Rondout Valley CSD Strategic Planning Group
Agenda 8/23/10
Welcome The Global Achievement Gap- Tony Wagner Videos
The Global Achievement Gap 2 Million Minutes
“What does effective teaching look like? Cartoon- NCLB/Every Child a Graduate Data Study
Perceptual- All Academic- Small Group
Student Roadmap Work Groups
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The Global Achievement Gap- Tony Wagner
Chapter 5Table discussionMost Important Point
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Video- Tony Wagner Big Thinking- “What does this mean
to you?”
http://www.youtube.com/watch?v=eGoCwirfbes
(Global Knowledge Economy- Skills needed for Career, College and Citizenship
Different Motivation- In Schools and Workplace)
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Video – 2 Million Minutes“Round Robin”-Individually, please reflect,
write a word or thought down, and be prepared to share with the group.
http://www.youtube.com/watch?v=xZnSG6gg1vs&feature=related
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Small Groups- “What does effective teaching and learning look like?”
“Think, Write, Share, Square” Individually think then write, share with your
group, and be prepared to report out.
Cartoon
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Data Study Perceptual- All (45 minutes)
Review data sets individually/table groups Table groups chart/report out
Academic- Small Groups (25 minutes) Table groups will review individual academic
data sets Table groups chart/report out findings
Demographics
Provides descriptive information about the school community.
Perceptions
Helps us to understand what students, teachers, parents and others think about the learning.
School Process
Defines what teachers and administrators are doing to get the results they are getting. This includes instructional strategies, programs, practices and procedures.
Student Learning
Describes the results of our educational system in terms of the NYSTP, local benchmark assessments, regular program and classroom assessments, and standardized test results.
Multiple Measures of Data
Types of Data(Victoria Bernhardt)
Student Learning NYS Testing Program Standardized tests Norm/Criterion referenced
tests Authentic Assessments
(performance, portfolios, projects, artifacts, presentations)
Routine student assessments
Progress reports on student skills and outcomes
Self reports, logs, journals Rubrics
Demographics Mobility, housing trends Gender, race, ethnicity Health % of Free/Reduced
lunch/ program participation
Public assistance Safe and Drug Free
School Data Language proficiency
Types of Data(Victoria Bernhardt)
Perceptual Evaluations, surveys Perceptions of learning
environment/climate from all stakeholders
Attitude of staff, students, parents, community, central office, school council, other
Observations, graffiti, broken windows
Satisfaction with school calendar, schedule, etc.
Surveys to assess current and desired practice
School Processes Description of school
programs and processes, including uses of time
Organizational structure Physical plant History Uniqueness and strengths Descriptions of
district/school/ classrooms Observations Recognition Professional development
Demographics
# of certified teachers
Attendance
Graduation rate/drop out rate
Student employment rate
Enrollment
Ethnicity
Perceptions
Teacher, Parent, & Student Surveys
Interviews
Questionnaires
Observations
School Process
Planning Time
Program Descriptions
Scheduling (Block)
School wide programs
Extended day program
Student Learning
Teacher observations
Classroom assessments
Standardized tests
Portfolios
Authentic assessments
Multiple Measures of Data
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Student Roadmap to Success-Strive Initiative, Greater Cincinnati and
Northern Kentucky Components
Academic Benchmarks Social Emotional Benchmarks Key Transition Years
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Academic Benchmarks Responds to Parent/Caregiver High
Quality Talking, Reading and Singing Uses Exploration and Discovery to
Understand Surroundings Develops Letter Knowledge and
Phonological Sensitivity Participates in a High-Quality Preschool Participates in a Full Day Kindergarten
Academic Benchmarks Continued
Is at Reading Level by Fourth Grade Has a Clear Expectation of Going to
College by Seventh Grade Masters Algebra by Eighth Grade Takes at least Five Courses with no
Failing Grades in the Ninth Grade Masters Advanced Math and Science by
Twelfth Grade(Participates in First Year Seminars during Freshman Year and
Enrolls in Junior Year of College)
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Social Emotional Benchmarks Has a Stable Relationship with a Strongly
Involved Parent or Caregiver Exhibits Learning-Related Skills Such as Self-
Regulation, Social Competence, Self-Esteem, and Motivation
Has a Strong Adult Figure Attachment other than Parent by Seventh Grade
Demonstrates Strong Emotional Competence by Eighth Grade
Social Emotional Benchmarks Continued
Engages in Community and School Organizations
Develops Career Plan and Establishes Goals by Tenth Grade
Has Sufficient Financial Aid (Engages in Community and Campus Organizations, Obtains
Time and Stress Management Skills)
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Key Transition Years Age 4-5 (Preschool to Kindergarten) Age 10-11 (Elementary School to Middle
School) Age 13-14 (Middle School to High School) Age 17-18 (High School to Freshman Year in
College) Age 18-19 (Freshman Year to Sophomore Year
in College)
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Academic ProgramTechnology Workplace CompetenciesSocial-Emotional LearningCommunication
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Next Steps Rank you work group selections
based upon Pillars graphic Next Meeting date: September 23,
2010