kristen campbell wilcox janet ives angelis know your schools~for ny kids school of education

Kristen Campbell WilcoxJanet Ives Angelis

Know Your Schools~for NY Kids

School of EducationUniversity at Albany

Lessons from Higher Performing Middle Schools:

Putting Research Findings into School Improvement Practice

National Middle School AssociationAnnual Conference

Baltimore November 4, 2010

Session Objectives

• To understand the best practice research findings-- where they came from and how the research was conducted

• To reflect on a school you care about and how practices there compare with schools in our study

• To know where to get other free resources to inform continuous school improvement efforts in the future

Agenda

• Overview of research method and key findings

• Examples of each finding followed by use of reflection tool

• Discussion and sharing of results of reflections in small groups

• Overview of on-line resources for your future use

http://knowyourschools.org/site/index.php

http://www.albany.edu/aire/kids/

http://www.nmsa.org/annual/ConcurrentSessions/tabid/1492/Default.aspx

http://www.albany.edu/aire/kids/

Background

Relies on achievement data (NY state assessments) over time

• Elementary schools • Middle schools • High schools • Middle school science • Critical Needs (ELL, Spec. Ed. , Diversity) (2011)

Study Sample• 10 consistently higher performing schools with 6 similar but consistently average performing schools, based on 3 years of state assessment data (Grade 8 Math & ELA)

• Favor poverty (F/RL)

• Urban, rural, suburban

• Open admissions

• State average per pupil expenditures

• 2-day site visits• Semi-structured interview protocols with teachers and administrators

• Documentary evidence collection• Analyzed and wrote case studies for each site

• Cross-case analysis to develop best practice framework and reports

The data

Methodology

10 HigherPerformers

Urban “High” Needs Schools, Limited Resources• Westbury - Westbury UFSD • Port Chester - Port Chester-Rye UFSD• John F Kennedy - Utica CSD• West - Binghamton CSD• Niagara - Niagara Falls CSD

Urban “Average” Needs Schools• J.T. Finley - Huntington UFSD• A. Leonard - CSD of New Rochelle

Rural “Average” Needs Schools • Holland - Holland CSD• Vernon-Verona-Sherrill - Sherrill CSD

Suburban• Queensbury - Queensbury UFSD

For a case study of each school:http://www.albany.edu/aire/kids/cases.html

The Schools

http://www.albany.edu/aire/kids/cases.html

http://www.emsc.nysed.gov/repcrdfall2003/links/cnty_nm.map

5 Key Elements

Higher-Performing

Middle Schools

1. Trusting and respectful relationships

2. Emotional/Social well-being

3. Collaboration

4. Evidence-based decision making

5. Shared vision of mission and goals

Relationships: What does your school look like?

A B

1 2 3 4

We have not made fostering trusting and respectful relationships between educators and between the school and community an explicit priority and so we do not consistently support this.

We clearly define expectations regarding respect for others as well as consequences for behavior that is disrespectful; these expectations are consistently supported by all personnel across the school.

1 2

3 4

Respect and responsibility are part of our character education programs, but I’m not sure that we have connected them with day-to-day practice in classrooms, hallways, and faculty rooms.

A top priority for all personnel is modeling respect and responsibility in our interactions with our students, each other, families, and other community members.

1 2

3 4

The processes and practices we have put in place to purposefully foster collaboration and community are “spotty” and tend to be peripheral in the activities at the school rather than spotlighted and ongoing.

We have multiple processes and practices that purposefully foster collaboration and community, and we draw students into our community as active participants in tackling what is important. We tap into a variety of resources from outside the school.

Average your total circled #s and place that number in the next column

Total:Average (Total divided by 3):

Relationships Lay the Foundation

Trust and respect make possible…• security and well-being for students and faculty;•constant collaboration;•honest evaluation of results and willingness to make adjustments; •development and enactment of a shared vision

Findings

Respect

• Respect for and from all• Clear expectations of students• Shared responsibility

I feel totally comfortable to talk about concerns with the principal. When the

principal comes into my classroom – we have strong support and trust.

We can’t do it alone. . . . Parents are involved here.

TrustThe single most important thing . . . is to build trust with your faculty.

