Houston a+ Challenge Network - 2010-07-12 Schools Workshop

8/9/2019 Houston a+ Challenge Network - 2010-07-12 Schools Workshop

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July 12, 2010

THE CHALLENGE NETWORK


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WHAT IS HOUSTON A+

CHALLENGE?

Started in 1997 by The Annenberg Foundation,local foundations, individual philanthropists andbusiness leaders

Sincethen, morethan $90 million raisedto helplocal public school teachers, principals, anddistrict leaders improveteachingand learning forHoustons students

Directgrants to schools, leadership training,teacherdevelopment, and innovative ideas fordistricts

Did you know?Some of ouraccomplishments

listed on the bookmark in your materials


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The mission of

Houston A+ Challenge

is to serveas a catalyst for changein the public schools

thateducate nine ofevery ten children

in theregion, teaming with

principals andteachersin targeted schools

to ensurethat

every student is prepared

for post-secondary success.

OUR MISSION


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THE CHALLENGE NETWORKCH A L L E N G I N G G O OD S C H O O LS TO B E G R E AT!


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This initiative is the central focus of Houston A+

Challenges new Strategic Plan, adopted by our

Board in January 2010

Five middle schools from fivedistricts will

participate in thetwo-year pilot, launchingtoday

Ifresults prove promising, Challenge Network is

projectedto grow to reach 50,000 children in 70schools throughoutthe Houston area within six

years

A+ is committedto investing $4.4 million overtwo

years to this initiativeduringthe pilot phase


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Thegoal ofthe

Challenge Network

is to build capacityin targeted middle schools

and significantly increase

the number of students

who arenot just proficient,but who are on track to be

truly ready for

postsecondary success.

OUR GOAL


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THE NEED

The percentage of Texas public school students

who tested Proficient in Reading/ELA in 200991


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THE NEED

The percentage of Texas Class of 1995 who

graduated with a collegedegree or certificate18


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THE NEED

Nationally, currentresearch tells us thatfewerthan one

in five 8th graders are on targetto beready for college-

level work by thetimethey finish high school.

Source: The Forgotten Middle (2008, ACT, Inc.)


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THE NEED

To haveatrue chanceat postsecondary success

8th grade students in Texas

needto achieveat or nearCOMMENDED levels

(above 2300 scale score) in Math andEnglish

Source: Are Texas Middle School Students Prepared forHigh School?

Dr. Ed Fuller, Ph.D., University of Texas,Austin

(2009, for Texas Business andEducation Coalition)


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* Source: Are Texas Middle School Students Prepared forHigh School?



Current 8th GradeStudents

Mathematics ScaleScore Distribution(actual data from a high-performing local district)


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* Source: Are Texas Middle School Students Prepared forHigh School?



Student Scale Scores in 8th Grade Math

predict

Postsecondary Readiness in 11th Grade


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Impact of Moving

the Middle Group of

Students toward

Commended

Performance


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CHALLENGE NETWORK:PROJECT GOALS

1. Increaseachievementand collegereadiness of

targeted middle school students in targeted

schools (as measured by a doubling ofcommended rates in most schools over two

years)

2. Improveteacher practiceand increaseteacher

capacity attargeted schools

3. Increase studentachievement forall students in

thetargeted cohortgrades

4. Sustain gains ateach campus afterthe firsttwo

years of intenseengagement


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CHALLENGE NETWORK:PROGRAM COMPONENTS

1. Analysis of baselinedatato formulate custom campus plans

2. Campus-based performance coachingto drivetargeted

professional developmentand improvement

3. Assessment for learning process using interim assessmentsanddatareviews to drivedifferentiated instruction

4. Extra instructional timeand support for students to meetthe higher standards

5. Parentempowermentandengagement

6. Targeted collaboration across districts andteams

Leadership and willingness to push the envelope


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PROJECT DESIGN:

THE A+ TEAM

Director of School Performance:

Tom MonaghanPartners with principals anddistrictexecutiveleaders to demonstrate whata middle school

campus looks like when itachieves highstandards for postsecondary success.

PerformanceCoaches

College CultureCoach

Communities InSchools

Coordinators


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PROJECT DESIGN:

THE A+ TEAM

Performance CoachesChange teacher practice through working alongside teachers every

day to improve student achievement. Work closely with ~150targeted students to build relationships and ensure their success.

College Culture CoachAnalyzes best practices from research and informs schools to help

them develop a college-bound culture.

Communities In Schools CoordinatorsSupport parents and families to help push their children toward

higher levels of achievement.


