1. CREATING THE BEST CHOICE IN URBAN EDUCATION BOARD PRESENTATION SEPTEMBER 6, 2007

2. Proficient reading skills in grades 1-2 Reading on grade level by Grade 3 Advanced math in 5 th grade Algebra I in grade 8 Increased AP class offerings in ALL schools ACT score at 21 or better Increased attendance Proficiency targets met on MAP

3. FOUNDATIONS FOR SUCCESS IN URBAN SCHOOL SYSTEMS Focus on Student Achievement Focus on Student Achievement Development of Accountability Systems Development of Accountability Systems Focus on the Lowest Performing Schools Focus on the Lowest Performing Schools Adoption of District-wide Curricula and Instructional Approaches Adoption of District-wide Curricula and Instructional Approaches Commitment to Central Office Support through Professional Development Commitment to Central Office Support through Professional Development Reform Driven from the Classroom by Defining the Role of Central Office Reform Driven from the Classroom by Defining the Role of Central Office Commitment to Data-driven Decision Making Commitment to Data-driven Decision Making Reform Level to Level in Incremental Stages Reform Level to Level in Incremental Stages Commitment to Intensive Instruction in Literacy and Math Commitment to Intensive Instruction in Literacy and Math Excerpt from mdrc.org/publications/47/execsum.html

4. PRECONDITIONS FOR REFORM IN URBAN SCHOOL SYSTEMS School Board Role that Supports Improved Student Achievement Versus Day-to-Day Operational Issues School Board Role that Supports Improved Student Achievement Versus Day-to-Day Operational Issues Shared Vision Between Chief Executive of the District and the School Board Regarding Goals and Strategies for Reform Shared Vision Between Chief Executive of the District and the School Board Regarding Goals and Strategies for Reform Capacity to Diagnose Instructional Problems that the District can Solve Capacity to Diagnose Instructional Problems that the District can Solve Focus on Revamping District Operations to Serve and Support Schools Focus on Revamping District Operations to Serve and Support Schools Matching New Resources to Support the Vision for Reform Matching New Resources to Support the Vision for Reform Excerpt from mdrc.org/publications/47/execsum.html

5. How has the district addressed STUDENT ACHIEVEMENT? 2006- 2007 Expansion of curriculum department to provide site support for standards-based reform Systemized process for aligning curriculum Design & implement the curriculum-based lesson design tool for all content areas Alignment of Career &Technical Education courses to the core content/curriculum Alignment of elective courses; removal of obsolete offerings FUTURE FORECAST How has the district addressed STUDENT ACHIEVEMENT? 2004-2005 No standards- based curriculum; site based selection Disjointed curriculum- math/science/ art/music 2004-2005 2005- 2006 Standards- based reform (OCR implementation P-5) Aligned curriculum K- 12

6. 2004-2005 5000 textbook titles- math/science adoption began in 2001; all other textbooks were adopted in 1992- 95 Site-based supplemental programs on an as needed basis 2005- 2006 Alignment of textbooks- selected core classes Supplement- al programs aligned to support the core 2006- 2007 Systemized timeline for textbook adoption Textbook titles narrowed to 1500- core & elective Vertical alignment of pd/ap/AVID to support the core curriculum How has the district addressed STUDENT ACHIEVEMENT? Realignment of course offerings (catalog)- last revision was 2003-2004 Extension of summer & SES programs to meet enrichment, as well as remedial needs as implemented during the regular school year FUTURE FORECAST

7. 2004-2005 District of schools; not a school district 2005- 2006 Movement away from a district of schools 2006- 2007 Programmatic examination to become a school district How has the district addressed STUDENT ACHIEVEMENT? Moving toward being a school district; not a district of schools Magnet school revitalization Early preparation for expanding preschool Expansion of ESOL Newcomers Center 8th grade Algebra offerings/5th grade advanced math offering PLC Instructional model Intervention programs in reading/math for secondary students Comprehensive Literacy Plan for all Dual-credit offerings to eligible students Expansion of Foreign Language offerings, K-12 All student access to a rigorous curriculum FUTURE FORECAST

8. Benchmark Assessments, data delivery solved and enhancement including AYP groupings SLPSTAT Scorecard at District and Building Level MSIP Compliance Department evaluations presented monthly Critical Friend Reviews SIP Review Protocol Data Repository – drill down to child FUTURE FORECAST How has the district addressed THE ACCOUNTABILITY SYSTEMS? 2005- 2006 Benchmark Assessments initiated, but problems with alignment Attempt at MSIP compliance monitoring 2006- 2007 Benchmark Assessments, alignment corrected, but problems with data delivery Attempt at Scorecard for schools 2004-2005 Terra Nova and MAP Testing Program Evaluations Data distributed but not widely used

