Bobby Smith District Effectiveness Team bosmith@doe.k12.ga

1. 2013 Title I ConferenceImplementing and Monitoring Flexible Learning Programs for Student Success Bobby Smith District Effectiveness Team bosmith@doe.k12.ga.us

2. Session Topics • FLP Connections • FLP Students • FLP Staff • Looking Back to Look Ahead • Monitoring for Success • District Roles • What Works

3. Connection to School Keys Instruction Strand Standard 9 Provides timely, systematic, data-driven interventions

4. Why FLP Success is Critical “The quality of a school can be measured by how effectively it addresses the needs of its struggling students.” _James Wright “How are the children?” _Native American Tribal Leaders Students are the barometers of our success.

5. FLP and Student Growth Percentiles • Making Connections to: • Teacher Accountability • Leader Accountability • School Accountability • District Accountability

6. Higher Achievement Lower Growth Higher Achievement Higher Growth ACHIEVEMENT % Meets & Exceeds GROWTH Lower Achievement Higher Growth Lower Achievement Lower Growth Median Student Growth Percentile

7. Math All Schools in District Higher Achievement Lower Growth Higher Achievement Higher Growth % Meets & Exceeds Lower Achievement Higher Growth Lower Achievement Lower Growth Median Student Growth Percentile

8. Math Teachers in a School Higher Achievement Lower Growth Higher Achievement Higher Growth % Meets & Exceeds Lower Achievement Higher Growth Lower Achievement Lower Growth Median Student Growth Percentile

9. FLP Impact 50% CCRPI TKES See Waiver for District Accountability SGPs 70% PRIORITY LKES FOCUS

10. PLUS/DELTA for FLP 2012-2013 What Went Well What To Change Include SLT, other staff, and stakeholders in this activity.

11. Last Year’s FLP

12. Our Vision for FLP: Where will FLP Carry Us? “Don't underestimate the power of a vision.” _ McDonald's founder, Ray Kroc The Lesson from Home Makeover Artists “The vision must be followed by the venture. It is not enough to stare up the steps. We must step up the stairs.” _Vance Havner

13. Managing Important Change Factors Action Plans + + + + + Vision Skills Incentives Resources Results = CHANGE Action Plans + + + + + Skills Incentives Resources Results = CONFUSION Action Plans + + + + + Resources Results Vision Incentives = ANXIETY Action Plans + + + + + Resources Results Vision Skills = RESISTANCE Action Plans = FRUSTRATION + + + + + Vision Skills Incentives Results Knoster and Ambrose + + + + + = TREADMILL Incentives Results Resources Vision Skills

14. What is our FLP Vision? • If our Flexible Learning Program succeeds, • How will students be impacted? • How will teachers and staff benefit? • What will change at our school? • How will the district benefit? • How will families benefit? Engage your SLT with this Activity.

15. Our Vision for FLP 2013-14 • The district and school collaborate on FLP. • The FLP Plan is approved early. • Highly effective teachers staff the FLP. • Student participation increases. • Student performance in classes improves. • Students pass high stakes tests. • FLP monitoring goes well.

16. Study the WHO before the WHAT An Inconvenient Truth: Children come to us with a great variety of needs.

17. Describing typical FLP students • What are their common characteristics? • What is their academic history? • What is their view of school? • How do their interact with others? • How do they think? Engage your SLT with this Activity.

18. The FLP Students: • They seek to steer the class away from learning targets. • They have learned to disinvite help. • They may have received the same message from their teachers each year – either through verbal or non-verbal messaging – “You can’t do this work as well as others.”

19. The FLP Students: • They are two or more grade levels behind their peers. • They have already mentally dropped out. • They attend school about 80% of the time. • They can’t translate teacher feedback into next steps.

20. The FLP Students: • They fear reading aloud. • They absolutely dread testing season. • They may struggle on the CRCTs or EOCTs, but they are quick to sense who would rather not teach them.

21. Describing Successful FLP Teachers • What characteristics make them successful? • How do their interact with students? • How do they connect with students? • What teaching strategies do they use? Engage your SLT with this Activity.

22. Successful FLP Teachers: • They are students of their students. • They connect with students head to head and heart to heart. • They have a deep understanding of their content area standards. • They actively and cognitively engage students. • They are optimistic, curious, and energetic.

23. A Key Question from Whatever It Takes How will we respond when our students are not learning? Essential for Success • An assessment system for monitoring progress and making critical mid-course corrections. • The belief system of those providing the interventions.

