Data Point From Needs Assessment School Needs Assessment Strategy to Address the Need Person(s) Responsible Estimated Date of Completion Documentation that can Used as Evidence of Successful Completion Pre-Implementation Strategies May through June 30, 2011 Staff profile Oxon Hill may have staff that have not accepted the renewed focus on a restart strategy. However, the district has minimal capacity to commit to wholesale changes. The district will support priority staffing. Pre-implementation Strategy 1: observation and review of the current staff and recommended staff changes. Mosaica Turnaround Partner (MTP) May 30, 2011 Staff review narrative Parent Engagement There is evidence that efforts have been made to engage parents through the PTA and through the website. The district will make Parent Engagement a professional development theme for the 2011-12 SY. Pre-implementation Strategy 2: Four community meetings held between April 2011 and August 2011 to garner community input into the Restart Model. MTP August 20, 2011 Minutes of meetings Needs Assessment: Student Achievement: Staff survey Instructional Practice While OHMS professes a vision (CASA: clear expectations, academic rigor, socializing intelligence and accountable talk), it is clear from the staff surveys that the vision is not pervasive. Pre-Implementation Strategy 3: orientation for all staff on vision, culture and climate. 10 days of in-service. MTP August 20, 2011 Minutes of meetings Instructional practice, staff profile The overall inexperience of the teaching staff would suggest minimal exposure to sophisticated instructional delivery models. In addition, student group performance lags behind the total population. The school will receive priority staffing as a Restart School. Pre-implementation strategy 4: fill new positions of behaviorist, two content specialists, a community engagement specialist, a principal coach, and a data coach. MTP June 30, 2011 Full staffing report Guidance in development of the individual Professional Develop professional development plans with teachers and administrators Pre-implementation strategy 5: Develop personal PD plans for staff. MTP August 30, 2011 Copies of individual plans
planning cycle. MOSAICA and instructional coaches will attend collaborative planning meetings to monitor the progress of data utilization using CFIP and provide feedback as needed. Assessment, Instructional Practice There is no evidence that the discussions result in a change in teaching practice. The school is eligible for participation in the district initiative around DataWise through the RTTT funds. Strategy 5: Create an accountability system that links professional development, collaborative planning, structured walk-throughs and teacher evaluation. (Year 2 funds have been allocated for substitutes to support extended collaborative planning during the school day.) A three-member team participated in DataWise II at Harvard University, May 2013. A four-member team participated in Instructional Rounds (Harvard University). Year 3 funds will continue (but are decreased) for substitutes to support extended collaborative planning during the school day. Principal, Content Specialists January 2012 Notes on Instructional practice, staff profile The overall inexperience of the teaching staff would suggest minimal exposure to sophisticated instructional delivery models. In addition, student group performance lags behind the total population. The school will receive Strategy 6: Provide professional development on differentiated instructions, specifically for special education and ELL populations. The plan should address both grouping strategies and pedagogical strategies. Principal, team leaders September 2012 Agendas, minutes of professional development.
professional development in the area of math both during collaborative planning and after-school workshops. Needs Assessment: 6 assessments, instructional program Multiple interventions are cited in the Needs Assessment. However, there does not seem to be a continuum of services to support students or a deliberate process for placement. The district has developed an intervention tracking system that will support this initiative. Strategy 8: Create a coherent model to deliver interventions. The plan should include assessment, placement, RTI and linkages back to classroom instruction. This will include interventions and computer technology. MOSAICA will collaborate with coaches to identify research-based RTI programs and develop an implementation plan for tier III students. An Extended Learning Opportunities (ELO) program will continue after school (October 2013 – May 2014). Funds have been allocated for teacher salaries, activity bus transportation and classroom teacher supplies. Year 3 funds will be used to purchase a school-wide site license for BrainPop (web-based program). BrainPOP® creates animated, curricular content that engages students, supports educators, and Principal August 2012 Intervention plan. Minutes from SIT meetings.
