What is a District of Innovation?

A District of Innovation commits to supporting a culture of curiosity

that flow through and from every structure and assemblage of a

localized system of education while engaging in self-analysis to

assess impact in relation to factors of audience, context, growth,

and achievement.

In the words of Roland Barth (1991), founding director of the

Harvard Principals’ Center, a District of Innovation demonstrates a

“high risk, low anxiety environment.”

Recalibrating innovation means . . .

“That’s the work that’s before us. We need to take our best

ideas, our strongest intuitions, and we need to test them.

We need to measure whether we’ve been successful, and

we have to be willing to fail, to be wrong, to start over again

with lessons learned.”

-Angela Lee Duckworth, psychologist with the University of

Pennsylvania discussing “grit” in her April 2013 TedTalk.

“The goal of the Danville Innovation

Plan is to ensure that every student is

not only ready for college and career

but that each is equipped to be

successful in those endeavors. In

addition to content knowledge, this plan

places priority on essential skills cited

as being critical to all postsecondary

pathways.”

--Executive Summary, 2013

Focus on College Readiness

Focus on College Readiness

E P A S

• Explore

• Plan

• ACT

College Readiness Benchmarks

Definition: the preparation necessary for students to be academically successful in entry level college courses.

College Readiness Benchmarks

18

20

19

KY College Readiness

Benchmarks

74

85

36

Predicting College Readiness

Northwest Evaluation Association (NWEA) Measures of

Academic Progress (MAP)

• Administered twice a year in grades K-8

• A valid ACT predictor

MAP and ACT Correlations

Theaker & Johnson, in

2012, were the first to

correlate MAP and ACT.

NWEA also verifies the correlative

power of MAP with ACT

Note the

date:

29 June

2015

Expanding Focus

According to ACT, the greatest predictor of students

meeting benchmarks by the completion of high school is the

extent to which 8th grade students are on track for college

ready work.

The Forgotten Middle (2008; revisited

2014)

8th Grade College Readiness

• Academic Achievement (Explore benchmarks)

• Academic Behaviors

– Academic discipline (i.e. good work and study habits)

– Orderly conduct

– Positive relationships with school personnel

Harvard Strategic Data Project

• Note: The Harvard Strategic Data Project, in partnership with

Kentucky, just released (17 August 2015) significant data showing

rates of high school graduation, college enrollment, and college

persistence – tracking back to 8th grade math performance as the

primary indicator. http://sdp.cepr.harvard.edu/home

Harvard Strategic Data Project

The Bottom Line: Without the ACT Explore or introducing

new (or more) tests, we can anticipate

college readiness and plan opportunities

and interventions accordingly across

grades K-12.

Without the ACT Explore or introducing

new (or more) tests, we can measure

student growth.

Focus on Growth

Student Growth

• Innovation in education is much more about student growth than it is about reaching a fixed endpoint of the likelihood of a student being successful in entry level college courses.

• In fact, Tony Wagner (author of Creating Innovators and The Global Achievement Gap), along with venture capitalist Ted Dintersmith, blast college and what is measured by the ACT (as much as they do K-12 education) in the just published Most Likely to Succeed: Preparing our Kids for the Innovation Era.

Student Growth

Pro

ficiency

We have the responsibility to find out . . .

The impact of curricula– What is the impact of Lexia? Dreambox? Reading Wonders?

Stepping Stones?

The impact of instructional strategies• What is impact of blended learning in math? PBL in science?

The impact of programs– How do Pathways students compare?

Which students grow the most? The least? In which areas? Why?

Without the ACT Explore or

introducing new (or more) tests, we

can measure student growth.

Yes, that’s less testing

and better information.

Student Growth

• By focusing on student growth, we can have a stronger and more strategic impact on assisting students to be on track for college readiness.

• By focusing on student growth, we are able to build strength rather than reinforce student weakness.

• By focusing on student growth, the district inspires a teacher to move all students and not just those close to the proficiency line.

Growth mindset

• Ability is not fixed.

• Strength-based approach

• A key characteristic of applied positive psychology, the

year-long focus of the leadership cohort (which includes

teachers, administrators, and classified staff).

• Growth begins with identifying what students should know

and be able to do.

Focus on Standards

Standards

• *Teach the standards, the KCAS standards. Do not teach to a test.

• Create engaging and meaningful learning opportunities that allow all students to show what they know and are able to do.

• Develop within students their identities as responsible local and global citizens, self-motivated learners, and key communicators.

