bobby smith district effectiveness team [email protected]

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

2013 Title I Conference

Implementing and Monitoring Flexible Learning Programs

for Student Success

Bobby SmithDistrict Effectiveness Team

[email protected]



Session TopicsFLP ConnectionsFLP StudentsFLP StaffLooking Back to Look AheadMonitoring for SuccessDistrict RolesWhat Works



Instruction Strand Standard 9

Provides timely, systematic, data-driven interventions

Connection to School Keys



“The quality of a school can be measured by how effectively it addresses the needs of its struggling students.” _James Wright

“How are the children?” _Native American Tribal Leaders

Students are the barometers of our success.

Why FLP Success is Critical



FLP and Student Growth Percentiles

Making Connections to:

Teacher Accountability

Leader Accountability

School Accountability

District Accountability

Higher AchievementLower Growth

Lower AchievementLower Growth

Higher AchievementHigher Growth

Lower AchievementHigher Growth

% M

eets

& E

xcee

ds

Median Student Growth Percentile

GROWTH

AC

HIE

VEM

ENT

MathAll Schools in District





% M

eets

& E

xcee

ds


MathTeachers in a School





% M

eets

& E

xcee

ds




FLP Impact

TKESCCRPI

FOCUS

PRIORITYSGPs

LKES

See Waiver for

District Accountability

70%

50%



PLUS/DELTA for FLP 2012-2013

What Went Well

What To Change

Include SLT, other staff, and stakeholders in this activity.



PLUS DELTATest scores went up. Test scores went down.Teachers worked together. FLP Teachers worked alone.Graduation rates increased. Students failed courses.Participation increased. Attendance was sporadic.More students passed classes. Discipline was an issue.We discovered new interventions. We didn’t know what to do.

Last Year’s FLP



“Don't underestimate the power of a vision.”_ McDonald's founder, Ray Kroc

“The vision must be followed by the venture. It is not enough to stare up the steps. We must step up the stairs.” _Vance Havner

Our Vision for FLP:Where will FLP Carry Us?

The Lesson from Home Makeover Artists

= CHANGE+ + + + +Vision Skills Incentives Resources Action Plans Results

= CONFUSION+ + + + +Skills Incentives Resources Action Plans Results

= ANXIETY+ + + + +Vision Incentives Resources Action Plans Results

= RESISTANCE+ + + + +Vision Skills Resources Action Plans Results

= FRUSTRATION+ + + + +Vision Skills Incentives Action Plans Results

= TREADMILL+ + + + +Vision Skills Incentives Resources Results

Managing Important Change Factors

Knoster and Ambrose



What is our FLP Vision?If our Flexible Learning Program succeeds,

How will students be impacted? How will teachers and staff benefit?What will change at our school?How will the district benefit?How will families benefit?

Engage your SLT with this Activity.



Our Vision for FLP 2013-14 The district and school collaborate on FLP. The FLP Plan is approved early. Highly effective teachers staff the FLP. Student participation increases. Student performance in classes improves. Students pass high stakes tests. FLP monitoring goes well.



An Inconvenient Truth: Children come to us with a great variety of needs.

Study the WHO before the WHAT



What are their common characteristics?

What is their academic history?

What is their view of school?

How do their interact with others?

How do they think?


Describing typical FLP students



The FLP Students:They seek to steer the class

away from learning targets.

They have learned to disinvite help.

They may have received the same message from their teachers each year – either through verbal or non-verbal messaging – “You can’t do this work as well as others.”



The FLP Students:They are two or more grade levels behind

their peers.

They have already mentally dropped out.

They attend school about 80% of the time.

They can’t translate teacher feedback into next steps.



The FLP Students:They fear reading aloud.

They absolutely dread testing season.

They may struggle on the CRCTs or EOCTs, but they are quick to sense who would rather not teach them.



What characteristics make them successful?

How do their interact with students?

How do they connect with students?

