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“Success For Every One” Dr. Frank Davidson, Superintendent Dr. Barbara Wright, Director of Curriculum & Instruction Bryan Harris, Director of Professional Development
“Success For Every One”
Dr. Frank Davidson, SuperintendentDr. Barbara Wright, Director of Curriculum & Instruction
Bryan Harris, Director of Professional Development
The District
400 square miles8,000 students9 elementary schools3 middle schools67% Low SES
What did we learn from our previous effort at strategic planning?
The mission of the Casa Grande Elementary School District, in partnership with the community, is to
prepare a culturally and ethnically diverse student population to be self-confident, life-long learners
and responsible citizens who will actively adapt to and manage change in the world, by providing
superior educational opportunities for all students in a safe and nurturing environment in which they are challenged and equipped to reach their potential.
1993 Strategic Plan
+ Steering committee included representative and committed individuals.
∆
The mission statement, in trying to say a great deal, said nothing.
∆
The plan failed to communicate an actionable vision for the district.
∆
It never became a truly shared vision.∆
Too many strategies (17) and action plans (42) to effectively implement.
Reading - Average SAT-9 National Percentile Rank
34.5 35 35 35.7 37.7
0
10
20
30
40
50
1997 1998 1999 2000 2001
NAEP Reading, Age 9, Trends in Average Scaled Scores for White and Hispanic Students
0
50
100
150
200
250
Selected Years, 1975-1999
Scor
e White
Hispanic
2001 Parents’ Ratings of the Schools
Favorable94%
Neutral 5%
Unfavorable1%
Subject GradeThe
Gap in 2000
Reading3 -19
5 -23
8 -18
Math3 -19
5 -22
8 -20
The Gap Between the District and the State
We undertook what came to be called a “Quality Schools Initiative.”
Revise the District's mission statementRedefine the District's vision and valuesEstablish 3-5 measurable goalsProvide training in a continuous improvement process.
The PDCA Model
PLAN
ACT
DO
CHECK
• Data Disaggregation• Calendar Development
• Direct InstructionalFocus
• Tutorials• Enrichment
• Assessment• Maintenance• Monitoring
The 8‐Step PDCA Process
1. Data Disaggregation – Use student assessment results to identify strong
and weak areas.
PLAN
ACT
DO
CHECK
• Data Disaggregation• Calendar Development
• Direct InstructionalFocus
• Tutorials• Enrichment
• Assessment• Maintenance• Monitoring
20
30
40
50
60
70
80
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Percentage of All Students Meeting or Exceeding AIMS Standards
ReadingMathWriting
Success for Every One
No shameNo blameNo excuses
Comm
unitySchool
Fam
ilies Students
Success for
Every One
The responsibility
is yours
and mine.
Teams share the burden and divide the grief. ~ Doug Smith
Dr. Barbara Wright, Director of Curriculum & Instruction
The 8‐Step PDCA Process
2.
Calendar Development – A year‐long road map for each grade level
and each subject.
PLAN
ACT
DO
CHECK
• Data Disaggregation• Calendar Development
• Direct InstructionalFocus
• Tutorials• Enrichment
• Assessment• Maintenance• Monitoring
Instructional Calendar
Build a calendar that enables all students to learn the standards.
The instructional calendars serve to:
correctly sequence learning;
identify the focus standards;
improve pacing;
foster collaboration;
identify resources and assessments; and
provide an “insurance policy” for mobile children.
The 8‐Step PDCA Process
3. Instructional Focus
–
Follow the instructional calendar and teach to the
current objectives.
PLAN
ACT
DO
CHECK
• Data Disaggregation• Calendar Development
• Direct InstructionalFocus
• Tutorials• Enrichment
• Assessment• Maintenance• Monitoring
Instructional Focus
Teach to the objective.
Collaborate with grade-level colleagues.
Stay on pace.
The 8‐Step PDCA Process
4. Assessment – Identify mastery and non‐mastery students.
PLAN
ACT
DO
CHECK
• Data Disaggregation• Calendar Development
• Direct InstructionalFocus
• Tutorials• Enrichment
• Assessment• Maintenance• Monitoring
Assessment
Frequentassessmentof students
Formative Assessment:–
In CGESD these are:
•
District Checkpoint or Cycle tests
•
Basal program weekly skills tests
•
DIBELS Progress Monitoring
•
Teacher created performance
assessments
•
Teacher created writing prompts
•
Teacher created assessments
22
What does Assessment look like in
CGESD?
Summative Assessment:
–
In CGESD these are:
•
District Benchmark Tests
•
Writing Performance
Benchmarks
•
DIBELS Benchmarks
•
AIMS (AZ State test)
•
SAT 10
23
What does Assessment look like in
CGESD?
The 8‐Step PDCA Process5. Tutorials or “Reteaching”
– Provide time to reteach
non‐
mastered target areas.
PLAN
ACT
DO
CHECK
• Data Disaggregation• Calendar Development
• Direct InstructionalFocus
• Tutorials• Enrichment
• Assessment• Maintenance• Monitoring
Reteaching
Instruction for studentsthat do not master
the skills onthe assessments.
The 8‐Step PDCA Process6. Enrichment
– Provide enrichment opportunities for mastery
students.
PLAN
ACT
DO
CHECK
• Data Disaggregation• Calendar Development
• Direct InstructionalFocus
• Tutorials• Enrichment
• Assessment• Maintenance• Monitoring
EnrichmentExtended teaching
for mastery
students.
The 8‐Step PDCA Process7. Maintenance or Spiraling
– Ongoing maintenance and
review.