9. How has the district addressed LOWEST PERFORMING SCHOOLS? 2004-2005 SES afterschool programs School Improvement Funds School-by- school instructional reform models MAP Attack established 2005- 2006 School Performance Teams established 2006- 2007 School Performance Teams Expanded FUTURE FORECAST Increased Human Resources o School Site Facilities o Instructional coaches Focused Professional Development Increased Accountability MAP Instructional Strategy Training

10. How has the district addressed DISTRICT- WIDE CURRICULA AND INSTRUCTIONAL APPROACHES? 2004-2005 Textbooks were driving the instruction Site based instructional strategy selection 2005- 2006 Standards- based reform process began Open Court Reading at elementary Research- based instructional strategies imbedded 2006- 2007 Tighter alignment between the written, taught, and tested curriculum Benchmark data revealed need for specific instructional processes FUTURE FORECAST Professional Learning Communities will drive the curricula and instructional approach decisions

11. 2004-2005 Focused on new programs and the pd specific to programming Content Supervisors provided PD 2005- 2006 Focused on new curriculum Program specific PD Instructional Coaches at elementary Program vs. People development FUTURE FORECAST Five District Focal Points 1. Curriculum-based lesson design 2.MAP strategies 3. Data driven decision- making 4.Learning communities 5.Positive learning environment District-wide Literacy focus Instructional Coaching model (CORE) How has the district addressed PROFESSIONAL DEVELOPMENT? 2006- 2007 Continued on- going content training CIPD collaboration Coaches discontinued National Staff Development Council standards used

12. 2004-2005 Paper/pencil evaluation – not reviewed regularly 2005- 2006 Paper evaluations reviewed by data specialists 2006- 2007 Initiated on-line PD evaluation PD budget initiated building budgets in mid- year for SIP support FUTURE FORECAST Systematize use of PD evaluation on- line PD budget includes building budgets for SIP support with accountability measures How has the district addressed PROFESSIONAL DEVELOPMENT?

13. 2004-2005 Professional Development Committee (PDC) existed under MAP Attack 2005- 2006 PDC not representative district-wide No district adopted PD Plan 2006- 2007 District-wide PDC established District PD Plan developed and approved FUTURE FORECAST High Quality Teaching and Learning plan developed Development of long range professional development plan in progress Coaches receive intensive literacy training Expand literacy training to elementary and secondary teachers in incremental stages How has the district addressed PROFESSIONAL DEVELOPMENT?

14. 2004-2005 Site based models for discipline New teacher induction was benefits related; not curriculum 2005- 2006 Site based models for discipline New teacher induction fragmented 2006- 2007 Fred Jones model for discipline, instruction and motivation piloted in 18 schools with on- going support New teacher - mentor program revised FUTURE FORECAST Fred Jones model initiated in Pilot II group of 24 schools (42 total schools) All new teachers trained in the Fred Jones model 5 year plan for Leadership Academy for Character Education to train all principals/leaders Development of cohesive model for new teacher induction and mentoring How has the district addressed PROFESSIONAL DEVELOPMENT?

15. How has the district addressed DEFINING THE ROLE OF CENTRAL OFFICE? 2004-2005 Organizational Assessment with Transition Team 2005- 2006 Expectation that departments work in isolation resulting in duplication or mismatched services 2006-2007 Initiated collegial work environment and collaboration to focus on student achievement focus for ALL SLPS employees CIPD collaboration for support to schools Focused Organizational Assessment conducted FUTURE FORECAST District-wide strategic planning includes multiple cross-functional teams-- short and long range goals addressed Departments collaborate on scheduling and supporting principals and schools in all areas New Strategic Plan being developed through cross- functional team process Education Officers role restructured to instructional focus

16. How has the district addressed DEFINING THE ROLE OF CENTRAL OFFICE? 2005- 2006 Limited PD for support staff Central Office staff support School Performance Teams (SPTs) and School Opening 2004-2005 Central Office performed its role to the schools in isolation of its needs 2006- 2007 Initiated PD to support staff in technology and diversity Initiated Office Professionals Committee Central Office staff support SPTs FUTURE FORECAST Implementing on- going PD for support staff Implementing new, on-going training in Customer Service to staff Initiating networking and mentoring for support staff

17. How has the district addressed DATA DRIVEN DECISION- MAKING? 2004-2005 Data requests made to accountability office from schools Limited access to data Data delivery not timely No formal training on the use of data No PLCs 2005- 2006 Merged data to SIS System Hired data specialist for each Cluster Some leaders trained in a system of using data Few PLCs in the high school 2006- 2007 Most schools extracted data for use All leaders trained in using data Professional Learning Communities (PLCs) in some schools FUTURE FORECAST Data Repository All School Improvement teams trained to use data so its drilled to individual students All schools as PLCs

