Jim Warford International Center for Leadership in Education How to Achieve Adequate Yearly...

transcript

Jim Warford

International Center for Leadership in Education www.LeaderEd.com

How to Achieve Adequate Yearly ProgressWhile Still Providing a

Well-Rounded Education

Lessons Learned

The story of America’s public schools is

NOT a story of failure

We educate more students today to a higher standard than ever before in our history

But the world is changing even faster than we are

Today’s students are wired differently

My Story…

Mary Kay Jones

Florida’sAccountability System

Began grading all schools “A–F” in 1999… based solely on FCAT scores

Vouchers available to students in “F” schools

Rapid expansion of Charter Schools

Marion County

8 “F” schools3 “D” schools4 “A” school

48 schools58% Free and Reduced Lunch

34% minority

Business Community up in arms!

Key Decisions

• Embrace Accountability• Data would drive everything• Publish all student data on front page• Redesign principal evaluation

Development

of the

Continuous Improvement Model

Based on:

Data-DrivenDecision making

And the belief thatWhat gets measured,

gets done

CIM is Research Based

8 Step Process- Brazosport, Texas

• Effective Schools- Research

• TQM – Tools and Processes

Supt. Gerald Anderson

Pioneered the

8-Step Process

In Brazosport ISD, Texas

in the early 1990s…

Why Brazosport, Texas?

No other school district has Ever accomplished what

Brazosport did during the 1990’s…

Brazosportdidn’t just close the

Achievement gap between all Student demographic groups…

They eliminated it!

The learning CriteriaBuilds on

The Continuous ImprovementWork you’ve been doing…

It is the next generation ofSchool improvement

Effective Schools Research

Strong instructional leadership

High expectations for student achievement

Instructional focus on reading, writing and mathematics

Safe/orderly climate

Frequent assessment

Continuous Improvement CIM

Is based upon Dr. Deming’s workIn Systems Theory

TQM Made Us:

Data-Driven

Process Oriented

Dr. Deming developed the

“Systems Theory of Variation”

Based on his work with Dr. Shewhart at Bell labs in the 1920’s.

Plan Do Check Act Cycle

Schools, as systems, produce the results they are designed to

produce

If you want different results, you must change the system, not just

work harder

Random Acts Of Improvement

= Programs

Improvement Plan

Aligned Acts Of ImprovementIn an aligned

system ... Student

AchievementSystem

Performance

… improvementefforts are integratedand results-oriented

Only when alignment occurs, is Breakthrough Performance

possible

This means something other than Random variability has caused the

Change in the system

Supt. Gerald Anderson’s Breakthrough came when he

Applied the Shewhart PDCA Cycle:

Plan Do Check ActTo

School Improvement!

PDCA: Instructional CyclePDCA Instructional Cycle

• Data Disaggregation

• Calendar Development• Direct Instructional

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

8-Step Process

1. Data Disaggregation2. Instructional Calendar 3. Direct Instructional Focus4. Assessment5. Maintenance 6. Monitoring7. Enrichment8. Tutorials

Marion CIM Results

Went from three “F”, eight “D” and only one “A” school in 1999 to twenty “A”, sixteen “B” and no “F” schools by 2003

Moved Marion from a low-performing district to an “A” district and above state average for first time in its history

Helped close the achievement gap between student demographic groups

Reduced African-American students failing FCAT from 50% to 30%

Reduced Hispanic students failing FCAT from 38% to 29%

Cut the dropout rate almost in half…from 5.7% to 2.8%

Results Documented in:

“Educators in Action: Strategic Improvement Efforts”

Published by

American Productivity and Quality Center2007

No good deed Goes unpunished…

In 2003 I was Appointed Florida’s First

Chancellor of Public Schools…

…And given responsibilityFor over 300 of

Florida’s Lowest Performing Schools

Between 2003-2006 the

Continuous Improvement Model

was implemented

in over 300 of Florida’s lowest-performing D and F Schools

Through the

“Assistance Plus Program”

Results

Within two years…

over 80% of all

Assistance Plus SchoolsMoved off Florida’s low-performing list.

U.S. Dept. of Education recognized Florida as one of only three states

closing the achievement gap between low and high income students

in reading and one of two states closing the gap

in math.

Lessons learned

CIM raised the test scores for

schools in crisis

What gets measured, gets done…

So be very careful what you measure!

Lessons learned

Greatest gains in elementary

4th Grade Data

Dropout Rate not improving

Lessons learned

Teaching to the Test

Produces success on the test

But…

Does it produce success in life?

Big Lesson Learned…

We must close the “Engagement Gap”

Before we canClose the

“Achievement Gap”

Lessons learned

We needed an

accountability tool

that is more holistic

But we still must have Data

To Drive School Improvement

Because…

"Without data you're just another person

with an opinion."

