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Cheryl Livneh Jim Carlile. Center for Student Success. Reasons Graduate School of Education and CE/ED Began the Center for Student Success.

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reasons graduate school of education and ce ed began the center for student success
Reasons Graduate School of Education and CE/ED Began the Center for Student Success
  • Develop a program that will assist PreK-12 school districts and individual schools in supporting efforts to address student success for ALL children and bridging the achievement gap.
  • Focus directly on helping assure that every child succeeds in meeting rigorous standards for academic learning.
  • Assist schools and educators to define the needs for their schools, develop plans for improving student learning, and monitor progress toward their improvement goals.
  • Feedback from this work will also inform our other programs on how to better prepare educators.
  • Provide opportunities for faculty and graduate student research to be linked with practitioners.
  • Provide support services for school districts including curriculum renewal, leadership development, and mentoring.
purpose of the center
Purpose of the Center
  • Provide sustained assistance and support that helps build schools’ capacity around issues related to Annual Yearly Progress (AYP)
  • Continuously review the research and practices that will promote student achievement and support school improvement
  • Provide program evaluation services that will support student achievement and school improvement
  • Collaborate in obtaining grants focused on raising student achievement and supporting school improvement
  • Provide one place that school district personnel can contact for assistance with NCLB and other services
underlying assumptions
Underlying Assumptions
  • Center will work from a strengths-based model building on the assets of schools.
  • Center work will be grounded in solid research and the wisdom of practice.
  • Center work will be based on the Mission and Guiding Principles of the Graduate School of Education.
  • The Center is committed to long term results and sustained school change.
  • People from outside of the district can be helpful in assessing needs, developing/selecting interventions, providing professional development, and monitoring school improvement.
  • A productive consultative relationship lasts over time.
administration of the center
Administration of the Center
  • The Dean of the GSE and the Director of CE/ED will serve as the executive committee for the Center.
  • The Dean of the GSE and the Director of CE/ED will appoint the director.
  • The Center will develop an advisory council consisting of members from ODE, a variety of school districts (e.g., large, small, urban, suburban, and rural), educational service district representatives, a faculty member from each department within the Graduate School of Education, a representative from the GSE Consortium and the Teacher Education Committee.
  • Membership will be for a three-year term.
contract activity
Contract Activity:
  • Development of book in support of teaching Oregon’s Reading Standards
    • Collaboration with Education Service District and CE/ED Press
  • Math book to support Oregon’s math standards (in progress) with supporting professional development
    • Developing a professional development process for mathematics
contract activity1
Contract Activity:
  • High School Principal development program for current high school vice-principals
    • Difficulty in finding high school principal candidates
  • Developed and taught course for aspiring administrators in area school district
    • School Districts desire to “grow their own”
  • Workshops on Scientific Literacy and Site Council development, Curriculum Integration, Differentiated Instruction, and Praxis test preparation.
    • One shot activities
contract activity2
Contract Activity:
  • Third Party Evaluator
    • Beaverton SD, Small Learning Communities Grant
  • Curriculum Renewal
  • Appreciative Inquiry Workshop
    • One-Day: November 7th
    • Four-Day: November 28th-December 1
  • Building the Collaborative Workplace
    • Session I: November 15th
    • Session II: November 16th
what have we learned
What Have We Learned?
  • Marketing strategies
    • Individual contacts have been most valuable
      • Visits with area superintendents prior to opening of school
    • Keeping track of events in schools and districts that merit follow-up
      • Alternative newspaper article, re: Portland’s financial situation
    • Attendance at conferences, workshops, conventions, that allow for individual contact with possible clients
      • Appreciative Inquiry/Constructive Dialogue in Central Oregon
      • Oregon’s School Board’s Convention, Oregon School Administrators
      • Achievement Gap and Small Schools Conference
    • Careful attention to current research, NCLB regulations, and instructional strategies, OSBA clipping service
      • AASA executive, Paul Houston presentation, references to Class Action by Richard Rothstein
    • Less academic faculty and more field-based instruction
    • Consumer Orientation
program development
Program Development
  • Need for pre-planned packages or program i.e. professional development for reading and math teachers, curriculum renewal process, Third Party Evaluations, and grant writing
  • Develop a cadre of consultants for quick response i.e. grant writers, program evaluators, literacy specialists, ELL specialists, curriculum integration, etc.
    • Drug/alcohol grant two weeks timeline/grant writer
    • Program evaluation for charter schools for Portland Schools/two weeks
  • Unusual Requests: Praxis Test Preparation