Ware County Leadership WFSG. Essential Question What are the next steps for the Ware County school...

Ware CountyWare County

Leadership WFSGLeadership WFSG

Essential QuestionEssential Question

What are the next steps for the Ware County school district to become a “great” school district?

8-Step Process8-Step Process

•Disaggregate Data•Create Instructional Calendar

•Deliver Focus Lesson

•Assessments•Tutorials•Enrichment•Maintenance•Monitoring

The 8-Step Process1.Test Score Disaggregation2.Time Line Development3.Instructional Focus4.Assessment5.Tutorials6.Enrichment7.Maintenance8.Monitoring

Ware County School System 8-Step Process

Step 1: Disaggregating Test Step 1: Disaggregating Test DataData

► Use all sources of data (formative and Use all sources of data (formative and summative). summative).

► Analyze test data for weaknesses, Analyze test data for weaknesses, strengths, and gaps in student learning; strengths, and gaps in student learning; and, for trends in teachers’ instruction. and, for trends in teachers’ instruction.

► Determine what the data says about how Determine what the data says about how students in your school are learning. students in your school are learning.

► Weaker objectives should be established as Weaker objectives should be established as priorities. This includes the order in which priorities. This includes the order in which they are taught as well as the amount of they are taught as well as the amount of time spent on teaching them. time spent on teaching them.

► Our priority is to teach the essential Our priority is to teach the essential curriculum to mastery.curriculum to mastery.

Step 2: Instructional TimelineStep 2: Instructional Timeline

► Instructional Coaches lead their schools in the Instructional Coaches lead their schools in the collaborative development/revision of a uniform collaborative development/revision of a uniform pacing guide for each subject/course. pacing guide for each subject/course.

► Teachers align their unit and lesson plans to the Teachers align their unit and lesson plans to the pacing guides, ensuring that all instruction is pacing guides, ensuring that all instruction is based on standards.based on standards.

► Administrators “inspect” what is “expected” by Administrators “inspect” what is “expected” by reviewing unit/lesson plans and observing in reviewing unit/lesson plans and observing in classrooms on a regular basis.classrooms on a regular basis.

► Student work is assessed against the Student work is assessed against the standard(s)/element(s) to help both students and standard(s)/element(s) to help both students and teachers hit the target.teachers hit the target.

Step 3: Instructional FocusStep 3: Instructional Focus

►The instructional focus The instructional focus should be shared among should be shared among teachers, carefully explained teachers, carefully explained to students, and to students, and communicated to parents in communicated to parents in an effort to promote a an effort to promote a cohesive learning cohesive learning environment.environment.

Weekly Curriculum Calendar Grade ____5___ Subject

__Math_______

WeeWeekk

Topic/Topic/NumbeNumbe

r of r of Items Items

on on CRCTCRCT

QCC ObjectiveQCC Objective Essential Essential Question/sQuestion/s

6+1 6+1 Writing Writing TraitsTraits

PrioritPriorityy

Where Where Taught Taught in Textin Text

StrategiesStrategies *Benchmark*BenchmarkAssessmentsAssessments

*TEAM *TEAM StrategiesStrategies

SeptSept13-1713-17

1212

1212

1212

1010

5.34 Computation. 5.34 Computation. Adds, subtracts, Adds, subtracts, multiplies and multiplies and divides whole divides whole numbers.numbers.

5.3 Uses 5.3 Uses estimation estimation strategies to strategies to predict predict computational computational results.results.

5.22/23/24 5.22/23/24 Problem solving. Problem solving. Selects the steps Selects the steps necessary to solve necessary to solve multi-step word multi-step word problems.problems.

5. 12, 13, 14 5. 12, 13, 14 Measurement:Measurement:Uses appropriate Uses appropriate units of units of measurement for measurement for length; length; determines determines perimeter, area, perimeter, area, volumevolume

Focus: Volume, Focus: Volume, area, perimeter, area, perimeter, multiplication, multiplication, and problem and problem solving.solving.

HOTS: HOTS: How would How would you plan you plan and create and create garden garden plots with plots with a team a team that will that will combine combine into an into an allocatedallocated11” x 15” 11” x 15” area?area?(Synthesis)(Synthesis)

IDEAS:IDEAS:Write Write about about how eachhow eachgroup group planned planned and and designed designed the the determindetermined ed amount amount of land of land each each student student would would plant to plant to fit in the fit in the 11” X 11” X 15” area.15” area.

EE

ChapteChapter 5 & 6r 5 & 6

Teacher Teacher made made problem problem solving solving activities activities with direct with direct instruction, instruction, use grid use grid paper to paper to determine determine area/perimetarea/perimeter of er of different different shapes;shapes;Students Students build object build object with a with a determined determined area/perimetarea/perimeter/volume; er/volume; use smart use smart board with board with grids, E-Lab, grids, E-Lab, spiral review, spiral review, 2 & 3 digit 2 & 3 digit multiplication multiplication practice, practice, multiplication multiplication facts with facts with technology technology (i.e. (i.e. FunBrain.comFunBrain.com) and other ) and other activities, activities, drill and drill and practicepractice

On grid On grid sheets sheets students will students will answer 3 answer 3 out of 4 out of 4 correctly on correctly on the area and the area and perimeter of perimeter of shapes, shapes, students’ students’ objects will objects will demonstrate demonstrate the the determined determined area/perimetarea/perimeter/volume; er/volume; students will students will answer 4 out answer 4 out of 5 correctly of 5 correctly on problem on problem solving; solving; Timed Timed multiplicatiomultiplication sheet n sheet 100% 100% mastery, mastery, math math practice practice sheets, Accel sheets, Accel Math 80% Math 80% masterymastery

Reading Reading Comp.Comp.Locating Locating Info.Info.

Shared PracticeShared Practice

►Teachers meet to discuss teaching Teachers meet to discuss teaching strategies and activities, share ideas, strategies and activities, share ideas, and to review student work by and to review student work by comparing it to the standard/element. comparing it to the standard/element.

