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2009-2010 Three-day Collaborative Benchmark Assessment Visit In this session, you will learn: Who receives a three-day visit? What occurs before, during and after the visit? Workshop Handouts 3-day Handbook Teaching and Learning Tool 3-day Protocols Agenda Reflection Form PowerPoint

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2009 2010 three day collaborative benchmark assessment visit

2009-2010Three-day Collaborative Benchmark Assessment Visit

In this session, you will learn:

Who receives a three-day visit?

What occurs before, during and after the visit?

workshop handouts
Workshop Handouts
  • 3-day Handbook
  • Teaching and Learning Tool
  • 3-day Protocols
  • Agenda
  • Reflection Form
  • PowerPoint
benchmark visits meetings
Benchmark Visits & Meetings
  • One 3-Day Benchmark Visit
  • Two 1-Day Benchmark Meetings
purpose of benchmark visit
Purpose of Benchmark Visit
  • Conduct a FOCUSED visit customized and tailored to the school needs—determined by the data
  • Review the implementation of the NCLB unified plan, CAPA recommendations and restructuring plan in action—keeping to the fidelity of implementation
  • Jointly (with the school and district) perform--data analysis, root cause analysis, problem solving, decision making and planning
  • Focus on governance
Team Leader


Language Arts Literacy Specialist

Mathematics Specialist

Special Education Specialist

ELL Specialist

External Team



internal team
District Liaison


LAL Coach, Lead Teacher or Department Chair

Math Coach, Lead Teacher or Department Chair

Inclusion Coach, Lead Teacher or Department Chair

ELL Lead Teacher or Department Chair

Internal Team






prior to the visit
Prior to the visit

Explain the process to the school faculty

Select school team members

Establish a benchmark visit planning committee

Involve the NCLB committee

Involve building union representation



document review
Document Review
  • Internal and external team members should become familiar with the following documents prior to the visit:
    • Initial CAPA report
    • State assessment data by grade and cluster
    • Restructuring plan
    • NCLB unified plan
    • Other assessment data
    • School Improvement Status Summary
    • Adequate Yearly Progress Status
    • Reports from previous benchmark (follow-up) MEETINGS

For staff--some individual or small group (no more than 6-8)

For the NCLB planning team--whole group

For parents--scheduled in groups – no fewer than 10

For students—representation of all grade levels & abilities—formally and informally



focus groups interviews

Child Study Team


Guidance Staff

I&RS Committee

NCLB Committee, site-based management team or SLC


Students (randomly selected)

Focus groups & interviews
team needs
Team Needs
  • Room for debriefing and document review
  • Room for interviews & focus groups
  • Computers, LCD projector, photocopying
  • Emergency numbers
team folder
Team Folder
  • School vision & mission
  • Master schedule—individual staff schedules
  • Staff roster
  • Bell schedule
  • Floor plan
  • NCLB committee names
  • Background information form
school portfolio examples
School Portfolio Examples

NCLB Unified Plan

Restructuring Plan

Data Analysis Summaries

Suspension Reports

Report Cards

10 PDPs (PIPs) and evaluations

School Surveys

Parent Involvement Policy

Various Meeting Agendas & Minutes

Parent Information

Meeting Agendas

Curriculum Documents

HQT Documents

Code of Conduct Policy

Teacher’s Opening Day Packet



district document examples
District Document Examples
  • Curriculum
  • DINI Plan (if applicable)
  • Technology Plan
  • Parent Involvement Policy
  • NCLB & SES Communications & Reports
  • Comprehensive Equity Plan
classroom portfolio examples
Classroom Portfolio Examples

