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WelcomeOSPI IN PARTNERSHIP WITH GONZAGA UNIVERSITY
GRAD+ DISTRICTS: FRANKLIN PIERCE, KELSO, SPOKANE, SUNNYSIDE
Graduation + Equity: Finding a Formula That Works
Graduation + Equity: Finding a Formula That Works
OSPI IN PARTNERSHIP WITH GONZAGA UNIVERSITY
GRAD+ DISTRICTS: FRANKLIN PIERCE, KELSO, SPOKANE, SUNNYSIDE
7/28/2016
2
Pause, Reflect, Connect WHAT WAS YOUR TOP TAKEAWAY FROM KELSO?
HOW DOES TH IS RELATE TO YOUR WORK OR HOW MIGHT YOU USE WHAT YOU HEARD?
Graduation + Equity: Finding a Formula That Works
OSPI IN PARTNERSHIP WITH GONZAGA UNIVERSITY
GRAD+ DISTRICTS: FRANKLIN PIERCE, KELSO, SPOKANE, SUNNYSIDE
7/28/2016
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No Finish Line in
• Suburban/urban district• Majority minority• More than 50 languages
spoken at home• F & R rate 76.8%
50
55
60
65
70
75
80
85
Franklin Pierce
Statewide
50
55
60
65
70
75
80
85
90
95
0 10 20 30 40 50 60 70 80
Grad Rate (percentage)
% of student receiving F/R meals
Pierce County 2014 Graduation RateGraduation Rates
201520142009
LEADERSHIP
vision
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CULTURE
When we do it, we are all in, and we’re in it for a long time…
“Our job is easier if our kids come to us healthy, fed, nurtured, encouraged, and ready to learn – if they are not –it just makes our job that much MORE IMPORTANT.”
DATA
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Coherence through
(1) alignment and focus of initiatives and efforts and
(2) collaborative learning at all levels.
SYSTEM OF SUPPORTS
STAFFTeachers
Support Staff
Reading and Math Specialists
Learning Specialists
Instructional Coaches
Counselors
Psychologists
Behavior Specialists
Building administrators
District Administrators
Balanced Leadership with Defined Autonomy
&
Leadership Capacity Building
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(EXPLICIT) INSTRUCTION
Instructional Norms and Expectations
Essential RTI Components◦ Screening and progress monitoring◦ School‐wide, multi‐level prevention system◦ Data‐based decision making for instruction, tier movement and identification for support services
Safe and Civil Schools’ Foundations (finished Year 2)
K‐12 Navigation 101/Comprehensive School Guidance
LESSONS LEARNED
PLC and Professional Growth Goals
School Improvement
Goals
District Improvement
Work
District Goals
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How to start, necessary components and beliefs?
FINAL WORD
Our achievements are a result of the focused work we do day in and day out, without fail, to provide the children and families of our community the opportunity to succeed.
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Pause, Reflect, Connect WHAT WAS YOUR TOP TAKEAWAY FROM FRANKL IN P IERCE?
HOW DOES TH IS RELATE TO YOUR WORK OR HOW MIGHT YOU USE WHAT YOU HEARD?
