- Normandy Schools Collaborative
- Message from the Superintendent
2019 Annual Performance Report: The Foundation for Our GrowthPosted by Dr. Charles J. Pearson on 10/17/2019 8:15:00 AM
The Missouri Department of Elementary and Secondary Education (DESE) has released the Annual Performance Report (APR) for school districts throughout the state. Like many districts we look to these results to help us monitor the progress the district and our students are making within the standards of Academic Achievement, Attendance, College & Career Readiness, and Graduation Rate.
For four years, Normandy made significant progress on the APR. This progress supported NSC being reclassified as a provisionally accredited school district in 2018. We’re proud of all of the work on behalf of the students, teachers, and staff that helped us reach that goal.
In reviewing our data, there was movement within a level, but performance stayed within the same band as previous years. The results reinforced what we already knew: What led us to provisional accreditation will not take us to the next level — full accreditation.
The new APR looks at school performance using the following metrics: Growth, Status, and Progress. Growth measures the change in achievement scores for individual students over time. Status is a measurement of the district’s or school’s level of achievement based upon a three-year average of the MAP Performance Index (MPI). Progress measures annual improvement on MAP assessments.
Analysis of the 2019 NSC Data*
Standards 1 and 2 [Academic Achievement and Subgroup Achievement] correlate. Standard 2 is a percentage of Standard 1 and is weighted to give added support for districts with large subgroups (low income, minority, students receiving special education services). Under the Growth measure, ELA and Mathematics performance is within the Floor range. Under Status, ELA is in the Approaching range, while Mathematics performance is in the Floor range.
Standard 3 [College and Career Readiness (CCR)] has three sub-standards, and measures Status and Progress only. CCR Assessments’ performance was in the Floor range of Status. Advanced Placement was in the Approaching range of Status. Post-secondary placement performance was in the Target range of Status.
Standard 4 [Attendance] measures Status and Progress only. We performed in the Floor range of Status.
Standard 5 [Graduation Rate] measures Status and Progress only. It tracks graduation over 4 spans. We performed in the Approaching range of Status in all four spans.
* See explanation of terms and measures below.
For 2018-2019, our strategic actions focused upon:
- Planning the realignment of the instructional model by consolidating Pre-School, Pre-Kindergarten, and Kindergarten in a new Early Learning Center. (Standards 1 and 2)
- Construction of a new Early Learning Center to house Pre-School, Pre-Kindergarten, and Kindergarten. (Standards 1 and 2)
- Converting five schools into EleMiddle (grades 1-8) schools, thus eliminating the Middle School model in the district. (Standards 1 and 2)
- Establishing a Career and College Readiness Division to improve access and opportunity for all students whether college or career bound. (Standard 4)
- Identifying strategic priority projects in literacy grades Pre-K to 12th to implement in 2019-2020. (Standards 1 and 2)
In 2019-2020, the strategic actions occurring are:
- Opening the new Early Learning Center. (Standards 1, 2)
- Implementing the EleMiddle Model. (Standards 1, 2)
- Piloting three frameworks/programs for developing skills of teachers grades 1-6 in literacy instruction. At the end of the 2019-2020 school year, performance data will be analyzed and one program will be implemented districtwide to grades 1-8 in the 2020-2021 school year. (Standards 1,2)
- Training Early Learning teachers in the LTRS approach to lay a strong foundation in literacy at the early/primary grade. (Standards 1,2)
- Ongoing professional learning on the Envision Mathematics curriculum (Standards 1,2)
- Implementation of a four-year Career and College Readiness Plan for grades 9-12. (Standard 3)
- Implementing a research-based model, Think Circa for 9th graders at the high school to support strengthening literacy (reading, writing, speaking, reasoning, listening). (Standards 1,2,3)
- Piloting a rewriting of curriculum at the high school that is “Lexile” appropriate for our students. (Standards 1,2,3)
- Researching, analyzing, auditing, and systematically implementing improved procedures in attendance documentation. (Standard 4)
Note: The projects listed above are based upon strategic planning documents submitted to the JEGB in June 2019. (See attached addendum.)
Explanation of Terms and Measures on the Annual Performance Report
There are three metrics on the Annual Performance Report: Growth, Status, and Progress.
Growth measures the change in achievement scores for individual students over time.
Growth is divided into three levels:
- Exceeding: The district or school growth measure (effect) is greater than 50 and the difference from 50 is statistically significant.
- On Track: The district or school growth measure (effect) is not statistically different from 50.
- Floor: The district or school growth measure (effect) is less than 50 the difference from 50 is statistically significant.