W. Edwards Deming

In God we trust.

In God we trust.Everybody else better

Bring me data!

We need an

Accountability tool

For the 21st Century

Collecting/Analyzing Data

• Quality Data/Measurable

• Availability

• Sustained

• Disaggregated

• Benchmarked

Lessons learned

The Learning Criteria is the

Next generation of accountability

Because we believe…

School success is measurable beyond the state test!

We need

Multiple criteria to measure learning

Based upon what works!

Model Schoolsand the

Successful Practices Network

The Learning Criteria helps you solve the

Right problem…

Solve the Right ProblemMeasure what Matters

Achieve what you Believe

Learning Criteria for 21st Century Learners

The Learning Criteria helps you put into action what you

believe about learning.

Sustainable Results

In many cases, hard data is the total focus at the exclusion of soft data in our systems.

This results in a short-term solution but a long-term mistake!!!!!

“Promising to Proven”

• National Summit – February 2005

• Purpose - “How to Identify Proven High Schools”

• 14 National Education Organizations

Participating Organizations

• Achieve• AASA• AFT• AIR• ASCD• Gates Foundation• CCSSO

• International Center• NASSP• NASBE• NEA• NSBA• U.S. DOE• Education Trust

Measuring Student Learning

Four Dimensions:

1. Core Academics

2. Stretch Learning

3. Student Engagement

4. Personal Skills Development

Success Beyond the Test

• Core Academics

• Stretch Learning

• Learner Engagement

• Personal Skill Development

International Center for Leadership in Education, Inc.

Relevance

Relationships

Learning Criteria to Support 21st Century Learners

Based upon…

Every school has its own unique DNA!

The Learning Criteria To Support 21st Century Learners

Is NOT:

Another form to fill in the boxes

and send to ???

This is a thoughtful, collaborative process to improve student learning!

Application of the Learning Criteria

• Assessment Tool

• Planning Tool

• Reflection Tool

Four Dimensions

Core Academic Learning

Achievement in the core subjects of English language arts, math and science

and others identified by the school

Stretch Learning

Demonstration of rigorous and relevant learning beyond the minimum requirements

of the state test

Student Engagement

The extent to which students are motivated and committed to learning, have a sense of belonging

and accomplishment, and have relationships with adults, peers, and parents that support

learning

Personal Skill Development

Measures of personal, social,

service, and leadership skills and demonstrations of positive

behaviors and attitudes

Core Stretch Student Engagement

StretchStudent EngagementPersonal Skill Development

Dimensions of the Learning Criteria

The Four Essential Questions

• What is the core learning that you will stand behind for each and every student?

• How do you insure that you are stretching each and every learner?

• How do you know your students are motivated, committed and engaged in their learning?

• What evidence supports the development of positive behaviors and attitudes, and how do you measure personal, social, service, and leadership skills?

• What is the core learning that your school will stand behind for each and every student?

Core Academic LearningAchievement in the core subjects of English language arts, math

and science and others identified by the school

Data Indicators [minimum of 2 in addition to required state testing results]

Percentage of students meeting proficiency level of state testing requirements (required)

oEnglish Language ArtsoMathematicsoScience

Average scores on ACT/SATAverage scores on PSATAchievement levels on standardized tests other than state exams

Percentage of students requiring remediation in college.

oEnglish Language ArtsoMathematics

Follow-up surveys of academic achievements of graduatesStudents graduating high school in four yearsStudents earning college degree within four years after high school Military ASVAB score

Data IndicatorsSchool

PerformanceSustained Disaggregated

Benchmarked(Target)

Percent proficient or above on the

2006 Grade 10 Reading NRT

Over 66.2% proficient or above for the

past three years

African American-36%

White-84.2%Hispanic – 59% Special Ed- 18%

LEP – 20%Econ.

Disadvantaged -27%

State Avg.African

American-39%White - 67%

Hispanic – 50%Special Ed- 30%

LEP – 25%Econ.

Disadvantage – 38.37%

Stretch Learning

• How can your school insure that each and every learner is being stretched?

Stretch LearningDemonstration of rigorous and relevant learning beyond minimum requirements (e.g.,

achievement and participation in higher level courses, specialized courses)

Data Indicators [minimum of 3]

Number of credits required to graduate Average number of credits earned at graduationInterdisciplinary work and projects ( e.g., Senior Exhibition)Participation/test scores in International Baccalaureate coursesAverage scores on AP examsPercentage of students achieving >2 on APAverage number of college credits earned by graduation (dual enrollment)Enrollment in advanced math or science courses

Enrollment in Advanced Placement coursesCompletion of career and technical education programsCompletion four or more credits in a career areaCompletion four or more credits in artsCompletion of three or more years of foreign languageFollow-up studies of graduates Value of scholarships earned at graduationPercent of students completing career majorsAchievement of specialized certificates such as Microsoft or Cisco Academy

Stretch Learning

Benchmarked(Target)

Percent of AP exams with

scores of 3 or higher

All exams = 74%

Increased by 7% over 5

White – 91%African American

– 5%Hispanic – 4%

Econ. Disadvantaged –

2005 – 71.4

Student Engagement

• How can schools know if their students are motivated, committed and engaged in their learning?

