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NES 2008 MCAS Part II Presentation
- 1. N E S Extended Day | September 11, 2008 Challenge ahead...
- 2. NES T H I N K S ... yltnereffiD differently
- 3. What we know about school improvement... High performing schools have some common factors 3
- 4. 4
- 5. Characteristics of high performing schools 4
- 6. Characteristics of high performing schools The belief that all students can succeed at high levels 4
- 7. Characteristics of high performing schools The belief that all students can succeed at high levels High expectations for students and staff 4
- 8. Characteristics of high performing schools The belief that all students can succeed at high levels High expectations for students and staff Collaborative decision making 4
- 9. Characteristics of high performing schools The belief that all students can succeed at high levels High expectations for students and staff Collaborative decision making Teachers accept their role in student success or failure 4
- 10. Characteristics of high performing schools The belief that all students can succeed at high levels High expectations for students and staff Collaborative decision making Teachers accept their role in student success or failure Strategic assignment of staff 4
- 11. Characteristics of high performing schools The belief that all students can succeed at high levels High expectations for students and staff Collaborative decision making Teachers accept their role in student success or failure Strategic assignment of staff Regular teacher-parent communication 4
- 12. Characteristics of high performing schools The belief that all students can succeed at high levels High expectations for students and staff Collaborative decision making Teachers accept their role in student success or failure Strategic assignment of staff Regular teacher-parent communication Caring staff and faculty 4
- 13. Characteristics of high performing schools The belief that all students can succeed at high levels High expectations for students and staff Collaborative decision making Teachers accept their role in student success or failure Strategic assignment of staff Regular teacher-parent communication Caring staff and faculty Dedication to diversity and equity 4
- 14. Characteristics of high performing schools The belief that all students can succeed at high levels High expectations for students and staff Collaborative decision making Teachers accept their role in student success or failure Strategic assignment of staff Regular teacher-parent communication Caring staff and faculty Dedication to diversity and equity 4
- 15. 5
- 16. High performing schools also have... 5
- 17. High performing schools also have... Alignment between curriculum, standards, and assessment 5
- 18. High performing schools also have... Alignment between curriculum, standards, and assessment Districtwide focus on K–12 curriculum 5
- 19. High performing schools also have... Alignment between curriculum, standards, and assessment Districtwide focus on K–12 curriculum Systematic evaluation and monitoring of student achievement 5
- 20. High performing schools also have... Alignment between curriculum, standards, and assessment Districtwide focus on K–12 curriculum Systematic evaluation and monitoring of student achievement A focus on a core academic program for all students 5
- 21. High performing schools also have... Alignment between curriculum, standards, and assessment Districtwide focus on K–12 curriculum Systematic evaluation and monitoring of student achievement A focus on a core academic program for all students A belief that... 5
- 22. High performing schools also have... Alignment between curriculum, standards, and assessment Districtwide focus on K–12 curriculum Systematic evaluation and monitoring of student achievement A focus on a core academic program for all students A belief that... Children can’t wait for adults to solve their adult problems. 5
- 23. MCAS | Reporting Out Spring 2008 - Details for NES Staff 6
- 24. 7
- 26. Our collaboration means... No blame 7
- 27. Our collaboration means... No blame No fault finding 7
- 28. Our collaboration means... No blame No fault finding A belief that we have the capability to improve 7
- 29. Our collaboration means... No blame No fault finding A belief that we have the capability to improve We all “own” learning at NES 7
- 30. Our collaboration means... No blame No fault finding A belief that we have the capability to improve We all “own” learning at NES A willingness to deeply examine every program 7
- 32. Before we start zooming ahead...
- 33. Before we start zooming ahead... We must have clarity about what we’re doing...
- 34. Before we start zooming ahead... We must have clarity about what we’re doing... Assessment program - ACROSS THE SCHOOL
- 35. Before we start zooming ahead... We must have clarity about what we’re doing... Assessment program - ACROSS THE SCHOOL Math and literacy practices - ACROSS THE SCHOOL
- 36. Before we start zooming ahead... We must have clarity about what we’re doing... Assessment program - ACROSS THE SCHOOL Math and literacy practices - ACROSS THE SCHOOL Knowing ROOT CAUSES of problems
- 37. Before we start zooming ahead... We must have clarity about what we’re doing... Assessment program - ACROSS THE SCHOOL Math and literacy practices - ACROSS THE SCHOOL Knowing ROOT CAUSES of problems Data Team - key members
- 38. Before we start zooming ahead... We must have clarity about what we’re doing... Assessment program - ACROSS THE SCHOOL Math and literacy practices - ACROSS THE SCHOOL Knowing ROOT CAUSES of problems Data Team - key members
- 39. Before we start zooming ahead... We must have clarity about what we’re doing... Assessment program - ACROSS THE SCHOOL Math and literacy practices - ACROSS THE SCHOOL Knowing ROOT CAUSES of problems Data Team - key members
- 40. Before we start zooming ahead... We must have clarity about what we’re doing... Assessment program - ACROSS THE SCHOOL Math and literacy practices - ACROSS THE SCHOOL Knowing ROOT CAUSES of problems Data Team - key members What is causing children to not thrive?
- 41. Dates of Reporting MCAS Results NES staff - Thursday, September 11, 2008 Preliminary - School Committee Tuesday, September 16, 2008 Public release - Thursday, September 24, 2008 9
- 43. NES - ELA results
- 44. NES - ELA results
- 45. NES - ELA results 1
- 46. NES - ELA results 1
- 47. NES - ELA results 1 2
- 48. NES - ELA results 1 2
- 49. NES - ELA results 1 2
- 50. NES - ELA results 1 3 2
- 51. NES - ELA results 1 3 4 2
- 52. NES - ELA results 1 3 4 2
- 53. NES - ELA results 3 4 2
- 54. NES - ELA results 3 4 2
- 55. NES - ELA results 3 4
- 56. NES - ELA results 3 4
- 57. NES - ELA results 4
- 58. NES - ELA results 4
- 59. NES - ELA results
- 60. NES - ELA results
- 61. NES - Math Results-2008
- 63. NES - AYP - through 2007
- 64. NES - AYP - through 2007
- 65. NES - AYP - through 2007
- 66. NES - AYP - through 2008
- 67. Schools and districts that do not make AYP for two or more consecutive years must follow a required course of action to improve school performance. A school or district's quot;Accountability statusquot; defines that course of action. Accountability Status designations include Improvement, Corrective Action and Restructuring. To be assigned to the positive No Status category, schools have to make AYP in a subject for all student groups for two or more consecutive years. 14
- 69. What should WE do?
- 70. What should WE do? How should we embrace the challenge of school improvement?
- 71. What should WE do? How should we embrace the challenge of school improvement? Response to our community?
- 72. What should WE do? How should we embrace the challenge of school improvement? Response to our community? Sharing this information?
- 73. What should WE do? How should we embrace the challenge of school improvement? Response to our community? Sharing this information? Using our professional talents?
- 74. NES T H I N K S ... Differently