►The prioritized curriculum drives The prioritized curriculum drives planning and instructional practice.planning and instructional practice.

►Teachers use their collective expertise Teachers use their collective expertise to address the learning needs of their to address the learning needs of their students by focusing on effective students by focusing on effective strategies and solutions. strategies and solutions.

Step 4: AssessmentStep 4: Assessment

Steps 5, 6, and 7: Tutorial, Steps 5, 6, and 7: Tutorial, Enrichment, MaintenanceEnrichment, Maintenance

Tutorial, Enrichment, and MaintenanceTutorial, Enrichment, and Maintenance time is scheduled during the instructional day.time is scheduled during the instructional day.

5. Tutorials are devoted to the re-teaching and/or 5. Tutorials are devoted to the re-teaching and/or corrective teaching of non-mastered objectives.corrective teaching of non-mastered objectives.

6. Enrichment is planned for students to expand and 6. Enrichment is planned for students to expand and enrich their knowledge of mastered objectives as enrich their knowledge of mastered objectives as demonstrated through formative assessment. demonstrated through formative assessment.

7. Maintenance provides students with opportunities 7. Maintenance provides students with opportunities for ongoing review of essential skills so they are not for ongoing review of essential skills so they are not forgotten over time.forgotten over time.

TEAM Planning LogMembers Present: DATE: Teacher ATeacher B

Grade/Subject: 5th grade math

Instructional Focus/Essential QuestionArea, perimeter, volume, multiplication, problem solving.How would you plan and create garden plots with a team that will combine into an allocated 11”X 15” area?

Mastery Performance Standard(Briefly describe what students must know and/or be able to do)Students must be able to multiply 2 and 3 digit numbers, calculate area/perimeter/volume, use problem solving strategies.

Assessment:Chapter test, garden drawing

Outcome (Results of Assessment)Chapter test: 90% of students could calculate area/perimeter/volume. Still having problems with multiplication due to not knowing facts, 86% of students answered 4 out of 5 word problems correctly. On garden activity students were problem solving the length and not always the width.

Adjustments to Instruction (If results are not satisfactory)More practice on math facts and multiplication computation. More direct instruction on two step problem solving and two question problem solving so students do not stop after one step or one question. In writing, students need more work on how to explain their thoughts and how to solve or work a problem.

Step 8: MonitoringStep 8: MonitoringAccording to According to Educational Consultant, Larry Educational Consultant, Larry Lezotte…Lezotte…

““Effective principals are not just leaders, but Effective principals are not just leaders, but instructional leaders, in order that the purpose of instructional leaders, in order that the purpose of the school, that of teaching and learning, can be the school, that of teaching and learning, can be achieved.”achieved.”

““The principal must assume the chief The principal must assume the chief responsibility for monitoring program success, responsibility for monitoring program success, and must spend a significant amount of time in and must spend a significant amount of time in classrooms monitoring the learning process.”classrooms monitoring the learning process.”

Promising Practices – Closing the Achievement Promising Practices – Closing the Achievement GapGap

““ We could, of course, simply drag our heels and blame We could, of course, simply drag our heels and blame the underachievement problem on the kids or their the underachievement problem on the kids or their families, as some of our colleagues do. But before you families, as some of our colleagues do. But before you join that chorus, think about its devastating message: to join that chorus, think about its devastating message: to communities, that schools really don’t matter; to communities, that schools really don’t matter; to teachers, that they don’t have to try; to parents, that teachers, that they don’t have to try; to parents, that their kids don’t count. And the most devastating their kids don’t count. And the most devastating message of all: to poor and minority students, that you message of all: to poor and minority students, that you don’t believe they can learn.don’t believe they can learn.

Consider, instead, accepting the challenge and joining Consider, instead, accepting the challenge and joining the ranks of more than 4,500 high-poverty and high-the ranks of more than 4,500 high-poverty and high-minority schools that are performing in the top third of minority schools that are performing in the top third of their states in at least one subject/grade level their states in at least one subject/grade level combination. These are public schools that are proving combination. These are public schools that are proving that poor and minority kids can achieve.”that poor and minority kids can achieve.”

Source: Haycock, Kati, “Closing the Gap,” Principal, November/December 2002. www.naesp.org


A Tale of “Two Schools”A Tale of “Two Schools”““Proverbial Failing School”Proverbial Failing School”► High absenteeismHigh absenteeism► Low academic achievementLow academic achievement► Constant stream of discipline Constant stream of discipline

problemsproblems► Located in poor communityLocated in poor community► Inadequate housing; meth Inadequate housing; meth

labslabs► Graffiti on the walls; rusty Graffiti on the walls; rusty

chain link fencechain link fence► Profanity in the hallsProfanity in the halls► Students don’t feel anyone Students don’t feel anyone

cares for them or the schoolcares for them or the school► Angry parents, may request Angry parents, may request

transferstransfers► Dispirited staffDispirited staff

The “New” SchoolThe “New” School► Attendance is goodAttendance is good► Academic performance Academic performance

thrivesthrives► Disciplinary referrals are Disciplinary referrals are

down by more than 70%down by more than 70%► Student failure rate is zeroStudent failure rate is zero► Rusty fence and graffiti are Rusty fence and graffiti are

gone; replaced by displays of gone; replaced by displays of student workstudent work

► Faculty members care for Faculty members care for studentsstudents

► Professional development Professional development supports staff’s practicessupports staff’s practices

► Students feel “connected” to Students feel “connected” to peers, staff, and the schoolpeers, staff, and the school

► Parent volunteersParent volunteers► Identified as one of Missouri’s Identified as one of Missouri’s

“Top Ten Most Improved “Top Ten Most Improved Schools” for four of the past Schools” for four of the past five yearsfive years

Source: “What Can Schools Do?” by C. Haynes and M. Berkowitz,USA Today, February 20, 2007.

