Dr. Gregory M. Kuhns

Schools Of Excellence Recognition Program

For the 21st Century Learning

Schools Of Excellence Recognition Program

Why Apply?

When Do You Apply?

How Do You Apply?

Completing The Application

Where Do You Begin?

Before You Begin To Write

Some Of Today’s Topics

Why Apply?

Copyright 2011

a. Celebrate the good things you are doing for students!b. Recognition for the work your staff members do daily.c. Your students, staff, and community deserve the recognition.

When Do We Apply?

Copyright 2011

a. When You Meet The Eligibility Requirements WVSEb. When You Have Been Successful With Improving Your WESTEST 2 Scoresc. When your Staff Is Ready

How Do We

Apply?

Copyright 2011

Complete the West Virginia Schools Application for the 21st Century and submit it before the February deadline.

Where Do You Begin?

Copyright 2011

Overview

Get Support How to Begin Sell the Product Conquer &Team Selection DivideStrategic PlanTimeline

Get support!

What kind of support?

Support from where?

Get support!

There needs to be a support mechanism established in your school district/county. Have a discussion with and get these support persons involved with your effort.

Get support!

1 – Superintendent of Schools

2- Assistant Superintendent (If applicable)

3- Curriculum Director (If applicable)

4- Title I Director

5- Director of Special Needs

Sell Your Product

WV Schools of Excellence needs to be a team effort. Be sure to include on your team representatives from;

Sell Your Product

Faculty Senate Members

Curriculum Committees

Local School Improvement Council

How do you get these

people involved-

ASK THEM!

Sell Your Product

Students

Business Partners

PTA or PTO

Other Schools of Excellence

How do you get these

people involved-

ASK THEM!

Sell Your Product

STOP HERE!

Activity One

Sell Your Product

Begin your lists now.

Staff Members

Students Community People

Get Ready to

Write

Before you begin!

Selecting Your Planning Team

There needs to be representatives from your school community on your team. How do you get them?

(1)Ask for volunteers.(2) Various represented groups can

select their own representatives to be on the team.

(3)You can draft or assign team members.

Selecting Your Planning Team

This team will consist of just a few members. The planning team will help organize the process.

Remember: Keep this team small.

Select Your Planning

Team

STOP HERE!

Activity Two

Planning Team

Begin your lists now.

Staff Members

Students Community People

Selecting Your School of

Excellence Team

This team will consist of almost anyone who wants to be a part of the process including community members, partnerships, service personnel, students, etc.

Select Your School of

Excellence Team

STOP HERE!

Activity Three

School of Excellence

Team

Begin your lists now.

Staff Members

Students Community People

Clarification In our discussions we have made reference to two groups:

1 – Strategic Planning Team Selected few

2- School of Excellence Team Everyone that wants to be a

part

BREAK

How to begin the process?

Get organized. This has to be a team effort in order to have

the opportunity for success. Divide the work load into several smaller

pieces.Get your subgroups to work.

Writer

Defined Responsibilities

Editor Facilitator

Compilation Process Strategic Planning

TeamWriters

Editors

Group Facilitator

A

B

C

DE

F

G

H

Divide and Conquer

Some suggestions for assembling your subgroups. Grade level

InterestSubject Matter

Sections of the Application Areas of Expertise

Professional Learning CommunitiesOthers

Select Your Subgroups

STOP HERE!

Activity Four

Select Subgroups

Begin compiling your subgroups here.

Select Other Key Positions

Begin compiling your key positions here.

EDITORS FACILITATORS WRITERS

Strategic Planning

Your planning team will need to put together a strategic plan for completing the SOE Application.

(1) Plan backwards from February due date.(2)Choose a schedule in which the entire planning

team can be present on each date selected.(3)Select some dates that occur during school

time .

Formulate A Work Timeline

SeptemberAssemble planning team

October

Meet with planning team to discuss and layout entire planning process Set specific schedule/dates for November, December, January and

February NovemberBrainstorming session to clarify questions and determine data

collection neededReview data collection needs and discuss/assign plans for sub-

committeesDecember

Collect data from sub-committees

Formulate A Work Timeline

January Work on rough draftsComplete drafts for editors Drafts returned for revisions

February Presentation of Sections A-D to planning team Return Sections A-D to editors Presentation of Sections E-H to planning team Return Sections E-H to editors Send all Sections to editors for final revisions Final presentation of document to the entire planning team Take to board president and superintendent for signature Submit three copies to WVDE (original and two copies) ample:

