The Secret to Outstanding Student Growth/Teacher Effectiveness

Tripp Aldredge, Principal – Harris Road Middle School

The Secret to Student Growth/Teacher

Effectiveness

Harris Road Middle School

Reporting Year: O

rininal

Revised *

Orinal

Revised *

Cabarrus Co Opportunity School N/A N/A N/A

C C Griffin Middle 25 48 66 100 NotMet -3.39 46 D 29 50 77 93 Exceeded 4.13 55 C 31 46 63 100 Exceeded 2.31 2.93 52 D

Concord Middle 29 37 62 94 NotMet -2.32 45 D 22 35 54 89 NotMet -5.21 38 F 26 33 58 87 Met -0.76 -0.73 43 D

Harold E. Winkler Middle 44 55 76 100 Exceeded 3.54 62 C 41 52 72 100 Exceeded 3.28 59 C 39 48 69 100 Met 1.09 1.49 55 C

Harris Road Middle 68 74 87 100 Exceeded 12.92 79 B 69 76 95 100 Exceeded 12.75 81 B 71 78 94 99 Exceeded 8.29 10.01 82 83 B

Hickory Ridge Middle 62 70 82 99 Exceeded 4.67 74 B 57 71 82 100 Exceeded 4.93 72 B 64 68 87 98 Exceeded 2.89 3.17 74 B

J N Fries Magnet School 81 93 98 92 Met 0.97 87 A 87 96 99 93 Exceeded 2.11 91 A+ 90 96 98 93 NotMet -3.41 -3.74 87 A+NG

Mount Pleasant Middle 49 64 84 100 Exceeded 4.11 68 C 51 62 86 97 Exceeded 4.23 68 C 49 61 79 100 Met 0.77 0.97 64 C

Northwest Cabarrus Middle 44 57 76 100 Exceeded 4.47 62 C 44 55 73 100 Exceeded 3.88 61 C 44 49 72 95 Met -1.74 -1.53 56 C

Source:

*

*

During continued review of the preliminary accountability data, it was discovered that the overall school accountability growth index was being calculated with additional weight applied to the 3-8 reading and math results. The EVAAS team notified the NCDPI of the discovery on August 15, 2016. A new analysis was completed, and corrected data was provided to the NCDPI by EVAAS. As a result, many schools with EOG reading and math scores will see changes in their overall school accountability growth index value in Internal Ready. The growth index values for reading and math were not impacted, only the roll up to the overall growth index value was affected. Some schools will see a change in their growth status and potentially in their preliminary School Performance Grade as a result.

Grow

th Index

EV

AA

S Grow

th

Math I

Science

Reading

Science

Reading

Math

SPG

SPG Score

SPG

SPG Score

Grow

th Index

EV

AA

S Grow

th

SPG Score

Revised Preliminary 3 Yrear Growth and School Performance Grades 8/19/2016

Middle Schools2014 2015

Growth Index

School Name

SPG

EV

AA

S Grow

th

Math I

Science

Reading

Math

Math

Math I

2016

Alternative School Option 'B'

SPGSTAT130 for years 1314, 1415, 1516

SCHOOL PERFORMANCE

THE JOURNEY BEGAN… They said, “It’s a good school – just don’t mess it up!”

Documentation of the work of PLCs was in a crate under my desk.

EVAAS data came back showing six “red” teachers after my first year.

“The work of schools is in the classroom. Instructional practice is highly variable from classroom to classroom. It matters, in the US, about 5-6 times as much, which teacher you get, as opposed to which school you go to, in terms of your learning as a student. [Teacher assignment] really determines the learning opportunities that students have. That’s why we want to focus on getting practice to be consistent in the quality and the effort required of students.”

Richard Elmore, Harvard University April 21, 2010 interview with Bonnie Boothroy, SAI

ALIGNMENT: “…the extent to which and how well all policy elements (e.g. content, instruction, assessment) work together to guide instruction and ultimately, facilitate and enhance student learning” (Webb, 1997).

TOTAL INSTRUCTIONAL ALIGNMENT:

“Total Instructional Alignment is making sure that what we teach, how we teach, and what we assess are congruent.” (Lisa Carter, 2007).

