Presentation on theme: "International Center for Leadership in Education"— Presentation transcript:
1 International Center for Leadership in Education How to Achieve Adequate Yearly Progress While Still Providing a Well-Rounded EducationJim WarfordInternational Center for Leadership in Education
2 Lessons Learned The story of America’s public schools is NOT a story of failureWe educate more students today to a higher standard than ever before in our historyBut the world is changing even faster than we areToday’s students are wired differently
4 Accountability System Florida’sAccountability SystemBegan grading all schools “A–F” in 1999…based solely on FCAT scoresVouchers available to students in “F” schoolsRapid expansion of Charter Schools
5 Marion County 8 “F” schools “D” schools “A” school 48 schools 58% Free and Reduced Lunch34% minorityBusiness Community up in arms!
6 Key DecisionsEmbrace AccountabilityData would drive everythingPublish all student data on front pageRedesign principal evaluation
7 Continuous Improvement Model Developmentof theContinuous Improvement Modelor…C I M
8 Based on:Data-DrivenDecision makingAnd the belief thatWhat gets measured,gets done
9 CIM is Research Based 8 Step Process- Brazosport, Texas • Effective Schools- Research• TQM – Tools and Processes
10 In Brazosport ISD, Texas Supt. Gerald AndersonPioneered the8-Step ProcessIn Brazosport ISD, Texasin the early 1990s…The Continuous Improvement Model was developed in the Brazosport Independent School District in Texas during the early 1990’s.The CIM Model was created as an intervention to stop the slide in test scores and address a widening achievement gap between white and minority students.In such a stressful situation it would have been easy to assign blame for the failures. The educators in Brazosport realized that this would be anti-productive.Instead, they were determined to find a way to fix the their system so that all students in their district would get a high quality education.
18 Plan Do Check Act Cycle 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 ActCycle
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 GOALSImprovementPlan= Programs
21 Aligned Acts Of Improvement In an alignedsystem ...Student AchievementSystemPerformanceGOALS… improvementefforts are integratedand results-orientedKnowing and managing the relationships helps align efforts toward desired results. This makes the best use of improvement efforts, resources, and time, ensuring that people and the system are working together to achieve desired results, such as improved student test scores, or better support services.
22 Only when alignment occurs, is Breakthrough Performance possible This means something other thanRandom variability has caused theChange in the system
23 Plan Do Check Act School Improvement! Supt. Gerald Anderson’sBreakthrough came when heApplied the Shewhart PDCA Cycle:Plan Do Check ActToSchool Improvement!
26 Marion CIM ResultsWent from three “F”, eight “D” and only one “A” school in 1999 to twenty “A”, sixteen “B” and no “F” schools by 2003Moved Marion from a low-performing district to an “A” district and above state average for first time in its historyHelped 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 byAmerican Productivity and Quality Center2007
57 Measuring Student Learning Four Dimensions:Core AcademicsStretch LearningStudent EngagementPersonal Skills Development
58 Success Beyond the Test Core AcademicsStretch LearningLearner EngagementPersonal Skill DevelopmentRigorRelevanceRelationshipsInternational Center for Leadership in Education, Inc.
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 boxesand send to ???This is a thoughtful, collaborative process to improve student learning!
61 Application of the Learning Criteria Assessment ToolPlanning ToolReflection Tool
62 Four Dimensions Core Academic Learning Achievement in the core subjectsof English language arts, math and science and others identifiedby the school
63 Stretch LearningDemonstration of rigorous and relevant learning beyond the minimum requirementsof the state test
64 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
65 Personal Skill Development Measures of personal, social,service, and leadership skills and demonstrations of positivebehaviors and attitudes
66 CoreStretchStudent EngagementPersonal Skill Development
67 Personal Skill Development Dimensions of the Learning CriteriaCoreStretchStudent EngagementPersonal Skill Development
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 schoolData Indicators [minimum of 2 in addition to required state testing results]Percentage of students meeting proficiency level of state testing requirements (required)English Language ArtsMathematicsScienceAverage scores on ACT/SATAverage scores on PSATAchievement levels on standardized tests other than state examsPercentage of students requiring remediation in college.Follow-up surveys of academic achievements of graduatesStudents graduating high school in four yearsStudents earning college degree within four years after high schoolMilitary ASVAB score
72 Core Academic Learning Data IndicatorsSchool PerformanceSustainedDisaggregatedBenchmarked(Target)Percent proficient or above on the 2006 Grade 10 Reading NRT FCAT74.2%Over 66.2% proficient or above for the past three yearsAfrican 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 LearningHow can your school insure that each and every learner is being stretched?
74 Data Indicators [minimum of 3] 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 graduateAverage 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 coursesEnrollment 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 graduatesValue of scholarships earned at graduationPercent of students completing career majorsAchievement of specialized certificates such as Microsoft or Cisco Academy
75 Stretch Learning Percent of AP exams with scores of 3 or higher Data IndicatorsSchool PerformanceSustainedDisaggregatedBenchmarked(Target)Percent of AP exams with scores of 3 or higherAll exams = 74%Increased by 7% over 5 yearsWhite – 91%African American – 5%Hispanic – 4%Econ. Disadvantaged – 3.8%2005 – 71.4
76 Student EngagementHow can schools know if their students are motivated, committed and engaged in their learning?
77 Student EngagementThe extent to which students are motivated and committed to learning;have a sense of belonging and accomplishment; and have relationshipswith 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 relationshipsSurveys on degree to which teachers know their studentsPrograms that improve:Dropout rate, attendance rate, tardiness rate, graduation rate,Discipline referralsTechniques for improving student motivationAdvisory programsPrograms that create role models for studentsActivities that encourage students to voice opinionsPeer tutoring programsStudent recognition programs/activitiesEvents that promote involvement in co-curricular and extracurricular activitiesStrategies to increase number of students taking ACT/SAT or other high-level exams
78 Student EngagementData IndicatorsSchool PerformanceSustainedDisaggregatedBenchmarked(Target)% of students attending 2 and 4 year colleges/universities87 %Increase of 4% over 5 yearsWhite – 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 RELEVANCEPURPOSERIGORBelongingHeroesSense of AccomplishmentFun & ExcitementCuriosity & CreativitySpirit of AdventureLeadership & ResponsibilityConfidence to Take Action
80 NATIONAL DATA 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
81 NATIONAL DATA ACTIVE ENGAGEMENT Fun & Excitement Curiosity & CreativitySpirit of Adventure48% 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 students36% Teachers have fun at school.27% Teachers make school an exciting place to learn.70% My teachers present lessons in different ways
82 NATIONAL DATA PURPOSE Leadership & Responsibility Confidence to Take Action63% 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.
83 NATIONAL DATA I am proud of my school. T = 81 S = 47 Delusional DiscrepanciesI am proud of my school. T = 81 S = 47I 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 = 99S = 64
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 learningStudents holding leadership positions in clubs or sportsDevelopment/assessment of personal skills:Time management — ability to plan and organize workLeadership/followershipProblem solving/decision makingPrograms/activities that promote:Respect for diversityPeer mediation/conflict resolutionWorking as a member of a teamDevelopment/assessment of good character:Trustworthiness, perseverance, honesty, compassion, other character traitsReduction in incidences of student conflictFollow-up survey of graduates on development of personal skills
86 Personal Skill Development Data IndicatorsSchool PerformanceSustainableDisaggregatedBenchmarked(Target)Hours in service learning85 % graduates complete 60 hours +At same level for 3 yearsNo significant difference among subgroupsHighest of schools in network
87 How many of you are parents? Why is this Important?How many of you are parents?I have a question…
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