Ware County Leadership WFSG

1. Promising Practices Ware County Leadership WFSG

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

3. 8-Step Process The 8-Step Process Test Score Disaggregation Time Line Development Instructional Focus Assessment Tutorials Enrichment Maintenance Monitoring • Deliver Focus Lesson • Disaggregate Data • Create Instructional Calendar • Tutorials • Enrichment • Maintenance • Monitoring • Assessments Ware County School System 8-Step Process

4. Step 1: Disaggregating Test Data • Use all sources of data (formative and summative). • Analyze test data for weaknesses, strengths, and gaps in student learning; and, for trends in teachers’ instruction. • Determine what the data says about how students in your school are learning. • Weaker objectives should be established as priorities. This includes the order in which they are taught as well as the amount of time spent on teaching them. • Our priority is to teach the essential curriculum to mastery.

5. Step 2: Instructional Timeline • Instructional Coaches lead their schools in the collaborative development/revision of a uniform pacing guide for each subject/course. • Teachers align their unit and lesson plans to the pacing guides, ensuring that all instruction is based on standards. • Administrators “inspect” what is “expected” by reviewing unit/lesson plans and observing in classrooms on a regular basis. • Student work is assessed against the standard(s)/element(s) to help both students and teachers hit the target.

6. Step 3: Instructional Focus • The instructional focus should be shared among teachers, carefully explained to students, and communicated to parents in an effort to promote a cohesive learning environment.

7. Weekly Curriculum Calendar Grade ____5___Subject __Math_______

8. Shared Practice • Teachers meet to discuss teaching strategies and activities, share ideas, and to review student work by comparing it to the standard/element. • The prioritized curriculum drives planning and instructional practice. • Teachers use their collective expertise to address the learning needs of their students by focusing on effective strategies and solutions.

9. Step 4: Assessment

12. Steps 5, 6, and 7: Tutorial, Enrichment, Maintenance Tutorial, Enrichment, and Maintenance time is scheduled during the instructional day. 5. Tutorials are devoted to the re-teaching and/or corrective teaching of non-mastered objectives. 6. Enrichment is planned for students to expand and enrich their knowledge of mastered objectives as demonstrated through formative assessment. 7. Maintenance provides students with opportunities for ongoing review of essential skills so they are not forgotten over time.

13. TEAM Planning Log Members Present: DATE: Teacher A Teacher B Grade/Subject: 5th grade math Instructional Focus/Essential Question Area, 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.

14. Step 8: Monitoring According to Educational Consultant, Larry Lezotte… “Effective principals are not just leaders, but instructional leaders, in order that the purpose of the school, that of teaching and learning, can be achieved.” “The principal must assume the chief responsibility for monitoring program success, and must spend a significant amount of time in classrooms monitoring the learning process.”

15. Promising Practices – Closing the Achievement Gap “ We could, of course, simply drag our heels and blame the underachievement problem on the kids or their families, as some of our colleagues do. But before you join that chorus, think about its devastating message: to communities, that schools really don’t matter; to teachers, that they don’t have to try; to parents, that their kids don’t count. And the most devastating message of all: to poor and minority students, that you don’t believe they can learn. Consider, instead, accepting the challenge and joining the ranks of more than 4,500 high-poverty and high-minority schools that are performing in the top third of their states in at least one subject/grade level combination. These are public schools that are proving that poor and minority kids can achieve.” Source: Haycock, Kati, “Closing the Gap,” Principal, November/December 2002. www.naesp.org

16. Promising Practices – Closing the Achievement GapA Tale of “Two Schools” “Proverbial Failing School” • High absenteeism • Low academic achievement • Constant stream of discipline problems • Located in poor community • Inadequate housing; meth labs • Graffiti on the walls; rusty chain link fence • Profanity in the halls • Students don’t feel anyone cares for them or the school • Angry parents, may request transfers • Dispirited staff The “New” School • Attendance is good • Academic performance thrives • Disciplinary referrals are down by more than 70% • Student failure rate is zero • Rusty fence and graffiti are gone; replaced by displays of student work • Faculty members care for students • Professional development supports staff’s practices • Students feel “connected” to peers, staff, and the school • Parent volunteers • Identified as one of Missouri’s “Top Ten Most Improved Schools” for four of the past five years Source: “What Can Schools Do?” by C. Haynes and M. Berkowitz, USA Today, February 20, 2007.

