PERFORMANCE OBJECTIVE: INSTRUCTIONAL LEADERSHIP AND STRATEGIC LEADERSHIP
We received the following Unbridled Learning Accountability Model results from the 2014-15 school year on October 1, 2015. College and Career Readiness rate was 63 percent. That rate increased from 2014 to 2015 by 2.5 points, totaling a 32 percentage point increase overall since 2010 — or more than doubled since 2010 (31%).
Graduation rate came in at 79 percent which was an increase in the actual number of 198 more students (5,742 total) graduating from 2014 to 2015 in the four-year cohort graduation model.
In the area of achievement we saw a plateau or maintenance overall for achievement and for our gap group. When we disaggregated the data by subgroups, we maintained the achievement level for groups with a -2.3 decrease in LEP (Limited English Proficient); however, this decrease is due to the nature of the exit process of LEP students once they reach English proficiency. Increases have been achieved over three years: All students = 5.7, Non-Gap = 7.3, Gap = 6.2, African American = 4.8, ECE Exceptional Child Education = 3.2, Free/Reduced Lunch = 6.2, Hispanic = 5.4 and LEP Limited English Proficient = 3.1.
We improved our overall score to 64.5, but missed our target after having met our KDE targets two years in a row. On the elementary level, we were within 1 point of reaching our KDE proficiency target. In reading 48 with a target of 50 and in math 48 with a target of 47.
Behind every data point is a child—we never forget this important principle in our work; for that reason, we broke this data down to the actual number of students who earned proficiency/distinguished status: 21,833 in Reading or Math.
Ongoing key initiatives strengthening student success include: Kindergarten Readiness Camp The focus of the 4 week summer camps is to increase kindergarten readiness levels for incoming kindergarten students. Participants in the summer 2015 showed marked gains in Kindergarten Readiness results. The curriculum, with detailed, aligned lessons, consisted of BRIGANCE Readiness Activities that focused heavily on the activities in Language Development, Literacy, and Mathematics. Research shows these three areas are the greatest indicators of Kindergarten Readiness. Monitoring student progress in the program was essential to the success of each child, and will include ongoing teacher assessments and a pre- and postassessment aligned the BRIGANCE Kindergarten Readiness Screeners.
The JCPS-Bellarmine Literacy Project will target approximately 60 high-need elementary schools, selected by data analysis and commitment of principals, SBDM and teachers, to provide intentional professional development to teachers and principals in an effort to build teacher capacity and improve literacy instruction in the classroom. All teachers and principals participating in the project will engage in ongoing coursework offered by Bellarmine University. Teachers will learn key literacy strategies that, when implemented with fidelity, will improve student literacy outcomes. This is a key strategy to support the Third Grade Reading Pledge.
To support our diverse student population, the office of Diversity, Equity and Poverty Programs has facilitated a number of initiatives during the 2015-16 school year:
- Student Engagement: Coding at the Beech, Street Academy, Lit & Series, Menaissance, Males of Color Celebration, D.O.R.M.S.
- Cultural Competency: Summer & Fall Equity Institutes, Professional Development Trainings, Increased awareness of student diversity and needs, Cultural Proficiency trainings for administrators
- Support Systems: LGBTQ Advisory Committee, Independent school support on diversity/equity workshops, Cultural Support to individuals/schools, Equity and Inclusion model for PBIS development, Incorporating evaluation/data
- Community Engagement: Envision Equity Newsletter, BLOCS Out of School Time Initiative, Higher Educational Institutional Engagement, Global Louisville, 15th District PTA, Clothing Assistance Program (CAP)
- Resource/Learning Development: SEED Cohort, Online multicultural resources, Deeper Learning Committee
With the purpose of increasing student achievement, a districtwide Innovative School Design contest resulted in two K-8 models approved for implementation in 2015-16 — the WaldorfInspired Catalpa Model at Maupin Elementary and the Reach Academy at Atkinson Elementary. I visited those schools on the first day, in addition to Butler Traditional High, Chenoweth Elementary, Kenwood Elementary, Ramsey Middle, Slaughter Elementary, and Wilder Elementary schools. A team of 10 educators provided support for 22 days to Maupin as uppergrade students struggled to adjust to a new faculty and the Waldorf-Inspired model. Maupin was “reset” in its implementation to focus on the lower grades, as the upper grades will phase out through the school.
