Student Success Process
• Maximizing Academic Excellence for All
Students
LASS
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Typical Historical Performance
40
50
60
70
80
90
100
98-99
99-00
00-01
01-02
02-03
03-04
04-05
Both
LA
Math
Determination of School Categories 2005-2006
Performance Exemplary Progress
Commendable Progress
Academic Progress
Academic Watch
(Priority)
Academic Probation
(High Priority)
>90% Exemplary School
>80% >1% Commendable School
>70% >3% >2% >1% <1%
>60% >4% >3% >2% <2%
>50% >5% >4% >3% >0% <0%
>40% >6% >5% >4% >1% <1%
<40% >6% >5% >3% <3%
Improvement from Fall to Fall
Performance Exemplary Progress
Commendable Progress
Academic Progress
Academic Watch
(Priority)
Academic Probation
(High Priority)
100%
Exemplary School
>90%
>10%
>8%
>6% <6%
>80%
>10% >8%
<8%
>70%
>10%
<10%
<70%
Academic Probation
Improvement from Fall to Fall
Determination of School Categories 2013-2014
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High Performing Schoolsuse a systematic process
that is proven to dramatically improvestudent performance
as measured by ISTEP+ results
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High Performing School Districts:
• Focus on those things– They can directly control– That will have a significant influence on student
performance outcomes– That work for all student groups
• Base an improvement process on Effective Schools Research and Mastery Learning
• Validate best practices by benchmarking other high performing school districts
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Common Instructional Platforms
• Professional Learning Communities• Authentic Instruction• Differentiated Instruction• Action Research• Engagement and Looking at Student Work• Design rigorous and interesting relevant work for
students to do (Working on the Work)• Teaching Language Arts and Mathematics across
the curriculum• Project learning• Reflective Inquiry• Standards-based instruction
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Who Have We Benchmarked?
• Brazosport, TX
• Charlotte-Mecklenburg, NC
• Pearl River, NY
• Penn Harris Madison
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High SchoolsAlternative School
21
Intermediate Schools3
Middle Schools2
Elementary Schools11
56.8%White
32.7%Hispanic
9.1%African American
BISD Student Profile
36.4%
50
60
70
80
90
100
1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-20
All Students A. American Hispanic White Eco. Dis.
READING COMPARISONREADING COMPARISONREADING COMPARISONREADING COMPARISON
82
98
70
97
64
9294
57
94
60
50
60
70
80
90
100
1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-20
All Students A. American Hispanic White Eco. Dis.
WRITING COMPARISONWRITING COMPARISONWRITING COMPARISONWRITING COMPARISON
80
70
605957
9798
95
9394
50
60
70
80
90
100
1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-20
All Students A. American Hispanic White Eco. Dis.
MATH COMPARISONMATH COMPARISONMATH COMPARISONMATH COMPARISON
79
70
585554
98
96
9797
92
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44.5%White
7.0%Hispanic
42.5%African American
37.8%
CMS Student Profile
Asian 4.4%
Enrollment K-12 109,213 Students
Elementary Schools 86
Middle Schools 28
High Schools 16
Other Programs 11
30
40
50
60
70
80
90
100
1995-96 1996-97 1997-98 1998-99 1999-20 2000-01 2001-02 2002-03 2003-04
All Students A. American Hispanic White Eco. Dis.
Grade 3 MathematicsGrade 3 MathematicsGrade 3 MathematicsGrade 3 Mathematics
30
40
50
60
70
80
90
100
1995-96 1996-97 1997-98 1998-99 1999-20 2000-01 2001-02 2002-03 2003-04
All Students A. American Hispanic White Eco. Dis.
Grade 4 ReadingGrade 4 ReadingGrade 4 ReadingGrade 4 Reading
30
40
50
60
70
80
90
100
1995-96 1996-97 1997-98 1998-99 1999-20 2000-01 2001-02 2002-03 2003-04
All Students A. American Hispanic White Eco. Dis.
Grade 5 ReadingGrade 5 ReadingGrade 5 ReadingGrade 5 Reading
30
40
50
60
70
80
90
100
1995-96 1996-97 1997-98 1998-99 1999-20 2000-01 2001-02 2002-03 2003-04
All Students A. American Hispanic White Eco. Dis.
