Strategies for School Improvement: Understanding and Achieving ...

Strategies for School Improvement: Understanding and Achieving AYP Presenter’s Guide

Contents Facilitator Guide Overview Session 1 Paul Ruiz – Making Sense of AYP • Bio of Paul Ruiz • Making Sense of AYP (PPT Thumbnails) Session 2 Cory Green – NCLB SIP Requirements • NCLB SIP Requirements (PPT Thumbnails) • Appendix C – Comparison of State and Federal Systems • Title I school improvement CIP requirements Session 3 Understanding AYP Campus Data • Understanding AYP Campus Data (PPT Thumbnails) • Sample 2005 AYP data sheets • AYP Data Organizer • AYP Glossary Session 4 Anita Villarreal – Title I School Improvement • Anita Villarreal (PPT Thumbnails) Session 5 Overview of School Plan Requirements • Overview of School Plan Requirements (PPT Thumbnails) Session 6 Developing High-Quality Campus Plans for Student Achievement • Developing High-Quality Campus Plans for Student Achievement (PPT Thumbnails) • CIP Development Guide — High Expectations with Support as Needed • CIP Development Guide — Curriculum Alignment and Coherence • CIP Development Guide — Data-Based Decision Making • Sample Action Steps for Campus Improvement: Planning for the Student Achievement Component Session 7 Developing High-Quality Campus Plans for Professional Development • Developing High-Quality Campus Plans for Professional Development (PPT Thumbnails) • Professional Development Description • Four transparent circles • Sample CIP • Finding Time • Sample school calendar • Relationship Between Levels of Impact and Components of Professional Development • Sample Action Steps for Professional Development • 4 bookmarks Session 8 Avoiding Planning Mistakes • 2 sets of prepared cards (total 8 cards) Mistake Cards and Solution Cards • Avoiding Common Mistakes in Planning

Session 9 Developing High-Quality Campus Plans for Teacher Mentoring • Developing High-Quality Campus Plans for Teacher Mentoring (PPT Thumbnails) • Veteran and Beginning Teachers • Teacher scenarios • Teacher Turnover Costs • Johnson County Public Schools sample plan • Sample Document Summary List • Key Stakeholders Checklist • Beginning Teacher Matching Survey • Beginning Teacher Support Questionnaire • Planning Document • Sample Action Steps for Campus Improvement Planning for the Teacher Mentoring Component Session 10 Developing High-Quality Campus Plans for Parent Involvement • Scenario • Six Major Types of Partnerships Between Schools, Families, and Communities • What Do We Mean by Types of Family Roles? • Supporting Parent, Family, and Community Involvement in Your School Session 11 Leadership for School Improvement • Leadership for School Improvement (PPT Thumbnails) • What Are Concerns of Staff at Your School? • Addressing Concerns: Some Suggestions • If not a workshop, then what? • How Does Our School Use Data? • What Leaders Do To Develop, Implement, and Monitor the Improvement Plan Session 12 Pre-Planning Organizer • Assessing Our Current Status • Getting Organized for Planning Session 13 Bill Sommers – Rocks, Rivers, and Wet Babies • Rocks, Rivers, and Wet Babies (PPT Thumbnails) • Bio of Bill Sommers • And How Are the Children? Session 14 Sally Partridge – Support for School Improvement • Sally Partridge – Support for School Improvement (PPT Thumbnails) Session 15 The Crocodile Story • The Crocodile Story • Crocodile Card

Understanding and Achieving AYP — Facilitator Guide Overview The Texas Education Agency (TEA), guided by the requirements of the No Child Left Behind (NCLB) Act of 2001, has outlined specific requirements for schools not meeting Adequate Yearly Progress (AYP). Understanding and Achieving AYP is a set of activities designed to assist facilitators working with teams from schools that have not met these requirements for the first time. The objectives for teams participating in the full set of activities are to • • •

heighten their awareness of NCLB requirements, increase knowledge and skills they need to meet school improvement requirements, and identify and prioritize actions for implementing an improvement strategy.

The activities should be completed by a school team of at least three members—including the principal, instructional coaches, teacher leaders, department heads, or other administrators—working with a facilitator. Ideally, the work sessions would be attended by all members of the Campus Improvement Plan (CIP) team which, by law, must also include parents of children in the school [NCLB 1112(d)(1)]. Two full days of working together as a team are suggested as the optimal time frame for facilitating the full set of activities. However, activities may be conducted in shorter sessions over a number of days if necessary. Sample Agenda Minutes 15

45

55

60 – 90

Activity Welcome Introductions Norms Agenda Review Paul Ruiz –Making Sense of AYP Video Cory Green – NCLB SIP Requirements – Video Understanding AYP Campus Data

Day 1 PowerPoints •

Making Sense of AYP PPT (78 slides) NCLB SIP Requirements PPT (5 slides) Understanding AYP Campus Data PPT (30 slides)

• • •

• •

Handouts Agenda (not included)

Making Sense of AYP (PPT Thumbnails) Bio – Paul Ruiz NCLB SIP Requirements (PPT Thumbnails) Understanding AYP Campus Data (PPT Thumbnails) TEA/AYP Campus Data Table (not included)

Minutes

Activity

Day 1 PowerPoints • • • •

10 50

60 5

60 – 90

Break Anita Villarreal – Title I School Improvement Lunch Overview of School Plan Requirements

Developing HighQuality Campus Plans for Student Achievement

Anita Villirreal PPT (53 slides)

•

Anita Villarreal (PPT Thumbnails)

Overview of School Plan Requirements PPT (4 slides) ResearchBased Elements That Impact Student Achievement PPT (13 slides)

•

Overview of School Plan Requirements (PPT Thumbnails)

•

Research-Based Strategies for Student Achievement (PPT Thumbnails) A Practical Guide to School Improvement Meeting the Challenges of NCLB (or copies of chapters 2,3, and 4) CIP Development Guide — Curriculum Alignment and Coherence (Student Achievement Handout 1) CIP Development Guide — Data-Based Decision Making (Student Achievement Handout 2) CIP Development Guide — High Expectations with Support as needed (Student Achievement Handout 3) Sample Action Steps for Campus Improvement: Planning for the Student Achievement Component (Student Achievement Handout 4)

•

•

•

•

•

15 45

Break Developing HighQuality Campus Plans for Professional Development

Handouts Sample 2005 AYP data sheets (Data Handout 1) AYP Data Organizer (Data Handout 2) AYP Glossary (Data Handout 3) Principal Planning Guides (optional – not included)

Developing High-quality Campus Plans for Professional Development PPT (40 slides)

•

•

•

Developing High-quality Campus Plans for Professional Development (PPT Thumbnails) Professional Development Description (Professional Development Handout 1) Four transparent circles representing V. Bernhardt’s types of data per participant (Professional Development Handout 2)

Minutes

Activity

Day 1 PowerPoints

• • •

•

•

• 15

Avoiding Planning Mistakes

•

• 15 – 30 15

Minutes 5

45

Handouts of data per participant (Professional Development Handout 2) Sample CIP (Professional Development Handout 3) Finding Time (Professional Development Handout 4) Sample School Calendar (Professional Development Handout 5) Relationship Between Levels of Impact and Components of Professional Development (Professional Development Handout 6) Sample Action Steps for Professional Development (Professional Development Handout 7) 4 bookmarks per participant (to be handed out at the end of each of the four topics). 2 sets of prepared cards (total 8 cards) Mistakes Cards and Solution Cards Avoiding Common Mistakes in Planning (Mistakes Handout 1)

School Team Planning Time Adjourn for the day Review intended outcomes Check on norms Overview of tomorrow’s agenda

Activity Welcome Overview of day’s objectives Developing HighQuality Campus Plans for Teacher Mentoring

Day 2 Slides

Developing High-Quality Campus Plans for Teacher Mentoring PPT (39 slides)

Handouts

•

•

Developing High-Quality Campus Plans for Teacher Mentoring (PPT Thumbnails) Veteran and Beginning Teachers (Teacher Mentoring Handout 1)

Minutes

Activity

Day 2 Slides (39 slides)

• • •

• • •

•

• •

45 – 60

Developing Highquality Campus Plans for Professional Development

Developing High-quality Campus Plans for Professional Development PPT (40 slides)

•

•

•

• • •

•

•

Handouts Teacher scenarios (Teacher Mentoring Handout 2) Teacher Turnover Costs (Teacher Mentoring Handout 3) Johnson County Public Schools sample plan (Teacher Mentoring Handout 4) Sample Document Summary List (Teacher Mentoring Handout 5) Key Stakeholders Checklist (Teacher Mentoring Handout 6) Beginning Teacher Matching Survey (Teacher Mentoring Handout 7) Beginning Teacher Support Questionnaire (Teacher Mentoring Handout 8) Planning Document (Teacher Mentoring Handout 9) Sample Action Steps for Campus Improvement Planning for the Teacher Mentoring Component (Teacher Mentoring Handout 10) Developing High-quality Campus Plans for Professional Development (PPT Thumbnails) Professional Development Description (Professional Development Handout 1) Four transparent circles representing V. Bernhardt’s types of data per participant (Professional Development Handout 2) Sample CIP (Professional Development Handout 3) Finding Time (Professional Development Handout 4) Sample School Calendar (Professional Development Handout 5) Relationship Between Levels of Impact and Components of Professional Development (Professional Development Handout 6) Sample Action Steps for Campus Planning for the Professional Development Component (Professional Development Handout 7)

Minutes

Activity

Day 2 Slides •

15 60

Break Leadership for School Improvement

Leadership for School Improvement PPT (67 slides)

• • •

•

• • •

40

Pre-Planning Organizer

• •

60 50

40

Lunch Bill Sommers – Rocks, Rivers, and Wet Babies – Video Sally Partridge – Support for School Improvement

15

Crocodile Story

15

Review session objectives Reflect on session and next steps Adjourn

Leadership for School Improvement (PPT Thumbnails) Leadership for School Improvement (PPT Thumbnails) What Are Concerns of Staff at Your School? (Leadership Handout 1) Addressing concerns: Some suggestions (Leadership Handout 2) If not a workshop, then what? How Does Our School Use Data? (Leadership Handout 3) What Leaders Do To Develop, Implement, and Monitor the Improvement Plan (Leadership Handout 4) Assessing Our Current Status (Pre-Planning Handout 1) Pre-planning Organizer (PrePlanning Handout 2)

• • •

Rocks, Rivers, and Wet Babies (PPT Thumbnails) Bio of Bill Sommers And How Are the Children? Sally Partridge – Support for School Improvement (PPT Thumbnails)

•

Crocodile Card (Crocodile Handout 1)

•

Sally Partridge – Support for School Improvement PPT (18 slides)

Handouts Handout 7) 4 bookmarks per participant (to be handed out at the end of each of the four topics)

Each session includes an activity guide that will assist the facilitator in leading the activities. The guide provides detailed information for a facilitator who has experience providing professional development and who has an understanding of the school improvement process and the implications of the No Child Left Behind Act. The guides include two types of sessions. • •

Activity sessions include a detailed outline of the activity and are led by the facilitator. Video sessions include video clips (available online at

http://txcc.sedl.org/resources/strategies_improvement/underst anding_achieving_ayp/sessions.html )of experts whose presentations provide essential information for completing other activities. For these sessions, the facilitator will introduce the video, facilitate a follow-up conversation, answer any questions participants may have, or provide participants with guidance for obtaining further information. As with any video, facilitators may wish to stop periodically and answer questions or discuss main ideas, rather than viewing the entire video before stopping.

Components Each activity guide contains common components to help the presenter navigate activities and organize the facilities and materials. The components of each session will include some or all of the following: • • • • • • • • • • •

Title of Session Time (suggested amount of time needed to complete the activity) Intended Outcome Goals Essential Learnings That Will Result From the Activity Resources/Materials Needed Handouts PowerPoint Slides Facilitator Preparation Activity Sequence References for Resources Used

General Facilities Requirements Many of the sessions described in this guide require the school team to work together in small groups as they examine data, complete activities, and review their CIP. Organizing the facility so that at least two school teams can work at each table will allow them to share ideas and

products and to solve problems together. Banquet seating (participants seated around a circular or square table) as opposed to classroom seating (participants seated on one side of table) will promote material sharing and group discussion among group members. Many of the sessions require the use of a laptop computer and projector in order to display PowerPoint and video presentations. The size of the audience should be considered when selecting a screen size on which to project the presentations. Other items that may be necessary include a microphone, timer, bell (or other attention-getting device), note pads, sticky notes, pens, tape, chart paper.

Session 1 Invited Speaker, Paul Ruiz (The Education Trust) — Making Sense of AYP (45 Minutes) Intended Outcome Participants will develop an understanding of the concepts underlying AYP and learn about the positive effects NCLB is having on schools and school systems. Resources Needed / Materials Used • Making Sense of AYP PPT (78 slides) • Video Handouts • Making Sense of AYP (PPT Thumbnails) • Bio of Paul Ruiz Facilitator Preparation • Familiarize yourself with Paul Ruiz and his work (bio). • Test the PowerPoint. • Test the video clip and adjust volume. Activity Sequence 1. Provide background information on Paul Ruiz. 2. Show PowerPoint and/or video clip. 3. Conduct Q & A.

Paul F. Ruiz, PhD Principal Partner The Education Trust, Inc

Paul Ruiz, Ph.D., Principal Partner and co-founder of the Education Trust, Inc., is recognized nationally for his proven ability and extensive knowledge in guiding and helping schools and school districts in their efforts to improve academic achievement and close gaps. He has devoted over 30 years of professional and advocacy work to the education success of all students, with a particular focus on improving achievement and closing the Latino and African American achievement gap. While serving as a school principal and central office administrator in Saginaw, Michigan, he was selected Educator of the Year by the Michigan Department of Education for his exemplary education work with migrant and English-limited students. In the late 80’s, Dr. Ruiz left Michigan for his native San Antonio where he served as the human resources director at the San Antonio State Hospital. And, later, as director of the Pew-funded Hispanic Student Success Program at the Hispanic Association of Colleges and Universities (HACU), he brought together K-12 and college educators as well as civic and community partners to focus attention and support to increase significantly the number of San Antonio Hispanic and low income high school students prepared to enter and succeed in college. In the early 90’s, he joined with Kati Haycock and, with generous support from the Pew Charitable Trusts, co-founded the Education Trust. Dr. Ruiz led the movement to establish a growing number of local PK-16 councils and partnerships throughout the nation focused on schools and colleges working together to improve achievement and close gaps. In 2002, Dr. Ruiz stepped away from the Education Trust to serve as the Chief Academic Officer for the District of Columbia Public Schools, with over 70,000 students, and led the development and implementation of an ambitious and focused multi-faceted K-12 academic improvement effort, with a significant focus on transformational leadership and replacing low level courses with more rigorous Math, Science, English Language Arts courses at the middle and high school level. More recently, Dr. Ruiz returned to the Education Trust and works out of San Antonio to promote high academic standards for all students at all levels, especially in schools and colleges serving large concentrations of low income and/or African American, Latino and Native American students. Dr. Ruiz works to establish closer and deeper connections between school district CEOs in the southwestern states and the work of the Education Trust. Dr. Ruiz has shared his work with tens of thousands of educators, business and community leaders in almost every state of the Union. He is smart, insightful, practical and unequivocal in his conviction that all students can learn to standards when expected and taught to do so. Paul is native of San Antonio and comes from a family of 15 children. He graduated from Brackenridge High School and holds a B.A. from St. Mary’s University. He earned a Master of Arts in School Counseling from Central Michigan University, and a PhD in Educational Administration and Supervision from The University of Michigan at Ann Arbor.

The Texas Comprehensive Center Annual Forum

Making Sense Of Adequate Yearly Progress (AYP) 2004 by The Education Trust, Inc.

San Antonio, Texas Paul Ruiz, PhD: Principal Partner The Education Trust, SW July 30, 2006 [email protected] 1

Concept Behind AYP:

2004 by The Education Trust, Inc.

• Establish clear goals for student learning. • Measure whether students are reaching them. • Hold educators accountable for raising student achievement. • Commit to making improvements in schools that aren’t raising student achievement.

2

AYP is a signaling device • It indicates whether schools, districts, and states are on-target with all groups of students. 2004 by The Education Trust, Inc.

• If not, AYP identifies which schools and groups of students need the most help. 3

1

Steps are taken to help students in schools that do not make AYP. 2004 by The Education Trust, Inc.

(i.e., the hard work is just beginning)

4

AYP is NOT a reform strategy Anyone who asserts that AYP alone will raise achievement or close gaps is over-selling NCLB 2004 by The Education Trust, Inc.

but . . . Anyone who’s ready to say today that we can’t meet these goals is under-estimating our kids and our schools. 5

Why do we need AYP? 2004 by The Education Trust, Inc.

6

2

Prior to NCLB, states were not serious enough about accountability. 2004 by The Education Trust, Inc.

Most states only held schools accountable for overall performance. 7

Howard Bishop Middle School Gainesville, Florida


• 55% African American • 58% Low Income • An “A” school under the Florida accountability system • Did not make AYP for 2003-04

8 Source: Florida Department of Education, http://www.fldoe.org

Achievement Gaps at Howard Bishop 2004 Reading Composite 100

60

51

40

28

24 20 0 All

African American

White

AYP Target = 31%

Low Income


Percent Proficient

83 80

9

Source: Florida Department of Education, http://www.fldoe.org

3

B.C. Charles Elementary Newport News, Virginia


• 39% African American • 35% Low Income • Fully Accredited under the Virginia accountability system • Did not make AYP for 2002-03

Source: Virginia Department of Education, http://www.pen.k12.va.us

10

School Information Partnership, http://www.schoolresults.org

Achievement Gaps at B.C. Charles 2003 Reading/Language Arts Composite 94

80

72

60

45

39

40 20 0 All

African

White

Low Income

American

AYP Target = 61%


Percent Proficient

100

11 Source: Virginia Department of Education, http://www.pen.k12.va.us

. . . And states’ growth targets allowed achievement gaps to get bigger. 2004 by The Education Trust, Inc.

