Slide 1

October 26, 2011

Principals Meeting

Stan Warren

Annual Growth,

Catch-up Growth

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Kennewick

Kennewick

Portland

3

Over arching concept today:

These are pretty ordinary guys.

Kennewick is a pretty ordinary district.

If they can achieve these kinds of results, we should be able to.

Kennewick School District

Enrollment: 15,000

Schools:

13 Elementary

4 Middle Schools

3 High Schools

1 Vocational Center

50% Free and Reduced:

Budget $152 M

Ethnic Make- up

Anglo 74%

Hispanic 22%

Asian 2%

African-American 2%

Staff:

Teachers 960

Classified 774

Administrators 60

5

Stating the Obvious

Reading is our most basic academic skill.

85% of curriculum is delivered by reading including math--there are far more words than numbers in math textbooks.

No other educational success can compensate for failure to teach reading early and well.

Change must affect classroom practice.

It takes about an hour of normal classroom instruction for 180 days to make up each year a student is behind.

Behind:

1 year60 minutes x 180 days

2 years 120 minutes x 180 days

3 years120 minutes x 180 days

Summary: Everything here is common sense

5 year range by kindergarten caused results at home

Annual growth keeps 70%+ students in the band they start in.

With catch-up growth and differences in teaching and motivation 30% of students move bands.

9

Your current structure, resource allocation and beliefs are perfectly designed to create your current results.

How would entering kindergarten knowing very few basic skills affect a childs success in school? 2008 Thrive by Five Washington Survey

64% of parents believe:

Child will catch up to other children within a year or two.

27% of parents believe:

Child will be behind other children throughout school years.

9% of parents: Not sure.

The single most cost effective thing is to change this perception of parents.

A Clear Measurable Reading Goal

The highly visible 90% Reading Goal created a clear line of sight from where we were to where we need to go.

White paper-basis for subsequent change (page 239)

Coming to grips with disparity between what we believed and what we lead our community to believe

Annual Growth: Curriculum

Created by solid reading programs emphasizing accuracy, fluency, comprehension, phonemic awareness and explicit phonics.

In primary grades, a minimum of 2 hours of instruction is recommended. CORE Sourcebook 22.6

Annual Growth-Instruction

Eye-ball to eye ball

Perhaps twice as effective at Washington than ten years before

District instructional conferences

Instruction is our craft

Annual Growth: Time

In primary grades, a minimum of 2 hours of instruction is recommended. CORE Sourcebook 22.6

120 minutes of eyeball to eyeball instruction

Kennewick practice

Catch-up Growth (Targeted Accelerated Growth TAG)

Diagnostic testing to determine the deficient sub-skills of those behind

Proportional increases in direct instruction time

Teaching to the deficient sub-skill

Retesting to assure that adequate catch-up growth actually occurred

Catch-up Growth

When students leave kindergarten three years behind in reading, they must make six years of growth in three years to catch-up by 3rd grade.

This means they must make one year of annual growth and one year of catch-up growth each year.

Or, said another way, two years of growth in each 1st, 2nd, and 3rd grades to catch up.

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Diagnostic testing

Use of additional tests by leading schools

Use of sub-skill data in existing tests

Look at sub skills.

See page Annual Growth page 74 for other specific (10) diagnostic tests

In God we trust. Everyone else shows their data. -unknown

Diagnostic testing and data

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You can either fight assessment or embrace it. However, you cannot be a high-performance school without embracing assessment. -Dave Montague

Diagnostic testing and data

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There is no point in testing if you dont look at the data, dont understand it, and dont change. -Chuck Watson, Principal-Vista Elem., Kennewick, WA

Diagnostic testing and data

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Proportional increases in instructional time for those who are behind.

Students who are behind do not learn faster than those who are ahead.

Catch-up growth is driven primarily by proportional increases in direct instruction time.

Catch-up growth is so difficult to achieve that it can be the product only of quality of instruction in great quantity.

Increased time: a real life problem

Tony has just scored at the 11th percentile on the spring 2nd grade reading test. His state set their reading standard at the 50th percentile.

How much direct reading instruction does Tony need during 3rd and 4th grade to assure he will reach the state standard by the end of 4th grade?

