Student Success Process Maximizing Academic Excellence for All Students LASS.

Student Success Process

• Maximizing Academic Excellence for All

Students

LASS

2James Frakes & Associates, LLC

Typical Historical Performance

40

50

60

70

80

90

100

98-99

99-00

00-01

01-02

02-03

03-04

04-05

Both

LA

Math

Determination of School Categories 2005-2006

Performance Exemplary Progress

Commendable Progress

Academic Progress

Academic Watch

(Priority)

Academic Probation

(High Priority)

>90% Exemplary School

>80% >1% Commendable School

>70% >3% >2% >1% <1%

>60% >4% >3% >2% <2%

>50% >5% >4% >3% >0% <0%

>40% >6% >5% >4% >1% <1%

<40% >6% >5% >3% <3%

Improvement from Fall to Fall

Performance Exemplary Progress

Commendable Progress

Academic Progress

Academic Watch

(Priority)

Academic Probation

(High Priority)

100%

Exemplary School

>90%

>10%

>8%

>6% <6%

>80%

>10% >8%

<8%

>70%

>10%

<10%

<70%

Academic Probation

Improvement from Fall to Fall

Determination of School Categories 2013-2014


High Performing Schoolsuse a systematic process

that is proven to dramatically improvestudent performance

as measured by ISTEP+ results


High Performing School Districts:

• Focus on those things– They can directly control– That will have a significant influence on student

performance outcomes– That work for all student groups

• Base an improvement process on Effective Schools Research and Mastery Learning

• Validate best practices by benchmarking other high performing school districts


Common Instructional Platforms

• Professional Learning Communities• Authentic Instruction• Differentiated Instruction• Action Research• Engagement and Looking at Student Work• Design rigorous and interesting relevant work for

students to do (Working on the Work)• Teaching Language Arts and Mathematics across

the curriculum• Project learning• Reflective Inquiry• Standards-based instruction


Who Have We Benchmarked?

• Brazosport, TX

• Charlotte-Mecklenburg, NC

• Pearl River, NY

• Penn Harris Madison


High SchoolsAlternative School

21

Intermediate Schools3

Middle Schools2

Elementary Schools11

56.8%White

32.7%Hispanic

9.1%African American

BISD Student Profile

36.4%

50

60

70

80

90

100

1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-20

All Students A. American Hispanic White Eco. Dis.