• Deliberate• “Family”• Provides safety to disagree, to share challenges, even failures

Trust

• Working on safety and security

• Less sense of shared ownership for performance

• “I” > “we”

• Able to focus on instruction, not discipline

• Clear sense of shared responsibility for performance

• “We” > “I”• Community building

deliberate• Free from fear of

blame; can openly admit failures or weaknesses

AP HP

Relationships: A Case in Point

K. Nickson, 2007, Queensbury MS: Best Practices Case Study

2006 Grade 8 ELA


Case in Point: Queensbury MS

Relationships

Total Enrollment: 945, gr. 6-8 QMS stateEligible for Free Lunch 8% 37%

Eligible for Reduced Lunch 5% 8%

Limited English Proficient 0 NA

Student Ethnic/Racial Distribution

African-American 2% 20%

Hispanic/Latino 2% 20%

White 95% 53%

Other 1% 7%

Meeting/Exceeding Standards, Gr. 8 ELA 72% 49%

Meeting/Exceeding Standards, Gr. 8 Math 88% 54%

Not playing politics as usual

Relationships

I’m not a politician.

Queensbury Superintendent

Focus on student learning and performance

Relationships

We’re never done; we have to go up the next step of the ladder.

Queensbury Superintendent

Enact a culture of self-improvement

Relationships

We can say, ‘What’s a better way to do this?’ and not be penalized. Taking risks is okay. It is okay to talk about weaknesses, to put them out there, to make self-improvements.

Queensbury Teacher

Be approachable and trustworthy

Relationships

I believe that the principal’s leadership has been a driving force in why that school is doing so well.

Queensbury Assistant Superintendent

Relationships: What does your school look like?

A B

1 2 3 4

We have not made fostering trusting and respectful relationships between educators and between the school and community an explicit priority and so we do not consistently support this.

We clearly define expectations regarding respect for others as well as consequences for behavior that is disrespectful; these expectations are consistently supported by all personnel across the school.

1 2

3 4

Respect and responsibility are part of our character education programs, but I’m not sure that we have connected them with day-to-day practice in classrooms, hallways, and faculty rooms.

A top priority for all personnel is modeling respect and responsibility in our interactions with our students, each other, families, and other community members.

1 2

3 4

The processes and practices we have put in place to purposefully foster collaboration and community are “spotty” and tend to be peripheral in the activities at the school rather than spotlighted and ongoing.

We have multiple processes and practices that purposefully foster collaboration and community, and we draw students into our community as active participants in tackling what is important. We tap into a variety of resources from outside the school.



Higher-Performing

Middle Schools



3. Collaboration



Emotional/Social: What does your school look like?

A B

1 2

3 4

If you talked with different people, you’d hear different visions of success; not all would include emotional/social well-being but would likely focus on external markers like test scores.

Most people in our school see a direct connection between emotional/social well-being and higher academic performance. They include nurturing students’ emotional and social well-being in how they define success.

1 2

3 4

Before and after school activities and services are seen as primarily for students in need of academic intervention

We provide a variety of academic supports and special activities for all students in before and after school programs

1 2

3 4

We remediate problems once they present themselves.

We have systems in place (special education, counseling, and Academic Intervention Services) to anticipate and prevent behavioral and academic problems.



Emotional & Social Well-Being• Its lack interferes with learning • Connect with every student: teaming, looping, “guide rooms,” activities, social services; special attention for those at risk

• Transitions: ES – MS; MS – HS• Safety, security, diversity

We use social emotional learning to focus on what’s common among us and not on what is

different.

Emotional/Social

• Less consistent communication and “enforcement” of expectations

• Less consistently part of shared vision

• Respond to problems• Fewer ways to draw

students into community

• Clear expectations – for respect, responsibility, how to work -- consistently articulated and upheld

• Part of shared vision

• Prevent problems• Ensure a connection

for every student and provide multiple ways to draw students into community

AP HP

Case in Point: Vernon-Verona-Sherrill MS

Emotional/Social

Total Enrollment: 387, gr. 7-8 V-V-S stateEligible for Free Lunch 25% 37%





Hispanic/Latino 0 20%

White 97% 53%

Other 2% 7%



Emotional/Social Well-Being: A Case in Point

Vernon-Verona-Sherrill (V-V-S) Middle School Staff

Learning is social before it’s cognitive.