Strategies for Assembling Your

Document

Dr. Gregory M. KuhnsOctober 30, 2008

Overview

Dr. Gregory M. KuhnsEmail: gkuhns@access.k12.wv.us

Brainstorming Answering QuestionsThe ProcessSample QuestionStrategic Plan- Working December & JanuaryWorking FebruaryQuestions

Brainstorming Your team will need to brainstorm to

(A) Search for unique activities at your school

(B) Create lists of activities (C) Create lists of information (D) Create lists of additional

information

Why Brainstorming?Brainstorming session to clarify questions

and determine data collection neededTo give all stakeholders the opportunities

for inputReview data collection needs and

discuss/assign plans for sub-committees

Brainstorming Your sessions might end up looking similar to the chart below.

Unique activities

List of activities

List of information

List of additional information

Responsible EaglesTV Productions

ClubsGroupsField trips

GrantsAwards ContestsPerformances

Fundraising Afterschool programsBefore school programsBusiness Partners

Brainstorming

STOP HERE!

Activity Five

Brainstorming

Begin brainstorming here..

Unique activities List of activities List of information

Answering Questions

When you begin to assemble your document, remember the process. Utilize your sub-groups to assist with gathering data for the document.

Answering Questions

Read each question carefully before answering

Break down the questions and examine the criteria/descriptors listed below the question

Answer the question thoroughly and completely

Flowering or philosophical statements without supporting data do not score very high

Sample Question

CRITERIA: Describe any developmental guidance and counseling programs, character education, healthy lifestyles and health services, safety and drug prevention programs, tutoring or mentoring services, dropout prevention programs, or other student support initiatives.

Basic Question

Descriptors

A2. What comprehensive student support system is available for addressing student physical, social and emotional needs? How does the school intervene when student personal needs are preventing academic success?

Sample Question

A1. How does your school assure that all students receive the academic support they need to achieve at high levels? How is your school structured to meet the varied needs of your student population? Site such things as scheduling practices, staffing patterns, instructional approaches, instructional interventions and allocation of resources which have helped you effectively meet the needs of your particular student population.

Sample Question

A1.How does your school assure that all students receive the academic support they need to achieve at high levels? How is your school structured to meet the varied needs of your student population?

A1.How does your school assure that all students receive the academic support they need to achieve at high levels? PART 1

How is your school structured to meet the varied needs of your student population? PART 2

Sample Question Descriptors

Site such things as scheduling practices, staffing patterns, instructional approaches, instructional interventions and allocation of resources which have helped you effectively meet the needs of your particular student population.

1. Scheduling practices2. Staffing patterns3. Instructional approaches4. Instructional interventions5. Allocation of resources

which have helped you effectively meet the needs of your particular student population.

Actual Questions- Section A A. Student Focus and Support

A1. How does your school assure that all students receive the academic support they need to achieve at high levels? How is your school structured to meet the varied needs of your student population? Site such things as scheduling practices, staffing patterns, instructional approaches, instructional interventions and allocation of resources which have helped you effectively meet the needs of your particular student population.

A2. What comprehensive student support system is available for addressing student physical, social and emotional needs? How does the school intervene when student personal needs are preventing academic success? Describe any developmental guidance and counseling programs, character education, healthy lifestyles and health services, safety and drug prevention programs, tutoring or mentoring services, dropout prevention programs, or other student support initiatives.

A3. How has your school demonstrated a commitment to addressing the accessibility of its facilities and programs to students with disabilities? Describe what you have done and/or plan to do to improve the schools accessibility of programs and facilities.

Actual Questions - Section B

B.School Culture B1. What is the school’s underlying norms, values, beliefs,

traditions and rituals that have built up over time as people work together, solve problems and confront challenges? How does the school culture enhance school improvement efforts? Describe core values and beliefs and how these manifest themselves in the day-to-day operation of the school.

 B2. What intentional initiatives have taken place to create a “learning-centered” culture within the school?

 How does the academic success of all students remain a day-to-day priority?

  What kinds of activities/celebrations, etc., are sustained to

build positive relations between and among staff, students, parents and the community?

Actual Questions - Section B

B3. How does your school foster a sense of cooperation and collaboration among adults and students? Describe processes, strategies and time allocations that provide opportunities to develop relationships.

a. What opportunities do students have to build supportive and caring relationships with teachers and other adults?

b. How does your school promote positive student interaction and prepare students to succeed in a culturally and socially diverse environment? Explain how you foster positive interactions and respect among individuals and student groups.