Lesson Plans

Student Work

Student Portfolios

Student Projects

Student Journals

Student Assessments

Grade Books




School Culture Survey Online

URL provided by team leader



team leader planning day
Team Leader Planning Day
  • Team leaders are allocated one day to assist the school in preparation for the visit
  • Principal and planning committee should determine how best to use this planning day
  • Examples of assistance: development of schedule, selection of staff for focus groups, presentation to staff, explanation of administrative walkthrough or data analysis
focus 1
Focus #1
  • Implementation of restructuring plan and governance changes
restructuring quiz
Restructuring Quiz
  • Define restructuring
  • What are acceptable governance changes?
  • What are the NJ restructuring options?
  • What entity leads the process, selects the restructuring option and develops the plan?
  • What stakeholders must be involved in the development and oversight of the plan?
  • Definition: A major reorganization of a school, making fundamental reforms, such as significant changes in the school’s staffing and governance.
  • A Two-Year Process
    • Year 1 – prepare restructuring plan; planning year
    • Year 2 - implementation of the restructuring plan
restructuring options
Restructuring Options
  • Option 1: Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring as set forth in the No Child Left Behind Act.
  • Option 2: Re-open the school as a public charter school as defined by and consistent with state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).
  • Option 3: Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A).
notification requirements for parents teachers
Notification Requirements for Parents & Teachers
  • Promptly inform parents and teachers of the school’s status
  • Offer parents and teachers an opportunity to comment on the school’s status
  • Invite parents and teachers to collaborate on the development of the school’s restructuring plan
district responsibilities for notification to school community
District Responsibilities for Notification to School Community

Once the plan is adopted and approved:

  • Take action to address academic achievement issues
  • District and state must help the school address its academic problems
  • Continue to involve stakeholders in plan oversight
restructuring plans
Restructuring Plans

The Restructuring Plan should reorganize the school to make differences in the quality of teaching and learning in the schools (Redding, 2007).

The reorganization should involve specific changes in how the school functions in key areas of practice.



plan components
Plan Components
  • Form A – Proposed Restructuring Option
  • Form B – Governance Staff – Table B
  • Form C – Impact of Restructuring – LAL & Math
  • Form D – Programmatic, Structural, Instructional Impact
  • Form F – Option 3 Information
  • Form G – Specific Strategies to Implement Plan
  • Form H – Professional Development to Implement Plan—Staff
  • Form H – Professional Development to Implement Plan--Leadership
key questions about the restructuring plan
Key Questions About the Restructuring Plan

Is the Restructuring Plan focused on key areas of need identified from the most recent CAPA visit?

Are the improvement strategies aligned with the Restructuring Option?

Is the Restructuring Plan being implemented as intended?

What are the standards or expectations for success?



focus 2
Focus #2
  • Implementation of CAPA Recommendations

Content specific and administrative walkthroughs

A random selection of classrooms will be visited

Focus of walkthrough determined by subteam



walkthrough process
Walkthrough Process
  • Walkthroughs provide a school wide snapshot, over time, of classroom environments, learning experiences and student perspectives
  • Walkthroughs are not part of the evaluation process
  • Walkthroughs are a catalyst for reflective school wide discussion
rationale for walkthrough
Rationale for Walkthrough
  • Promote a collaborative atmosphere for the visit
  • Help gauge the overall school environment
  • Help provide a shared language for teaching and learning
content protocols
Content Protocols
  • Language Arts Literacy
  • Mathematics
  • Special Education (infused in LAL and Mathematics)
  • English Language Learners
capa teaching learning tool

CAPA Teaching & Learning Tool

Used to help determine specifically where you are regarding goals and benchmarks for higher student achievement

Also used to help determine what action steps the school and/or district need to take to meet benchmarks at the desired levels of success


Structure of Teaching and Learning Tool

A single tool for identifying best practices, collecting and analyzing documentation, interview results, begin formulating recommendations, recording strengths and challenges and providing a rating.






standards indicators
Standards & Indicators

Within each of the 7 Standards, there are 23 specific subsections labeled “indicators.”

16 indicators are assessed during the Collaborative Benchmark Visit

The team will write a “Finding” and assign a “Performance Level” rating for each indicator.

