Faculty and Staff Fall 2006

1
Faculty and Staff Fall 2006

• Agenda
• Thank You
• Raising Achievement and Closing Gaps
• Changing Requirements from State Board
• Teacher Working Conditions - Planning Time
• Facilities Update
• Technology Update
• Budget

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What is the Expectation for Raising Achievement
and Closing Gaps?

• Meet expected growth
• Above 80 proficiency at K-8 level EOGs and K-2
  assessment
• Above 70 proficiency at 9-12 level EOCs
• Meet AYP requirements for NCLB subgroups
• No significant gaps between NCLB sub-groups
• No significant gaps between district performance
  and school level performance on strategic
  indicators

3
The ISS Model to Raise Achievement and Close
Gaps

Predictive Assessments
Lead Teacher Support

• What do students need to learn?
• How will they learn it?
• How will we know if theyve learned it?
• What will we do if they dont learn it?
• What will we do if they already know it?

Instructional Guides

Professional Learning Communities
Continuous Improvement through the use of PDSA,
Systems Check III, SACS, and Quality tools
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Is West High Meeting Requirements

• Math composite 78.6
• District math composite 84.0
• Reading Composite 43.2
• District Reading Composite 55.3
• Overall EOC performance - 72.8
• District EOC performance 77.8
• Growth ratio met high growth
• AYP No AA reading and a number of Safe Harbor
  and Confidence Interval
• Graduation Rate 63
• District Graduation Rate 63

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NC Teacher Working Conditions Survey

• Administered 2002, 2004, 2006
• 2006 Administration
• Over 75,000 teachers responded
• 66 of teaching force responded
• 85 of schools had 40 or higher response rate

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NC TWC Survey Findings

• Working conditions have improved
• Working conditions impact turnover
• Teachers asked for more planning time (individual
  and collaborative)
• Teachers and principals see working conditions
  differently
• Teachers are positive about facilities and
  resources
• Teachers dont feel involved in decision making
• Teachers dont think school has an effective
  decision making process (SIT??)

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NC TWC Survey Results

• Time is the most important working condition for
  improving student learning
• Teachers need time to
• Collaborate with peers
• Discuss and observe best practices
• Participate in professional development that
  prepares then to address changing curriculum and
  meeting needs of diverse student population
• Engage in professional development that is
  on-going and on-the-job with coaching
• Time is the most problematic working condition

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NC TWC Survey Results

• Time is the most problematic working condition
• 51 receive less than 3 hours per week planning
• 77 receive less than 5 hours per week planning
• 94 elementary teachers receive less than 1 hour
  per day (62 m.s. and 57 h.s.)
• 63 elementary teachers receive less than 3 hours
  per week (39 m.s. and 38 h.s.)

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NC TWC Survey Results

• Planning time is more likely to be individual
  than collaborative
• Teachers need collaborative time to
• Discuss instructional strategies
• Discuss school, grade level, classroom, and
  individual student performance
• Discuss planning across grade levels
• Discuss planning across content areas
• Observe best practice
• Engage in professional development

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NC TWC Survey Results

• Collaborative planning time is crucial
• 45 high school teachers report no collaborative
  planning time
• 88 high school teachers report less than 3 hours
  per week collaborative planning time
• 25 elementary and middle teachers have no
  collaborative planning time
• 92 elementary and middle teachers receive less
  than 3 hours per week collaborative planning time

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Related Time Issues

• Loss of 37.5 hours in professional development
  and collaborative planning time due to calendar
  legislation
• Professional Development according to federal and
  state requirements should be
• Specific
• Related to school/grade/classroom data
• Driven by best practices
• Continuous
• On the job coaching

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ISS Professional Development Conclusion

• Professional development is delivered in
  collaborative and individual planning through
  processes developed in ISS Model for Raising
  Achievement and Closing Gaps
• Professional development is delivered by Lead
  Teacher and others in a structured collaborative
  planning setting Professional Learning
  Communities
• Professional development for ILTs is delivered
  through mentors and on-line support through
  Teachscape modules (also High Yield Instructional
  Strategy pilots)
• Professional development must be aligned with
  School Improvement Plan action steps

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ISS Professional Development Conclusions

• PD should be focused on 5 key learning centered
  questions
• PD delivered in PLCs
• PD delivered after-school, work days,
  conferences, partnerships, on-line, etc.
• PD should be systemic and systematic
• PD addresses
• Curriculum
• Instruction
• Differentiation
• Assessment from district to student level
• Continuous Improvement
• Data driven decision making
• Other school improvement plan defined

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What we know about Teaching

• The job is no longer that of individual
  contractor
• The job is about learning not just teaching
• The job is about 100 students successful not
  65 (current graduation rate)
• The job is about using data, research, and best
  practice to help all students be successful
• The job is about collaboration with other
  teachers and team members
• The job is about working on school, grade level,
  and classroom goals

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We Must

• The public thinks we are failing we have to
  ensure all of our students are successful by
  raising achievement and closing performance gaps
• The public thinks our graduates cannot compete
  we have to ensure all students graduate and make
  certain graduates have the skills to compete in a
  global environment

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Planning Time To Dos

• House Bill 1151 planning time and duty free
  lunch
• Alignment with Teacher Working Conditions Survey
• Planning time is individual and structured
  collaborative to address raising achievement and
  closing gaps
• School Improvement Team has to address in 2007-08
  plan
• 5 hours of structured collaborative and
  individual planning time per week is the goal
• Structure 50 individual and 50 collaborative
• Duty Free Lunch
• No additional resources required?????

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Facilities

• Phase I
• On time
• On budget
• Meeting plan
• Phase II
• October, 2006 architects approved
• 2007 staffs involved in planning
• 2008 start work
• 2009-10 - work completed

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Phase II Celeste Henkel

• Total budget - 9.5 million
• Replace 13 classrooms
• Add 12 classroom
• Add 2 resource rooms
• Admin Area
• Media Center
• Asbestos removal
• Furniture and equipment
• Design Team and process
• Timeline for design and construction

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Technology

• Best infrastructure in state and among best in
  nation
• Computer proficiency performance is not meeting
  expectations
• Computers are out-of-date
• Multiple computer platforms create support
  nightmare
• Four year rotation is needed
• Solution computer lease

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Budget

• We rank 105 out of 115 counties for per pupil
  expenditures
• Wealthy county
• No special funding (low wealth and small county)
• Teacher supplement is 1 priority has improved
  to top 20 needs to move to top 10
• Teachers need to be involved in school level
  budget issues (Teacher Working Conditions Survey)
• School level expenditures need to be aligned with
  School Improvement Plan

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Feedback

• Plus/Delta
• Issue Bin
• Lead Teacher collate and send