It's Time to Think Scheduling

Working with students' schedules is an integral component of leadership development for all school-based administrators. Student academic success is dependent upon a schedule that meets the needs of the individual student.

Scheduling can't be a random assigning of students into classrooms, lunch assignments, and special activities.
You need:

• Assessment Data
• Student Data
• Teacher Data
• AYP Subgroup Data
• Students needing special assistance
and more!!!!

We're adding resources to help you with Spring scheduling. We invite you to make comments about your success and submit resources to add to this blog. Keep checking the blog as we will invite guest principals to write about their successes.

Share the wealth--BLOG!!!

What's in a Curriculum Guide?

We know that course information needs to be included in the curriculum guide, but what other information do students need?

• Graduation Requirements
• Early Graduation
• College Prep Requirements
• Promotion Requirements
• Early Admission to College
• Honors/Advanced Classes
• Advanced Placement Classes
• Tech Prep
• ESOL
• Exceptional Student Education
• Dual Enrollment
• Bright Futures Scholarship Program
• Academic College CORE Preparatory Courses
• FL Academic Scholars Award
• Medallion Scholars Award
• Gold Seal Vocational Scholars Award
• Bright Futures
• Institutional Matrix (GPA & SAT Accepted in FL Universities)
* General Statements Regarding College Admission
• College Ready Diploma
• Talented Twenty Program
• The College Academy @ BCC Central
• Broward Virtual Education and Florida Virtual School
• Silver Cords at Graduation
• Silver Knight Awards

Did we remind you of something to add? Did we omit something? Let us know?

Tis the Season-- 10 Resolutions for Crunch Time

1)Examine the results of the latest writing prompt administered at your school. Create a list of students by rubric scores. Intensify and differentiate instruction for the students based on this latest data point.

2)Revisit your list of the top 45% in science to ensure that all students are currently performing at the levels they should. Intensify the enrichments these students receive.

3)Revisit your list of students who received an Achievement Level 2 last year in reading or mathematics (bubble students). Provide additional support to ensure they move to the next level.

4)Revisit your list of students who were retained last year in any grade (3-10). Look at the available data points to see what their progress has been like this year. Remember to get a learning gain—they must go up an achievement level.

5)Look at the tutorial/enrichment lists. Look at the available data points for these students. Has there been progress? If not, what changes need to be made?

6)Revisit your list of students who scored at Achievement Levels 3, 4, or 5. Look at the available data points to see if their progress is in the upward direction. What will you do in the last 9 weeks to maintain or increase their achievement level?

7)Senior high schools should look at all the students who are currently retained in the computer but are attending night school or participating in virtual school to ensure that if they complete the credit needed, the student is appropriately promoted in the computer.

8)Make sure your teachers are fluent with the Item Specifications (Test Specs). If not provide immediate professional development because this is crucial during this crunch period.

9)Examine exposure rates your students are having to Informational Text. If you are satisfied with the rate and results, continue. If not, make adjustments now to increase the exposure. Use all of your resources effectively and efficiently.

10)How many points are you away from the next accountability grade? What do you feel is your probability rate of achieving the next level? What are you doing differently during the next nine weeks to maintain standards where mastery was achieved and improve standards that were weak?

For more informations see: Effective Data Usage : Utilizing Data to Effectively Drive Instruction Powerpoint

AYP - Percent of Students Below Grade Level in Reading

Raise Reading Scores for Students not making AYP in Reading--Click here

Percent of Students below grade level in Reading

Recap of what Intern Principals shared in podcast:

• Double Dosing
• Tutoring after School
• Introduce Reading Strategies across Curriculum
and in Electives
• Start Writing Prompts 9th Grade Short/Extended
Responses
• Pullout services for lowest percentile
• Identify Bubble Student in all levels/categories/subgroups
• School-wide Literacy Program
• Content area reading training for staff
• SSR in Content Area

Kimberly Fernander
Dillard Elementary School

• Provide intensive instruction in the areas of Reading and Writing
• Provide instructional material that meet specific needs of the students
• Monitor bi-weekly assessments to determine academic growth
• Provide students with the opportunity to participate in the Extended Learning Opportunities after school and Saturday tutorial programs
• Use specials teachers push-in and reading resource specialist/curriculum facilitator to provide additional assistance within the classrooms
• Reflect differentiated instruction in lesson plans, small groups, double/triple dose, and reading centers to meet needs of all students
• Implementation of New Reading Series, inclusive of intervention programs
• Implementation of research based programs aligned to the struggling readers chart to address the five areas of reading for select students

Getting Down to Business

In an effort to meet our District's initiatives in making AYP, I have asked the Intern Principals to share successful AYP strategies on this blog.

Each month we will focus on a different indicator for meeting AYP. All topics will be archived for review.

We would like to invite all administrators to add strategies and comments each month.

Sherry Rose, Director
Leadership/Non-Instructional Development