What teaching strategies do they use?


Describing Successful FLP Teachers



Successful FLP Teachers: They are students of their students.

They connect with students head to head and heart to heart.

They have a deep understanding of their content area standards.

They actively and cognitively engage students.

They are optimistic, curious, and energetic.

A Key Question from Whatever It TakesHow will we respond when our students are not learning?

The belief system of those providing the interventions.

An assessment system for monitoring progress and making critical mid-course corrections.

Essential for Success

Does the staff of your school endorse this statement?

“ALL KIDS CAN LEARN.”

Is there a disconnect between the posted beliefs and the daily classroom practices?

Charles Darwin School Pontius Pilate School

Henry Higgins SchoolChicago Cub Fan School

“We believe all kids can learn . . . based on their ability.”

“We believe all kids can learn . . . if they take advantage of the opportunity we give them to learn.”

“We believe all kids can learn . . . something, and we will help all students grow in a warm and nurturing environment.”

“We believe all kids can learn . . . and we will work to help all students achieve high standards of learning.”

Four School Philosophies _Whatever It Takes



Monitoring FLPat the District and School Levels



Why Monitoring is ImportantCollect Data and DocumentEstablish AccountabilityInform Decision MakingMake Mid-Course CorrectionsMaximize ResourcesEnhance Knowledge of What WorksCelebrate SuccessesBuild Capacity for Monitoring



The True Tests for FLP

Are graduation rates improving?

Are CRCT scores increasing?

Are EOCT pass rates increasing?

Is our CCRPI increasing?



Related Leading Indicators of FLP Success

Are course pass rates increasing?

Are nine-weeks grades improving?

Are unit test pass rates increasing?

Are students passing benchmark assessments?



Monitoring with Surveys and InterviewsFLP Staff and administratorsTeachers of RecordStudents (Four Questions)Parents

Monitoring with ObservationsFLP ClassroomsFLP Planning SessionsSchool Leadership Team Meetings



FLP Students Class Pass RatesShown in Percentages for Algebra

Sept Oct Nov Dec0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

35.2 32.8

55.6

68.8



FLP Progress on Newton Assessment Grade Equivalent Improvement Aug Dec

S-1S-2S-3S-4S-5S-6S-7S-8S-9

4.0 4.5 5.0 5.5 6.0 6.5



Week 1 Week 2 Week 3 Week 4 Week 50

1020304050607080

3242

54 5158

FLP AttendanceAverage Participants per Week



The District as the First Responders

Principals who will pull the alarm

http://www.google.com/url?sa=i&rct=j&q=fire+pole&source=images&cd=&cad=rja&docid=6fkSxDnf8SoyyM&tbnid=jWL6VYjjWBimzM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.time.com%2Ftime%2Fnation%2Farticle%2F0%2C8599%2C2039352%2C00.html&ei=QkWFUdmOIYaa9gTvn4GAAw&bvm=bv.45960087,d.eWU&psig=AFQjCNHGZwrorK0mhPoktQtuHIf0wJYiJg&ust=1367774872893806

http://www.google.com/url?sa=i&rct=j&q=fire+alarm&source=images&cd=&cad=rja&docid=uGkQse5_HYZaIM&tbnid=kaaadKRDv2ER8M:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.firedepartment.org%2Ffire_prevention%2Funwarranted_fire_alarms.asp&ei=LEiFUYv0EIT48wSlgYG4Cg&bvm=bv.45960087,d.eWU&psig=AFQjCNER309uljCfg_r717fqLe9PI88uzw&ust=1367775629850333



District Support for FLPProvide access to all relevant data in usable format.Provide staff with professional learning aligned to

needs.Provide schools with feedback on goals and

strategies.Expedite purchases and staffing.Allocate resources including funding, time,

personnel, materials, transportation, and technology.