Grade 8 MathematicsGrade 8 MathematicsGrade 8 MathematicsGrade 8 Mathematics
65
70
75
80
85
90
95
1001997-98 1998-99 1999-20 2000-01 2001-02 2002-03 2003-04
Reading Math
CMS Grade 3-8CMS Grade 3-8CMS Grade 3-8CMS Grade 3-8
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40
50
60
70
80
90
100
98-99
99-00
00-01
01-02
02-03
03-04
04-05
LA
Math
MSD Boone Township – All Grades
SSP
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Grissom MS – Penn Harris Madison
30
50
70
90
97-98
98-99
99-00
00-01
01-02
02-03
03-04
04-05
05-06
Both LA & Math LA Math
SSP
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Tri-Creek School Corporation
40
50
60
70
80
90
100
98-99
99-00
00-01
01-02
02-03
03-04
04-05
05-06
LA
Math
SSP
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Critical Success Factors
A core belief that all students can and will learn
A systematic approach to performance improvement (Strategic Plan and SSP)
A learning culture– No Excuses– Talk the talk, walk the talk
A focus on goals, measures and execution of action plans
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Critical Elements
3. Culture of High Expectations and Collaboration
2. Systematic
Instructional Processes
4. Execution and Accountability
1. Clear
Goals
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Goal Driven Processes:
AIM #1: Increase % of students passing ISTEP+ from 70% to
100% by 2012.
Random Acts of Improvement
SSP
Research-Based “Best Practice”
How Performance is Improved
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Set High Expectation Goals
Student Performance
ISTEP+
Language Arts Reading Comprehensi
on
Safety
Attendance ISTEP+
F&R Performance Gap
Number One Priority!
Goal #1
100% of all students will meet or exceed the Indiana performance standard (cut score) for both LA and Math by 2012.
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Kenwood ES Dashboard
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Also known as the “80/20 law” or the “rule of the vital few”
Those things that matter most must not be at the mercy of the things that matter least.
The Pareto Rule
CurriculumPyramid
ResourcePyramid
versus
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System Alignment to Clear Goals
Mission
Vision
Core Values
Goals
Strategies
Action Plans
Professional Development
Performance Reviews
Line of Sight
Process Improvement
Results
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SMART Goal
• Increase the percent students passing ISTEP+ (both LA and math) from a five-year average of 72.4% and 66.9% respectively to 95% by 2013.
• Reduce the 2002-03 achievement gap among all student groups.
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Strategies
• How do we get there from here?
• We have and must continue to engage in root cause analysis in order to define and implement effective strategies.
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Top Five Root Causes - Classroom
0
5
10
15
20
25
30
Poor ReadingSkills
Non-alignedCurriculum
IneffectiveInstructionalStrategies
Lack of AdditionalTime for Non-
mastery Students
Lack of FrequentAssessments
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Top Five Root Causes – School System
0
5
10
15
20
25
30
35
40
No SystemsApproach to
Improvement
Lack ofInstructionalLeadership
Lack of 5-YearStrategic Plan
Lack of Teamworkand Collaboration
Poor Staff andCommunity
Communications
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Student Success Process
(SSP)
A Systematic Instructional Process
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Plan/Do/Check/Act Cycle
PLAN
ACT
DO
CHECK
• Data Disaggregation
• Calendar Development
• Direct InstructionalFocus
• Reinforcement
• Refocusing
• Assessment
• Monitoring
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A Paradigm Shift
• The focus of a highly successful school system is learning, not teaching.
Move from “we covered the skill”
to
“the students mastered the skill”
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What is SSP?
• A systematic method for maximizing the number of students demonstrating success on standardized tests through the use of– Data disaggregation– Weak-to-strong instructional calendars– Mini-focus lessons– Mini-assessments– Tutorial and enrichment periods
1. Disaggregate
Data
2. Create Instructional
Calendars
3. Deliver Instruction (Mini-
Lessons)
Student Success Process
4. Conduct Mini- Assessments
5.Analyze Results
6. Tutorial
7. Retest
6. Enrichment
7. Assess
8. Analyze Results and Adjust
Instructional Calendar as Necessary
9. Celebrate
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1. Assess and Disaggregate Data
• Conduct comprehensive assessment • End of Year
• Evaluate results of standardized test
• Rank the essential skills in each of the two curricular areas from weak to strong
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End of Year Test
• Approximate number of test items – 100 for math– 60+ for LA
• Power Indicator skills have at least 4 items per skill.