Within each of the indicators is an essential question

Within each of the indicators there are “sub-indicators.”



capa standards
CAPA Standards


Classroom Assessment & Evaluation


School Climate & Culture

Student, Family & Community Support

Professional Learning, Growth & Development




performance levels
Performance Levels

Holistically, the subgroups will reach consensus and assign a performance level, or level of proficiency,to each indicator.

Level 4 is Exemplary level of development

Level 3 is Fully functioning and operational

level of implementation

Level 2 is Limited development and partial


Level 1 is Little development and


Level 0 is No development and




essential questions
Essential Questions

Do all teachers use the curriculum in planning instruction?

How do students know what is expected and are they able to articulate expectations share their work and reflect on others’ work?

To what extent are all students engaged in learning?

teaching learning tool three domains
Teaching & Learning Tool—Three Domains

Domain A: School Academic Performance

Domain B: School Learning Environment & Culture

Domain C: Leadership and Governance

using the tool
Using the Tool

Standard 1 – Curriculum: The district’s rigorous, intentional and aligned curriculum is fully implemented in the school programs.(Objective)

Indicator 1.4 - The school ensures that all students have access to the district’s common academic core. (Strategy)


The implemented curriculum in self-contained special education and ELL classes accommodates the learning needs of all students while maintaining expectations for high academic performance.

Course offerings (including gifted and talented, AP and specialized courses) provide opportunities for all students to access NJ CCCS.

capa teaching learning tool59
CAPA Teaching & Learning Tool

Available at:


Click Teaching & Learning Tool

benchmark summary report
Benchmark Summary Report

FINDINGS: Compilations of data about the school substantiated by TRIANGULATION (at least three sources of data such as an observation, an interview, or written documentation).

RECOMMENDATIONS: Research-based strategies and best practices suggested by the team for each domain. Subteams determine one or two high priority recommendations.

ACTION STEP RECOMMENDATIONS: The team prioritizes and recommends action steps as appropriate.



benchmark summary report61
Benchmark Summary Report
  • The report from the benchmark visit will include:
    • Abbreviated findings with performance level ratings for the 16 selected indicators
    • Status of restructuring plan, NCLB unified plan and CAPA recommendations implementation
    • Final review of restructuring plan appropriateness
    • List of additional school needs not initially addressed—may be due to restructuring
    • Specific and targeted recommendations for the district and state—related to assisting the school increase academic achievement for specific groups missing AYP
    • May include revised and targeted recommendations and action plans for the school if the original recommendations are no longer applicable
  • Based on triangulated data
  • Focused on key areas – academic performance, learning climate, leadership
  • Question for prioritizing:

“If the school does this well, will it significantly advance student achievement?”

action planning recommendations
Action Planning Recommendations
  • Action Steps
    • what needs to be done to implement the high-priority recommendations if they are not already occurring – action steps
    • for each action step
      • what strategy will be used
      • expected results
      • measures
      • time lines
      • people responsible and accountable
summary report action plan
Summary Report/Action Plan

Addresses essential questions from indicators

Assigns performance level rating

Notes strengths, areas of concern and recommendations

Determines most critical recommendations

Incorporated into the school’s NCLB unified plan



faculty presentation
Faculty Presentation

Members of the school team present the major findings, recommendations and actions to the school faculty



benchmark meeting process
Benchmark Meeting Process
  • One-day
  • Purpose:

To review the progress the school is making regarding student learning, instruction, climate and leadership by observing and discussing implementation of strategies from the NCLB Unified Plan & Restructuring Plan



benchmark meeting agenda
Benchmark Meeting Agenda

Two MEETINGS--Before and/or After the Benchmark Visit…

Administrative & Focused Walkthrough (principal, district liaison and team leader)

Debrief results of walkthroughs

Meeting with school leadership/NCLB committee/union representative

Systematic data analysis of benchmark assessment with leadership group

Review of implementation of CAPA recommendations, restructuring plan & NCLB unified plan

What has been implemented? What has changed? What must still be addressed?

Attendees: District liaison, principal, school CAPA team members, NCLB committee



capa website
CAPA Website