Cabinet

Agendas
8-15-12 Plus/Delta ||  ||   ||
 * [[file:Agenda_8-15-12.doc]]

Cabinet Minutes

 * __ Superintendent Data Overview __**

Craven County Schools increased in number of schools that either met/high growth //Things we have done well//: Budget, deal with shrinking personel, expectations increased from the federal, state and school (high) expectations District data shows our pattern of growth to be relatively flat over the course of several years (PATTERNS) Very difficult to maintain excellence and high proficiency and growth Math is our strong point-growth Science is flat What are we going to do to get to the next level?

High School Graduation rate is higher than ever in Craven County and North Carolina. We are 5 points above the state, with 85% of students graduating after four years. The High School evening programs are making a huge impact.. Share this with the community. Regression to the mean: High performing schools maintaining excellence. Growth 6 consecutive years

EOCs flat at a high level Data presented in trend data format. Mirror this.

We now have brand new accountability model with 20 MSLs

Next Steps: Continue improving without re-tooling what is working Mistakes will help us grow. Be brave enough to try new things and learn from them. We have to try something different. It is not about punishment. You need to make sure you take care of your pool or it will be stagnant.

Great By Choice
**By: Jim Collins**

Why do some thrive in uncertainity, chaos and instability and other's don't?

"We are only as good as our people"

Fanatic Discipline Empirical Creativity Productive Paranoia Level 5 Ambition-cause greater than yourself (We should all have this level of ambition for the sucess of our students and school) Paralysis by Analysis-Make it Happen!

**20 Mile March**-consistency, planning, values and goals. -Clear performance markers -Self imposed constraints -Appropriate to our school and the goals we set -Proper timeframe -Achieved with high consistency (In our case should be high student growth)

"Reminder of Key Things that get Forgotten"-Atul Gawand TED talks
 * Video Worth Watching: **

Cowboys are like Pit Crews-Atul Gawand, complexity and specialization, complexity requires group success, We all need to be pit crews Principal expectations and Assistant Principal expectations of what we expect to see in the classroom. Teachers need to work with each other in tandam as a team rather than the rouge driver.

**SMaC**-Specific Methodical and Consistent

The teachers and staff at West Craven Middel together determine if we are we going to be "Good or great by choice."

**NCEES Standards 2011-2012** Standard I-V (Standard III is the lowest). Data point (pull report) Joan Bjork. Teachers recognize the Interconnectedness of content area and disciplines This is an opportunity. We need to be distinguished here within our teaching because this speaks to Common Core **Staff absences** day of the week (Friday). We need to be at school to deliver distinguished instruction with highly qualified staff **Student attendance** (by sub-group, attendance problems = performance problems) **Achievement Gaps** Reading/Math /Science over trend data **Pivot Table Growth**-District, School, Grade, Teacher and Student (below (negative growth), within (negative/positive growth) and above expectations (positive growth), more kids below than above losing ground. Feed PLC: So What? High Schools-High Proficiency level but achievement gaps are there  We are in a good spot but we need to focus on areas of growth. One piece of information on one day. We need to look at patterns over time.  **We do not know what to expect at the end of the year with the new standards and testing. There will never be a greater year to take some calculated risks in the classroom and within our school. We are starting at a great point!**

**Analogy from "Good to Great"**

**1. Shoot Bullets before canon balls.**
 * **Bullets are low cost**
 * **They cause little damage**
 * **It doesnt take long to make adjustments**
 * **They help aim the cannon for the best possible result**

**What do we see and what do we want to see?**

Instructional Leadership-expectation from the Superintendent **__Non-negotiables-__** **Student focused decisions**

**Leadership Expectations** School-wide focus on Reading- (Instruction, schedule, staffing and support) Continue transition to Common Core and MSLs Reduce Achievement Gaps Actively incorporate Project Based Learning and effective instructnional technology Spend real time in classrooms, PLCs, IEPs, doing real coaching, real conversations, real support and real evaluations Student proficiency can be misleading. Focus on student **GROWTH**..... AMOs based on making incremental movements Adapt

