2018-19 State of the Schools Presentation

Tuesday, October 2nd

STAFF INTRODUCTIONS

NEW STATE ACCREDITATION GUIDELINES“SNAPSHOT”

CHRONIC ABSENTEEISMChronic absenteeism is defined as missing 10 percent ormore of the school year, regardless of reason. Studentsreceiving homebound instruction are excluded. In therevised SOA, performance on this indicator is rated asfollows:LEVEL ONE — Schools with a current year orthree-year average overall absenteeism rate of nomore than 15 percent (that is, no more than 15percent of the students missing 10 percent of theschool year), or schools that were at Level Twothe prior year and decrease the rate by ten percentor more from the prior yearLEVEL TWO — Schools not meeting Level-Oneperformance with a current year or three-yearaverage rate of no more than 25 percent, orschools that were at Level Three the prior yearand decrease the rate by 10 percent or more fromthe prior year. A school shall not receive a Level-Two rating for more than four consecutive yearsLEVEL THREE — Schools not rated as Level Oneor Level Two on the indicator for more than fourconsecutive years

School Accreditation Ratings

Accredited — Schools with all school-qualityindicators at either Level One or Level Two

Accredited with Conditions — Schools with oneor more school-quality indicators at Level Three

Accreditation Denied — Schools that fail toadopt or fully implement required correctiveactions to address Level Three school-quality

indicators. A school rated as Accreditation Deniedmay regain state accreditation by demonstrating

to the Board of Education that it is fullyimplementing all required corrective action plans.

▶ For the 2018-19 school year, based on May 2018 state testing data, a school’s accreditation status will be determined by using our current system or the new system.▶ The accreditation system that works

best for a school in regards to accreditation will be used for that school.

▶ For the 2019-20 school year, the new accreditation system will be in full effect.

B.T.W. 2018 -19ACCREDITATION DATA

BTW 2018-19 Growth DataSchool Quality Indicator Rate % Final Performance

LevelEnglish (Overall) 70% (3 Year Avg.) Level 2English (Achievement Gaps) Level 2Math (Overall) 71% Level 1Math (Achievement Gaps) Level 3Science (Overall) 65% (3 Year Avg.) Level 3Chronic Absenteeism 10% Level 1

Subject Subgroup Rate % Final PerformanceEnglish All 70% Level 2English Black 69% (3 Year Avg.) Level 2English Econ. Dis. 66% (3 Year Avg.) Level 2English Students

w/Disabilities38% Level 3

English White 88% Level 1Math All 71% Level 1Math Black 70% Level 1Math Econ. Dis 65% Level 3Math Students

w/Disabilities35% (3 Year Avg.) Level 3

Math White 71% Level 1

Achievement Gap Data

For the 2018-19 School Year, B.T.W. is rated:

Accredited with Conditions

NEXT STEPS FOR GROWTH

● Focus on stronger alignment between the written, taught and tested curriculum to improve first time instruction.

● Focus on the disaggregation of data throughout the school year and plan next steps for instruction and remediation.

● Utilize and strengthen the implementation of PBIS school-wide initiatives to improve student discipline, student-teacher relationships and our overall school climate.

● Build strong, working relationships between home and school.

● Improve the overall climate of Booker T. Washington Elementary.

WHAT IS PBIS?

A school-wide system to provide consistent expectations for everyone.

• Establishing behavioral expectations for ALL!• Modeling of the expected behavior.• Practicing the expected behavior in the environment.• Consistent Routines• Pre-corrective measures• Positive reinforcement

• Positive reinforcement teaches a behavior• Negative reinforcement stops a behavior

Positive Behavior Interventions and SupportsA proactive approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional, and academic success.

IN A NUTSHELL

PBIS IN CLASS INCENTIVES

PBIS Reward SystemExamples of in-class incentives

• Positive Phone Call Home……..10 tickets• PJ Day……..20 tickets• Line Leader……..5 tickets• Caboose Pass……..5 tickets• Job Swap……..5 tickets• Bare Footin’……..10 tickets• Lunch Date with a Friend……..15 tickets• Lunch Date with a Teacher……..10 tickets• Seat Swap……..15 tickets• V.I.P.- Teacher’s Desk……..15 tickets• Floor Pass……..10 tickets• Line Jumper……..10 tickets• Gum Pass……..5 tickets

BTW’S SCHOOL-WIDE RULES

1.Students will move throughout the building single, straight, and silent.

1.Keep hands, feet, and objects to yourself.

1. Follow directions of school staff immediately and without talking back.

1. For everyone’s safety, no running is permitted in the building or classrooms, and no “horseplay” is permitted anywhere.

1.Be respectful, be responsible and be safe.

Booker T. Washington Elementary operates a Title I

School-wide Program.

DEFINITION OF TITLE I

▶ Title I provides federal funding to schools to help students who are low achieving or at most risk of falling behind.

▶ Title I is allocated to schools based on the percentage of student receiving free/reduced lunch.

▶ Schools with at least 40% or greater free and reduced lunch are eligible for a school-wide program.

SCHOOL-WIDE MEANS…..

• The school uses Title I funds to enhance the entire educational program of the school.

• Title I funds are used to serve all children in order to raise academic achievement.

• Title I funds will be used to provide additional assistance to students with the greatest academic needs.

Title I Complaint ProceduresAnyone that feels as if a Title I Local Education Program has been violated, they may present their concern in writing along with information that supports the allegation.

● The professional qualifications of the classroom teachers and paraprofessionals instructing their child.

● If their child is assigned a teacher for 4 or more consecutive weeks who does not meet applicable state certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.

● State or division policies regarding student participation in any assessments mandated by ESSA, including any policy, procedure, or parental right to opt students out of such assessments.

● Federal accreditation status and school’s SOL performance.

▶ Home/School Compact and Family Engagement Policy

Parents Have the Right to Know: