Accountability in Action Presented by: Dr. Tiffany Anderson Transforming Schools: Leading for Excellence Closing the Achievement Gap: Transforming Schools for Excellence Montgomery County Blacksburg Middle School Closes Achievement Gaps for African American Students Montgomery County AES Elementary Closes Achievement Gaps for Special Education Students Montgomery County: Achievement Gap Analysis Montgomery County: ELL Gap Analysis Data Missouri - UA Charter Achievement Results for High School English In 2008 the pass rate for students in proficient and advanced was 59.5%. In 2008 the pass rate for students in proficient and advanced was 59.5%. In 2009 the pass rate for students in proficient and advanced jumped to 84.1%. In 2009 the pass rate for students in proficient and advanced jumped to 84.1%. In 2011 the pass rate for proficient and advanced is 93%. In 2011 the pass rate for proficient and advanced is 93%. Missouri UA Charter High School Math 2009 Compared to 2011 Results In 2009, students scored a pass rate of 34.7%. In 2009, students scored a pass rate of 34.7%. In 2011, 81% scored proficient and advanced. In 2011, 81% scored proficient and advanced. Current School District Turnaround : Immediate School Improvement The Transformation of Jennings School District Starting in 2012 Closing the Achievement Gap: Transforming Schools for Excellence Jennings Demographic 2,600 Students 2,600 Students 100% Poverty 100% Poverty Approximately 4 Square Miles Approximately 4 Square Miles Low Property Tax Revenue Low Property Tax Revenue Multiple Home Foreclosures Multiple Home Foreclosures 18% Special Education 18% Special Education 6 points (4.3%) Away MSIP Movement2012-Past2013-Present APR Total Points80/ /140 Percent of Points57.1%65.7% MSIP 5 StandardsPoints Possible Points Earned 2012 Points Earned Academic Achievement Subgroup Achievement College and Career Ready Attendance Graduation Rate30 Total Closing the Achievement Gap: Transforming Schools for Excellence Below 50% = Unaccredited 70% = Full Accreditation MSIP Movement APR Total Points80/14092/ / /140 Percent of Points57.1%65.7%78.2%81.1% MSIP 5 StandardsPoints Possible Points Earned 2014 Points Earned Academic Achievement Subgroup Achievement College and Career Ready Attendance Graduation Rate30 Total Closing the Achievement Gap: Transforming Schools for Excellence Surrounded by Struggles Jennings Shines SEPTEMBER 22, :15 AM BY ELISA CROUCH JENNINGS Just two years ago, Sean Charleston didnt understand the point of school. He was sometimes suspended. He earned Ds. He blew off homework. But then he ended up in Karen Thompsons biomedical science class that the 20-year veteran teacher had begun teaching at Jennings Senior High School. Sean loved the class and saw that Thompson cared about his future. Now, he is determined not just to graduate high school, but college. Thats the only way Ill be successful, said Sean, now a sophomore. Seans transformation is happening on a larger scale throughout the Jennings School District. The north St. Louis County school system which once found itself on the brink of losing state accreditation is climbing back toward academic respectability. Parents are showing up in greater numbers to open houses and parent meetings. Attendance is up. Discipline problems are down. Middle schoolers are visiting college campuses. More of the article can be found at Taking a Closer Look Discussion Question Can you name school districts outside of your district that are achieving at the top in the state? What do they have in common? Closing the Achievement Gap: Transforming Schools for Excellence The Achievement Gap Impact and Correlations Illiteracy and crime are closely related. The Department of Justice states that over 70% of inmates in America's prisons cannot read above a fourth grade level. The rising welfare costs ad poverty rates are correlated to the achievement gap. 90% of welfare recipients are high school dropouts. The achievement gap represents billions of unclaimed jobs, a population with poorer health, high incarceration rates and a nation that is falling father behind and becoming more dependent on others for economic viability. Replicating Academic Success Its crucial you allow others to see models of success in order for them to truly believe success at very high levels is possible. Its crucial you allow others to see models of success in order for them to truly believe success at very high levels is possible. Learn from those doing things better than you are and build on those ideas. Learn from those doing things better than you are and build on those ideas. Use the 90/90/90 network from Edtrust or Doug Reeves to find schools achieving at the highest levels in their state. Use the 90/90/90 network from Edtrust or Doug Reeves to find schools achieving at the highest levels in their state. 90/90/90 School Research Shows that High Performing Schools Have: Laser like focus on student achievement. Charts and graphs are posted throughout the school focused on improvement. Laser like focus on student achievement. Charts and graphs are posted throughout the school focused on improvement. Extended time is spent on math and communication arts with frequent common assessments that are scored internally and externally. Multiple opportunities are given to improve. Extended time is spent on math and communication arts with frequent common assessments that are scored internally and externally. Multiple opportunities are given to improve. There is a structured approach in how to use data to improve performance (ex: data consults, data teams, data dashboards, staff mapping). There is a structured approach in how to use data to improve performance (ex: data consults, data teams, data dashboards, staff mapping). Effective Schools Research: What we already know Ron Edmonds, L. Lezotte and Ron Ferguson We know that the research-based effective school correlates are: Instructional Leadership Instructional Leadership Focused Vision/Mission Focused Vision/Mission Safe and Orderly Climate Safe and Orderly Climate Climate of High Expectations Climate of High Expectations Frequent Monitoring of Progress Frequent Monitoring of Progress Positive Home-School Relations Positive Home-School Relations Student Time-on-Task/ Opportunities to Learn Student Time-on-Task/ Opportunities to Learn As we work to understand disparities, we know that a tripod of three things have the greatest impact on instruction: Content Curriculum Relationships-Home School Pedagogy Having a highly qualified staff with effective instructional techniques Schools that have eliminated the gap: What do they have in common? Quality Teachers Empowered with Culturally Relevant Teaching Quality Teachers Empowered with Culturally Relevant Teaching Standards Based Culturally Competent Rigorous Curriculum Standards Based Culturally Competent Rigorous Curriculum They take time to creatively build positive, strong relationships with students, parents, and faculty. Serve the whole child They take time to creatively build positive, strong relationships with students, parents, and faculty. Serve the whole child Closing the Achievement Gap: Transforming Schools for Excellence Relationships Students will not work hard for you if they dont trust you. Relationship Building Strategies High Visibility High Visibility Public Recognition Public Recognition Serving Basic Family & Staff Needs (Food Pantry, Supplies, Clothing) Serving Basic Family & Staff Needs (Food Pantry, Supplies, Clothing) Home Visits & Saturday Parent Conferences Home Visits & Saturday Parent Conferences Multiple Extended Opportunities to Succeed for Students and Staff (Example: Saturday School, Staff Supports) Multiple Extended Opportunities to Succeed for Students and Staff (Example: Saturday School, Staff Supports) Adult/Parent Classes & Job Placement Adult/Parent Classes & Job Placement So, Why is it that HE led the civil rights movement? MARTIN LUTHER KING Was not the only man who suffered in a pre-civil rights America! Not the only great orator of the day! The Pattern is called The GOLDEN CIRCLE Everyone knows WHAT they do Some know HOW they do it. Very few know WHY they do what they do The Golden Circle Ordinary People/Organization People dont buy WHAT you do. People buy WHY you do it! WHAT you do is just a proof of what you BELIEVE! - Simon Sinek The Curriculum What are Your Teachers Teaching and How is it Paced? Standards Based Culturally Competent Curriculum The curriculum should be aligned with the standards being listed first, followed by activities, pacing, assessments and resources. The curriculum should be aligned with the standards being listed first, followed by activities, pacing, assessments and resources. Teachers teach for mastery of standards (Mastery Learning) Teachers teach for mastery of standards (Mastery Learning) Consistent images and information that reflects all cultures throughout the curriculum must be evident to frame an accurate balanced historical perspective, an understanding of other perspectives, and a respect for differences. Consistent images and information that reflects all cultures throughout the curriculum must be evident to frame an accurate balanced historical perspective, an understanding of other perspectives, and a respect for differences. Closing the Achievement Gap: Transforming Schools for Excellence Foundation for Mastery Learning: History I. Plato & Socrates Bloom & Carroll in 1968 (Practice trials, pupil correction, evaluation trials/exams) I. A Model of Student Learning: Harvard Professor Carroll and Benjamin Bloom Perseverance/ Opportunity to Learn Degree of Learning = f{ _______________________________________________ Learning Rate, Quality of Instruction, Ability to understand Closing the Achievement Gap: Transforming Schools for Excellence What is Teaching for Mastery? If we wish to alter the degree of predictability in learning outcomes, teaching for mastery is simply a procedure for planning/organizing instruction and giving students regular feedback to correct learning and individualize instruction within a group. If we wish to alter the degree of predictability in learning outcomes, teaching for mastery is simply a procedure for planning/organizing instruction and giving students regular feedback to correct learning and individualize instruction within a group. The desired learning goals or objectives are the basis for teaching. Instead of teaching to the test, mastery learning teachers are testing and assessing what they teach. The desired learning goals or objectives are the basis for teaching. Instead of teaching to the test, mastery learning teachers are testing and assessing what they teach. Closing the Achievement Gap: Transforming Schools for Excellence Increasing Rigor in the Curriculum Students write like they talk. Insist that correct, standard, formal English is used at all times while in school. Students write like they talk. Insist that correct, standard, formal English is used at all times while in school. Recognize during second grade that students transition from learning to read to reading to learn. Recognize during second grade that students transition from learning to read to reading to learn. Students who can read well can often write well. Poor writing will hinder their performance. Teach phonics, grammar and writing as a content area daily and integrate it throughout all contents. Students who can read well can often write well. Poor writing will hinder their performance. Teach phonics, grammar and writing as a content area daily and integrate it throughout all contents. Move beyond the basics and use quality literature and novel sets. Disaggregate data by student, classroom, grade level, subgroup, and skills tested to identify trends and patterns over time. Examine data in vertical teams (team up grade levels such as elementary and middle, etc.) Assess Frequently Use Benchmark Assessments Closing the Achievement Gap: Transforming Schools for Excellence Pacing Chart Sample Backwards Planning by Quarter and Concept (Sample in Book) You cannot push anyone up a ladder unless they are willing to climb. If there is no struggle, there is no progress. Frederick Douglas Staff and Pedagogy Who is teaching and how are they teaching the material? Using Data to Review Staff and Curriculum Using Data Dashboards Data Dashboard from a District Perspective Staffing MAP Principal MAP Score Effectively builds relationships with staff, students, families and external community partners (Engagement) Plans for School Improvement and monitors staff performance effectively (Instruction) Understands and utilizes data by teacher and student and provides effective instructional interventions (Assessment) Effectively manages discipline and integrates intervention models (Management) Schedules staff effectively and builds leadership capacity (Builds leadership capacity) Utilizes resources effectively (Budget, facilities, human capital) (Operational Management) CAMath Principal 11610SomeLow SomeLow Principal 29077Strong SomeStrongSomeLow Principal 32316Some Low Principal 33715StrongLow Some Low Principal 42616SomeLow Principal 52111Low Teacher Data Matrix Pedagogy Teachers and Instructional Practices Quality Teachers Empowered with Culturally Relevant Teaching It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Albert Einstein U.S. Department of Education Statistics on Teacher Retention 2007 Report on Teacher Mobility Out of 3.2 million public school teachers, 84% stay at the same school, 8% move to a different school and 8% leave the profession. Out of 3.2 million public school teachers, 84% stay at the same school, 8% move to a different school and 8% leave the profession. Teachers younger than 30 are more likely to change schools and they do so at higher rates than teachers over 30. Teachers younger than 30 are more likely to change schools and they do so at higher rates than teachers over 30. The majority of teachers who leave teaching remain in the field of education and most report they did so to have more control over their own work. The majority of teachers who leave teaching remain in the field of education and most report they did so to have more control over their own work. Creating a Talented, Diverse Team Taking a Closer Look at Hiring Practices 1. Do you begin recruiting and hiring staff before January? 2. Do you include a writing assessment, a skills exam, and questions aimed at social justice and persistence in the interview process? 3. Do you add test scores in the staff s evaluation instrument and do you evaluate at least twice a year and observe weekly? 4. Do you ask staff what would make them leave before hiring them? Closing the Achievement Gap: Transforming Schools for Excellence Retaining Quality Teachers Remove/Realign Ineffective Teachers Remove/Realign Ineffective Teachers Use Merit Based Systems and Public Recognition to Highlight and Support Teachers Use Merit Based Systems and Public Recognition to Highlight and Support Teachers Assess Student Engagement and Instructional Alignment with the Curriculum Often Using Midterms, Walkthroughs and Giving Immediate Feedback Assess Student Engagement and Instructional Alignment with the Curriculum Often Using Midterms, Walkthroughs and Giving Immediate Feedback Provide Resources and Job Imbedded Staff Development Time and Materials Provide Resources and Job Imbedded Staff Development Time and Materials The Level of Commitment in Successful Schools is Exceedingly High For Every Staff Member Problems are Viewed as Opportunities We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we havent so far. --Ron Edmonds Ron Edmonds 1982 Dr. Tiffany Anderson Superintendent & Consultant Closing the Achievement Gap: Transforming Schools for Excellence Dr. Andersons 2012 Book: Transforming Schools for Excellence can be purchased through Amazon, Barnes and Noble or through Outskirts Press. Dr. Anderson can be contacted for consulting by contacting ASCD. Questions?