National Association of Elementary School Principals

Dr. Lynn Scott

New York City Leadership Academy

Wallace FoundationPolicy Researcher at the RAND Corporation

Susan E. Bridges

A.G. Richardson Elementary School

Culpeper, Virginia 

A.G. Richardson Elementary SchoolOpened in 1992

One of six elementary schoolsin Culpeper County, VA

Rural community of agriculture and small business

►State accredited since 1999

►Made AYP since 2002

A.G Richardson Elementary School60% of students redistricted to a new

school in 2008

50% of population new to AGR in 2008

Now, 600 students, PK-5

80% Caucasian, 17% African American, 3% Hispanic

39% of our students receive F/R lunch

50/50 split in teacher experience

Leading Learning Communities

NAESP Principal Standard Five:

Manage data and knowledge

to inform decisions and

measure progress of student,

adult and school performance

Using Data as a Conversation

Do we see any patterns in this year’s results?

Are our patterns similar to previous years?

Are we moving toward our goals?

Ideas

Perspective Communication

Focusing on data can bring it all together

DATDATAA

Brian Dawes

Ferron Elementary School

Ferron, Utah 

•312 students

•Pre K - 6th Grade

•Targeted Assist Title I

•18 % Spec. Ed

•65% Free/Reduced Lunch

Brian J. DawesNAESP Conference

Houston, TexasApril 10, 2010

THE PRINCIPLE BASED PRINCIPAL•Leadership philosophy•Your role and vision•Are you congruentCREATING A CULTURE OF ACHIEVEMENT•Developing a school mission•No blame, objective school evaluation•Shared leadership •collaboration

DATA DRIVEN INSTRUCTION•Demystifying data

--Example

INSTRUCTIONAL MANAGERvs. INSTRUCTIONAL LEADER•Defined•Components•Which are we?•Which should which we be?

Andrew J. Collins

Dayton’s Bluff Achievement Plus Elementary School

Saint Paul, Minnesota  

DemographicsDemographicsSchool Population: District Population:

375 Students (PK-6th) 30% African-American 25% Hispanic 14% Hispanic20% Southeast Asian 29% Southeast Asian13% Caucasian 25% Caucasian2% American Indian 2% American Indian91% Free and Reduced 70% Free and Reduced35% ELL 41% ELL 12% Special Education 16% Special Education40% Mobility Index

Critical ThemesCritical ThemesClimate and culture

Forgetting about the past and defining our future together Clear and high expectations for all Creating a belief structure

Capacity building and strategic empowerment Collaboration is key

Establishing data points Effective analysis of formative and summative results

Creating academic coherence Implementing research-based practices Having the right mix of strategies to make it work

Targeted staff development Supporting the instructional framework

Kevin Connelly

Colgate Elementary School

Baltimore, MD 

Colgate Elementary

Academic Excellence

Since 1924

Student Enrollment

Total Percent

Total Enrollment 329

Title I 257 78%

ESOL 33 10%

Special Education

45 14%

Initial Challengeslow expectations; poor outcomes; extensive

gaps

substandard professional competencies

lack of ownership and accountability for academic and behavioral standards

lack of consistent instructional leadership and teacher empowerment by the previous administrative team

Academic Achievement 2004 - 2009MSA Percent Proficient or Advanced

overall reading scores have increased from 65% to 78%

advanced reading scores have increased from 7% to 19%

overall math scores have increased from 54% to 74%

advanced math scores have increased from 2% to 17%

Goal: from sparks to fireworks (sparks of 86 to 89.8%)

NAESP Standard 3- Lead 21st Century Learning

NAESP Standard 5- Lead Using Knowledge and Data

Results: Behavior and Learning at Colgate

Positive Behavioral Interventions and Supports program (PBIS) since 2005-2006

PBIS Exemplary / Gold status for the last three years

In 5 years of PBIS referrals reduced by 76%.

