Leadership in the Classroom: Closing the Achievement Gap ...
Closing the Achievement Gap in Summit School District
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Transcript of Closing the Achievement Gap in Summit School District
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Closing the Achievement Gap in Closing the Achievement Gap in Summit School DistrictSummit School DistrictPresentation to Summit School District Board of EducationJanuary 26, 2010
Presented by Ceri Dean and Candy Hyatt
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Outcomes
Teachers use research-based instructional strategies that address the needs of English Language Learners.
District and school leaders apply their knowledge of leadership concepts and responsibilities to implement improvement initiatives that close achievement gaps.
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McREL’s ASSISTANCE TO SUMMIT SCHOOL DISTRICT
Professional Development
Technical Assistance
Capacity-Building
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Professional Development in Summit School District
Classroom Instruction That Works with English Language Learners
Systematic Vocabulary Instruction School and District Level Leadership
Development Power Walkthrough
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Technical Assistance in Summit School District
Classroom Visitations Assistance with developing:
• District Strategic Plan with non-negotiable goals• School Improvement Plans• Individual leadership plans• Use of data system for collecting and using
data to monitor and evaluate progress toward goals
• Guaranteed and Viable Curriculum in Mathematics and Language Arts
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Building Capacity in Summit School District
Principal capacity to serve as instructional leaders and share leadership for improvement
Teacher capacity to improve instruction through high level professional dialogue
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Building Capacity in Summit School District
District capacity to:• Develop and implement a long-term professional
development plan aligned with district goals• Develop and implement standards-based
curricula in all content areas• Review and revise programming for English
language learners• Develop and leverage internal expertise to
provide all teachers with professional development related to meeting the needs of English language learners
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CSAP Reading Minority Gap AnalysisColorado
Gap2007
Gap2008
Gap 2009
CTAGY1 GapChange
Dist 30.5% 28.5% 28.1% -0.4%
Elem 28.9% 27.9% 24.6% -3.3%
Mid 32.2% 28.8% 29.1% 0.3%
High 30.8% 29.4% 28.3% -1.1%
Summit
Gap2007
Gap2008
Gap 2009
CTAGY1 GapChange
Dist 44.6% 43.9% 36.1% -7.8%
Elem 37.4% 41.2% 37.8% -3.4%
Mid 45.9% 42.2% 36.3% -5.9%
High 53.2% 54.3% 34.7% -19.6%
*Largest district gap reduction of all six CTAG districts.
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CSAP Math Minority Gap AnalysisColorado
Gap2007
Gap2008
Gap 2009
CTAGY1 GapChange
Dist 26.7% 26.1% 25.2% -0.9%
Elem 26.1% 25.9% 25.0% -0.9%
Mid 29.8% 27.7% 27.0% -0.7%
High 26.3% 26.6% 25.4% -1.2%
Summit
Gap2007
Gap2008
Gap 2009
CTAGY1 GapChange
Dist 36.6% 35.7% 33.7% -2.1%
Elem 36.9% 40.2% 39.6% -0.6%
Mid 41.5% 36.5% 38.2% 1.7%
High 31.9% 38.2% 29.1% -9.1%
*Second largest district gap reduction of all six CTAG districts.
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CSAP Reading Poverty Gap AnalysisColorado
Gap2007
Gap2008
Gap 2009
CTAGY1 GapChange
Dist 32.2% 30.9% 31.1% 0.2%
Elem 31.3% 30.9% 30.7% -0.2%
Mid 34.5% 32.3% 32.9% 0.6%
High 31.2% 30.5% 30.1% -0.4%
Summit
Gap2007
Gap2008
Gap 2009
CTAGY1 GapChange
Dist 42.6% 42.2% 36.3% -5.9%
Elem 36.6% 40.6% 37.7% -2.9%
Mid 41.5% 40.4% 35.0% -5.4%
High 53.5% 51.7% 39.1% -12.6%
*Largest district gap reduction of all six CTAG districts.
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CSAP Math Poverty Gap AnalysisColorado
Gap2007
Gap2008
Gap 2009
CTAGY1 GapChange
Dist27.4
% 27.3% 27.3% 0.0%
Elem28.3
% 28.7% 28.7% 0.0%
Mid33.3
% 31.9% 32.2% 0.3%
High27.0
% 27.8% 27.4% -0.4%
Summit
Gap2007
Gap2008
Gap 2009
CTAGY1 GapChange
Dist35.1
% 34.9% 33.7% -1.2%
Elem35.5
% 36.1% 38.5% 2.4%
Mid38.8
% 37.6% 40.3% 2.7%
High32.1
% 39.7% 31.9% -7.8%
*Second largest district gap reduction of all six CTAG districts.
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