Principal's Message 5/5/08

PREPARING FOR THE QUALITY REVIEW

Hope everyone had a great weekend. The administrative team is still gathering the evidence of our progress to prepare for the Quality Review. We completed the self-evaluation and sent it to the Department of Education. Thanks to your input and feedback when you filled out the same form in January, we were able to put together the most accurate description of our school and point out all the reasons as to why we should be considered well developed as opposed to a proficient school.

We will continue this week in preparing all of you for the Quality Review process starting with the staff meeting after school tomorrow. The tentative schedule for the 12th and 13th is available here on the website. There should not be any drastic changes in the next week. Possible rearrangements would most likely pertain to the meetings with the parents, students, teachers, and administrators. Ms. Calvet, Ms. McKinley, and I will prepare any literature and data to make the two days go as smooth as possible. We want them to be regular days with the exception of the meetings being shifted from their normal schedule (i.e. Child Study, Organizational Cabinet, Instructional (Inquiry Team) Cabinet, and the Discipline Committee).

As promised last week, I am including more of the self-evaluation in this week’s Principal’s Message. I copied and pasted the answers to each section that asked, “How do you know?” As you saw in January, the self-evaluation also asks for strengths and weaknesses. Those are available for your viewing if you would like. Simply send me a request and I will get a copy in your hands. Please let me know what you think of the final product. Your feedback is greatly appreciated.

QS1: How well does the school gather data to understand student performance?

As an overall school, we provide a testing history to all staff members. We gave each teacher a binder of the most recent scores to establish a clear understanding of where the students tested at. Each core department developed or gathered a diagnostic assessment and administered it at the beginning of the school year. The results were gathered and reviewed within the departments. This process was facilitated and supervised by either an administrator, consultant, or coach. We administered an assessment in November for both ELA and Math, January for Math, and April for both ELA and Math. The November and January results were used to tailor instruction for test preparation purposes. We needed to make sure students were meeting the standards and prepared for the test. Topics were revisited within the day to day instruction and were expanded to other subject areas so the students had enough exposure to understand the topic(s). We accessed the data through the Acuity Online results for Math and ELA and provided professional development on how to retrieve the information. We replicated the same information for math on paper by having the students bubble in a second scantron sheet so we could gather immediate results. This can be seen while the teacher delivers instruction through the workshop model. Time is set aside for teachers to work with their students individually or in small groups. Instruction is catered to the individual student whether delivered in a group or one-on-one. Students are sat near students with similar needs or with students who can support them while working in a group.

In addition, we have partnered with Learning Directions to compile all of the data we have gathered throughout the year ranging between AIS all the way to our discipline code. As the year progresses, we continue to contribute to this collection and explore ways to share with our faculty. These binders can be viewed.

We have been using the collected data to develop Student Improvement Plans (SIP or SIP’s). Each grade laid out a recording document to display the clearest picture of each child so classroom techniques and instructional best practices could be gathered while any learning difficulties could be identified. For each child reviewed, a collection is made of state testing history, other assessment results gathered (i.e. reading levels, interim assessments), attendance, report card grades, discipline code information, and other data (depending on the grade team). We have extended on this process to include referrals for students being recommended for review by our Child Study Team. Both processes involve the teachers of a student reviewing the testing history, alternate assessment results, attendance, grades on their report card, classroom strengths and weaknesses, and steps for improvement. The Child Study team explores ways to support the child by developing a cohesive plan which involves additional academic support, interventions for behavior, or both. Both SIP’s and referrals can be reviewed.

QS2: How well does the school use the data to plan and set goals?

In May and June of the 2006-2007 school year, each department used a Microsoft Excel program created by administration which calculated the school’s Annual Yearly Progress(AYP) with the test scores collected from that year or the year before (depending on the department). The teachers reviewed the impact of raising achievement of certain students in each level in order to reach our AYP by identifying a number of students who could be moved from a level 1 to a level 2, level 2 to a level 3, or a level 3 to a level 4. The percentage of each level was calculated and dictated our goals for our CEP. The areas of weakness were identified by measuring classroom work and created our approach in our action plan as to how we would reach our goals. The CEP goals were provided to the staff members in their handbook and were reviewed in the departments with an administrator facilitating the process. Teachers identified the students who would allow them to achieve their goals for the year. They were selected on the raw score of their most recent scores, their achievement in the classroom and their ability to perform on the next state exam.