(LEA) to continue to support and deliver curriculum-writing framework to the restart schools. MOSAICA will support teachers with the implementation of the specialized curriculum from Authentic Education. Instructional Practice Oxon Hill appears to have a sufficient use of technology, but it is unclear how technology interfaces with the instructional program. As a Restart, the district will support wireless generation. Strategy 11: Integrate technology in the instructional plan. Technology is evident, but it must be linked to student engagement and rigor. (“Leftover” year 1 money will be used to purchase technology needs – Fall 2012.) A portion of year 3 funds will be utilized to continue to enhance technology needs at the school, i.e. mobile labs, upgrade existing computer labs, printers. Nooks (30) will be purchased to support SPED and ESOL instruction. Principal August 2012 Technology plan Staff profile Oxon Hill may have staff that has not accepted the renewed focus on a restart strategy. However, the district has minimal capacity to commit to wholesale changes. The district will support priority staffing. Strategy 12: Deliberate staffing: The school will proceed slowly in the displacement of staff. The staff will be assessed as to their commitment to change. Through the use of the evaluation process and some limited involuntary transfers some staff changes will occur. Principal August 2011 Fully staffed. Staff profile The principal has been at the school less than two years. There is evidence of teacher leadership in language arts. Strategy 13: Develop a plan to promote leadership capacity with administrators and key teachers. Teachers should MTP August 2011 Evidence of professional development and
to the Common Core that will support this effort. AVID teacher in the budget for year 2– AVID continues to be supported by PGCPS.) Year 3 funds are being allocated for student activity transportation for students to participate in quarterly STEM activities/competitions, etc. (local and non-local) Short Term Data Collection Diagnostic Performance Disaggregate by ELL and special ed. Incorporate diagnostics with planning. Administer diagnostic reading and math assessments by September 21, 2011 Principal Sept 21, 2011 Edusoft report First Quarter Benchmark Assessments in Reading Disaggregate by ELL and special ed. Incorporate diagnostics with planning. Administer first quarter FAS tests in reading in October, 2011 Principal November 5, 2011 Edusoft report, Data Warehouse Report First Quarter Benchmark Assessments in Math Disaggregate by ELL and special ed. Incorporate diagnostics with planning. Administer first quarter FAS tests in math in October 2011 Principal November 5, 2011 Edusoft report, Data Warehouse Report Monthly Suspension reports Establish clear expectations. Pull Discipline Report and review by School climate Committee Principal First week of the month APEX suspension report in SchoolMax Monthly Vacancy Report Address high turnover in staff List teacher vacancies and HR efforts to address these vacancies. Principal First week of the month List vacancies Monthly attendance reports Establish clear expectations. Pull Attendance Report and review by School Climate Committee Principal First week of the month APEX attendance report Monthly discipline Establish clear expectations. Pull Discipline Report and review by Principal First week APEX referral report in
Referral report School Climate Committee of the month SchoolMax Second Quarter Benchmark Assessments in Reading Disaggregate by ELL and special ed. Incorporate diagnostics with planning. Administer second quarter FAS tests in reading in January 2012 Principal January 31, 2012 Edusoft report, Data Warehouse Report Second Quarter Benchmark Assessments in Math Disaggregate by ELL and special ed. Incorporate diagnostics with planning. Administer second quarter FAS tests in math in January 2012 Principal January 31, 2012 Edusoft report, Data Warehouse Report Teacher Evaluation list Establish clear links between data and practice List teacher observations and evaluations monthly. Principal First week of the month List of observations, observers and evaluations. Collaborative Planning Establish clear links between data and practice. Include targeted walkthroughs as a follow-up to Collaborative Planning sessions. Binder of minutes of meetings. notes. Leadership team First week of the month Compilation of minutes of collaborative planning events. Professional Development on school climate and culture Articulate vision internally and externally Trainings and notes on walkthroughs Principal First week of the month Agendas of trainings, walkthrough notes, communications to staff Professional Development on Teaching and Learning Establish clear links between data and practice. Include differentiation, particularly with special education and ELL. Trainings and notes on walkthroughs Principal First week of the month Agendas of trainings, walkthrough notes, communications to staff Parent Engagement Significantly increase parent communication and engagement. Meetings and communications Principal First week of the month Agendas of meetings, and communications to the communities and external stakeholders
Extended Learning Opportunities Target ELL and Special Education student groups. Details of implementation of ELO Principal First week of the month Student participation and achievement data. Describe the LEA’s Restart Process Indicate which steps have been completed to date and which will be completed prior to 6/30/2011, including those related to recruiting, screening, and selecting an external provider to ensure quality. Stakeholder Involvement: Describe how relevant stakeholders, including administrators, teachers, and their respective unions (as appropriate), parents, students, and/or members of the community were consulted during the needs assessment and intervention selection and design process. Attach documentation of meetings or (planned meetings) and correspondence to the overall application. Modification of Practices or Policies to enable the school to implement this model fully: Describe how the LEA has modified practices and policies to enable the school to implement this model fully. Alignment of Other Resources with the 