• Other skills have 1-3 items
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Standards are a mile wide and an inch deepEssential or “nice to know”If everything is important, nothing is importantIdentify the most important for life success as well as
success on ISTEP+What must I teach to help the students be successful in
next year’s grade?Deciding what we won’t teach as well as what we will
teach
Power Indicators (Ainsworth)
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Three criteria:
Endurance (will this indicator provide knowledge and skills of value beyond a single test date?) Example: reading comprehension
Leverage (will knowledge and skill be of value in multiple disciplines?) Example: creating and interpreting charts and graphs
Readiness for next level of learning. Example: math facts recall for third graders
School, life, and ISTEP+ can be considered as key criteria
Power Indicators
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How are tests created?
• Two item test banks
– McGraw-Hill CMS
– PLATO EduTest
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Example: Item Test Bank
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Analyze Test Results
• By Standard (LA or Math)– By Grade
• Determine how students did on Power Skills
• Determine the weakest skill, then the next weakest, etc.
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Disaggregate Data Weak to Strong Skills
Subject Indicator Essential Skill % Non Mastery
EL Arts 7.3.5 Contrast points of view … in narrative text and explain how they affect the overall theme of the work.
71.9
Math 7.2.2 Calculate the percentage increase and decrease of a quantity
67.8
Math 7.5.1 Compare lengths, areas, volumes, weights, capacities, times, and temperatures within measurement systems.
64.1
EL Arts 7.4.9 Edit and proofread one’s own writing … using an editing checklist … with specific examples of corrections of frequent errors.
62.6
Math 7.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.
59.5
EL Arts 7.1.1 Identify and understand idioms and comparisons—such as analogies, metaphors, and similes—in prose and poetry.
52.0
Math 7.3.5 Solve an equation or formula with two variables for a particular variable.
51.3
Prioritize Weak-to-Strong and Power Indicator Skills
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Conduct Item Analysis
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Identify Patterns in Students Answers
• For each test item, what wrong answer was most often picked by the students?
• Why?
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Data is made available to teachers so that they may develop calendars.
2. Create Instructional Calendar
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Success Secrets
When prioritizing and scheduling objectives, emphasize reading, writing, and math from accountability standards.
Teachers should develop their calendars collaboratively.
Disseminate and publicize the calendar across the campus.
Involve everyone, from the mathematics teacher to the physical education instructor.
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Instructional Calendar
• Within essential academic standard identified as needing improvement, determine specific indicators from the grade level state standards
• Determine length of time for each skill
• Build a calendar sequencing weakest to strongest skills
• Distribute and publicize instructional calendar throughout school community
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Instructional Calendar - L. F. Smith Grade 4– Math 2 Week Cycle Example
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
1
4 Mini-Lesson on Symmetry
5 Mini-Lesson on Symmetry
6 Mini-Lesson on Symmetry
7 Mini-Lesson on Symmetry
8 Mini-Lesson on Symmetry
4 Mini-Lesson on Symmetry
5 Mini-Lesson on Symmetry
6 Mini-Lesson on Symmetry
7 Symmetry Mini-Assessment
15 Regrouping
assignments for next week
18 Mini-Lesson on
Congruent Shapes Symmetry Skill
Builder/Enrichment
19 Mini-Lesson on
Congruent Shapes Symmetry Skill
Builder/Enrichment
20 Mini-Lesson on
Congruent Shapes Symmetry Skill
Builder/Enrichment
21 Mini-Lesson on
Congruent Shapes Symmetry Skill
Builder/Enrichment
22 Mini-Lesson on
Congruent Shapes Symmetry Skill
Builder/Enrichment
25 Mini-Lesson on
Congruent Shapes Symmetry Skill
Builder/Enrichment
26 Mini-Lesson on
Congruent Shapes Symmetry Skill
Builder/Enrichment
27 Mini-Lesson on
Congruent Shapes Symmetry Skill
Builder/Enrichment
28 Mini-Assessment A on Congruent
Shapes Symmetry Skill
Builder/Enrichment
29 Regrouping
assignments for next week
Symmetry Skill Assessment B
Sample ES SSP Schedule
Time Activity
8.15 Announcements
8.20 – 10.30 Language Arts Block
8.20-8.30 Mini-lesson on focus skill 3.5.4 “Use varied word choices”
8.30-10.30 Continue with regular 4th grade instruction.