• Exceptions: Advanced Placement courses are exempt. The focus of English II, US History, Biology, & Algebra II (K-Prep End of Course exam areas) must prioritize the ACT QualityCore standards, which are aligned with the Common Core State Standards and therefore not divergent from KCAS.

Standards

Every parent should know what standards are being taught in a given class, the order of their instruction, and level of competency the student displays on each standard.

Standards, in and of themselves, do not dictate the teacher’s mode of instruction. Rather, teachers are empowered to facilitate the learning process of any given standard in the manner that best suits teacher capacity, student ability, and student interest.

Focus on Standards

Elementary

School

• Implementation of

Mastery Connect

for reading, math,

and writing in

grades K-5

Middle School High School

Danville Diploma

Danville Diploma

Elementary & Middle Schools

• Students will be able to identify and demonstrate Danville Diploma skills by the end of 5th grade and again by the end of 8th grade.

• Elementary and middle schools will develop and implement localized plans for Danville Diploma skills in the current school year 2015-16.

• Attainment of the standard will be logged in Mastery Connect for the elementary students and via a tool to be determined for the middle school students.

Danville Diploma K-8

Danville Diploma

High School

• High school staff will review components 2-10 of the Danville Diploma to establish clear guidelines and expectations.

• Advisors will track student attainment yielding a special cord worn at graduation for those who earn the Danville Diploma.

• Implementation will be scaffolded across years to ensure all students have a fair opportunity of attainment.

Personalized Learning

Personalized Learning

Elementary School• Differentiated

Instruction

• Flexible in-class grouping for Tiers I – III

• Fluid scheduling for individual student ability

Middle School• Differentiated

Instruction

• Focus of leadership attending UKNGLA

• Schedule alignment for students to move across grades –including to high school – regardless of age

• Development of Accelerated Program

• Service Learning

High School• Differentiated

Instruction

• Focus of team attending UKNGLA

• AP course options

• Dual-credit course options

• Independent study course options

• Internship options

Blended Learning

Blended Learning

Elementary School

• Chromebooks for daily station rotation in grades 3-5 and expanded to K-2 in 2016-17

Middle School

• Implementation in math with Khan Academy

• Adobe Apps

• Compass Learning in A-School facilitated by a certified teacher

• Edmodo

High School

• Implementation in

math with Khan

Academy

• Adobe Apps

• Compass Learning in

A-School facilitated

by a certified teacher

• Edmodo

• Learning MgmtSystem

Performance-Based Assessment

Performance-Based Assessment

Elementary

School

• 5th Grade Gateway

• PBL will expand

across grades K-5

• Application of

Engineering is

Elementary &

PLTW Mars Rover

Middle School

• 8th Grade Gateway

• PBATs in grades 6,

7, & 8

• PBL will expand

across grades 6-8

• Application of

PLTW Gateway to

Technology

High School• 12th Grade Capstone

• PBATs will expand in grades 9-12 in non-EOC, non-CCR, and non-AP courses

• PBL will expand across grades 9-12 in non-EOC, non-CCR, and non-AP courses

• Application of PLTW Engineering

Performance-Based Assessment

The Danville Schools is proud of the responsibility bestowed upon us by the Kentucky Board of Education to continue to pioneer performance-based assessment. We welcome opportunities to guide, field-test, and measure student achievement, especially as Next Generation Science standards and assessments come into view.

World Language Acquisition

Focus on World Language Acquisition

Elementary

School

• Implement

Spanish K-5

Middle School

• Implement 6-8,

with option to

earn HS credit

High School

• Implement minimum 2 year option for students pursuing 4 year college enrollment

Digital Portfolio

Digital Portfolio

Elementary

School

• Implementation of

Mastery Connect

Middle School

• Exploration of

Mastery Connect

& Digital Badging

High School

• Exploration of Mastery Connect & Digital Badging

Focus on Advanced Academics

Advanced Academics

• AP classes (sustain impact of AdvanceKy)

• Dual credit classes

• Independent study

• Performance-based credit

• BMS Accelerated Program

• BMS individual scheduling (e.g. geometry)

• Gifted & Talented program in the elementary schools

Focus on Research and Analysis,

Design, Action

Research & Analysis, Design, Action

Challenge is increased to reach 9-12 without waiver to allow teachers to teach – for credit –beyond their certification, but still attainable via:

– Intersession

– Unlisted

– New waiver for students who have met EOC and ACT benchmarks

– EDGE

– Engineering (K-12)