Alignment of the System

Alignment of Standards, Curriculum, and Assessment

Alignment of Instructional Practice

TOTAL INSTRUCTIONAL ALIGNMENT STEPS:

Alignment of the System• Involves changing the way we currently think to

better align the system to the student.Alignment of the standards, curriculum, andassessment• Involves aligning curriculum to existing standards

and understanding how to accurately assessstudent learning

Alignment of instructional practices in theclassroom• Involves teachers delivering instruction in a way

that includes standards, curriculum, andassessment in daily lessons

TOTAL INSTRUCTIONAL ALIGNMENT STEPS:

ALIGNING THE SYSTEM: • Mission/Vision/Values • Effective School Leadership • Learning Leaders • Importance of Collaborative Teams • Aligned Instructional Leadership Team • Reworking the Grading System

ALIGNING THE SYSTEMM

ISSI

ON Embrace Diversity

Engage Students

Encourage Leadership

Empower the Community Success Depends on Everyone!


ISSI


Engage Students


Empower the Community Success Depends on Everyone!VALU

ESHRMS Values

Hold High Expectations

Respect the Individual

Motivate Each Other

Support the School


ISSI


Engage Students


Empower the Community Success Depends on Everyone!VALU

ESHRMS Values

Hold High Expectations

Respect the Individual

Motivate Each Other

Support the SchoolVISI

ON To create a caring, safe

environment where students are empowered to grow as individuals and develop into life-long learners.

ALIGNING THE SYSTEMEFFECTIVE LEADERS: • understand which school changes are most likely

to improve student achievement • understand what changes imply for staff, students,

and parents • understand how to alter and fine tune their

leadership practices accordingly • are directly involved in the design and

implementation of curriculum, instruction, and assessment

ALIGNING THE SYSTEMEFFECTIVE LEADERS: • understand which school changes are most likely

to improve student achievement • understand what changes imply for staff, students,

and parents • understand how to alter and fine tune their

leadership practices accordingly • are directly involved in the design and

implementation of curriculum, instruction, and assessment

Research indicates that as leadershipimproves, so does student achievement.

Walters, Marzano, McNulty, 2004

ALIGNING THE SYSTEM

"Schools do not need instructional leaders –

they need learning leaders who focus on evidence

of learning.” Dufour & Marzano, 2009

ALIGNING THE SYSTEMTHE IMPORTANCE OF COLLABORATIVE TEAMS: • Research shows that higher levels of student achievement

occur in settings that utilize collaborative teams. DuFour, 2011

• Students learn best when teachers work collaboratively to gather evidence of student learning through assessments, and use this information to discuss, evaluate, plan, and improve their instructional practices.

DuFour, 2011

• Effective leaders must monitor the ongoing work of these teams by asking for submissions from their collaborations. The leaders must then examine the content, draw conclusions, and work with teachers to align standards, curriculum, and instruction.

DuFour & Marzano, 2009

ALIGNING THE SYSTEMALIGNED INSTRUCTIONAL LEADERSHIP TEAM: • Principals cannot lead schools to make breakthrough

achievement gains on their own: the support of an aligned instructional leadership team is crucial.

• Depending on the strengths and the job design of the individuals in the school, the aligned instructional leadership team may include teacher leaders, instructional coaches, and assistant principals.

• Leadership team members are responsible for implementing school-wide initiatives for instruction, and they also model cultural norms.

Fenton, 2016

ALIGNING THE SYSTEM

"Time devoted to building the capacity of teachers to work in teams is far better spent

than time devoted to observing individual teachers."

Dufour & Marzano, 2009

ALIGNING THE SYSTEMTHE GRADING REFORM

"Inaccurate and unfair grading systems are not creative, but rather a violation of the boundaries of effective grading policies.”

Research Indicates: • Improving grading policies enhances work on curriculum,

instruction, assessment, and leadership. • Effective grading policies reduce discipline problems, increase

college credits, improve teacher moral, lead to higher number of students enrolled, and reduce number of unexcused absences.

STOP USING GRADING AS A PUNISHMENT! Reeves, 2011

ALIGNING STANDARDS, CURRICULUM, & ASSESSMENTS: • Understanding Standards – UbD

• NC Standard Course of Study • Curriculum Design

• Backward Design – UbD • Web-Based

• Assessments • Informal and Formal • Formative & Summative

Instruction Curriculum

Evaluation

Carter, 2007

Misaligned Instructional Program

Instruction

Curriculum

Evaluation

Aligned Instructional Program

Carter, 2007

“Make sure all of our ammunition is hitting the target.”Aligned Instructional Program

ALIGNING STANDARDS, CURRICULUM, & ASSESSMENTS:According to Robert Marzano (2001),

"Standards hold the greatest hope for improving student achievement."

