Transcript thoughtful,

Vision 2020 “Clear Focus on Student
Learning” Teamwork, Positive Community
Relations, and No Excuses
SUCCESS FOR ALL!
Simpson County Schools is a topranked learning community that
graduates thoughtful, productive,
and caring citizens who are
prepared to succeed in a global
and ever-changing society.
Our CORE BUSINESS
Our CORE BUSINESS is to ensure that every student,
every day of the school year is provided challenging,
interesting, and satisfying work and leading them to
success in that work with a consistent focus on
RELATIONSHIPS, RELEVANCE, RIGOR, &
RESPONSIBILITY:
 We must spend time getting to know & build rapport with
our students, because positive professional relationships
are the foundation for learning in schools RELATIONSHIPS.
 Designing work that is interesting and produces a sense of
satisfaction for our students - RELEVANCE;
 Designing work that is challenging and with which
students persist even when they experience difficulty RIGOR;
 For this to occur, all district activity must be organized
around students, their success and the work they do – OUR
RESPONSIBILITY.
Questions for our work:
► How
can we help each child reach his or her
true potential?
► How can we inspire each child and
adolescent to discover his or her inner
passion to learn?
► How can we honor the unique journey of
each individual through life?
► How can we inspire our students to develop
into mature adults?
Questions for our work:
► Do
we have a clear plan for building positive,
professional relationships with students and
their parents?
► Do we have clear procedures for making sure
we are teaching the standards?
► Do we have clear procedures for making sure
our students have learned the standards?
► Do we have clear procedures for making sure
we “fix it” when students do not learn the
standards?
► Do we have clear procedures for providing
enrichment strategies for students who are
already meeting our learning goals?
“We already know
what we need to
do. Whether or not
we do it must finally
depend on how we feel about
the fact that we haven’t so far.”
Ron Edmonds, 1982
In 1903 the U.S.
Congress passed a
special bill forbidding the
Army to spend any more
money on trying out
flying machines.
Everything that can be
invented has been
invented.
Charles H. Duell, Director of the U.S.
Patent Office 1939
Sensible and responsible
women do not want to
vote.
Grover Cleveland, 1905
A Story….
► Not
a bad idea, but to
earn a grade more
than a C+ the idea has
to be viable! (Yale
Professor)
► Fredrick
► The
idea
Smith
FedEx
Why is this work so important?
75% OF NEW JOB
GROWTH REQUIRES
SOME LEVEL OF POSTSECONDARY
TRAINING
That’s Good, Because Education Pays:
2000 U.S. Median Earnings
2000 U.S. Median Earnings
$40,000
$36,000
$28,200
$21,000
$22,700
$20,000
$15,000
$0
Less Than
High School
High School Some College
Graduate
Associate
Degree
Source: U.S. Census Bureau, 2000 Public Use Microdata Samples (based on the 2000 Decennial Census)
Baccalaureate
Degree
Study: High school dropouts face steeper
costs in U.S.
POSTED: 11:18 a.m. EDT, September 12, 2006
► Dropping
out of high school has its costs
around the globe, but nowhere steeper
than in the United States.
► Adults who don't finish high school in the
U.S. earn 65 percent of what people who
have high school degrees make, according
to a new report comparing industrialized
nations.
► An adult with a university degree in the
U.S. earns, on average, 72 percent more
than someone with a high school degree.
Growing Need for Higher Levels of
Education:
Projections of Education Shortages and Surpluses in 2012
Shortage
Surplus
Bachelor’s Degree
Associates Degree
Some College
High School
Less Than High
School
-4,000,000 -3,000,000 -2,000,000 -1,000,000
0
1,000,000 2,000,000 3,000,000 4,000,000
Source: Analysis by Anthony Carnevale, 2006 of Current Population Survey (1992-2004) and Census Population
Projection Estimates
Even if you have your
doubts about college, new
ACT study says:
Prepared for college
and prepared for
workforce training
are the SAME
THING.
District Scholastic Review Report
2007
The Kentucky Department of Education
conducted a District Scholastic Review
in March 2007. The report outlined four
recommendations/next steps:
District leadership should immediately establish a
process, including a monitoring system, to align and
continuously renew the district curriculum. Data,
including classroom assessment results, should be
used to identify gaps in the curriculum as it is
implemented.
 We have completed phase 1 of developing our updated district
curriculum. We will continue our work through on-going planned
sessions to further develop our curriculum to include resources,
sample units and assessments around each content standard.
 We will be implementing next year district-wide learning checks or
scrimmages to monitor student progress on our district curriculum.
We are planning these learning checks at a minimum standard
quarterly.
 Pre/Post testing in Reading and Math in Grades K-10 for all students.
K-3 students will take the GRADE and GMADE Tests; Grades 4-10 will
take the MAP Test. These assessments will provide diagnostic
information that will help teachers deliver targeted instruction to meet
individual learner needs.
 Our Professional Learning Community (PLC) Work will bring teachers
together in collegial work groups to analyze student work and results
on classroom assessments and use the data to inform instruction,
share and celebrate successful strategies, as well as identify students
who need remediation or enrichment in an area.
District leadership should use a variety of
methods to gauge the status of the
existing district and school cultures.
Results of the methods should be used to
determine strategies to implement that
foster a culture conducive to performance
excellence. All staff should be held
responsible for the success of all students.
 We will continue monitoring student attendance,
discipline reports, grade distributions, drop-out
rates….
 We will more closely monitor staff attendance as an
indicator as well.
 We will implement surveys of staff, students and
parents to gauge our culture and performance
perceptions among stakeholders. We will use this
information to monitor our culture and develop
strategies for improving it on behalf of our students.
District leadership should hold school
leadership accountable for staff’s
effective use of planning time using
the most current curriculum
standards to develop lesson plans
and units of study.
 We will continue our work with Thoughtful
Education, refining our efforts to design effect
lessons and units of study around the district
curriculum. We will use time during the workday for job embedded staff development to
work on this and other important initiatives
for raising student achievement.
District leadership should collaborate with
school leadership to ensure all schools
have the required school council policies
defined in KRS 160.345. District
leadership should provide support to
ensure that policies are focused on student
achievement, are fully implemented, and
fully monitored for impact on student
achievement.
 We will continue to partner with SBDM Councils as we
pursue excellence in student learning for each child
we serve through our joint meetings between the
Board of Education and SBDM Councils.
PLC Work Initiative
Building Professional Learning
Communities in and among our
schools – Educators working
together to accomplish our mission
of success for all students we serve.
PLC Work Initiative
What are we going to require from our teachers in our
PLC meetings?
► Classroom Assessments (with Scoring Guides) aligned to
the Simpson County Curriculum
► Analyze Student Work with teacher feedback – hi/med/low
work samples
► Documentation of effective planning tied to Simpson
County Curriculum Document – Unit Plans…
► Teacher Reflection
 What did I learn? How will I use these results to inform instruction
to improve student success and learning?
 What interventions are needed for individual students not meeting
our learning goals?
 What enrichment strategies are needed for students who already
are meeting our learning goals?
PLC Work Initiative
When will this work take place?
► We will use time during the school day and
at faculty meetings for this important work.
Most schools are already conducting team
meetings and grade-level meetings during
the day or right after school.
► A well planned and intentional program
must be designed at each school in order to
do this work at a minimum standard of once
per month.
Vision 2020 “Clear Focus on Student
Learning” Teamwork, Positive Community
Relations, and No Excuses