The 2015-16 school year also was the pilot year for three schools associated with the Compassionate School Project: Cane Run, Jacob, and Slaughter elementary. This project intentionally was designed to fit JCPS and to use state-of-the-art research to build capacity within students to self-regulate and to empower their ability to choose wisely. The following 16 schools are being added to the Compassionate Schools Project for the 2016-17 school year: Blake, Bloom, Cane Run, Crums Lane, Engelhard, Fairdale, Fern Creek, Gilmore Lane, Hawthorne, Jacob, Rutherford, Semple, Slaughter, Stonestreet, Zachary Taylor, and Trunnell.
In response to the growing need for seats in Cluster 8, Kennedy Elementary was successfully opened with Mr. Kevin Nix as the principal. Construction began on Norton Commons and Ms. Allyson Vitato was named as the principal; the objective is to open Norton Commons Elementary in school year 2016-17. The Ernest Camp Edwards Education Complex opened after purchasing the Presbyterian Community Center.
The closing of Kennedy Metro Middle and Buechel Metropolitan High gave rise to a new school, the Minor Daniels Academy (MDA) named for Minor Daniels — in order to provide the necessary supports and an opportunity to be academically successful. At the dedication ceremony, a parent and student spoke of the life-changing opportunity that Minor Daniels had given the student. In an effort to continuously improve, a working collaborative with JCTA has been created to build a faculty to serve that specific population needs. Two of our Priority Schools exited Priority status — Waggener High School and Fern Creek High School. The Academy at Shawnee and Valley High School met their KDE target for the third year in a row, but did not exit Priority Status because they remained in the bottom five percent of all high schools in the state of Kentucky. Five Priority Schools met their AMO target — Knight Middle, Seneca High, Shawnee High, Valley High, and Western High. Seneca High and Western High work hard the school year 2015-16 with the goal of meeting their AMO for second year in a row. Knight Middle is looking forward to exit priority status after we received the test results in early October of 2016.
Roosevelt-Perry Elementary, Byck Elementary, and Moore Traditional School (Middle School section) fell into Priority Status. Roosevelt-Perry and Byck received KDE reviews that the principals had the capacity to lead the turnaround. Per the KDE review, the principal at Moore Traditional School will be replaced.
At the end of the 2015-16 school year, Myers Middle School will be phased out with the 8 th graders completing the year at Waggener High School. We were successful in providing quality education to the students associated with the now non-existing Myers Middle School.
Leveraging the lessons of turnaround, a new model was developed for Stuart Middle — the development of a 7 th – 8 th Grade Academy to compliment the work at the Frost Sixth-Grade Academy which is being relocated to the Stuart Campus. A Project Manager/Coordinator Dr. Debbie Powers will ensure that the Board-approved proposal will be implemented with fidelity. Valley Prep will phase out after 2016-17.
A key element of the middle school design will be the creation of high-functioning systems made up of teams of individuals working together to ensure all facets of teaching and learning are maximized. A basis for the creation of these systems of support will be the AdvancEd Standards and Indicators for Continuous School Improvement—the accreditation standards by which the schools and districts are held accountable in KDE audits. These Standards and Indicators for Continuous School Improvement include supporting students, teachers, leadership, resource allocation, as well as the ability of the school to engage in systems allowing for continuous school improvement.
The Deeper Learning Planning Committee was convened in February 2016 to start planning the work around Vision 2020 Strategy 1.1.1 Adopt a broader definition of learning. The short term goals of the Deeper Learning Planning Committee were to 1) conduct a literature review on deeper learning; 2) consult with national experts on deeper learning strategies and structures; 3) draft a framework of Deeper Learning including specific capacities and dispositions for initial focus in 16-17; and 4) plan next steps for Stakeholder Inclusion and Communication. The planning committee will update the Board on activities completed, share a draft of the literature synthesis, and gather feedback at the June 14th work session.