District Support for FLPProvide regular feedback during implementation.Provide staff support and removes barriers as

needed.Assist with internal and external communication.Don’t add extra layers of unnecessary work.Participate in celebrations of progress.Build capacity of the school staff to monitor FLP.



FLP

SchoolLeadership Team

District Leadership

School Administration

School Staff

Creating an Ecosystem of Communication, Support, and Ownership

Families

Students



General and Specific Practices that Can Improve Results



Bart Moore

Test Data Attendance Data Parent Contact Information Schedule Report Card & Progress Reports Diagnostic Reports Lexiles Advisor & Counselor Interests/Career Path Work Samples

Put a Face on the Data Points



What are the weakest areas/domains?

What are the weakest standards?

What is the important vocabulary students need to know to perform well?

Ask parents to establish a time/location for homework.

Important Information to Share with Students and Parents

80/20 Rule



The Power of Pairs is Real.

http://www.google.com/url?sa=i&rct=j&q=two+students+working+together&source=images&cd=&cad=rja&docid=T5e9xhGDdPCWIM&tbnid=xKunrCgKAj9IMM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.nasd.k12.pa.us%2FPage%2F558&ei=nnaGUcLYE5Gy9gTRnoCYBg&bvm=bv.45960087,d.eWU&psig=AFQjCNFtMmw8kadAb5cRGYBwY2NsDrYXFg&ust=1367853042604824



Multiple means of representation

Multiple means of engagement

Multiple means of action and expression

One Size Does Not Fit All: Universal Design for Learning and Differentiation



Have table talks. Some of these students have had few opportunities to actually talk through a math problem. (Or talk at all)

The Power of Talking

Letting students explain how they worked a problem is powerful.

Students who don’t understand the teacher will understand and listen to their classmates.

http://www.google.com/url?sa=i&rct=j&q=two+students+talking&source=images&cd=&cad=rja&docid=6QracFK_IidC4M&tbnid=2UkNSqMCwGG2YM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.ibo.org%2Fmyp%2Fcurriculum%2Fgroup2%2F&ei=TneGUezvHo288wTN0ICYDg&bvm=bv.45960087,d.eWU&psig=AFQjCNGcK1Ce6w68TuP9d54KJEHsiC2XxQ&ust=1367853222624653



Be leery of putting all of your eggs in the technology basket.

Telling kids to get on the computers and use a software program may not work as well as the software vendor promised.

“What’s wrong with education cannot be fixed with technology.” _Steve Jobs



FLP Component 3 Describe the scientifically-based research strategies that the LEA will implement.

iPads, Labs, Software Differentiated Instruction Small Groups Vocabulary Instruction

TKES Fact SheetsPages 20-26

What Works in Classroom Instruction

Do your purchases with align with research?



SBC SBC

Poor Implementation of SBCs Results in Extensive, Expensive Interventions



InterventionFactory

RemediationFactory

The Big Problems Require a K-12 Solution Address symptoms but fix the problems



People do differ in intelligence, talent and ability.

But Mozart, Edison, and Michael Jordan were not simply born with talent; they cultivated it through tremendous, sustained effort.

Similarly, hard work, discipline, and effort contribute much more to school achievement than IQ does.

Cultivating a Effort Mindset in Students

http://www.google.com/url?sa=i&source=images&cd=&cad=rja&docid=n97NXUHdEvcAqM&tbnid=oUANciA9ccP8zM:&ved=0CAgQjRwwAA&url=http%3A%2F%2Fwww.nba.com%2Fallstar2003%2Fphotomemory_spudwebb_030205.html&ei=HFWFUaDtCpSC8ASJkoFI&psig=AFQjCNHreEkL3WX-4wXeVx03ulaSfGF4og&ust=1367778972233700


2013 Title I Conference

Implementing and Monitoring Flexible Learning Programs

for Student Success

Bobby SmithDistrict Effectiveness Team

[email protected]

Name the program “academy”

bobby smith district effectiveness team [email protected]

Documents