1003(g) SIG: Describe how the LEA will align other resources, (e.g. Title I, Part A, Title I 1003(a), Title II, etc. with the 1003(g) SIG. Restart Model Addendum: Pre-Implementation Activities Pre-Implementation Activities: The district developed an RFP to attract an Educational Management Company to align the strategies to the needs assessment. The initial needs assessment was completed by the district. An EMO was selected on April 11, 2011 to provide the structure and implementation of the grant. The EMO will conduct site visits to the schools and help refine the needs assessment, looking for alignment between the new vision and staff attitudes and practices. Activity Categories with Sample Activities: Family and Community Engagement: The district conducted a survey of parents to determine their interests and desires in the reform effort (survey data included in the needs assessment). Once an EMO is selected, the EMO will hold 4 community meetings to review school performance, discuss the school intervention model to be implemented, and develop school improvement plans in line with the intervention model selected; The district will contract with an EMO to provide the structure and implementation of the grant. Funding will include the cost of the EMO, additional in-house positions to support the reform and two instructional content specialists at the district level to provide support to the schools with district initiatives. Total cost of the pre-implementation plan will be $189,825 listed under district expenses. This figure covers both schools. Breakdown: Assessment of existing teaching staff and input into staff selection: $94,500
Robinson, Lewis <robinsol@pgcea.org> Fri, Feb 25, 2011 at 3:03 PM To: Duane Arbogast <duane.arbogast@pgcps.org> Allan Arbogast <allan.arbogast@pgcps.org> SIG Grant 3 messages
It is noted that there is a high priority to heighten all staff awareness of the link between teacher expectation/practices and student actions. Therefore, character education will be included during the extended first mod/homeroom to allow all students the opportunity to benefit from the strategies and techniques of the program. 4. Rigorous Curriculum Alignment of curriculum implementation with state standards across grade levels Core English/Reading program Core Mathematic and algebra programs Curriculum Intervention Programs Enrichment Programs Core Academic Programs: PGCPS developed Curriculum Framework Progress Guides (CFPG) for reading and math that provide a guiding structure for instruction and is fully aligned with the Maryland State Curriculum for reading/English language arts and math. The CFPG document contains information for schools implementing the America’s Choice design as well as the systemic design using McDougal Littell and Glencoe resource materials. Thomas Johnson is in its fourth year of using the America’s Choice Design Model; however, the implementation level varies due to transient teacher population. The CFPG has been aligned to the MSDE State Standards and the State Curriculum. They are embedded in a series of genre study units. Sample lessons written by PGCPS teachers are included in the CFPG as a resource for teachers when planning. Resources in the CFPG include reading selections of various reading levels that address state curriculum indicators and objectives for all students including special education students, hearing impaired,
Discussion techniques to ensure individual accountability for students. Laboratory techniques Content knowledge for science teachers Technology training Social Studies Disciplinary Literacy and Writing Analyzing primary documents Using visual graphic aids to understand informational text Math Content and instructional strategies, including manipulatives Problem solving techniques Technology training Language Arts Questioning strategies and increasing rigor in lessons Comprehension Toolkit strategies and strategy instruction Technology training BCR scoring and calibration/range finding Collaborative Planning Protocol Differentiation Even though a wide variety of professional development have been provided by departments, due to time constraints and limited classroom coverage there is little opportunity for follow-up by Department Chairs in the form of Focus Walks, peer coaching, one-on-one feedback, classroom visits, etc. In the future Poly Cam technology can be used for classroom visits and to reinforce the training. CONCLUSION Though professional developments, aligned to the Maryland Professional Development Standards, have occurred there has been minimal impact on teacher capacity and student achievement due to the lack of follow through with Focus Walks, feedback, etc. There have been very few opportunities for department members to work together on implementation and follow through on the training provided. Due to the increased ELL population there is a need for an instructional coach as well as professional development support for student needs and teacher growth. 10. Organizational structure and resources Collaborative planning time Class scheduling (block, departmentalizing, etc.) Class configuration Collaborative Planning Time Collaborative departmental planning time is 72 min. every other day (B-Day). During this time we share students’ work, analyze data, plan lessons, develop Common Assessments, and develop a monthly unit calendar. At this time the special education and ESOL teachers do not have an opportunity to participate in