18. How has the district addressed DATA DRIVEN DECISION- MAKING? 2004-2005 Schools created multiple plans with no accountability School plans were developed in isolation 2005- 2006 District attempted the Data Dashboard with multiple plans Some schools formed teams 2006- 2007 District required only one comprehensive plan All schools formed teams with cluster accountability structures FUTURE FORECAST School-wide plans will be web-based and transparent for all owners Systemized process with rubrics to assess and monitor the plans for all schools

19. 2004-2005 Began Open Court in all elementary schools 2005- 2006 Direct Instruction for middle grades Standards- based aligned curriculum in grades 6-12 in all content areas How has the district addressed INCREMENTAL GROWTH? FUTURE FORECAST Expanded AP offerings- 78 sections; all schools Stringent program evaluations of all content-specific and supplemental programs to determine district direction Standards- based AP vertical alignment to the core content 2006- 2007

20. How has the district addressed LITERACY AND MATH? 2004-2005 Site-based; various basal readers Various school reform models for Needs Improvement Schools 2005- 2006 Double-dose in reading and math for secondary students 3-tiered framework for reading intervention Awarded the Reading 1st grant FUTURE FORECAST Secondary reading intervention- Language!- meeting the needs of fluency and comprehension Algebra Intervention Program (8-9) 5 th grade math advancement 2006- 2007 Double-dose in reading and math in selective middle and high schools based on allocations Continued implementation of 3-tiered framework Awarded Early Reading First grant- P3- preschool

21. End-of-Course Exams, DESE mandate (English, Biology, and Algebra) Identify reading/math diagnostic assessments for P- 12 Identify comprehensive writing program P-11 Curriculum-based lesson design tool for all content- areas Full implementation of READ 180 for grades 6-8 FUTURE FORECAST How has the district addressed LITERACY AND MATH? 2004-2005 Implemented OCR 11/2004 Step Up to Writing- all high schools; selected middle and elementary schools 2005- 2006 ImplementedD irect Instruction for grades 6-8 reading intervention READ 180 (grades 4-12) for 1 year and halted 2006- 2007 KG intervention- Waterford, Tier 1 intervention DESE mandated developmental reading minutes- 90 minutes uninterrupted

22. District-wide Strategies and Accountability Strategic focus on performance standards Strategic focus on performance standards Administrator assigned and responsible for every performance standard Administrator assigned and responsible for every performance standard MSIP Office ensures compliance with accreditation standards MSIP Office ensures compliance with accreditation standards Performance targets set for every school Performance targets set for every school MSIP action plan created and implemented at building level MSIP action plan created and implemented at building level Monthly Principals meeting with Superintendent on accreditation strategies Monthly Principals meeting with Superintendent on accreditation strategies SLPStat scorecard evaluates progress at Building Level and Central Office SLPStat scorecard evaluates progress at Building Level and Central Office Recognition of school performance through board meetings, press releases, Parent Assembly, SLPS newsletter, etc. Recognition of school performance through board meetings, press releases, Parent Assembly, SLPS newsletter, etc.

23. SLPSTAT PROCESS Accountability measures for each school building and the District – data indicators and targets Accountability measures for each school building and the District – data indicators and targets –MAP Communication Arts and Math (all levels) –Reading on Grade Level - Terra Nova (all levels) –Fifth Grade Enrollment in Advanced Math –ACT scores (high schools) –Student Attendance (all levels) –Advanced Placement Courses (high school) –College Enrollment (high school) –Drop out rates (high school) –Graduation Rates (high school) –Highly Qualified Teachers (all levels) Accountability measures and methods of assessment for each office/department. Accountability measures and methods of assessment for each office/department.

24. MISSOURI SCHOOL IMPROVEMENT PROGRAM (MSIP) MSIP ensures that all schools meet certain basic standards. Districts are given accreditation status of Accredited, Provisional Accreditation, and Unaccredited. Three types of standards are included in MSIP reviews MSIP ensures that all schools meet certain basic standards. Districts are given accreditation status of Accredited, Provisional Accreditation, and Unaccredited. Three types of standards are included in MSIP reviews –Resource Standards – Basic requirements districts must meet –Process Standards – Instructional and administrative process used in schools –Performance Standards – Measure of student performance Third cycle reviews through 2004-05 included all three types of standards. Beginning in 2005-06, the Fourth cycle reviews used only performance standards to determine accreditation status Third cycle reviews through 2004-05 included all three types of standards. Beginning in 2005-06, the Fourth cycle reviews used only performance standards to determine accreditation status In 2004-05, SLPS was determined to be Provisionally Accredited In 2004-05, SLPS was determined to be Provisionally Accredited Based on 2005-06, SLPS was determined to be Unaccredited for the 2007-2008 school Based on 2005-06, SLPS was determined to be Unaccredited for the 2007-2008 school

