Transcript CHANDLER ELEMENTARY SCHOOL

CHANDLER ELEMENTARY SCHOOL
Title I Restructuring Plan
for
2010-2011
March 2 and 4, 2010
Our Purpose
 Communicate the vision and plan for
restructuring Chandler Elementary School
 Share information related to how the plan may
affect all elementary licensed teachers in GCS
 Present the process for making personnel
decisions
The Process
1. Approximately 50 stakeholders researched the
viability of all options available to Chandler.
2. Stakeholders included parents, teachers,
administrators, business partners and
community leaders.
3. The consensus was to pursue the
replacement/transfer of teachers.
4. Smaller work group drafted the details of plan.
The Plan Components
The following elements aligned with those which were found to be common
among schools in Indiana, recently approved for restructuring.
Staff Transfer/Replacement
Leadership
Incentive Pay
Although the option of replacing staff does not require all of the following
components to be addressed, there is nothing in the research to suggest that
simply replacing/reassigning staff will achieve the desired results of improved
student achievement.
The Plan Components (continued)
Curriculum & Instruction
 Instructional Time
Assessment
Environment and Climate
Professional Development
Parent/Community Involvement
Plan Evaluation
Staff Replacement/Transfer
Our Goal: to create a “well-balanced” instructional team,
committed to the overall vision (plan) for Chandler. Factors to
consider:
• experience
• instructional strengths and expertise
• strong commitment to professional growth
• three year commitment to the school
Staff Replacement/Transfer
 Up to 30% of certified staff; up to 12 teachers
 Changes need to be “substantive”
 Rationale will need to be provided to IDOE with roster
for 2010-2011
The Process:
1. Voluntary Transfers
2. Involuntary Transfers
3. External Recruitment if needed
Staff Replacement/ Transfer
Timeline:
February
Request approval from Board & IDOE
March 2 & 4 Teacher information sessions [communicate the
plan and explain the process to all elementary licensed
staff]
March 15
May 1
June 1
Teacher Interest Forms due to Personnel office
Voluntary and Involuntary Transfers
Internal Teacher selection process complete
2010-2011 Chandler Roster to IDOE
Leadership
Due to the fact that the principal was named in February 2009, she is exempt
from replacement.
• Ms. Lisa Lederach, Principal – responsible for
implementation and coordination of all improvement
efforts
• Ms. Mary Kay Longacre, Title I Coordinator – support to
Chandler staff and administration
• Ms. Tamra Kay Ummel, Executive Director – district
support
Incentive Pay
All incentives will be funded through the IDOE and/or grants:
Professional Development:
• Teachers who commit to the vision and plan for Chandler
will commit to extensive (up to 60 hrs.) staff development
in the summer 2010 (up to 30 hours) and throughout the
school year (up to30 hours).
Incentive Pay
Performance: Performance pay will be based on teams of teachers meeting
performance targets as established in the plan.
• Based on teams of teachers meeting performance targets as
measured by student achievement.
• Improvement in student performance on ISTEP (grades 4 & 5)
• Improvement in % of students who pass ISTEP (grade 3)
• Students making adequate progress on mClass (grades k – 2)
• Narrow the achievement gap for English language learners and
students with disabilities (all grades using ISTEP or mClass)
Curriculum & Instruction –
Our Three Commitments
Grounded in research and professional work of Dr. Marzano:
• Commitment to Learning Goals – a tight and viable core
curriculum
• Commitment to Effective Instructional Practices – using
“high probability strategies” and evaluation techniques
• Commitment to Building Background Knowledge – through
the use of the six step process for teaching vocabulary
For Chandler Elementary, the district’s commitment to these reform efforts will be
accelerated and intensified.
Instructional Time
Increased instructional time is a variable that positively impacts student
learning:
Additional thirty (30) minutes of instruction within the
teachers’ school day. This will be accomplished through
master scheduling.
 Extended learning time beyond the school day, four
days/week for interventionists to work with targeted
students. This will be accomplished through flexible
scheduling of personnel.
Assessment
Continue to use a variety of data tools to inform instruction:
 Formal and informal assessment
 Staff and students will use formative feedback scales
(rubrics) to monitor progress on learning goals
 Data conversations and collaboration will occur at least
every three weeks
 Stakeholder meetings will continue
Environment & Climate
Three of the five successful school restructuring stories cited a positive school
climate as a critical element for successful restructuring -
Climate survey will be conducted biannually; results to
help inform future changes
• Positive school-wide behavioral expectations (i.e.,
Marvin Marshall)
• Standardized dress to be phased in over the next 3 years
• Multi-year classroom placements (looping) with students
in two or three year cycles.