12

4

Farallone View Elementary Cabrillo Unified, California


• 25% Latino • 22% Low Income • A successful school under the California accountability system (API) • Did not make AYP for 2002-03

13

Source: California Department of Education, http://www.cde.ca.gov School Information Partnership, http://www.schoolresults.org

Achievement Gaps at Farallone View 2003 Math Composite

80 58

60 47 40

18

14

20 0 All

Latino

White

AYP Target = 16%

Low Income


Percent Proficient

100

14

Source: School Information Partnership, http://www.schoolresults.org

Gaps Grew From 2002 to 2003 Grade 4 English Language Arts 80 60

38

53 Poor Non Poor

40


Percent Proficient

100

20 0

2002

2003 15


5

Gaps Grew From 2002 to 2003 Grade 4 Math 80 60

41

34

Poor Non Poor

40


Percent Proficient

100

20 0

2002

2003 16



Under AYP, a school is not successful unless it is successfully teaching all groups of students.

17

The public supports this definition of success 75

How concerned would you be about (the schools in your area/your child’s school) under the following circumstances? Most of the students in the school are meeting state standards but African American and Hispanic students are not.

60 59

Concerned Voters: 88%

50

Parents: 93%

25 Registered Voters

5

4

7

4

Parents

0 Very Somewhat Not so Not at all concerned concerned concerned concerned


34 28

18 Source: Business Roundtable Survey conducted by SDS (June 2003).

6

The public supports this definition of success 80

Is it “OK” or “Not OK” to consider a school to be making adequate progress if only special education students are not meeting state standards? 73 Not OK 64

60

28 20 20 8

7

0 Not Ok

Ok

Don't Know


Registered Voters Parents

40

19

Source: Business Roundtable Survey conducted by SDS (June 2003).

The public supports this definition of success Is it “OK” or “Not OK” to consider a school to be making adequate progress if only limited English proficient students are not meeting state standards?

75 58

62

Not OK

50

28 25 9

10

0 Not Ok

Ok

Don't Know


Registered Voters Parents

34

20 Source: Business Roundtable Survey conducted by SDS (June 2003).


More than 100 African American and Latino superintendents, the Council of the Great City Schools, and other education leaders have spoken up in support of NCLB’s accountability provisions. 21

7

33 of 47 Chief State School Officers believe that NCLB will improve student learning

14

10 6

6 2

0 To a great extent

somewhat

A little

Not at all

Don't Know


Number of States

To what extent do you believe that, over time, the NCLB accountability requirements will result in increased student achievement? 19 20

22

Source: Center on Education Policy, January 2004


Across the country, schools are rising to the challenge of educating all students to high standards.

23

Centennial Place Elementary School Atlanta Public Schools

Source: Georgia Department of Education, http://www.doe.k12.ga.us


• 91% African American • 79% Low Income • In 2002, performed in the top 7% of Georgia schools in 4th grade reading • In 2002, performed in the top 12% of Georgia schools in 4th grade math • Made AYP for 2003-04 24

Dispelling the Myth Online, http://www.edtrust.org

8

High Achievement at Centennial Place 2004 Reading Composite 94

94

92

All

African American

Low Income

80 60 40 20 0

AYP Target = 60%


Percent Proficient

100

25

Source: Georgia Department of Education, http://www.doe.k12.ga.us

T. Ryland Sanford Elementary Newport News, Virginia


• 54% African American • 55% Low Income • In 2002, performed in the top 20% of Virginia schools in grade 5 math • Fully Accredited under the Virginia accountability system • Made AYP for 2002-03 26

Source: Virginia Department of Education, http://www.pen.k12.va.us School Information Partnership, http://www.schoolresults.org Dispelling the Myth Online, http://www.edtrust.org

Closing Gaps at Sanford 2003 Reading/Language Arts Composite 100 81

80 73

60 40 20 0 All

African American

White

Low Income

AYP Target = 61%


Percent Proficient

80 80

27 Source: Virginia Department of Education, http://www.pen.k12.va.us

9

Devon Aire Elementary Miami, Florida 61% Latino 27% Low Income 15% English Language Learners 9% Students with Disabilities In 2002, performed in the top 5% of Florida schools in 5th grade reading and math • An “A” school under the Florida accountability system • Made AYP for 2003-04

Source: School Information Partnership, http://www.schoolresults.org Florida Department of Education, http://www.fldoe.org Dispelling the Myth, http://www.edtrust.org


• • • • •

28

High Achievement at Devon Aire 2004 Reading Composite 100

89 82 75

70

60

51

40 20 0 All

Latino

White

Low Income

AYP Target = 31% Source: Florida Department of Education, http://www.fldoe.org

ELL

Disabled


Percent Proficient

84 80

29


Some of Texas’ schools have been particularly successful in proving that all students can succeed.

10

Hambrick Middle School Aldine, Texas • • • •

Source: Texas Education Agency, http://www.tea.state.tx.us Dispelling the Myth Online, http://www.edtrust.org


72% Latino 23% African-American 87% Low-Income In 2002, performed with the top 15% of all schools in 8th Grade Reading & Math • Made AYP for 2002-03

Hambrick Middle School: Raising Achievement While Narrowing Gaps TAAS, 1994-2002 98% 95%

80 57%

60 40 20

35%

0 1994 1995 1996 1997 1998 1999 2000 2001 2002 White

Latino


Percent Met Standard

100

Source: Texas Education Agency Academic Excellence Indicator System, http://www.tea.state.tx.us

Ortiz Elementary Abilene, Texas • • • •

Source: Texas Education Agency, http://www.tea.state.tx.us


68% Latino 24% White 90% Low-Income In 2002, performed as well or better than 100% of Texas schools in grade 4 math • In 2002, performed as well or better than 82% of Texas schools in grade 4 reading • Made AYP for 2002-03 Dispelling the Myth Online, http://www.edtrust.org

11

High Achievement at Ortiz 2003 TAKS Reading/Language Arts Composite 93

92

95

93

All

Latino

White

Low Income

80 60 40 20 0

AYP Target = 46.8%


Percetn Met Standard

100


High Achievement at Ortiz 2003 TAKS Math Composite 95

95

92

95

All

Latino

White

Low Income

80 60 40 20 0

AYP Target = 33.4%



100


Gruver Elementary Fort worth, Texas • • • •


53% Latino 47% White 60% Low-Income In 2004, received the National Blue Ribbon Award from the Department of Education for its student achievement • Made AYP for 2003-04

Source: Texas Education Agency, http://www.tea.state.tx.us; Dispelling the Myth Online, http://www.edtrust.org

12

Gruver Elementary School: Rapid Improvement TAAS, 1994-2002 98%

80 60

0 gap

95%

57%

32

35%

40 20 0

1994 1995 1996 1997 1998 1999 2000 2001 2002 White

Latino



100


Gruver Elementary School: All Students Achieving at High Levels TAAS, 1994-2002 100% 88%

100%

80 60

75%

40 20 0 1994 1995 1996 1997 1998 1999 2000 2001 2002 White

Latino

Low-Income



100



Safe Harbor recognizes schools that are making significant improvement, even if they haven’t met state-established AYP goals.

39

13

Leschi Elementary Seattle, Washington • 79% African American • 72% Low Income • Made AYP for 2002-03 2004 by The Education Trust, Inc.

40

Source: Washington Superintendent of Public Instruction, http://ospi.k12.wa.us

Achievement at Leschi 2003 Reading Composite 80 60 42

42

40


Percent Proficient

100

20 0 All

Low Income

AYP Target = 56.2%

41


All Students and Low Income Students Made Safe Harbor in Reading

80 60 42 40

30

42

2002 2003

30

20 0 All

Low Income

2003 AYP Target = 56.2%


Percent Proficient

100

42


14

All Students and Low Income Students Made Safe Harbor in Reading


• 70% below proficient in 2002 • 58% below proficient in 2003 • 17% reduction in the percent of students below proficient from 2002 to 2003

43

AYP is having positive effects on schools and systems 2004 by The Education Trust, Inc.

44

Charlotte-Mecklenburg, North Carolina Raising Achievement, Closing Gaps Grade 3 Math 80

19

35

40 60

African American Latino White

40 20 0 1998

1999

2000

2001

2002

2003


Percent Proficient

100

45 Source: North Carolina Department of Public Instruction, http://www.ncpublicschools.org

15

Delaware Raising Achievement, Closing Gaps Grade 5 Reading 100

30 60


40 20 0 2001

2002

2003

2004


Percent Proficient

8 80

46 Source: Delaware Department of Education, http://www.doe.state.de.us

Michigan Raising Achievement, Closing Gaps Grade 8 Math 80

37 60


42 40 20 0 2002

2003

2004


Percent Proficient

100

47 Source: Michigan Department of Education, http://www.michigan.gov/mde

Maryland Raising Achievement, Closing Gaps Grade 3 Reading 80

31

24

60


40 20 0 2003

2004


Percent Proficient

100

48 Source: Maryland Department of Education, http://www.mdreportcard.org

16

Pennsylvania Raising Achievement, Closing Gaps Grade 8 Reading 80

35

60


43

40 20 0 2002

2003

2004


Percent Proficient

100

49 Source: Pennsylvania Department of Education, http://www.pde.state.pa.us/

New York Raising Achievement, Closing Gaps Elementary Level Math 80 60

26 36

42


40 20 0 2000

2001

2002

2003


Percent Proficient

100

50 Source: New York Department of Education, http://www.nysed.gov/

Arizona Raising Achievement, Closing Gaps AIMS Grade 3 Math 80

20 60

27

30

Latino White

40 20 0 2000

2001

2002

Source: Arizona Department of Education, http:www.ade.state.az.us

2003


Percent Proficient

100

51

17

Mississippi Raising Achievement, Closing Gaps Grade 3 Math 12

21

80 60

African American White

40 20 0 2001

2002

2003


Percent Proficient

100

52

Source: Mississippi Department of Education, http://mde.k12.ms.us

Despite their concerns, superintendents and principals admit that NCLB has brought about positive change in their schools.

SOURCE: Rolling Up Their Sleeves, Public Agenda Survey in Alliance for Excellent Education Newsletter, January, 2004.


83% of superintendents and 75% of principals report they are “more focused on curriculum, teaching, mentoring and professional development than ever before.”

53

“This is the highest rating recorded since Harris polls began asking about teacher satisfaction in 1984.” 57 60 54 52

50

44 40

40

33

30 20 10 0 1984

1986

1988

1995

2001

2003


% of teachers "very satisfied" with teaching

And, teachers are more satisfied with teaching than they’ve been in the last 19 years

54 SOURCE: USA TODAY, April 22, 2004, More teachers satisfied with career, data from Harris Interactive, 2003.

18

"Instruction is now really focused. ...Standards have really helped us focus on what and how we are going to teach." 2004 by The Education Trust, Inc.

Lynette Slazman, Elementary School Principal, The Rocky Mountain Collegian, 3/10/04

55

"Much to our surprise, attitudes really had changed considerably since NCLB. There are high expectations and we did not have to twist any arms." 2004 by The Education Trust, Inc.

Ricki Sabia, parent, special education expert and advocate re: finding it much easier to get her fifth grader at Cloverly Elementary School in Silver Spring into mainstream classes despite his learning disabilities; Reporter Jay Matthews, Washington Post, 3/9/04 56

AYP is also improving the quality and availability of public information. 2004 by The Education Trust, Inc.

57

19

Kansas online state report card


Source: Kansas State Department of Education, http://www.ksbe.state.ks.us

58

Maryland online school report card


59 Source: Maryland Department of Education, http://www.mdreportcard.org

But all of us need to monitor this data. 2004 by The Education Trust, Inc.

60

20

New regulations have made AYP more sensitive to some of the challenges facing public schools. 2004 by The Education Trust, Inc.

61

New provisions for students with disabilities


• 1% of all students (about 9% of all students with disabilities) at the district and state levels can take alternate assessments based on individualappropriate standards. • Districts and states can apply for a waiver to exceed the 1% cap where necessary. • The 1% cap does not apply at the school level.

62

New provisions for students with limited English proficiency


• LEP students’ achievement scores from their first year in an American school are not counted in AYP determinations. • The scores of previously LEP students can be counted in the LEP category for an additional two years for AYP purposes.

63

21

New provisions for test participation


• Participation rates can be averaged over the past two or three years in AYP calculations. • Students who do not participate in state assessments because of a medical emergency are not included in participation rate calculations.

64

AYP provides a framework for identifying challenges and targeting improvement efforts.


The right—and the responsibility—to determine how to address a school’s particular needs remains with state and local educators and officials. 65

The only non-negotiables for schools in need of improvement are choice and supplemental services for lowincome students. 2004 by The Education Trust, Inc.

Local officials retain tremendous discretion to implement aggressive or mild interventions, depending on facts and professional judgment. 66

22

Will AYP work?


In the end, it depends on our beliefs about what’s possible for students and schools.

67

–Superintendent, New York October 21, 2002, The Buffalo News


"I have difficulty with the standards because they're so unattainable for so many of our students . . . We just don't have the same kids they have on Long Island or Orchard Park.”

68

-Wayne Johnson, CTA President Los Angeles Times August 6, 2002


“They may as well have decreed that pigs can fly . . . I think the State Board of Education is dealing with reality, not myth. Some of these politicians just have their heads in the sand.”

69

23

Think about the messages in what they say…


• To parents…about whose kids matter; • To students…about how much educators think they can learn; and, • To teachers…about whether they even have to try.

70

Other leaders are talking about the challenge in very different ways…. 2004 by The Education Trust, Inc.

71

"Until the gap is closed, our work is not done."


Des Moines Superintendent Eric Witherspoon, Des Moines Register, 4/15/03

72

24

Alyssa Pearson, Title I senior coordinator for the Colorado Department of Education, The Rocky Mountain Collegian, 3/10/04


"People for the first time are really beginning to see the groups of kids who have been falling behind. The focus on these kids is a big advantage of testing subgroups for adequate yearly progress."

73

"At the end of the day, we are responsible for every child. Will we do it? Certainly. Will we look good early on? I doubt it." 2004 by The Education Trust, Inc.

–Superintendent, Wake County June 2, 2002 News and Observer (NC)

74

"If you really have a focus on doing what is in the best interests of all children, then AYP goals sort of fall in place." 2004 by The Education Trust, Inc.

Durham Public Schools Associate Superintendent Carl Harris (Reporter: Michael Petrocelli, The Herald-Sun, 7/15/04)

75

25

“This new era is not just a matter of kids having access to school… This new era is about how we're going to make sure all kids learn." 2004 by The Education Trust, Inc.

Andy Tompkins, Kansas Department of Education Commissioner, Topeka Capital Journal, 7/8/03

76

Raising Achievement for All while Narrowing Gaps 97% 96% 92%

75%

50%

72%

55% 42%

25%

0% 1994 1995 1996 1997 1998 1999 2000 2001 2002 African American

Latino

White


Passing TAAS math test

100%

77 Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.


The Education Trust www.edtrust.org [email protected] 210-979-0575

78

26

Session 2 Guest Presenter, Cory Green (TEA) — NCLB SIP Requirements (55 Minutes) Intended Outcome Participants will learn about NCLB requirements. • •

Implications for Campus Improvement Plans (CIPs) Support available from TEA and ESCs in development of campus plans

Resources Needed / Materials Used • NCLB SIP Requirements PPT (5 slides) • Video Handouts • NCLB SIP Requirements PowerPoint (PPT Thumbnails) • Appendix C: Comparison of State and Federal Systems (Handout 1) • School improvement CIP requirements (Handout 2) Facilitator Preparation • Preview the video and/or PowerPoint. • Familiarize yourself with NCLB SIP requirements. • Test the PowerPoint. • Test the video clip and adjust volume. Activity Sequence 1. Provide background information on Cory Green. 2. Show PowerPoint and/or video clip. 3. Conduct Q & A.

NCLB SIP Requirements Cory Green, Senior Director Division of NCLB Program Coordination, TEA July 31, 2006 © 2006 by the Texas Education Agency

The “Gospel According to Paul”

You cannot argue with the intent and purpose of NCLB….

Why shouldn’t all students be included….

07/31/2006

The “Cause According to Cory” The “Consequence According to Anita”

1

State and Federal Accountability

Different Systems = Different Requirements

Refer to Handout: Appendix C – Comparison of State and Federal Systems

07/31/2006

Why? Proactive rather than Reactive Planning Improve, not play the “blame game”

07/31/2006

No Child Left Behind

All teachers

All parents

All students

07/31/2006

2

Campus Improvement Plans

Under SIP—

Revised within 3 months of SIP identification

Cover 2 year period Receive technical assistance from district Peer review of plan by district within 45 days of campus completing revision

10 required elements (Refer to handout)

07/31/2006

Technical Assistance

ESC Title I and/or School Improvement Staff SIRC Staff, Region 13 ESC Statewide School Support Team and Parent Involvement Initiative, Region 16 ESC School Improvement Unit Division of NCLB Program Coordination, TEA (512) 463-9374, Option 3

07/31/2006

3

Appendix C – Comparison of State and Federal Systems In addition to the state accountability system, which is mandated by the Texas legislature, there is also a federal system of public school accountability. Although the state system has been in place since 1993, the accountability provisions in the federal No Child Left Behind (NCLB) Act were first applied to the Texas public schools in 2003. Campuses, districts and the state were evaluated for Adequate Yearly Progress (AYP) for the first time in 2003 The purpose of this appendix is to provide details comparing the state accountability system to the federal (AYP) system. Though there are some similarities and elements in common between the two, there are significant differences. For complete details about the federal system, see the 2006 AYP Guide. The Guide as well as other information about AYP can be found at the AYP website at http://www.tea.state.tx.us/ayp/index.html.

