superintendent’s [re] briefing
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Superintendent’s [Re]Briefing
Superintendent’s [Re]Briefing
Principals’ MeetingAugust 24, 2010December 2010
Las Cruces Public Schools
Stan Rounds
Principals’ MeetingAugust 24, 2010December 2010
Las Cruces Public Schools
Stan Rounds
Las Cruces Public
Schools - A Responsive
Learning Community
Las Cruces Public
Schools - A Responsive
Learning Community
Our Mission: The Las Cruces Public Schools, in partnership
with students, families, and the community, provides a student-centered learning environment
that cultivates character, fosters academic excellence,
and embraces diversity.
Our Mission: The Las Cruces Public Schools, in partnership
with students, families, and the community, provides a student-centered learning environment
that cultivates character, fosters academic excellence,
and embraces diversity.
A Responsive Learning Community
• Budget reductions cannot limit our mission to provide “a student-centered learning environment that cultivates character, fosters academic excellence, and embraces diversity”
• Educational plans must emerge from student achievement data and be purposeful and targeted
✴ School-based EPSS due on September 30 [Target Met - EPSS Peer Reviews conducted; November 1 all EPSS ready for PED review, PED comments forthcoming; outcomes drive revisions, revisions are ongoing, evidence linked to goal attainment, and revised EPSS due January 24, 2011]
✴ EPSS [review] includes essential elements discussed at the Administrators’ Retreat [revisited today]
✴ COGNOS will be a valuable tool [Limited implementation]
A Responsive Learning Community
• We must expand our definition of “intervention” to include those in the upper quartile without compromising our commitment to those in the lower quartile
✴ Who are your upper quartile students?
✴ Who are the students reading below grade level? [How many students are reading below grade level?]
✴ Who are the students not meeting proficiency standards in mathematics?
✴ What is your acceleration model? [Acceleration Guidance Manual posted as part of IKE and Instructional Framework Tools]
✴ Are interventions meeting the needs of students?
✴ Are these questions [answers, and progress] addressed [documented] in your EPSS?
• Parental and community involvement is essential
A responsive community Is Attentive to current dataNMSBA: Students Proficient or Above In
Mathematics
A responsive community Is Attentive to current dataNMSBA: Students Proficient or Above in Reading
K-2 It’s all about you (getting
them ready for third grade reading level)
A responsive community Is Attentive to its plan of Action
• Transformational Model - a rigorous intervention model that all schools commit to implement (AY 10-11 focus on Tier I - Classroom Based Interventions prior to referral to Tier II intervention)
• Reading, language arts, and mathematics proficiency for all students
✴ Instructional leadership (PLC’s are focused on student achievement and learning plans emerge that allow for differentiation of instruction and Tier I classroom-based interventions [no more than 15% are targeted for Tier II])
✴ Comprehensive and purposeful data analysis to ensure that ALL students are learning [MAP growth August to December]
A responsive community Is Attentive to its plan of Action
✴ Focus on the “whole child” through a robust interdisciplinary curriculum that includes the arts, music, physical education, science, & social studies [recess] (Critical at the elementary and middle school - PDT professional development will begin to focus on this aspect of the learning process [examine PDT agendas])
✴ Implementation of the core curriculum with fidelity (District Curriculum Instructional Framework Tools posted on web site)
A responsive community Is Attentive to its plan of Action
Highly qualified teachers and para-professionals
✴ Hiring process to attract & retain the “best” [report on highly qualified in review by HR and Federal Programs]
✴ Beginning teacher induction program & mentoring [mid-year review scheduled with Associate Superintendent]
✴ Proficiency levels for English Language Learners in all academic subjects (Bilingual Department available for technical assistance and working with PLCs on appropriate strategies and in-class support for teachers) [ELL Task Force continues to meet, recommendations due in March; master schedules continue to reflect the needs of ELL students]
✴ Alignment and use of NM ELD standards [at all levels; principals’ responsibility to ensure use of the standards]
A responsive community Is Attentive to its plan of Action
✴ Curriculum maps guide and align instruction (Current focus is on aligning the middle grade maps with Common Core Reading and Language Arts Standards and Springboard [National Core Standards in Language Arts and Mathematics adopted on October 21, 2010; district review and alignment during the 2011-2012 AY with full implementation in August 2012])