We have a plan for building positive, professional
relationships with students and their parents.
We have procedures for making sure we are
teaching the standards – The Simpson County
Curriculum.

We have procedures for making sure our students
have learned the standards – Learning Checks and
PLC Work.

We have procedures for making sure we “fix it”
when students do not learn the standards –
Multiple Interventions.
Minimum Classroom Expectations for Teachers
Simpson County Schools
►
All teachers will use effective planning strategies to ensure all
students are taught the Simpson County Schools Curriculum.
Evidence: unit/lesson plans, PLC Work sessions, classroom observations
►
All teachers will use effective classroom assessment strategies
aligned to the curriculum to include:

At least one quality open-response item and scoring guide as part of
every unit.

Quality multiple-choice items as part of every unit.

Writing assessment that is imbedded in the classroom instructional
program to include authentic writing opportunities for on-demand
and writing portfolio assessments in every class except math unless
required by the school.

Performance assessments with associated scoring guides/rubrics,
when applicable, so students can demonstrate their learning in
authentic ways.
Evidence: assessment reviews, PLC Work sessions, classroom
observations
Minimum Classroom Expectations for Teachers
Simpson County Schools
►
All teachers will use effective, varied, researchbased instructional strategies such as Thoughtful
Classroom Strategies on a regular basis that are
aligned to the curriculum and classroom assessment
strategies.
Evidence: classroom observations, unit/lesson plans
►
All teachers will regularly use higher-order/critical
thinking learning tasks based on Bloom’s taxonomy
and critical thinking concepts.
Evidence: assessment reviews, PLC Work sessions,
classroom observations, unit/lesson plans
►
All teachers will teach reading and writing across
the curriculum.
Evidence: assessment reviews, PLC Work sessions,
classroom observations, unit/lesson plans
Minimum Classroom Expectations for Teachers
Simpson County Schools
► All teachers will ensure their students
know the following everyday (Clear
Expectations):