Sunnyside High School AWSP Summer Conference 2016 – Spokane
Graduation + Equity: Finding a Formula That Works
7/28/2016
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District & School Vision
100% GRADUATION
100% GRADUATION
Sunnyside High School
1,850 Students1,850 Students
SHSSHS
• 90% Hispanic
• 100% Free Lunch
StaffStaff
• 87 Certified Teachers
• 12.3 Years Experience
• 60% Master’s Degree
• 10% National Boards
TransformationTransformation
• Academic Press
• Social Support
• Relational Trust
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Sunnyside High School
School/District Graduation Rate
Special Populations: Graduation Rate
Population State Average Sunnyside Difference
All Students 79.9% 87.1% +7.1%
Hispanic 70.8% 86.6% +15.8%
Special Education* 62.8% 77.3% +14.5%
Limited English/Bilingual**
59.6% 79.4% +19.8%
Low Income 69.7% 87.1% +17.4%
Title 1 Migrant 67.1% 82.1% +15%
*Ranked 4th in the State **Ranked 1st in the State
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Sunnyside High School AWSP Summer Conference 2016 – Spokane
Leadership
Foundation of Our Work
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Change from the Outside In
School-Wide Systems/
Administration
PLC Systems/Goals
Classroom Systems/Goals
Leadership Belief
Teachers are in the forefront of successful instruction;supervision is the background, providing support,knowledge, and skills that enable teachers to succeed.When improved instruction and school success do notmaterialize, supervision should shoulder theresponsibility for not permitting teachers to succeed
— Glickman
Teachers are in the forefront of successful instruction;supervision is the background, providing support,knowledge, and skills that enable teachers to succeed.When improved instruction and school success do notmaterialize, supervision should shoulder theresponsibility for not permitting teachers to succeed
— Glickman
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District Support for Change Process
StudentsStudents
TeachersTeachers
High School AdministrationHigh School
Administration
District OfficeDistrict Office
Sunnyside High School AWSP Summer Conference 2016 – Spokane
Culture
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Administrative Gardens
27
Ryan M
axwell Principal
Angel CarrizalesEnglish
Dave MartinezCounseling, Science
Holly OhlerCTE, Fine Arts
Wally Shearer History, World Language
James WiseMath
Developing New Ideas
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Demonstrating New Behaviors To Change Old Beliefs
CEE Data: I believe all students can meet state standards
Demonstrating New Behaviors To Change Old Beliefs
CEE Data: I believe all students can meet state standards
Organizational Trust
BeliefBelief BehaviorBehaviorConsistent MessageConsistent Message
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Data
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Data Dashboard
Analytics Driving the Decision Making
• CEE Report
• BERC Report
• Attendance Rates
• Course Failure Rates / F‐Lists
• State Analytics
• Ex: Para support for SPED students
Data Analysis
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Time Management & Decision Making
Urgent Not Urgent
Importan
t
Quadrant I Quadrant II
• Crisis situations• Medical emergencies• Pressing Problems• Deadline‐driven projects• Last‐minute preparations for
scheduled activities
• Action Planning• Prevention• Values clarification• Exercise• Relationship‐building
Not Im
portan
t
Quadrant III Quadrant IV
• Interruptions, some calls• Some Mail and reports• Some meetings• Many “pressing” matters• Many popular activities
• Trivia, busywork• Junk mail• Some phone messages/email• Time wasters• Escape activities• Internet
Sunnyside High School AWSP Summer Conference 2016 – Spokane
34Systems of Support
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Kaizen Approach to Improvement
Systems need to grow in order to adjust to the new current reality so there is continued
growth towards the ideal situation.Current Reality
IDEAL
Tiered Support Systems
Reality October 2010Ideal RTI Breakdown
75%
15 %
10%
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Creativity in Schedule
•Without extra hour
Maintained Systems
•Modified minutes
30/30 Plan
•Trade for PLC time
PD Days
•Additional credits
Trimester Schedule
SHS School-Wide SystemsA Way to Organize Your Thinking & Work
Social Emotional •RMT
•Home Visits
•Wednesday Enrichment
•Advisory
•Leadership
•SLP – Student Leadership Program
•Link Crew
•RMT
•Home Visits
•Wednesday Enrichment
•Advisory
•Leadership
•SLP – Student Leadership Program
•Link Crew
Academ
ic Achievement •Success Team
Meetings
•All Hands on Deck (AHOD)
•Grizzly Time
•After School Program
•APEX
•Tier 2 and Tier 3 Academic Courses
•Saturday School
•Success Team Meetings
•All Hands on Deck (AHOD)
•Grizzly Time
•After School Program
•APEX
•Tier 2 and Tier 3 Academic Courses
•Saturday School
Beh
avior Managem
ent •Reflection Rooms
•In‐School Suspension
•Attendance Matters
•Discipline AHOD
•Truancy Boards
•Behavior Support with Character Counts
•Grizzly Pride Counts
•Reflection Rooms
•In‐School Suspension
•Attendance Matters
•Discipline AHOD
•Truancy Boards
•Behavior Support with Character Counts
•Grizzly Pride Counts
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PLC Structure & Scheduling
Sunnyside High School AWSP Summer Conference 2016 – Spokane
40Instruction
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PLC Focus on CIA Framework
Professional Development Model
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Sunnyside High School AWSP Summer Conference 2016 – Spokane
43Lessons Learned & How to Start the Process
Lessons Learned & Starting the Process
Have a true north
Have a true north
Always look to create a new ideal
Always look to create a new ideal
Look for talent withinLook for
talent within
You have solutions to
your problems
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Sunnyside High School AWSP Summer Conference 2016 – Spokane
Final Word
Pause, Reflect, Connect WHAT WAS YOUR TOP TAKEAWAY FROM SUNNYS IDE?
