemplary (growth) over the last 3 years. <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l7 level1 lfo11; text-indent: -0.25in;"> · Teacher growth evolves to student growth, similar to Ka Piina. <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l7 level1 lfo11; text-indent: -0.25in;"> · 3 master teachers who are not in the classroom but are assigned to PD and 8 mentor teachers who provide coaching and mentoring. 65 teachers on staff + 3 master teacher and 1 substitute teacher. <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l7 level1 lfo11; text-indent: -0.25in;"> · Faculty meets 2-3 times a week as PLC <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l7 level1 lfo11; text-indent: -0.25in;"> · 2 periods off a day for planning. 45 minutes devoted for PLC and 45 minutes for cluster meetings. Atlanta High School – Chrissie Alan and Gloria Herring <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l6 level1 lfo12; text-indent: -0.25in;"> · Realize children were not engaged and needed to change from being teachers to being facilitators. Students have surprised them in performing above their expectations. <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l6 level1 lfo12; text-indent: -0.25in;"> · 1,600 students in district <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l6 level1 lfo12; text-indent: -0.25in;"> · 2008 (54% percentile) 2009 (54%) in science and math they increased to (58%). Huge jumps for their children population. <span style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l6 level1 lfo12; text-indent: -0.25in;"> · Laptop 1:1 program was issued for students from grade 7-12. Three years since implementation. Atlanta ISD: Http: [|www.atlisd.net/] [] Response To Intervention (RTI) A model that promotes early intervention for kids with special needs. Final Thoughts: <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l8 level1 lfo13; text-indent: -0.25in;"> 1. Student engagement <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l8 level1 lfo13; text-indent: -0.25in;"> 2. Ongoing assessment of innovations <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l8 level1 lfo13; text-indent: -0.25in;"> 3. Ongoing support & professional development for teachers
 * March 28, 2011 **