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THE FUTURE OF DAYTON

Prelude

The Future of Dayton

HIGH PERFORMING SCHOOL DISTRICTS

JOURNEY TO EXCELLENCE

JOURNEY TO EXCELLENCE

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ALL THE PIECES MATTER (ACADEMIC OPTIMISM)

David Lawrence Chief of School Innovation

June 8th, 2016

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REPORT CARD Dayton Public Schools

The skinny is about ‘simplexity’-finding the smallest number of high-leverage, easy-to-

understand actions that unleash stunningly powerful consequences and results.(Michael

Fullan)

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Key Report Card Measures

Balanced Assessments, Frequent Monitoring, Alignment and

Coherence Matter

REPORT CARD MEASURES

# Value-Added (Progress)

# Performance Index (Achievement)

# Annual Measurable Objective (Gap Closing)

# Prepared for Success (High School Supports)

# Graduation Rate (High School Measure)

# 3rd Grade Reading (K-3 Literacy)

When Ohio calculates value added, they take the Distribution of Scores, as shown above, and converts each score to a Normal Curve Equivalent. They do NOT use Percentile Equivalents in the analysis.

Value Added Calculation

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Performance Index Correlation between

Performance Index and Value-Added (Special

Education)

25.8% Belmont

Dunbar 28% 30.7%

Meadowdale

Ponitz 15.4%

11.6% Stivers

19.9% Thurgood

All District

30

40

50

60

70

80

90

-15 -10 -5 0 5

←P

erfo

rman

ce I

ndex→

←Overall Value Added Score→

C

D

F

HIGH SCHOOL PERFORMANCE INDEX

Belle 20.3% Haven

7.7% Charity Adams

16.9% Cleveland

Dayton 14.1% Boys

Eastmont 23%

19% Edison

21.5% EJ Brown

15.6%Fairview

Horace Mann 15.4%

Louise Troy 17.4%

Kemp 15.7% Kiser

21.8 Meadowdale

16.7% Ruskin

Rivers Edge (15.7%)

Valerie 8.5%

17.4%Westwood

28.8%Wogaman

15.7%WOW

17.1% Wright Bros

All District

20

30

40

50

60

70

80

-10 -8 -6 -4 -2 0

← P

erfo

rman

ce I

ndex

→

← Overall Value Added Score →

Elementary Value Added

C

D

F

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Annual Measurable Objectives

Correlation between AMO and Value-Added

Belmont

Dunbar

Meadowdale

Ponitz

Stivers

Thurgood

All District

0

20

40

60

80

100

-15 -10 -5 0 5

←A

MO

Sco

re→

←Overall Value Added Score→

High School Annual Measurable Objectives

HIGH SCHOOL ANNUAL MEASURABLE OBJECTIVES

Belle Haven Charity Adams Cleveland Dayton Boys Eastmont Edison EJ Brown

Fairview

Horace Mann Louise Troy Kemp

Kiser

Meadowdale Ruskin Rivers Edge Valerie

Westwood

Wogaman WOW Wright Bros

All District

0

2

4

6

8

10

-10 -8 -6 -4 -2 0

← P

erfo

rman

ce I

ndex

→

← AMO →

ELEMENTARY SCHOOLS ANNUAL MEASURABLE OBJECTIVES

ELEMENTARY SCHOOL ANNUAL MEASURABLE OBJECTIVES

Professional Development and Academic Budget

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How Did We Reach This Point?

Improvement takes recognition of and moral outrage at

ineffective practices.

How did we reach this point?

#  Lack of a clear and shared vision and focus

#  Low expectations for students and staff

#  Low levels of collaboration and communication

# Curriculum, Assessment, Professional Development not aligned

#  Lack of academic rigor

How did we reach this point?

#  Lack of focused professional development

# Non-supportive learning environment (Academic Optimism)

# No method of systematically monitoring of data

#  Lack of accountability

#  Low level of coherent and aligned family and community engagement

Five Keys To Increasing Student Achievement

1)  Human Resource Staffing and Support

2)  Balanced Assessment (Data) Structure

3)  Quality Teaching and Learning

4)  Transportation Efficiency

5)  Family and Community Engagement (Culture and Communication)

#  Special Note: Finance and Budget

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Five Keys to Transformation

THE PLAN!!!!!!!!!!!!