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Increased time: real life problem continued

State Standard in percentiles is.. Percentile

Tonys 2nd grade status in percentiles Percentile

Difference is.. Points

Rough rule of thumb is 13 percentile points = 1 year of growth

In elementary school the normal reading period has been 60-70 minutes

d. Divide the gap in points by 13 points to

convert the gap into instructional years

3rd 4th

Annual Growth minutes

Catch-up Growth

1 extra year

1/2 extra year

Total Minutes

50

11

39

70

70

175

175

35

70

35

70

3 years

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Retesting to assure that adequete increases in growth occurred.

Adult change when it does not.

Data and use of data

Could not see what was happening in kindergarten, first and second grade.

Adding of district tests at K, 1 and 2

Adding of diagnostic tests by the buildings

Modeled use of data at each level.

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The Implementation Years

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Teachers

Reading is now their priority

Trained

Teach the curriculum

Knew where all the kids were

Cooks knew where the kids were

Unheard of levels of teaming

Teaming

Movement of kids within remediation

Sharing instructional assistants and building personnel.

Principals

Became reading experts

Attended all the staff reading training

Knew where all the kids were (data)

Knew the research

Were in classrooms, not in the office

Established look-fors (inspect your expectations)

Endure: Dealing with the Emotional Pain of Leadership

In entrenched low performing schools, teachers will hate and despise you.

Principals whom you replace and their friends will despise you for high achievement.

You must learn to be the sole holder of impossible beliefs to achieve impossible things until performance provides proof.

Kennewick School District

Located in southeastern Washington

Approximately 15,000 students in

13 elementary schools

4 middle schools

3 high schools

25% of students are ethnic minorities, and 48% elementary school students qualify for free or reduced lunch

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In 1995, the school board in Kennewick challenged the elementary schools to have 90% of their students at grade level in reading by the end of third grade within 3 years

The primary responsibility for accomplishing this was assigned to the school principals

Kennewick School District

Washington

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At the schools

We began to have serious staff meetingswe began .looking at the test data to see how far behind some of our kids were. It was the first time Washington had ever had such precise data. In the fall of 1995, 23% of our 3rd graders were reading at second grade level and 41% of our 3rd graders were reading at a kindergarten or 1st grade level.

Kennewick School District

Washington

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1st hour (8:45-9:45)

Small group instruction

3 classroom teachers

1 District Reading Teacher

2 Title I teachers

Specials teacher

PE teacher

6 paraprofessionals

Reading Block for 3 First Grade classrooms

Washington Elementary

Kennewick School District

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Small group reading during 1st hour of the day

13 adults with 75 students during the first hour in first grade

Struggling students get 1:3 with most skilled instructor

Advanced students get 1:7 ratios with paras and others

During the Morning Reading Block

Afternoon Reading Block:

Many students get additional small group or 1:1 instruction time as interventions

Washington Elementary

Kennewick School District

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1st hour (8:45-9:45)

Small group instruction

3 classroom teachers

1 District Reading Teacher

2 Title I teachers

Specials teacher

PE teacher

6 paraprofessionals

The reading block for 3 first grade classrooms

2nd hour (9:45-10:45)

Whole group instruction

Also, during the second hour, paras, Title 1, and others work in small groups with 2nd-5th grades

In the afternoon, many students are provided an additional 40-90 minutes of intervention

Washington Elementary

Kennewick School District

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First Grade Daily Reading Instruction

1st hour (8:45-9:45) Small group instruction

The bell rings at 8:35 a.m. and a new school day begins in Stephanie Waltons first grade classroom..

After the flag salute and lunch count, her 22 students swiftly break into six small groups for the first hour of the morning reading block.

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Three students go to the district reading specialist, three to the Title 1 teacher, while four head next door to learn with other students of their ability level. The teacher in the neighboring classroom sends over three of her students, and they take their places with three of Stephanies students.

In the back of the room, seven students gather for direct instruction with an instructional assistant who follows Stephanies lesson plan as is within her listening range.

In the hall, two students join a small reading group with the P.E. teacher.