Promising Practices – Promising Practices – Closing the Achievement GapClosing the Achievement Gap

What Research Tells Us…What Research Tells Us…

Promising Practices – Closing the Promising Practices – Closing the Achievement GapAchievement Gap

Student Learning

Classroom Variables

School Culture

Leadership Responsibilities, Practices, Priorities, Actions


“Theaters of the Mind: The Brain’s Natural Learning “Theaters of the Mind: The Brain’s Natural Learning Systems”Systems”Emotional Learning SystemEmotional Learning System

►Classroom climateClassroom climate►Emotional safetyEmotional safety►Personal relevancyPersonal relevancySocial Learning SystemSocial Learning System►Belonging to a groupBelonging to a group►Being respectedBeing respected►Enjoying the attention of othersEnjoying the attention of others►Interaction with others/interpersonal experiencesInteraction with others/interpersonal experiences►Authentic decision-making and problem solvingAuthentic decision-making and problem solving►Valuing tolerance and understanding diversityValuing tolerance and understanding diversityCognitive Learning SystemCognitive Learning System►Academic skill development (reading, writing, calculating…)Academic skill development (reading, writing, calculating…)►Seeks patterns, concepts, themesSeeks patterns, concepts, themes►Connects new and prior experiencesConnects new and prior experiences►System flourishes with interdisciplinary unitsSystem flourishes with interdisciplinary unitsPhysical Learning SystemPhysical Learning System►Learning relies heavily on this systemLearning relies heavily on this system►Needs active engagementNeeds active engagement►Likes challenging academic tasks that resemble a sport where teachers Likes challenging academic tasks that resemble a sport where teachers coach, inspire, encourage active practicecoach, inspire, encourage active practiceReflective Learning SystemReflective Learning System►Involves personal consideration of one’s own learningInvolves personal consideration of one’s own learning►Analyzes achievements, failures, what worked, what didn’t, what needs Analyzes achievements, failures, what worked, what didn’t, what needs improvementimprovement►Entails understanding of one’s learning style and style preferencesEntails understanding of one’s learning style and style preferences

Source: Barbara K. Given, 2002, Teaching to the Brain’s Natural Learning

Systems, ASCD.

Promising Practice – Promising Practice – “The Teacher Effect”“The Teacher Effect”

The single greatest effect on student The single greatest effect on student achievement is not race, not poverty—it is achievement is not race, not poverty—it is

the effectiveness of the school and its the effectiveness of the school and its teachers.teachers.

The concept of school is simple. Teachers The concept of school is simple. Teachers teach and students learn. Improve the teach and students learn. Improve the

quality of instruction and you improve the quality of instruction and you improve the achievement of students.achievement of students.

--Harry Wong--Harry Wong

12:00


~ Powerful Instructional Strategies ~~ Powerful Instructional Strategies ~““Of the 20 or so most powerful teaching strategies that cross subject areas and have a Of the 20 or so most powerful teaching strategies that cross subject areas and have a

historical track record of high payoff in terms of student effects, we speculate that fewer historical track record of high payoff in terms of student effects, we speculate that fewer than 10 percent of us – kindergarten through university level – regularly employ more than than 10 percent of us – kindergarten through university level – regularly employ more than one of these strategies. one of these strategies. Source: Joyce Wolf, and Calhoun, Source: Joyce Wolf, and Calhoun, 1993.1993.

“One of the primary goals of the McREL study was to identify those instructional strategies that have a high probability of enhancing student achievement for all students in all subject areas at all grade levels.”

Source: Marzano, R., Pickering, D., Pollock, J., Classroom Instruction That Works. Published by ASCD, Alexandria, VA 2001.

“The list below lists nine categories of strategies that have a strong effect on student achievement:• Identifying similarities and differences• Summarizing and note taking• Reinforcing effort and providing recognition• Homework and practice• Nonlinguistic representations• Cooperative learning• Setting objectives and providing feedback• Generating and testing hypotheses• Questions, cues, and advance organizers

Promising Practices – Closing the Achievement GapPromising Practices – Closing the Achievement GapIncrease in Learning Between Practice SessionsIncrease in Learning Between Practice Sessions

Practice Session #Practice Session # Increase in Learning (%)Increase in Learning (%) Cumulative Increase (%)Cumulative Increase (%)

11 22.91822.918 22.91822.918

22 11.74111.741 34.65934.659

33 7.6597.659 42.31842.318

44 5.5935.593 47.91147.911

55 4.3494.349 52.2652.26

66 3.5343.534 55.79855.798

77 2.9602.960 58.75458.754

88 2.5352.535 61.28961.289

99 2.2052.205 63.49463.494

1010 1.9451.945 65.43965.439

1111 1.7401.740 67.17967.179

1212 1.5621.562 68.74168.741

1313 1.4261.426 70.16770.167

1414 1.3051.305 71.47271.472

1515 1.1981.198 72.67072.670

1616 1.1081.108 73.77873.778

1717 1.0341.034 74.81274.812

1818 .963.963 75.77575.775

1919 .897.897 76.67276.672

2020 .849.849 77.52177.521

2121 .802.802 78.32378.323

2222 .761.761 79.08479.084

2323 .721.721 79.80579.805

2424 .618.618 80.42380.423Source: Marzano, R., Pickering, D., and Pollock, J., Classroom Instruction That Works, ASCD, 2001.

Promising Practices – Closing the Achievement GapPromising Practices – Closing the Achievement GapTeacher FactorsTeacher Factors

Questions to PonderQuestions to Ponder::

► Are the strongest teachers assigned to the students who need Are the strongest teachers assigned to the students who need them the most?them the most?

► What expectations do teachers possess for helping all students to What expectations do teachers possess for helping all students to learn at high levels?learn at high levels?

► Do teachers assign standards-based, challenging assignments to Do teachers assign standards-based, challenging assignments to all students?all students?

► Are regular opportunities provided for teachers to examine Are regular opportunities provided for teachers to examine performance data of all students and collaboratively plan performance data of all students and collaboratively plan appropriate lessons based on that data?appropriate lessons based on that data?

