CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS...

CURRICULUM/ACADEMIC GOALS

STAFF SELECTION/CAPACITY BUILDING

PROGRAMS/PRACTICES/ARRANGEMENTS

MONITORINGRECOGNITION/INTERVENTION

© National Center for Educational Accountability

Just for the Kids School Information ModelJust for the Kids School Information Model

Jean Rutherford, Ed. D.Director of Educational Initiatives, NCEA

June 24, 2004

The Practices of High-Performing School Districts

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• Location: Austin, Texas

• Nonprofit organization founded in 1995 and funded by foundations, corporations and individuals

Just for the Kidswww.just4kids.org

• Mission: To Raise Academic Standards and Increase Student Learning

• Primary Activities:Data CollectionData Picture: The JFTK School ReportBest Practice InvestigationBest Practice Dissemination

The National Center for Educational Accountability Just for the Kids

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National Center for Educational Accountabilitywww.nc4ea.org

www.just4kids.org

www.utexas.edu

www.ecs.org


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Texas Elementary Data Picture

Opportunity Gap


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Multiyear Summary


Park Place ElementaryHouston ISD

Average of Top Comparable Schools

% Low Income% Limited English

Proficient

Opportunity Gap

Pool Size


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Data Acquisition Status

www.just4kids.org

ArizonaArizona Business Education Coalition

ArkansasArkansas Business Education Alliance

Arkansas Department of Education

University of Arkansas

CaliforniaBay Area School Reform Collaborative

Cal State University System

Education Voice

Business for Education Excellence Foundation

San Francisco Chamber of Commerce

ColoradoColorado Partnership for Educational Renewal

Public Education and Business Coalition

Colorado Forum

Colorado Association of School Boards

Rose Community and Donnell – Kay Foundation

FloridaFlorida Group of 100

Council for Educational Change

Hawaii

Hawaii Business Roundtable

Hawaii Department of Education

Illinois

Illinois Business Roundtable

ILSU School of Education

Louisiana

Louisiana Association of Business & Industry

Council for a Better Louisiana

Baton Rouge Chamber of Commerce

NCEA/JFTK State Partners

The Just for the Kids School Information ModelThe Just for the Kids School Information Model

MassachusettsMassachusetts Business Alliance for Education

MA Office of Education Quality Accountability

MichiganMichigan Business Leaders for Education Excellence

Mississippi Mississippi Public Education Forum

New JerseyNew Jersey Chamber of Commerce

Business Coalition for Excellence in Education

New MexicoNew Mexico Business Roundtable for Education Excellence

Greater Albuquerque Chamber of Commerce

OklahomaOklahoma Business & Education Coalition

Education Policy Forum

Tulsa Chamber of Commerce

Oklahoma City Chamber of Commerce

TennesseeTennessee Tomorrow

Tennessee Department of Education

Tennessee State University

TexasTexas Business and Education Coalition

University of Texas at Austin

WashingtonResearch Center at Seattle Pacific University

Partnership for Learning

NCEA/JFTK State Partners (cont.)


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Best Practice: State Studies

High-Performing


STUDENT SCORES ON PREREQUISITE SKILLS AT CLASS ENTRYSTUDENT SCORES ON PREREQUISITE SKILLS AT CLASS ENTRY

NON-ALIGNEDSYSTEM

ALIGNED SYSTEM

ALIGNED AND INTENTIONAL

Independent Acts of Improvement

Strategic Plan

Gifte

d P

lannin

g

Spec

ial E

duca

tion

Benchmarks

Curricu

lum

Council

Teacher

Appraisal

Committee

Departm

enta

l

Work

ClassroomGoals and Planning

Character Educatio

n

Vertic

al T

eam

ing

Sta

ff D

evelo

pm

en

t

TechnologyLeap Frog Math

Comm

unity ServiceSta

nd

ard

sCLC

Building Improvement Planning

Collegial

Coaching

Building Acts of Improvement

District Direction and Focus Identified

High-Performing School Systems Aligned Systems of ImprovementProvide Synergy for K-12 Learning for All

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What school system practices influence student learning?