HUMAN RESOURCES

#  Must have 100% teacher vacancies filled before school year

#  Increase staffing (2- Associate Directors –Enterprise)

#  Increase staff attendance (Harper and Lee)

#  Identification and Support for Chronic Staff Absence

#  Identify 2%-5% chronic staff absence and provide supports

#  TBT/BLT/DLT Monitoring and Reporting of Staff Attendance by grade, building, gender, experience….

Human Resources (Attendance)

August September October November December January February March April

1385

2819 2717

2403

1692

2324

2510 2579

2878

Teacher Absences by Month Total thru April: 21307 days

BALANCED ASSESSMENT/DATA

# Monthly data meetings with principals

# Change what you are measuring and how you are reporting (TAC, HAC – 1-to-1, Attendance, 9th grade retention and grades, #of reading volunteers, graduation projections, artifacts – PLC, STAR, suspensions, expulsions, formative assessment artifacts)

#  Same data measured at TBT, BLT, DLT, CABINET, BOE (Utilize Data Saturday’s or Data Days)

# Create short cycle assessment for all content area(s)

QUALITY TEACHING AND LEARNING

# Academic Emergency Response Team

#  Instructional Rounds (Teacher and Principal)

# Creation of Centers for Teaching and Learning (Pedagogy)

# Measure PLANNING, INSRUCTIONAL DELIVERY MODEL, AND FORMATIVE ASSESSMENTS

# All building staff meetings centered around PIF

Characteristics of Improved School Districts: (Themes from Research- Quality Teaching and

Learning)

#  Quality Teaching and Learning

#  High Expectations and Accountability for Adults

#  Coordinated and Aligned Curriculum and Assessment and Professional Learning

#  Coordinated and Embedded Professional Learning

#  Quality Classroom Instruction

QUALITY TEACHING AND LEARNING

#  Professional Development (Learning) focused on only the following (1-to-1, formative assessment and grading practices, inclusive practices, effective lesson planning, and instructional delivery)

# Expand PLC’s to the entire district

# Expand writing initiative mentioned in ADC report

#  Bi-weekly district reporting and acknowledgement of focus (feedback)

TRANSPORTATION

# Engage strategic stakeholders and experts

# Engage students in process of solving

# Engage parents in problem solving

# Use Harvard’s Problem of Practice to engage the entire organization and community

# Focus on overstaffing, training, and climate development

Family and Community Engagement and Wraparound Supports

# Change the focus from ‘episodes and events’ to ‘supports’

# Development and implementation of a system of wraparound support services to include: academic tutoring, mentoring, after school and weekend programming, etc.

# GED courses, college courses, mental health counseling, domestic violence counseling, job preparation and search, mechanical support, transportation support, food coupons, yearlong book distribution, …

# Engaging Social Services and Workforce Development

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Preparing for the Future We must overcome the awful

inertia of past decades. – Michael Fullan

Present and Future Careers

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First 30 – 90 Days THE FOUNDATION

Once school leaders see the slightly bigger picture and get to know each

other in a common endeavor of great moral purpose, they thrive on ‘competitive collaboration’.

First 30 Days

#  Communication and reassure all ~2,300 employees that they are of value and we are a team!!!! Meet with community

#  Staffing – teacher in every classroom

#  Transportation – stakeholder summit

#  Principal Development – Principal Institute 5.0 – Emergency three day summit to review and edit plan of action to move schools and district forward SGS

#  Organizing an effective team – Implement Decision Tree Communication Protocols

#  Set District and School Data Calendar including Saturday’s

#  Immediate construction of District Data Room

#  Meet with all collective bargaining union president’s

First 30 Days

#  Organize a first day of school committee

#  Organize Convocation

#  Prepare to publish plan and distribute at convocation

#  100 Home Visits to deliver the plan

#  Create project monitoring and planning group

#  Develop a weekly budget and academic planning meeting

#  Meet 3 on 1 with BOE members

Conclusion (Notes)

#  ACCOUNTABILITY

#  ACADEMIC OPTIMISM

#  RELATIONSHIPS (BOE-RRR-WRT)

#  CAN THIS BE DONE? WHOSE DONE IT?

#  MENTORSHIP/COMMUNITY PERCEPTIONS

#  CYBORG – CREDIBLE AUTHORITY

JOURNEY TO EXCELLENCE

JOURNEY TO EXCELLENCE