► Do teachers form powerful relationships with students and Do teachers form powerful relationships with students and encourage an increased focus on academics so that all students encourage an increased focus on academics so that all students develop a vision of what they can become?develop a vision of what they can become?

► Does the schedule provide extra time that teachers can spend Does the schedule provide extra time that teachers can spend tutoring students?tutoring students?

► Are frequent opportunities provided for teachers to:Are frequent opportunities provided for teachers to:√ Share successful practices?Share successful practices?√ Problem solve?Problem solve?√ Learn about “best practice”?Learn about “best practice”?√ Celebrate success?Celebrate success?

School


Impact on LearningImpact on LearningPercentile EnteringPercentile Entering Percentile LeavingPercentile Leaving

Average SchoolAverage SchoolAverage TeacherAverage Teacher

5050

Highly Ineffective Highly Ineffective School and TeacherSchool and Teacher

5050

Highly Effective Highly Effective School School Ineffective TeacherIneffective Teacher

5050

Highly Ineffective Highly Ineffective SchoolSchoolHighly Effective Highly Effective TeacherTeacher

5050

Highly Effective Highly Effective School and TeacherSchool and Teacher

5050

Highly Effective Highly Effective SchoolSchoolAverage TeacherAverage Teacher

5050 Marzano, R., 2003, What Works in Schools, ASCD, Alexandria, VA, (800) 933-2373

50

3

37

63

96

78


A Professional Learning Community is:A Professional Learning Community is:

► Made up of members of a school faculty who are Made up of members of a school faculty who are dedicated to the goal of helping every student dedicated to the goal of helping every student succeed. They envision themselves as life long succeed. They envision themselves as life long learners.learners.

► A group of professionals who regularly engage in A group of professionals who regularly engage in collective inquiry, problem solving and reflection collective inquiry, problem solving and reflection about teaching and learning.about teaching and learning.

► Focused on studying data and working together to Focused on studying data and working together to grow professionally, build a collaborative, student grow professionally, build a collaborative, student focused culture and improve outcomes for all focused culture and improve outcomes for all students.students.

Pam Robbins, 2005

Promising Practices – Closing the Achievement GapPromising Practices – Closing the Achievement Gap

In a Professional Learning Community…In a Professional Learning Community…► All members engage in the study of learning.All members engage in the study of learning.► Practitioners and members of the extended community genuinely are devoted to do whatever it takes to assure that Practitioners and members of the extended community genuinely are devoted to do whatever it takes to assure that

student learning thrives.student learning thrives.► Strategic activities are in place so that data can be studied, decisions made, plans developed and monitored to attain Strategic activities are in place so that data can be studied, decisions made, plans developed and monitored to attain

desired results.desired results.► The analysis of teaching and learning is a routine act; collective inquiry and reflection are viewed as learning tools.The analysis of teaching and learning is a routine act; collective inquiry and reflection are viewed as learning tools.► A spectrum of structures are in place to provide learning options to students who demonstrate that conventional learning A spectrum of structures are in place to provide learning options to students who demonstrate that conventional learning

experiences are not producing desired results.experiences are not producing desired results.► Resources are targeted at bringing about desired results for student learning.Resources are targeted at bringing about desired results for student learning.► Success is celebrated in conjunction with documenting what contributed to that success.Success is celebrated in conjunction with documenting what contributed to that success.► Problems are regarded as “opportunities to learn.”Problems are regarded as “opportunities to learn.”► Trust and camaraderie exist among organizational members that allows them to take risks and share successful practices.Trust and camaraderie exist among organizational members that allows them to take risks and share successful practices.► A data driven focus influences all activity within the schoolhouse.A data driven focus influences all activity within the schoolhouse.► There is a collaboratively developed mission statement and a vision that emphasize creating and structuring success for There is a collaboratively developed mission statement and a vision that emphasize creating and structuring success for

all learners.all learners.► Leadership is shared among principals, assistant principals, deans and teachers.Leadership is shared among principals, assistant principals, deans and teachers.► The principal models being a learning leader.The principal models being a learning leader.► Learning is embedded in meetings, professional development, supervisory visits and casual conversations.Learning is embedded in meetings, professional development, supervisory visits and casual conversations.► Teamwork is a common practice; the focus in on learning.Teamwork is a common practice; the focus in on learning.► There are norms that govern meetings and place learning as the centerpiece of all activity.There are norms that govern meetings and place learning as the centerpiece of all activity.► The school culture is collaborative, student focused and results oriented.The school culture is collaborative, student focused and results oriented.► Students are viewed as valuable sources of qualitative, informal data regarding the quality of the work and the workplace Students are viewed as valuable sources of qualitative, informal data regarding the quality of the work and the workplace

environment.environment.► The physical structure of the schoolhouse is inviting and celebrates student learning and staff success.The physical structure of the schoolhouse is inviting and celebrates student learning and staff success.► Research based and anecdotal best practices fuel staff members interactions with one another and ultimately student Research based and anecdotal best practices fuel staff members interactions with one another and ultimately student

success.success.► Funding and time are allocated for professional development and learning.Funding and time are allocated for professional development and learning.► All stakeholders truly believe each student can learn.All stakeholders truly believe each student can learn.

School

Promising Practices – Closing the Achievement GapPromising Practices – Closing the Achievement GapPyramids of InterventionPyramids of Intervention

When it becomes evident that a student is not learning, what are some When it becomes evident that a student is not learning, what are some “interventions” that are put into action?“interventions” that are put into action?

When it becomes evident that a teacher is struggling, what are some “interventions” or “support When it becomes evident that a teacher is struggling, what are some “interventions” or “support mechanisms” that are put into place?mechanisms” that are put into place?