SYSTEMS ALIGNED The state accountability system and the AYP procedures mandated by the U.S. Department of Education, are aligned where possible. •

Release Date. The release dates for the preliminary state accountability ratings and preliminary AYP status are scheduled to occur prior to the start of the 2006-07 school year.

•

Labels. The final 2006 AYP status will include the final 2006 state accountability ratings for both standard and AEA procedures. These labels will appear for both Title I and nonTitle I campuses and districts.

•

Appeals Process. The appeals processes for state ratings and AYP status are aligned to the extent possible. See Chapter 14 – Appealing the Ratings of this Manual and the 2006 AYP Guide for more information.

COMPARISON The following tables provide comparisons of the state and federal systems. Table 24 contains a side-by-side comparison of the indicators, restrictions, requirements, and source data for both systems. Table 25 is a comparison by grade level. With this table, a campus can compare the use of various indicators by grade. For example, a grade 3-5 campus is evaluated in both the state and federal systems on TAKS reading, mathematics, and SDAA II, although AYP evaluates more student groups for each of these indicators. In a grade 3-5 campus, its AYP status also depends on attendance and participation indicators, while its state rating includes TAKS writing and science results.

Appendix C – Comparison of State and Federal Systems 2006 Accountability Manual

153

2006 Accountability Manual

154 Appendix C – Comparison of State and Federal Systems

Table 24: 2006 Comparison of State and Federal Accountability (AYP) by Indicator State Accountability (Standard Procedures)

AYP

TAKS

Subjects & Standards

Grades

Reading/ELA* ..... Exemplary 90% / Recognized 70% / Acceptable 60% Mathematics*...... Exemplary 90% / Recognized 70% / Acceptable 40% Writing ................ Exemplary 90% / Recognized 70% / Acceptable 60% Social Studies..... Exemplary 90% / Recognized 70% / Acceptable 60% Science............... Exemplary 90% / Recognized 70% / Acceptable 35%

Reading/ELA* ..........................Meets AYP 53% Mathematics* ...........................Meets AYP 42%

All values rounded to whole numbers. *Includes cumulative pass rate for grades 3 and 5 reading and grade 5 mathematics.

All values rounded to whole numbers. *Includes cumulative pass rate for grades 3 and 5 reading and grade 5 mathematics.

Minimum Size

All Students ............................................... Any (Special Analysis if small) Student Groups........................................................................... 30/10%/50

3–8, and 10 (English); 3–6 (Spanish) All Students African American Hispanic White Economically Disadvantaged Special Education Limited English Proficient (LEP) All Students ......Any (Special Analysis if small) Student Groups ...............................50/10%/200

Improvement

To Acceptable: Has enough gain to meet Acceptable standard in 2 years. To Recognized: At 65% - 69% and has gain to meet 70% standard in 2 years.

10% decrease in percent not passing and at least 0.1% improvement on “other measure.”

Student Groups

Pairing SDAA II Subjects & Standards Grades Student Groups Minimum Size Improvement Pairing

3–11 (English); 3–6 (Spanish) All Students African American Hispanic White Economically Disadvantaged

Paired with feeder campus (or district). Reading/ELA + Mathematics + Writing Exemplary 90% / Recognized 70% / Acceptable 50% Number “met expectations” summed across grades and subjects. Results rounded to whole numbers.

3-10 All Students only All Students ...............................................At least 30 tests in denominator Student Groups..........................................................................................N/A To Acceptable: Has enough gain to meet Acceptable standard in 2 years. To Recognized: At 65% - 69% and has gain to meet 70% standard in 2 years.

N/A: No pairing for SDAA II.

Paired with feeder campus (or district).

SDAA II (grades 3-8 and 10 only) is combined with TAKS and other assessments by subject for performance and participation. See TAKS section (above) for standards, subjects, and groups.

Note: there is a cap on the percentage of students who can be counted as proficient based on alternative assessment results (i.e. SDAA II and LDAA).

Table 24: 2006 Comparison of State and Federal Accountability (AYP) by Indicator (continued) State Accountability (Standard Procedures) Other Assessment Indicators RPTE and LEP Math

N/A: Indicator not evaluated.

LDAA Additional Assessment Features Mobility Adjustment District and campus accountability subsets used. Allowed for up to 3 of the 26 TAKS and SDAA II measures depending on the number of assessment measures evaluated.* Exceptions * Only used to move to Acceptable; must be within 5 percentage points of Acceptable standard; other conditions apply.

Combined with TAKS and SDAA II results (by subject for students not tested on TAKS or SDAA II) for Performance and Participation. District and campus accountability subsets used. N/A

Meets AYP...............................................90.0% “Other Measure” for elementary and middle schools. All values rounded to one-tenth.

Student Groups Appendix C – Comparison of State and Federal Systems 155


Attendance Rate Standard

AYP

N/A: Used only for Gold Performance Acknowledgment (for grades 1-12).

Minimum Size

All Students only All Students.... 7,200 (40 students x 180 days) Student Groups* ...........................50/10%/200 * Student groups used only for performance gain.

Improvement At least 0.1% improvement. Completion Rate (grades 9-12) Grads+Continuers.... Exemplary 95.0%/Recognized 85.0%/Acceptable 75.0% Graduate component only .......................70.0% Standards “Other Measure” for high schools and districts. All values rounded to one-tenth.

Student Groups

All Students African American Hispanic White Economically Disadvantaged

Minimum Size

All Students....................................... At least 5 dropouts and 10 in denominator Student Groups ...................At least 5 dropouts and 30/10%/50 in denominator

Improvement

To Acceptable: Has gain to meet 75.0% standard in 2 years To Recognized: At 80.0% - 84.9% and has gain to meet 85% standard in 2 years Minimum Size (All Students and groups): At least 10 in prior year

High School w/o completion rate

District completion rate used.

All values rounded to one-tenth.

All Students only

All Students......................At least 40 in denominator Student Groups* .................................. 50/10%/200 * Student groups used only for performance gain.

At least 0.1% improvement N/A: Indicator not evaluated.

Table 24: 2006 Comparison of State and Federal Accountability (AYP) by Indicator (continued)


156 Appendix C – Comparison of State and Federal Systems

State Accountability (Standard Procedures) Annual Dropout Rate (grades 7-8) Standards Grades 7-8 ....... Exemplary 0.2% / Recognized 0.7% / Acceptable 1.0%

AYP

All values rounded to one-tenth.

Student Groups

Minimum Size

Improvement

All Students African American Hispanic White Economically Disadvantaged All Students ...........................At least 5 dropouts and 10 in denominator Student Groups ..... At least 5 dropouts and 30/10%/50 in denominator

N/A: Indicator not evaluated.

• To Acceptable: Has declined to meet 1.0% standard in 2 years. • To Recognized: At 0.8% - 0.9% and has declined to meet 0.7% standard in 2 years. • Minimum Size (All Students and groups): At least 10 in prior year.

Middle School N/A: Indicator not evaluated. w/o dropout rate Participation Rate: Reading & Mathematics Tested at campus/district ......................... 95%

Standard

Student Groups

All values rounded to whole numbers.

N/A: Indicator not evaluated. Monitoring interventions may occur with excessive exemptions.

Minimum Size Other Campus and District Situations Registered Alternative Rated under Alternative Education Accountability (AEA) Procedures. Education Campuses Evaluated under same criteria as regular districts.* Charter Operators * Charter Operators may be rated under AEA Procedures.

Charter Schools

Evaluated under same criteria as regular campuses. (Charter schools are not paired.)

New Campuses

All campuses (established or new) are rated.

Additional District Requirements

• Must have no Unacceptable campuses to be Exemplary or Recognized. • Must meet Underreported Student standards to be Exemplary or Recognized.

All Students African American Hispanic White Economically Disadvantaged Special Education Limited English Proficient (LEP) All Students ........... At least 40 in denominator Student Groups ............................50/10%/200 Evaluated under same criteria as regular campuses. Evaluated under same criteria as regular campuses. Evaluated under same criteria as regular campuses. N/A: Not evaluated. No additional district requirements.

Table 25: 2006 Grade Level Comparison of State (Standard Procedures) and Federal Accountability

Appendix C – Comparison of State and Federal Systems 157


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

†

All Students AA/H/W/ED* Special Ed & LEP All Students AA/H/W/ED* Special Ed & LEP All Students AA/H/W/ED* Special Ed & LEP All Students AA/H/W/ED* Special Ed & LEP All Students AA/H/W/ED* Special Ed & LEP All Students AA/H/W/ED* Special Ed & LEP All Students AA/H/W/ED* Special Ed & LEP All Students AA/H/W/ED* Special Ed & LEP All Students AA/H/W/ED* Special Ed & LEP All Students AA/H/W/ED* Special Ed & LEP All Students AA/H/W/ED* Special Ed & LEP All Students AA/H/W/ED* Special Ed & LEP

Reading ELA

†

Math

Writing

Social Studies

Science

‡

SDAA II

**HS Completion

Dropout

Attendance

Participation Read/ELA

Math

AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP

AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP AYP

AYP AYP AYP

AYP AYP AYP

AYP

AYP

AYP/State AYP/State AYP AYP/State AYP/State AYP AYP/State AYP/State AYP AYP/State AYP/State AYP AYP/State AYP/State AYP AYP/State AYP/State AYP State State

AYP/State AYP/State AYP AYP/State AYP/State AYP AYP/State AYP/State AYP AYP/State AYP/State AYP AYP/State AYP/State AYP AYP/State AYP/State AYP State State

AYP/State AYP/State AYP State State

AYP/State AYP/State AYP State State

State State State State

State State State State

State State

State State

State State

State State

AYP/State AYP AYP AYP/State AYP AYP AYP/State AYP AYP AYP/State AYP AYP AYP/State AYP AYP AYP/State AYP AYP State

AYP/State AYP AYP

AYP

AYP

AYP

AYP

State State

AYP

State State

AYP

State State State State State State AYP/State State

* AA/H/W/ED refers to the student groups African American, Hispanic, White, and Economically Disadvantaged. ** High School Completion is defined differently for AYP: Under AYP, the Graduate component of the Completion Rate is used, which includes only diploma recipients. Differences also exist between the

two systems in the treatment of secondary schools without their own completion data. ¥ Schools are paired when they do not have grades tested. The use of paired data differs between the two systems. † Performance on TAKS reading/ELA and math include slightly different groups of students for AYP: Minimum size for student groups in AYP is 50/10%/200; for state accountability it is 30/10%/50. ‡ Performance on SDAA II is used differently for AYP: Under AYP, SDAA II performance is combined with TAKS performance. In the state system, SDAA II is evaluated as a separate indicator.

Title I School Improvement Stage 1 Criteria A Title I, Part A campus that has not met AYP for two consecutive years on the same indicator. Stage 1 Requirements

Campus Improvement Plan A Title I, Part A campus that has not met AYP for the second consecutive year must revise in consultation with parents, school staff, the local education agency (LEA), and outside experts, its Campus Improvement Plan (CIP) within three months to cover a two-year period, for LEA approval. 1. The CIP must— a) incorporate strategies based on scientifically based research that will strengthen the core academic subjects in the campus. b) address the specific academic issues that caused the campus to not meet AYP. c) adopt policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all groups of students (all public school students, economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency) enrolled in the school will meet the state’s proficient level of achievement on the state academic assessment not later than 12 years after the end of the 2001-2002 school year. d) specify how the campus will spend not less than 10 percent of the Title I, Part A campus allocation for each fiscal year that the campus is identified in improvement status for providing to the campuses’ teachers and principal high-quality professional development that: • directly addresses the academic achievement problem that caused the school to not meet AYP; • meets the requirements for professional development activities specified under section 1119; and • is provided in a manner that affords increased opportunity for participating in that professional development. e) establish specific annual, measurable objectives for continuous and substantial progress by each group of students—all public school students, economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency—to meet the state’s proficient level of achievement on the state academic assessment not later than 12 years after the end of the 2001-2002 school year. f)

describe how the school will provide written notice about the identification to parents of each student enrolled in a school identified for improvement status, in a format and, to the extent practicable, in a language that the parents can understand.

g) specify the responsibilities of the school and the LEA, including the technical assistance that the LEA will provide and the LEA’s responsibilities under section 1120A. h) include strategies to promote effective parental involvement in the school. i)

incorporate, as appropriate, activities before school, after school, during the summer, and during any extension of the school year.

j)

incorporate a teacher mentoring program.

1

2. The campus must implement the revised CIP not later than the beginning of the next full school year following the identification for improvement.

LEA Responsibilities 1. Within 45 days of receiving a revised CIP, the LEA must— • establish a peer review process to assist with the review of the plan; • promptly review the CIP; • work with the campus as necessary, and • approve the CIP if it meets the requirements. 2. Technical Assistance— The LEA must provide technical assistance as the campus develops and implements the CIP and throughout the CIP’s duration. The technical assistance must: a) include assistance in— • analyzing student assessment data and other examples of student work to identify and address problems and solutions to: 1) instruction 2) implementing the parental involvement requirements 3) implementing the professional development requirements 4) responsibilities of the campus and LEA under the CIP •

identifying and implementing professional development, instructional strategies, and methods of instruction that are based on scientifically based research and that have proven effective in addressing the specific instructional issues that caused the campus to be identified for improvement.

•

analyzing and revising the campus budget so that the campus’s resources are more effectively allocated to the activities most likely to increase student academic achievement and to remove the campus from being identified as improvement.

b) be based on scientifically based research. c) be provided by one or more of the following— • LEA • SEA • Institution of higher education • Private nonprofit organization • For-profit organization • Educational Service Agency • Another entity with experience in helping campuses improve academic achievement. 3. Parent Notification Requirements— The LEA must promptly provide notice—in an understandable and uniform format and, to the extent practicable, in a language the parents can understand—to a parent or parents of each student enrolled in a campus identified for improvement— a) an explanation of what the status means; b) how the campus compares in terms of academic achievement to other elementary campuses or secondary campuses served by the LEA and the SEA involved; c) the reasons for the status;

2

d) an explanation of what the campus is doing to address the problem of low achievement; e) an explanation of what the LEA or SEA is doing to help the campus address the achievement problem; f) an explanation of how the parents can become involved in addressing the academic issues that caused the campus to be identified for improvement; and g) an explanation of the parents’ option to transfer their child to another public school. 4. School Choice— The LEA is required, not later than August 25, 2006 following the identification of improvement status, to provide all students enrolled in the school with the option to transfer to another public school served by the LEA, which may include a public charter school that has not been identified for improvement. The School Choice option may not be applicable to Open-Enrollment Public Charter Schools or other campuses that are by design schools of choice. Student Eligibility for School Choice: All students enrolled in a Title I, Part A campus that has been identified for improvement are eligible to exercise the school choice option. However, in providing students the option to transfer to another public school, if the district is unable to grant each parent’s first choice of a new school or if the district is unable to provide transportation cost for all requests, the LEA must give priority to the lowest achieving children from low-income families, as determined by the LEA for the purpose of making Title I, Part A campus allocations. LEAs are required to offer the parents of each eligible student a choice of more than one school, if there is more than one school within the LEA that has not been identified for improvement, and to take into account the parents’ preference in assigning students to a new school. An LEA is obligated to provide school choice to all students. Transferring students should be treated as students who have moved into the receiving school's attendance zone and allowed to enroll in class and other activities on the same basis as all other students at the public school. In the event that all the campuses in the LEA to which a child may transfer are identified for improvement, corrective action, or restructuring status, the LEA shall, to the extent practicable, establish a cooperative agreement with other LEAs in the area for a transfer. The LEA shall expend an amount equal to 20 percent of its Title I, Part A entitlement to provide for transportation costs associated with School Choice, unless a lesser amount is needed. The LEA shall permit a child who transferred to another school to remain in that school until the child has completed the highest grade in that school. However, the obligation of the LEA to provide, or to provide for, transportation for the child ends at the end of a school year if the LEA determines that the school from which the child transferred is no longer identified for improvement.

3

Session 3 Understanding AYP Campus Data (85 Minutes) Intended Outcome Participants will increase their capacity to analyze campus data for strengths, weaknesses, and possible trends. Campus teams will examine sample AYP data and then their own campus data to guide planning for revising their Campus Improvement Plans (CIPs). Goals • Identify the participants’ prior knowledge about AYP indicators. • Review AYP Indicators, flexibilities, and increasing state performance standards. • Discuss how to read and interpret the AYP Campus Data Table. • Identify the limitations of the data provided on AYP Campus Data Table. • Analyze individual campus AYP tables. • Complete Data Organizer. • Identify other types of data and resources that should be utilized to inform the development of CIPs. Essential Learnings That Will Result From the Activity • AYP data can be used to identify which student groups are and are not successful in TAKS. • AYP data cannot answer why students are not successful on TAKS. • Leadership teams need to probe deeper to identify why students are not successful. Resources Needed / Materials Used • Understanding AYP Campus Data PPT (30 slides) • Highlighters • Sticky notes or notepaper Handouts • Understanding AYP Campus Data (PPT Thumbnails) • TEA / AYP Campus Data Table (for each campus) — go to http://www.tea.state.tx.us/ayp/index.html. [Select the year for which you need information, for instance 2006 AYP Home Page. Click on the District Data Tables or Campus Data Tables hot link.

