3 Kennewick School District Ethnic Make- upAnglo %Hispanic %Asian %African-American 2%Staff:TeachersClassifiedAdministratorsEnrollment: 15,000Schools:13 Elementary4 Middle Schools3 High Schools1 Vocational Center50% Free and Reduced:Budget $152 M
4 Stating the Obvious Reading is our most basic academic skill. 85% of curriculum is delivered by reading including math--there are far more words than numbers in math textbooks.No other educational success can compensate for failure to teach reading early and well.Change must affect classroom practice.
14 2 ¼ years3 ½ years4 ½ years5 ¾ years7 yearsMath achievement from the beginning of second grade through beginning of 10th grade. Arrows show how many years earlier the upper band achieved the 10th grade math levels of each lower band.
16 National odds at birth of enrolling in a four-year university directly out of high school Total number of freshman seatsavailable at four-year universities 1,277,700Number of students at each grade level ,752,200Odds at birth of your child enrolling asa freshman in a four-year university One in three (1:3)
17 Alaska odds at birth of enrolling in a four-year university directly out of high school Total number of freshman seatsavailable at Alaska four-year universities ,325Number of students at each grade level ,866Odds at birth of your child enrolling asa freshman in a four-year university One in five (1:5)
21 Community College Completion Rates Typical annual enrollment at all community colleges 10,133,874Less non-degree/non-certificate-seeking attendees (12%) -1,216,065Certificate- or degree-seeking students ,917,809Full-time two-year equivalent students ,458,904Associate degrees awarded annually ,293/4,458,904 =Certificates awarded annually:Less than one year ,249One to two years ,724More than two, less than four ,026Annual certificates awarded ,999/4,458,904 =Total AA and certificates awarded annually ,292 / 4,458,904 =11%5%16%
23 Summary: Everything here is common sense 5 year range by kindergarten caused results at homeAnnual growth keeps 70%+ students in the band they start in.With catch-up growth and differences in teaching and motivation 30% of students move bands.Predictable post secondary outcomes by high/low bands.Spending billions maintaining this predictable pattern.
29 Children’s Reading Foundation Local affiliates14 local affiliates serving 758,000 students in 127 districtsSimple repetitive message:The most important 20 minutes of your dayRead to a child.$1 a student-locally funded, locally operatedNancy Kerr (509)
30 Your current structure, resource allocation and beliefs are perfectly designed to create your current results.
31 Targets, training and tools for parents Three 90 minute lessons per year per age levelKennewick alone: 22,000 parent/lessons served78% of students whose parents attended entered with at or above grade level skills.$135 per parent per year plus local delivery costs.Created more “buzz” than a state championship.readyforkindergarten.org
32 How would entering kindergarten knowing very few basic skills affect a child’s success in school? Thrive by Five Washington Survey64% of parents believe:“Child will catch up to other children within a year or two.”27% of parents believe:“Child will be behind other children throughout school years.”9% of parents: “Not sure”.The single most cost effective thing is to change this perception of parents.
34 A Clear Measurable Reading Goal The highly visible 90% Reading Goal created a clear line of sight from where we were to where we need to go.White paper-basis for subsequent change (page 239)Coming to grips with disparity between what we believed and what we lead our community to believe
35 “We thought the board was crazy.” - David Montague, Principal, 1996 “Ten years ago, we had little idea what to do. Now we know what to do. The challenge is getting people to do it.” David Montague, Principal 2006National Distinguished Principal of the Year-Washington State
36 Annual Growth: Curriculum Created by solid reading programs emphasizing accuracy, fluency, comprehension, phonemic awareness and explicit phonics.“In primary grades, a minimum of 2 …hours of instruction is recommended.” CORE Sourcebook 22.6
37 Annual Growth-Instruction Eye-ball to eye ballPerhaps twice as effective at Washington than ten years beforeDistrict instructional conferencesInstruction is our craftImpact on “talk”- “media stars”
38 Annual Growth: Time“In primary grades, a minimum of 2 …hours of instruction is recommended.” CORE Sourcebook 22.6“120 minutes of eyeball to eyeball instructionKennewick practice
40 “Annual growth” for all students is hard to achieve. Yet a year of growth each year merely perpetuates the gap between the four quartiles.Catch-up growth is required to close it.