Staff profile Thomas Johnson may have staff that have not accepted the renewed focus on a restart strategy. However, the district has minimal capacity to commit to wholesale changes. The district will support priority staffing. Pre-Implementation Strategy 3: orientation for all staff on vision, culture and climate. 10 days of in-service. MTP August 20, 2011 Minutes of meetings Needs Assessment: Student Achievement: Staff survey, staff profile Most respondents to the survey indicate that Thomas Johnson is a safe school. However, much of the staff has less than 5 years experience. Pre-implementation strategy 4: fill new positions of behaviorist, two content specialists, a community engagement specialist, a principal coach, and a data coach. MTP June 30, 2011 Full staffing report Guidance in development of the individual Professional Development Plans Develop professional development plans with teachers and administrators Pre-implementation strategy 5: Develop personal PD plans for staff. MTP August 30, 2011 Copies of individual plans Analysis of student test results Mosaica will do a comprehensive review of the school test data. Review of the data MTP June 30, 2011 Report on the analysis. Implementation Year I Needs Assessment: Student Achievement: Staff survey Instructional Practice Large staff turnover and five principals in 8 years. America’s Choice strategies are implemented episodically. Strategy 1: is to create and implement a vision of academic rigor and an intellectual climate. The expectation is that the vision will be pervasive throughout the school. Principal August 2011 Agendas, Minutes Needs Assessment: Most respondents to the survey indicate that Thomas Johnson is a safe school. However, Strategy 2: Adopt a system of classroom protocols and routines to Principal January 2012 Agendas, minutes, evidence of
the RTTT funds. evaluation using Professional Development Goals. (Year 2 funds have been allocated for substitutes to support extended collaborative planning during the school day.) A four-member team participated in Instructional Rounds, May 2013; a three-member team participated in DataWise, June 2013 (both at Harvard University). Year 3 funds will continue (but are decreased) for substitutes to support extended collaborative planning during the school day. School Profile, Instructional practice, staff profile The overall inexperience of the teaching staff would suggest minimal exposure to sophisticated instructional delivery models. However, even though student group performance lags behind the total population, reading performance has increased steadily. The ELL and special education populations have grown dramatically in the past year. FARMS continue to be an under-performing student group. There is some evidence to suggest Universal Designs for Learning are incorporated. The school will receive priority staffing as a Restart School. Strategy 6: Provide professional development on differentiated instructions, specifically for special education, FARMS and ELL populations. The plan should include grouping strategies as well as pedagogical knowledge. The Maryland Center for Inclusive Education (MCIE) will be contracted to continue to provide technical assistance and professional development in the area of The ESOL chairperson will provide Principal, team leaders September 2012 Agendas, minutes of professional development.
alignment with the school’s needs– Fall 2012.) A portion of year 3 funds will be utilized to continue to enhance technology needs at the school, i.e. additional mobile labs, upgrade existing desktop computer labs to support software licenses, iPads for teachers; one iPad Lab for classroom use (shared among content areas). Staff profile Thomas Johnson may have staff that have not accepted the renewed focus on a restart strategy. However, the district has minimal capacity to commit to wholesale changes. The district will support priority staffing. Strategy 12: Deliberate staffing: The school will proceed slowly in the displacement of staff. The staff will be assessed as to their commitment to change. Through the use of the evaluation process and some limited involuntary transfers some staff changes will occur. Principal August 2011 Fully staffed. Staff profile The principal has been at the school less than two years. There is evidence of teacher leadership in language arts. The district, using RTTT funding, is supporting leadership development. Strategy 13: Develop a plan to promote leadership capacity with administrators and key teachers. Teachers should be able to attain significant leadership roles within the school. (Year 2 funds are being allocated for a leadership retreat for the principal, assistant principal, academic deans, and coaches. In addition, funds will be available for teacher and administrator participation in local, state, and national conferences – MTP August 2011 Evidence of professional development and coaching minutes.
Parent Engagement Specialist to develop a Parent Engagement Plan for 2013-2014 to include parent workshops offering support to families from external agencies, i.e., Dept. of Health, Juvenile Services, etc. School Profile Needs Assessment indicates that there is inconsistent time allotments for content areas. Strategy 15: Create a schedule that maximizes learning time. The schedule should reflect the move towards rigor, engagement and student exploration. Principal August 2012 Master Schedule Plan School Profile The school expanded to include a sixth grade, representing 11 feeder elementary schools. A coherent vision must be shared with the communities of the 11 schools. Strategy 16: Develop a communication plan for the community in regards to accepting incoming sixth grade students. Principal and Climate Committee January 2012 Evidence of the plan to interact with feeder schools. The needs assessment indicates that there is little coordination of family support systems in the community. The district will continue to align Student Service supports to the school, including the deployment of a social worker to address family issues. Strategy 17: Work with external partners to coordinate services for families. This would involve the Departments of Health, Juvenile Services, Mental Health and community agencies. Principal, Community Engagement Specialist August 2012 Agendas and minutes of professional development. Referrals to local agencies. Needs Assessment: 6 assessments, instructional program Multiple interventions are cited in the Needs Assessment (Study Island, individual tutoring). However, there does not seem to be a continuum of services to support students or a deliberate process for placement. The district has developed an intervention tracking system that will support this initiative. Strategy 18: Implement Mercury for struggling and advanced learners. – Activity was removed from the budget for year 2. Content Specialists November 2011 Data charts from Compass Learning Instructional Most of the instructional practices reflect Strategy 19: Begin the implementation Content January line