– Experience Danville

Project-based learning inherently mixes disciplines, whether or not facilitated by multiple teachers

Middle grades teams promote interdisciplinary opportunities

Focus on Communication

Focus on Communication

Elementary School

• 5th Grade Gateways

• Google Apps for

Education

Middle School

• 8th Grade

Gateways

• Forensics

• Google Apps for

Education

• PBATs

High School• 12th Grade

Capstones

• Forensics

• Google Apps for Education

• Implement journalism bi-weekly publication to Advocate-Messenger

• Intentional speech development required of all students

Focus on Leadership

Focus on Leadership

K-12• National Board Certified Teacher Cohort Support

• Applied Positive Psychology Cohort

• Construct Danville Schools new teacher orientation for hires made beginning with the 2016-17 school year.

• Explore strength-identification tools for students (i.e. Gallup strengthfinder, VIA, etc.)

Focus on Use of Time

Focus on Use of Time

Elementary School

• Fluid scheduling for

individual student

ability

Middle School

• Revamped

master schedule

for personalized

learning,

relationship-

building, common

planning, and

intervention

High School

• Revamped master schedule for advisory, EDGE, intersession, and common planning

Focus on the Arts

Focus on the Arts

• The Danville Schools innovation in the arts began with

the establishment of a Director of Arts Education and

Technical Director of Arts Education.

• Program Reviews support dance, drama, music, and

visual art development in grades K-12.

• The full investment of the arts in innovation is attached.

Distilling it did not do it justice. The next slide is a

cursory summary.

Focus on the Arts

Elementary School

• Exposure as priority

• Brown U Arts Literacy

training for x-curricular

text engagement and

performance cycle

• After-school strings

program

Middle School

• Exposure as

priority

• Drama classes

• JV Forensics

• Maker’s Club

• Jazz Band

High School

• Exposure as priority

• Creation of Arts Pathway

• Pursuit of Communications Pathway

Exposure includes UK Opera Outreach, the 2nd annual Frank X Walker Literary Festival, and

performance access through Centre College and the Norton Center for the Arts.

School Highlights:

Jennie Rogers Elementary School

Jennie Rogers: Community

Collaboration

2015-16 Goals:• Teachers will be challenged to move and teach beyond classroom walls by connecting with the

community.

• Students will achieve high academic standards.

• Students will have opportunities and experiences that lead to confident and passionate individuals.

• Students will adopt community-minded action, globally-focused thinking, and courage in their work.

Existing partnerships include:• Southland Christian Church- mentoring program

• Bate Middle School- Service Learners

• Happy Feet/Shoe Carnival-New shoes for any student

• Admirals Adventure Academy- After School Programing for any Elementary Student

• Danville High School Peer tutoring- DHS students peer tutors

• Webster Orthodontics- Agendas and Thursday packets

Jennie Rogers Highlights

Outside Connections approved thus far to help our kids have powerful learning experiences:

• School wide drive to get students a public Library Card

• Farm to Table at a goat farm and then the Blue Bird Cafe

• Humane Society-importance of pet care and volunteering service time

• Cougars for a Cause Club-community outreach with an emphasis on technology and the Danville Diploma Skills

• JRE Choir- public performances

• Water Safety- teach kids k-2, how to swim (McDowell Wellness Center)

• Family Farm- Wildlife, care of horses and cattle, types of equipment, pond & creek life

• Garden Night – In our Community Garden

• Fire & Weather Safety with the Fire Department and Meteorologist

• Community Arts Center- interactive arts

We believe that giving our students these types of activities will help them to think big and dream bigger. We want our community to know we are helping students see beyond their school, and preparing them to think critically be and be productive teammates so that they can compete globally.

School Highlights:

Mary Hogsett Elementary School

Hogsett: “ArtSmart” School

Year One Goals & Expectations:1. Incorporate arts specific vocabulary into Language Arts lessons (i.e. spelling words, word

walls, Spanish lessons, etc.).

2. During Professional Learning Community (PLC) meetings explore arts connections to existing Social Studies lessons and units of study.

3. Exposure to the arts through guest performers, assemblies, and field trips. The expectation is to have one arts experience, assembly, or field trip each month for every grade level K-5.

4. Works of art (both student created and well-know masterpieces) will be displayed throughout the building.

5. Opportunities for students to perform in a musical or theatrical production a minimum of once per year (i.e. classroom plays, choir concerts, grade-level production, primary production, intermediate production, etc.)