Status is a measurement of the district’s or school’s level of achievement based upon a three-year average of the MAP Performance Index (MPI).
Status is divided into four levels as follows:
- Target - represents a level of performance approximately equivalent to the projected performance of the top 10 states on the corresponding National Assessment of Educational Progress (NAEP) exam or, in subjects for which state-by-state NAEP data are unavailable, an equally rigorous target.
- On Track - represents levels of increasing performance expectations with a goal of 75 percent proficient by the year 2020.
- Approaching - represents a level of performance equal to 100 percent Basic.
- Floor - represents a level of performance less than 100 percent Basic.
Progress measures annual improvement on MAP assessments. This measure is expressed as a percentage of improvement or a percentage of progress toward a goal. It holds districts accountable for continuous improvement year to year using a rolling average. In ELA, Math and Science, the progress calculation measures improvement by comparing two-year averages of data and setting targets based upon a Normal Curve Equivalent (NCE).
Progress is divided into four levels as follows:
- Exceeding — represents equal to or greater than five percent improvement based on the MAP Performance Index or NCE Gap.
- On Track — represents equal to or greater than three percent but less than five percent improvement based on the MPI or NCE Gap.
- Approaching — represents equal to or greater than 1 percent but less than three percent improvement based on the MPI or NCE Gap.
- Floor — represents less than one percent improvement based on the MPI or NCE Gap.
For more information on the new APR, click this link to view the Missouri School Improvement Plan Comprehensive Guide.
For Strategic Planning Projects designed to address improvements needed for improved academic performance, please click here: Strategic Planning Projects
Promises Kept - An Update on Proposition NPosted by Charles J. Pearson on 10/9/2019
To the NSC Community,
What a difference 18 months has made!
In 2017, the Normandy Schools Collaborative community passed Proposition N, a $23 million no-tax- rate increase bond issue. This support was a critical first step to redesigning Normandy Schools programming in ways that will provide a quality education for all children in our schools in the years to come.
Concurrent with passing Prop N, the Joint Executive Governing Board approved a progressive set of priorities that will lead to improved educational opportunities for all students. Those innovations included:
- Combining Pre-School, Pre-Kindergarten and Kindergarten on one campus
- Implementing the EleMiddle Model—closing the Normandy 7/8 Grade Center, while opening five schools as 1-8 schools. This move will now provide a better learning environment for students grades 1-8.
To implement this vision, Prop N funds were allocated to do the following:
- Build a brand new Early Learning Center to meet the needs of our youngest scholars, Pre-school to Kindergarten.
- Expand and improve Jefferson and Washington schools by adding a new library, secure front entrances, restrooms, classrooms, and STEM room to teach integrated Science, Technology, Engineering, and Math.
- Renovate Bel-Nor School to prepare it to serve students grades 1-8.
- Complete targeted renovations at Lucas Crossing School to serve students grades 1-8
Construction has been completed at Jefferson School and Washington School. Renovations at Bel Nor and Lucas Crossing have been completed. The EleMiddle (1-8) model was successfully rolled out this school year which we will continue to monitor to ensure the model is meeting the needs of students.
On August 19, the Early Learning Center opened, serving the three grade levels. All classrooms and student learning spaces were ready for students when it opened. However, site work has continued and will be completed by December 2019. Outstanding projects include completion of the early childhood playground, permanent driveways and parking lots, and extensive landscaping designed to both enhance the site itself while providing a screen from Natural Bridge and traffic.
When we proposed the 2017 bond issue, we committed to maintaining the tax rate for our residents, and we have kept that word for two years straight. At our September 30 tax rate hearing, our Joint Executive Governing Board voted to maintain the tax rate at its current level of $1.7825.
Even as we kept this promise, the JEGB and Normandy administration have diligently worked to stabilize the district’s finances in order to provide the resources necessary for a quality education.
In the coming months we will continue to reach out to families and community members to get your feedback on these developments or other matters you may have questions about. We will continue to post information on our website, social media platforms, and other outlets to notify you of upcoming community meetings.
If you have questions or want to share an idea, please reach out to us at email@example.com, or click the Have a Question? graphic on our home page, www.normandysc.org. You can also leave a message on our NSC Community Line, 314-493-0141.
Homecoming 2019 - A Message for the Normandy CommunityPosted by Dr. Charles J. Pearson on 10/7/2019
I want to thank all of the students, staff, and families who participated in our homecoming activities last weekend. The events that week, the parade and football game (despite the loss) made for an enjoyable way to spend time with friends, family and neighbors.
