Jefferson City Schools School Improvement

Exposure to Excellence Promotes Excellence

Mission: To graduate fully functioning adults

Getting the wheels turning…

Essential Question

What is our school

improvement process?

JEFFERSON CITY SCHOOLS

School Improvement

Cycle

TARGETING NEEDSDetermine target lists for classroom accountability (August)

GOAL SETTINGDepartment Heads review action plan goals and strategies by department/grade level (September)

BENCHMARKINGOnline Benchmark testing administered quarterly to assess student progress towards goals (September, December, February)

MONITORINGDepartment Heads work with team and instructional specialists to monitor Action Plans based on three benchmark performances (October, December, February)

REPORT TO BOEAction Plans used for state grant applications (February)Annual BOE Retreat to review action plan recommendations (March)

Year-end Action Plan ReviewDistrict instructional support will analyze data with faculty to reflect on the success of Action Plan goals and strategies. (May)

Administrative/BOE reviewAdministration and BOE reviews budget for instructional support to meet goals. (June)

Targeting

• Target list developed/revised according to disaggregated test data

• Departments and grade-levels meet in August to analyze current student test scores and identify high-impact students based on AYP subgroups

Goal Setting

• Testing information (CRCT, GHSGT, EOCT)• Department Heads/Grade-Level chairpersons

consult with RESA support• Target list of students (Stoplight activity)• SMART goals• Department Heads/Grade-Level chairpersons

work with team to determine strategies• Developing QCC/GPS curriculum maps to

correlate with action plan goals

Benchmarking

• 05-06 JES, JMS Online Assessment System (OAS) administered three times

• 05-06 JHS administered mid-year• 06-07 JES, JMS will administer

September, December, February• 06-07 JHS teachers developing pre-test

benchmarks to be administered the first week of each semester (GHSGT, EOCT post-test)

Monitoring

• Action plans reviewed 3 times per year to determine success of strategies and recommendations for revision

• Target list developed/revised according to benchmark

• Opportunities for remediation reviewed

Report to BOE

• Benchmark results reported to board members after each administration

• Report includes:– Areas of strength– Areas in need of improvement

(ex. vocabulary, problem-solving, research)– Recommendations for professional

development

• Action plans used for state grant applications, budget development, and board retreat decision-making

Year-end Action Plan Review

• CRCT/GHSGT/EOCT results are used to determine success of action plan goals and strategies

• Departments use test scores data to analyze Action Plan

• School improvement surveys (staff, student, parent) overview

• Departments/Grade-Levels recommend Action Plan revisions

• Department Heads develop and submit revised Action Plans for 06-07 (deadline: July 28)

Administration/BOE review

Administration and BOE review Action Plan revisions and recommendations for 05-06 to make budgetary decisions – Action Plan review sheet submitted at the end

of post-planning with 05-06 Action plan– Action Plan and Action Plan review sheet used

by Department Heads/Grade Level Chairpersons to plan for 06-07 (June/July)

GHSGT

2002 2003 2004 2005 2006

English/Language Arts

JHS97%

State95%

JHS93%

State95%

JHS96%

State95%

JHS93%

State93%

JHS98%

State98%

Mathematics JHS96%

State91%

JHS92%

State91%

JHS97%

State92%

JHS94%

State92%

JHS97%

State95%

Social Studies JHS88%

State82%

JHS85%

State81%

JHS89%

State83%

JHS82%

State82%

JHS90%

State89%

Science JHS85%

State72%

JHS76%

State69%

JHS72%

State67%

JHS76%

State67%

JHS76%

State76%

*84.70% must pass to meet AYP in Enhanced English/Language Arts in 2006*68.60% must pass to meet AYP in Enhanced Mathematics in 2006

Main AdministrationSpring: 2002-2003-2004-2005-2006Grade 11 1st-Time Test Takers: All Students % Pass*

EOCT 2004-05

Winter 2004 Number of Students

Exceeds Meets Does Not Meet % Passing

ALG I 47 39 6 2 (45) 96%

GEO 0 na na na na

9th LIT 71 30 36 5 (66) 93%

11th LIT 51 27 22 2 (49) 96%

PHY SC 71 27 27 17 (54) 76%

BIO 65 35 25 5 (60) 92%

US HIS 54 23 27 4 (50) 93%

ECO 0 na na na na

Spring 2005 Number of Students

Exceeds Meets Does Not Meet % Passing

ALG I 94 51 16 27 (67) 72%

GEO 25 15 6 4 (21) 84%

9th LIT 95 33 45 17 (78) 82%

11th LIT 47 37 10 0 (47) 100%

PHY SC 92 44 32 14 (78) 85%

BIO 60 42 17 1 (59) 98%

US HIS 43 17 17 7 (36) 84%

ECO 0 na na na na

EOCT 2005-06

Winter 2005 Number of Students

Exceeds Meets Does Not Meet % Passing

ALG I 50 43 6 1 (49) 98%

GEO 56 48 8 3 (53) 95%

9th LIT 57 26 26 5 (52) 91%

11th LIT 81 15 50 16 (65) 80%

PHY SC 82 27 34 21 (61) 75%

BIO 73 6 46 21 (52) 71%

US HIS 82 41 30 11 (701 86%

ECO 18 6 1 11 (7) 39%

Spring 2006 Number of Students

Exceeds Meets Does Not Meet % Passing

ALG I 106 86 12 8 (98) 92%GEO

9th LIT 102 10 67 25 (77) 75%

11th LIT 69 27 40 2 (67) 97%

PHY SC 98 45 41 12 (86) 88%

BIO 47 9 30 8 (39) 83%

US HIS 68 24 21 23 (45)66%

ECO 2 0 1 1 1(50%)

CRCT

Click here for JCS

CRCT link

Survey Results

• What Works in Schools

• Bernhardt’s Education for the Future Initiative – staff, student, parent

• LOTI Technology (results in August)

• Continuous Improvement Continuums (CIC activity) from Education for the Future

What Works in SchoolsTop 10 and district Top 5

• End their units by asking students to assess themselves relative to the learning goals.

• A program that teaches and reinforces students self-discipline and responsibility has been implemented.

• Systematically ask students to keep track of their own performance on the learning goals.

• Students are provided with training regarding the dynamics of motivation and how those dynamics affect them.

• Training and support are provided to parents to enhance their communication with their children, their supervision of their children, and their parenting style.

BERNHARDT - STAFF

HIGHEST• I believe student achievement can increase

through effective parent involvement• I believe student achievement can increase

through providing a threat-free environment• This school has a good public image

LOWEST• Teachers communicate with each other to make

student learning consistent across grade levels.

BERNHARDT - STUDENT

HIGHEST

• My family wants me to do well in school

• My family believes I can do well in school

LOWEST

• Students at my school treat me with respect

• When I am at school, I have fun learning

• I have choices in what I learn

BERNHARDT - PARENT

HIGHEST• I support my child’s learning at home• I feel good about myself as a parent• Overall, the school performs well academically• The school expects quality work of its studentsLOWEST• My child’s teacher helps me to help my child learn

at home• The school meets the social needs of the students• Students show respect for other students

Continuous Improvement Continuums (CIC) activity

Ticket Out the Door

• Test score analysis (by homeroom/first period)

• Action plan review sheet (as a department/grade level)