1. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Just for the Kids School Information Model Jean Rutherford, Ed. D. Director of Educational Initiatives, NCEA June 24, 2004 The Practices of High-Performing School Districts

2. © National Center for Educational Accountability Location: Austin, Texas Nonprofit organization founded in 1995 and funded by foundations, corporations and individuals Just for the Kids www.just4kids.org Mission: To Raise Academic Standards and Increase Student Learning Primary Activities: Data Collection Data Picture: The JFTK School Report Best Practice Investigation Best Practice Dissemination The National Center for Educational Accountability Just for the Kids

3. © National Center for Educational Accountability National Center for Educational Accountability www.nc4ea.org www.just4kids.org www.utexas.edu www.ecs.org The National Center for Educational Accountability Just for the Kids

4. © National Center for Educational Accountability The National Center for Educational Accountability Just for the Kids

5. © National Center for Educational Accountability Texas Elementary Data Picture Opportunity Gap The National Center for Educational Accountability Just for the Kids

6. © National Center for Educational Accountability Multiyear Summary The National Center for Educational Accountability Just for the Kids

7. Park Place Elementary Houston ISD Average of Top Comparable Schools % Low Income % Limited English Proficient Opportunity Gap Pool Size The National Center for Educational Accountability Just for the Kids

8. © National Center for Educational Accountability Data Acquisition Status www.just4kids.org

9. Arizona Arizona Business Education Coalition Arkansas Arkansas Business Education Alliance Arkansas Department of Education University of Arkansas California Bay Area School Reform Collaborative Cal State University System Education Voice Business for Education Excellence Foundation San Francisco Chamber of Commerce Colorado Colorado Partnership for Educational Renewal Public Education and Business Coalition Colorado Forum Colorado Association of School Boards Rose Community and Donnell – Kay Foundation Florida Florida Group of 100 Council for Educational Change Hawaii Hawaii Business Roundtable Hawaii Department of Education Illinois Illinois Business Roundtable ILSU School of Education Louisiana Louisiana Association of Business & Industry Council for a Better Louisiana Baton Rouge Chamber of Commerce NCEA/JFTK State Partners The Just for the Kids School Information Model

10. Massachusetts Massachusetts Business Alliance for Education MA Office of Education Quality Accountability Michigan Michigan Business Leaders for Education Excellence Mississippi Mississippi Public Education Forum New Jersey New Jersey Chamber of Commerce Business Coalition for Excellence in Education New Mexico New Mexico Business Roundtable for Education Excellence Greater Albuquerque Chamber of Commerce Oklahoma Oklahoma Business & Education Coalition Education Policy Forum Tulsa Chamber of Commerce Oklahoma City Chamber of Commerce Tennessee Tennessee Tomorrow Tennessee Department of Education Tennessee State University Texas Texas Business and Education Coalition University of Texas at Austin Washington Research Center at Seattle Pacific University Partnership for Learning NCEA/JFTK State Partners (cont.) The Just for the Kids School Information Model

11. © National Center for Educational Accountability The Just for the Kids School Information Model

12. © National Center for Educational Accountability Best Practice: State Studies High-Performing The Just for the Kids School Information Model

13. STUDENT SCORES ON PREREQUISITE SKILLS AT CLASS ENTRY NON-ALIGNED SYSTEM ALIGNED SYSTEM ALIGNED AND INTENTIONAL

14. Independent Acts of Improvement Strategic Plan Gifted Planning Special Education Benchmarks Curriculum Council Teacher Appraisal Committee Departmental Work Classroom Goals and Planning Character Education Vertical Teaming Staff Development Technology Leap Frog Math Community Service Standards CLC Building Improvement Planning Collegial Coaching

15. Building Acts of Improvement

16. District Direction and Focus Identified

17. High-Performing School Systems Aligned Systems of Improvement Provide Synergy for K-12 Learning for All

18. © National Center for Educational Accountability What school system practices influence student learning? The NCEA Best Practice Framework Avoidable GAP Avoidable GAP Curriculum and Academic GoalsStaff Selection, Leadership, and Capacity Building Instructional Programs, Practices, and Arrangements Avoidable GAP Avoidable Gap Monitoring: Compilation, Analysis, and Use of Data Recognition, Intervention, and Adjustment The Themes