Unfortunately, the weekend did have a low point. You probably have heard about the incident at the alumni bonfire which resulted in serious injury to five people in attendance. The alumni bonfire is an annual event that is not sponsored or affiliated with the school district, however, we know that many in the Normandy community look forward to attending this yearly celebration. We are saddened and troubled anytime violence affects members of our community, and want to reassure you that no current Normandy students were involved in this incident.
It’s unfortunate that, at an event intended to bring people together to celebrate and fellowship in a positive way, can have this outcome. Our thoughts are with those who were injured at the event.
Dr. Charles J. Pearson
Superintendent's Update - Early Learning Center & EleMiddle SchoolsPosted by Dr. Charles J. Pearson on 8/22/2019
As we begin the 2019-2020 school year, we are sharing an update on two major initiatives. First I want to take this opportunity to update you on the full scope of the Normandy Early Learning Center project and the timeline for completion.
When this project was approved, an aggressive schedule was developed that would meet several goals in phases.
- Goal 1: Complete the building to the point where students could enter the school at the beginning of the 2019-2020 school year. Teachers were able to enter the school a full two weeks before school began to allow them time to prepare classrooms. This goal was met.
- Goal 2: Complete the demolition of the now vacated middle school building. This included three steps: 1) abate the building for all hazardous material; 2) demolish the building beginning with the section closest to the new Early Learning Center; 3) haul away all debris. This goal is on target.
- Goal 3: Complete all site work, which includes: 1) new roads in and out of the complex; 2) new parking lots to accommodate both ELC parents, visitors and staff; 3) finish landscaping once all of the other site work is completed. These goals were part of the original schedule with the expectation that all of this work would be completed by November 2019.
Weather had a significant impact on the construction schedule. We responded to the weather delays by implementing an aggressive schedule which continues to date. This schedule ensures that all remaining work will be completed as planned. The current schedule for completion will have sidewalks and pathways done by the end of August. The demolition of the former middle school is scheduled to be complete by mid-September, with the completion of the parking lot scheduled for mid-November. We will keep you posted on the site’s progress as more information becomes available.
Second is the implementation of the EleMiddle model. We now have five schools, each of which is serving students in grades 1-8. Throughout the year, we will share highlights from each school as we forge ahead to build the educational system our children deserve. Our grade 1-8 schools are the foundation for more nurturing schools and better academic environments for primary, elementary and middle grade students.
I want to personally thank you for your patience and cooperation during this time. The Normandy Early Learning Center is a state-of-the-art facility designed to prepare our children for academic success as they progress to adulthood. Our grade 1-8 schools are the foundation for more nurturing schools and better academic environments for primary, elementary and middle grade students. Please know the changes we are making are for the benefit of children. If you have specific questions, please contact us at firstname.lastname@example.org.
Again, thank you for your cooperation and patience as we grow and strive to provide the best for our children.
Dr. Charles J. Pearson
Parents & Schools - A Partnership for Student SuccessPosted by Dr. Charles J. Pearson on 8/13/2019
Monday, August 19 is the first day of school and we can’t wait to see our students and families. As superintendent, my charge is to provide the best education for our students. Our students are intelligent, inquisitive, talented and deserve great opportunities.
There are some changes for the upcoming school year, changes made to help our students continue the improvements made over the last four years.
Our state-recognized early childhood program and Kindergarten are moving to a state-of-the-art facility, the Normandy Early Learning Center. This Center will provide students the strong start we know is important to future success.
Our five elementary schools have transformed to EleMiddle Schools. These 1-8 schools will provide elementary and middle grade experiences to students in a neighborhood school environment. STEM (science, technology, engineering, mathematics) takes on a major focus this year with the addition of renovated spaces in the EleMiddle Schools. We are strengthening our curriculum at the elementary/middle grade levels to ensure our students have a solid foundation in math and literacy.
We are working with companies and colleges to better align our high school courses with student interests and regional employer needs. There are multiple pathways to success for young people today. Our goal is to ensure students are prepared for many options ahead of them. Each of these changes was designed to create greater opportunity for our students to learn.
To fully experience a quality education, we need every child at school the first day, every day and all day this year. Attendance matters in children learning, getting to know routines, and building relationships with teachers and classmates.
If you have questions or concerns about your child’s class or any other school-related matter, please let us know. Principals and teachers are here to work in partnership for our children. You can contact us via email, phone, or through the website. Working as partners for the good of our children is how we will be successful.
Thank you, and together, let’s have a great school year!