✴ Differentiated professional development that is job-embedded and data driven (Classroom Walk Throughs, MAP, NM SBA, ACCESS, other qualitative data that emerges from PLCs [ongoing and documented in EPSS (i.e., PD 360 usage reports, PLC agendas & minutes, achievement growth and/or regression)])
✴ Classroom walk through protocol (Are we ready? Walk throughs should begin this week; what is your schedule? [PDC coordinator preparing report for Superintendent for use in principal evaluation discussion beginning in January; each teacher receives 2 visits per month])
A responsive community accepts & Meets challenges
• Increase attendance rates by 1.5% (baseline 09-10; attendance interventions as outlined in JEA-R; documentation reviewed during principal evaluation )
• Increase graduation rate by 20% at all high schools (withdrawals, transfers, and drop outs are monitored monthly by Directors of Elementary and Secondary Instruction )
• All subpopulations show growth in measured achievement areas by at least 10% (regression is not an option, cohorts monitored through MAP & NM SBA [AAR staff will prepare MAP growth reports for discussion during principal evaluation])
A responsive community accepts & Meets challenges
• Career and college counseling is provided to students, not some but ALL (critical at the high school, exposure at the middle school, exploration at the elementary school)
• Examination of the critical role that counselors play in the educational, social, & behavioral context (a change in practice; an action plan is in development by the Directors of Elementary and Secondary Instruction)
• Central office personnel provide support that is timely and productive (Associate Superintendents will gather principals’ input [survey will be distributed in February; please respond honestly and openly])
A responsive community Is Attentive to a plan of Action
• Coordinated review of all interventions above the core (Directors of Elementary and Secondary Instruction, in collaboration with building principal, review progress each semester; process to address needs of dyslexic students rolled out in September [in progress, December meeting will address full roll out])
• Safe, Drug-free schools conducive to learning (Federal Program Office reviews all referrals and develops action plan with each building principal to address emerging issues on a semester basis [Anti-Bullying plans are embedded in EPSS] )
• Careful analysis of discipline referrals and consequences (School Leadership Team meets in PLC to analyze referrals and determine actions steps)
A responsive community Is Attentive to a plan of Action
• Valuing and encouraging parental involvement (School Advisory Council is conducted monthly and agendas are kept on file; representative from the SAC attends District Advisory Committee [Superintendent’s Office will distribute summary report for each building in January])
• Exploring alternative education opportunities (The school EPSS defines a process to identify and work with students who are in need of alternative education options at the school - academic, behavioral, & social)
• Support for student transitions from one level to the next (The EPSS specifies a clear articulation plan for students who transfer from one level to the next [promising practices are emerging, i.e., Onate and two feeder campuses; 9th grade support study has identified this as a significant strategy])
A responsive community Accepts & Meets challenges
• Teachers, principals, and assistant principals call a parent every day with a positive message (The EPSS identifies this as a proactive strategy and also specifies a monitoring strategy)
• Teachers take accurate attendance daily within the first ten minutes of class (The school leadership team monitors this practice and identifies a plan of action to work with teachers who are not taking accurate attendance)
• School staff welcome all parents and visitors professionally (“the 8-second rule”) (How is your school doing in this regard? School Leadership Team discusses proactive strategies and implements these strategies)
A responsive community Accepts & Meets challenges
• Communication loop is closed within 24-hours (schools and central office) with minimal transfers (Community survey results show marked increase in parent satisfaction in this regard)
• Criticality is the measure for all travel (Is travel required to meet EPSS goal, strategy, & action? Can the goal, strategy, & action be accomplished without travel to a meeting or conference? Is video conferencing an option? All travel requests must include specific school-based EPSS goal, strategy, & action)
• We must take a proactive attitude to address budget challenges
A responsive community Is Attentive to its plan of Action
• We must will continue to embrace our challenges
• We must will continue to ensure that all decisions are student focused
• We must will continue to alter our course when student needs dictate such a change
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