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Transcript of Jim Warford International Center for Leadership in Education How to Achieve Adequate Yearly...
Jim Warford
International Center for Leadership in Education www.LeaderEd.com
How to Achieve Adequate Yearly ProgressWhile Still Providing a
Well-Rounded Education
Lessons Learned
The story of America’s public schools is
NOT a story of failure
We educate more students today to a higher standard than ever before in our history
But the world is changing even faster than we are
Today’s students are wired differently
My Story…
Mary Kay Jones
Florida’sAccountability System
Began grading all schools “A–F” in 1999… based solely on FCAT scores
Vouchers available to students in “F” schools
Rapid expansion of Charter Schools
Marion County
8 “F” schools3 “D” schools4 “A” school
48 schools58% Free and Reduced Lunch
34% minority
Business Community up in arms!
Key Decisions
• Embrace Accountability• Data would drive everything• Publish all student data on front page• Redesign principal evaluation
Development
of the
Continuous Improvement Model
or…
C I M
Based on:
Data-DrivenDecision making
And the belief thatWhat gets measured,
gets done
CIM is Research Based
8 Step Process- Brazosport, Texas
• Effective Schools- Research
• TQM – Tools and Processes
Supt. Gerald Anderson
Pioneered the
8-Step Process
In Brazosport ISD, Texas
in the early 1990s…
Why Brazosport, Texas?
No other school district has Ever accomplished what
Brazosport did during the 1990’s…
Brazosportdidn’t just close the
Achievement gap between all Student demographic groups…
They eliminated it!
The learning CriteriaBuilds on
The Continuous ImprovementWork you’ve been doing…
It is the next generation ofSchool improvement
Effective Schools Research
Strong instructional leadership
High expectations for student achievement
Instructional focus on reading, writing and mathematics
Safe/orderly climate
Frequent assessment
Continuous Improvement CIM
Is based upon Dr. Deming’s workIn Systems Theory
TQM Made Us:
Data-Driven
Process Oriented
Dr. Deming developed the
“Systems Theory of Variation”
Based on his work with Dr. Shewhart at Bell labs in the 1920’s.
Plan Do Check Act Cycle
Schools, as systems, produce the results they are designed to
produce
If you want different results, you must change the system, not just
work harder
Random Acts Of Improvement
= Programs
GOALS
Improvement Plan
Aligned Acts Of ImprovementIn an aligned
system ... Student
AchievementSystem
Performance
GOALS
… improvementefforts are integratedand results-oriented
Only when alignment occurs, is Breakthrough Performance
possible
This means something other than Random variability has caused the
Change in the system
Supt. Gerald Anderson’s Breakthrough came when he
Applied the Shewhart PDCA Cycle:
Plan Do Check ActTo
School Improvement!
PDCA: Instructional CyclePDCA Instructional Cycle
PLAN
ACT
DO
CHECK
• Data Disaggregation
• Calendar Development• Direct Instructional
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
8-Step Process
1. Data Disaggregation2. Instructional Calendar 3. Direct Instructional Focus4. Assessment5. Maintenance 6. Monitoring7. Enrichment8. Tutorials
Marion CIM Results
Went from three “F”, eight “D” and only one “A” school in 1999 to twenty “A”, sixteen “B” and no “F” schools by 2003
Moved Marion from a low-performing district to an “A” district and above state average for first time in its history
Helped close the achievement gap between student demographic groups
Reduced African-American students failing FCAT from 50% to 30%
Reduced Hispanic students failing FCAT from 38% to 29%
Cut the dropout rate almost in half…from 5.7% to 2.8%
Results Documented in:
“Educators in Action: Strategic Improvement Efforts”
Published by
American Productivity and Quality Center2007
No good deed Goes unpunished…
In 2003 I was Appointed Florida’s First
Chancellor of Public Schools…
…And given responsibilityFor over 300 of
Florida’s Lowest Performing Schools
Between 2003-2006 the
Continuous Improvement Model
was implemented
in over 300 of Florida’s lowest-performing D and F Schools
Through the
“Assistance Plus Program”
Results
Within two years…
over 80% of all
Assistance Plus SchoolsMoved off Florida’s low-performing list.
U.S. Dept. of Education recognized Florida as one of only three states
closing the achievement gap between low and high income students
in reading and one of two states closing the gap
in math.
Lessons learned
CIM raised the test scores for
schools in crisis
What gets measured, gets done…
What gets measured, gets done…
So be very careful what you measure!
Lessons learned
Greatest gains in elementary
4th Grade Data
Dropout Rate not improving
Lessons learned
Teaching to the Test
Produces success on the test
But…
Does it produce success in life?
Big Lesson Learned…
We must close the “Engagement Gap”
Before we canClose the
“Achievement Gap”
Lessons learned
We needed an
accountability tool
that is more holistic
But we still must have Data
To Drive School Improvement
Because…
"Without data you're just another person
with an opinion."
W. Edwards Deming
In God we trust.