►
What they are learning
Why it is important
How to judge their work for quality
Evidence: classroom observations/walkthroughs, unit/lesson plans
All teachers will utilize technology as part
of their instructional program to enhance
student learning.
Evidence: classroom observations, unit/lesson
plans
Minimum Classroom Expectations for Teachers
Simpson County Schools
►
All teachers will implement a plan for building
positive, professional relationships with students and
their parents, as well as a positive classroom learning
environment.
 Behavioral & Academic Expectations are very clear and shared with
students and parents.
 Get to know your students names and their interests ASAP. Show
them you genuinely care for them and their well-being.
 Parent engagement and communication on a planned/regular basis to
enhance student learning - 100% Parent communications at Open
House and Parent-Teacher Conferences – face-to-face, phone, email,
home visits…
Evidence: Parent Contact Logs, Course/Class Syllabi, survey
data, discipline data, attendance data, grade distribution
data, classroom observations…
What are we doing to IMPROVE and
provide resources for INTERVENTIONS?
 Thoughtful
Classroom Initiative
• Research-based Instructional Strategies
• Hidden Skills of Academic Literacy
• Diversity of Learning – Meeting Students’
Individual Learning Styles
 Focus
on Literacy & Reading Achievement
• Title 1 Program is focused on students exiting
primary reading on grade level or above.
• All students K-10 tested in reading at the
beginning and end of year to measure growth
and inform instruction.
What are we doing to IMPROVE and
provide resources for INTERVENTIONS?

Focus on Literacy & Reading Achievement
• Accelerated Reading Programs to supplement reading
instruction
• Rock & Rule Program at SES to Raise Reading
Achievement
• FSMS using SRA Reading Program to help students
read better and implementing Achieve 3000 this
school year
• Family Literacy Cooperative through our Adult
Education Program – working with families to help
children with reading
• Instructional Coaches, ESS Daytime Coaches and
Reading Specialists help students learn to read.
What are we doing to IMPROVE and
provide resources for INTERVENTIONS?
 Use
of ESS Funds to Provide More Help to
Students:
• Instructional Coaches to provide targeted
assistance for students who need extra help
meeting our learning goals
• Before and After School Programs for Tutoring
and Extra Assistance – Homework Help
Programs
 Support
for Math Education
• Teachers participating in professional
development initiatives in Math – Math
Alliance, Algebra 1 Initiative…
What are we doing to IMPROVE and
provide resources for INTERVENTIONS?
 Support
for Math Education
• All students K-10 tested in math at the
beginning and end of year to measure growth
and inform instruction.
• FSMS and FSHS offer remediation programs in
math
 Curriculum,
Instruction, And Assessment
Specialists in every school to support
teaching and learning
What are we doing to IMPROVE and
provide resources for INTERVENTIONS?
Special Education Programs to provide students
with disabilities with the supports they need to
meet high learning goals.
 Family Resource Center for the Elementary
Schools to support families for student learning
success and break down barriers to learning.
 Youth Service Centers at FSMS and FSHS to help
ALL students achieve success and reduce
barriers to learning.
 School Social Worker/Student Assistance
Coordinator at FSMS/FSHS to reduce barriers to
learning.

What are we doing to IMPROVE and
provide resources for INTERVENTIONS?
Intensive Mentoring Program at FSMS/FSHS to
make connections and support at-risk students.
 Wildcat Connections at FSMS – Mentoring targeted
at-risk students – making connections.
 Clubs and Organizations at schools, particularly
FSHS & FSMS – making connections with students
 Technology to enhance learning – infusion of new
computers throughout our schools, SMART
Classroom Technologies in many classrooms…

What are we doing to IMPROVE and
provide resources for INTERVENTIONS?
 Community
Partnerships:
• Franklin-Simpson Educational Excellence
Foundation
• Junior Achievement
• Character Education
• Boys & Girls Club
• After school tutoring programs through the
African-American Heritage House and
Harvestors Warehouse Pentecostal Church –
and hopefully more….
• And many others…
What are we doing to IMPROVE and
provide resources for INTERVENTIONS?
 Parent
•
•
•
•
•
•
•
•
Involvement Programs
Lil’ Cats Programs
Open Houses
PTO’s
Parent-Teacher Conference Days
Internet Access to Student Grades and other Data
Web Sites – www.simpson.k12.ky.us
Channel 9 – educational cable access channel
New Volunteer Programs through Community
Education
In almost every field
people begin to learn
something quickly and
with energy, then more
slowly and then they
stop.
The best people in any field are those
who devote the most hours to what
researchers call “deliberate practice.”
It’s activity that’s explicitly intended to
improve performance by reaching for
objectives just beyond one’s level of
competence.
Senge suggests that those
unpredictable, unplanned-for
factors that seem to get in
the way, are in fact not
merely things that get in the
way, THEY ARE NORMAL!!!!
And everyone in the system
needs to know this.
“We already know
what we need to
do. Whether or not
we do it must finally
depend on how we feel about
the fact that we haven’t so far.”
Ron Edmonds, 1982
WORKING TOGETHER,
WE Will Make It Happen!
Vision 2020 “Clear Focus on Student
Learning” Teamwork, Positive
Community Relations, and No Excuses
KIDS Matter Most!
KM²
Have a terrific school year!
OUR STUDENTS ARE WORTH OUR BEST EFFORT!