41 Catch-up Growth (Targeted Accelerated Growth –TAG) Diagnostic testing to determine the deficient sub-skills of those behindProportional increases in direct instruction timeTeaching to the deficient sub-skillRetesting to assure that adequate catch-up growth actually occurred
42 Catch-up GrowthWhen students leave kindergarten three years behind in reading, they must make six years of growth in three years to catch-up by 3rd grade.This means they must make one year of annual growth and one year of catch-up growth each year.Or, said another way, two years of growth in each 1st, 2nd, and 3rd grades to catch up.
43 Diagnostic testing Use of additional tests by leading schools Use of sub-skill data in existing testsNWEA testing to look at sub skills.See page Annual Growth page 74 for other specific (10) diagnostic tests
44 “In God we trust. Everyone else shows their data.” -unknown Diagnostic testing and data“In God we trust. Everyone else shows their data.” unknown
45 Diagnostic testing and data “You can either fight assessment or embrace it. However, you cannot be a high-performance school without embracing assessment.” Dave Montague
46 Diagnostic testing and data “There is no point in testing if you don’t look at the data, don’t understand it, and don’t change.” -Chuck Watson, Principal-Vista Elem., Kennewick, WA
47 Proportional increases in instructional time for those who are behind. Students who are behind do not learn faster than those who are ahead.Catch-up growth is driven primarily by proportional increases in direct instruction time.Catch-up growth is so difficult to achieve that it can be the product only of quality of instruction in great quantity.
48 Individual Student 3rd Grade Scores at Thirteen Kennewick Elementary Schools, Fall 2002 Canyon ViewSunset ViewWashingtonHawthorneRidge ViewSouthgateWestgateAmistadCascadeEastgateEdisonLincolnVistaPage 42
49 Increased time: a real life problem Tony has just scored at the 11th percentile on the spring 2nd grade reading test. His state set their reading standard at the 50th percentile.How much direct reading instruction does Tony need during 3rd and 4th grade to assure he will reach the state standard by the end of 4th grade?
50 Increased time: real life problem continued State Standard in percentiles is…….. PercentileTony’s 2nd grade status in percentiles PercentileDifference is……………………………………………… PointsRough rule of thumb is 13 percentile points = 1 year of growthIn elementary school the normal reading period has been minutesd. Divide the gap in points by 13 points toconvert the gap into instructional years………3rd thAnnual Growth minutesCatch-up Growth1 extra year1/2 extra yearTotal Minutes5011393 years707070703535175175
51 Standard Reading Block Plus Intervention Block Minutes Kennewick Elementary Schools by School by Grade for
52 Retesting to assure that adequete increases in growth occurred. Adult change when it does not.
57 1999 Insight When we actually said out loud: “We do not know how to do this.”Very liberating—As long as you know what to do, the issue is just working harder at what you have always done.Telling the truth is always very difficult in this process.
58 Belief Sets Believe follows achievement. Must learn to hold impossible beliefs to achieve impossible things.
59 “We like to think we follow our beliefs “We like to think we follow our beliefs. In reality, our beliefs follow our experience.” Paul Rosier
60 “There is no use trying,” said Alice; “one can’t believe impossible things.” “I dare say you haven’t had much practice,” said the Queen. “When I was your age,I always did it for half an hour a day.Why, sometimes I’ve believed as many as six impossible things before breakfast”.–Lewis Carroll
61 Data and use of dataCould not see what was happening in kindergarten, first and second grade.Adding of district tests at K, 1 and 2Adding of diagnostic tests by the buildingsModeled use of data at each level.
69 Principals Became reading experts Attended all the staff reading trainingKnew where all the kids were (data)Knew the researchWere in classrooms, not in the officeEstablished look-fors (inspect your expectations)
71 Endure: Dealing with the Emotional Pain of Leadership In entrenched low performing schools, teachers will hate and despise you.Principals whom you replace and their friends will despise you for high achievement.You must learn to be the sole holder of impossible beliefs to achieve impossible things until performance provides proof.
73 in the same way we’ve always done it If we know we have to improve, yet continue to do what we’ve always donein the same way we’ve always done itand continue to get the same results…Who really are the slow learners?