Actual Questions - Section C

C.Challenging 21st Century Curriculum Standards C1. Successful schools establish rigorous curriculum standards

for all students. How does your school establish high expectations for all students and ensure that students achieve at high levels in the core subjects? Include a brief description (appropriate for your programmatic level) for each core content area including: (1) the curricular scope and sequence of courses; (2) how 21st century learning skills including, reading, information/communication skills, writing, and thinking and problem solving skills are addressed; (3) curriculum articulation across grades; (4) ways in which content areas are integrated; and (5) any unique or unusual features of your curriculum.

 a. English, Reading and Language Arts b. Mathematics c. Science d. Social Studies E. Foreign Languages f. The Arts

Actual Questions - Section C C2. How does your curriculum address 21st century content:

civic literacy, financial economic and business literacy, global awareness and health and wellness awareness? What emphasis do you place on these content areas in your curriculum? Give specific examples of how your curriculum addresses and how much emphasis you place on: civic literacy (character education development and ethical judgment, appreciation for democratic values, participation in the practices of democracy and community service); financial economic and business literacy (money management, personal finances and business processes); global awareness, (understanding tolerance and acceptance of ethnic, cultural, religious and personal differences); health and wellness awareness (knowledge and habits that contribute to personal health).

C3. How do you ensure that diverse learners (e.g., students with disabilities, students identified as gifted and talented, students with limited English proficiency, students identified as migrant, students placed at risk) all have the opportunity to learn challenging content and achieve at high levels? Describe any special programs or curricular offerings available for particular types of students. Explain how these relate to the overall curriculum.

Actual Questions - Section C

C4. What curriculum offerings provide rigorous educational opportunities that transition students to post secondary education and/or careers? Describe strategies and activities that comprise the school’s transition program which support student social and academic success as they move from one programmatic level to the next. High schools should describe curricular offerings such as honors: International Baccalaureate (IB), Advanced Placement (AP), Earn a Degree Graduate Early (EDGE), dual credit, virtual learning, and/or college courses. Describe any special programs or curricular offerings available for particular types of students. Explain how they relate to the overall curriculum.

Actual Questions - Section D D. Engaging Instruction

D1. How is the development of core literacy skills an integral part of instruction across all grades and subjects? Explain how literacy skills are taught through vocabulary development strategies, writing activities and reading comprehension.

D2. What school-wide practices or processes are used to accelerate the learning of students who fall below mastery? Describe the practices or processes used in classrooms to bring all students to mastery and above such as expansion and modification of instructional time, double blocking, regrouping, co-teaching, etc.

D3. What research-based instructional strategies and organizational methods do teachers use to actively engage students at high levels and assure students’ deep understanding of content rather than “coverage of materials”? Describe the research-based instructional strategies used school-wide and content specific that promote student engagement and high levels of achievement. Give examples of how these strategies impact classroom instruction and engage students in the learning process. Explain the variety of organizational methods (e.g., cooperative learning/grouping patterns and time allocations) used in daily instruction. Describe the standards-based lesson planning and unit development processes used in the school.

Actual Questions - Section D

D4. What processes/strategies and/or management systems are used to assure a safe and orderly school/classroom environment? Describe school-wide classroom management processes/practices and routines that assure a safe and orderly environment and develop learners who are adaptable, self-directed and responsible.

D5. Demands of the 21st century require that students be proficient in a variety of learning skills and adept at using 21st century technology tools. How does classroom instruction prepare students for success in the 21st century? Describe how 21st century tools and resources are incorporated as an integral part of the teaching and leaning process and used to develop students’ deep understanding and ability to apply and use content? Note: 21st century learning skills include: information and communication skills (information and media literacy), thinking and problem solving skills (critical thinking, systems thinking, problem solving, creating and innovating), and personal and workplace productivity skills ( interpersonal and collaboration skills, self-direction, adaptability, ethical behavior, social/personal accountability, leadership, project planning and development)

D6. How do teachers differentiate the instructional process to meet the varied needs of learners? Describe how teachers differentiate instruction in the classroom to meet the needs of all learners (including at-risk/special needs, those at mastery and those above). Give examples of how instruction is differentiated by adjusting process, product, assessments, grouping patterns and time to accommodate student learning profiles, readiness and interests.