The NCEA Best Practice Framework

AvoidableGAPAvoidableGAP

Curriculum and Academic Goals

Staff Selection, Leadership, and Capacity Building

Instructional Programs, Practices, and Arrangements

AvoidableGAP

AvoidableGap

Monitoring: Compilation, Analysis, and Use of Data

Recognition, Intervention, and Adjustment

The Themes

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Who must be responsible for assuring each practice is present?

Staff Selection, Leadership, and Capacity Building

Monitoring: Compilation, Analysis, and Use of Data

Instructional Programs, Practices, and Arrangements

Curriculum and Academic Goals

Recognition, Intervention, and Adjustment

District School Classroom

Who is responsible for assuring each practice is present?

The NCEA Best Practice Framework

Co

re B

elie

fs a

bo

ut

Tea

chin

g a

nd

Lea

rnin

g

Org

aniz

atio

nal

Kn

ow

led

ge

Res

ou

rce

All

oca

tio

n

Lo

cal

Infl

uen

ces,

Rel

atio

nsh

ips,

Co

mm

un

icat

ion

Define and UnpackSpecific Academic

Objectives by Grade and Subject

Provide Strong Instructional Leaders, HQ

Teachers, and Aligned PD

Provide Scientifically Based,

Evidence-Based Instructional

Programs

Develop Student Assessment and Data Monitoring

Systems: MonitorSchool

Performance

Recognize, Intervene, or

Adjust Based on School

Performance

Focus School Plan on Explicit Improvement of Performance on

Academic Objectives

Select, Develop,and Allocate Staff

Based onStudent Learning

Ensure the Use of Scientifically Based,

Evidence-Based Programs, Practices,

and Arrangementsin every Classroom

Monitor Teacher Performance and Student Learning


Adjust Based on Teacher and

Student Performance

Ensure Teaching Content

is based on Specified Academic Objectives

Collaborate in Grade/Subject Level Teams focused on

Student Work

Use Scientifically Based,

Evidence-Based Programs,

Practices, and Arrangements

Monitor Student Learning


Adjust Based on Student

Performance

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EvidenceEvidence SearchSubject Study


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Studies currently at website:

Florida Council for Educational Change, Florida Atlantic University

Massachusetts Mass Insight Education

New Jersey Business Coalition for Educational Excellence, New Jersey Chamber of Commerce, Rutgers University

Texas The University of Texas at Austin

Washington Washington School Research Center

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September 2004 Presentation

Arkansas University of Arkansas

California Bay Area School Reform Collaborative, Cal State University

Colorado CO Partnership for Educational Renewal, CO State University

Illinois NCEA, College of Education at IL State University

Tennessee Tennessee Tomorrow, Tennessee State University


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States projected for 2004-2005 study


AlabamaArkansasCalifornia ColoradoFloridaIllinoisLouisianaMassachusettsMichiganMinnesota

New JerseyNew YorkNorth CarolinaOhioOklahomaPennsylvaniaTennesseeTexasVirginiaWashington





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Practices of High-Performing School Districts

Focus School PlanOn Explicit

Improvement of Performance on

Academic Objectives

Ensure Teaching Content is based on Specified Academic

Objectives

Define and UnpackSpecific Academic

Objectives by Grade and Subject

DistrictSchool

Classroom





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What is it that you expect every student in your district to learn by grade and

subject?

You must have a target before you can expect to hit it.






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Per

form

ance

Lev

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Low

High

Middle

“Haven’t we already done this?”

“We use the state standards. They are clear. We trust our teachers enough not to have to

spell them out any more specifically.”

“There is ALWAYS work to be done to further understand and interpret the standards—especially in terms of the rigor and student

work expectations for each standard.”






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The K-12 curriculum should not be a sum of the topics from separate courses. Each course should be developed to make a direct and unique contribution to the overarching framework.

