4.28.14

1. 4.28.14 • Assistant Superintendent for Academic Services and Instructional Support

2. My Experiences • Special Education Teacher • Elementary Teacher • K-12 RtI District Leadership • Elementary Assistant Principal • Elementary Principal • Executive Director of Curriculum and Instruction

3. My Approach to Educational Leadership • Inclusive • Alignment of services to individual student needs • Spending time on the work that matters

4. What I am Most Proud Of • School-Based Health Center • Comprehensive Models of School Improvement • Culturally Responsive Teaching and Learning Practices • Relationship-Driven Leadership • Outcomes for Students

5. First 30 Days • Listening • Understand the current model and process for school improvement • Develop understanding of how core instruction is defined • Ensure plan for providing teachers with resources for teaching standards

6. In order to meet benchmarks Develop these instructional tiers These students Slide by G. Batsche

7. Tier I, Core Instruction

8. Focus and Priority Areas • Design culturally responsive teaching and leadership practices • Provide PreK-12 differentiated professional development for foundational reading skills and language objectives • Establish continuum of assessments and resources for core, supplemental, and intensive programming

9. Focus and Priority Areas Justification • 45.4% of White Students passed both Reading and Math, while only 13.3% of Black students, and 13.5% of Hispanic Students passed both tests • 50.1% of Non-Economically Disadvantaged Students passed both Reading and Math, while 15% of Economically Disadvantaged students passed both tests

10. Focus and Priority Areas Justification • Below state average in 3rd, 4th, and 5th grade reading • Significantly below state average in 5th grade math and science • Below state average in SAT scores • Below state average in proficiency of EC and LEP students • 5 schools not meeting expected growth standards

11. Differentiated Core Intensive Support Supplemental Support Clear Plan for Supporting Students

12. Curriculum and Assessment Plan • Develop resources for teachers to efficiently teach standards, including language goals and connections to service learning • Ensure clearly articulated plan for district pacing • Establish understanding of core, supplemental, and intensive instructional practices

13. Curriculum and Assessment Plan • Develop continuum of assessments designed to measure effectiveness of instruction • Provide differentiated professional development for teachers, curriculum leaders, and school leaders • Conduct gap analysis to inform spending plan for resources such as informational texts • Align spending plan with weighted specifications from DPI

18. School Improvement Planning • Data Protocol (Differentiated by Level) • Revisited for district monitoring following benchmark/formative assessment windows • Minimum three times annually

19. School Improvement Planning • 3 Areas of Focus • Measurable Goals with Outlined Resources • Core Instruction • Supplemental Instruction • Intensive instruction • Plan for identifying effective supports for students • Parent and Community Engagement • Marketing Your School

20. Data Literacy of School Leaders • Conduct data work sessions following benchmark windows and/or formative assessment windows • Develop protocols for school leaders to take back to schools • Provide tools for diagnostic common assessments • Enable schools to understand if the help is helping quickly enough for them to do something about it

21. Balanced Assessment

22. November Alignment of DIBELS measures & Basic Early Literacy Skills December Defined Basic Early Literacy Skills & linked to CCSS RF Strand January Basic Early Literacy Skills in Model Instruction February Basic Early Literacy Skills instruction in Schools Data Literacy for Elementary School Leaders

24. MOY Data Analysis Protocol

25. Student Support Title I ESL AIG Exceptional Children Educating Collaboratively Slide adapted from Dale Cusumano, Ph.D. 24