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Jim Warford International Center for Leadership in Education www.LeaderEd.com How to Achieve Adequate Yearly Progress While Still Providing a Well-Rounded.

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Presentation on theme: "Jim Warford International Center for Leadership in Education www.LeaderEd.com How to Achieve Adequate Yearly Progress While Still Providing a Well-Rounded."— Presentation transcript:

1 Jim Warford International Center for Leadership in Education How to Achieve Adequate Yearly Progress While Still Providing a Well-Rounded Education

2 Lessons Learned The story of Americas 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 Todays students are wired differently

3 My Story… Mary Kay Jones

4 Floridas Accountability 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

5 Marion County 8 F schools 3D schools 1A school 48 schools 58% Free and Reduced Lunch 34% minority Business Community up in arms!

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

7 Development of the Continuous Improvement Model or… C I M

8 Based on: Data-Driven Decision making And the belief that What gets measured, gets done

9 CIM is Research Based 8 Step Process- Brazosport, Texas Effective Schools- Research TQM – Tools and Processes

10 Supt. Gerald Anderson Pioneered the 8-Step Process In Brazosport ISD, Texas in the early 1990s…

11 Why Brazosport, Texas?

12 No other school district has Ever accomplished what Brazosport did during the 1990s…

13 Brazosport didnt just close the Achievement gap between all Student demographic groups… They eliminated it!

14 The learning Criteria Builds on The Continuous Improvement Work youve been doing… It is the next generation of School improvement

15 Effective Schools Research Strong instructional leadership High expectations for student achievement Instructional focus on reading, writing and mathematics Safe/orderly climate Frequent assessment

16 Continuous Improvement CIM Is based upon Dr. Demings work In Systems Theory

17 TQM Made Us: Data-Driven Process Oriented

18 Dr. Deming developed the Systems Theory of Variation Based on his work with Dr. Shewhart at Bell labs in the 1920s. Plan Do Check Act Cycle

19 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

20 Random Acts Of Improvement = Programs GOALS Improvement Plan

21 Aligned Acts Of Improvement In an aligned system... Student Achievement System Performance GOALS … improvement efforts are integrated and results-oriented

22 Only when alignment occurs, is Breakthrough Performance possible This means something other than Random variability has caused the Change in the system

23 Supt. Gerald Andersons Breakthrough came when he Applied the Shewhart PDCA Cycle: Plan Do Check Act To School Improvement!

24 PDCA: Instructional Cycle

25 8-Step Process 1. Data Disaggregation 2. Instructional Calendar 3. Direct Instructional Focus 4. Assessment 5. Maintenance 6. Monitoring 7. Enrichment 8. Tutorials

26 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

27 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%

28 Results Documented in: Educators in Action: Strategic Improvement Efforts Published by American Productivity and Quality Center 2007

29 No good deed Goes unpunished…

30 In 2003 I was Appointed Floridas First Chancellor of Public Schools…

31 …And given responsibility For over 300 of Floridas Lowest Performing Schools

32 Between the Continuous Improvement Model was implemented in over 300 of Floridas lowest-performing D and F Schools Through the Assistance Plus Program

33 Results Within two years… over 80% of all Assistance Plus Schools Moved off Floridas low-performing list.

34 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.

35 Lessons learned CIM raised the test scores for schools in crisis

36 What gets measured, gets done…

37 What gets measured, gets done… So be very careful what you measure!

38 Lessons learned Greatest gains in elementary 4 th Grade Data Dropout Rate not improving

39 Lessons learned Teaching to the Test Produces success on the test But… Does it produce success in life?

40 Big Lesson Learned… We must close the Engagement Gap Before we can Close the Achievement Gap

41 Lessons learned We needed an accountability tool that is more holistic

42 But we still must have Data To Drive School Improvement Because…

43 "Without data you're just another person with an opinion." W. Edwards Deming

44 In God we trust.

45 Everybody else better Bring me data!

46 We need an Accountability tool For the 21 st Century

47 Collecting/Analyzing Data Quality Data/Measurable Availability Sustained Disaggregated Benchmarked

48 Lessons learned The Learning Criteria is the Next generation of accountability Because we believe…

49 School success is measurable beyond the state test! We need Multiple criteria to measure learning

50 Based upon what works! Model Schools and the Successful Practices Network

51 The Learning Criteria helps you solve the Right problem…

52 Solve the Right Problem Measure what Matters Achieve what you Believe Learning Criteria for 21st Century Learners

53 The Learning Criteria helps you put into action what you believe about learning.

54 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!!!!!