•
Professional Development
One of the components of the successfully restructured schools is quality
professional development for all staff –
• Accelerate the professional development around the three
commitments to school reform
• Immediate and on-going
• Summer activities
• Additional training opportunities may extend beyond the work day
• Training reinforced through intermittent training and in regularly
scheduled reflection time
Professional Development - Topics
• Building Background Knowledge (Academic Vocabulary)
• Learning Goals and Scoring Scales (embedded in core curricular
materials with tight vertical alignment)
• Using Formative Assessments
• Systematic and comprehensive use of “High Probability Instructional
Strategies”
• School Climate Initiatives: positive behavior and standardized dress
• Team Building and Problem Solving
• Using Data to Drive Instruction
Parent / Community Involvement
The plan includes the provision for a Parent Advisory Group to work closely
with staff and administration to communicate regarding the restructuring
plan. The goal is to build and maintain strong relationships through:
• Home visits
• A stronger parent compact, focused on how the school can support
positive parent involvement
• Long-term parent/teacher relationships through looping
• Continuation of volunteer coordinator
• Maintenance of existing parent and community activities
Evaluation
The evaluation of the restructuring plan will be both focused on the process
and the end result(s).
• Variety of methods will be utilized
• Artifacts and evidence of plan implementation as well as results
will be documented
• Resources needed to conduct the evaluation have been identified
• Title I Coordinator and the Executive Director for Elementary
Education will support the Principal and staff in these activities
So Where are we Now?
The Board approved the plan on 2/22/10
It is anticipated that we will receive IDOE approval
this week.
We are now in the process of communicating the
plan with all stakeholders.
The next step: The Transfer Process
The Transfer Process
The Chandler Restructuring Plan is part of each and every school in Goshen
Community Schools – we are all in this together.
1. Teacher Interest Form
2. Voluntary Transfers
3. Involuntary Transfers
4. External Recruitment Efforts, if needed
The Teacher Interest Form
All elementary licensed teachers will be surveyed to gather information related
to interests, preferences, strengths and experiences. Deadline is March 15th:
• Grade level interests
• Content level strengths
• Past and current professional development
activities
• Collaboration efforts
• Use of student data
TEACHER INFORMATION FORM
Due by: March 15, 2010
Directions: Please complete the following form and return it to Dr. Marceil Royer at the Administration
Building.
Name: _____________________________________________ Current School:___________________
Current Grade Level/or assignment: _____________________ Years of teaching experience: _______
1.
I would be interested in transferring to:
Check all that apply and number to the right in order of preference with 1 being most desired.
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Chamberlain
Chandler
Model
Parkside
Prairie View
Waterford
West Goshen
th
GMS 6 Grade
I am not interested in transferring _____
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Briefly describe why you are interested in transferring:
2.
I would be interested in teaching the following grades or subjects (in rank order):
1.
2.
3.
3.
_____________________________________________________
_____________________________________________________
_____________________________________________________
Briefly describe your instructional strengths:
4.
Briefly describe how you have been able to work collaboratively in a Professional Learning
Community:
5.
Briefly describe how you gather student data and how you use that data to change your instruction:
6.
Please feel free to share any additional information that you would like administration to know as
we consider your interests.
Voluntary Transfers
 Extended Timeline; Deadline will be March 15
 Including Transfers into and out of Chandler
 May not be known vacancies during the initial
phase of this process
 Vacancies will be posted electronically, within the
district
 Voluntary transfers require an interview process.
Involuntary Transfers
 Only after voluntary transfers have been
exhausted
AND
 Will involve dialogue between GCS
Administration and GEA; however, administration
reserves the right to assign teachers to positions
Some Key Points:
 Interviews will be conducted by an
administrative team
 Transferring teachers will retain building level
seniority
 Consideration will be given to experience and
instructional strength in an effort to create a
“well balanced” staff
Committed to the comprehensive plan for Chandler
Dr. Stahly: “GCS must modify what we are doing so
that all children improve their level of achievement…
this is about not only improving opportunities for
children to achieve better; we must offer
recommendations such that the children actually do
achieve better.”