Actual Questions - Section D

D7. What opportunities do students have to apply learning to real world situations? Explain what opportunities are provided through the classroom instructional process, as part of school-wide activities and/or as a part of out-of-school initiatives? Describe opportunities and initiatives for students to integrate quality work-based and/or experiential learning experiences (e.g., contextual learning, project based learning, student leadership and service activities, work based experiences, internships).

Actual Questions - Section E E. Professional Learning Communities

E1. What opportunities do teachers and other staff have to participate in professional learning communities? Describe the professional learning communities in your school. Provide specific examples of how professional learning communities build a sense of collective responsibility for student learning, offer collegial support to develop and try out new ideas, collectively solve problems, seek out information, provide a context for reflection, and/or enable staff to work together in other ways. Explain how such activities support student learning.

E2. How does a coherent approach to professional development ensure ongoing learning for staff? How do organizational arrangements such as time and teaching assignments make professional development a priority? Is there a long-term plan? Develop an overall picture of professional development in your school and describe your school’s plan. Give examples of significant ongoing school based learning opportunities (e.g., mentoring, teacher research, learning communities, web-based training opportunities). Give examples of significant out-of-school professional opportunities (e.g., networks, professional associations, conferences, courses, collaboration with higher education, cultural institutions, and businesses).

Actual Questions - Section E

E3. How has teacher professional development improved teaching? Explain how professional development for staff has an impact on teaching and learning in the classroom. Give specific examples of professional development that has influenced classroom instruction and student engagement and achievement. Describe how your school recognizes excellent teaching.

Actual Questions - Section F

F.Leadership and Educational Vitality F1. How does the instructional leader develop a school-wide

focus on teaching and learning? How does the instructional leader work with teachers to improve curriculum, instruction and student engagement? How do school leaders work with teachers to improve their instructional skills? Describe how the principal centers the operation of the school on teaching and learning. Explain how the principal creates an environment where staff learning is focused on the improvement of the curriculum, instructional processes and student engagement.

F2. How is the principal a “leader of learning”? How does the principal model lifelong learning? Describe how the principal is dedicated to his/her personal/professional growth. Describe how the principal works collaboratively to organize a school-wide structure for on-going professional growth/development for staff.

Actual Questions - Section F

F3. How does the principal organize and lead the school toward collaborative continuous improvement processes? How is the school improvement process organized and managed to ensure the school is always moving forward? Explain how the principal collaborates and organizes school improvement as an on-going continuous process.

F4. How is the Five-Year Strategic Plan developed and how does it drive and target school improvement efforts? Describe the school’s collaborative strategic planning process and how all staff and major stakeholders are involved in school-wide and classroom improvement initiatives. Explain how data analysis is used in the development and implementation of the Five-Year Strategic Plan. Describe how consistent and pervasive changes in school practices are based on the goals and objectives of the Five-Year Plan and supported through a professional development plan.

Actual Questions - Section F

F5. How does the principal(s) model the use of 21st century tools and applications in the role of manager and leader? What processes are in place for integrating technology into the school/classrooms and how is staff trained? How is technology used to analyze school data? Explain how school leaders model and use technology applications to communicate with staff and parents, provide professional development, and improve management efficiency and effectiveness. Provide specific examples of how technology has enabled the development and analysis of data about the school and uses of the data as a basis for decision making.

F6. What do you consider the major educational challenges your school must face over the next five years and how do you plan to address them?

Actual Questions - Section G G. School, Family, and Community Partnerships

G1. What community collaboration and partnerships are in place at your school? How are these partnerships and relationships mutually beneficial resulting in the school being a respected and valued partner? Discuss your community collaboration and partnerships and how they have resulted in mutual respect, support and understanding. Discuss how your school collaboratively develops goals, priorities and initiatives; who is involved in identifying them and how they are related to the overall schools goals and activities.

G2. How does your school environment welcome and respect families from all walks of life, solicit and value their meaningful input, find multiple ways to invite and involve them in school initiatives and build a shared commitment to student success? Describe school-wide efforts to establish effective two-way communication and meaningful involvement of parents that is respectful of the diverse background and challenging needs of families.

Actual Questions - Section G

G3. How does your school involve families in their children's education and student support programs? Discuss how, in partnership with families, the school: (1) supports and enhances the parenting role, (2) recruits and encourages volunteers, (3) facilitates learning at home (including homework) and (4) involves families in decision making. Provide examples of school support, such as integrated health and social services at the school site, referrals to community agencies and services beyond those provided by the school, before and after school child care, adult education, family counseling, nutrition education, times for parent meetings and conferences and transportation options.