READING COMPARISONREADING COMPARISONREADING COMPARISONREADING COMPARISON

82

98

70

97

64

9294

57

94

60

50

60

70

80

90

100

1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-20


WRITING COMPARISONWRITING COMPARISONWRITING COMPARISONWRITING COMPARISON

80

70

605957

9798

95

9394

50

60

70

80

90

100

1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-20


MATH COMPARISONMATH COMPARISONMATH COMPARISONMATH COMPARISON

79

70

585554

98

96

9797

92


44.5%White

7.0%Hispanic

42.5%African American

37.8%

CMS Student Profile

Asian 4.4%

Enrollment K-12 109,213 Students

Elementary Schools 86

Middle Schools 28

High Schools 16

Other Programs 11

30

40

50

60

70

80

90

100

1995-96 1996-97 1997-98 1998-99 1999-20 2000-01 2001-02 2002-03 2003-04


Grade 3 MathematicsGrade 3 MathematicsGrade 3 MathematicsGrade 3 Mathematics

30

40

50

60

70

80

90

100

1995-96 1996-97 1997-98 1998-99 1999-20 2000-01 2001-02 2002-03 2003-04


Grade 4 ReadingGrade 4 ReadingGrade 4 ReadingGrade 4 Reading

30

40

50

60

70

80

90

100

1995-96 1996-97 1997-98 1998-99 1999-20 2000-01 2001-02 2002-03 2003-04


Grade 5 ReadingGrade 5 ReadingGrade 5 ReadingGrade 5 Reading

30

40

50

60

70

80

90

100

1995-96 1996-97 1997-98 1998-99 1999-20 2000-01 2001-02 2002-03 2003-04


Grade 8 MathematicsGrade 8 MathematicsGrade 8 MathematicsGrade 8 Mathematics

65

70

75

80

85

90

95

1001997-98 1998-99 1999-20 2000-01 2001-02 2002-03 2003-04

Reading Math

CMS Grade 3-8CMS Grade 3-8CMS Grade 3-8CMS Grade 3-8


40

50

60

70

80

90

100

98-99

99-00

00-01

01-02

02-03

03-04

04-05

LA

Math

MSD Boone Township – All Grades

SSP


Grissom MS – Penn Harris Madison

30

50

70

90

97-98

98-99

99-00

00-01

01-02

02-03

03-04

04-05

05-06

Both LA & Math LA Math

SSP


Tri-Creek School Corporation

40

50

60

70

80

90

100

98-99

99-00

00-01

01-02

02-03

03-04

04-05

05-06

LA

Math

SSP


Critical Success Factors

A core belief that all students can and will learn

A systematic approach to performance improvement (Strategic Plan and SSP)

A learning culture– No Excuses– Talk the talk, walk the talk

A focus on goals, measures and execution of action plans


Critical Elements

3. Culture of High Expectations and Collaboration

2. Systematic

Instructional Processes

4. Execution and Accountability

1. Clear

Goals


Goal Driven Processes:

AIM #1: Increase % of students passing ISTEP+ from 70% to

100% by 2012.

Random Acts of Improvement

SSP

Research-Based “Best Practice”

How Performance is Improved


Set High Expectation Goals

Student Performance

ISTEP+

Language Arts Reading Comprehensi

on

Safety

Attendance ISTEP+

F&R Performance Gap

Number One Priority!

Goal #1

100% of all students will meet or exceed the Indiana performance standard (cut score) for both LA and Math by 2012.


Kenwood ES Dashboard


Also known as the “80/20 law” or the “rule of the vital few”

Those things that matter most must not be at the mercy of the things that matter least.

The Pareto Rule

CurriculumPyramid

ResourcePyramid

versus


System Alignment to Clear Goals

Mission

Vision

Core Values

Goals

Strategies

Action Plans

Professional Development

Performance Reviews

Line of Sight

Process Improvement

Results


SMART Goal

• Increase the percent students passing ISTEP+ (both LA and math) from a five-year average of 72.4% and 66.9% respectively to 95% by 2013.

• Reduce the 2002-03 achievement gap among all student groups.


Strategies

• How do we get there from here?

• We have and must continue to engage in root cause analysis in order to define and implement effective strategies.


Top Five Root Causes - Classroom

0

5

10

15

20

25

30

Poor ReadingSkills

Non-alignedCurriculum

IneffectiveInstructionalStrategies

Lack of AdditionalTime for Non-

mastery Students

Lack of FrequentAssessments


Top Five Root Causes – School System

0

5

10

15

20

25

30

35

40

No SystemsApproach to

Improvement

Lack ofInstructionalLeadership

Lack of 5-YearStrategic Plan

Lack of Teamworkand Collaboration

Poor Staff andCommunity

Communications



(SSP)

A Systematic Instructional Process


Plan/Do/Check/Act Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development

• Direct InstructionalFocus

• Reinforcement

• Refocusing

• Assessment

• Monitoring


A Paradigm Shift

• The focus of a highly successful school system is learning, not teaching.

Move from “we covered the skill”

to

“the students mastered the skill”


What is SSP?