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CHALLENGE NETWORK 2010:

THE SCHOOLS

Carraway Intermediate School

Principal:Alfred James

A+ Performance Coach:Jennifer Fowler

Focus: 5th Grade Literacy


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THE SCHOOLS

ODonnell Middle School

Principal:Janie Saxton

A+ Performance Coach:Jennifer Mascheck

Focus: 7th Grade Numeracy


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THE SCHOOLS

Horace Mann Junior School

Principal:Michael Coopersmith

A+ Performance Coach:Torrey Conerly

Focus: 6th Grade Numeracy


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THE SCHOOLS

Atascocita Middle School

Principal:Karl Koehler

A+ Performance Coach:Mike Webster

Focus: 6th GradeAdvanced Coursework


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THE SCHOOLS

YES Prep West

Principal:Ellen Winstead

A+ Performance Coach:Cicely Greene

Focus: 6th

and 7th

GradeEnglish Language Arts


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CHALLENGE NETWORK:

FINANCIALS

A+ is committedto investing $4.4 million overtwo

years duringthe pilot phase

Direct costs per school run about $280,000 per year

Primary cost is personnel: Campus-based Performance

Coach and Communities in Schools coordinator

Districts in pilot phaseare contributing in-kind

resources such as sub time forteachers to attendprofessional development, after-school transportation,

etc.

If pilot is successful, intent is to go to a cost-sharing

model that includes some fee-for-service


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Tom Monaghan

Booklet pages 8-11

SETTING THE STAGE: A SHAREDVISION


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IN TERMS OF THE WORK TO, FOR,

AND WITH SCHOOLS AS HIGH FUNCTIONING

LEARNING COMMUNITIES

What is Our Purpose?

What is our moral, ethical

and professional

responsibility?


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ALL KIDS CAN LEARN

Do you believe/endorsethe All kids can learn

statement?

Do you know ofany teachers and/oradministrators

who too believeall kids can learn BUT also subscribeto

underlyingexceptions to this belief?

Lets look atthe 4 types of schools mostrepresented inNorth America who too wouldendorsethis all kids

can learntheme.Handouts available in the resources section of your binder.


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SCHOOL #1

We believethatall students can learn, buttheextent oftheir

learning is determined by their innate ability and aptitude. This

aptitude is relatively fixed, andas teachers we have little influenceovertheextent of student learning. It is our job to create multiple

programs ortracks thataddress thedifferentabilities of students,

andthen guide students to theappropriate program. This

ensures that students haveaccess to the proper curriculum and

an optimum opportunity to master material appropriateto theirability.

How does this school respond to a student(s) not learning?


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SCHOOL #1

How does school #1 respond?

Wedo not create winners, we just identify them. We believe

thatall kids can learn, buttheextent oftheir learning isdetermined by their innateability andaptitude. It is our job tocreate programs ortracks thataddress thedifferentabilities ofstudents andthen guidethem to appropriate programs. If astudent is experiencing difficulty in getting over the proficiency

bar that has been established in a course, the school respondsby lowering the bar.

(Charles Darwin Model:all kids can learn based on theirability)


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SCHOOL #2

We believethatall students can learn IFthey take advantage ofthe opportunities we give them. It is our job to provideallstudents with an opportunity to learn, and we fulfill our

responsibility when weattemptto present lessons thatare bothclearandengaging. In the final analysis, however, while it is our

job to teach, it is the students job to learn. We should invitestudents to learn, but honortheirdecision ifthey elect notto doso.



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SCHOOL #2


My job is to teach; your job is to learn. We believethey canlearn ifthey put forth theeffort. We should invite students tolearn, but honortheirdecision ifthey elect notto do so. Weholdthe studentaccountable for notdoing what was necessaryto learn by failingthe student. The hope is that a student whosuffers the logical consequences of irresponsibility (that is,

failure) will learn the error of his or her ways and become moremotivated in the future.

(Pontius Pilot Model: All kids can learn ifthey takeadvantage ofthe opportunities wegivethem)


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SCHOOL #3

We believethatall students can learn andthat it is our

responsibility to help all students demonstrate some growth asa result of their experience with us. Theextent ofthegrowth

will bedetermined by a combination ofthe students innate

ability andeffort. It is our job to encourageall students to learn

as much as possible, buttheextent oftheir learning is dependent

on factors over which we have little control.



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SCHOOL #3


It is our job to encourage students to learn as much as possible,buttheextent oftheir learning is dependent on factors overwhich we have little control (not our fault). We adjustthegoalsfor individual students within the course orgrade level, assumingthat low-performing students lack theability, motivation, ordevelopmental readiness to learn at high levels. The priority in

the school becomes ensuring that students feel good ratherthan ensuring that they have learned.

(Chicago Cub Fan Model: learn something in warm environment)


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SCHOOL #4

We believethatall students can andmust learn at relatively

high levels of achievem

ent.Weare confidentthat students canmaster challengingacademic material with our supportand help.

Weestablish standards all students areexpectedto achieve, and

we will do whatever ittakes to ensure students achievethe

agreed upon standards.



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SCHOOL #4


Even with barriers, they will succeed. Wedevoteextratimeto studentswho experiencedifficulty in learningandto continueto seek new

strategies until every student has achievedthe intendedacademic

goals. Teachers never give up and simply work harder atmeeting the

needs of individual students.

(Henry Higgins-My FairLady Model:all kids will learn and we will ensure students

achieve high standards)


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AT YOUR SCHOOL

Do you have classrooms that

representall 4 types of schools?