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First Grade Daily Reading Instruction

2nd hour (9:45-10:45) Whole group instruction

At about 9:43: Glancing up, Stephanie smiles at the students who are returning from other classes. Your options are cards or workbook. They know exactly what to do, and get right to work. She continues teaching until the rest of the students are back.

At 9:47: Stephanie asks the entire class to come to the carpet area in the front of the room. In less than two minutes they are settled in the story area gazing at the cover of Things that Go.

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2nd hour (9:45-10:45) Whole group instruction

In 25 minutes, they use the same thematic material to do five different exercises to build vocabulary and comprehension

Then the students move to their seats and spend the next 10 minutes on two workbook exercises reinforcing the meaning of five position words they just learned. They spend the rest of whole group time spelling on white boards

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Teacher Quality x Time = Growth

Quantity of instructional time can be doubled or tripled in a semester. Quality of instructional time cannot.

Improving quality occurs over extended periods of time, at different rates for different teachers in the same school, as a constant process of arduous, intelligent labor.

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Targeted Accelerated Growth

The TAG Loop Learning Partners

1. Diagnostic Testing

2. Proportional increases in direct instructional time

3. Teaching to the deficient sub-skill

4. Retesting to be sure the skill has been learned

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This is why the primary and immediate strategy for catch-up growth is proportional increase in direct instructional time.

Catch-up growth rarely occurs unless principals and teachers have good data, know each students learning needs, and schedule proportional increases in direct instructional time.

Teacher Quality x Time = Growth

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.

All students who begin the year meeting grade level expectations continue to meet grade level expectations at the end of the year-they make expected yearly growth

All students who begin the year reading below grade level accelerate their development so they make expected yearly growth plus catch-up growth

Whats the Goal?

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This is another reason for RF

Whether or not we achieve these goals depends on the strength of our instruction to do two things during the year

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Goal 1

Ensuring all students makeexpected yearly growth!

1. Strong core reading instruction for all students

2. Enough time spent to meet the needs of many students who do not typically receive powerful support at home

3. Enough quality so that the increased instructional time is spent effectively

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This is another reason for RF

Goal 2

Ensuring students who are behind make expected yearly growth - plus catch-up growth takes both!

Effective differentiated instruction by classroom teacher

Effective school-level systems and resources to provide additional intensive intervention in small enough groups for enough time, and with enough skill

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This is another reason for RF

Learning Partners

Chapter 1 Questions for Reflection and Discussion

In your efforts to assure each of your students will read at grade level, what strategies are you using to focus on annual growth?

What strategies are you using to focus on catch-up growth?

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Some important questions for reflection

What are the most important ways your school, or classroom is different now than three years ago?

If large numbers of your students continue to struggle to make expected yearly growth, have you considered increasing the length of the reading block?

Do students who struggle receive time for intervention instruction that is proportional to their difficulties?

Do some students receive as much as 60-90 minutes of intervention every day?

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All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

It matters little what else they learn in elementary school if they do not learn to read at grade level.

Fielding, L., Kerr, N., & Rosier, P. (2007). Annual growth for all students, catch-up growth for those who are behind. Kennewick, WA: The New Foundation Press, Inc.

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All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

If we know we have to improve, yet continue to do what weve always done

in the same way weve always done it

and continue to get the same results

Who really are the slow learners?

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Warm-Up

Arrange the pictures from the book

Zoom, by IstvanBanyaiin

sequence without looking at one

anothers pictures.

Rules:

You may only look at your picture

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Whats Missing?

Were there sub-objectives?

Number of questions per sub -objective?

Thinking skill levels?

Which difficulty level belonged to which

question?

Washington547272687894969994989998959954

Cascade357879728388919996939795979035

Vista5083739079809391959410094989350

Southgate209280818688829093918694919720

Ridge View238069788879849490929192858823

Hawthorne606962627873879092808893909360

Canyon View387166786583769090909491929038

Sunset View9828692858487899593949292919

Lincoln417975738587867899928485939241

Westgate805855475157495576828285849080

Eastgate825355524053546768806885868082

Amistad766665555244475165807180828576

Edison736668715453555346745180826273

District487470717277788286888690898848

20072008

2003

F & R

2008

F & R

200120022003200420052006

School

19961997199819992000