HOW DOES TH IS RELATE TO YOUR WORK OR HOW MIGHT YOU USE WHAT YOU HEARD?
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Graduation + Equity: Finding a Formula That Works
OSPI IN PARTNERSHIP WITH GONZAGA UNIVERSITY
GRAD+ DISTRICTS: FRANKLIN PIERCE, KELSO, SPOKANE, SUNNYSIDE
Spokane Public Schools Second largest district in the State, serving just over 30,000 students 35 elementary schools, 6 middle schools, 5 high schools, 3 option schools
and 2 special sites 57.8% Free/Reduced Lunches| 16.2% Spec. Ed. | 5.2% Transitional Bilingual 31.8% Students of Color Taking a system‐wide approach
60.3% 62.1%68.2%
76.7% 76.6% 79.5% 83.0% 84.5%
29.3% 28.7%23.3%
15.9% 15.0% 12.4% 10.6% 10.1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
2007‐08 2008‐09 2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15
4 Year Grad Rate Drop‐out Rate
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LEADERSHIPSchool Board/Superintendent Initiative in 2009 to increase the on‐time graduation rate
Administrators asking questions
Intersections Committee
Graduation Team – Each team member brings a different lens to the work
District‐wide Initiative in 2012: T‐2‐4 (Technical, Two‐Year, Four‐Year Degree)
Special Programs and Supplemental Funding
Adaptive Leadership (Project Drivers)
CULTURE
Grad Team meets twice monthly and communicates with:
‐ High School Counselors and Assistant Principals
‐ School Administrators regarding intervention and support
‐ Student tracking, monthly drop reports and graduation reconciliation – EVERY STUDENT COUNTS
‐ High school administrative/counseling teams twice a year, tied to supplemental funding
Community Partners
Other levels (vertical communication)
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DATA
Using the Early Warning System/School Data Tool
‐ Attendance, Behavior, Course Completion (ABC’s)
Two examples:
‐ 9th Grade F’s
‐ Out‐of‐school suspensions
Triangulating the data: ‐ Graduation rate, Cohort Retention and College Direct
Open to what the data is telling us Asking the next question
SYSTEMS OF SUPPORTRe‐engagement system: single point of contact‐ Release and re‐engagement for students‐ Referral and review from counselors‐ Alternative options, programs and services‐ Personalized learning plans
Academic interventions ‐ Effective core instructional practices‐ Credit completion/credit retrieval‐ Competency‐based credit ‐ Fidelity of implementation‐ Supplemental funding
Social/Emotional Supports‐ Professional development for teachers‐ Community partnerships: community‐wide supports
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STAFF
Director of Early Learning and Intervention Community Engagement for Graduation Improvement
Administrative Intern Teacher of On Track Academy
Learning Assistance Program Coordinator
Graduation Specialist Intervention Specialist Option School Principal
INSTRUCTION
Tier 1 – Differentiated Core Classroom Instruction/Strong Instructional CoreExamples:‐ Blended Learning‐ AVID
Tier 2 – Strategic Supplemental InstructionExamples:‐ K‐4 Reading Intervention‐ Read 180 and Math 180‐ Co‐Teaching‐ Extended Learning
Tier 3 – Specially Designed Instruction
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LESSONS LEARNEDMoral imperative
Multiple lenses
Relationships and trust matter
Student voices matter
Some things don’t work
Small things/steps can have an impact
Engage the community in solutions
Do your homework
Minimize resistance
Prioritize what’s important
How to start, necessary components and beliefs?Have a sense of urgency that status quo is not okay
‐ From the top, the system, the community
Believe ALL students can be successful (T‐2‐4)‐ Define your success
Do something but know why you’re doing it
Go far enough fast enough so you can’t turn back
Be persistent, inclusive, adaptable and flexible
Utilize social capital and proven results
Utilize short‐term and long‐term goals to make decisions
Look around and find models
Fund focused field testing
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FINAL WORD
What is the work of each of us to support the 15% of students that we haven’t yet helped to be an on‐time graduate?
Contact Information:
Dr. Lorna Spear [email protected]
Joan Poirier [email protected]
Pause, Reflect, Connect WHAT WAS YOUR TOP TAKEAWAY FROM SPOKANE?
HOW DOES TH IS RELATE TO YOUR WORK OR HOW MIGHT YOU USE WHAT YOU HEARD?
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Thank You!
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