In God we trust.Everybody else better
Bring me data!
We need an
Accountability tool
For the 21st Century
Collecting/Analyzing Data
• Quality Data/Measurable
• Availability
• Sustained
• Disaggregated
• Benchmarked
Lessons learned
The Learning Criteria is the
Next generation of accountability
Because we believe…
School success is measurable beyond the state test!
We need
Multiple criteria to measure learning
Based upon what works!
Model Schoolsand the
Successful Practices Network
The Learning Criteria helps you solve the
Right problem…
Solve the Right ProblemMeasure what Matters
Achieve what you Believe
Learning Criteria for 21st Century Learners
The Learning Criteria helps you put into action what you
believe about learning.
Sustainable Results
In many cases, hard data is the total focus at the exclusion of soft data in our systems.
This results in a short-term solution but a long-term mistake!!!!!
“Promising to Proven”
• National Summit – February 2005
• Purpose - “How to Identify Proven High Schools”
• 14 National Education Organizations
Participating Organizations
• Achieve• AASA• AFT• AIR• ASCD• Gates Foundation• CCSSO
• International Center• NASSP• NASBE• NEA• NSBA• U.S. DOE• Education Trust
Measuring Student Learning
Four Dimensions:
1. Core Academics
2. Stretch Learning
3. Student Engagement
4. Personal Skills Development
Success Beyond the Test
• Core Academics
• Stretch Learning
• Learner Engagement
• Personal Skill Development
International Center for Leadership in Education, Inc.
Rigor
Relevance
Relationships
Learning Criteria to Support 21st Century Learners
Based upon…
Every school has its own unique DNA!
The Learning Criteria To Support 21st Century Learners
Is NOT:
Another form to fill in the boxes
and send to ???
This is a thoughtful, collaborative process to improve student learning!
Application of the Learning Criteria
• Assessment Tool
• Planning Tool
• Reflection Tool
Four Dimensions
Core Academic Learning
Achievement in the core subjects of English language arts, math and science
and others identified by the school
Stretch Learning
Demonstration of rigorous and relevant learning beyond the minimum requirements
of the state test
Student Engagement
The extent to which students are motivated and committed to learning, have a sense of belonging
and accomplishment, and have relationships with adults, peers, and parents that support
learning
Personal Skill Development
Measures of personal, social,
service, and leadership skills and demonstrations of positive
behaviors and attitudes
Core Stretch Student Engagement
Personal Skill Development
Core
StretchStudent EngagementPersonal Skill Development
Dimensions of the Learning Criteria
The Four Essential Questions
• What is the core learning that you will stand behind for each and every student?
• How do you insure that you are stretching each and every learner?
• How do you know your students are motivated, committed and engaged in their learning?
• What evidence supports the development of positive behaviors and attitudes, and how do you measure personal, social, service, and leadership skills?
Core Academic Learning
• What is the core learning that your school will stand behind for each and every student?
Core Academic LearningAchievement in the core subjects of English language arts, math
and science and others identified by the school
Data Indicators [minimum of 2 in addition to required state testing results]
Percentage of students meeting proficiency level of state testing requirements (required)
oEnglish Language ArtsoMathematicsoScience
Average scores on ACT/SATAverage scores on PSATAchievement levels on standardized tests other than state exams
Percentage of students requiring remediation in college.
oEnglish Language ArtsoMathematics
Follow-up surveys of academic achievements of graduatesStudents graduating high school in four yearsStudents earning college degree within four years after high school Military ASVAB score
Core Academic Learning
Data IndicatorsSchool
PerformanceSustained Disaggregated
Benchmarked(Target)
Percent proficient or above on the
2006 Grade 10 Reading NRT
FCAT
74.2%
Over 66.2% proficient or above for the
past three years
African American-36%
White-84.2%Hispanic – 59% Special Ed- 18%
LEP – 20%Econ.
Disadvantaged -27%
State Avg.African
American-39%White - 67%
Hispanic – 50%Special Ed- 30%
LEP – 25%Econ.
Disadvantage – 38.37%
Stretch Learning
• How can your school insure that each and every learner is being stretched?
Stretch LearningDemonstration of rigorous and relevant learning beyond minimum requirements (e.g.,
achievement and participation in higher level courses, specialized courses)
Data Indicators [minimum of 3]
Number of credits required to graduate Average number of credits earned at graduationInterdisciplinary work and projects ( e.g., Senior Exhibition)Participation/test scores in International Baccalaureate coursesAverage scores on AP examsPercentage of students achieving >2 on APAverage number of college credits earned by graduation (dual enrollment)Enrollment in advanced math or science courses
Enrollment in Advanced Placement coursesCompletion of career and technical education programsCompletion four or more credits in a career areaCompletion four or more credits in artsCompletion of three or more years of foreign languageFollow-up studies of graduates Value of scholarships earned at graduationPercent of students completing career majorsAchievement of specialized certificates such as Microsoft or Cisco Academy
Stretch Learning
Data IndicatorsSchool
PerformanceSustained Disaggregated
Benchmarked(Target)
Percent of AP exams with
scores of 3 or higher
All exams = 74%
Increased by 7% over 5
years
White – 91%African American
– 5%Hispanic – 4%
Econ. Disadvantaged –
3.8%
2005 – 71.4
Student Engagement
• How can schools know if their students are motivated, committed and engaged in their learning?