Changing Lives Today. Educating for the Future!
The Parent FactorPosted by Dr. Charles J. Pearson on 6/3/2019
“It takes a village to raise a child” is an Igbo and Yoruba proverb that emphasizes the value of family and community in those cultures. This sentiment is reflected similarly in cultures all over the world because of a common understanding: It takes a team of caring adults to ensure that our children grow up safely, learn deeply, and mature into the kind of adults who will make the world a better place.
As we end the 2018-2019 school year, I want to thank our parents for their support and contributions to the Collaborative.
Study after study has shown two facts about schools. The quality of the teacher has the greatest impact on a student learning. The teacher’s mastery of the content, and the teacher’s ability to develop respectful relationships with students make a huge difference in the education of children. The second greatest school impact is the quality of the principal. The Principal leads the creation of the culture of the school, implements the systems that support effective teaching and learning, and provides critical feedback to teachers so they get better and better. These are called “in-school” factors.
The most important factor however is an “out-of-school” factor — parents. As a parent, you send children to school from loving and nurturing homes, homes where the values of the family have been communicated. You send us your best, your hope for the future. The opportunity we have each school year is to make sure that there is a home-school learning connection. Children must be supported in seeing the connection within the village. They must see the adults in their lives outside of school, and the adults in their lives in schools, as part of the same village.
Parents play a vital role. Here are some tips to help encourage year-round learning. Students will progress further and faster and benefit from healthy relationships.
- Talk with your children from birth, and keep talking to them. Language is learned through conversation and interactions.
- Talk about how much you value education. Share how you continuously work to learn more each day.
- Talk about high aspirations. Say, “Do your best, aim for an ‘A.’ You can do it, and I am here to help!”
- Talk about “future” aspirations. Say, “When you go to college, or when you own your own business, or when you own a home, not ‘if’.
- Ensure your child reads and does some math every single day. This is the best way for children to progress. Read to them. Read with them. Talk about what is read. Make counting games at the store, at the movies, while they help you around the house.
- Use positive words about school, even when you are experiencing a challenge with a school. Children need to know that the adults are working through their challenges. Children will then focus on learning.
Educators, families, institutions like the library, social services, businesses, churches, and law enforcement are all the village. Collectively, children will be well if we, the village, truly work together.
In August 2019, the new Early Learning Center will open, creating a new space that brings our youngest scholars together. These children will experience effective teaching that gets them ready for elementary education. All five of our former 1-6 schools will become 1-8 schools. This will ensure that these schools operate more like neighborhood or community schools. Children will experience fewer transitions, develop longer relationships with the adults in the school, and have more nurturing environment in the middle grades while still experiencing the most effective middle grade instructional practices.
This is a significant amount of change. It is both exciting and high stakes. We believe, however, that these changes will be more supportive of students having the quality educational experience they deserve.
As Superintendent of Schools, and a fellow member of the village, I thank each of you for sending us your best!
Teacher Appreciation Week - Thank You for Riding the WavePosted by Dr. Charles J. Pearson on 5/9/2019
This week we join school districts across the country to celebrate Teacher Appreciation Week! This time is set aside to express gratitude to each of our teachers for their commitment to excellence to our children.
We began this school year discussing the “Surfer” metaphor. We talked about the qualities of the great surfer. The surfer equips himself or herself for the wave by practicing until their technique is perfected. The surfer does not control the wave. Rather, he or she chooses a big wave as it roars in, and rides it. The ride is uneven, high risk, loud, and fast. The surfer is at different positions on the wave throughout the journey. If the surfer washes out, he is tethered to the surf board for a quick recovery. Then he gets back on the board to ride again.
Our teachers have shown themselves to be tenacious “surfers” -- this year in particular. These educators have demonstrated the growth mindset to keep getting better. For that and so much more, and to them I say thank you!
On behalf of the Joint Executive Governing Board, I salute our teachers for their continued commitment to doing what is morally right for our children!
A Balanced View of State AssessmentsPosted by Dr. Charles J. Pearson on 4/15/2019
One of the great challenges in today’s world of education is to balance the reality of state assessments and the weight they carry, against the work that we do each and every day with children.
Normandy has just completed its first week of MAP, the state’s annual round of assessments in English Language Arts, Math, Science, and Social Studies. Students in grades 3 through 8 are tested in English Language Arts and Math. Students in grades 5 and 8 are tested in science. High school students are tested in four classes: English I, Algebra II, Biology, and Social Studies. The high school exams are called End of Course (EOC) Exams, but serve the same purpose as the MAP. In many circles, these test results determine if we have been successful in our efforts to provide a sound education to our students. These assessments will stretch over a four-week period, so we have three more weeks to go.
