Building Instructional and Leadership Excellence

1 Planning and Advisory Services Awareness- Building Keynote Addresses Professional development & Instructional coaching Leadership development & coaching College & Career-Ready and Common Core Comprehensive School ImprovementBuilding Instructionaland Leadership System for Effective InstructionAll of our work is guided by the Daggett System for Effective Instruction, which ensures that stakeholders at every level of the organization are focused on increasing student achievement by Building and supporting Instructional Leadership Create a culture Establish a shared vision Align organizational structures and systems to vision Build Leadership capacity Align teacher/administrator selection, support.

2 And evaluation Support decision making with data systemsInstructional Leadership Use research to establish urgency for higher expectations Align curriculum to standards Integrate literacy and math across all content areas Facilitate data-driven decision making to inform instruction Provide opportunities for focused professional collaboration and growthTea c h i n g Embrace rigorous and relevant expectations for all students Build strong relationships with students Possess depth of content knowledge and make it relevant to students Facilitate rigorous and relevant instruction based on how students learn Use assessments to guide and differentiate instruction Demonstrate expertise in use of Instructional strategies, technology, and best practices1587 Route 146 Rexford, NY 12148 | | P: (518) 399 2776 F.

3 (518) 399 76073 Our Approach Whether we are working on Common Core State Standards Implementation or Comprehensive School Improvement, we believe that every school has its own DNA. Our partnership will be based on a deep understanding of your goals and challenges and built around a plan that is developed together to meet your needs. Our approach ensures that the process is rooted in data and tailored to your specific priorities. It is intentionally designed to function as a structure, not a AssessmentNeeds AssessmentProcess that enables administrators andStrategic Planningdistricts in order to improve student & ExecutionLeadership DevelopmentLeadership teams will learn how to embrace commonPr ofessional development for TeachersSustainabilityDistrict and school improvement will be built to sustainthe model.

4 With stakeholders realizing that success is aStaff will learn how to clarify students learning expectations andwill be trained on how to deliver a rigorous, relevant education to each individual in their AssessmentIn order to develop a successful solution, it is critical to begin with an accurate situation analysis. Our senior consultants work collaboratively with the Leadership team to determine where you are now and where youwant to go. Information is gathered through a series of classroom observations, interviews and surveys, resulting in aconcise report.

5 The Needs Assessment typically makes use of the following tools: Daggett System for EffectiveInstruction Rubric This powerful tool is used to help determine the level of systemwide alignment based upon key indicators from the DSEI toward Instructional effectiveness. Collaborative Instructional ReviewThis proprietary tool guides classroom observation to help gauge progress toward transforming instruction by examining levelsof rigor, relevance, and relationships presentin the classroom. WE Surveys These surveys evaluate how students, Instructional staff, Leadership , and community members perceive the instruction, learning environment, and level of engagement.

6 The output of these surveys show similarities and disparities in perceptions which helps determine where to focus improvement efforts. Data Analysis Report This in-depth review provides quantitative evidence to help identify strengths and areasof need. 4As the following chart indicates, Rexford met the participation requirements for students taking the appropriate assessments, but did not make AYP overall in both math and ELA or for the graduation rate. Rexford High School AYP Requirements Key Challenges The following key challenges have been identified: Address the Instructional needs of students with diverse learning abilities in regular classrooms, including students with disabilities, to improve reading and math scores.

7 OEstablish the expectation that best practice Instructional strategies are to be used by all staff in all classrooms. oUse the professional development structures the cadre of teacher leaders and collaborative team professional development sessions on Mondays to develop and support implementation of rigorous and relevant Instructional strategies. oIncrease teacher access to and use of Instructional resources. oSupport teachers in the development of strategies and skills for differentiating instruction to meet the needs of the diverse learning levels in their classrooms.

8 OContinue to develop a shared vision at Rexford to create a culture of high expectations and a laser like focus on effective instruction. Establish a culture of high expectations for student success shared by students, teachers, administrators, staff, and parents. oInstitute a ccountability for student success at all levels. oContinue to build an environment that fosters strong teacher student relationships. oEncourage greater student participation in school Leadership . oIntroduce students to the concepts of rigor, relevance, and learner engagement.

9 Develop structures that support effective instruction for student success. Student Group ELA Performance Math Performance ELA Participation Math Participation Graduation Rate Overall Did not make AYP Did not make AYP Made AYP Made AYP Did not make AYPH ispanic Did not make AYP Made AYP Made AYP Made AYP Caucasian Made AYP Made AYP Made AYP Made AYP SES Did not make AYP Made AYP Made AYP Made AYP ELL Special Ed Made AYP AsthefollowingappropriateKeyChallengesTh efollowing Addressincluding Establishadministrators.

10 DevelopStudentGroupOverallHispanicCaucas ianSESELLS pecialEd Needs Assessment Report Rexford High School Rexford, NY January 2012 86%89%68%78%94%81%94%94%7%15%13%5%5%10%6 %3%3%3%17%8%3%3%0%20%40%60%80%100%Your ResultsNational ResultsYour ResultsNational ResultsYour ResultsNational ResultsYour ResultsNational ResultsTotal in AgreementUndecidedTotal in DisagreementTeachers are enthusiastic about what they know my students' academic interests and am a source of encouragement for my respect are enthusiastic about what they know my students' academic interests and am a source of