Student-Focused Teaching






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3.5B Blend initial letter-sounds with common vowel spelling patterns to read words

3.5A Decode by using all letter-sound correspondences within a word

2.5B Blend initial letter-sounds with common vowel spelling patterns to read words


1.7E Blend initial letter-sounds with common vowel spelling patterns to read words


State Standard

321Grade

Clear and Specific Objectives

Grade 1: First Six Weeks1. Review letter recognition2. Identify beginning and final

consonant sounds: s, t, c, p, h, d, n, k, ck, l, ll

3. Identify short vowels: /a/, /I/4. Identify word families: an,

am, at, ap, id, ad, it, ick, ack, ill, all

5. Read a simple sentence with fluency (The car is blue.)

Grade 1: Second Six Weeks1. Identify consonants: ss, tt, dd, nn,

r, f, ff, b, w, x2. Identify short vowels: /o/, /e/3. Identify consonant digraphs: th, sh4. Identify blends: sk, sl, sn, sp, st, tr,

cr, pr, dr, gr, fr5. Identify word families: ang, ong, en,

ed6. Identify r-controlled vowels: or7. Read 3–5 sentences with fluency

and understanding in a variety of texts at 90% accuracy

Grade 2: First Six Weeks

1. Recognize word families and/or rhyming words

2. Review beginning and ending consonants

3. Review long and short vowel sounds

4. Recognize r-controlled vowels: ar

Grade 3: First Six Weeks

1. Review vowel patterns: cvc, cvce

2. Review long vowel: /o, oa, ow, oe

3. Review vowel dipthongs: /ou/ow, ou

Identify Specific Academic Objectives






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Districts must determine what high school graduates need to know, then map backward to establish objectives for each grade.

Grade Level

K 1 2 3 4 5 6 7 8 9 10 11 12

Kindergarten objectives are based on 12th grade graduation goals.

Graduation Goal

Kindergarten Academic Objectives






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Vertically aligned curriculum by grade showing the level of concentration for each objective for a particular grade: I: Introduced D: Developed E: Evaluated A: Accountable






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ty121110987654321KGrade Level

Teacher Impact

100% 50% 33.6% 25% 20% 16.6% 14.3% 12.5% 11% 10% 9% 8% 7.7%

Teacher Accountability

7.7% 15.4% 23.1% 30.8% 38.5% 46.2% 53.9% 61.6% 69.3% 77% 84.7% 92.4% 100%

46.2% 23.1% 30.7%

School Impact

100%

District Impact


The Website

Self-Audits






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Select, Develop, and Allocate Staff based on Student Learning

Provide Strong Instructional Leaders,

Highly Qualified Teachers, and Aligned

Professional Development

Collaborate in Grade/Subject Level Teams focused on

Student Work


DistrictSchool

Classroom





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Rich and Deep Staff Selection Systems

Specific programs to develop quality teacher and principal candidates

Heavy emphasis on internal development of future leaders

Extensive partnerships with colleges and universities to encourage students to pursue teaching careers

Identification of staff who are “right” for school






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Rich and Deep Induction and Support Systems

Extended and progressive induction programs designed for 1st, 2nd, and 3rd year administrators and teachers

Curriculum and instruction-focused mentoring and support

Mentor teachers/principals chosen based on proven effectiveness in terms of student performance Layered/scaffolded mentoring and support, i.e., mentor teachers, content-area specialists, instructional specialists, assessment specialists, etc.






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Aligned Professional Development

Data-driven

Content-and process-oriented

Job-embedded/Individualized Classroom-based/Collaborative Continuous and ongoing Heavily aligned to standards and to chosen instructional resources






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Long Beach Unified School DistrictLong Beach, California

“Learning from the Best”

LBUSD completes case studies of the highest-performing teachers’ classrooms. The case study includes: video clips, an outline of instructional materials used, a review of instructional strategies, and intervention activities. These case studies are then used for teacher support purposes.

Additional Support Opportunities:Curriculum LeadersInstructional Materials LabLiteracy and Math CoachesEssential Elements of Instruction CoachesLindamood Bell Coaches

The Website

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Ensure the Use of Scientifically Based,

Evidence-Based Programs, Practices, and Arrangements in

every Classroom

Provide Scientifically Based, Evidence-

Based Instructional Programs

Use Scientifically Based, Evidence-Based Programs,

Practices, and Arrangements


DistrictSchool

Classroom





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Mixture of Prescription and AutonomyTight and Loose Governance

Instructional Time

Grouping Models

Instructional Planning Time/Collaboration

Basic Instructional Programs

Instructional Strategies

Use of Data for Decision-Making

Specific and Measurable Improvement Goals






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District follows a “rigorous, data-driven program implementation methodology.” We are “data-driven, not program-driven.”