In each core subject classroom, students are seated according to the data they collect from their students (i.e. interim/diagnostic, classroom assessments, state testing, etc….). Whether the students are placed near a student with similar needs or with a student who can support another student during group work, data is used to determine the arrangement of the classroom. This is assessed by supervisors through informal observations, formal observations, walkthroughs, and/or coaching sessions during instruction. In preparation for the ELA and Math test, teachers were responsible for developing groups according to their data so an additional person pushing into the classroom could support one or more of those groups. The work provided for the additional staff member in the classroom was catered to the level of achievement of the student so entry could be established and the student could be pushed to approach higher level work.

At the beginning of the year, it was realized that about 25% of our students in both ELA and Math were only 16 raw points or less from reaching a level 3. These students were titled our “163 Club.” These students were identified by each teacher within their own classroom lists with their data binders at the beginning of the school year. Departmentally, they have been part of the planning process and are isolated during independent/group work.

It is our third year using Teacher’s College Reading and Writing Workshop in our ELA classrooms. The students’ reading levels are assessed within the first month. They use the results to develop a goal for each student to reach by the end of the year. They conference regularly with students to review their progress in reading and writing and share strategies on how they can progress according to the student’s individual needs. The conference notes are recorded and the work of the student is collected to build on the success of the child and push them toward the established goal. Assessments are taken throughout the year to measure whether the student is on his or her way to achieving the goal set before him or her.

In mathematics, we follow the Impact Curriculum tailored to cover all pre-March standards assessed on the state test. Each classroom in the 7th and 8th grade classrooms are framed by the following workshop model: “Do Now”, Review of “Do Now”, Mini-Lesson, Independent/Group Work, Share Out, 2nd Mini-Lesson, 2nd Share Out, and Summary. The teachers are responsible for developing a focus or strategy that can be delivered to all levels of the classroom in a whole class approach for about 10 to 15 minutes. They use the independent/group work to assess student progress and provide individualized or small group support to help students achieve the Aim of the double period class. The 2nd Mini-Lesson builds on the first one but consists of less time (5 to 10 minutes). The model of differentiated instruction can be seen in several methods: the teacher either brings students to him or her with similar needs, the teacher arranges the class in groups of similar needs, or students sit individually near others with similar needs and the teacher approaches them as a group to assess and provide instruction by having the students slide their seats near each other. The instruction provided is catered to previous classroom assessments and interim assessments. The 8th grade teachers have identified 20 students who, according to test scores and progress within the classroom, will be taking the Integrated Algebra Regent. These students are being pulled out of their independent reading classrooms and are receiving additional instruction to prepare them for the high school assessment.

Classroom visits, observations, walkthroughs, modeling, and coaching sessions have been done throughout the year on a regular basis. The administration will have three observations conducted before the year ends. Our focus of the observation is based on the needs of our individual teacher but our expectations have been laid out on our “Classroom Expectation Rubric.” During pre and post observations, we are assessing the planning put in place to differentiate instruction and measuring the execution during the actual visit. Evidence or knowledge of students is collected during the pre-observation. In the post observation, we give support on how the teachers can strengthen the instruction provided for the various levels within the classroom. Our follow-up visits reiterate our plans created by the administrative team and measure the continued progress according to the classroom rubric. Teacher improvement plans, midyear evaluations and the end-of-the-year evaluations are used to discuss the progress of the students within their classes. At least three goals are setup for each teacher. The plan is discussed by the administrative team and reviewed during a conference with one of the team members and the teacher. The goals and plans are based on student achievement, differentiating instruction, and the classroom expectations rubric.

The final pieces of evidence are the SIP’s being developed during the grade team meetings. The teachers are reviewing the data collected on each student and discussing what is working in classrooms and developing ideas on what to focus on with each child across the curriculum in addition to gathering organizational strategies as far as group placement, seating arrangement, approaching an individual, and other ideas. For instance, a child was identified to having a low reading level and was recommended to have lower reading level material in order to maintain engagement.

QS3: How well does the school align instruction with the data gathered?

After administering a diagnostic for our subjects, we were able to identify the areas that would need additional support. For instance, in mathematics in the 7th grade, our teachers noticed students were familiar with probability and statistics along with basic geometry concepts. This allowed us to arrange for those topics to be covered closer to the test and less time would have to be spent on them. They even made arrangements for the science teacher to cover geometric concepts. This was done by using the results of the diagnostic and interim assessment along with classroom assessments.

We identified concepts where a majority of the class was unable to get the answer correct. These topics were shared and presented to the faculty during a staff meeting. This enabled the staff to include additional math support during the workshop model within the “Do Now” or extra work during the independent/group work.