80-90%

5-10%

1-5%

Tiers 1 and 2: Tiers 1 and 2: Promising Practices - Differentiated Promising Practices - Differentiated

InstructionInstruction

DefinitionDefinition: Differentiated instruction is doing : Differentiated instruction is doing what’s fair for students. It’s a collection of what’s fair for students. It’s a collection of best practices strategically employed to best practices strategically employed to maximize students’ learning at every turn, maximize students’ learning at every turn, including giving them the tools to handle including giving them the tools to handle anything that is undifferentiated. It anything that is undifferentiated. It requires us to do different things for requires us to do different things for different students some, or a lot, of the different students some, or a lot, of the time. time. “It is far better to teach kids three “It is far better to teach kids three ways to do one thing than one way to do ways to do one thing than one way to do three things.” –Rick Wormelithree things.” –Rick Wormeli

What exactly do we What exactly do we differentiate?differentiate?

Teachers can Teachers can differentiate:differentiate:

► ContentContent► ProcessProcess► ProductProduct► AffectAffect► Learning Learning

environmentenvironment

According to:According to:► ReadinessReadiness► InterestInterest► Learning profileLearning profile

““What is fair for What is fair for students, isn’t students, isn’t always equal.”always equal.”

Promising Practices – Closing the Achievement GapPromising Practices – Closing the Achievement Gap

““To increase the achievement levels of minority and To increase the achievement levels of minority and low income students, we need to focus on what low income students, we need to focus on what really matters: high standards, a challenging really matters: high standards, a challenging curriculum, and good teachers.”curriculum, and good teachers.”

Kati HaycockKati Haycock

Lessons Learned

1.Standards are key.2.All students must have a challenging curriculum.3.Some students require more time and more instruction.4.Teachers matter a lot.

Source: Haycock, K. (2001). “Closing the Achievement Gap,” Educational Leadership, ASCD.

It’s All About the StandardsIt’s All About the Standards

W ritten Curriculum:GPS/QCC

Taught Curriculum Assessed Curriculum

Standards Based LearningThe skills and content for w hich students and teachers are held accountable on state assessments

In a Standards-Based In a Standards-Based School…School…

►Standards and elements are posted in Standards and elements are posted in hallways, classrooms, and/or common hallways, classrooms, and/or common areas, along with student work that areas, along with student work that exemplifies the standards/elementsexemplifies the standards/elements

►Students can explain each standard Students can explain each standard and how their work reflects mastery of and how their work reflects mastery of the standardthe standard

►Students frequently self-assess their Students frequently self-assess their work with an understanding of the work with an understanding of the standardsstandards

Characteristics of a Characteristics of a Standards-Based ClassroomStandards-Based Classroom► High ExpectationsHigh Expectations► CollaborationCollaboration► Planning based on the results of frequent assessmentPlanning based on the results of frequent assessment► Clear alignment of standards, instruction, and assessmentClear alignment of standards, instruction, and assessment► Instruction matched to the needs of the learnerInstruction matched to the needs of the learner► Flexible grouping and regrouping for instruction based on Flexible grouping and regrouping for instruction based on

the frequent assessment of skillsthe frequent assessment of skills► Additional instructional support and time for learningAdditional instructional support and time for learning► Rigorous, meaningful assignmentsRigorous, meaningful assignments► Students have multiple opportunities to revise and improve Students have multiple opportunities to revise and improve

their worktheir work► Comparison of performance (student work) to the language Comparison of performance (student work) to the language

of the standard…what does it look like when it is mastered?of the standard…what does it look like when it is mastered?

--Anne Davies, Making Classroom Assessment Work, 2000

The Role of the Principal in a The Role of the Principal in a Standards-Based SchoolStandards-Based School

How can I walk the talk?How can I walk the talk?►Be prepared to lead the change process!Be prepared to lead the change process!

Schools have that help the status Schools have that help the status quo survive. Schools also have quo survive. Schools also have properties: properties:

They appear to change,They appear to change,

then they revert back to old ways,then they revert back to old ways,

if there is no accountability. if there is no accountability.

Feeling overwhelmed?

How heavy is the load?

Can’t find enough time?

How’s your stress level?

How’s your sanity?

If we wait long enough, will it all just go away?

AYP will get tougher

for all sub-groups

More Students on Grade Level

Fewer Students Below Grade Level

100%

80%

60%

40%

20%2004 2005 2006 2007 2008 2009 2010 2011 2012 2014

Leadership Teams Must Share Accountability

“None of us is as smart as all of us.” - Blanchard

Thomas Edison, when asked why he had a team of twenty-one assistants: “If I could solve all the problems myself, I would.”

“A demanding challenge tends to create a team.” - Katzenback & Smith

Understanding Performance Understanding Performance StandardsStandardsIn Standards-Based Practice, Teachers…In Standards-Based Practice, Teachers…► Select standards/elements from among those Select standards/elements from among those

students need to knowstudents need to know► Design an assessment through which students Design an assessment through which students

will have an opportunity to demonstrate the will have an opportunity to demonstrate the standards/elementsstandards/elements

► Decide what learning opportunities students will Decide what learning opportunities students will need to learn those things and plan appropriate need to learn those things and plan appropriate instructioninstruction

► Use data from assessment to provide feedback, Use data from assessment to provide feedback, reteach, allow students to revise their work, or reteach, allow students to revise their work, or move on to the next levelmove on to the next level

Promising Practices - Assessing Against Promising Practices - Assessing Against the Standard to Determine if Students the Standard to Determine if Students

Need More Time and/or InstructionNeed More Time and/or Instruction

►How much time is needed to learn How much time is needed to learn something new?something new?

►How will we know if students are How will we know if students are learning?learning?

►What will we do when students do not What will we do when students do not learn?learn?

►When should we evaluate learning?When should we evaluate learning?