• • • •

Then, search for the desired campus or district by Campus Name, Campus Number, District Name, District Number, County Name, or Region Number. From the results, select the appropriate campus or district, then click "Continue" to download a PDF of the data table.] Sample 2005 AYP data sheets (Data Handout 1) AYP Data Organizer (Data Handout 2) AYP Glossary (Data Handout 3) Principal Planning Guides (optional) (available from SIRC at [email protected]) Mathematics Parental Involvement ELL/LEP Special Education

Facilitator Preparation • Become very familiar with AYP indicators, flexibilities, and yearly state performance standards. • Review and become familiar with Campus Data Tables. • Review and test PowerPoint. Activity Sequence Whole Group Presentation 1. Review the goals of this session (slide 2). [Note: This session will help to begin the discussion about school data. More information will need to be collected as the CIP teams are assembled at each individual school. The ultimate goal of analyzing data is to improve teaching and student learning.] Small Group Activity 2. Ask participants to work together to list indicators they are familiar with that are used to calculate AYP (slide 3). Many participants may have knowledge of the AYP indicators. [Note: This is an excellent opportunity to get a sense of participants’ awareness. You may also need to modify the remainder of the session dependent upon the participants’ contributions. If participants are extremely knowledgeable, you may provide a brief review; if the participants have limited knowledge, you may need to spend more time explaining individual indicators.] Whole Group Presentation

3. Introduce the TEA Web site and explain that it provides authoritative information regarding AYP in Texas. Refer participants to this Web site for questions about AYP (slide 4). 4. Review AYP indicators (slides 5 and 6) and flexibility (slides 7 and 8). Review the Performance Standards chart (slides 9–11). Review sections of the sample data, highlighting campus rating, student groups, performance ratings, and special formats (slides 12–15). Partner Activity 5. Allow time for participants to examine the sample data and explain what can be learned from the campus data presented (slide 16). 6. Discuss findings among the whole group. Whole Group Presentation 7. Continue the overview of the sample data (slides 17 and 18). Small Group Activity 8. Instruct small groups to follow the directions on slides 19 and 20 and reflect on what the data reveal and questions the data raise. Whole Group Presentation 9. Introduce resources (optional) that may assist campuses as they work on their CIPs (slide 21). 10. Continue overview of sample campus data (slides 22–24). Partner Activity 11. Provide partners 5 minutes to discuss and reflect on their review of the sample campus data. Display guiding questions on slide 25. Partners will share their findings with their table group. If time allows, ask table groups to share with the whole group one topic their table discussed. School Team Activity 12. Campus teams will have time to work together to examine data from their own campus. Provide copies of the Data Organizer (Data Handout 2) for teams to highlight key data that need to be examined further when the CIP teams are assembled at their school sites. Emphasize that the real work of completing the CIP must be done with a CIP team as required by TAC code. Whole Group Presentation

13. Discuss the merits of TAKS data and some of the drawbacks (slides 27–29). Challenge teams to develop a plan that incorporates a variety of data types to inform the development of their CIP. Refer participants to SIRC for resources for CIP planning (slide 30).

Understanding AYP Campus Data

1 10/18/2006

Goal • Initiate discussions about school data – Analyze AYP Results – Identify strengths and weaknesses of the AYP data

• Identify the types of data useful for school improvement – Identify the strengths of each type of data

• Improve teaching and student learning 2 10/18/2006

AYP Indicators? In your table group list the indicators used to calculate AYP • … • … • … • … • …

3 10/18/2006

1

AYP Guide

•

http://www.tea.state.tx.us/ayp/index.html 4 10/18/2006

AYP Indicators • • • • • •

Reading/Language Arts Performance Mathematics Performance Graduation Rate Or Attendance Rate Reading/Language Arts Participation (95%) Mathematics Participation (95%) 5 10/18/2006

Other AYP Indicators • Attendance rate 90% • Graduation rate 70%

6 10/18/2006

2

Flexibility • Safe Harbor – Performance improvement for each tested student group or a 10% decrease in the percentage not proficient from the previous year. – AND at least 1/10% improvement in graduation rate or attendance rate

7 10/18/2006

Flexibility for a small campus or district • Confidence Interval – Available upon appeal to small campuses & districts with at least 10, but less than 50 tested students in Reading/Language Arts or Mathematics – Allows AYP to be met by recalculating observed performance rate plus allowance for sampling error.

• Uniform Averaging – Uses data aggregated over two years

• Pairing – Campuses with less than 10 assessments, performance results at all students level will be applied to assigned paired campus

• Case by case evaluation for fewer than five assessments

8 10/18/2006

Performance Standard 02-03 03-04

04-05 05-06

06-07 07-08

08-09

09-10

10-11

11-12

12-13

13-14

Reading/ELA

47%

53%

60%

67%

73%

80%

87%

93%

100%

Mathematics

33%

42%

50%

58%

67%

75%

83%

92%

100%

9 10/18/2006

3

Rising Performance Standard 02-03 03-04

04-05 05-06

06-07 07-08

08-09

09-10

10-11

11-12

12-13

13-14

Reading/ELA

47%

53%

60%

67%

73%

80%

87%

93%

100%

Mathematics

33%

42%

50%

58%

67%

75%

83%

92%

100%

10 10/18/2006

100% by 2014 1 0.93 0.87 0.8 0.73

0.47

0.47 0.33

02-03

0.53 0.42

0.6 0.5

100%

0.75

0.67

0.67 0.6 0.53

1

0.92

0.83

ELA Math

0.58 0.5

0.42

0.33

03-04

04-05

05-06

06-07

07-08

08-09

09-10

10-11

11-12

12-13

13-14

11 10/18/2006

• Campus rated Academically Unacceptable, Missed AYP in Reading (Performance) and Mathematics (Performance) 12 10/18/2006

4

• Students may be represented in more than one group

13 10/18/2006

53%

For future reference, write 53% on your copy of the AYP Report

• All Students that: – – – –

Met standard on 04-05 Reading/Language Arts Were tested on 04-05 Reading/Language Arts % of the students that met 53% standard % of the all student group

14 10/18/2006

√

53%

Special formats ‘*’, >99%, 99%, 99% *

146 152 96% 78%

* * 95% *

37 40 93% 20%

2003-04 Assessments Number Participating Total Students Participation Rate

223 230 97%

* * >99%

176 183 96%

* * >99%

174 180 97%

* * 96%

41 44 93%

Participation: Mathematics 2004-05 Assessments Number Participating Total Students Participation Rate Student Group %

180 189 95% 100%

* * 97% *

138 146 95% 77%

* * >99% *

141 145 97% 77%

* * 94% *

* * 97% *

2003-04 Assessments Number Participating Total Students Participation Rate

221 225 98%

* * >99%

174 178 98%

* * >99%

171 174 98%

* * 98%

* * 98%

LEP (Students)

-------------------------------------------------------------------------------------------------------------2005 AYP Explanation Table

% X

All Students

African American

Hispanic

White

Econ. Disadv.

Special Education

LEP

Performance: Reading Performance: Math

X X

-

X X

-

X X

-

-

Participation: Reading Participation: Math

-

-

-

-

-

-

-

Other: Graduation Rate Other: Attendance Rate

-

Meets AYP or the measure not evaluated Missed AYP for this performance measure due to 5% cap Missed AYP for this measure for other reasons or a combination of reasons

AYP Data Organizer* Complete the chart below with three of the student groups farthest from the current state standard. Target Reading/Language Arts Performance Participation Mathematics Performance Participation Attendance Rate Graduation Rate

06-07 Student Group Standard %

Student Group %

Student Group %

60% 95% 50% 95% 90% 70%

Consider: 1. What do the data indicate? 2. What are they not telling us? 3. What questions are raised by these data? 4. What other data could help us identify and inform our plan for the next 2 years? 5. What data will tell us that we are successful?

*Use this chart to develop priorities, but avoid reducing or oversimplifying data as it may eliminate critical information needed for multiple measure or trend analysis.

AYP Glossary Confidence Interval If a small district or campus with at least 10, but fewer than 50, total students tested in either Reading/Language Arts or Mathematics misses AYP under both the performance standard and performance improvement; the district or campus may appeal to have the performance measure reevaluated on confidence intervals. Confidence intervals allow AYP to be met within a statistical margin of error that is determined by the number of students evaluated in the small district or campus. It is an estimated range of performance that includes the district’s/campus’ observed performance rate plus an allowance for sampling error. The reevaluation must meet or exceed the performance standard. (2005 AYP Guide, Section III: 33-34, 39) LEP (Measure) Includes students tested in 2004-05 with assessment documents coded as • Currently identified LEP student • and LEP students monitored 2 years after exiting LEP program (2005 AYP Guide, Section VI: p. 68) LEP (Students) Includes only current 04-05 LEP students coded and tested as current LEP students (2005 AYP Guide, Section VI: p. 68) N Size (minimum size requirements) For students to be included in the AYP performance calculation, a district or campus must have: • Test results for 50 or more students in the student group (summed across Grades 3-8, and 10) for the subject, and the student group must comprise at least 10% of all test takers in the subject, or • Test results for 200 or more students in the student group, even if that group represents less than 10% of all test takers in the subject. (2005 AYP Guide, Section III: p. 24) Pairing Campuses with less than 10 assessments that did not meet AYP under uniform averaging may use performance results at all students level will be applied to assigned paired campus. (2005 AYP Guide, Section III: pg. 34)

TEXAS COMPREHENSIVE CENTER at the Southwest Educational Development Laboratory | http://txcc.sedl.org

Session 4 Guest Presenter, Anita Villarreal (TEA) (50 Minutes) Intended Outcome Participants will become familiar with school choice, parent notification, and school planning requirements under NCLB. Resources Needed / Materials Used • Anita Villarreal PPT (53 slides) • Video Handouts • Anita Villarreal PowerPoint (PPT Thumbnails) Facilitator Preparation • Preview the video and/or PowerPoint. • Familiarize yourself with issues related to school choice, parent notification, and school planning. • Test the PowerPoint. • Test the video clip and adjust volume. Activity Sequence • Provide background information on Anita Villarreal. • Show PowerPoint and/or video clip. • Conduct Q & A.

Texas Comprehensive Center Annual Forum Marriott River Center San Antonio, TX July 31, 2006 Anita Villarreal, Director Title I School Improvement Texas Education Agency Division of NCLB Program Coordination

AYP reporting • 512-463-9704

Application for Supplementary Title I SIP Funding • • • •

Electronic application available through eGrants Will need a UserName and Password Application available September 1 for 2006-2007 Application deadline October 17, 2006, 5:00 P.M.

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Application for Supplementary Title I SIP Funding (continued) • District application on behalf of the SIP campus, if a district has multiple campuses in need of improvement, a separate application per campus is required. • Must be a Title I, Part A served campus • Campus based application/allocation

Application for Supplementary Title I SIP Funding (continued • Stage 1 campuses will receive an allocation of $25,000 and TEA will prepay the cost of the required Campus Administrators Mentoring Program.

Application for Supplementary Title I SIP Funding (continued •

Stage 1 campus principals are required to participate in the Campus Administrator Mentoring Program provided by SIRC.

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Application for Supplementary Title I SIP Funding Specific items are required to be addressed within the SIP application for funding: • Describe the Comprehensive Needs Assessment that was conducted; • Describe Identified Needs;

Application for Supplementary Title I SIP Funding (continued) • Describe System of Reform; and • Submit the Parent Notification Letter.

Application for Supplementary Title I SIP Funding (continued) SIP campus personnel are required to: • Attend SIRC’s SIP Orientation Session; and • Attend a Best Practice Conference.

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May 15, 2006 Letter from U.S. Secretary of Education, Margaret Spellings Title I School Improvement • School Choice • Supplementary Educational Services (SES)

• Addressed: – Implementation – Expectation – Enforcement – State Action and Assistance

Implementation • Public School Choice and SES are critical to students’ academic success, and yet for the past several years, participation has been unacceptably low in many LEAs around the country. • In 2003-04, only 17% eligible students participated in SES, and only 1% participated in public school choice.

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Implementation • The majority of LEAs notified parents about the public school choice option after the school year began; • In some cases States did not provide LEAs with timely AYP data; and • Several States did not ensure that LEAs included all required information in their notices to parents.

Implementation The Department’s Office of Inspector General conducted a series of six audits that revealed significant findings on State and LEA implementation of the School Choice and SES provisions.

Implementation The audits found that each of the six States failed to monitor adequately their LEAs for compliance. As a result, • Nearly all of the parent notification letters reviewed failed to include the required elements of the law;

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Implementation • Multiple LEAs did not offer eligible parents the options to transfer their children or participate in SES at all; • Several LEAs allowed students to transfer to ineligible choice schools;

Implementation • Issued late notification letters; • Failed to budget sufficient funding for the services; and/or • Did not notify parents of all options available to them.

Expectations LEAs to notify all eligible parents of their public school choice and SES options in a way that is: • Timely (i.e., before the start of the school year) for Texas, prior to August 25, 2006; • Clear; • Unbiased; and • Contains all required information.

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Expectations • LEAs to set aside an amount equal to 20 percent of their Title I, Part A, allocation for choice-related transportation and SES. • To spend that amount, unless demand for services (allowing for a sufficient enrollment period) does not require full funding.

Enforcement The United States Department of Education (USDE) is prepared to take significant enforcement action. USDE will be using data collected through Title I monitoring, Inspector General reports, Consolidated State Performance Reports, and other sources to take enforcement action.

Enforcement These actions may include the following: • Placing conditions on Title I grants to an SEA that will require corrective action and extra reporting until the LEA meets its responsibilities with regard to public school choice and SES, and if the conditions are not met, further enforcement actions will be taken;

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Enforcement • Withholding all or a proportionate amount of program and administrative funds from an SEA; and/or • Entering into a compliance agreement with an SEA or with an SEA and LEA to ensure adherence to the law.

Enforcement • In most cases, when LEAs are out of compliance with public School Choice and SES, conditions will be placed on State grants and consideration will be given to withholding Federal funds or entering into a compliance agreement.

State Action and Assistance USDE directed States to: • Begin working with their LEAs now to ensure that in the 2006-07 school year, to ensure significant improvements in the implementation of these provisions; • Closely monitor LEA actions, including their spending on public school choice and SES and their parent notifications;

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State Action and Assistance • Provide LEAs with significant resources and technical assistance; • Provide responses complete and accurate responses when reporting to USDE; and • Continue implementing high-quality evaluations of SES providers.

School Choice School districts receiving federal funds under Title I, Part A are required to make School Choice available to all students who are enrolled in Title I campuses if their campus has been identified as a Title I campus in need of improvement.

School Choice Public School Choice is not applicable to open-enrollment charter schools that are identified in school improvement or other types of campuses that are, by design, already schools of choice.

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School Choice Which students are eligible to change campuses under the Title I public school choice provisions? All students enrolled in Title I campuses identified for school improvement, corrective action, or restructuring are eligible to transfer to another public school campus within the district (which may be a charter school) that is not in school improvement.

School Choice Is there any priority for students to be allowed to transfer under the Title I public school choice option? The school district must give all students in a campus identified for improvement the opportunity to transfer to another public school. –There may be circumstances in which the school district needs to give priority to the lowest-achieving children from low-income families.

School Choice How long must a school district continue to offer students in eligible Title I campuses the option to attend another public school? The school district must offer choice to all students in an eligible Title I campus until the campus is no longer identified for improvement, corrective action, or restructuring.

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School Choice How long must students who change campuses be allowed to attend the campus of their choice? If an eligible student exercises the option to transfer to another public school campus, the school district must permit the student to remain in that campus until he or she has completed the highest grade in the campus.

School Choice What if providing the option to transfer to another campus within the district is not possible? The school district must, to the extent practical, enter into cooperative agreements with other school districts in the area (or with open-enrollment charter schools in the State) that can accept its students as transfers.

School Choice If the school district is not able to enter into an agreement then the campus must offer other types of supplemental educational activities or other campus reform strategies to students attending that campus.

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School Choice Parent Notification Letter • Parents must be notified by August 25, 2006. Parent Notification letters must include the following information:

9Date of notification; 9LEA name; 9Campus name; 9Contact information; 9Authorized signature; 9An explanation of what the AYP status means;

9How the campus compares in terms of academic achievement to other elementary campuses or secondary campuses served by the LEA; 9The reasons for the AYP status; 9An explanation of what the campus is doing to address the problem of low achievement; 9An explanation of what the LEA is doing to help the campus address the achievement problem;

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9An explanation of how the parents can become involved in addressing the academic issues that cause the campus to be identified for improvement; 9An explanation of the parents’ option to transfer their child to another public school; 9Contact information, if different for School Choice; 9Timeline regarding School Choice;

9Provide a 30 day window for transfer response from parents (30 calendar days); 9Provide campus names for School Choice, if applicable; 9Supplementary education activities if unable to provide School Choice; and 9Supplementary Educational Services (SES) information, if applicable.

SES Under No Child Left Behind, any Title I, Part A campus that has not met AYP for three consecutive years (Stages 2-5) are required to offer Supplementary Educational Services (SES).

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Purpose: • To offer the parents of students attending Title I schools in need of improvement additional sources of academic instruction for their children outside normal school hours in: • Math • Reading • Language Arts

SES must be: • Consistent with the content and instruction used by the LEA. • Provided outside the regular school day. • High quality and research-based. • Specifically designed to increase student academic achievement.