In ELA, we administer the Teacher’s College Reader’s and Writer’s Workshop. This curriculum is based on the needs of the students. Assessments are done on a regular basis to measure reading levels and their comprehension of strategies shared during class. Teacher’s use the independent work time to conference with students to cater instruction to the child’s needs. Each student is given their own lesson according to what they have been able to comprehend. Through the use of assessment, students are matched to books at their reading level. The instruction provided is done with the book of their choice which is conducive for their reading.

In our other subject areas, diagnostics were given to the children to assess.children to identify areas where the students would have to be given additional support. For example, the 8th grade science teachers discovered that a majority of the students were struggling with rounding numbers and using a ruler to measure. The teachers adjusted their curriculum by setting days aside to teach the children how to be successful in these areas. This helped in their performance on the written and practicum assessment.

QS4: How well does the school align professional development with the needs of the staff?

During the school year, we have taken several approaches to delivering professional development per grade team. At the end of last school year, we gathered feedback from the staff. The collection consisted of topics the teachers wanted covered and the topics they felt comfortable sharing out about. This was also done with one-on-one conferences with the principal. We began to cover these topics during our Monday professional development period. Staff members were asked to deliver the instruction on the particular concepts shared per week. The staff volunteers were limited so administration began to conduct the sessions. We used glow and grow forms to collect immediate feedback and an online survey to gather the overall view of the Monday grade team meetings. The staff response was varied but it mostly requested outside people to deliver.

The administrative team has performed at least 3 formal observations with the pre-observation and post-observation conferences. These have served as a professional development opportunity in that the conversations are geared to self-discovery by the staff. The conversations usually begin with the question “What did you think of your lesson?” and end with an inquiry into the methods of improvement. Walkthroughs, performed by the whole administrative team, accompanied sometimes by consultants, coaches, and/or central staff, are based on the
classroom rubric created this year. All participants then share out their impressions of the classroom visited. Usually, staff are more than anxious to get feedback, acting on suggestions, relishing compliments. Informal observations, done by individual administrators, consist generally of the classroom checklist with comments. These visits last about 10-15 minutes and staff again are encouraged to seek and to react to feedback.

Formal professional development has been offered regarding particular needs general to the staff. These have included Interim Assessment, Acuity data systems, State testing to include the read aloud; differentiated instruction, the referral process, SIPs, Wilson Training, etc. Additionally, staff have been made aware of relevant professional development offsite; an internal mentoring system has been organized; and ISC and LSO staff share their expertise. We used the testing results from last year to identify our areas in need of support from our LSO. They were mathematics, special education, and academic intervention services. Staff are asked to provide feedback after all professional development, and sharing out occurs during departmental meetings.

QS5: How well does the school evaluate its progress towards meeting its goals for the year and adapt goals and plans as necessary?

As a contemplative administrative team, we have put systemic structures in place which afford us and the instructional staff the opportunity to reflect on our own performance and that of our students. Each structure serves to highlight needs and successes so that the learning community grows as a whole. One structure is the mid-year and end-of-year evaluations of staff. These are prepared in concert by the three administrators, using the results of informal observations, formal observations, class data, and walkthroughs as the basis of the evaluation. Any further information about the staff member is shared out, such as committee participation, community service, student activities led, etc. All of these elements are considered in the evaluation of each individual as the “complete” package. Then one member of administrative team meets with the teacher in a “conversation” about the evaluation, sharing insights, suggestions and devising a plan for further professional growth.

The creation of the classroom rubric is a visible tool for evaluating teacher productivity. A part of the teacher handbook, the rubric was reviewed at the September 2007 staff meeting and has been used during formal and informal observations. Teachers are encouraged to reach for the highest rating on the rubric. Additional structures were created to assist in the evaluation of the progress reached with students. The mid year evaluation and the end of the year evaluation mirrors the rubric as well. The Discipline Committee meets regularly to evaluate, discuss and revamp as needed, the Discipline Code previously created by staff and administration. The Inquiry Team, also known as the Instructional Cabinet, studies identified children from every facet, attempting to identify particular causes for low performance levels, to include personal issues, academic difficulties, and behavioral patterns. This group has begun looking at what work students have been producing in school and for homework.

For the development of our CEP, each department met for over four hours during the school day. Each group reviewed the test scores of the previous year to develop goals for the current school year. We inputted the total for each grade level for each test level. We formulated a sheet to output our AYP. We rearranged our number of students in each of the various levels so we could reach our AYP for the following year. The comparison was used to develop the percentage in our goals within our departments. These numbers were used to identify the students who would fulfill the goals. These goals were revisited in each department.

