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Presentation to Leadership Arlington March 1, 2007.

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1 Presentation to Leadership Arlington March 1, 2007

2 Arlington Students  White: 47%  Hispanic: 27%  Black: 14%  Asian: 11%

3  34% Receive free/reduced-priced meals  42% Second language learners  29% Limited English proficiency (20% K-12 ESOL/HILT Classes)  105 Languages spoken  127 Countries of origin Arlington Students

4 PreK-12 Enrollment Projections ,358 17,213 18,451 16,000 17,000 18,000 19,000 20, Year Students

5 The Strategic Plan Goals  Raising Achievement  Eliminating Gaps  Responsive Education  Effective Relationships

6 Ensuring Strategic Progress: Implementing Goals Strategic Plan Schools Improvement Plans Management Plans Administrative Department (Central Office) Plans Administrator Work Plans Teacher Professional Development Plans Administrator Work Plans

7 TotalWhite Hispanic BlackAsianYear % Passed SOLs Rising Achievement

8 Eliminating Gaps TotalWhite Hispanic BlackAsianYear % Passed SOLs

9 Strategic Progress: Combined Results for Black, Hispanic & White Students Gr. 3, 5, 8, and End of Course SOL Pass Rates Percent Passing BlackWhiteHispanic

10 Addressing Achievement Gaps Must admit that you have a problem –Put data front-and-center and present in a form that all can understand –Measure and report progress consistently Goal must be a priority for everyone –Must be addressed by every school and every teacher –Must be reflected in system, school, department, administrator and teacher plans Interventions must be early, consistent and address key variables

11 Key Variables in Eliminating Achievement Gaps Expectations Quality of teaching & classroom interactions Access to opportunities Support, involvement of parents & community

12 Algebra I successful completion by Grade 8 increased by 127%. – 22% in – 50% in Students enrolled in one or more AP or IB Classes (Grades 9-12) since increased by 48%. – 23% in – 34% in Enrollments in advanced classes (Grades 6-12) rising for all groups: o 43% enrolled in and 98% passing advanced courses

13 SAT - participation increases, average scores maintained, APS scores above averages in state and nation 65% decrease in the proportion of 2nd graders reading below grade level (17% to 6% since 1998)

14 Responsive Education Prepare each student to succeed in a diverse, changing world through instruction and other school experiences responsive to each student’s talents, interests, and challenges.

15 Responsive Education: Four big ideas Educate to ensure ability to make decisions about future Prepare students to be successful in diverse world Create conditions to ensure positive experiences each year in school Achieve above through differentiated experiences responsive to individual talents, interests & challenges

16 Responsive Education: Initiatives Initiation of FLES & Strategic Languages Completion of Cultural Competence Audit Work on Career Pathways & Career Clusters Completion of Instructional Inventory Creation of 4- & 6-year academic plans

17 Arlington Partnership on Children, Youth and Families, 2006 Assets as an indicator of responsive education

18 Arlington Partnership on Children, Youth and Families, 2006 Young People Are “Better Off” Comparing survey data from 2001 and 2006 Significantly more young people reported: 13 of 40 assets (five of the external assets and eight of the internal assets) 2 of 8 thriving behaviors (maintaining good health and overcoming adversity) Significantly fewer young people reported 3 of 10 high-risk behaviors (depression/suicide, antisocial behavior, and school problems) 2 of 5 developmental deficits (being left home alone or TV overexposure) Other indicators showed no significant change

19 Arlington Partnership on Children, Youth and Families, 2006 Key problem with parent involvement is that parents don’t know how to be supportive of older teens – they have grown less supportive over time. No statistically significant changes in assets from 2001 to 2006 Did see offsetting changes in questions Increases for 6th grade Decreases for 12th grade Fewer parents helping with school work, all grade levels Parents of seniors

20 Central Values Teaching for meaning situated in a balanced curriculum, and instruction responsive to individual student talents, interests and challenges. Equilibrium among central, school-based and self-initiated professional development. Decision-making driven by well developed data and clear values. A passion for cultural proficiency.

21 Teaching for Meaning Making connections with Student lives Student cultures Big ideas of the subject taught Inquiry processes of the discipline Prior instruction Future instruction In a supportive, well managed environment characterized by intrinsic rewards

22 A Culturally Competent Organization Focus on professional development A multi-cultural curriculum Continue to engage students in preparation for a diverse world Commitment to conversations on race and achievement

23 Teacher Excellence Initiative: Conceptual Framework Teacher Excellence Initiative: Conceptual Framework Performance varies Performance can be assessed Good performance should be rewarded Compensation is differentiated currently Question: What is appropriate basis on which to differentiate? Considered answer: Knowledge, skills & performance

24 Major Characteristics of CAP Allows three salary step jumps in course of career Based on and maintains current salary scale structure Voluntary Portfolio based Trained peer and administrative reviewers / blind review Natural extension of current evaluation procedures

25 Ongoing Strategic Initiatives  Pre-K Initiatives  Teacher Excellence  Small Class Size  Teaching for Meaning  Services for English Language Learners

26 Ongoing Strategic Initiatives  Minority Student Achievement  Systematic & Meaningful Evaluation  Increased Advanced Class Enrollment  Foreign Language Initiatives  Technology  Facilities Improvements

27 Renewals and/or Expansion of 24 Schools Replacement/Reconstruction of 4 Schools One New Elementary School Underway: Reconstruction of W-L Renewal of Facilities in APS

28 Mentoring & Professional Development in APS Professional Development and influencing teacher behavior key to closing gaps and raising student achievement Mentoring Program for New Teachers PDP Process & Annual Research Convocation Administrative Cohort Program

29 Ethical Issues in Education: A Case Study English-Language Learners & NCLB Standards of Learning testing in Virginia Grade-level testing of beginning English-Language Learners (Levels I & II) who make up about 20% of APS English learners School Board resolution: –Administer SOL’s to students who can benefit from testing –Test other students on progress and report results USED reaction

30 “Outreach is a fundamental part of [the Arlington] school board’s work. In a word, the [Strategic] plan is awesome, but as important as the goals, objectives, indicators, and measures are, the process that the board and the superintendent used was as critical to the outcome as the good, clear thinking inherent in this very comprehensive and data-driven plan.” School Board News Anne L. Bryant Executive Director National School Board Association January 2007 “Outreach is a fundamental part of [the Arlington] school board’s work. In a word, the [Strategic] plan is awesome, but as important as the goals, objectives, indicators, and measures are, the process that the board and the superintendent used was as critical to the outcome as the good, clear thinking inherent in this very comprehensive and data-driven plan.” School Board News Anne L. Bryant Executive Director National School Board Association January 2007


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