Eligible Students • Low-income students attending Title I schools in need of improvement. • Eligible students prioritized by greatest academic need if resources are limited. • Students are identified by the local public school.

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Eligible Providers • Private or public schools (including charter schools) or school districts • Institutions of Higher Education • Education Service Centers • For-profit entities • Non-profits 9Faith-based 9Community-based

LEA Responsibilities • Notify parents of school improvement status and their opportunity for school choice or SES; • Provide parents with information about SES and the SES providers in their area; • If requested, assist parents with selection of SES provider;

• If funds are insufficient to provide SES to each child whose parents request the services, prioritize so that the lowest achieving children receive services; • Avoid disclosing to the public the identity of any student eligible for or receiving SES without written permission from the parents;.

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• Contract for SES with state-approved provider that parents of eligible children have selected; • Work with selected providers to ensure quality and appropriate services; and • Provide necessary information to the TEA to monitor the quality and effectiveness of provider services.

LEA/PROVIDER AGREEMENT Lea/Provider agreements should: • Include individualized, specific achievement goals required for each student that are, in the case of students with disabilities, consistent with the students individualized education plan (IEP) under the Individuals with Disabilities Education Act (IDEA);

• Describe how parents and teachers will be regularly informed of student progress; • Detail number of sessions, hours, cost, attendance policy, etc.; • Provide for termination if provider is unable to meet certain goals or timetables; • Clarify how the LEA will pay the provider for its services;

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• For faith-based organizations, assure that SES funds are in a separate account, not commingled with other operating funds; • Include any other provisions relating to liability and accountability as deemed necessary by the LEA; and • Prohibit the provider from disclosing to the public identification of any student eligible for or receiving SES (without written parental consent).

PRIVACY ISSUES •Student records must be securely maintained. •Staff should refrain from discussing students’ performance with others. •Remove student indicators from public ads.

PAYMENT$ TO PROVIDER$ • Providers are paid by the LEA. • LEAs are not required to pay for transportation in order to provide SES. • Providers should clearly detail costs in the application.

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SES PROVIDER RESPONSIBILITIES • With the LEA & parents, develop an individual Student Learning Plan that: 9Includes Specific achievement goals for each child; 9Measures for student progress; 9Contains a timetable for improving student achievement;

• Provides the LEA and parents of children receiving SES information on the child’s progress; and • Ensures that instruction provided and content used are: 9Aligned with state student academic achievement standards 9Consistent with the instruction provided and content used by the LEA.

• Meet applicable federal, state, and local health, safety, & civil rights laws. • Ensure that all instruction & content are secular, neutral, and non-ideological. • Comply with all provisions of the agreement with the LEA.

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SES PITFALLS: BEWARE! •Thinking SES is homework help. •Failure to link to state academic standards and local curriculum. •Failure to deliver services according to approved application.

SES PITFALLS: BEWARE! •Insufficient or inappropriate communication with schools and parents. •Misunderstanding of SES process. •Lack of concern for health & safety issues.

Resources • Staff contacts http://www.tea.state.tx.us/nclb/contacts.html • NCLB Monday Email http://miller.tea.state.tx.us/list

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Resources • NCLB Website http://www.tea.state.tx.us/nclb/ • Title I School Improvement Policy Guidance http://www.tea.state.tx.us/nclb/titleia/sip/20 06-07/SchoolImprovementGuidance20062007.doc

Resources • Series of “innovation guides” http://www.ed.gov/about/pubs/intro/innovations .html • Toolkit http://www.buildingchoice.org

Texas School Improvement Resource Center 5701 Springdale Road Austin, Texas 78723-3675 www.esc13.net/statewide/sirc Sally Partridge, Coordinator 512-919-5220 [email protected]

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School Improvement Unit Division of NCLB Program Coordination Anita Villarreal, Director Title I School Improvement 512-463-9402 [email protected] Jan Irvin Foster, Program Specialist 512-463-2333 [email protected]

Leticia Govea, Program Specialist 512-463-3212 [email protected]

Division Fax 512-305-9447

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Session 5 Overview of School Plan Requirements (5 Minutes) Intended Outcome Participants will become aware of requirements for their Campus Improvement Plan (CIP). Participants will begin to focus on four key components of their improvement plan. Resources Needed / Materials Used • Overview of School Plan Requirements PPT (4 slides) Handouts • Overview of School Plan Requirements (PPT Thumbnails) Facilitator Preparation • Become familiar with CIP requirements. • Test the PowerPoint. Activity Sequence Whole Group Presentation 1. Explain what the law requires of schools in improvement status with regard to CIP (slide 2). 2. Introduce the four key components of improvement plans as an introduction to the rest of the forum activities. These include researchbased strategies for student achievement in core academic subjects, professional development, teacher mentoring, and parent involvement (slide 3). 3. Clarify that only three components will be addressed during this forum. Other components can be found in the law (slide 4). 4. Emphasize the following requirements: • Plans must be developed (or revised) to cover a 2-year time period. • Plans must be developed (or revised) in consultation with parents, school staff, the local education agency (LEA) serving the school, and outside experts. A school must develop a plan no later than three months after it has been identified as being in need of improvement. • Plans must be approved by the LEA.

•

These four key components of the plans do not constitute everything required of schools in improvement status.

Overview of School Plan Requirements

What NCLB requires of schools in improvement status • Develop (or revise) a 2-year school plan not later than 3 months after being so identified • Consult with parents, school staff, the LEA serving the school, and outside experts in the development (or revision) of the plan • Gain approval of the plan from LEA • Implement the plan at the beginning of (or during) the next school year

Four Key Components of the School Improvement Plan Research-based strategies for • Student achievement in core academic subjects/ issues causing school to be in improvement • Professional development • Teacher mentoring • Parent involvement

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Just to be clear… • The four key components are not everything that needs to be included in the planning process • Consult Section 1116(b)(3)(A) of NCLB for specific requirements

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Session 6 Developing High-Quality Campus Plans for Student Achievement (60–90 Minutes) Intended Outcome Participants will increase their capacity to incorporate research-based elements for student achievement into their Campus Improvement Plan (CIP). Essential Learnings That Will Result From the Activity Increased student achievement is dependent upon the following research-based elements (Protheroe, Shellard, & Turner, 2003): • • •

Establishing high expectations for student learning and providing needed support Ensuring alignment of curriculum, assessments, and instruction Using data to improve instruction at the school, classroom, and student level

Resources Needed / Materials Used • Developing High-Quality Campus Plans for Student Achievement PPT (13 slides) • Timer • Chimes to signal time allowance • Highlighters – any color Handouts • Developing High-Quality Campus Plans for Student Achievement (PPT Thumbnails) • A Practical Guide to School Improvement: Meeting the Challenges of NCLB (or copies of chapters 2, 3, and 4) • Sample Action Steps for Campus Improvement: Planning for the Student Achievement Component (Student Achievement Handout 1) • CIP Development Guide — High Expectations with Support as Needed (Student Achievement Handout 2) • CIP Development Guide — Curriculum Alignment and Coherence (Student Achievement Handout 3) • CIP Development Guide — Data-Based Decision Making (Student Achievement Handout 4)

Facilitator Preparation • Review chapters 2, 3, and 4 of A Practical Guide to School Improvement: Meeting the Challenges of NCLB. • Review the CIP Development Guides. • Assemble all materials. • Test the PowerPoint. Activity Sequence Whole Group Presentation 1. Introduce the focus of the activity. There are many factors that impact student achievement. Today we will be discussing three important factors: high expectations, curriculum alignment, and data-driven decision-making. You will have an opportunity to learn about each factor and then work through a process to incorporate those features into your CIP. 2. Use the PowerPoint presentation to review the sections of NCLB that address student achievement as a major focus of the law (slide 2). Review the three research-based elements that impact student achievement (slide 3) and discuss the research about these three major factors (slides 4–6). Small Group Activity 3. Organize the group into teams of three, preferably school teams. 4. Introduce the jigsaw activity (slides 7–11). 5. Disseminate copies of A Practical Guide to School Improvement: Meeting the Challenges of NCLB (or copies of chapters 2, 3, and 4) to each participant. Ask each team to divide the 3 chapters among themselves so that each team member has a different chapter—Chapter 2 about high expectations, Chapter 3 about curriculum alignment, or Chapter 4 about data-driven decision-making. Each chapter needs to be read, so be sure that team members do not choose identical chapters to read (assuming each team consists of no more than three members). Instruct participants that as they read to keep using the guiding questions (slide 8) to focus their reading and keep in mind the major points of the chapter and the implications of those points to their CIPs. (Allow 12–15 minutes to complete the reading; use chimes to indicate time, if desired.) 6. At the end of the reading, ask participants at each table to pair off with other participant(s) who read the same chapter. Have them discuss the major points of the chapter and the implications of those points for

their CIPs. (Allow a total of 10 minutes for this activity; use chimes to indicate time, if desired.) This activity will help to cement the major themes of the chapter and allow participants to rehearse the information with others who have read the same. 7. At the end of the discussion, ask participants to return to their school team or to their original group and, in round-robin fashion, report the major points of the chapter and the implications of these for their CIPs. [Provide each member of the team five minutes (for a total of 15 minutes) to report. Use chimes to indicate time, if desired.] Follow-up Group Activity 8. Thank participants for taking their task seriously and introduce the next part of the activity. By now, you know that the No Child Left Behind Act requires you to address student achievement in your CIP. You have also learned through your reading and sharing with your colleagues about some researchbased factors that impact student achievement. The problematic part comes when you attempt to incorporate what you’ve learned into actionable steps for an improvement plan. The guide I’m about to introduce will help you to do just that. 9. Refer participants to one of the CIP Development Guides [select any one of the guides—the PowerPoint refers to the CIP Development Guide for Chapter 2 (Student Achievement Handout 2)—and ensure that participants are following along with the same CIP Development Guide.] Using the PowerPoint (slides 12 and 13) walk participants through each section of the guide. Explain that the first part of each of the CIP Development Guides (Student Achievement Handouts 2, 3, and 4) highlights major points that should be included in their plans. Ask that, as a school team or group, they choose two of those major points that are already part of their CIP or that they think they want to add to their CIP. 10. Refer participants to the ranking section of the CIP Development Guide, where they are to restate how the major point they selected could be stated (or is stated) in their CIP. Tell participants that the scale is to indicate how their school currently ranks regarding this point. They should identify the evidence that supports their ranking decision, and then consider what other data needs to be gathered as well as what other action needs to be taken to follow-up the inclusion of this point in their CIPs for implementation.

11. Inform participants that they can choose any one of the three CIP Development Guides in their binder to work through. Ask them to consider which is most relevant or appropriate for their school site. Once they select one of the CIP Development Guides, participants are to work together as a team for about 15 minutes to complete the guide. Inform participants that the remaining CIP Development Guides may be used later in the forum or at their school site to assist them in working on their CIPs. The facilitator may wish to allocate additional time for participants to complete more than one CIP Development Guide. 12. Monitor each group’s work, answering questions as needed. Concluding Remarks 13. Introduce the Sample Action Steps for Campus Improvement Planning for the Student Achievement Component (Student Achievement Handout 1). Explain that this document provides additional guidance for incorporating the major factors that impact student achievement into their CIPs. Thank participants for their serious attention to these important factors that impact student achievement. References Protheroe, N., Shellard, E., & Turner, J. (2003). A practical guide to school improvement: Meeting the challenges of NCLB. Arlington, VA: Educational Research Service.

Developing High-Quality Campus Plans for Student Achievement

NCLB Requirements Relating to Student Achievement • Continuous and substantial academic improvement for all students [NCLB 1111(b)(2)(C)(iii)] • Reading and Mathematics (Science in 20072008) [NCLB1111(b)(3)(A)] • 100% proficiency for all student groups by 20132014 [NCLB1111(b)(2)(F)]

Student Achievement Establishing high expectations for student learning and providing the needed support Ensuring alignment of curriculum, instruction, and assessment Using data to improve instruction at the school, classroom, and student levels

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Student Achievement Establishing high expectations for student learning and providing the needed support There was an average 21% difference (with a range from 18%–41%) in student achievement between classes where high expectations were established and classes in which high expectations were not established. Marzano,R. J. (2003). What Works in Schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Student Achievement Ensuring alignment of curriculum, instruction, and assessment In his meta-analysis of school factors, Marzano ranks a guaranteed and viable curriculum as the element that has the most impact on student achievement. Marzano, R. J. (2003). What Works in Schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Student Achievement Using data to improve instruction at the school, classroom, and student levels In her study of 22 schools across eight states, Massell (2000) identifies interpreting and using data as one of four key capacity-building strategies to improve teaching and learning. Massell, D. (2000, September), The district role in building capacity: Four strategies. CPRE Policy Briefs. Philadelphia: University of Pennsylvania.

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Activity Overview Part 1 (40 minutes) Jigsaw Task: ERS Publication: A Practical Guide to School Improvement: Meeting the Challenges of NCLB, pp. 7–38. A chime will sound at the end of each step. Step 1) Each team member reads a section. Guiding questions will be provided. (15 minutes) Step 2) Each team member, using guiding questions, discusses the information read with others at the same table (or a nearby table) who read the same section. (10 minutes) Step 3) Share your learnings with your school team. (15 minutes) Part 2 (20 minutes) Participants will identify action steps to incorporate into their CIPs, rank their status on those steps, and identify data to assess the impact of those action steps on student achievement.

Part 1, Step 1 Each member of the team selects a section to read: Chapter 2, Chapter 3, or Chapter 4. As you read your section, think about these questions: ¾ What are the important points of this section? ¾ What are the implications of these for your campus improvement plan? Begin.

Part 1, Step 2 • With those who have read the same section, from your table or a nearby table, discuss the important points of the section you read and the implications of those points to your campus improvement plan. You have 10 minutes. • Begin.

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Part 1, Step 3 • Return to your school team and share the important points of the section you read and the implications of those points to your campus improvement plan. Each team member has 5 minutes to share their learnings. • Begin.

Part 2 The Campus Development Guides • Participants will identify action steps to include in their campus improvement plans, rank their status on those steps, and identify data to assess the impact of the steps on student achievement. (20 minutes)

CIP Development Guide Student Achievement Chapter 2 — High Expectations with Support as Needed Directions: Read the points from the chapter. Select and highlight one or two of the boxed items that could be translated into action steps in your Campus Improvement Plan. For each highlighted item rank your school’s status. Enter the data, or evidence that you used to determine your ranking. List additional data that need to be gathered and resources needed. 1) School believes all students can be successful in challenging learning environments School provides support structures to ensure achievement of high academic and behavior standards by all (CCSSO, 2002)

School exhibits high expectations for all learners, including students with or at risk of developing disabilities (CCSSO, 2002)

Teachers and other staff have the attitude that they will do whatever it takes to make sure students succeed (Smrekar, Guthrie, Owens, & Sims, 2001)

Students from all backgrounds and achievement levels have opportunities to develop their higher-order thinking skills by participating in enrichment activities (Hoachlander, Alt, & Beltranena, 2001)

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Item 2 How is this item stated (or how would this item be stated) in your Campus Improvement Plan?


Rank your school’s status on this item

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What data did you use to make this ranking?


What additional data need to be gathered?


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CIP Development Guide Student Achievement Chapter 2 — High Expectations with Support as Needed

CIP Development Guide: Student Achievement – High Expectations with Support as needed

CIP Development Guide Student Achievement Chapter 2 — High Expectations with Support as Needed Directions: Read the selected points from the chapter in the boxes below. Select and highlight one or two of the boxed items that could be translated into action steps in your Campus Improvement Plan. For each highlighted item rank your school’s status. Enter the data or evidence that you used to determine your ranking. List additional data that need to be gathered and resources needed. 1) School leaders believe all students can be successful in a challenging learning environment a. School provides support structures to ensure achievement of high academic and behavior standards by all (CCSSO, 2002)

b. School exhibits high expectations for all learners, including students with, or at risk of developing, disabilities (CCSSO, 2002)

c. Teachers and other staff have the attitude that they will do whatever it takes to make sure students succeed (Smrekar, Guthrie, Owens, & Sims,, 2001)

d. Students from all backgrounds and achievement levels have opportunities to develop their higher-order thinking skills by participating in enrichment activities (Hoachlander, Alt, & Beltranena, 2001)





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TEXAS COMPREHENSIVE CENTER at the Southwest Educational Development Laboratory http://txcc.sedl.org

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2) Effective teaching approaches and behaviors are evident a. Time on task is high and is focused on academic content (Wenglinsky, 2000)

b. Learning goals are clear (Pressley, et al., 1998)

c. Instruction encourages students to be active learners (Smith, Lee, & Newmann, 2001)

d. Individualized instruction is provided in recognition of individual differences among students (Molnar, Smith, & Zahorik, 2000)

e. Skills-based instruction is balanced with higher-level instruction, often teaching the skills in context (Pressley, et al., 1998)

f. The classroom climate is supportive and collaborative (Pressley, et al., 1998)





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3) Students are actively engaged in learning a. Students exhibit confidence—they have a positive perception of their own efficacy through repeated experiences of success (Ornstein, 1994)

b. Students believe that outcomes are related to their own actions (Ornstein, 1994)

c. Students participate in activities that are meaningful, valuable, significant, and worthy of effort (Haberman, 1995)

d. Students perceive the enterprise of schooling as legitimate, deserving of their committed effort, and honoring them as respected members (Haberman, 1995)

e. Students develop and express competence (Haberman, 1995)





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References Council of Chief State School Officers. (2002). Expecting success: Self-assessment and resource guide for improving service delivery. Washington, DC: Author. Haberman, M. (1995). Star teachers of children in poverty. West Lafayette, IN: Kappa Delta Pi. Hoachlander, G., Alt, M., & Beltranena, R. (2001). Leading school improvement: What research says. Atlanta, GA: Southern Regional Education Board. Molnar, A., Smith, P., & Zahorik, J. . (2000). Evaluation results of the Student Achievement Guarantee in Education (SAGE) program. Milwaukee, WI: University of Wisconsin-Milwaukee, School of Education. Ornstein, A. C. (1994, July). Yearning to learn. The Executive Educator, 27-30. Pressley, M., et al. (1998). The nature of effective first-grade literacy instruction. Albany, NY: State University of New York at Albany. Smith, J. B., Lee, V. E., & Newmann, F. M. (2001). Instruction and achievement in Chicago elementary schools. Chicago: Consortium on Chicago School Research. Smrekar, C., Guthrie, J. W., Owens, D. E. & Sims, P. G. (2001, September). March through excellence: School success and minority student achievement in Department of Defense schools. A report to the National Education Goals Panel. Retrieved July 27, 2006, from http://govinfo.library.unt.edu/negp/reports/DoDFinal921.pdf. Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NJ: Educational Testing Service.