PLAN
ACT
DO
CHECK
• Data Disaggregation• Calendar Development
• Direct InstructionalFocus
• Tutorials• Enrichment
• Assessment• Maintenance• Monitoring
SpiralingCumulative and
Systematic Review of Skills
The 8‐Step PDCA Process8. Monitoring
–
Continuous attention to teaching and learning.
PLAN
ACT
DO
CHECK
• Data Disaggregation• Calendar Development
• Direct InstructionalFocus
• Tutorials• Enrichment
• Assessment• Maintenance• Monitoring
Test Talks with students
Test Talks with Principals“School leadership is
second only to classroom teaching
as an influence on pupil learning”
Leithwood, et.al, 2006
Data meetings
Coming together is a beginning. Keeping together is progress. Working together is success.
~ Henry Ford
Professional Development
•Positively influence student achievement•Support teachers to maximize their potential•Provide relevant, meaningful learning opportunities for all staff
Professional Development is not an event. It is a life-long process.
+2•Train new teachers in how we do things in CG
•Retention of quality staff
Bryan Harris, Director of Professional Development & Public Relations
New Staff Induction3 year induction process called TIPSTeacher Induction Program & SupportAverage over 75 new hires each year Induction includes:•
5 additional training days in year 1
•
Mentoring•
Quarterly TIPS Seminars during years 1 and 2
•
Work with an Instructional Specialist•
Staff Development agreement which outlines expectations for all 3 years
Induction Highlights
Dr. Davidson teaches PDCA OverviewDr. Wright teaches Curricular OverviewCurriculum Guides
Instructional SpecialistsThe most significant way to support new staff4 total – 2 focus primarily on special educationDuties include: •
classroom observations
•
peer coaching•
Mentoring
•
model teaching•
co-teaching
•
Commiserating
Grade Level Collaboration
History/Need for CollaborationGrade-level teachers met 4x per year90 minutes per meetingFacilitators trainedPurpose: Discuss effective strategies, share plans for upcoming instructional objectives, communicate successes
Role of District Office
Logistics •
Communication to teachers and principals
•
Schedules, calendarsIdentification and selection of facilitatorsTraining & supportAgenda itemsAttend collaboration meetingsResponse and feedback
Leadership and TrainingIdentification/Selection of facilitatorsK-5 facilitators (teams)6-8 facilitators (content specific)Special Areas facilitatorsTraining:• Training session for each collaboration meeting• Topics:
• Setting the tone• 7 Norms•
Facilitation skills (difficult personalities or situations)
• Preparation of agendas
Norms of CollaborationProvides a structure, common language, and clarifies expectationsPausingParaphrasingProbing Putting Ideas on the TablePresuming Positive IntentionsPursuing a balance between advocacy and inquiry
Source: The Adaptive School
by Robert Garmston and Bruce Wellman
“…it is dangerous and often counterproductive to put adults in a room without frameworks and tools for skilled interaction.” – Garmston & Wellman
Sample Agenda Second Grade
Welcome7 Norms of CollaborationDiscuss response from Dr. WrightStep-Up to WritingConfirm/Check Answer KeysShare IdeasReview minutes
Budget
Source: Title II-ATeacher compensation: $20/hourFacilitator compensation•
$280 for each member of a K-5 team
•
$380 for 6-8 facilitators
Successes and Challenges
Successes•
Leadership development
•
Culture building•
Teacher use of data
•
Sharing of ideas/instructional strategies
•
Teachers supporting each other ( new teachers)
•
Focus on the instructional calendars
•
Improved communication to the DO
•
Additional
planning
time
Challenges•
Training of facilitators
•
Special area teachers•
Teachers who don’t/can’t attend
•
Sharing of resources or ideas
•
Feeder sites vs. whole district
•
Gripe sessions/complaints•
Site differences
Steps for ImplementationIdentify goals for collaboration timeSecure fundingDiscussions with principals and administratorsCreate a team to explore options and challengesSchool site collaboration vs. district collaborationSupport strategies for new teachersProvide training for facilitatorsIdentify key leadership roles• Facilitators, trainers, recorder
Where we are now.
Shared VisionA mission and goals developed through a collaborative processBoard alignment and support Measurable benchmarksSpecific strategies and resourcesInstructional focus
System-Wide Support for Learning
Supportive workplace for staffNo Shame, No Blame, No ExcusesLeadership DevelopmentProfessional DevelopmentInstructional ResourcesInstructional Calendars / MapsRegular AssessmentReteaching and EnrichmentIntervention
Subject Grade The Gap in 2000
The Gap in 2005
The Gap in 2006
The Gap in 2007
The Gap in 2008
The Gap in 2009
Reading3 -19 -7 -4 -3 +1 -6
5 -23 -10 -3 -3 -1 -5
8 -18 -10 -6 -4 -3 +4
Math3 -19 -2 -6 -4 0 -3
5 -22 +2 +3 +3 +2 +1
8 -20 -10 -3 -1 +3 +7
Average -20.2 -0.3
Reduction of the Gap Between the District and the State
CGESD Performance-Based Pay
Individual Performance-Based Pay Group Performance-Based Pay
Proposition 301 Performance-Based Pay
Teachers
Budget Override Funding
All Employees
CGESD Performance-Based Pay
Individual Performance-Based Pay Group Performance-Based Pay
Proposition 301 Performance-Based Pay
Teachers
Budget Override Funding
All Employees
Current Areas of Focus
Continue efforts to improve academic achievementGreater attention to enrichmentCustomer Service InitiativeMarketing EffortsCreating More Options for StudentsPrevent budget cuts from undermining gains
20
30
40
50
60
70
80
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Percentage of All Students Meeting or Exceeding AIMS Standards
ReadingMathWriting
What questions can we answer?