Paperless-Google and Groupwise Keep your calendar in Groupwise Evaluate what you are doing, how well it works and what you spend on it-gonna get tight-people or programs. Be able to articulate why you need certain programs IMPACT model with MTAC/Interconnectedness piece Rounds High levels of student instruction and success Evaluation will be based on the individual and the individual school-will be scheduling conversations in next several weeks Goal is growth and success-good instruction and instructional leadership will drive performance increases Don't get there-be able to explain why and what you are going to do about it

Can't base evals and targets on testing data. Data will not be out until October/Promotion: How do we decide/Norms will be re-established:Scores will be dropped EOM input and participation

**__NC Teacher Working Conditions Survey__**

NC Teacher Working Conditions Summary Results

[|NC Teacher Working Conditions Survey (Comparison Results)]


 * North Carolina Cited in Harvard Publication - ** In //Achievement Growth: International and U.S. State Trends in Student Performance//, North Carolina was one of six states cited for the most achievement gains for every incremental dollar spent over the past two decades. The other states were Michigan, Indiana, Idaho, Colorado and Florida. The document was produced by Harvard’s Program on Education Policy and Governance & Education

**__2011-2012 EOG Growth__**

**70.5% Reading (down .6%) MET** **77.9% Math (up 3.5%) MET** **80.1% Overall (down .7%) MET**


 * WHAT DOES OUR DATA TELL US?**

**A. What are the most significant aids and/or barriers to raising student achievement and progress across the school?**

**B. What are your notable strengths?**

**B. What are it's main priorities for improvement?**

**C. How effectively does the school address achievement across all subroups?**

**C. How effectively does the school address attendance issues?**

**C. What is the school doing to bring about further improvement?**

**D. How does the school ensure the budget allocations and other funding are best used to meet identified needs?**

**D. How does the school use data analysis to effect continual improvement?**

**D. What is the school doing to bring further improvement?**

**E. How effective is the school in providing quality professional development, which meets the identified student learning and staff needs?**

**E. How good are the school's strategies for ensuring effective coaching and support for, and collaboration between, staff (including new teachers)?**

**E. What is the school doing to bring about further improvement?**

**F. In relation to the school's work to engage parents and communities, where and in what ways are these areas strongest and most in need of improvement?**

**F. What is the school doing to bring about further improvement?**

**G. What are your goals for improvement for the 2012-2013 school year?**

**H. Describe how this needs assessment was conducted? Who was involved? Completed by Title I and Administration**

**STANDARD 6 and 8 for Teacher and Administrator Evaluations 9.7.12**

Standards Six and Eight can now be found in the online educator evaluation tool. The State Board of Education has approved the language for the new standards on student growth, the rating categories, and the 2011and 2012 weighting of the components in the standards. Please note the following:

1. For 2011-2012, a school executive�s eighth standard rating is based on school-wide growth as calculated with EVAAS. A teacher in a subject area or grade with an EOC, EOG, or CTE Post-Assessment will have a sixth standard rating with 70 percent weight on that teacher's individual EVAAS value-added score and 30 percent weight on the school-wide growth score from EVAAS. A teacher in subject area or grade without an EOC, EOG, or CTE Post-Assessment will have a sixth standard rating based on the school-wide growth score from EVAAS.

2. The Department of Public Instruction will complete the sixth and eighth standard ratings after the results of the 2011 and 2012 testing program have been finalized and approved by the State Board of Education, and the EVAAS value-added scores have been calculated. This population should take place in mid-August 2012.

3. After that time, educators who access their summary rating form from 2011 and 2012 will see the sixth or eighth standard rating completed on the form.

4. The information above is related to the yearly sixth and eighth standard rating. More information about educator status and the three-year average of teacher value-added scores will be released soon.