17. Promising Practices – Closing the Achievement Gap What Research Tells Us…

18. Promising Practices – Closing the Achievement Gap Leadership Responsibilities, Practices, Priorities, Actions School Culture Classroom Variables Student Learning

19. Promising Practices – Closing the Achievement Gap“Theaters of the Mind: The Brain’s Natural Learning Systems” Source: Barbara K. Given, 2002, Teaching to the Brain’s Natural Learning Systems, ASCD.

20. Promising Practice – “The Teacher Effect” 12:00 The single greatest effect on student achievement is not race, not poverty—it is the effectiveness of the school and its teachers. The concept of school is simple. Teachers teach and students learn. Improve the quality of instruction and you improve the achievement of students. --Harry Wong

21. Promising Practices – Closing the Achievement Gap~ Powerful Instructional Strategies ~ “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 “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 than 10 percent of us – kindergarten through university level – regularly employ more than one of these strategies. Source: Joyce Wolf, and Calhoun, 1993.

22. Promising Practices – Closing the Achievement GapIncrease in Learning Between Practice Sessions Source: Marzano, R., Pickering, D., and Pollock, J., Classroom Instruction That Works, ASCD, 2001.

23. Promising Practices – Closing the Achievement GapTeacher Factors School Questions to Ponder: • Are the strongest teachers assigned to the students who need them the most? • What expectations do teachers possess for helping all students to learn at high levels? • Do teachers assign standards-based, challenging assignments to all students? • Are regular opportunities provided for teachers to examine performance data of all students and collaboratively plan appropriate lessons based on that data? • Do teachers form powerful relationships with students and encourage an increased focus on academics so that all students develop a vision of what they can become? • Does the schedule provide extra time that teachers can spend tutoring students? • Are frequent opportunities provided for teachers to: • Share successful practices? • Problem solve? • Learn about “best practice”? • Celebrate success?

24. Promising Practices – Closing the Achievement GapImpact on Learning 50 3 37 63 96 78 Marzano, R., 2003, What Works in Schools, ASCD, Alexandria, VA, (800) 933-2373

25. Promising Practices – Closing the Achievement Gap A Professional Learning Community is: • Made up of members of a school faculty who are dedicated to the goal of helping every student succeed. They envision themselves as life long learners. • A group of professionals who regularly engage in collective inquiry, problem solving and reflection about teaching and learning. • Focused on studying data and working together to grow professionally, build a collaborative, student focused culture and improve outcomes for all students. Pam Robbins, 2005

26. Promising Practices – Closing the Achievement Gap School In a Professional Learning Community… • 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 student learning thrives. • Strategic activities are in place so that data can be studied, decisions made, plans developed and monitored to attain desired results. • 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 experiences are not producing desired results. • Resources are targeted at bringing about desired results for student learning. • Success is celebrated in conjunction with documenting what contributed to that success. • Problems are regarded as “opportunities to learn.” • 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. • There is a collaboratively developed mission statement and a vision that emphasize creating and structuring success for all learners. • Leadership is shared among principals, assistant principals, deans and teachers. • The principal models being a learning leader. • Learning is embedded in meetings, professional development, supervisory visits and casual conversations. • 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. • 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 environment. • 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 success. • Funding and time are allocated for professional development and learning. • All stakeholders truly believe each student can learn.

27. Promising Practices – Closing the Achievement GapPyramids of Intervention When it becomes evident that a teacher is struggling, what are some “interventions” or “support mechanisms” that are put into place? When it becomes evident that a student is not learning, what are some “interventions” that are put into action?