• A systematic method for maximizing the number of students demonstrating success on standardized tests through the use of– Data disaggregation– Weak-to-strong instructional calendars– Mini-focus lessons– Mini-assessments– Tutorial and enrichment periods

1. Disaggregate

Data

2. Create Instructional

Calendars

3. Deliver Instruction (Mini-

Lessons)


4. Conduct Mini- Assessments

5.Analyze Results

6. Tutorial

7. Retest

6. Enrichment

7. Assess

8. Analyze Results and Adjust

Instructional Calendar as Necessary

9. Celebrate


1. Assess and Disaggregate Data

• Conduct comprehensive assessment • End of Year

• Evaluate results of standardized test

• Rank the essential skills in each of the two curricular areas from weak to strong


End of Year Test

• Approximate number of test items – 100 for math– 60+ for LA

• Power Indicator skills have at least 4 items per skill.

• Other skills have 1-3 items


Standards are a mile wide and an inch deepEssential or “nice to know”If everything is important, nothing is importantIdentify the most important for life success as well as

success on ISTEP+What must I teach to help the students be successful in

next year’s grade?Deciding what we won’t teach as well as what we will

teach

Power Indicators (Ainsworth)


Three criteria:

Endurance (will this indicator provide knowledge and skills of value beyond a single test date?) Example: reading comprehension

Leverage (will knowledge and skill be of value in multiple disciplines?) Example: creating and interpreting charts and graphs

Readiness for next level of learning. Example: math facts recall for third graders

School, life, and ISTEP+ can be considered as key criteria

Power Indicators


How are tests created?

• Two item test banks

– McGraw-Hill CMS

– PLATO EduTest


Example: Item Test Bank


Analyze Test Results

• By Standard (LA or Math)– By Grade

• Determine how students did on Power Skills

• Determine the weakest skill, then the next weakest, etc.


Disaggregate Data Weak to Strong Skills

Subject Indicator Essential Skill % Non Mastery

EL Arts 7.3.5 Contrast points of view … in narrative text and explain how they affect the overall theme of the work.

71.9

Math 7.2.2 Calculate the percentage increase and decrease of a quantity

67.8

Math 7.5.1 Compare lengths, areas, volumes, weights, capacities, times, and temperatures within measurement systems.

64.1

EL Arts 7.4.9 Edit and proofread one’s own writing … using an editing checklist … with specific examples of corrections of frequent errors.

62.6

Math 7.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.

59.5

EL Arts 7.1.1 Identify and understand idioms and comparisons—such as analogies, metaphors, and similes—in prose and poetry.

52.0

Math 7.3.5 Solve an equation or formula with two variables for a particular variable.

51.3

Prioritize Weak-to-Strong and Power Indicator Skills


Conduct Item Analysis


Identify Patterns in Students Answers

• For each test item, what wrong answer was most often picked by the students?

• Why?


Data is made available to teachers so that they may develop calendars.

2. Create Instructional Calendar


Success Secrets

When prioritizing and scheduling objectives, emphasize reading, writing, and math from accountability standards.

Teachers should develop their calendars collaboratively.

Disseminate and publicize the calendar across the campus.

Involve everyone, from the mathematics teacher to the physical education instructor.


Instructional Calendar

• Within essential academic standard identified as needing improvement, determine specific indicators from the grade level state standards

• Determine length of time for each skill

• Build a calendar sequencing weakest to strongest skills

• Distribute and publicize instructional calendar throughout school community


Instructional Calendar - L. F. Smith Grade 4– Math 2 Week Cycle Example

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

1

4 Mini-Lesson on Symmetry








7 Symmetry Mini-Assessment

15 Regrouping

assignments for next week

18 Mini-Lesson on

Congruent Shapes Symmetry Skill

Builder/Enrichment

19 Mini-Lesson on


Builder/Enrichment

20 Mini-Lesson on


Builder/Enrichment

21 Mini-Lesson on


Builder/Enrichment

22 Mini-Lesson on


Builder/Enrichment

25 Mini-Lesson on


Builder/Enrichment

26 Mini-Lesson on


Builder/Enrichment

27 Mini-Lesson on


Builder/Enrichment

28 Mini-Assessment A on Congruent

Shapes Symmetry Skill

Builder/Enrichment

29 Regrouping

assignments for next week

Symmetry Skill Assessment B

Sample ES SSP Schedule

Time Activity

8.15 Announcements

8.20 – 10.30 Language Arts Block

8.20-8.30 Mini-lesson on focus skill 3.5.4 “Use varied word choices”

8.30-10.30 Continue with regular 4th grade instruction.