Student EngagementThe extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships
with adults, peers, and parents that support learning.
Data Indicators [minimum of 5]
•Student surveys: satisfaction, risk behaviors (asset survey), enrollment in higher education (two-year/ four-year colleges), positive peer relationships•Surveys on degree to which teachers know their students •Programs that improve:
o Dropout rate, attendance rate, tardiness rate, graduation rate,o Discipline referrals
•Techniques for improving student motivation•Advisory programs
•Programs that create role models for students•Activities that encourage students to voice opinions•Peer tutoring programs•Student recognition programs/activities•Events that promote involvement in co-curricular and extracurricular activities•Strategies to increase number of students taking ACT/SAT or other high-level exams
Student Engagement
Data IndicatorsSchool
PerformanceSustained Disaggregated
Benchmarked(Target)
% of students attending 2 and 4 year
colleges/universities
87 %Increase of 4% over 5
years
White – 54%African American
– 17%Hispanic – 16%Special Ed. – 6%
ELL – 3%Econ.
Disadvantaged – 15%
85.2% in 2004-05
STUDENT ASPIRATIONSSELF WORTH
RELATIONSHIPS
ACTIVE
ENGAGEMENT
RELEVANCE
PURPOSE
RIGOR
• Belonging
• Heroes
• Sense of Accomplishment
• Fun & Excitement
• Curiosity & Creativity
• Spirit of Adventure
• Leadership & Responsibility
• Confidence to Take Action
SELF WORTHBelongingHeroesSense of Accomplishment
47% I am proud of my school.48% I enjoy being at school.40% Teachers care about my problems and feelings.45% Teachers care about me as an individual.44% Teachers care if I am absent from school.20% I have never been recognized for something positive at school.47% If I have a problem, I have a teacher with whom I can talk.51% Teachers respect students. 36% Students respect teachers.28% Students respect each other
NATIONAL DATA
48% School is boring.53% At school I am encouraged to be creative.35% My classes help me understand what is happening in my everyday life.53% Teachers enjoy working with students 36% Teachers have fun at school.27% Teachers make school an exciting place to learn.70% My teachers present lessons in different ways
ACTIVE ENGAGEMENT
Fun & Excitement
Curiosity & Creativity
Spirit of Adventure
NATIONAL DATA
63% I am a good decision maker.58% I see myself as a leader.34% Other students see me as a leader.91% I believe I can be successful.76% Teachers expect me to be successful.63% I believe I can make a difference in this world.65% I put forth my best effort at school.35% I know the goals my school is working on.28% Students council represents all students at school.
PURPOSE Leadership & Responsibility
Confidence to Take Action
NATIONAL DATA
I am proud of my school. T = 81S = 47
I am excited to be working with students. T = 94Teachers enjoy working with students. S = 53Students have fun at school. T = 78School is boring. S = 48Students make school an exciting place to work. T = 88Teachers make school an exciting place to learn. S = 27I have fun at school. T = 83Teachers have fun at school. S = 36Learning can be fun. T = 99
S = 64
NATIONAL DATADelusional Discrepancies
Personal Skill Development
What evidence supports the development of positive behaviors and attitudes, and how can schools measure personal, social, service, and leadership skills?
Personal Skill DevelopmentMeasures of personal, social, service, and leadership skills and
demonstrations of positive behaviors and attitudes.
Data Indicators [minimum of 2]
•Participation/hours in service learning•Students holding leadership positions in clubs or sports•Development/assessment of personal skills:
oTime management — ability to plan and organize workoLeadership/followershipoProblem solving/decision making
•Programs/activities that promote: oRespect for diversityoPeer mediation/conflict resolution oWorking as a member of a team
•Development/assessment of good character:oTrustworthiness, perseverance, honesty, compassion, other character traits
•Reduction in incidences of student conflict•Follow-up survey of graduates on development of personal skills
Personal Skill Development
Data IndicatorsSchool
PerformanceSustainable Disaggregated
Benchmarked(Target)
Hours in service learning
85 % graduates
complete 60 hours +
At same level for 3
years
No significant difference
among subgroups
Highest of schools in network
Why is this Important?
How many of you are parents?
I have a question…
Why is this Important?
International Center for Leadership in Education, Inc.
Karen Wilkins1587 Route 146
Rexford, NY 12148Phone (518) 399-2776 x 206
Fax (518) 399-7607E-mail – [email protected] – www.LeaderEd.com
PowerPoint - http://www.leadered.com/keynoterPP.shtml