24. Does the staff of your school endorse this statement? “ALL KIDS CAN LEARN.” Is there a disconnect between the posted beliefs and the daily classroom practices?

25. Four School Philosophies _Whatever It Takes Pontius Pilate School Charles Darwin School “We believe all kids can learn . . . if they take advantage of the opportunity we give them to learn.” “We believe all kids can learn . . . based on their ability.” Chicago Cub Fan School Henry Higgins School “We believe all kids can learn . . . something, and we will help all students grow in a warm and nurturing environment.” “We believe all kids can learn . . . and we will work to help all students achieve high standards of learning.”

26. Monitoring FLP at the District and School Levels

27. Why Monitoring is Important • Collect Data and Document • Establish Accountability • Inform Decision Making • Make Mid-Course Corrections • Maximize Resources • Enhance Knowledge of What Works • Celebrate Successes • Build Capacity for Monitoring

28. The True Tests for FLP • Are graduation rates improving? • Are CRCT scores increasing? • Are EOCT pass rates increasing? • Is our CCRPI increasing?

29. Related Leading Indicators of FLP Success • Are course pass rates increasing? • Are nine-weeks grades improving? • Are unit test pass rates increasing? • Are students passing benchmark assessments?

30. Monitoring with Surveys and Interviews • FLP Staff and administrators • Teachers of Record • Students (Four Questions) • Parents • Monitoring with Observations • FLP Classrooms • FLP Planning Sessions • School Leadership Team Meetings

31. FLP Students Class Pass Rates Shown in Percentages for Algebra

32. FLP Progress on Newton Assessment Grade Equivalent Improvement Aug Dec

33. FLP Attendance Average Participants per Week

34. The District as the First Responders Principals who will pull the alarm

35. District Support for FLP • Provide access to all relevant data in usable format. • Provide staff with professional learning aligned to needs. • Provide schools with feedback on goals and strategies. • Expedite purchases and staffing. • Allocate resources including funding, time, personnel, materials, transportation, and technology.

36. District Support for FLP • Provide regular feedback during implementation. • Provide staff support and removes barriers as needed. • Assist with internal and external communication. • Don’t add extra layers of unnecessary work. • Participate in celebrations of progress. • Build capacity of the school staff to monitor FLP.

37. FLP Creating an Ecosystem of Communication, Support, and Ownership School Leadership Team District Leadership Families Students School Staff School Administration

38. General and Specific Practices that Can Improve Results

39. Put a Face on the Data Points Bart Moore • Test Data • Attendance Data • Parent Contact Information • Schedule • Report Card & Progress Reports • Diagnostic Reports • Lexiles • Advisor & Counselor • Interests/Career Path • Work Samples

40. Important Information to Share with Students and Parents • What are the weakest areas/domains? • What are the weakest standards? • What is the important vocabulary students need to know to perform well? • Ask parents to establish a time/location for homework. 80/20 Rule

41. The Power of Pairs is Real.

42. One Size Does Not Fit All: Universal Design for Learning and Differentiation • Multiple means of representation • Multiple means of engagement • Multiple means of action and expression

43. The Power of Talking • Have table talks. Some of these students have had few opportunities to actually talk through a math problem. (Or talk at all) • Letting students explain how they worked a problem is powerful. • Students who don’t understand the teacher will understand and listen to their classmates.

44. Be leery of putting all of your eggs in the technology basket. • Telling kids to get on the computers and use a software program may not work as well as the software vendor promised. “What’s wrong with education cannot be fixed with technology.” _Steve Jobs

45. FLP Component 3 Describe the scientifically-based research strategies that the LEA will implement. • iPads, Labs, Software • Differentiated Instruction • Small Groups • Vocabulary Instruction TKES Fact Sheets Pages 20-26 What Works in Classroom Instruction Do your purchases with align with research?

46. Poor Implementation of SBCs Results in Extensive, Expensive Interventions SBC SBC

47. Remediation Factory Intervention Factory The Big Problems Require a K-12 Solution Address symptoms but fix the problems K 5th 9th 12th

48. Cultivating a Effort Mindset in Students People do differ in intelligence, talent and ability. But Mozart, Edison, and Michael Jordan were not simply born with talent; they cultivated it through tremendous, sustained effort. Similarly, hard work, discipline, and effort contribute much more to school achievement than IQ does.

49. 2013 Title I ConferenceImplementing and Monitoring Flexible Learning Programs for Student Success Bobby Smith District Effectiveness Team bosmith@doe.k12.ga.us

50. Name the program “academy”