25. NO CHILD LEFT BEHIND (NCLB) An accountability measure for all public schools with the goal that all children will be proficient in reading and math by 2014 An accountability measure for all public schools with the goal that all children will be proficient in reading and math by 2014 Specific annual targets were set to measure adequate yearly progress (AYP) in communication arts and mathematics. These targets apply to the total and to all subgroups of students – race, free/reduced lunch, IEP, LEP Specific annual targets were set to measure adequate yearly progress (AYP) in communication arts and mathematics. These targets apply to the total and to all subgroups of students – race, free/reduced lunch, IEP, LEP AYP is measured by the percentage of students scoring Proficient or Advanced on the state MAP test in communication arts and mathematics. Science targets will be set for the first time in Spring 2008 and will be considered in AYP measurements. AYP is measured by the percentage of students scoring Proficient or Advanced on the state MAP test in communication arts and mathematics. Science targets will be set for the first time in Spring 2008 and will be considered in AYP measurements. Through the Spring 2004 administration of the MAP, grades 3, 7, and 11 in communication arts and grades 4, 8, and 10 in mathematics were included in AYP Through the Spring 2004 administration of the MAP, grades 3, 7, and 11 in communication arts and grades 4, 8, and 10 in mathematics were included in AYP In 2006, grades were expanded to 3-8 and 11 in communication arts and 3-8 and 10 in mathematics. Science grade levels will be 5, 8, and 11 in Spring 2008 In 2006, grades were expanded to 3-8 and 11 in communication arts and 3-8 and 10 in mathematics. Science grade levels will be 5, 8, and 11 in Spring 2008 In 2006, attendance and graduation rate targets were included as additional indicators that must also be met to make AYP In 2006, attendance and graduation rate targets were included as additional indicators that must also be met to make AYP

26. MAP – Communication Arts Percent Proficient & Advanced

27. MAP – Mathematics Percent Proficient & Advanced

28. 28 Missouri Lets Schools Slide U.S. Report Says…..

29. The Article The state had not asked to see district letters that should have been sent to parents, explaining their children could be eligible for tutoring or transfers from failing schools. SLPS Each year, the Title I Office identifies schools in Needs Improvement and sends letters to each parent explaining their rights Hosted the SES Community Fair How has the district addressed POINTS FROM THIS ARTICLE?

30. NATIONAL PERSPECTIVE A report published in March, 2005 by the Center on Education Policy, noted that schools in very large, urban LEAs and middle schools in general are most likely to be identified for improvement under NCLB A report published in March, 2005 by the Center on Education Policy, noted that schools in very large, urban LEAs and middle schools in general are most likely to be identified for improvement under NCLB The overall percentage of public schools failing to make AYP in 2003-04 was approximately 21-22% of all public schools. The percentage of schools for individual states ranged from 4% to 77% The overall percentage of public schools failing to make AYP in 2003-04 was approximately 21-22% of all public schools. The percentage of schools for individual states ranged from 4% to 77% Based on Spring, 2006 MAP scores, DESE has notified school officials that in the state of Missouri 102 additional buildings and 167 districts will be in needs improvement in 2007-08 Based on Spring, 2006 MAP scores, DESE has notified school officials that in the state of Missouri 102 additional buildings and 167 districts will be in needs improvement in 2007-08 As the NCLB targets increase each year, more and more schools and districts will fail to meet AYP standards As the NCLB targets increase each year, more and more schools and districts will fail to meet AYP standards

31. The Need to Stop Doing Most of us have an ever-expanding to do list, trying to build momentum by doing, doing, doing…and doing more. And it rarely works. Those who built good to great organizations, however, made as much use of stop doing lists as to do lists. They had the discipline to stop doing all the extraneous junk. Most of us have an ever-expanding to do list, trying to build momentum by doing, doing, doing…and doing more. And it rarely works. Those who built good to great organizations, however, made as much use of stop doing lists as to do lists. They had the discipline to stop doing all the extraneous junk. ---Jim Collins

32. CREATING THE BEST CHOICE IN URBAN EDUCATION Site-based Reform Models

33. SLPStat Scorecard High Quality Teaching and Teaching Owner Engagement Accountability Leadership Safe and Orderly Environment Focused Professional Development BEST CHOICE IN URBAN EDUCATION

34. Creating the Best Choice in Urban Education "The one thing that great leaders do is rally people to believe in a better future." -Marcus Buckingham -Marcus Buckingham

35. CREATING THE BEST CHOICE IN URBAN EDUCATION