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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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In this session, you will learn:
Who receives a three-day visit?
What occurs before, during and after the visit?
Language Arts Literacy Specialist
Special Education Specialist
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
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
NCLB Unified Plan
Data Analysis Summaries
10 PDPs (PIPs) and evaluations
Parent Involvement Policy
Various Meeting Agendas & Minutes
Code of Conduct Policy
Teacher’s Opening Day Packet
School Culture Survey Online
URL provided by team leader
Once the plan is adopted and approved:
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.
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?
Content specific and administrative walkthroughs
A random selection of classrooms will be visited
Focus of walkthrough determined by subteam
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.
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.”
Classroom Assessment & Evaluation
School Climate & Culture
Student, Family & Community Support
Professional Learning, Growth & Development
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
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?
Domain A: School Academic Performance
Domain B: School Learning Environment & Culture
Domain C: Leadership and Governance
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.
Click Teaching & Learning Tool
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.
“If the school does this well, will it significantly advance student achievement?”
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
Members of the school team present the major findings, recommendations and actions to the school faculty
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
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