Which schools and how manyclassrooms?


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ALL KIDS CAN LEARN

THE FOUR SCHOOLS

The standards,whatever it

takes

Somethingto be

nurtured

Takeadvantage ofopportunities

Based onability

1 2

43


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AT YOUR SCHOOL

Which school would youchoose for your own

childs classroom?


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THE NEED

The percentage of Texas public school students

who tested Proficient in Reading/ELA in 200991


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THE NEED

The percentage of Texas Class of 1995 who

graduated with a collegedegree or certificate18


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THE NEED

Nationally, currentresearch tells us thatfewerthan one

in five 8th graders are on targetto beready for college-

level work by thetimethey finish high school.

Source: The Forgotten Middle (2008, ACT, Inc.)


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A FOCUS ON LEARNING

Weembrace high levels of learning forall students as both thereason

our organization exists andthe fundamental responsibility ofthose who

work within it. Weacknowledge students learn atdifferentrates and

with different levels of support. Therefore, weare willingto examineallpractices in light oftheir impact on learning. Consequently, every adult

member of our learning community is committedto gettingevery child

that sits before us SMARTER andSTRONGER by doing whateverittakes to be sure failure is notan option forany child. We have said we

aretruly committedto helpingall students learn atrelatively high levels

so they will be successful in high school andready for college.

We must now put our words into actions.


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Scott Van BeckBooklet page 12

TARGETED COLLABORATION


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Impact of Moving

the Middle Group of

Students toward

Commended

Performance


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THE PURPOSE

Is this projectaboutgetting 150

kids to commended? Is this projectaboutgetting 15

teachers betterattheir craft?

Is this projectabout 800 kids

getting smarterand more

collegeready?


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CHALLENGE NETWORK

In 6 years

the Challenge Network isprojectedto reach

50,000 studentsin 70 schools


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TOMORROW

Targeted

Collaboration

revisited


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Tom MonaghanBooklet pages 20-21

ASSESSMENT FOR LEARNING


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Definition:

Assessment FOR Learning is thecontinuous work in every classroom of

and betweentheteacher, individual

students andentiregroups servingto

inform students aboutthemselves andwhat progress is being madetoward

meetingeach standard whilethe learning

is still happening.


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Research:

Gains ofa to 1 standarddeviation

(Black andWilliam, 2004)

Forexample: 1.0 standarddeviation gain equates to 4 grade level

equivalents, 100 SAT points, or6 ACT points

Theexpectedachievement scoregains will rival intheir studentachievementthe implementation of

one on onetutorial instruction, with largestgain by

lowestachievers (Stiggins)


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FORMATIVE ASSESSMENT VS.


Formative

More Frequent

Inform Teachers

with evidence

Who is/is not

meetingthe

standard?

A4L

Continuous

Informstudents

Progresstoward thestandard whilein the learning


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IMAGINE THIS POSSIBILITY

Strongquantitativeresults in every

classroom forevery child Students andteachers engaged in

learning powerfully side by side

Classrooms where students actuallywantto be


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COMMITMENT TO THIS BELIEF

Our work:

Always and Only

SMARTER andSTRONGER

Kids and Adults


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SUPPORT IN EVERY CLASSROOM

How would we supportthis in every classroom?

Whatteacher behaviors supportthis work?

Whatadministrator behaviors supportthis

work?


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SMARTER AND STRONGER

How does atrack, soccer, football coach or

a choirdirectorgetto SMARTER and

STRONGER forall athletes or performers?

Should it bedifferent fora core content,

elective, homeroom, advocacy classroom

teacher?


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THE ONLY CLASSROOM THAT HAS A

CHANCE:

Must beabsolutely surethatall

kids are learning on adailybasis

Will requirea shift in behaviors

andactions ofand between

teachers and students.


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THE IDEAL SCHOOL

FROM teacheras instructor/teller of

WHAT/deliverer/director, whomonitors/manages and is often a

bystanderand/oreven cheerleader

(I am hereto help as needed.)

HEREs

the

SHIFT:


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THE IDEAL SCHOOL

TO teacheras leader of learners who

teaches students HOWand in a way

that sets the stage forthoughtfullearning (thinkinganddoing), THEN

systematically and strategically leans-

in to confer with individuals/smallgroups and makes a moveto COACH

or TEACH.

HEREs

the

SHIFT:


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THE IDEAL SCHOOL

Self-Assessment Guiding Questions:

Whatam I doingright now in orderto get my students (wholegroups, smallgroups, pairs, individuals)to know, understandand beableto think intothelearningtarget orteaching point?

Right now, is thereevidence in my classroom ofdeepening oradvancingtheTEACHING OF HOWratherthan the TELLING OF WHAT (what is theevidence?)

Right now, am I self-initiating on behalf ofthe student(s), OR am I waiting forthe I need help signal from my student(s)?

Whatam I/are we sayinganddoing in orderto support, monitor, protectand

celebrateassessment for learning in every classroom?


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July 12, 2010


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Houston a+ Challenge Network - 2010-07-12 Schools Workshop

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