5

CIP Development Guide Student Achievement Chapter 3 — Curriculum Alignment and Coherence

CIP Development Guide: Student Achievement – Curriculum Alignment and Coherence

CIP Development Guide Student Achievement Chapter 3 — Curriculum Alignment and Coherence Directions: Read the selected points from the chapter in the boxes below. Select and highlight one or two of the boxed items that could be translated into action steps in your Campus Improvement Plan. For each highlighted item rank your school’s status. Enter the data or evidence that you used to determine your ranking. List additional data that need to be gathered and resources needed. 1) Staff create and/or implement an instructional framework that includes aligned curriculum, instruction, and assessment a. A curriculum that is aligned vertically and horizontally (Squires, 1998)

b. Classroom instruction that adequately and effectively addresses the curriculum (Smith, Smith, & Bryk, 1998)

c. An assessment system that effectively measures learning of essential elements of the curriculum (Downey, 2001)





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2) Staff working conditions support the implementation of the framework a. Teams work together in vertical and horizontal teams on creation or implementation of the alignment framework (Squires, 1998)

b. Improvement efforts are limited and focused on priority area (Newmann, Smith, Allensworth, & Bryk, 2001)

c. Staff is invested in making the framework work (Gordon, 2002)

d. Staff receive training on how to use assessment to influence what, how, and whom they teach (Downey, 2001)





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3) Resources (materials, time, and staff) are allocated to advance the alignment work a. Curriculum and student assessments remain stable over time (Newmann, Smith, Allensworth, & Bryk, 2001)

b. Teaching assignments are stable enough so that teachers have sustained opportunities to learn how to teach well in their specific roles (Newmann, Smith, Allensworth, & Bryk, 2001)





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References Cawelti, G. U., Protheroe, N. (2001). High student achievement: How six school districts changed into high-performing systems. Arlington, VA: Educational Research Service. Council of Chief State School Officers. (2002). Expecting success: Self-assessment and resource guide for improving service delivery. Washington, DC: Author. Downey, C. (2001, September/October). District leaders: Step up to the plate. Leadership Magazine, 1820. Gordon, D. T. (2002, July/August). Fuel for reform: The importance of trust in changing schools. Are good social relationships key to school improvement? Harvard Education Letter, 18(4), 1-4. Newmann, F. M., Smith, B. A., Allensworth, E., & Bryk, A. S. (2001). School instructional program coherence: Benefits and challenges. Chicago: Consortium on Chicago School Research. Squires, D. A. (1998). Toward a balanced curriculum: Aligning standards, curriculum, and assessments. ERS Spectrum (Summer 1998), 17-24. Smith, J. B., Smith, A., & Bryk, A. S. (1998) Setting the pace: Opportunities to learn in Chicago’s elementary schools. Chicago: Consortium on Chicago School Research.


5

CIP Development Guide Student Achievement Chapter 4 — Data-Based Decision Making

CIP Development Guide: Student Achievement – Data-Based Decision Making

CIP Development Guide Student Achievement Chapter 4 — Data-Based Decision Making Directions: Read the selected points from the chapter in the boxes below. Select and highlight one or two of the boxed items that could be translated into action steps in your Campus Improvement Plan. For each highlighted item rank your school’s status. Enter the data or evidence that you used to determine your ranking. List additional data that need to be gathered and resources needed. 1) School culture fosters quality assessment practices a. Teachers believe in the ability of all students to learn (Schafer, et al., 2006)

b. Teachers believe that assessment data are valid and usable (Massell, 2000)

c. Data are interpreted, analyzed, and shared (Massell, 2000)

d. Managing and supporting the assessment process is a priority (Massell, 2000)

e. Data are interpreted and used to make appropriate changes continually. (Creighton, 2001)





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TEXAS COMPREHENSIVE CENTER at the Southwest Educational Development http://txcc.sedl.org

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2) Time for assessment is protected a. Assessment is recognized as part of instruction (Schafer, et al., 2006)

b. The assessment system is synergistic and practical (Massell, 2000)

c. Collection, storage, management, and communication about student achievement is effectively organized (Massell, 2000)

d. Teachers and leaders participate in professional collaboration around data (Massell, 2000 )





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3) Teachers participate in training related to assessment and data use a. Teachers become assessment literate (Schafer, et al., 2006)

b. Teachers are capable of reading and understanding test results (Massell, 2000 )

c. There are opportunities for teachers to try practices in a supportive environment with coaching and mentoring (Schafer, et al., 2006)





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4) Performance expectations are clearly stated a. Schools adopt explicit standards and benchmarks before implementing an assessment program (Rothman, 2000)

b. Parents, teachers, and students have a shared understanding of what constitutes good work (Schafer, et al., 2006)

c. Community members are provided opportunities to become involved (Jandris, 2001)





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References Creighton, T.B. (2001). Data analysis and the principalship. Principal Leadership (May – June 2001), 5257. Jandris, T. P. (2001). Essentials for principals: Data-based decision-making. Alexandria, VA: National Association of Elementary School Principals. Massell, D. (2000). The district role in building capacity: Four strategies. CPRE Policy Brief (September 2000). Retrieved on July 6, 2006 from http://www.cpre.org/publications/rb32.pdf Rothman, R. (2000). Bring all students to high standards: Report on National Education Goals Panel Field Hearings. Washington, DC: National Education Goals Panel. Schafer, W. D., Hultgren, F. H., Hawley, W. D., Abrams, A. L., Seubert, C. C., & Mazzoni, S.. (2006). Study of higher-success and lower-success elementary schools. Retrieved on July 6, 2006 from http://www.mdk12.org/process/benchmark/improve/study/phsefour/index.html


6

Sample Action Steps for Campus Improvement Planning for the Student Achievement Component High Expectations with Support as Needed • Establish specific, challenging achievement goals for the school as a whole • Hire well qualified, knowledgeable, and caring teachers • Open Advanced Placement courses to all students • Provide teachers with professional development on consistently communicating high expectation • Implement an assessment system that provides timely feedback on specific knowledge and skills for specific students • Provide tutorials for students who need extra help (before school, after school, summer school) • Provide instructional supports such as peer tutoring, mentoring, and cooperative learning • Provide targeted assistance during school day (extra time, individualized instruction) • Adopt curriculum and instructional practices suited to students’ needs Curriculum Alignment and Coherence • Identify and communicate the scope of content considered essential for grades and subject areas • Sequence and organize the essential content in such a way that students have ample opportunity to learn it • Ensure that teachers effectively address the content • Provide teachers with professional development on alignment concepts and effective instructional strategies • Protect instructional time • Provide collaborative time for teachers and leaders to discuss, analyze, and refine instruction and student progress Data-Based Decision Making • Provide time for assessment • Provide professional development on assessment issues • Make available time and space for teachers and leaders to collaborate around student achievement data • Study student achievement and other data to determine needed student interventions • Study student achievement and other data to determine scheduling needs and changes • Study student achievement and other data to determine staffing needs

Session 7 Developing High-Quality Campus Plans for Professional Development (45 Minutes) Intended Outcome Participants will increase their capacity to incorporate research-based strategies for professional development into their Campus Improvement Plans (CIPs). Essential Learnings That Will Result From the Activity • Professional development should be based on the same data used in the CIP and then monitored using similar data models; e.g. student learning, school process, perceptual, and demographic data. • Professional development should be job-embedded and on-going, in addition to being delivered in a variety of settings. • Professional development should reflect research-based components including o presentation of theory, o modeling, o practice, and o implementation in the classroom with coaching. Resources Needed / Materials Used • Developing High-Quality Campus Plans for Professional Development PPT (40 slides) • Highlighters (Red, Green, Blue, and Yellow) Handouts • Developing High-Quality Campus Plans for Professional Development (PPT Thumbnails) • Professional Development Description (Professional Development Handout 1) • Four transparent circles (representing Bernhardt’s types of data) per participant (Professional Development Handout 2) • Sample CIP (Professional Development Handout 3) • Finding Time (Professional Development Handout 4) • Sample school calendar (Professional Development Handout 5) • Relationship Between Levels of Impact and Components of Professional Development (Professional Development Handout 6)

• •

Sample Action Steps for Campus Planning for the Professional Development Component (Professional Development Handout 7) Four bookmarks per participant (to be handed out at the end of each of the four topics)

Facilitator Preparation • Familiarize yourself with handouts. • Assemble all materials and handouts. • Test the PowerPoint. Activity Sequence Whole Group Presentation 1. Read or summarize the excerpt from Joyce and Showers (slide 2). Small Group Activity 2. Ask school teams to work collaboratively to describe “professional development” using the Professional Development Description (Professional Development Handout 1). The reflection and collaboration process is an important component of our learning. We’re going to take a few moments to reflect, collaborate, discuss, and compare. 3. Bring teams back together and continue with presentation. Share the critical components of professional development identified by Sparks and Hirsh (slide 4) and allow participants to compare these components to their own descriptions. 4. Conclude by introducing bookmark #1 (Professional Development Bookmarks) that summarizes the professional development description by Sparks and Hirsh. Often, important notes and ideas gathered at a workshop or forum are jotted in a notebook that ends up sitting on a bookshelf back in the office. Bookmarks are an effective way to record important information that would be useful to refer to from time to time. Whole Group Presentation 5. Lead participants in a review of the types of data as described by Victoria Bernhardt. Remind participants that in order to be data-driven, professional development should be planned using the data and then monitored using similar data (slides 7–11).

6. Lead participants in the use of the transparent circles (Professional Development Handout 2) in demonstrating data use at their school. Please use the transparent circles and arrange them in a manner that depicts the types of data your school uses. 7. Provide an example of how a school (your own or one you know) might use types of data. Show sample on slide 12. Some may question: "Are we using a variety of data to see how our students are doing, or how are we doing as a system?" One of the places to look to answer that question might be a CIP. Different opinions may arise, but the proof is in the documentation—the data. 8. Using slides 13–17 model how to identify the types of data in a CIP, using specific colored highlighters for specific categories of data. Emphasize the fact that sometimes data overlap—data could be identified as more that one type and that’s okay. The discussions are important. Small Group Activity 9. Ask participants to work together to identify the types of data in a sample CIP (Professional Development Handout 3). 10. Conclude this portion of the activity by introducing the Bernhardt bookmark (bookmark #2) and encouraging participants to keep the bookmark handy for easy reference. Whole Group Presentation 11. Introduce the concept of job-embedded, sustained, rigorous, and cumulative professional development (slide 19). 12. Ask participants to list when they could provide job-embedded professional development (on Professional Development Handout 4); then share options (slide 21) to allow participants to compare with their own lists. Research shows that schools that implement daily time for teachers to work together, learn together, study together, and look at student work together, show increased student achievement. Job-embedded professional development was found to have a positive impact.

13. Show a sample calendar from an actual Texas school (Professional Development Handout 5) that illustrates scheduling of job-embedded professional development (slide 27). 14. Introduce bookmark #3 that describes possible ways to embed professional development. 15. Review the components of staff development that improve student achievement as researched by Joyce and Showers (Professional Development Handout 6). Walk participants through the graph by discussing slides 25–37. 16. Introduce bookmark #4 that lists the Joyce and Showers levels of impact. Team Activity 17. Allow teams time to review their CIPs with the four bookmarks to identify existing and/or needed components. Also, refer participants to the Sample Action Steps for Campus Planning for the Professional Development Component (Professional Development Handout 7) as another source of the same information. References Bernhardt, V. L. (2005). Using data to improve student learning in high schools. Larchmont, NY: Eye on Education. Joyce, B. & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Protheroe, N., Shellard, E., & Turner, J. (2003). A practical guide to school improvement: Meeting the challenges of NCLB. Arlington, VA: Educational Research Service. Sparks, D. & Hirsh, S. (2006). A national plan for staff development. National Staff Development Council Library. Retrieved July 5, 2006, from http://www.nsdc.org/library/authors/NSDCPlan.cfm.

Developing High-Quality Campus Plans for Professional Development

Staff development knowledge has reached the point where any school district can build a staff development program that enhances professionalism and supports curricular and instructional change that accelerates student learning in the personal, social, and academic domains. Bruce Joyce Beverly Showers September 2002

Session SessionTool Tool#1 #1

Professional Development Description • • • •

1

Professional Development Description • Results-driven and job-embedded • Focused on helping teachers become deeply immersed in subject matter and teaching methods • Curriculum-centered and standards-based • Sustained, rigorous, and cumulative • Directly linked to what teachers do in their classrooms. Dennis Sparks and Stephanie Hirsh National Staff Development Council

Bookmark Bookmark#1 #1

The same Data used to create your CIP should Focus and Monitor the results of your Professional Development.

2

Victoria L. Bernhardt, PhD 1. Using Data to Improve Student Learning in Elementary Schools 2. Using Data to Improve Student Learning in Middle Schools 3. Using Data to Improve Student Learning in High Schools

Demographic Data • It is important to gather current demographic data to know who we are serving. • It is then important to determine if professional development needs are related to this data.

Student Learning Data • This layout tells the story of the school. • If you want your story to change, you have to know what it is.

3

School Process Data • Improvement is not achieved by focusing on results, but by focusing on improving the systems that create the results. • These may indicated needed professional development.

Perceptual Data • Perceptions are important because they can tell us what motivates people — our students, staff, and community. • They can also tell us about satisfaction with professional development.

Transparency TransparencySet Set#1 #1

Data at Texas Schools Student Learning Data

Perceptual Data

Demographic Data

School Process Data

4


Camp us Impro vement Plan 2006 - 200 8 Dis trict Goal:

To imp rov e the achiev ement of all students

Perfor ma nce Objective:

To imp rov e the readin g score s on the T AKS of all students

Summative Evaluation:

TAKS re adin g score s will in crease = or gr eater than AY P require ments

Comp one nt( s)

Action(s)

Needs

Special

Person(s)

Time line

Reso urces

Forma tive

Records

Implemen tations

Assessme nt

Popu lations

Respo nsible

Start/End

Human/Material/Fis cal

Student Achievement

Benchmark tests will be given.

Benchmar k tests

Academic coach

8-06 to 4-06

Depar tment chairs/C oach

Weekly Specialist Records

Plans / records

and

Profess ional developm ent o n how to ma ke data-bas ed instructional decisions will be during departme nt meetings

Focus on Low SES scores in each classr oom

6 w eeks benchmarks

Test results

Tests

Palm classr oom walkthrough data

CWT Re cords

Palm CWT data

Data o rgan ized b y the reading pr ogram in which t he student is enrolled

Benchmarks disaggregated by low-i ncome students

Data charts

Profess ional Developm ent

Classr oom coaching b y specialists will focus o n standards

Orange- Demographic Data Green - Student Learning Data Blue - School Process Data Yellow- Perceptual Data

Evaluation

Ca mp us Impro vement Plan 2006 - 200 8 Dis trict Goal:

To improv e the achiev em ent of all students

Perfor ma nce Ob jective:

To improv e the readin g score s on the T AKS of all students


TA KS readin g score s will in crease = or gr eater than AY P require me nts

Comp one nt( s)

Action(s)

Needs

Special

Person(s)

Time line

Reso urces

Forma tive

Records

Implemen tations

Assessme nt

Populations

Respo nsible

Start/End

Hum an/Material/Fis cal

Student Achievement


Benchmar k tests

Academic coach

8-06 to 4-06



Plans / records

and

Profess ional developm ent on how to ma ke data-bas ed instructional decisions will be during department meetings

Focus o n Low SES scores in each classr oom

6 w eeks benchmarks

Test results

Tests


CWT Re cords

Palm CWT data

Data o rgan ized b y the reading pr ogram in which t he s tudent is enrolled


Data charts


Classr oom coaching by specialists will focus o n standards indicated on tests as n eeding reinforcement

Evaluation







Comp one nt( s)

Action(s)

Needs

Special

Person(s)

Time line

Reso urces

Forma tive

Implemen tations

Assessme nt

Populations

Respo nsible

Start/End


Evaluation

Student Achievement


Benchmar k tests

8-06 to 4-06



Plans / records



Academic coach

and

6 w eeks benchmarks

Test results

Tests


CWT Re cords

Palm CWT data



Data charts



Records

5







Comp one nt( s)

Action(s)

Needs

Special

Person(s)

Time line

Reso urces

Forma tive

Records

Implemen tations

Assessme nt

Populations

Respo nsible

Start/End


Student Achievement


Benchmar k tests

Academic coach

8-06 to 4-06



Plans / records

and



6 w eeks benchmarks

Test results

Tests


CWT Re cords

Palm CWT data



Data charts



Evaluation







Comp one nt( s)

Action(s)

Needs

Special

Person(s)

Time line

Reso urces

Forma tive

Records

Implemen tations

Assessme nt

Populations

Respo nsible

Start/End


Student Achievement


Benchmar k tests

Academic coach

8-06 to 4-06



Plans / records

and



6 w eeks benchmarks

Test results

Tests


CWT Re cords

Palm CWT data



Data charts



Evaluation


6

Job-Embedded Professional Development Page 58

QuickTime™ and a TIFF (LZW) decompressor are needed to see this picture.