55 Promising to Proven National Summit – February 2005 Purpose - How to Identify Proven High Schools 14 National Education Organizations

56 Participating Organizations Achieve AASA AFT AIR ASCD Gates Foundation CCSSO International Center NASSP NASBE NEA NSBA U.S. DOE Education Trust

57 Measuring Student Learning Four Dimensions: 1.Core Academics 2.Stretch Learning 3.Student Engagement 4.Personal Skills Development

58 Success Beyond the Test Core Academics Stretch Learning Learner Engagement Personal Skill Development International Center for Leadership in Education, Inc. Rigor Relevance Relationships

59 Learning Criteria to Support 21st Century Learners Based upon… Every school has its own unique DNA!

60 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!

61 Application of the Learning Criteria Assessment Tool Planning Tool Reflection Tool

62 Four Dimensions Core Academic Learning Achievement in the core subjects of English language arts, math and science and others identified by the school

63 Stretch Learning Demonstration of rigorous and relevant learning beyond the minimum requirements of the state test

64 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

65 Personal Skill Development Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes

66 Core Stretch Student Engagement Personal Skill Development

67 Core Stretch Student Engagement Personal Skill Development Dimensions of the Learning Criteria

68 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?

69 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?

70 Core Academic Learning What is the core learning that your school will stand behind for each and every student?

71 Core Academic Learning Achievement 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) o English Language Arts o Mathematics o Science Average scores on ACT/SAT Average scores on PSAT Achievement levels on standardized tests other than state exams Percentage of students requiring remediation in college. o English Language Arts o Mathematics Follow-up surveys of academic achievements of graduates Students graduating high school in four years Students earning college degree within four years after high school Military ASVAB score

72 Core Academic Learning Data Indicators School Performance SustainedDisaggregated Benchmarked (Target) Percent proficient or above on the 2006 Grade 10 Reading NRT FCAT 74.2% 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%

73 Stretch Learning How can your school insure that each and every learner is being stretched?

74 Stretch Learning Demonstration 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 graduation Interdisciplinary work and projects ( e.g., Senior Exhibition) Participation/test scores in International Baccalaureate courses Average scores on AP exams Percentage of students achieving >2 on AP Average number of college credits earned by graduation (dual enrollment) Enrollment in advanced math or science courses Enrollment in Advanced Placement courses Completion of career and technical education programs Completion four or more credits in a career area Completion four or more credits in arts Completion of three or more years of foreign language Follow-up studies of graduates Value of scholarships earned at graduation Percent of students completing career majors Achievement of specialized certificates such as Microsoft or Cisco Academy

75 Stretch Learning Data Indicators School Performance SustainedDisaggregated Benchmarked (Target) Percent of AP exams with scores of 3 or higher All exams = 74% Increased by 7% over 5 years White – 91% African American – 5% Hispanic – 4% Econ. Disadvantaged – 3.8% 2005 – 71.4

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

77 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. Data Indicators [minimum of 5] 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

78 Student Engagement Data Indicators School Performance SustainedDisaggregated Benchmarked (Target) % of students attending 2 and 4 year colleges/unive rsities 87 % Increase of 4% over 5 years White – 54% African American – 17% Hispanic – 16% Special Ed. – 6% ELL – 3% Econ. Disadvantaged – 15% 85.2% in

79 STUDENT ASPIRATIONS SELF WORTH RELATIONSHIPS ACTIVE ENGAGEMENT RELEVANCE PURPOSE RIGOR Belonging Heroes Sense of Accomplishment Fun & Excitement Curiosity & Creativity Spirit of Adventure Leadership & Responsibility Confidence to Take Action

80 SELF WORTH Belonging Heroes Sense 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

81 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

82 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

83 I am proud of my school.T = 81 S = 47 I am excited to be working with students.T = 94 Teachers enjoy working with students.S = 53 Students have fun at school.T = 78 School is boring.S = 48 Students make school an exciting place to work.T = 88 Teachers make school an exciting place to learn.S = 27 I have fun at school.T = 83 Teachers have fun at school.S = 36 Learning can be fun.T = 99 S = 64 NATIONAL DATA Delusional Discrepancies

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

85 Personal Skill Development Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes. Data Indicators [minimum of 2] 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 work oLeadership/followership oProblem solving/decision making Programs/activities that promote: oRespect for diversity oPeer 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

86 Personal Skill Development Data Indicators School Performance SustainableDisaggregated Benchmarked (Target) Hours in service learning 85 % graduates complete 60 hours + At same level for 3 years No significant difference among subgroups Highest of schools in network

87 Why is this Important? How many of you are parents? I have a question…

88 Why is this Important?

89

90 International Center for Leadership in Education, Inc. Karen Wilkins 1587 Route 146 Rexford, NY Phone (518) x 206 Fax (518) – Website – PowerPoint -

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