NAESP Standard 2- Lead Diverse Communities

NAESP Standard 5- Lead Using Knowledge and Data

0

200

400

600

800

1000

1200

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

BehaviorReferralResults

Results: Engagement and Rigor

Innovation and Creative Thinkingengagement, “learning challenges”, and authentic

problem-solving

teacher hardware, student hardware, Web 2.0 tools, and software /Internet / Ethernet applications

Communicationcollaboration, “Genuine Conversations”, written

explanations, range finding, reflection / self-assessment

Critical Thinking

metacognitive thinking strategies and application of higher level critical thinking skills

Standard 3- Lead 21st Century Learning

Melissa Glee-Woodard

Lewisdale Elementary School

Hyattsville, Maryland 

Location

Lewisdale is located in the urban setting of Prince George’s County, Maryland.

We are approximately 10 miles from Washington, DC and 2 miles from The University of Maryland, College Park.

Building A World Class School

Full Day PreKAnd

KDG

Highly Qualified Teachers

Extended Learning

Opportunities

ESOL Program

1:22 Average Class Size

Title 1 SchoolTalented and

Gifted Program

MEANS Program

Job Alike Mentors

Comprehension

Toolkit

80% Hispanic/Latino17% African American

> 1% Caucasian1.9% Asian

>1% American Indian45% males

55% females

Building a World Class School

Lewisdale’s Population84% FARMS63 % ELL5% SPED8% TAG

100% Neighborhood School – All walkers

Building a World Class School

The Tools Needed for ChangeSetting High ExpectationsIncreasing the RigorTaking a Different Look at DataMotivation! Motivation!Refocusing Staff DevelopmentTaking a Different Look at ExtendedLearning Opportunities

Theresa Mattison

Carstens Elementary SchoolDetroit, MI

Carstens Elementary School

2592 CoplinDetroit, Michigan 48215

We Carstens !

Grosse Pointe, MI

STUDENTS AND STAFFKindergarten 33Grade 1 43Grade 2 43 Grade 3 38 Grade 4 35 Grade 5 32 Special Needs 37

Female: 124 Males: 115

African American 97.9%

White, Not Hispanic Origin0.6%

Highly QualifiedSubjects: ELA, Math, Science, & Social

StudiesTeaching Experience: 20 yearsYears @ Carstens: 15 years

Female: 14 Males: 9

African American 50%White, Not Hispanic Origin 50%

Social Worker School Psychologist

Parent Liaison School Service Assistants

Title One Staff Community Partnerships

Low Teacher Expectations

Ineffective Instruction

Declining Test Scores

Lack of Parental Involvement

Re-directed: The School’s Climate and Culture

Raised Teacher Expectations: Educate Children as if They are Your Own

Lead Professional Development: Training & More Training

Instill School Pride: Citizenship and Responsibility

Encouraged Parent Accountability: Education is Not an Option!

Children are First

Everyone is Accountable

Shared Leadership

Data Based Decision Making

Involved Parents

Greg Wiles

Lone Star Middle SchoolNampa, ID 

65 % Free & Reduced Lunch 61 % White 32 % Hispanic or Latino 2.5 % Multiple Races 1.6 % American Indian or Alaskan Native 1.3 % Black/African American .9 % Asian .7 % Native Hawaiian or Pacific Islander

Our School District

720 Total Enrollment 14,65412% English Language Learners 13.87%65% Free/Reduced Lunch 53.728% Special Education Participants 12.96%0% Migrant 1.12%61% Whites 63.61%32% Hispanics 28.91%6.98% Other 7.47%

84% of 6th-8th students -Proficient or Advanced - Reading ISAT

81% of 7th grade students -Proficient or Advanced – DWA

70% of 7th grade students -Proficient or Advanced - Math ISAT

37 students received HS credit for Algebra 1 or Geometry

All Special Education students showed growth on the Language and Reading ISAT

92 % Attendance at Student Led Conferences

Dr. Carl Harris

Deputy Assistant Secretary for Policy

and Strategic Initiatives

U.S. Department of Education

Office of Elementary and Secondary

Education

Questions Related to each Principal’s Presentations

Audience Response System

Cynthia Toles-Woods

NAESP Foundation Board of Director

Sue BridgesAndrew CollinsKevin ConnellyBrian Dawes

Melissa Glee-WoodardTheresa Mattison

Greg Wiles

Thank You