• Professional Development should be embedded in the daily life of every school . . .


Where to find the Time for job-embedded Professional development? 1. 2. 3. 4. 5.

Where to find the time? • • • • • • • • • •

Large group sessions Small group sessions Individually Grade level/Team meetings Departmental meetings Faculty meetings Designated district days Specific PD release time Purchased with substitutes Trading-off for non-teaching days

7

Session SessionTool Tool#4 #4 September 2006 Middle School Calendar Sunday

3

Monday

Tuesday

Wednesday

7 - A 6-7-8 Departmental Meeting to Begin

8 -B

9

13 - A

16

and Sample Lesson Plan

14 - B Faculty Instructional Academy: UBD,

15 - A

Understanding by Design/Sharing lesson plans

12 - B 45 minute Dept Meeting: UBD

18 - B Department Chair Meeting: Plan

19 - A 45 minute Team Meeting beginning: Work

20 - B

21 - A

22 - B

23

26 - B 45 minute Dept Meeting: Finalize benchmark tests

27 - A

28 - B Faculty Instructional Academy: Procedures for benchmarks 5:30 CAC: Benchmarks

29 - A 1st six weeks ends

30

11 - A Department Chair Meeting:

class visits and feedback

24

Saturday

2

6 -B

Planning for the block/diff. instruction

17

Friday

1 -B

5 - A 45 minute Team Meeting:

4 Labor Day Holiday

10

Thursday

25 - A Department Chair Meeting: Discuss class visits on planning and differentiated instruction.

creating 1st Benchmark test

Share plans,

on benchmarks


Joyce and Showers 2002

Student Achievement Through Staff Development 3rd Edition


By Bruce Joyce and Beverly Showers

8


RELATIONSHIP BETWEEN LEVELS OF I MPACT AND COMPONENTS OF PROFESSIONAL DEVELOPMENT Levels Of Impact

Awareness Plus Concept Understanding

Skill Attainment

Application and Problem Solving in the Classroom

Components of Training Presentation Of Theory

10%

Modeling and Demonstration



Skill Attainment



5%


9



Skill Attainment



0%




Skill Attainment




30%



Skill Attainment




20%

10



Skill Attainment




0%



Skill Attainment


Components of Training Practice and Low Risk Feedback

60%

Coaching with Study Teams, Peer Visits, Specialists, Administrators, and others



Skill Attainment



60%


11



Skill Attainment



5%




Skill Attainment




95%



Skill Attainment




95%

12



Skill Attainment




95%

• Does your CIP use the Joyce and Showers research to plan Professional Development?


13

Session SessionTool Tool#6 #6 Sample Action Steps For Professional Development Professional Development Description Dennis Sparks and Stephanie Hirsh • Plan for results-driven and job-embedded PD • Focus on helping teachers become deeply immersed in subject matter • Maintain topics that are curriculum-centered and standards-based • Ensure that the PD is sustained, rigorous, and cumulative • Link directly to what teachers do in their classrooms

Using Data to Improve Student Learning Victoria Bernhardt • Make use of demographic data Š provides descriptive information about the school community, such as enrollment, attendance, grade level, ethnicity, gender, and native language • Make use of student learning data Š describes the results of the system in terms of standardized test results, grade point averages, standards assessments, and authentic assessments • Make use of school processes data Š defines what teachers are doing to get the results they are getting; includes programs, instructional strategies, and classroom practices • Make use of perceptual data Š helps to understand what students, parents, staff, and others think about the learning environment; often gathered through questionnaires, interviews, and observations

Job-Embedded Professional Development Dennis Sparks and Stephanie Hirsh Nancy Protheroe, Elizabeth Shellard, and Jennifer Turner • Utilize planning time with individuals, small and large groups • Make use of team, departmental, grade level meetings with common planning time • Use department chair and leadership team meetings • Incorporate faculty meeting time • Plan for early release time • Utilize substitutes • ŅPurchaseÓ teacher time by giving compensation for weekend or summer work • Include district-designated time

Professional Development Components Bruce Joyce and Beverly Showers • Consider using presentation of theory • Consider using modeling and demonstration • Consider using practice and low risk feedback • Consider using coaching with study teams, peers, specialists, administrators, and others

14

Professional Development Description z

z

z

z

z

Student Learning Data

Perceptual Data

Demographic Data

School Process Data

Campus Improvement Plan 2006 - 2008 District Goal:

To improve the achievement of all students

Performance Objective:

To improve the reading scores on the TAKS of all students


TAKS reading scores will increase = or greater than AYP requirements

Component(s)

Action(s)

Needs

Special

Person(s)

Timeline

Resources

Formative

Implementations

Assessment

Populations

Responsible

Start/End

Human/Material/Fiscal

Evaluation

Benchmark tests

Focus on low SES scores in each classroom

Academic coach

8-06 to 4-08

Student Achievement


and

Professional development on how to make data-based instructional decisions will be held during department meetings

Professional Development

Classroom coaching by specialists will focus on standards indicated on tests as needing reinforcement

Records

Department chairs/Coach

Weekly specialist records

Plans / records

6 weeks benchmarks

Test results

Tests

Palm classroom walkthrough data

CWT records

Palm CWT data

Data organized by the reading program in which the student is enrolled

Benchmarks disaggregated by low-income students

Data charts

Component: SA = Student Achievement; PD = Professional Development; TM = Teacher Mentoring; ET = Extended Time; PI = Parental Involvement Needs Assessment Data: SL = Student Learning; SP = School Process; P = Perceptual; D = Demographic Special Populations: C = Campus; AA = African American; H = Hispanic; W = White; NA = Native American; AP = Asian/Pacific; M = Male; F = Female; SE = Special Education; ED = Economically Disadvantaged; LEP = Limited English Proficient

Finding Time Where could you find the time for job-embedded professional development? 1.

2.

3.

4.

5.

September 2006 Middle School Calendar Sunday

3

Monday

4 Labor Day Holiday

Tuesday

Wednesday

5 - A 45 minute Team Meeting:Planning

6 - B

17

11 - A Department Chair Meeting: Sharing

12 - B 45 minute Dept Meeting: UBD

13 - A

Saturday

1 - B

2

7 - A 6-7-8 Department Meeting to Begin

8 - B

9

14 - B Faculty Instructional Academy: UBD,

15 - A

16

lesson plans Understanding by Design

and Sample Lesson Plan

18 - B Department Chair Meeting: Plan

19 - A 45 minute Team Meeting beginning: Work

20 - B

21 - A

22 - B

23

26 - B 45 minute Dept Meeting: Finalize benchmark tests

27 - A

28 - B Faculty Instructional Academy: Procedures for benchmarks 5:30 CAC: Benchmarks

29 - A 1st six weeks ends

30

class visits and feedback

24

Friday

creating 1st Benchmark test

for the block /diff.instruction

10

Thursday

25 - A Department Chair Meeting: Discuss class visits on planning and differentiated instruction.

Share plans

on benchmarks

RELATIONSHIP BETWEEN LEVELS OF IMPACT AND COMPONENTS OF PROFESSIONAL DEVELOPMENT Levels of Impact


Skill Attainment


Presentation of Theory

10%

5%

0%


30%

20%

0%

60%

60%

5%

95%

95%

95%

Components of Training

Practice and Low-Risk Feedback


Source: Joyce, B. & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Sample Action Steps for Campus Improvement Planning for the Professional Development Component Professional Development Description Dennis Sparks and Stephanie Hirsh • Plan for results-driven and job-embedded PD • Focus on helping teachers become deeply immersed in subject matter • Maintain topics that are curriculum-centered and standards-based • Ensure that the PD is sustained, rigorous, and cumulative • Link directly to what teachers do in their classrooms

Using Data to Improve Student Learning Victoria Bernhardt • Make use of demographic data that provides descriptive information about the school community, such as enrollment, attendance, grade level, ethnicity, gender, and native language • Make use of student learning data that describes the results of the system in terms of standardized test results, grade point averages, standards assessments, and authentic assessments • Make use of school processes data that defines what teachers are doing to get the results they are getting; includes programs, instructional strategies, and classroom practices • Make use of perceptual data that helps to understand what students, parents, staff, and others think about the learning environment; often gathered through questionnaires, interviews, and observations

Job-Embedded Professional Development Dennis Sparks and Stephanie Hirsh Nancy Protheroe, Elizabeth Shellard, and Jennifer Turner • Utilize planning time with individuals and small and large groups • Make use of team, departmental, and grade-level meetings with common planning time • Use department chair and leadership team meetings • Incorporate faculty meeting time • Plan for early release time • Utilize substitutes • “Purchase” teacher time by giving compensation for weekend or summer work • Include district-designated time

Professional Development Components Bruce Joyce and Beverly Showers • Consider using presentation of theory • Consider using modeling and demonstration • Consider using practice and low-risk feedback • Consider using coaching with study teams, peers, specialists, administrators, and others

References: Bernhardt, V. L. (2005). Using Data to Improve Student Learning in High Schools. Larchmont, NY: Eye on Education. Joyce, B. & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Protheroe, N., Shellard, E., & Turner, J. (2003). A Practical Guide to School Improvement: Meeting the Challenges of NCLB. Arlington, VA: Educational Research Service.

Best Practices for Professional Development

Best Practices for Professional Development

EXAMPLES OF JOB-EMBEDDED PROFESSIONAL DEVELOPMENT

LEVELS OF IMPACT

Planning time with Individuals and small and large groups Team, departmental and grade-level meetings with common planning time Department chair and leadership team meetings Faculty meeting time Early release time

Presentation of theory Modeling and demonstration Practice and low-risk feedback Coaching with Study teams Peer visits Specialists Administrators Others

Substitutes “Purchasing” teacher time by giving compensation for weekend or summer work District designated time Protheroe, Shellard, and Turner (2003) Sparks and Hirsh (2006)

http://txcc.sedl.org

Joyce and Showers (2002)

http://txcc.sedl.org

Session 8 Avoiding Four Planning Mistakes (15 Minutes) Intended Outcome Participants will explore common mistakes school staff make in developing plans and learn strategies to avoid or address these mistakes. Essential Learnings That Will Result From the Activity • There are four common mistakes made in planning; however, research and the study of best practices have determined both solutions and strategies to use in addressing these mistakes. Handouts • Two sets of prepared cards (total eight cards), each set of cards copied on a different color of card stock (mistakes copied on one color, solutions copied on another color) (Mistake cards and Solution cards) • Avoiding Common Mistakes in Planning (Mistakes Handout 1) Facilitator Preparation • Copy, cut, and organize Mistake and Solution cards. • Place cards and handouts on tables face down. Activity Sequence Small Group Activity 1. Introduce the activity with the following: In the last 10 years we’ve learned a lot about school improvement. Today, we’re going to use a series of findings that come from the comprehensive school reform work; many of you may have been a part of this work. One area of that knowledge has been in planning. We’ve learned that there are four common mistakes made as schools and school districts begin to determine how they will implement new strategies. 2. Ask participants to form groups with the other participants from their school or with others who are nearby. 3. Ask the participants of each group to pick up the two sets of cards. Make note of which color is used for each set of cards—mistakes and

solutions. Ask them to match each type of mistake to the appropriate solution. 4. Ask participants to take a moment of quiet time (allow 15 seconds) to consider which of these mistakes is most common to their planning experiences. Then, ask each group to agree on one most common mistake for their school to explore further. 5. Ask each group to turn over the handout and find the description of strategies that can help to address this mistake. Then, ask each group to discuss the strategies and how they can use the suggestions to improve their plan. 6. Close by asking for volunteers who want to share important insights learned. Finally, restate how this information can be used in campus planning back at the school sites. Provide Mistakes Handout 1 for further information.

Mistake 1: An improvement planning team with the wrong members (and usually too many of them)




Mistake 2: An incomplete and unfocused needs assessment

Mistake 2: An incomplete and unfocused needs assessment

Mistake 2:

An incomplete and unfocused needs assessment

Mistake 2:

An incomplete and unfocused needs assessment

Mistake 3: The “Everything but the Kitchen Sink” school improvement plan

Mistake 3:

The “Everything but the Kitchen Sink” school improvement plan



Mistake 4: A plan that is celebrated at the beginning, reviewed at the end... and left in the drawer in between




Solution:

Select a school improvement planning team strategically

Solution:


Solution:


Solution:


Solution:

Use the Four W’s and H approach to provide a framework for a purposeful and comprehensive needs assessment

Solution:


Solution:


Solution:


Solution:

Focus planning and processes on establishing a plan and finite set of goals and strategies that target improved student outcomes

Solution:


Solution:


Solution:


Solution:

Build an ongoing evaluation process that fosters a continuous planning and review cycle

Solution:


Solution:


Solution:


Avoiding Common Mistakes in Planning Mistake 1: An improvement planning team with the wrong members (and usually too many of them) When schools are able to select a school improvement planning team strategically, they . . . •

Include representatives from a variety of school community constituencies

•

Limit decision-making teams to a manageable size (6–8 members)

•

Establish clearly defined roles and responsibilities/decision-making authority for all of those involved

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Recruit participants who are able and willing to work collaboratively with building administration to ensure progress

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Recruit participants who are committed to the often lengthy task of developing a meaningful plan

Mistake 2: An incomplete and unfocused needs assessment When schools are able to use the four W’s and H approach to provide a framework for a purposeful and comprehensive needs assessment, they . . . •

Establish procedures for agreement on what data is to be collected and why it will be collected

•

Institute a process for frequent comparisons of current school performance data and what existing research describes as high-performing

•

Ensures that all involved have a well-developed understanding of o Who is responsible for conducting periodic assessments o Who will gather the data o Who will ensure that the needs assessment is conducted with fidelity

Mistakes

Mistake 3: The “Everything but the Kitchen Sink” school improvement plan When schools are able to focus planning and processes on establishing a finite set of goals and strategies that target improved student outcomes, they . . . •

Target plans and actions to focus on improved student outcomes

•

Provide structures to facilitate the development of strategic goals that address common themes which emerge from data analysis efforts

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Create processes that include cycles of action and adjustment

•

Create written goals and objectives that are o Specific o Measurable o Attainable o Relevant o Time-bound

•

Design intentional processes to keep it simple—Less is more!

Mistake 4: A plan that is celebrated at the beginning, reviewed at the end—and left in the drawer in between When schools are able to focus planning and processes on establishing a plan and a finite set of goals and strategies that target improved student outcomes, they . . . •

Establish clearly written procedures for regular assessment from day one

•

Predetermine cycles of assessment tasks that encourage o Methods to integrate learnings from regular assessment procedures o Periodic review of student achievement goals o Procedures for establishing new student achievement goals as needed o Methods and strategies for communicating needed changes o Essential questions to determine progress toward goals

•

Establish procedures for sharing information on o Data to be collected and collection strategies o Procedures to ensure validity and reliability of data collection tools o Data to be analyzed and by whom o Time line for data collection and analysis


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Mistakes

Materials adapted from The Center for Comprehensive School Reform and Improvement. (2006, March). When the plan becomes part of the problem. Center for Comprehensive School Reform and Improvement Newsletter. Retrieved July 27, 2006, from http://www.centerforcsri.org/files/TheCenter_NL_Mar06.pdf..


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Session 9 Developing High-Quality Campus Plans for Teacher Mentoring (45 Minutes) Intended Outcome Participants will increase their capacity to incorporate research-based strategies for teacher mentoring into their Campus Improvement Plans (CIPs). Essential Learnings That Will Result From the Activities • Participants will learn research-based strategies to promote teacher retention efforts to decrease teacher turnover for novice and experienced teachers. • Participants will develop an awareness for creating a professional culture that favors collaboration and inquiry to support teaching and student learning. • Participants will identify specific actions to incorporate a formal teacher mentor program as a critical, integral part of an on-going professional development system. Resources Needed / Materials Used • Developing High-Quality Campus Plans for Teacher Mentoring PPT (39 slides) • Colored dots • Index cards • Campus plan Handouts • Developing High-Quality Campus Plans for Teacher Mentoring (PPT Thumbnails) • Veteran and Beginning Teachers (Teacher Mentoring Handout 1) • Teacher scenarios (Teacher Mentoring Handout 2) • Teacher turnover costs (Teacher Mentoring Handout 3) • Johnson County Public Schools sample plan (Teacher Mentoring Handout 4) • Sample Document Summary List (Teacher Mentoring Handout 5) • Key Stakeholders Checklist (Teacher Mentoring Handout 6) • Beginning Teacher Matching Survey (Teacher Mentoring Handout 7) • Beginning Teacher Support Questionnaire (Teacher Mentoring Handout 8)

• •

Planning document (Teacher Mentoring Handout 9) Sample Action Steps for Campus Improvement Planning for the Teacher Mentoring Component (Teacher Mentoring Handout 10)

Facilitator Preparation • Familiarize yourself with handouts. • Familiarize yourself with NCLB and TEA requirements related to teacher mentoring. • Order copies of SEDL's Beginning Teacher Induction Toolkit (optional—available by contacting Stella Bell, [email protected]). • Assemble all materials and handouts. • Test the PowerPoint. Activity Sequence Whole Group Activity 1. Review NCLB requirements for CIPs related to the topic of teacher mentoring (slide 2). 2. Direct participants to read each of the five statements about beginning and veteran teachers (slide 3) (Teacher Mentoring Handout 1). 3. Distribute color-coded dots to match statements 1–5. Each participant will place on his/her badge a colored dot matching the selected statement. 4. Ask participants to share with their table their own reasoning behind choosing the particular statement. 5. Ask participants to stand up according to color-coded dots (#1–5) that indicate which statement has the most meaning for them. 6. Ask two or three standing participants to share their reasoning behind choosing the particular statement. 7. Be prepared to summarize the statements made according to philosophical beliefs/values about beginning and veteran teachers. Validate all contributions. Small Group Activity 8. Organize participants into table teams. Instruct each table team to assign the following roles: facilitator—keep the group on the topic and ensure that everyone participates, recorder—write answers on the chart paper, time-keeper—monitor the time, and reporter—share with the large group.