However, modifications are needed: • A monitoring system that tracks student progress on specific

standards and spans over the course of numerous grade levels should be implemented. Plotting the progress allows us to see more reliable patterns and is more valid than a single test score.

• Both internal and external feedback balance each other and lesson the need for high-stakes testing.

• Decisions about what students should learn and are held accountable for should be made at the local level.

a Conversation with Robert Marzano, 2001

ALIGNING STANDARDS, CURRICULUM, & ASSESSMENTS:

Guaranteed, Viable, and Coherent Curriculum

• Standards are not curriculum

• In North Carolina, it is the responsibility of the LEA to provide a curriculum.

• If the LEA has not provided a quality curriculum, that responsibility falls on the school.

• Cabarrus County began the process of writing curriculum in 2012, using teacher leaders in each subject. The process is revisited each summer.

• The CCS Curriculum is housed in a web-based format accessible to district educators.


1. The standards are not a curriculum and do not dictate how a teacher should teach. 2. "Unpacking" the standards helps break down large learner goals into more workable objectives. 3. Curriculum should be mapped backward from desired performance. 4. Numerous assessments should evaluate progress towards learning objectives and goals.

Wiggins & McTighe, 2012


1. The standards are not a curriculum and do not dictate how a teacher should teach. 2. "Unpacking" the standards helps break down large learner goals into more workable objectives. 3. Curriculum should be mapped backward from desired performance. 4. Numerous assessments should evaluate progress towards learning objectives and goals.

Wiggins & McTighe, 2012

CCS uses Understanding by Design (UbD) to plan curriculum.


Understanding by Design Stage 1: Desired Results • A Transfer Goal • A “Meaning” • An Essential Question • Knowledge & Skills

"Any system that organizes statements of what students are expected to know and be able to do enhances student learning

because it provides clarity to students and teachers alike. Educators should feel free to create their own systems or adapt

those that others have proposed." Marzano, 2013



Understanding by Design Stage 2: Assessment Evidence • Classroom Assessments should utilize both

formative and summative assessments, provide insight on where a student is in his/her learning continuously, clarify each student's need for scaffolding, and track progress in order to know what happens next in learning.

Stiggins & DuFour, 2009


Understanding by Design Stage 3: Learning Plan Teaching should: • reflect the instructional approaches most

appropriate to the goals (not what is easiest or most comfortable for the teacher).

• employ resources most appropriate to the goals (not simply march through a textbook or commercial program).

• be responsive to differences in learners’ readiness, interests, and preferred ways of learning.

CABARRUS COUNTY SCHOOLS’ JOURNEY

5"

CCS Curriculum and Instruction

Our Vision: Every teacher highly effective… Every student cognitively engaged… Our Mission: The Curriculum and Instruction leadership team will empower and equip educators to effectively engage and challenge all students by providing effective professional development, coaching support, and modeling.

In 2010, Cabarrus County Schools developed a visionary plan to continue the development of a cutting edge, 21st Century school system. The process began with the implementation of Professional Learning Communities (PLCs) in every school. In 2012, CCS focused their work on writing a guaranteed, viable, and coherent curriculum based on the Common Core State Standards and the North Carolina Essential Standards. Beginning in 2014, CCS embraced the concept of personalization in education. The goal is to provide each student with a personalized educational experience using various digital tools to help foster engaging and rigorous instructional practices, and differentiated classroom instruction. These three initiatives are an ongoing process for CCS and are at the heart of our mission and vision statements. The Common Instructional Framework is a reference for these initiatives and processes. On the following page is a graphic representation of the Instructional Framework. The graphic portrays the belief that personalization is the umbrella under which we instruct and teach. The classroom settings of whole group, small group, and individual instruction provide the arena in which teachers facilitate engaging and rigorous lessons. Each topic is explained and discussed in detail in this framework.

2010"Professional"Learning"Communities"

Dufours’"Framework"Every"content"every"week"Common"Formative"Assessments""

2012"Guaranteed"Curriculum"

Understanding"by"Design"Classroom"Walkthroughs"Student"Engagement"Rigor"Workshop"Model"Standards"Based"Instruction"

2014"Personalization"

Blended"Learning"Digital"Content"Mastery"Learning"Adaptive"Technology"

ALIGNING INSTRUCTIONAL PRACTICE

QUESTIONS?

The Secret to Outstanding Student Growth/Teacher Effectiveness

Education

Transcript of The Secret to Outstanding Student Growth/Teacher Effectiveness