Providing Feedback Providing Feedback forfor Learning and Learning and ofof Learning Learning

DESCRIPTIVE FEEDBACK

• Comes during as well as after the learning

• Is easily understood and relates directly to the learning

• Is specific so performance can improve

• Is part of an ongoing conversation about the learning

• Is in comparison to models, exemplars, samples or descriptions

• Is about the performance or work, not the person

EVALUATIVE FEEDBACK

• Often comes at the end of learning

• Tells the learner how he or she has performed compared to others or what was to be learned

• Is communicated using numbers, letters, checks or other symbols

• Students usually understand whether or not they need to improve.

• Students do not have enough information to understand what they need to do differently to improve.

Group Activity: Paper Group Activity: Paper AirplanesAirplanes

► BrainstormBrainstorm

► Sort ideas by bigger categoriesSort ideas by bigger categories

► Make T- Chart with criteria on the left Make T- Chart with criteria on the left

and details on the rightand details on the right

► Fly your product and assess against Fly your product and assess against

criteriacriteria

► Revise criteriaRevise criteria

What is important in making a paper airplane fly?

School

THE MAGIC OF SEEING THE TARGET

Reflect &

Revise

Feedback&Revise FeedbackFirst Attempt

Curriculum AssessmentInstruction

Standards

Learning

Promising Practices – Closing the Achievement GapPromising Practices – Closing the Achievement GapFourteen Factors that Correlate with Student Fourteen Factors that Correlate with Student

AchievementAchievement

BirthweightBirthweight Lead PoisoningLead Poisoning

Hunger and NutritionHunger and Nutrition Reading to Young ChildrenReading to Young Children

Television WatchingTelevision Watching Parent AvailabilityParent Availability

Student MobilityStudent Mobility Parent ParticipationParent Participation

Rigor of CurriculumRigor of Curriculum Teacher Experience and Teacher Experience and AttendanceAttendance

Teacher PreparationTeacher Preparation Class SizeClass Size

Technology Assisted InstructionTechnology Assisted Instruction School SafetySchool Safety

Source: Barton, P., “Why does the gap exist?” Educational Leadership, November 2004, ASCD.

Leadership Development Strategies for Leadership Development Strategies for StrategicStrategic Schooling Schooling

Four areas of Strategic Schooling

TargetsTargets

FeedbackFeedback

ContextContext

Know-HowKnow-How

Leadership Development Strategies for Leadership Development Strategies for Strategic SchoolingStrategic Schooling

TargetsTargets

Teachers know what concepts and skills are Teachers know what concepts and skills are tested on all assessments for their particular tested on all assessments for their particular grade levels.grade levels.


TargetsTargets

Teachers know the district/state standards for Teachers know the district/state standards for their grade levels.their grade levels.


TargetsTargets

Teachers have studied a side-by-side content Teachers have studied a side-by-side content analysis of the district/State standards, the analysis of the district/State standards, the assessed curriculum, and their textbooks.assessed curriculum, and their textbooks.


TargetsTargets

Teachers work in groups to calendar what Teachers work in groups to calendar what they are going to teach each month based on they are going to teach each month based on the state assessments and standards.the state assessments and standards.


TargetsTargets

Teachers have selected target students by Teachers have selected target students by name to whom they give extra attention and name to whom they give extra attention and help (e.g., those scoring ten points below or ten help (e.g., those scoring ten points below or ten points above the cut score). Students close to points above the cut score). Students close to the CRCT, EOCT, GHSGT cut lines.the CRCT, EOCT, GHSGT cut lines.


Formal interventions during the school day!Formal interventions during the school day!

Re-cycle testsRe-cycle tests Extra work on math factsExtra work on math facts Reciprocal teaching for comprehensionReciprocal teaching for comprehension Cross-age tutoring, push in substitute teachersCross-age tutoring, push in substitute teachers Peer tutoringPeer tutoring Writing to publicationWriting to publication Double dose of literacyDouble dose of literacy Extra time with the teacherExtra time with the teacher Call the parents!Call the parents!

Leadership Development Strategies Leadership Development Strategies for Strategic Schoolingfor Strategic Schooling

TargetsTargets

The principal has selected target teachers to The principal has selected target teachers to help improve their effectiveness with students, help improve their effectiveness with students, staff, parents, etc.staff, parents, etc.


TargetsTargets

The school has adopted grade-level, subject The school has adopted grade-level, subject area and school-wide achievement targets.area and school-wide achievement targets.


FeedbackFeedback

Teachers have identified all “gainers,” Teachers have identified all “gainers,” “stickers,” and “sliders.”“stickers,” and “sliders.”

Teachers know the strengths and weaknesses Teachers know the strengths and weaknesses of students they have this year based on last of students they have this year based on last year’s test data.year’s test data.


FeedbackFeedback

Teachers have a system of daily, weekly, and Teachers have a system of daily, weekly, and monthly assessments aligned with monthly assessments aligned with benchmarks aligned with the annual benchmarks aligned with the annual assessments.assessments.


FeedbackFeedback

The principal knows – at least monthly which The principal knows – at least monthly which students have recently reached grade level.students have recently reached grade level.

The principal gives each teacher feedback – The principal gives each teacher feedback – at least monthly on their teaching, parent at least monthly on their teaching, parent involvement, collegiality, and professional involvement, collegiality, and professional development.development.


FeedbackFeedback

Teachers have a “test chat” in the fall with Teachers have a “test chat” in the fall with each student on his/her assessments results each student on his/her assessments results for at least the last year and help the student for at least the last year and help the student set new achievement and content targets for set new achievement and content targets for this year.this year.


Students can answer the following Students can answer the following questions?questions?

What are you learning?What are you learning? Why is it important to know this information?Why is it important to know this information? Is your work good?Is your work good? How do you know your work is good?How do you know your work is good?

3:00


Know-HowKnow-How

Teachers are implementing at least one new strategy, Teachers are implementing at least one new strategy, activity, or classroom feature a month that generates activity, or classroom feature a month that generates intense student interaction with complex knowledge.intense student interaction with complex knowledge.

In addition to learning facts and right answers, In addition to learning facts and right answers, teachers promote student thinking at least hourly? teachers promote student thinking at least hourly? Teachers ask a “why” question every 20 minutes.Teachers ask a “why” question every 20 minutes.