V-V-S Superintendent,

Principal, Teachers


From www.vvscentralschools.org

One of the nice things about this place is that it focuses strongly on the fact that kids have an outside life, which they cannot leave behind when they come to school.V-V-S social worker

J. Marino, 2007, Vernon-Verona-Sherrill MS: Best Practices Case Study

“Family”

Develop a culture, because learning is social before it’s cognitive. Develop that culture within your staff; develop a family atmosphere. Families fight, argue, battle, but they take care of family business inside – support each other. Make sure you hire people that fit your culture. It’s imperative.

V-V-S MS Principal

Be a person first, principal second.Sign on the Principal’s bulletin board

Emotional/Social: What does your school look like?

A B

1 2

3 4

If you talked with different people, you’d hear different visions of success; not all would include emotional/social well-being but would likely focus on external markers like test scores.

Most people in our school see a direct connection between emotional/social well-being and higher academic performance. They include nurturing students’ emotional and social well-being in how they define success.

1 2

3 4

Before and after school activities and services are seen as primarily for students in need of academic intervention

We provide a variety of academic supports and special activities for all students in before and after school programs

1 2

3 4

We remediate problems once they present themselves.

We have systems in place (special education, counseling, and Academic Intervention Services) to anticipate and prevent behavioral and academic problems.



Higher-Performing

Middle Schools



3. Collaboration



Collaboration: What does your school look like? A B

1 2

3 4

We don’t have time to collaborate more than infrequently.

Although it is hard to find the time, we manage to schedule common team and department meeting times so that collaboration can occur.

1 2

3 4

Teachers collaborate infrequently (less than once a week), and the topic of discussion may not be student progress.

We have put in place formal and informal structures to encourage collaboration across grades and disciplines; collaboration focuses on essential matters of curriculum, instruction, and individual and collective student progress.

1 2

3 4

Teachers speak of the need for stronger reading and writing skills, but many do not know how to help students in those areas. Development of literacy skills takes place primarily in special education or AIS.

Given the structures and expectations for working together, teachers integrate reading, writing, and literacy instruction across the curriculum.

1 2

3 4

We give new teachers time to acclimate before we expect them to play leadership roles.

We mentor newer educators both formally and informally and expect them to do committee work and take on leadership roles from the beginning.



Collaborative Conversations

• Purpose: student learning & achievement- collectively, individually

• Consistent, expected, frequent• Scheduled and unscheduled• Teams, committees- within and across grades and subjects- within, across, outside of school

We communicate from one grade to the next. We respect teachers in the

grades below.V-V-S Teacher

Collaboration

• Catch as catch can• Expectation not

articulated or clear• Intermittent discussions• Less decision making• Each teacher responsible

for own subject area• Teachers left to own

devices• Teachers handed a

curriculum• New teachers “wait their

turn”

• Scheduled time• Expected• Ongoing discussion of

C,I, A, and student performance

• Decision-making ability• Teachers reinforce skills

across subjects• Coaching, PD, support

provided• Teachers build living

curriculum• New teachers expected to

play active role

AP HP

Case in Point: Port Chester Middle School

Eligible for Free Lunch 43% 37%


Limited English Proficient 14% NA




White 21% 53%

Other 1% 7%



Collaboration

Total Enrollment: 790, gr. 6-8 PC MS state

Collaboration: A Case in Point

Port Chester Middle School Classroom

Every teacher is a teacher of literacy.

Port Chester Principal


Grade 8 ELA results, 2006

You need to work as a

team; there’s

nothing a teacher can accomplish

alone. Teacher

We are all ELA

teachers. TeachersJ. Marino, 2007, Port Chester MS: Best Practices Case Study

Blue 7 H 1 2 3 L 5 6 7

Math TP 7 7+ 7 High

7 AIS 7 bl

SS TP 7+ 7+ 7 7 Prep

ELA TP 7+ 7 7 7 Prep

Science TP 7 7 7+ 7+ Prep

Plus TP RR7 red

Math 7+

Prep MSS Rdg 7

Plus TP 7+ Prep MSS RR6 or

AIS Rdg

Plus TP 7+ SS 7+ Sci 7+

Sci 7+

Duty

SC Prep Rdg 6-8

ELA 6-8

SS 6-8

Sci SSR 7 blue

Sample Team Schedule, Port Chester MS

Rebuilding the Wheel

You have to have staff involved in decision making. We have 8 or 9 new teachers coming in next year. We need to go back and rebuild the wheel to keep the wave going. . . . We need to constantly overhaul and do tune-ups.