Schools are encouraged to offer unique instructional arrangements as needed to assure all students reach high levels of achievement. “Time Matters—Make it Count!”

District monitors to assure all staff both deeply understand and implement research-based instructional strategies.

District mandates that elementary schools devote one hour daily to mathematics instruction and two-and-a-half hours daily to language arts instruction.

Norfolk Public SchoolsNorfolk, Virginia

The Website

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PROGRAMS/PRACTICES/ARRANGEMENTS MONITORING

RECOGNITION/INTERVENTION

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Monitor Teacher Performance and Student Learning

Develop Student Assessment and Data Monitoring Systems:

Monitor Student Performance

Monitor Student Learning


DistrictSchool

Classroom





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Strong Instructional

LeadersHighly-Qualified

Teachers

AlignedProfessional Development

Evidence-BasedTools and Resources

…and then assuring that we have supplied the necessary tools/resources for them to learn it, we must ask:

…after determining WHAT it is that all children are expected to learn by grade and subject,

“How will we know if they have learned it?”






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State: Assessment

District: Benchmark

Assessments

School: Unit Tests

Teacher: Daily Monitoring

State: Assessment

Teacher: Daily Monitoring






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ClassroomInstruction

WrittenCurriculum

BenchmarkAssessments


High Academic Standards

Taught Curriculum Tested Curriculum





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Testing is NOT an interruption to teaching.

It is a cornerstone of it.

Testing is another form of teaching.

“Some means must exist in the school by which the principal and the teachers remain constantly aware of

pupil progress in relationship to instructional objectives.”

Ron Edmonds





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Long Beach Unified School DistrictLong Beach, California

“Hour-by-Hourand

Minute-by-Minute”

“You are catching us in the middle of a marathon. We’re just beginning to run. We can stop and reflect, but we are focused on what additional things we can begin to do to

bridge the learning gaps we have.”

The Website

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Recognize, Intervene, or Adjust Based on Teacher

and Student Performance

Recognize, Intervene, or Adjust

Based on School Performance

Recognize, Intervene, or Adjust Based on Student

Performance


DistrictSchool

Classroom





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Strong Instructional

Leaders

Highly-QualifiedTeachers

AlignedProfessional Development

Evidence-BasedTools and Resources

“What are we going to do if a student does not learn what we said he or she would learn

in any particular grade or subject?”

The most important question of all…






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We have been tight and loose about the wrong things.

All kids can learn….

If they have the God-given ability…

If they really want to…

But, it should be fun…






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It is time to get TIGHT

We must become very “tight” about the fact that every child will learn and that we will do “whatever it takes” to assure that they do learn and perform at grade level.

“Whatever it takes” must become a concrete plan of action that goes into effect the moment we know a student needs additional assistance to perform at grade level.

….and does not end until (s)he does so.






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Time to Learn

Resources and Support to Learn

If learning the stated objectives is NOT going to vary among students, then what must vary?

The Intervention






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tyExtended Time to Learn School Day Tutorials and

Enrichments/ Individualized

In-School Tutoring

Summer Reading Institutes

Summer Math Academies

Extended-time for Language

Arts and Math—double

blocking

Family Reading Nights at

School

If learning isn’t a variable, then time to learn must be.

Double Block/ Double Summer

No Extension Block Academy

Student A

Student B

Student C






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Resources and Support to LearnFlexible Grouping/ Small Group Instruction

Individual Student Review and Planning with Principal

School Intervention Teams—Early Review and Brainstorming

Reading Specialists/Skills Specialists/Instructional Assistants

High School Tutors/Parent and Community Tutors/ Peer Tutors

Use of all Available Staff


The Website

Self-Audits


CURRICULUM/ ACADEMIC GOALS STAFF SELECTION/ CAPACITY BUILDING PROGRAMS/PRACTICES/ ARRANGEMENTS...

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