28. 1-5% 5-10% 80-90%

29. Tiers 1 and 2: Promising Practices - Differentiated Instruction Definition: Differentiated instruction is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated. It requires us to do different things for different students some, or a lot, of the time. “It is far better to teach kids three ways to do one thing than one way to do three things.” –Rick Wormeli

30. Teachers can differentiate: Content Process Product Affect Learning environment According to: Readiness Interest Learning profile “What is fair for students, isn’t always equal.” What exactly do we differentiate?

31. Promising Practices – Closing the Achievement Gap Lessons Learned Standards are key. All students must have a challenging curriculum. Some students require more time and more instruction. Teachers matter a lot. Source: Haycock, K. (2001). “Closing the Achievement Gap,” Educational Leadership, ASCD. “To increase the achievement levels of minority and low income students, we need to focus on what really matters: high standards, a challenging curriculum, and good teachers.” Kati Haycock

32. It’s All About the Standards

33. In a Standards-Based School… • Standards and elements are posted in hallways, classrooms, and/or common areas, along with student work that exemplifies the standards/elements • Students can explain each standard and how their work reflects mastery of the standard • Students frequently self-assess their work with an understanding of the standards

34. Characteristics of a Standards-Based Classroom • High Expectations • Collaboration • Planning based on the results of frequent assessment • Clear alignment of standards, instruction, and assessment • Instruction matched to the needs of the learner • Flexible grouping and regrouping for instruction based on the frequent assessment of skills • Additional instructional support and time for learning • Rigorous, meaningful assignments • Students have multiple opportunities to revise and improve their work • Comparison of performance (student work) to the language of the standard…what does it look like when it is mastered?

35. --Anne Davies, Making Classroom Assessment Work, 2000

36. The Role of the Principal in a Standards-Based School How can I walk the talk? • Be prepared to lead the change process! Schools have that help the status quo survive. Schools also have properties: They appear to change, then they revert back to old ways, if there is no accountability. antibodies chameleon

37. ACCOUNTABILITY How’s your stress level? How’s your sanity? If we wait long enough, will it all just go away? Feeling overwhelmed? How heavy is the load? Can’t find enough time?

38. AYP will get tougher for all sub-groups 100% 80% 60% 40% 20% More Students on Grade Level Fewer Students Below Grade Level 2004 2005 2006 2007 2008 2009 2010 2011 2012 2014

39. Leadership Teams Must Share Accountability ACCOUNTABILITY

40. WHY DO WE NEED A TEAM? “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

41. Understanding Performance Standards In Standards-Based Practice, Teachers… • Select standards/elements from among those students need to know • Design an assessment through which students will have an opportunity to demonstrate the standards/elements • Decide what learning opportunities students will need to learn those things and plan appropriate instruction • Use data from assessment to provide feedback, reteach, allow students to revise their work, or move on to the next level

42. Promising Practices - Assessing Against the Standard to Determine if Students Need More Time and/or Instruction • How much time is needed to learn something new? • How will we know if students are learning? • What will we do when students do not learn? • When should we evaluate learning?

43. Providing Feedback for Learning and of 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.

44. Group Activity: Paper Airplanes School What is important in making a paper airplane fly? • Brainstorm • Sort ideas by bigger categories • Make T- Chart with criteria on the left and details on the right • Fly your product and assess against criteria • Revise criteria

45. PEER ASSESSMENT TEACHER ASSESSMENT SELF ASSESSMENT THE MAGIC OF SEEING THE TARGET Feedback & Revise Feedback First Attempt LEARNING TARGET Reflect & Revise

46. Instruction Assessment Curriculum Standards Learning

47. Promising Practices – Closing the Achievement GapFourteen Factors that Correlate with Student Achievement Source: Barton, P., “Why does the gap exist?” Educational Leadership, November 2004, ASCD.

48. Leadership Development Strategies for Strategic Schooling Four areas of Strategic Schooling • Targets • Feedback • Know-How • Context

49. Leadership Development Strategies for Strategic Schooling • Targets • Teachers know what concepts and skills are tested on all assessments for their particular grade levels.

50. Leadership Development Strategies for Strategic Schooling • Targets • Teachers know the district/state standards for their grade levels.