Within our SIP’s, not only did staff input the past and present data, they used the information along with the classroom assessments to develop goals for each student. These goals fell into each of the core subject areas. The teachers discussed the students with their colleagues to get a clear idea of what the child(ren) were capable of achieving.

Finally, the partnership with Learning Directions has stabilized our data study, and made the information accessible and understandable. This allows staff and administration to have the full picture of every child in the building, academically and socially.

ANNOUNCEMENTS FROM THE DISCIPLINE COMMITTEE

The discipline committee meets every Thursday from 3:15 to 4:15 to address issues surrounding the structure, implementation, and effectiveness of the school-wide discipline code. In our last meeting, we focused on the dress code and parts of the discipline code that we would like to improve for next year.

- Dress Code: We are currently cracking down on students violating the dress code. Our focus is on students wearing hoodies; shirts without collars; and jeans beneath their black pants. Any student seen out of dress code at any time during the school day should be identified and must serve a detention. Please note that the dress code has been amended to allow students to wear skirts of the appropriate length and shorts that are of the same material as their black pants.

- Planning for Next Year: Beginning next week, the discipline committee will be planning for next year. We will be focusing on improving our interventions and improving the logistics of our discipline code. If you have any suggestions for the discipline committee, please attend our next meeting.

- Topics for next week: Next week, the committee will be focusing on strengthening our system of interventions for students who quickly rise up the discipline ladder.

CHILD STUDY TEAM

Our Child Study Team is currently creating systems of accountability and feedback so that recommendations and planned interventions can be communicated to the faculty, to the student and to the student’s family.

The primary goal of this communication loop is to help us to create ongoing follow-up and support that is consistent and meaningful. An intervention planned and agreed upon “in October” , for example, may need updating and reconsideration “in December” as the student’s needs and circumstances change, and as the interventions and supports that we as an educational community have offered have yielded (we hope and expect!) positive results.

Positive change cannot happen if valuable discoveries and recommendations sit at the table once our meeting is over. Once our Child Study Team meeting ends, the next part of our work begins:

Implement….Strategize…Revisit….Communicate…Collaborate…
Share new information… Ask new questions…Fine-Tune….REPEAT.

Our collaborative efforts are exciting opportunities for us to deepen our work with our students and to offer them the best opportunities for success.

COMMUNITY CORNER

We are in for a very busy end of the year. Parents in the PTA are organizing for a new election for Executive offices. We also are trying to make final plans for Prom, Graduation and Senior Trip. Senior trip money and dues should be turned in as soon as possible. Up and coming fundraising events bake sales and lunch sales will be happening soon. Please participate and support these initiatives as the money is going to our children and our year end events. We are also having a Recycling Spring Cleaning event coming up this Friday May 9th. Please let’s share the importance of recycling and caring for our environment with everyone in our community. It has to start somewhere and JHS 13 is the perfect place. Anyone wanting to help or participate in any upcoming events please see Ms. Negron.. Have a wonderful Week!!!

ATTENDANCE

This Attendance Interval report lists the number and percent of students whose Year-to-Date (YTD) attendance falls within each attendance interval. That is, the report calculates the number and percent of students whose YTD attendance rate is 100% (Perfect attendance), the number and percent of students whose YTD attendance is 90% through 99%, and so on. The report includes students on register as of the effective date; the YTD attendance is calculated as of the effective date.
100% (Perfect) 16 4.7
90% TO 99% 188 55.4
80% TO 89% 78 23.0
70% TO 79% 33 9.7
60% TO 69% 13 3.8
50% TO 59% 8 2.3
40% TO 49% 0 0.0
30% TO 39% 2 0.5
20% TO 29% 0 0.0
10% TO 19% 0 0.0
1% TO 9% 1 0.2
0% (No Show) 0 0.0
Total Students 339

It looks like the half day and the day before break had an impact on the great progress we are making. We might have to campaign more in the classrooms the day before a half day or the Thursday before an extended weekend or entry into break.
May your preparations meet your vision, your colleagues provide information, and no risk blind you from your mission. Have a great week….

Birthdays:
Rachel Levene May 1st
Danita Scott May 2nd
David Deatherage May 2nd
Leslie Tatum May 12th
Rosa Calvet May 15th
John Ciano May 19th
Cassandra Williams May 21st
Zoe Markopoulos May 28th

Quote of the Week
“Those who profess to favor freedom and yet depreciate agitation, are people who want crops without ploughing the ground; they want rain without thunder and lightning; they want the ocean without the roar of its many waters. The struggle may be a moral one, or it may be a physical one, or it may be both. But it must be a struggle. Power concedes nothing without a demand; it never has and it never will.”
--Frederick Douglass