6. Provide teachers with professional development opportunities for ways to integrate the arts into everyday lessons.

School Highlights:

Edna Toliver Elementary School

Toliver: Leader in Me

2015-16 Goals: • Apply Danville Diploma skills through Franklin

Covey’s whole school transformation process,

The Leader in Me program. The Leader in

Me is aligned with best-in-class content and

concepts practiced by global education

thought leaders. It provides a logical,

sequential and balanced process to help

schools proactively design the culture that

reflects their vision of the ideal school.

• Instead of seeing children through the lens of

a normal distribution curve—some kids are

naturally smart and others are not—The

Leader in Me paradigm sees that every child is

capable, every child is a leader. This paradigm

changes everything.

Toliver Highlights

Discovery Days

For a week long time period regular enhancement classes (Music, Art, PE, Library and STREAM) are changed to a Discovery Day rotation. Teachers and students are given the opportunity to propose classes and students sign up for the classes based on their own interests.

Students explore many subjects or topics not normally covered in the curriculum. Some of the small group classes include Stop Motion Animation, Endurance (fitness), Pet Care, Cup Cake Decorating, Flag Corp, Zumba, Chess and various creative arts.

The classes are taught by teachers, students and community members. Discovery Days is scheduled for two one-week periods during the school year.

Toliver Highlights

• Accelerated Reader and STAR Reading are two products of Renaissance Learning that provide a personalized reading experience. Students’ individual levels are assessed using STAR Reading. Students read books on their levels to ensure their reading success with their ‘just right’ books. There are over 170,000 quizzes available with nearly half of the titles being nonfiction.

• Please go to the following link for more statistics/data:

• http://www.renaissance.com/about-us

School Highlights:

Bate Middle School

BMS: Personalizing learning to meet

individual student needs

PBAT Refinement

BMS will work with Justin Bathon, JD, PhD, and innovation guru from UK to raise the rigor of the PBAT while incorporating fully Danville Diploma skills. The intent is to move from the trial phase to school-wide sustained implementation across grades 6-8.

Blended Learning

BMS applies mixed media to expand and enhance engagement of students to allow for self-directed learning.

Early High School Culture

As BMS defines the Accelerated Track experience, the concept of Early High School will inform its development.

Intervention

New schedule arrangements provide dedicated time for intervention with students needing focused academic attention. BMS will look to determine how best to impact performance in those windows where personalized learning can reach a struggling audience.

School Highlights:

Danville High School

DHS Highlights

• Interdisciplinary Learning Designer. The focus of 2015-16 will be on EDGE programming, the piloted “Unlisted” interdisciplinary course for students at or past ACT benchmarks, and PBAT development and promotion within the high school.

• Pathways Coach. The focus of 2015-16 will be on applying the framework, curriculum, programming, and data collection of the Jobs for Kentucky’s Graduates as the intervention targeting primarily students struggling most to reach ACT benchmarks.

• Teaching Assistants. The focus of 2015-16 will be on promoting engineering courses and providing online course credit and recovery options.

• Student Engagement Coach. A new position for 2015-16 funded by the school, the focus of 2015-16 will be on students struggling academically and socially.

DHS Highlights, continued

• Technology Integration Specialist. The focus of 2015-16 will be on in-class integration of new modes of technological engagement and exploration of Mastery Connect as a digital portfolio solution.

• Performance-Based Credit. The school will draft criteria and conditions for performance-based credit to be reviewed and approved by the SBDM according to board policy 08.113.

• Intersession. The school will re-visit the purpose and programmatic offerings of spring intersession with the intent of infusing interdisciplinary priorities in line with Research & Analysis, Design, and Action.

• Communications Pathway. The district will support the pursuit of a career readiness communications pathway for forensics students and others who take the 3-course sequence.

Next Steps

Waivers AmendmentsInnovation

Costs

Corrective

Action Plan

Waivers

Waiver Summary

Waiver 1

Waiver of state accountability to allow the use of alternative standardized assessments than

those designated in Kentucky. Waiver was denied.

Waiver 2

Waiver of EPSB certification restrictions on subject areas so current teachers can teach

additional subjects. Waiver was denied.

Waiver 3

Waiver of EPSB certification restrictions on subject areas so current teachers can teach

additional subjects. The district requests this waiver so staff can teach cross-discipline.

Waiver was denied.