10.30 – 2.00 Continue with regular school day.

2.00 – 2.30 Tutorial and Enrichment

Each grade level will regroup students based on previous Form A results (for example, Math 3.3.2 “Solve problems involving numeric equations”

2.45 Dismissal

Sample MS SSP ScheduleTime Activity

7.55-8.50 CORE Language Arts

7.55 – 8.05 Staff teach mini lesson on specific skill indicator

8.55-9.50 CORE Social Studies

9.55-10.38 Exploratory (Related Arts)

10.42-11.25 Exploratory (Related Arts)

11.30-12.15 Tutorial/Enrichment

Staff work with groups of students who have not demonstrated mastery on prior focus skill 7.5.4 “Use formulas for finding perimeter and area”

12.20-12.50 Lunch

12.55-1.52 CORE (Math)

12.55 – 1.05 Staff teach mini lesson on specific skill indicator

1.57-2.55 CORE (Science)

2.55-3.10 Advisory


3. DELIVER MINI-LESSON

• Provide direct instruction on focus skill

• Present during first 10 minutes of LA or math period/block of time

• Deliver instruction that is meaningful and varied

• Use creative or unique ways to teach lessons


4. CONDUCT MINI-ASSESSMENTS

Mini-Assessments given after Mini-Lessons for each skill are complete

All students take Form A of the Mini-Assessments for each skill

Use Mini-Assessments as guide to instruction


1.2.4 Basic Math Facts Totals To 20

Five Questions per Skill Indicator

Mastery = 80%


5. ANALYZE RESULTS

• Review results of mini-assessment– Assessment A– Record in SSP Tracking System

• Analyze student performance on the assessment to determine causes of non-mastery – item analysis


Conduct Item Analysis

Why?

Correct Answer


6. Tutorial / Enrichment Period

• Create cross-classroom groups of students for tutorial and enrichment

• Schedule tutorial/enrichment period

• Determine personnel to be included – involve all faculty

• Develop instructional strategies to be used in tutorials

• Develop activities/strategies to be used in enrichment

Using Support Staff

Synonyms and Antonyms in the Gym


7. Retest / Assess

• Retest students in the tutorial group using Form B assessment

• Assess students in enrichment


Mini Assessment Reporting


Kenwood ES – Display of SSP Data


9. Celebrate

• Academic recognition and encouragement– Every day

• Quarterly Academic Pep Rallies


School Celebrations

School Board Member, Randy Leliaert celebrates with Moran Elementary . Teachers emphasizethe Lifeskill respect.


Communication

1. Disaggregate

Data

2. Create Instructional

Calendars

3. Deliver Instruction (Mini-

Lessons)


4. Conduct Mini- Assessments

5.Analyze Results

6. Tutorial

7. Retest

6. Enrichment

7. Assess

8. Analyze Results and Adjust

Instructional Calendar as Necessary

9. Celebrate


A Learning Culture

• We believe that– All students can and will learn– We can teach them (we will make time and

resources available)– There are no excuses

• We will reinforce our beliefs by our:– Language– Behavior and actions– Commitment


• 3 out of 4 will go on welfare.

• 68% will commit a criminal offense.

If students are not literate, that is, they can not read, write, and do basic

arithmetic:

Source: National Adult Literacy Survey - 1993


THE CHALLENGE:

Our challenge is to provide an education for the kind of kids we have - not the kind of kids we used to have or want to have or the kind that

exists in our dreams.

Every

Child

Counts!

Student Success Process Maximizing Academic Excellence for All Students LASS.

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