Teachers make learning “fun” and interesting as well Teachers make learning “fun” and interesting as well as informative.as informative.


Know-HowKnow-How

Teachers use identifiable teaching strategies, Teachers use identifiable teaching strategies, grouping strategies, and materials that make grouping strategies, and materials that make instruction maximally comprehensible to instruction maximally comprehensible to English language learners and other English language learners and other disadvantaged students.disadvantaged students.


These are posted in all classroomsThese are posted in all classrooms

Instructional scheduleInstructional schedule Writing ChecklistWriting Checklist

Classroom discipline plan and Classroom discipline plan and consequencesconsequences

Standards, and checked offStandards, and checked off

School achievement targetsSchool achievement targets High quality student art/academic High quality student art/academic workwork

District writing rubricDistrict writing rubric Student test dataStudent test data

Reading book chartReading book chart

Tables, charts, graphsTables, charts, graphs


Know-HowKnow-How

Teachers meet in teams at least twice a Teachers meet in teams at least twice a month for “sacred talk time” to discuss target month for “sacred talk time” to discuss target students and test data, best strategies and students and test data, best strategies and content targets.content targets.


Know-HowKnow-How

The teachers and principal discuss – in a The teachers and principal discuss – in a group format – at least one topic of new group format – at least one topic of new learning per month, e.g., an article, a book, a learning per month, e.g., an article, a book, a workshop, a class or school visitation, etc.workshop, a class or school visitation, etc.


Know-HowKnow-How

The principal attends all professional The principal attends all professional development activities along with the development activities along with the teachers.teachers.


Know-HowKnow-How

The school provides supplementary learning The school provides supplementary learning opportunities for its neediest students beyond opportunities for its neediest students beyond the classroom.the classroom.

The school provides supplementary health The school provides supplementary health and social services for students in need to and social services for students in need to remove obstacles to learning.remove obstacles to learning.


ContextContext

The principal and teachers spend more than The principal and teachers spend more than 75% of their time engaged in “mission critical” 75% of their time engaged in “mission critical” work, conversations and decision-making.work, conversations and decision-making.


ContextContext

There are “correct,” high quality examples of There are “correct,” high quality examples of student work on classroom and other school student work on classroom and other school walls.walls.

Achievement data is posted on school walls.Achievement data is posted on school walls.


ContextContext

There are 18-20 titles per child in the school There are 18-20 titles per child in the school library.library.


ContextContext

Classrooms are rich with commercial and Classrooms are rich with commercial and student published reading materials.student published reading materials.

Classrooms are rich in tables, charts, and Classrooms are rich in tables, charts, and graphs.graphs.

Leadership Development Strategies forLeadership Development Strategies for Strategic Schooling Strategic Schooling

ContextContext

A code of mutual respect is enforced at the A code of mutual respect is enforced at the school, e.g., “thank-you,” “please,” no put-school, e.g., “thank-you,” “please,” no put-downs, be helpful to others, praise others, etc.downs, be helpful to others, praise others, etc.


ContextContext

There are regular, formal celebrations of There are regular, formal celebrations of success in classrooms and school wide.success in classrooms and school wide.


ContextContext

The school as a whole is an “organization in The school as a whole is an “organization in control of itself.”control of itself.”

6:00


ContextContext

Parents are involved regularly on “their Parents are involved regularly on “their terms” first.terms” first.


ContextContext

There is evidence that the staff are relentless There is evidence that the staff are relentless and obsessive in their belief that every child – and obsessive in their belief that every child – by name – can achieve grade-level standards.by name – can achieve grade-level standards.

Personal Thoughts to YouPersonal Thoughts to You

Don’t do the same things and expect different Don’t do the same things and expect different results!results!

Don’t tell teachers to do more unless you are Don’t tell teachers to do more unless you are willing to tell them what they can stop doing!willing to tell them what they can stop doing!

Cancel something! Listen and Collaborate!Cancel something! Listen and Collaborate!Resolve to agree on what is “proficient!”Resolve to agree on what is “proficient!”

REMEMBER! No matter what your problems REMEMBER! No matter what your problems are: IT AIN’T THE KIDS!!!are: IT AIN’T THE KIDS!!!

School

Shared/Distributed Shared/Distributed LeadershipLeadership

““No man will make a great leader No man will make a great leader who wants to do it all himself, or to who wants to do it all himself, or to get all the credit for doing it.”get all the credit for doing it.”

Andrew CarnegieAndrew Carnegie

““It is really about being humble enough It is really about being humble enough to know that maybe someone else has to know that maybe someone else has a better idea.”a better idea.”

Paul Houston, AASA Exec. Dir.Paul Houston, AASA Exec. Dir.

““Level 5 leaders blend personal humility Level 5 leaders blend personal humility with intense professional will. Level 5 with intense professional will. Level 5 leaders channel their ego away from leaders channel their ego away from themselves and into the larger goal of themselves and into the larger goal of building a great company.”building a great company.”

Jim CollinsJim Collins, Good to Great, Good to Great

““You can accomplish anything, provided You can accomplish anything, provided that you do not mind who gets the that you do not mind who gets the credit.”credit.”

Harry S. TrumanHarry S. Truman

““The evaluation of leaders should be The evaluation of leaders should be predicated on, more than any other predicated on, more than any other single item, the behavior of their single item, the behavior of their followers.”followers.”

Kelly HensonKelly Henson

What is shared/distributed What is shared/distributed leadership?leadership?

►According to J. P. Spillane and R. According to J. P. Spillane and R. Halverson (Distributed Leadership: Halverson (Distributed Leadership: Toward a Theory of School Leadership Toward a Theory of School Leadership Practice), the most effective Practice), the most effective leadership is shared or distributed in a leadership is shared or distributed in a manner that crafts a common culture manner that crafts a common culture where all believe they are responsible where all believe they are responsible and accountable for improving and accountable for improving teaching and learning.teaching and learning.