Waiver Summary, continued

Waiver 4Waiver to allow creation and hiring of a classified employee to perform the duties of a certified position

(guidance counselor). The district cited KRS 161.180 (supervision of pupil conduct) in this waiver request

but this is a request for the district to create and hire a classified employee for what appears to be the

traditional roles and duties of currently employed guidance counselors. The district stated in its application

that they want a “success coach” to “build relationships with students and families”; “create stronger

connections between school and postsecondary success”; and “help schools add value for families by

advising on postsecondary opportunities.”

The district also wants to create a new certified position called an “interdisciplinary learning designer” who

will “ensure orchestration and creation of dynamic learning experiences cross-discipline”; “develop

challenging, engaging courses across subject areas”; “create learning experiences designed to utilize and

build higher-order thinking skills”; and “become a resource in understanding and translating the growing

and changing world of online learning and new ways of using technology to improve learning.”

The district wants to create a new classified position called “teaching assistant” that would “seek

candidates with college degrees and with newly certified teachers being likely candidates.” This position’s

suggested roles and duties appear very similar to “teacher aides” currently allowed by Kentucky law.

Waiver Summary, continued

Waiver 5

Waiver to allow students’ extra-curricular involvement to count for high school credit in that area

if the students demonstrate competency through either ACT testing or if a teacher certifies that

the students demonstrated competency in the required content standards and if the students’

participation is validated and approved by a coach/director of the extracurricular program.

Waiver 6

Waiver of average daily attendance requirement in the pupil attendance regulation for SEEK

funding. The district wants funding based on average daily “membership” instead of average

daily attendance.

Waiver Added

704 KAR 3:305(2)

Innovation Costs

Board Innovation Costs 2015-16

Recurring

• HS Technology Integration Specialist

• Pathways Coach

• High School Teaching Assistants (3)

• Elementary Spanish Teachers (3)

• Middle School Spanish Teacher (1)

• Interdisciplinary Learning Designer release time

Non-Recurring

• UKNGLA

• Leadership Series

• Elementary blended learning devices

Corrective Action Plan

Corrective Action Plan Responses

Section 1• The Innovation Leadership Team meets the 2nd Tuesday of the month.

– Agendas will be set and minutes will be taken.

• A innovation report (including the work of the Innovation Leadership Team) is included as a standing item of the board meeting agenda.

Section 2• District and school innovation plans will be incorporated into CDIP and CSIPs,

respectively.

Section 3• Amendments to the District of Innovation Plan will be submitted to KDE by 31

August 2015.

CAP Responses, continued

Section 4• The Danville Schools will welcome monitoring visits in September, December, March, and

June of the 2015-16 school year.

Section 5• A status report will be made to KBE in February 2016.

Section 6• The Danville Schools will participate in all state-led innovation meetings and trainings.

Section 7• By complying with the CAP, the Danville Schools aims to have probation terminated in June

2016.

Amendment Summary

District of Innovation Plan Amendments

• Primary goal is for all students to be on track for college

readiness by 8th grade with formative check in 10th grade

and summative in 11th and 12th

• Removal of career readiness goal by end of 10th grade

• A focus on student growth

DOI Amendments, continued

• “Gateway” will refer to the end-of-5th and end-of-8th PBAT.

DHS will explore if there is to be a difference between a

high school “capstone” and a high school “gateway,” as

“capstone” may refer specifically to an official Area of

Study exhibition of learning, such as that required by

Project Lead the Way. “TPOL” for 5th grade will no longer

be used.

The Fabric of Innovation

A District of Innovation commits to supporting

a culture of curiosity that flow through and

from every structure and assemblage of a

localized system of education while engaging

in self-analysis to assess impact in relation to

factors of audience, context, growth, and

achievement.

That’s the work that’s before us. We need to

take our best ideas, our strongest intuitions,

and we need to test them. We need to

measure whether we’ve been successful,

and we have to be willing to fail, to be wrong,

to start over again with lessons learned.

As a District of Innovation, the Danville Schools engages in the relentless pursuit of:

• POWERFUL LEARNING EXPERIENCES– Personalized Learning

• GLOBAL PREPAREDNESS– The Arts, World Language, Service Learning, Pathways, and more

• GROWTH FOR ALL– Promoting and supporting college and career readiness

• EXCELLENCE IN COMMUNICATION– Performance-based assessment

• AN INFORMED & INVOLVED COMMUNITY– The Danville Diploma guides our development of citizens and leaders of

tomorrow