Port Chester MS Assistant Principal

Collaboration: What does your school look like? A B

1 2

3 4

We don’t have time to collaborate more than infrequently.

Although it is hard to find the time, we manage to schedule common team and department meeting times so that collaboration can occur.

1 2

3 4

Teachers collaborate infrequently (less than once a week), and the topic of discussion may not be student progress.

We have put in place formal and informal structures to encourage collaboration across grades and disciplines; collaboration focuses on essential matters of curriculum, instruction, and individual and collective student progress.

1 2

3 4

Teachers speak of the need for stronger reading and writing skills, but many do not know how to help students in those areas. Development of literacy skills takes place primarily in special education or AIS.

Given the structures and expectations for working together, teachers integrate reading, writing, and literacy instruction across the curriculum.

1 2

3 4

We give new teachers time to acclimate before we expect them to play leadership roles.

We mentor newer educators both formally and informally and expect them to do committee work and take on leadership roles from the beginning.



Higher-Performing

Middle Schools



3. Collaboration



Evidence: What does your school look like?

A B

1 2

3 4

We administer benchmarks once or twice a year, usually in ELA; otherwise we tend to rely on individual teacher developed assessments.

We administer frequent benchmark tests in all core subject areas; these are coordinated with other middle school(s) in the district.

1 2

3 4

We rely on administrators and our data warehouse to analyze assessment data; we share those results with teachers annually.

Both teachers and administrators collect, analyze, and use data to inform practice; this is central to our practice. We also provide data in usable formats to students and parents.

1 2

3 4

Formal observations and student test scores are the primary source of evidence to evaluate teachers’ performance.

A variety of student performance data, observations, examples of teachers’ work, and self-reflections constitute the portfolio of data we use to evaluate teachers.



Evidence-Based Decision Making• Multiple sources- student performance data- teachers’, administrators’ anecdotal accounts- students, parents, and community input

We invite students back after a semester or two at college and ask what was most

helpful . . . [and not] so helpful.

V-V-S Superintendent

Evidence-Based Decision Making

• Focus beyond the state assessments: standards and success in high school

• Data collected, analyzed, and acted upon consistently

Evidence

• Intermittent use• Focus on state

assessment data• Benchmarks, if used,

only 1ce or 2ce/year, only in ELA

• Diagnostic tests given only to students in need of services

• Less frequent sharing of data and less nuanced analysis of data

• Central to day-to-day activity

• State assessment data part of a larger data portfolio

• Frequent use of benchmarks in all core subjects

• Diagnostic tests in ELA and math for all to target resources where needed

• Use expertise and technology to identify patterns of performance

AP HP

Evidence-Based Decision Making: A Case in Point

West Middle School


Case in Point: West Middle School

Evidence-Based

Total Enrollment: 790, gr. 6-8 West stateEligible for Free Lunch 48% 37%






White 72% 53%

Other 3% 7%

Meeting/Exceeding Standards, Gr. 8 ELA

58% 49%

Meeting/Exceeding Standards, Gr. 8 Math

54% 54%

Supporting high expectations

I talked with key movers and shakers in the building. I asked what we should do, and from there we put it to a vote. Of the 80 or so people who voted on [the middle years and IB initiative], about 70 wanted it.

- West Principal

Evidence-Based

Identifying the gaps…

The priority is to increase the performance of every student and subgroup. … It’s not about the standard. It’s about higher expectations for all. ”

- West Assistant Superintendent

Evidence-Based

Frequent use of a variety of assessments

Evidence-Based

We have frequent data huddles.

West Principal

L. Baker, 2007. Best Practices Case Study: West Middle School

2006 Grade 8 ELA

Evidence: What does your school look like?

A B

1 2

3 4

We administer benchmarks once or twice a year, usually in ELA; otherwise we tend to rely on individual teacher developed assessments.

We administer frequent benchmark tests in all core subject areas; these are coordinated with other middle school(s) in the district.

1 2

3 4

We rely on administrators and our data warehouse to analyze assessment data; we share those results with teachers annually.

Both teachers and administrators collect, analyze, and use data to inform practice; this is central to our practice. We also provide data in usable formats to students and parents.

1 2

3 4

Formal observations and student test scores are the primary source of evidence to evaluate teachers’ performance.

A variety of student performance data, observations, examples of teachers’ work, and self-reflections constitute the portfolio of data we use to evaluate teachers.



