1. Closing the Achievement Gap NO EXCUSES Tribal Education, Inc. Patricia W. Davenport

2. TQM n Defined as “an operational theory of management and set of process tools for implementation.” n Do it right the first time! n Continuous Improvement Cycles - PDCA n Don’t fix blame, fix the system!

3. Who’s To Blame? The college professor said: “Such rawness in a student is a shame, lack of preparation in high school is to blame.”

4. Who’s To Blame? Said the high school teacher: “Good heavens! That boy’s a fool. The fault of course is with the middle school.”

5. Who’s To Blame? The middle school teacher said: “From stupidity may I be spared. They sent him in so unprepared.”

6. Who’s To Blame? The primary teacher huffed: “Kindergarten blockheads all. They call that preparation – why, it’s worse than none at all.”

7. Who’s To Blame? The kindergarten teacher said: “Such lack of training never did I see. What kind of woman must that mother be.”

8. Who’s To Blame? The mother said: “Poor helpless child. He’s not to blame. His father’s people were all the same.”

9. Who’s To Blame? Said the father at the end of the line: “I doubt the rascal’s even mine.” Anonymous

10. “Effective Schools” Philosophy n Characteristics Of Effective Schools: q Strong instructional leadership q High expectations of student achievement for ALL students q Pervasive and broadly understood instructional focus q Safe and orderly school climate conducive to teaching and learning q Measures of pupil achievement as a basis of program evaluation

11. District Enrollment - 13,500 Economically Disadvantaged - 52.6% Elementary Schools11 Middle Schools2 Intermediate Schools3 High Schools 2 Alternative Schools1 White Hispanic African American Other Student Population 56.8% 32.7% 9.1% 1.4% Brazosport ISD

12. One District’s Journey From Low Performing to Exemplary Texas Accountability System

13. Historical Background 1991-92Concern regarding campuses with low TAAS scores. 9 of 18 Low Performing. TQM training began. 1992-93Researched individual teacher TAAS results to determine those demonstrating success with economically disadvantaged students. Continued TQM training. 1993-94Principal identified a teacher to coordinate process campus-wide - elementary school that had been accredited/warned received Significant Gains award from TEA. 1994-95Second year of program - same school received Recognized rating from TEA. 1995-96Process implemented in schools with high numbers of economically disadvantaged - District received Recognized rating from TEA. 1996-97Process/Variation implemented in all district schools. Recognized status maintained, close to goal of Exemplary. 1997-98District received Exemplary rating. 18 of 18 Recognized/Exemplary. Received TQM Award. 1998-99Exemplary status for district maintained with inclusion of Special Education and Spanish. Received site visit for Malcolm Baldrige Award.

14. TAAS Velasco Elementary DEMOGRAPHICS: Economically Disadvantaged80.4% African American 19.6% LEP36.5%Hispanic59.8% Mobility 25.6% White20.1%

15. TAAS Freeport Intermediate DEMOGRAPHICS: Economically Disadvantaged62.9% African American 10.4% LEP 4.2%Hispanic51.3% Mobility 20.2% White37.8%

16. TAAS Brazosport High School DEMOGRAPHICS: Economically Disadvantaged54.1% African American 12.1% LEP 6.6%Hispanic50.2% Mobility 25.8% White35.7%

17. 8 STEP INSTRUCTIONAL MODEL 8.Monitoring 7.Maintenance 2.Timeline Development 4.Assessment 3.Instructional Focus 5.Tutorials 6. Enrichment 1.Data Disaggregation

18. Plan/Do/Check/Act Cycle

19. From Theory To Practice What the PDCA Cycle offers… n A proven track record for success n A step-by-step methodology for improving schools n A process built on the foundation of Effective School Characteristics n An alignment of planning, instruction, and assessment n An emphasis on the core curricula of reading, writing, and mathematics

20. /Arrange test scores to identify instructional groups. /Define weak and strong objectives. /Arrange test scores to identify instructional groups. /Define weak and strong objectives. Disaggregate Data PLAN

21. TEST TALK

22. .Develop a campus calendar for all objective areas and time allocations based on the needs of the student groups and the weight of the objective..The timeline is subject to change due to mastery of target areas..Develop a campus calendar for all objective areas and time allocations based on the needs of the student groups and the weight of the objective..The timeline is subject to change due to mastery of target areas. Timeline Development PLAN

23. .Using the timeline, create a schedule of focused instructions to be followed by teachers. Instructional Focus DO

24. .After the instructional focus has been taught, administer an assessment to identify mastery/non-mastery students. Assessment CHECK

25. .Tutorial time should be devoted to the reteaching of non-mastered target areas. Tutorials Enrichment ACT

26. .Target related enrichment is provided for mastery students. Tutorials Enrichment ACT

27. .Provide materials for ongoing maintenance and reteaching. CHECK Maintenance

28. The principal assumes the role of instructional leader and is continuously involved in the teaching and learning process. CHECK Monitoring

29. Benefits n Gives teachers flexibility in how to teach by focusing on what to teach. n Emphasizes key skills for every student. n Allows students to retain skills in order to build higher skills.

30. Benefits CONTINUED n Aligns planning, instruction, assessment, and support toward student performance. n Removes subjectivity and replaces it with a focus on results. n Test scores validate standards instruction. n It is a proven approach that achieves results.

31. = Programs Random Acts Of Improvement GOALS Student Achievement System Performance

32. In an aligned system... … improvement efforts are integrated and results-oriented Aligned Acts Of Improvement

33. ACTION PLAN Task Short & Long Term Actions Who & When $$ Done n Eight Step Process Implementation

34. “It is perfectly all right to teach students curricula over which they will not be tested, but in this day of accountability for results, it’s fool-hardy to test students on curricula they have not been taught and taught to mastery...

35. Teaching one thing and testing another tends to discriminate against the socioeconomically poor and disadvantaged students, since they are the most dependent on the school as the source for their academic learnings.” Dr. Larry Lezotte

36. Closing the Achievement Gap No Excuses n Patricia Davenport & Gerald Anderson n Order at : n admin@ n education.com n 832 721 6202