What is shared/distributed What is shared/distributed leadership?leadership?

►Where all members of the school Where all members of the school community work together to improve community work together to improve teaching and learning.teaching and learning.

►Shared/distributed leading is about Shared/distributed leading is about teaching and learning – it is not about teaching and learning – it is not about management.management.

Why should we use Why should we use shared/distributed leadership?shared/distributed leadership?

A.A. ResearchResearch

B.B. To move away from the To move away from the status quostatus quo

C.C. To have decisions grounded To have decisions grounded in knowledge and practical in knowledge and practical experienceexperience

Why should we use Why should we use shared/distributed leadership?shared/distributed leadership?

D.D. To achieve a commitment on To achieve a commitment on the part of those that will the part of those that will implement decisionsimplement decisions

E.E. To sustain positive changeTo sustain positive change

How do we create a culture that How do we create a culture that fosters shared leadership?fosters shared leadership?

How do we practice shared leadership?How do we practice shared leadership?

How do we move from a highly How do we move from a highly centralized system with some centralized system with some

aspects of autocratic management, aspects of autocratic management, to a decentralized, participatory to a decentralized, participatory

system?system?

9:00

You do it by building You do it by building capacity.capacity.

How do we build capacity in How do we build capacity in Ware County Schools?Ware County Schools?

A.A. Who we employ builds capacityWho we employ builds capacity

B.B. How we employ builds capacityHow we employ builds capacity

C.C. How we train and develop How we train and develop leadership candidates builds leadership candidates builds capacitycapacity

D.D. How we train and develop teachers How we train and develop teachers as leaders builds capacityas leaders builds capacity


E.E. Sharing information builds Sharing information builds capacitycapacity

F.F. Visibility and accessibility builds Visibility and accessibility builds capacitycapacity

G.G. Trust builds capacityTrust builds capacity

H.H. Establishing parameters builds Establishing parameters builds capacitycapacity


I.I. Sharing recognition builds Sharing recognition builds capacitycapacity

J.J. Sharing accountability builds Sharing accountability builds capacitycapacity

K.K. How we “move or remove” How we “move or remove” builds capacitybuilds capacity

L.L. Success builds capacitySuccess builds capacity


What is the impact on a What is the impact on a school level leader?school level leader?


What is the impact on What is the impact on

school level faculty and school level faculty and staff?staff?

““There are two kinds of employees in There are two kinds of employees in our district – teachers and those of us our district – teachers and those of us who support our teachers in doing who support our teachers in doing what they do in the classroom.”what they do in the classroom.”

Kelly HensonKelly Henson


What are the possible What are the possible benefits to children?benefits to children?

Revisiting Situational LeadershipRevisiting Situational Leadership

What are the conditions What are the conditions whereby you can distribute whereby you can distribute

and share leadership and share leadership effectively and effectively and successfully?successfully?

Mutual Trust FormulaMutual Trust Formula

Competency + Honesty + TimeCompetency + Honesty + Time

When there is mutual trust, When there is mutual trust, you can:you can:

►Risk more than others think is safeRisk more than others think is safe

►Trust more than others think is wiseTrust more than others think is wise

How do we build capacity for How do we build capacity for Distributed/Shared Leadership at _____Distributed/Shared Leadership at _____

►HonestyHonesty►CommunicationCommunication►OpportunityOpportunity►StructureStructure►Leadership developmentLeadership development►Common valuesCommon values►Build the right teamBuild the right team

ReferencesReferences

Anderson, AaronAnderson, Aaron

Collins, J. (2001). Collins, J. (2001). Good to GreatGood to Great. New York: Harper Collins.. New York: Harper Collins.

Converse, J., & Despair, J. (2003). Converse, J., & Despair, J. (2003). …And Dignity for All…And Dignity for All. Upper Saddle River, NJ: Prentice . Upper Saddle River, NJ: Prentice Hall.Hall.

Cottrell, D. (2002). Cottrell, D. (2002). Monday Morning LeadershipMonday Morning Leadership. Dallas, TX: Cornerstone, Leadership . Dallas, TX: Cornerstone, Leadership Institute.Institute.

Davies, A. (2000). Davies, A. (2000). Making Classroom Assessment WorkMaking Classroom Assessment Work. Canada: Classroom Connections . Canada: Classroom Connections InternationalInternational

Edison, ThomasEdison, Thomas

Georgia Department of EducationGeorgia Department of Education

Georgia’s Leadership Institute for School Improvement (2006)Georgia’s Leadership Institute for School Improvement (2006)

Hanson, KellyHanson, Kelly

Hersey, P., & Blanchard, K. H. (1988). Hersey, P., & Blanchard, K. H. (1988). Management of Organizational BehaviorManagement of Organizational Behavior. Inglewood . Inglewood Cliffs, NJ: Prentice Hall.Cliffs, NJ: Prentice Hall.

Lezotte, LarryLezotte, Larry

Maxwell, J.C. (2002). Maxwell, J.C. (2002). The 17 Essential Qualities of a Team PlayerThe 17 Essential Qualities of a Team Player. Nashville, TN. Thomas . Nashville, TN. Thomas Nelson, Inc.Nelson, Inc.

Maxwell, J. C. (2003). Maxwell, J. C. (2003). There’s No Such Thing as “Business” EthicsThere’s No Such Thing as “Business” Ethics. Warner Books. . Warner Books.

Miller, J.G. (2001). Miller, J.G. (2001). QBQ! The Question Behind the QuestionQBQ! The Question Behind the Question. New York: G.P. Putnam’s . New York: G.P. Putnam’s Sons.Sons.

Ruiz, D. M. (1997). Ruiz, D. M. (1997). The Four AgreementsThe Four Agreements. San Rafael, CA: Amber-Allen Publishing, Inc.. San Rafael, CA: Amber-Allen Publishing, Inc.

Wong, HarryWong, Harry

Wormeli, RickWormeli, Rick

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