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J. M. LANGSTON FOCUS SCHOOL
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  1. J. M. LANGSTON FOCUS SCHOOL JANUARY 12, 2012

  2. 1. Data/School Climate • My Voice Staff Survey Results: % in agreement

  3. 1. School Climate (continued)% in agreement

  4. 2. Strengths of Turnaround Project • Building a turnaround zone (team) to include central office, school and community. • Internal Lead Partner • Lead Turnaround Partner • Strategic Implementation Team (school level) • Student Assistance Coordinator • Parent and Community Involvement

  5. 2. Strengths of Turnaround Project • Renewed focus on using data to drive decisions. • Initial Pearson Diagnostic Study and Theory of Action Planning • MyVoice Surveys (faculty, students, parents) • Classroom observations • Student performance data • State approved Alternate Accreditation Plan • Development of Three Year Improvement Plan • School wide discipline plan • Token Economy • Student engagement and instructional practices

  6. 2. Strengths of Turnaround Project • Embedded professional development coach • Frequent classroom observations and feedback • Mini workshops during planning periods • Learning targets • Standards based instruction • Student engagement • Pearson’s Learning Teams • Formative Assessment

  7. 3. Areas of Opportunity • School climate • Staff morale • Student involvement • School-wide discipline • Parental and community involvement • Providing targeted instruction to all students through the development of a standards-based instructional model

  8. 4. How have SIG Funds been used (both at the school and the division level)? • School Level • Implementation of the Pearson Education STEP Model including a designated Academic Coach and account manager; • Assessment of school culture and development of a Theory of Action derived from surveys , including teachers, parents and students; • Implementation of a school level improvement structure; • Implementation of Istation Reading Program and Datacation reporting mechanism; • Recruit, hire and retain highly qualified staff members in core areas and utilize bonuses; • Increased staff based on need (counselors, math teacher, and instructional coach); • Provide embedded professional development opportunities for all and targeted groups of staff members (most recently Professional Learning Teams Model); and • Supported school’s Token Economy System, field trips, parental and community involvement activities, and Formative Assessment workshop

  9. 4. How have SIG Funds been used (both at the school and the division level)? • Division level • Assigned Internal Lead Partner (ILP) to manage the process and to create a division level Turn Around zone; • ILP manages the Memorandum of Understanding ; • Replication of best practices to other schools within the division; and • Funded on-going attendance at SIG meetings with Dr. Rhim, Corbett Education Consulting, and Pearson Education professional development;

  10. 5. Progress of Implementing Federal Requirements

  11. 5. Progress of Implementing Federal Requirements Continued

  12. 6. Implementation Barriers • Engaging all relevant participants in the Turn Around Process; • Size of the faculty (small); • Time – teachers involved in other Danville Public School Programs and Initiatives; • Transient nature of student population; • Need for organizational and instructional rituals and routines; • Balancing management and instructional time.

  13. 7. Goals for the 2nd Semester of 2011-2012 • Continue work on instructional improvement through implementation of Learning Teams. • Continue focus on parent and community involvement. • Develop plans to target student involvement in school planning and climate. • Focus on ideas to improve student attendance and discipline. • Assessment For Learning as critical key to standards-based instruction. • Develop service learning/community based learning opportunities.

  14. 8. How is the division planning for the phase out of the Lead Turnaround Partner, increased state supports, and the additional funding? • The number one initiative of the Lead Turnaround Partnership with Pearson Education was to build “Capacity”…capacity in the school’s administration, capacity in the school’s Leadership Structure (School Improvement Team), capacity in the teacher’s instructional effectiveness, and capacity in the Division’s Academic Support Structure. • Development of a new Memorandum of Understanding in year four using local, state, and federal funding outside the previously allocated SIG grant; • Funding, local, state, and federal, to continue Istation, Algebra Readiness Initiative, and Datacation; • Embedded professional development sustainability using Title II funding; • Incentives for recruitment and retention of staff members; and • Federal, state and local funding to increase learning time for all students.