Transformational Leadership Group of Metropolitan Nashville Public Schools Performance of Disadvantaged Youth November 23, 2010 Brenda Steele, Co-Chair Carol Swann, Co-Chair

MNPS Enrollment ,000 students 120 Languages and dialects Representing 80 countries Free and Reduced Price Lunch – approximately 73%

MNPS Enrollment Exceptional Education Students -9,036 Limited English Proficient -11,050 English Learners- 8,430 Practices that are identified as good for Economically Disadvantaged students are good for ALL students.

Areas of Focus for ) Best Practices in Instruction, Curriculum and Assessment 2) Implications of Student Mobility 3) Student Supports

Best Practices in Instruction, Curriculum & Assessment: Where Do We Want To Be? CONTEXT Economic Diversity Cultural Diversity Highest TVAAS Scores in TN Top Performing Public School District All Students College or Career Ready CONTEXT Economic Diversity Cultural Diversity Highest TVAAS Scores in TN Top Performing Public School District All Students College or Career Ready CULTURE High Expectations for All Clear Focus and Vision Commitment to Excellence Personal Responsibility Collaboration of all Stakeholders CULTURE High Expectations for All Clear Focus and Vision Commitment to Excellence Personal Responsibility Collaboration of all Stakeholders CONDITIONS Clear and Common Curriculum Rigorous Pre-K Preparation Extended Learning Opportunities Data-Driven Instruction and Assessment Strategic, Embedded Professional Development CONDITIONS Clear and Common Curriculum Rigorous Pre-K Preparation Extended Learning Opportunities Data-Driven Instruction and Assessment Strategic, Embedded Professional Development COMPETENCIES Strong, Consistent Leadership Professional Learning Communities Differentiated Instruction PreK-12 Cultural Competency Reflecting Diversity Collaborative Home-School Partnerships COMPETENCIES Strong, Consistent Leadership Professional Learning Communities Differentiated Instruction PreK-12 Cultural Competency Reflecting Diversity Collaborative Home-School Partnerships

Best Practices in Instruction, Curriculum & Assessment: Priorities for MNPS INSTRUCTION : Early intervention: Pre-K preparation for ALL Extended learning Differentiated instruction

Best Practices in Instruction, Curriculum & Assessment: Priorities for MNPS In collaboration with other TLG’s, create comprehensive plan for shift to Common Core Standards

Best Practices in Instruction, Curriculum & Assessment: Priorities for MNPS Leverage existing reforms and initiatives already planned and/or currently being implemented 1) Networked learning communities 2) Virtual/on-line PD/job embedded, robust and relevant 3) Continue to work with schools to identify data needs and communicate those needs to the Data Warehouse

ASSESSMENT : Data-driven instruction & assessment Frequent and formative Optimal data warehouse Best Practices in Instruction, Curriculum & Assessment: Priorities for MNPS

Student Mobility Task Force  Collaboration with Mayor’s Task Force on Youth Mobility  Reduce mobility through continuity option : Hub and spoke transportation system with MTA Home-school communication  Recommendations for change on MNPS withdrawal forms.

Student Mobility Task Force  Reduce learning loss resulting from mobility : Focus on PD regarding Youth Mobility  Efforts to educate all staff working with highly mobile youth  Implementation target: Summer 2011 Focus on bringing more community partners to the table

Provide Student Supports to Increase Academic Achievement Students Academic Enrichment/Best Practices/Core Instruction Supports for Students and Families: Health and Social Services Parent Engagement and Community Development

Academic Achievement Student Supports and Family Engagement Economically Disadvantaged TLG met with Jane Quinn, Assistant Executive Director for Community Schools at The Children’s Aid Society on November 4 for a workshop on community schools and to look at aspects of community schools already in place Visit to Sun Schools in Portland, Oregon in December *Study funding methodology and best practice Expansion of school-based Family Resource Centers from six (6) to ten (10) immediately

Academic Achievement Student Supports and Family Engagement Formation of task force through Executive Staff, TLG and United Way of Metropolitan Nashville to guide expansion process *Increase FRC’s to two (2) per cluster Implement best practices found in Sun Schools in all Family Resource Centers

Outcomes For Family Resource Center Expansion Academic Achievement Outcomes aligned with Mayor’s Child and Youth Task Force outcomes Improved academic performance for students Higher and more regular attendance

Outcomes For Family Resource Center Expansion Academic Achievement Increased teacher focus on education, with the FRC’s focused on student and family issues that often distract from the education process Decreased family mobility Increased parenting and economic skills through Family Resource Center offerings that include classes in workforce development and financial planning

Areas of Focus for Best Practices in Instruction, Curriculum and Assessment for Disadvantaged Students Implications of Student Mobility Parent Engagement through expansion of school-based Family Resource Centers

Collaborative Priorities for ASSET – Teacher effectiveness; Equitable distribution of teachers in high needs schools IT / Data Mgmt – Using data from data warehouse to drive instructional reform EL and Special Needs TLGs – Address needs of specific populations of disadvantaged students