Actual Questions - Section H

H. Indicators of Success H1. Research indicates that highly effective schools are data driven. What evidence do you regularly collect and analyze to judge the effectiveness of your school? Identify the types of data collected and why these data are appropriate evidence for your particular programmatic level.

 H2. Describe the data management system(s) used to summarize, analyze and report assessment results? What assessment data are communicated to students, educators, parents and the community about student, school and system performance? Provide evidence that assessment data have been analyzed at all levels (individual student, subgroups and school) to determine strengths and areas in need of improvement. Describe how you deliver timely evidence of student progress into the hands of instructional decision makers and communicate evidence of student performance to students, parents and the community. 

Actual Questions - Section H

H3. How do you use assessment results to understand and improve student and school performance? How does your use of assessment data contribute to making issues of quality and equity part of the everyday conversation at your school? How do data influence decision making? Provide evidence that assessment data are used systematically in making decisions about curriculum, instruction and student learning. H4. Describe your school’s balanced assessment system/approach that includes high quality summative, benchmark and formative classroom assessments used to improve teaching and learning. Note: H4a is not applicable for K-2 schools; however H4b and c need to be answered. Summative Assessment Results: Provide the most current student achievement data for the WESTEST 2. School Wide Aggregated WESTEST Trend Data Results2007-082008-092009-10

Actual Questions - Section H Benchmark Assessment Results: Describe benchmark

assessments used to provide teachers with more frequent evidence of student mastery of standards. How are the results of the benchmark assessments reported and used to adjust instruction in a timely manner? What high yield instructional practices have been implemented as a result of these findings? Formative Classroom Assessments: Describe assessment methods (e.g., selected response, extended response, performance assessments, and personal communications) used to provide students, teachers and parents with frequent evidence of student progress in mastering the knowledge and skills of 21st century learning. Describe the types of formative data used (e.g., DIBELS, Informal Reading Assessment, Informal Math Assessment) to redirect daily instruction.  H5. FOR HIGH SCHOOLS ONLY: How have your students performed on PSAT, PLAN, SAT, and/or ACT college entrance examinations over the past three years? Be sure to indicate the number of students and percentage of the cohort class tested. Explain any pattern of increase or decline in test scores.

Actual Questions - Section H

H6. What specific improvements have been made in school procedures and practices as a result of your analysis and use of assessment data? Describe school wide practices (i.e., scheduling, extended school day/year, staffing, horizontal/vertical collaboration efforts, professional development programs, etc.,) that have been implemented as a result of data findings. H7. What evidence is available of effective overall school performance? a. What was your schools record for the past three years in the following areas which may serve as indicators of school climate and engagement? Explain any patterns of increase or decrease as well as special circumstances that affected any of these indicators. If you choose to use other indicators of school performance, you may add up to three additional indicators to this list.  2007-082008-092009-10

     

Actual Questions - Section H

b. What was your schools’ record for the past three years in the area of school safety, discipline, and drug prevention? Create a set of behavioral categories that is consistent with your school safety, discipline, and drug prevention policies and appropriate for describing incidents ranging from minor to serious that occur in your school. Report incidents in terms of percentages of students involved for each category you identify. H8. Which awards received by your school, staff, or students are most indicative of school success? Limit your description of awards to ten or fewer and be sure to explain the reasons for your choices. 

 

Let’s Review

 

Get SupportSell Your ProductTeam Selection

Divide and Conquer

Strategic Plan

Timeline

Compilation Process Strategic Planning

TeamWriters

Editors

Group Facilitator

A

B

C

DE

F

G

H

Working in December/January

DecemberCollect data from sub-committees January Work on rough drafts Complete drafts for editors Drafts returned for revisions

Working in February

Presentation of Sections A-D to planning committee

Return Sections A-D to editors Presentation of Sections E-H to planning

committee Return Sections E-H to editors Send all Sections to editors for final

revisions

Working in February

Final presentation of document to the entire planning team

Take to board president and superintendent for signature

Submit three copies to WVDE (original and two copies)

Do you have any questions?

Dr. Gregory M. KuhnsOctober 30, 2008

Contact Information

Dr. Gregory M. Kuhns

Dr. Gregory M. KuhnsEmail gkuhns@access.k12.wv.usOffice Phone 304-873-2521