10.30 – 2.00 Continue with regular school day.
2.00 – 2.30 Tutorial and Enrichment
Each grade level will regroup students based on previous Form A results (for example, Math 3.3.2 “Solve problems involving numeric equations”
2.45 Dismissal
Sample MS SSP ScheduleTime Activity
7.55-8.50 CORE Language Arts
7.55 – 8.05 Staff teach mini lesson on specific skill indicator
8.55-9.50 CORE Social Studies
9.55-10.38 Exploratory (Related Arts)
10.42-11.25 Exploratory (Related Arts)
11.30-12.15 Tutorial/Enrichment
Staff work with groups of students who have not demonstrated mastery on prior focus skill 7.5.4 “Use formulas for finding perimeter and area”
12.20-12.50 Lunch
12.55-1.52 CORE (Math)
12.55 – 1.05 Staff teach mini lesson on specific skill indicator
1.57-2.55 CORE (Science)
2.55-3.10 Advisory
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3. DELIVER MINI-LESSON
• Provide direct instruction on focus skill
• Present during first 10 minutes of LA or math period/block of time
• Deliver instruction that is meaningful and varied
• Use creative or unique ways to teach lessons
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4. CONDUCT MINI-ASSESSMENTS
Mini-Assessments given after Mini-Lessons for each skill are complete
All students take Form A of the Mini-Assessments for each skill
Use Mini-Assessments as guide to instruction
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1.2.4 Basic Math Facts Totals To 20
Five Questions per Skill Indicator
Mastery = 80%
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5. ANALYZE RESULTS
• Review results of mini-assessment– Assessment A– Record in SSP Tracking System
• Analyze student performance on the assessment to determine causes of non-mastery – item analysis
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Conduct Item Analysis
Why?
Correct Answer
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6. Tutorial / Enrichment Period
• Create cross-classroom groups of students for tutorial and enrichment
• Schedule tutorial/enrichment period
• Determine personnel to be included – involve all faculty
• Develop instructional strategies to be used in tutorials
• Develop activities/strategies to be used in enrichment
Using Support Staff
Synonyms and Antonyms in the Gym
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7. Retest / Assess
• Retest students in the tutorial group using Form B assessment
• Assess students in enrichment
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Mini Assessment Reporting
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Mini Assessment Reporting
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Kenwood ES – Display of SSP Data
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9. Celebrate
• Academic recognition and encouragement– Every day
• Quarterly Academic Pep Rallies
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School Celebrations
School Board Member, Randy Leliaert celebrates with Moran Elementary . Teachers emphasizethe Lifeskill respect.
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Communication
1. Disaggregate
Data
2. Create Instructional
Calendars
3. Deliver Instruction (Mini-
Lessons)
Student Success Process
4. Conduct Mini- Assessments
5.Analyze Results
6. Tutorial
7. Retest
6. Enrichment
7. Assess
8. Analyze Results and Adjust
Instructional Calendar as Necessary
9. Celebrate
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A Learning Culture
• We believe that– All students can and will learn– We can teach them (we will make time and
resources available)– There are no excuses
• We will reinforce our beliefs by our:– Language– Behavior and actions– Commitment
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• 3 out of 4 will go on welfare.
• 68% will commit a criminal offense.
If students are not literate, that is, they can not read, write, and do basic
arithmetic:
Source: National Adult Literacy Survey - 1993
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THE CHALLENGE:
Our challenge is to provide an education for the kind of kids we have - not the kind of kids we used to have or want to have or the kind that
exists in our dreams.
Every
Child
Counts!