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4-Day CAPA Orientation

4-Day CAPA Orientation

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4-Day CAPA Orientation

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  1. 4-Day CAPA Orientation Collaborative Assessment for Planning & Achievement

  2. Agreements Ask questions for your understanding and support Conduct discussions in a professional manner Agree to listen, honor and respect all perspectives Be mindful of the patterns of participation—give everyone an opportunity to speak—refrain from side conversations Use the parking lot Put cell phones on silent

  3. Workshop Handouts 4-day Handbook Teaching and Learning Tool 4-day Protocols PowerPoint Reflection Form Workshop Flyer

  4. Agenda Agenda & Background Preparing for the Visit What Occurs on a Visit CAPA Teaching and Learning Tool Classroom Walkthroughs Summary Report Follow Up Reflection

  5. In this session, you will learn: What is CAPA? Who receives a CAPA Visit? How to prepare for a CAPA Visit? What occurs before, during and after a CAPA visit? Who to contact with questions about a CAPA visit?

  6. CAPA is: A teaching and learning collaboration between the New Jersey Department of Education, districts, local educators and parents Designed to empower schools and districts to go beyond current efforts To improve student achievement.

  7. Purpose To provide feedback that will assist the school in developing and committing to the execution of an action plan to further student advancement To jointly determine the root causes hindering student advancement

  8. Who receives a visit? Schools listed as “in need of improvement” in year three and above of school improvement status

  9. Federal Requirements The federal No Child Left Behind Act (NCLB) requires all states to establish standards for accountability for all schools and districts in their states. The foundation for the accountability system is based on a state’s academic content standards and aligned assessments. The accountability system looks at the degree to which students across schools and districts are mastering the state standards.

  10. New Jersey Requirements Schools are evaluated using adequate yearly progress (AYP) indicators. Student achievement is determined by grade span and each content area. There are 40 indicators that must be met (including participation and proficiency rates) plus secondary indicators. A safe harbor calculation is applied to measure progress if AYP is missed When a school does not meet AYP, it may be designated as a school in need of improvement.

  11. AYP Performance Benchmarks

  12. School Improvement Continuum Chart

  13. School Improvement Continuum Chart

  14. NCLB Corrective Actions: In addition, the LEA must take at least one of the following corrective actions§1116(b)(7)(C); §200.42: Institute a new curriculum grounded in scientifically based research and provide appropriate professional development to support its implementation Extend the length of the school year or school day Replace the school staff who are deemed relevant to the school not making adequate progress

  15. NCLB Corrective Actions: Significantly decrease management authority at the school Restructure the internal organization of the school Appoint one or more outside experts to advise the school (1) how to revise and strengthen the improvement plan it created while in school improvement status; and (2) how to address the specific issues underlying the school’s continued inability to make AYP

  16. Student Subgroups Total White African-American Hispanic Asian/Pacific Islander Native American/Indian One or more Races (multiple category) Economically disadvantaged Students with disabilities Limited English proficient

  17. IEP Students IEP exempt from Passing Used for Graduation requirement NCLB requires that all students be tested

  18. Three Year Student Performance Math

  19. Three Year Student Performance -LAL

  20. AYP 08-09 Chart - LAL

  21. AYP 08-09 Chart - Math

  22. 95% Confidence Interval A confidence interval (CI) is a statistical method to minimize the risk of misclassifying schools. A confidence interval at 95% probability is applied to the actual proficiency results for the total population as well as each student subgroup for each content area.

  23. Digging Deeper—LAL Clusters

  24. Digging Deeper—Math Clusters

  25. Special Education-Math

  26. CAPA is: A process involving an external team of educators and parents working in collaboration with school and district personnel to pinpoint obstacles to student achievement, identify needs and develop solutions to improve school performance.

  27. Task-Oriented Team Development PROCESS FOR TEAM DEVELOPMENT OBSTACLES GOALS ROLES PROCEDURES INTERPERSONAL INTERPERSONAL 55% PROCEDURES 25% ROLES 15% GOALS 5%

  28. High Performance Teams Shared Common Vision Commitment to the Task/Vision Optimal Use of Skills No Personal Agendas Good communication and Feedback High Trust Access to Resources Like to Work with Each Other

  29. YouTube - Let's build a filter HOUSTON WE HAVE A PROBLEM ! http://www.youtube.com/watch?v=Z3csfLkMJT4

  30. Team Activity • To explore team dynamics and decision making • Identify characteristics of effective teams • To build relationships and networks • To have some fun

  31. Get ready teams… • Use only the materials given. • Additional materials are available • Do not eat the materials • Lay out paper as a working surface • Build a tower in 20 minutes using the materials provided • The team that builds the highest tower that stays upright for 10 seconds wins a prize

  32. Processing the Activity • What was the initial reaction of your team? • What roles did people play? • How did you solve the problem? • What other situations (e.g., at school, home or work) are like the tower activity? • Observer feedback/reporting out

  33. We Know That: “The top-performing school systems recognize that the only way to improve outcomes is to improve instruction: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interaction.” How the World’s Best-performing School Systems Come Out on Top, McKinsey and Company (2007)

  34. We Know That: “Teaching is the first and most important element of progress. Neither programs nor curricula nor assessments nor administrative mandates will replace the primacy of teaching effectiveness as the number one impact on student achievement.” Leading Change in Your Schools, Douglas Reeves (2009).

  35. How will we work together to improve teaching & learning? CAPA Collaborative Teams

  36. Team Leader Principal Language Arts Literacy Specialist Mathematics Specialist Special Education Specialist ELL Specialist Parent/School Climate External CAPA Team

  37. Internal CAPA 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 Parent Liaison/School Culture Specialist Union Representative

  38. Subteams

  39. What should b e done to prepare for a visit?

  40. 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

  41. Prior to the visit Explain the process to the school faculty Select school team members Establish a CAPA planning committee Involve the NCLB Planning Committee Involve building union representation

  42. Planning Committee Teaching & Learning Standards 1, 2, 3 Leadership Standard 7 School Culture Standards 4, 5, 6

  43. Document Review - Prior Internal and external team members should become familiar with the following documents prior to the visit: State assessment data by grade and cluster NCLB unified plan Other formative assessment data School Improvement Status Summary Adequate Yearly Progress Status One & Three-Year Trend Charts School climate survey

  44. What occurs during a CAPA visit?

  45. Internal/External Team Schedule Planning Day One hour visit planning for district/school and external team External/internal team reviews data, NCLB unified plan and school portfolio Begin interviews and visits 3/10/2014 47

  46. Internal/External Team Schedule Days Two and Three Interviews Classroom visits Subteam debriefing of findings Debriefing of full group Begin writing findings

  47. Internal/External Team Schedule Day Four • Team debriefing for assigned indicators • Writing and reviewing information • Subteams present findings, recommendations, proposed action plans

  48. Team Lead Follow Up Day Within one week of visit Work with internal team to refine action plans Review final summary report for accuracy Assistance with presentation to faculty