I mentioned the word “balance” earlier. While our children and our schools will be judged on how they perform on these assessments, it is vital that we all see this as just a part of the daily work that we do. Our expectations must always be high. Our actions must always be intentional. Attendance must always be a focus. Getting rest for school and having a sound nutritious meal must always be a priority if we expect our students to do their best. Our students must always understand that they will be judged by how they perform in the world—as with any other job or career. They must also know that they are smart, capable, resilient, and equal to anyone else they encounter. They have what it takes to be successful!
We will continue to give these messages to our students on a daily basis just as you will give these same messages at home. We will continue to maintain a learning environment at school as you continue to encourage learning at home.
And our children will demonstrate who they are and what they know. Thank you for your continued partnership with the district!
Confidence in What We Hope ForPosted by Dr. Charles J. Pearson on 4/5/2019
Now faith is confidence in what we hope for and assurance about what we do not see.
—Hebrews 11:1 NIV
I was prompted to think about this powerful statement earlier this week. As we approach MAP testing and EOC exams, and as I was standing in the newly completed libraries at Washington and Jefferson schools, this verse came to my mind.
Two years ago, all we had was our faith that the additions to these schools would happen. We had plans. We had drawings. We had resources and expertise; but it was still an idea. We could see it intellectually, but the libraries, and offices, and new entrances were not there yet.
According to Hebrews 11:1, we do not need faith to see the construction now. It’s there. We can walk through it. We can touch it. But we still need significant levels of faith for future accomplishments.
We need faith that our young scholars will perform well on the state assessments. We need faith that they will be resilient, that they will remember what they learned in classes with our hard-working staff. We need faith that our students will push through challenges in their lives and come each day prepared to demonstrate what they know. Our students are bright and intelligent but for whatever reason, this is sometimes difficult for them to show on a standardized test. We must encourage them and see for them what may not be readily apparent. We must exude this faith as we walk and talk with our students in the remaining weeks of school.
We must actually have so much faith that it becomes contagious for our students and colleagues!
Today we do final preparation for the state assessments that will begin on Monday. Faith requires us to act as if we know the successful outcome, even when we have not seen all the evidence. Let’s work to make the environment ready. Let’s create spaces that support our young scholars in doing their best. Let’s use language that continues to equip them. On the days we are not testing, we must keep teaching, keep focusing upon their learning.
Last night, my faith was rewarded when I attended the Spring Concert and Senior Showcase at the high school. As I watched different groups enter and exit the stage — Normandy 7/8 Grade Center Orchestra, the Normandy High School Concert/Jazz Band, the High School Chorale, soloists, guitar students, dancers, the alumni who returned to perform with their former classmates — I realized that 100 students must have crossed that stage last night. The faith we have in them is now evident! We can see what they have accomplished.
Let’s leverage our relationships with children to support them in having faith in themselves, because they too must learn how to live by seeing what is not yet tangible. Let’s remember the paradox of our work. Let’s focus on the good works of our children to fuel our personal faith in them all — and in our future!
A Month to Remember the Innovation, Perseverance of a PeoplePosted by Dr. Charles J. Pearson on 2/28/2019
We have come to the end of our annual recognition of the contributions of African Americans/Black people to not just American culture, but the world’s culture.
The reason for this annual commemoration is something we need to remember year-round. Black History Month is more than a celebration of a moment in time or recognizing the many innovations that the African-American/Black culture has made in the lives of others. February is a reminder of the inventiveness, the innovative spirit, the perseverance, and character of individuals who have made the quality of life better for others through the solutions they developed.
Black History Month is also a testament to the sheer will to excel that so many have demonstrated. This celebration is a reminder that we as educators, must exemplify that will, teach and reinforce exemplary character traits and inspire the current generations to aspire to the same greatness as our ancestors.
Earlier this week, I spent time with this second grader, our future. Behind me are pictures of men and women from earlier generations. Each of these individuals left an indelible mark on the world. We must inspire this second grader and equip her to be a part of this legacy. We must help her to know that the purpose of her life is to make life better for others, and that she has the mind, strength, will, and the character to make a difference.
We must teach her that no one is better than her; that no one has greater value than her because of the color of her skin, or her gender, or the zip code she is growing up in. Then, one day, she too will see problems that need to be solved. She will apply herself with the same confidence that she approached me to read with her, and the world will be better for her having lived.