Student EngagementThe extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships

with adults, peers, and parents that support learning.

•Student surveys: satisfaction, risk behaviors (asset survey), enrollment in higher education (two-year/ four-year colleges), positive peer relationships•Surveys on degree to which teachers know their students •Programs that improve:

o Dropout rate, attendance rate, tardiness rate, graduation rate,o Discipline referrals

•Techniques for improving student motivation•Advisory programs

•Programs that create role models for students•Activities that encourage students to voice opinions•Peer tutoring programs•Student recognition programs/activities•Events that promote involvement in co-curricular and extracurricular activities•Strategies to increase number of students taking ACT/SAT or other high-level exams

Student Engagement

Benchmarked(Target)

% of students attending 2 and 4 year

colleges/universities

87 %Increase of 4% over 5

White – 54%African American

– 17%Hispanic – 16%Special Ed. – 6%

ELL – 3%Econ.

Disadvantaged – 15%

85.2% in 2004-05

STUDENT ASPIRATIONSSELF WORTH

RELATIONSHIPS

ACTIVE

ENGAGEMENT

RELEVANCE

PURPOSE

• Belonging

• Heroes

• Sense of Accomplishment

• Fun & Excitement

• Curiosity & Creativity

• Spirit of Adventure

• Leadership & Responsibility

• Confidence to Take Action

SELF WORTHBelongingHeroesSense of Accomplishment

47% I am proud of my school.48% I enjoy being at school.40% Teachers care about my problems and feelings.45% Teachers care about me as an individual.44% Teachers care if I am absent from school.20% I have never been recognized for something positive at school.47% If I have a problem, I have a teacher with whom I can talk.51% Teachers respect students. 36% Students respect teachers.28% Students respect each other

NATIONAL DATA

48% School is boring.53% At school I am encouraged to be creative.35% My classes help me understand what is happening in my everyday life.53% Teachers enjoy working with students 36% Teachers have fun at school.27% Teachers make school an exciting place to learn.70% My teachers present lessons in different ways

ACTIVE ENGAGEMENT

Fun & Excitement

Curiosity & Creativity

Spirit of Adventure

NATIONAL DATA

63% I am a good decision maker.58% I see myself as a leader.34% Other students see me as a leader.91% I believe I can be successful.76% Teachers expect me to be successful.63% I believe I can make a difference in this world.65% I put forth my best effort at school.35% I know the goals my school is working on.28% Students council represents all students at school.

PURPOSE Leadership & Responsibility

Confidence to Take Action

NATIONAL DATA

I am proud of my school. T = 81S = 47

I am excited to be working with students. T = 94Teachers enjoy working with students. S = 53Students have fun at school. T = 78School is boring. S = 48Students make school an exciting place to work. T = 88Teachers make school an exciting place to learn. S = 27I have fun at school. T = 83Teachers have fun at school. S = 36Learning can be fun. T = 99

S = 64

NATIONAL DATADelusional Discrepancies

What evidence supports the development of positive behaviors and attitudes, and how can schools measure personal, social, service, and leadership skills?

Personal Skill DevelopmentMeasures of personal, social, service, and leadership skills and

demonstrations of positive behaviors and attitudes.

•Participation/hours in service learning•Students holding leadership positions in clubs or sports•Development/assessment of personal skills:

oTime management — ability to plan and organize workoLeadership/followershipoProblem solving/decision making

•Programs/activities that promote: oRespect for diversityoPeer mediation/conflict resolution oWorking as a member of a team

•Development/assessment of good character:oTrustworthiness, perseverance, honesty, compassion, other character traits

•Reduction in incidences of student conflict•Follow-up survey of graduates on development of personal skills

PerformanceSustainable Disaggregated

Benchmarked(Target)

Hours in service learning

85 % graduates

complete 60 hours +

At same level for 3

No significant difference

among subgroups

Highest of schools in network

Why is this Important?

How many of you are parents?

I have a question…

Why is this Important?

International Center for Leadership in Education, Inc.

Karen Wilkins1587 Route 146

Rexford, NY 12148Phone (518) 399-2776 x 206

Fax (518) 399-7607E-mail – Karen@Daggett.comWebsite – www.LeaderEd.com

PowerPoint - http://www.leadered.com/keynoterPP.shtml

Jim Warford International Center for Leadership in Education How to Achieve Adequate Yearly...

Documents