19. © National Center for Educational Accountability Who must be responsible for assuring each practice is present? Staff Selection, Leadership, and Capacity Building Monitoring: Compilation, Analysis, and Use of Data Instructional Programs, Practices, and Arrangements Curriculum and Academic Goals Recognition, Intervention, and Adjustment DistrictSchoolClassroom Who is responsible for assuring each practice is present? The NCEA Best Practice Framework

20. Core Beliefs about Teaching and Learning Organizational Knowledge Resource Allocation Local Influences, Relationships, Communication Define and Unpack Specific Academic Objectives by Grade and Subject Provide Strong Instructional Leaders, HQ Teachers, and Aligned PD Provide Scientifically Based, Evidence-Based Instructional Programs Develop Student Assessment and Data Monitoring Systems: Monitor School Performance Recognize, Intervene, or Adjust Based on School Performance Focus School Plan on Explicit Improvement of Performance on Academic Objectives Select, Develop, and Allocate Staff Based on Student Learning Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Monitor Teacher Performance and Student Learning Recognize, Intervene, or Adjust Based on Teacher and Student Performance Ensure Teaching Content is based on Specified Academic Objectives Collaborate in Grade/Subject Level Teams focused on Student Work Use Scientifically Based, Evidence-Based Programs, Practices, and Arrangements Monitor Student Learning Recognize, Intervene, or Adjust Based on Student Performance

21. © National Center for Educational Accountability The Just for the Kids School Information Model

22. © National Center for Educational Accountability Evidence Evidence Search Subject Study The Just for the Kids School Information Model

23. © National Center for Educational Accountability The Just for the Kids School Information Model Studies currently at website: Florida Council for Educational Change, Florida Atlantic University Massachusetts Mass Insight Education New Jersey Business Coalition for Educational Excellence, New Jersey Chamber of Commerce, Rutgers University Texas The University of Texas at Austin Washington Washington School Research Center

24. © National Center for Educational Accountability September 2004 Presentation Arkansas University of Arkansas California Bay Area School Reform Collaborative, Cal State University Colorado CO Partnership for Educational Renewal, CO State University Illinois NCEA, College of Education at IL State University Tennessee Tennessee Tomorrow, Tennessee State University The Just for the Kids School Information Model

25. © National Center for Educational Accountability States projected for 2004-2005 study The Just for the Kids School Information Model Alabama Arkansas California Colorado Florida Illinois Louisiana Massachusetts Michigan Minnesota New Jersey New York North Carolina Ohio Oklahoma Pennsylvania Tennessee Texas Virginia Washington

26. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Practices of High-Performing School Districts Focus School Plan On Explicit Improvement of Performance on Academic Objectives Ensure Teaching Content is based on Specified Academic Objectives Define and Unpack Specific Academic Objectives by Grade and Subject District School Classroom

27. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability What is it that you expect every student in your district to learn by grade and subject? You must have a target before you can expect to hit it. Practices of High-Performing School Districts

28. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Performance Level Low High Middle Havent we already done this? We use the state standards. They are clear. We trust our teachers enough not to have to spell them out any more specifically. There is ALWAYS work to be done to further understand and interpret the standards especially in terms of the rigor and student work expectations for each standard. Practices of High-Performing School Districts

29. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability The K-12 curriculum should not be a sum of the topics from separate courses. Each course should be developed to make a direct and unique contribution to the overarching framework. Student-Focused Teaching Practices of High-Performing School Districts

30. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability 3.5BBlend initial letter-sounds with common vowel spelling patterns to read words 3.5ADecode by using all letter- sound correspondences within a word 2.5BBlend initial letter-sounds with common vowel spelling patterns to read words 2.5ADecode by using all letter-sound correspondences within a word 1.7EBlend initial letter-sounds with common vowel spelling patterns to read words 1.8ADecode by using all letter-sound correspondences within a word State Standard 321Grade Clear and Specific Objectives Grade 1: First Six Weeks 1.Review letter recognition 2.Identify beginning and final consonant sounds: s, t, c, p, h, d, n, k, ck, l, ll 3.Identify short vowels: /a/, /I/ 4.Identify word families: an, am, at, ap, id, ad, it, ick, ack, ill, all 5.Read a simple sentence with fluency (The car is blue.) Grade 1: Second Six Weeks 1.Identify consonants: ss, tt, dd, nn, r, f, ff, b, w, x 2.Identify short vowels: /o/, /e/ 3.Identify consonant digraphs: th, sh 4.Identify blends: sk, sl, sn, sp, st, tr, cr, pr, dr, gr, fr 5.Identify word families: ang, ong, en, ed 6.Identify r-controlled vowels: or 7.Read 3–5 sentences with fluency and understanding in a variety of texts at 90% accuracy Grade 2: First Six Weeks 1.Recognize word families and/or rhyming words 2.Review beginning and ending consonants 3.Review long and short vowel sounds 4.Recognize r-controlled vowels: ar Grade 3: First Six Weeks 1.Review vowel patterns: cvc, cvce 2.Review long vowel: /o, oa, ow, oe 3.Review vowel dipthongs: /ou/ow, ou Identify Specific Academic Objectives Practices of High-Performing School Districts

31. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Districts must determine what high school graduates need to know, then map backward to establish objectives for each grade. Grade Level K123456789101112 Kindergarten objectives are based on 12 th grade graduation goals. Graduation Goal Kindergarten Academic Objectives Practices of High-Performing School Districts

32. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Vertically aligned curriculum by grade showing the level of concentration for each objective for a particular grade: I: Introduced D: Developed E: Evaluated A: Accountable Practices of High-Performing School Districts

33. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability 121110987654321 K Grade Level Teacher Impact 100% 50% 33.6% 25% 20% 16.6% 14.3% 12.5% 11% 10% 9% 8% 7.7% Teacher Accountability 7.7% 15.4% 23.1% 30.8% 38.5% 46.2% 53.9% 61.6% 69.3% 77% 84.7% 92.4%100% 46.2%23.1%30.7% School Impact 100% District Impact Practices of High-Performing School Districts

34. The Website Self-Audits The Just for the Kids School Information Model

35. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Select, Develop, and Allocate Staff based on Student Learning Provide Strong Instructional Leaders, Highly Qualified Teachers, and Aligned Professional Development Collaborate in Grade/Subject Level Teams focused on Student Work Practices of High-Performing School Districts District School Classroom

36. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Rich and Deep Staff Selection Systems Specific programs to develop quality teacher and principal candidates Heavy emphasis on internal development of future leaders Extensive partnerships with colleges and universities to encourage students to pursue teaching careers Identification of staff who are right for school Practices of High-Performing School Districts

37. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Rich and Deep Induction and Support Systems Extended and progressive induction programs designed for 1 st, 2 nd, and 3 rd year administrators and teachers Curriculum and instruction-focused mentoring and support Mentor teachers/principals chosen based on proven effectiveness in terms of student performance Layered/scaffolded mentoring and support, i.e., mentor teachers, content-area specialists, instructional specialists, assessment specialists, etc. Practices of High-Performing School Districts

38. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Aligned Professional Development Data-driven Content-and process-oriented Job-embedded/Individualized Classroom-based/Collaborative Continuous and ongoing Heavily aligned to standards and to chosen instructional resources Practices of High-Performing School Districts

39. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Long Beach Unified School District Long Beach, California Learning from the Best LBUSD completes case studies of the highest-performing teachers classrooms. The case study includes: video clips, an outline of instructional materials used, a review of instructional strategies, and intervention activities. These case studies are then used for teacher support purposes. Additional Support Opportunities: Curriculum Leaders Instructional Materials Lab Literacy and Math Coaches Essential Elements of Instruction Coaches Lindamood Bell Coaches

40. The Website Self-Audits The Just for the Kids School Information Model

41. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Provide Scientifically Based, Evidence- Based Instructional Programs Use Scientifically Based, Evidence- Based Programs, Practices, and Arrangements Practices of High-Performing School Districts District School Classroom

42. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Mixture of Prescription and Autonomy Tight and Loose Governance Instructional Time Grouping Models Instructional Planning Time/Collaboration Basic Instructional Programs Instructional Strategies Use of Data for Decision-Making Specific and Measurable Improvement Goals Practices of High-Performing School Districts

43. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability District follows a rigorous, data-driven program implementation methodology. We are data-driven, not program-driven. Schools are encouraged to offer unique instructional arrangements as needed to assure all students reach high levels of achievement. Time MattersMake it Count! District monitors to assure all staff both deeply understand and implement research-based instructional strategies. District mandates that elementary schools devote one hour daily to mathematics instruction and two-and-a-half hours daily to language arts instruction. Norfolk Public Schools Norfolk, Virginia

44. The Website Self-Audits The Just for the Kids School Information Model

45. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Monitor Teacher Performance and Student Learning Develop Student Assessment and Data Monitoring Systems: Monitor Student Performance Monitor Student Learning Practices of High-Performing School Districts District School Classroom

46. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Strong Instructional Leaders Highly-Qualified Teachers Aligned Professional Development Evidence-Based Tools and Resources …and then assuring that we have supplied the necessary tools/resources for them to learn it, we must ask: …after determining WHAT it is that all children are expected to learn by grade and subject, How will we know if they have learned it? Practices of High-Performing School Districts

47. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability State: Assessment District: Benchmark Assessments School: Unit Tests Teacher: Daily Monitoring State: Assessment Teacher: Daily Monitoring Practices of High-Performing School Districts

48. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Classroom Instruction Written Curriculum Benchmark Assessments Practices of High-Performing School Districts High Academic Standards Taught CurriculumTested Curriculum

49. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Classroom Instruction Written Curriculum Benchmark Assessments Practices of High-Performing School Districts High Academic Standards Benchmark Assessments Classroom Instruction

50. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Practices of High-Performing School Districts Testing is NOT an interruption to teaching. It is a cornerstone of it. Testing is another form of teaching. Some means must exist in the school by which the principal and the teachers remain constantly aware of pupil progress in relationship to instructional objectives. Ron Edmonds

51. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Long Beach Unified School District Long Beach, California Hour-by-Hour and Minute-by-Minute You are catching us in the middle of a marathon. Were just beginning to run. We can stop and reflect, but we are focused on what additional things we can begin to do to bridge the learning gaps we have.

52. The Website Self-Audits The Just for the Kids School Information Model

53. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Recognize, Intervene, or Adjust Based on Teacher and Student Performance Recognize, Intervene, or Adjust Based on School Performance Recognize, Intervene, or Adjust Based on Student Performance Practices of High-Performing School Districts District School Classroom

54. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Strong Instructional Leaders Highly-Qualified Teachers Aligned Professional Development Evidence-Based Tools and Resources What are we going to do if a student does not learn what we said he or she would learn in any particular grade or subject? The most important question of all… Practices of High-Performing School Districts

55. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability We have been tight and loose about the wrong things. All kids can learn…. If they have the God-given ability… If they really want to… But, it should be fun… Practices of High-Performing School Districts

56. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability It is time to get TIGHT We must become very tight about the fact that every child will learn and that we will do whatever it takes to assure that they do learn and perform at grade level. Whatever it takes must become a concrete plan of action that goes into effect the moment we know a student needs additional assistance to perform at grade level. ….and does not end until (s)he does so. Practices of High-Performing School Districts

57. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Time to Learn Resources and Support to Learn If learning the stated objectives is NOT going to vary among students, then what must vary? The Intervention Practices of High-Performing School Districts

58. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Extended Time to Learn School Day Tutorials and Enrichments/ Individualized In-School Tutoring Summer Reading Institutes Summer Math Academies Extended-time for Language Arts and Mathdouble blocking Family Reading Nights at School If learning isnt a variable, then time to learn must be. Double Block/ Double Summer No Extension Block Academy Student A Student B Student C Practices of High-Performing School Districts

59. CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS MONITORING RECOGNITION/ INTERVENTION © National Center for Educational Accountability Resources and Support to Learn Flexible Grouping/ Small Group Instruction Individual Student Review and Planning with Principal School Intervention TeamsEarly Review and Brainstorming Reading Specialists/Skills Specialists/ Instructional Assistants High School Tutors/Parent and Community Tutors/ Peer Tutors Use of all Available Staff Practices of High-Performing School Districts

60. The Website Self-Audits The Just for the Kids School Information Model