The COUNTDOWN to EXCELLENCE Implementation - …

1 Framework for Teaching and Learning: Non-Negotiables 1 | Page The COUNTDOWN to EXCELLENCE Implementation Continuum 11 Essential Outcomes The 11 Essential Outcomes provide direction and focus for schools and district departments in achieving the district s vision of becoming the top producer of successful students in the nation. These outcomes strategically take our focus beyond FCAT and align with college and workforce readiness, closing the achievement gap, as well as with state and federal requirements. The essential outcomes were developed by melding four key documents: the district s Strategic Plan, School Improvement Plans, the secondary schools League of Educational EXCELLENCE , and departmental Integrated Business Plans. These Essential Outcomes define how progress toward accomplishing the goal of intense focus on student achievement will be measured.

2 Culturally Embedded Intentionally Structured and Enforced In Name Only Evidence that all members of the school community are steadfast in this belief. All are willing to do what is necessary to meet high standards. There is active Implementation , follow up, and feedback. There is a sense of commitment. Leaders clearly support the constructs of the concepts by providing the formalized structures required. The work is thought of as an obligation to be met. There is evidence of follow up and feedback. There is a sense of compliance. Concepts are talked about. Concepts are thought of as another thing to do. Leaders tend to make broad based decisions with no follow up or feedback. There is a limited sense of accountability. What evidence does our school have to What evidence does our school have to What evidence does our school have to High standards for students , teachers , and administrators performance are declared and monitored.

3 Evidence: All members are steadfast in their belief that all can and will learn at high levels and they are willing to do what is necessary for all to meet high standards. Evidence: Teachers, students, and parents can articulate the expectations of 11 Essential Outcomes. Lesson plans show activities of higher order thinking skills engagement. Struggling learners are required to receive extra support until they are successful. Evidence: Plan and schedule of interventions. PLC products that show collaborative work and results of student learning. Evidence: PLC documents of plans, meetings, and parent activities. School Improvement Plan includes this focus. Members commit to a high level of achievement for all students (who want to learn). Evidence that members are willing to do whatever is necessary for all learners is limited.

4 Evidence: Limited signage of components of 11 Essential Outcomes are present on the campus and in classrooms. Some interventions for struggling learners are in place, but participation is encouraged rather than required. Evidence: Plan and schedule of interventions. Documentation of student learning is limited to that required for individual teachers. Evidence: School Improvement Plan includes this focus. Politically correct lip service is given to the commitment to all students achieving high standards. However, informal conversations frequently place blame on students, families and situations for inadequate performance. Minimal evidence of knowledge of the 11 Essential Outcomes exists through visible means in classrooms and through teacher ability to articulate the outcomes. Evidence: Limited signage of components of 11 Essential Outcomes are present on the campus.

5 Teachers and administrative staff are limited in their articulation of the Outcomes and aligned school efforts. Framework for Teaching and Learning: Non-Negotiables 2 | Page 7 Correlates of Effective Schools Effective schools characteristics provide a framework for school leadership based on various guiding principles, or correlates, derived from national research and case studies of school success. They describe the culture and learning climate of schools where students are achieving. The characteristics have continually led schools, administrators, and teachers towards looking at ways to improve the culture of a school and the achievement of its students. They provide a comprehensive framework as a foundation and catalyst for long-term systemic changes needed to ensure that every student succeeds.

6 The core belief is that all children, regardless of race, socioeconomic status, or gender, can and will achieve expected academic content and performance standards. The main characteristics of an effective school are: clear and focused mission, climate of high expectations, instructional leadership, safe and orderly environment, purposeful teaching (opportunity to learn and student time on task), home-school connection, and monitoring of student progress. The first correlates to be emphasized are: clear and focused mission (for classroom climate and culture), climate of high expectations for success, and purposeful teaching. Culturally Embedded Intentionally Structured and Enforced In Name Only Evidence that all members of the school community are steadfast in this belief. All are willing to do what is necessary to meet high standards.

7 There is active Implementation , follow up, and feedback. There is a sense of commitment. Leaders clearly support the constructs of the concepts by providing the formalized structures required. The work is thought of as an obligation to be met. There is evidence of follow up and feedback. There is a sense of compliance. Concepts are talked about. Concepts are thought of as another thing to do. Leaders tend to make broad based decisions with no follow up or feedback. There is a limited sense of accountability. What evidence does our school have to What evidence does our school have to What evidence does our school have to Clear and Focused Mission for Classroom Climate and Culture The school mission is a vibrant and visible statement in words and actions of all school staff. There is energy throughout the school for dedication to all students learning and achieving.

8 An intense focus on student achievement is evidenced in instructional goals, priorities, assessments, and accountability actions for all students with a commitment for academic enrichment beyond FCAT. Climate of High Expectations for Success Staff believes and demonstrates that all students can attain 21st Century Skills. The school as an organization reflects high expectations, requiring the cooperation of the school as a whole. The whole school as an organization responds when students do not learn. Purposeful Teaching Significant amount of classroom time is allocated to mastering essential skills. Students are engaged in student centered instruction and collaboration for a high percentage of time. Time is allotted in quality programs for students who have not reached mastery. Remediation and intervention programs are seen as opportunities for positive growth.

9 Evidence: Documentation of FCIM, PLC, and lesson study work. School Improvement Plan includes this focus. Clear and Focused Mission for Classroom Climate and Culture The school mission is a visible statement throughout the school. Staff members show an understanding of and commitment to the mission in words and work. An intense focus on student achievement is evidenced in instructional goals, priorities, assessments, and accountability actions by administrators and teachers. Evidence: Documentation of FCIM and PLC work. Climate of High Expectations for Success Staff believes and demonstrates all students can attain mastery of essential skills. Stakeholders believe they have the capacity to help all students achieve. Individual teachers respond when students do not learn. Purposeful Teaching Significant amount of classroom time is allocated to instruction in essential skills.

10 Students are engaged in whole class or large group, teacher directed, planned learning activities for a minimal percentage of time to allow for some collaboration among student groups. Some time is allotted in programs for students who have not reached mastery. Remediation and intervention programs are sometimes seen as punitive. Evidence: Documentation of FCIM and PLC work. School Improvement Plan includes this focus. Clear and Focused Mission for Classroom Climate and Culture The school mission is a visible statement throughout the school which the majority of staff can articulate and explain how they implement the mission in their work. Documentation of instructional goals, priorities, and assessments is evident in teacher records. Climate of High Expectations for Success Staff believes lack of student motivation and achievement can be attributed to students, families, and communities.