Higher-Performing

Middle Schools



3. Collaboration



Vision: What does your school look like?

A B

1 2

3 4

We recognize teachers and students for good performance, but we do not specifically tie awards to our mission and goals.

We tie recognition and rewards for teachers and students directly to our mission and goals; for example, students might win a poster contest about good citizenship or receive an award for completing 100% of their homework over a five-week period.

1 2

3 4

Under pressure from the state, we are declassifying more of our students, but many of our teachers are unfamiliar or resistant to differentiating instruction and co-teaching.

We include as many classified students as possible in a classroom with differentiated instruction and/or supportive services; special and regular educators often co-teach, and special educators know curriculum (by content and day) to be able to support students also served in a resource room.

1 2

3 4

Teachers generally work independently of each other; we occasionally experience tensions between parents, other community members, and school faculty, which get in the way of our vision of serving every student well.

Our vision is centered on creating a successful learning environment for every student; the sense that “we” all share responsibility for achieving the mission is prevalent.



Shared Vision• Central: Raising learning and achievement for all students

• Built by all• Clearly articulated• Echoed from central office to classroom

• Never doneYou never arrive, you are always becoming.

Niagara Falls Deputy Superintendent

I believe that if it’s not broke – then break it and fix it – complacency bothers me.

Queensbury MS Principal

Vision

• Less agreement on vision – may be “handed down”

• Rewards more general

• More students served in pull-out programs

• Co-developed and widely shared

• Rewards tied to vision

• More students included in mainstream classes

AP HP

Shared Vision: A Case in PointWestbury Middle School

If a student wants to be

at school, that is a form

of success

.

WMS teacher

Case in Point: Westbury Middle School

Total Enrollment: 849, gr. 6-8 WMS stateEligible for Free Lunch 62% 37%


Limited English Proficient 14% NA




White 1% 53%

Other 2% 7%




2006 Grade 8 ELA High student achievement

is our number 1

goal. It’s ongoing

every year.Westbury MS Principal

Supporting students'academic, social and

moral growthwestburyschools.or

g

http://www.just4kids.org/en/new_york/school_data/chart.cfm?campus_id=310200010104








Sharing and Enacting the Vision

Relationships – with parents, students, teachers; it’s a partnership. I pride myself in forming relationships.

Westbury MS principal

Individual departments (ELA, math, ELL) offer

extensive workshops for

parents.Westbury superintendentK. Nickson, 2007. Best Practices Case Study: Westbury Middle

School

The board is student centered.

Westbury superintendent

Supporting the Vision

• Regular goal-setting, review, and reporting – in support of strategic plan

• Team expectations: student contracts and rewards

• Introducing accelerated math• MARS (Maximum Achievement Results and Success) for at-risk students

• Be careful what you wish for

Vision: What does your school look like?

A B

1 2

3 4

We recognize teachers and students for good performance, but we do not specifically tie awards to our mission and goals.

We tie recognition and rewards for teachers and students directly to our mission and goals; for example, students might win a poster contest about good citizenship or receive an award for completing 100% of their homework over a five-week period.

1 2

3 4

Under pressure from the state, we are declassifying more of our students, but many of our teachers are unfamiliar or resistant to differentiating instruction and co-teaching.

We include as many classified students as possible in a classroom with differentiated instruction and/or supportive services; special and regular educators often co-teach, and special educators know curriculum (by content and day) to be able to support students also served in a resource room.

1 2

3 4

Teachers generally work independently of each other; we occasionally experience tensions between parents, other community members, and school faculty, which get in the way of our vision of serving every student well.

Our vision is centered on creating a successful learning environment for every student; the sense that “we” all share responsibility for achieving the mission is prevalent.



Interpreting the Results

Steps

Step 1: Compare practices

Step 2: Assess priorities

Step 3: Select levers to improvement

(“best ideas”)

Step 4: Launch SMART goal process

Step 2: Determine Priorities

Average Priority Case in Point

Relationships Queensbury

Emotional and Social

Well-Being

Vernon-Verona- Sherrill

Collaboration Port Chester

Evidence-Based Decision Making

West

Shared Vision Westbury

• Cross-site reports• Best Practice

Frameworks• Case studies• Surveys• Presentations• Keyword

Collections• School

Improvement Tools and Services

Surveys

[email protected]@uamail.albany.edu

kristen campbell wilcox janet ives angelis know your schools~for ny kids school of education

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