9. Provide each participant a copy of Kristina's and David’s first year teaching experiences (Teacher Mentoring Handout 2). 10. Ask participants to take a few minutes to read Kristina's and David’s stories silently. 11. In table teams direct participants to discuss the questions listed at the bottom of the handout (slide 4). The recorder will use index cards to record the answers. 12. Ask one or two table teams to address the last question and share at least three critical elements of a successful beginning teacher’s mentor program. Whole Group Presentation 13. Administer a “quick” survey to the participants as an anticipatory set. Ask: 1) How many have participated in a mentoring program? 2) How many have been a mentor? 14. Using the PowerPoint slides, present an overview of teacher mentoring—the research; the cost of teacher turnover in Texas (Teacher Mentoring Handout 3); the relationship among mentoring, professional development, and teacher quality; and different mentoring models (slides 5–21). 15. Refer participants to SEDL’s Toolkit CD (Resources for Learning, 2004). Provide an overview of a few of the tools within the toolkit (slides 22–33). Say something similar to the following: In planning, implementing, and maintaining a quality mentoring program, there are four focus areas that need to be considered: a standards-based system, data gathering, building commitment, and building the implementation infrastructure (slide 23). There are tools in the toolkit to assist you in addressing all four of these areas. Let’s take a look at the first item—a standards-based induction system (slide 24). There are performance standards, as well as program standards, that should be addressed in the CIP. You have a handout (Teacher Mentoring Handout 4) (slide 25) that shows a sample school’s plan for incorporating a teacher mentoring program. It lists a goal, objective, and strategies.

The second item deals with data gathering (slide 26). Data should be gathered to help you determine your needs for a program and what type of program might be appropriate. You want to be sure to include demographic data, process data, and perceptual data. The handout titled Sample Document Summary List (Teacher Mentoring Handout 5) (slide 27) provides ideas for the three different types of data to gather in order to inform your decisions. Building commitment involves five components: identification of key stakeholders, planning of group procedures, development of vision and mission statements, determination of the elements of a quality induction program, and formalization of district support (slide 28). The handout entitled Key Stakeholders Checklist (Teacher Mentoring Handout 6) (slide 29) will guide you to ensure that you have support for your teacher mentoring program in addition to a broad range of stakeholders as planning partners. Also under building commitment is the element of determining the criteria for a quality induction program (slide 30). All of these elements need to be considered for planning an effective induction program. The final area of focus for the portion of your improvement plan that addresses teacher mentoring is building the implementation infrastructure for your program (slide 31). The Beginning Teacher Matching Survey (Teacher Mentoring Handout 7) (slide 32) and The Beginning Teacher Support Questionnaire (Teacher Mentoring Handout 8) (slide 33) are tools designed to help you build the implementation infrastructure. Small Group Activity 16. Ask participants to work together in school teams to gather information on how to plan, implement, and maintain a quality teacher mentoring program—complete the charts on Planning, Implementing, and Maintaining A Quality Teacher Mentoring Program. (Teacher Mentoring Handout 9) (slides 35–38). The planning charts address these questions: • • • •

What standards and/or expectations of a beginning teacher’s performance are critical to planning a quality mentoring program? What data do your district/school collect to plan and maintain a successful teacher mentoring program? How could your district/school build commitment to implementing a standards-based mentoring program? What infrastructures are needed at the district/school level to maintain a quality mentoring program?

17. Depending on the allotted time, each district/school team will identify two or three effective teacher mentoring activities/strategies that need to be addressed on their CIP in order to • •

increase teacher retention as part of an on-going professional development system and ensure “quality teaching” and student leaning.

Encourage teams to use tools provided along with the Sample Action Steps for Campus Improvement Plan for the Teacher Mentoring Component (Teacher Mentoring Handout 10). 18. Conclude with encouraging words about teacher mentoring (slide 39). References Resources for Learning. (2004). Beginning teacher induction toolkit: A systems approach. Unpublished manuscript and CD-ROM submitted to Southwest Educational Development Laboratory, Austin, Texas.

Developing High-Quality Campus Plans for Teacher Mentoring

NCLB Requirements for Plan: Teacher Mentoring The plan shall— • Incorporate a teacher mentoring program. NCLB Act of 2001, Sec. 1116(b)(3)(A)(x)

Which statement has the most meaning for you? • Veteran teachers are a wealth of information. (yellow) • Beginning teachers have new, innovative strategies for the classroom. (dark blue) • Beginning teachers need help from veteran teachers to make an impact in the classroom. (light blue) • Beginning teachers may stay in the district longer if they are mentored by an experienced teacher. (black) • A veteran teacher helping a beginning teacher will have a renewed teaching spirit that can increase student learning. (orange)

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Kristina and David Scenarios 1. Read each scenario to yourself. 2. In your table group, discuss the following questions: a) Which teacher is more likely to continue to teach a second year? b) How are the beginning teachers’ mentoring programs alike or different? c) What critical elements were put into place for the successful beginning teacher’s mentor program?

What Is Teacher Mentoring? Mentoring is a systematic induction and learning process for new teachers, and it is a avenue for instructional renewal and improvement for experienced teachers and principals who serve as mentors.

Huling, L., & Resta, V. (2001, November). Teacher mentoring as professional development. ERIC Digest. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC No. ED460125).

What Do Teacher Mentors Do? “A mentor serves as a role model, sponsor, encourager, counselor, and friend to a less skilled or less experienced person for the purposes of promoting the latter’s professional and/or personal development.” Janas, M. (1996, Fall). Mentoring the mentor: A challenge for staff development. Journal of Staff Development, 17 (6), 2-5.

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What Does Research Say about a Formal Mentoring Program? A majority of those teachers who provided mentoring assistance at least once a week reported substantial improvements in their own practice as a result of the mentoring relationship. Huling, L., & Resta, V. (2001, November). Teacher mentoring as professional development. ERIC Digest. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC No. ED460125).

What Does Research Say About a Formal Mentoring Program? • New teachers who participate in mentoring programs are nearly twice as likely to stay in their profession. • A mentoring program can cut the dropout rate from roughly 50% to 15% during the first 5 years of teaching.

Brown, S. (2004). Working models: Why mentoring programs may be the key to teacher retention. Retrieved on March 12, 2004, from http://www,acteonline.org/members/techniques/may03_story1.cfm.

What Does Research Say about a Formal Mentoring Program? • Beginning teachers supported by the Texas Beginning Educator Certification (TxBESS) Initiative performed better in less time than without a support, especially in the area of instructional effectiveness, classroom management, etc…. Texas Center for Educational Research. (2000, Nov.). The cost of teacher turnover. Austin, TX: Author. Retrieved August 14, 2006, from http://www.tcer.org/tcer/publications/.

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What strategy does the public believe has the greatest potential for improving schools? 1. Reducing class size 2. Recruiting and retaining better teachers 3. Requiring standardized tests for promotion 4. Giving greater control to the local level

National Staff Development Council. (2004). Revised standards for staff development. Retrieved February 28, 2004, from http://www.nsdc.org/standards/about/index.cfm.

What strategy do principals believe is most effective for recruiting and retaining teachers? 1. Providing financial incentives 2. Providing mentoring and on-going support for new teachers 3. Involving teachers in the creation of policies that they will be implementing 4. Providing career growth opportunities National Staff Development Council. (2004). Revised standards for staff development. Retrieved February 28, 2004, from http://www.nsdc.org/standards/about/index.cfm

Can We Afford a “Sink or Swim” Approach? • Nationally, 22% of all new teachers leave the profession in the first 3 years because of lack of professional support. • After 5 years, nearly 50% of new teachers had left teaching in the state where they began teaching. Southern Regional Education Board. (2001). Reduce your losses: Help new teachers become veteran teachers. Atlanta, GA: Author.

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Can We Afford a “Sink or Swim” Approach? • Teachers change jobs 4% more often than professionals in other careers. Ingersoll, R. M. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription. NASSP Bulletin, 86, 16-31.

• More than 25% of teachers throughout the nation are age 50 or older.

National Teacher Recruitment Clearinghouse. (2003). A guide to today’s teacher recruitment challenge. Belmont, MA: Author. Retrieved September 29, 2003, from http://www.rnt.org.

What is the Cost of the Turnover of Texas Teachers? • Costing taxpayers • Student learning

What is the Cost of the Turnover of Texas Teachers? “Texas schools spend between $329 million and $2.1 billion on recruiting, hiring, and training new teachers each year.” After three years, 43% of Texas beginning teachers had left the profession, with a turnover cost between $81 million and $480 million.” Texas Center for Educational Research. (2000). The cost of teacher turnover. Austin, Texas: Author. Retrieved August 14, 2006, from http://www.tcer.org/tcer/publications/.

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What is the Cost of the Turnover of Texas Teachers? Student Achievement Particularly, schools where the turnover rate is consistently high: • Inner-city schools • Rural schools • Schools with a high percentage of students from low socioeconomic backgrounds

What Is the Relationship Between Mentoring, Professional Development, and Teacher Quality? • The most important factor in student achievement is the quality of the teacher. • Quality is defined as a teacher’s expertise; ability to communicate his/her expertise in class; and technique in assessing student work, both orally and in writing.

Darling-Hammond, L. (1997). What matters most: Investing in quality teaching. New York: National Commission on Teaching & America’s Future.

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What Is the Relationship Between Mentoring, Professional Development, and Teacher Quality? “Only when students have teachers who have received training in effective teaching practices does student achievement increase.”

Wenglinsky, H. (2000). How teaching matters. Princeton, NJ: Educational Testing Service.

Different Mentoring Models 1. District and university partnerships 2. University 5th-year extensions 3. Certification and licensing 4. Beginning teachers receive special attention for linking performance to high standards for students.

Planning, Implementing, and Maintaining a Quality Mentoring Program

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Planning, Implementing, and Maintaining a Quality Mentoring Program 1. 2. 3. 4.

A standards-based system Gathering data Building commitment Building the implementation infrastructure

A Standards-Based Induction System 1. Performance Standards — make explicit the expectations for beginning teacher performance 2. Program Standards — make explicit the qualities of effective induction programs

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JOHNSON COUNTY PUBLIC SCHOOLS Revised Teacher Induction Program Plan • Goal: JCPS will retain quality teaching staff. Objective: • 1. JCPS will provide a comprehensive induction program that will support an increase in student achievement. Strategies: • 1.1 Provide a 3-day orientation experience for beginning teachers prior to the beginning of each school year.

Gathering Data 1. Demographic data 2. Process data 3. Perceptual data

Sample Document Summary List Directions: Use this list to guide your efforts to get background data on the need for a formal induction program in your school or dis trict, previous efforts, and current stakeholder perceptions and needs. Demographic Data: Information about the staff and previous induction efforts 1. Lists of faculty members, number of years of experience in education, number of years at this school 2. If mentors have been assigned to beginning teachers or administrators, a l ist of matches 3. Documentation of participation in state or other formal induction programs, such as training dates and l ists of participants Process Data: Documents on previous induction activities 1. Teacher and administrator handbooks 2. Agendas from new faculty orientation sessions 3. Agendas from mentor training sessions 4. Mentor handbooks 5. Mentor training materials 6. Policy statements on induction 7. Members of induction advisory board 8. Agendas and minutes of meetings of induction ad visory board 9. Budgets for induction prog rams Perceptual Data: Stakeholder perceptions on induction programs 1. Results of any surveys conducted with beginning educators, their mentors, and school and district administrators 2. Any information collected from interviews with beginning educators, their mentors, and school and d istrict administrators, including exit interviews 3. Results or notes from focus groups

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Building Commitment 1. 2. 3. 4.

Identify key stakeholders Plan group procedures Develop vision and mission statements Determine the elements of a quality induction program 5. Formalize district support

Key Stakeholders Checklist Directions: Use this checklist to help determine whether you have represented key stakeholders on your planning committee. _____ Central Office Administrators _____ Superintendent _____ Chief financial officer _____ Human resources representative _____ Curriculum supervisors _____ School-Level Personnel _____ Principals _____ Experienced teachers _____ Beginning teachers _____ Professional Organizations/Bargaining Units _____ Teacher unions _____ Professional organizations _____ Parent-teacher organizations _____ Other Educator Personnel _____ Teacher-preparation prog ram faculty members _____ Community Members _____ Parents _____ Government officials _____ Clubs and orga nizations (e.g., Lions Club, Rotary Club)

Elements of a Quality Induction Mentor Program 1. 2. 3. 4. 5. 6. 7. 8.

New employee orientation Professional development Mentoring Reciprocal classroom observations Training Formative assessment Peer support groups Mentor support groups

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Building the Implementation Infrastructure 1. 2. 3. 4. 5. 6.

Project planning Staffing and roles Budgeting and financing Programming for beginning teacher support Communication Accountability

B eg inn i ng

Te ac h e r M at c hin g S u r v e y S tr on gl y ag r e e

S tat em e n t

Ag r e e

N e u tr a l

D i sag r e e

S tr on gl y di s ag r ee

1 . I s e e m ys e lf a s b ei ng p e op le o rie n te d . 2 . I am w ill i n g t o w or k wit h v e te r a n te a c he r s w it h t he go a l o f g r o w in g a s a p r o f e s s i on a l e du c a t o r . 3 . I am w ill i n g t o e ng a g e i n th e e x c han g e o f id ea s I ha ve le a r ne d f rom t r a in in g w i t h t he i d e a s f r o m e x p e ri en c e d te a c h e r s in t he f ie l d . 4 . I am a bl e t o a c ce p t s u p po r t an d h e l p f r om o t he rs w i t hou t f e e l in g in ti m ida te d. 5 . I e nj o y wo rk in g a s a te am t ow a r d a c ommon g o a l. 6 . I l oo k f or w a r d t o te a c h ing t he s ub je c t ( s ) I h av e b e en a ss i g ne d . 7 . I w a n t t o ha ve s om e one I c an t ru st t o g u i d e an d s u p po r t m y f i r s t y e a r of t e a ch i n g .

Be g inn in g Te ac h e r S uppo rt Q ue stio n n ai re In dica te th e lev el a nd q ual ity o f supp or t yo u rec eiv e d— o r ar e rec eiv ing — d urin g y o ur b egi nn ing y ea rs o f teac hing. 1 indi cate s t hat no su ch act iv iti es occ urred . 6 indic ates reg ula r o cc ur ren ce and a hig h d egr ee o f succ ess. C irc le y ou r c hoi ce.

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Teacher Mentoring Program 1. Where are we now? 2. Where do we want to go? 3. What is your district and/or school doing?

Planning, Implementing, and Maintaining a Quality Teacher Mentoring Program

Performance Standards

Demogra phi c Da ta

Perce ptionDa ta

Program Standards

SchoolProce ss

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Determini ng onentsof a Deve lopin g Comp alityIndu ction Forma Identifying Key Plannin gGroup Vision/Mission Qu lizing Stakeholders Proce dures Statements Progra m DistrictSupp ort

Project Plannin g

Staffingand Budgeting Roles andFinancing

Progra mming forBeginning Teacher Support Communi cation Acco unt ability

Teachers and Mentors Make It Happen

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Veteran and Beginning Teachers Which statement has the most meaning for you? 1. Veteran teachers are a wealth of information. (yellow dot) 2. Beginning teachers have new, innovative strategies for the classroom. (dark blue dot) 3. Beginning teachers need help from veteran teachers to make an impact in the classroom. (Light blue dot) 4. Beginning teachers may stay in the district longer if they are mentored by an experienced, supportive veteran teacher. (black dot) 5. Veteran teachers helping a beginning teacher will have a renewed teaching spirit that can increase student learning. (orange dot) Directions: 1. Read each statement and select the sentence that has the most meaning for you. 2. Place the colored coded dot for your sentence on your name tag. 3. Share with your table team members the reasoning behind why you chose that particular statement.

Teacher Mentoring Scenario #1 Kristina teaches at a suburban school composed of mostly upper-middleclass students. Parents are strongly involved in the school, and she has several parent volunteers throughout the week. She has two preparation periods each day and teaches seventh-grade mathematics and one class of Algebra I. The students in Kristina’s classes are generally motivated and well behaved. Before the school year started, Kristina attended a one-week orientation in which she and many other teachers new to the district learned district policies and procedures. One day was devoted to mathematics teaching. District administrators told Kristina the name of her mentor and that she would meet her the following week at her school. As predicted, Beverly Thomas, a reading teacher, approached Kristina on her first day at the school, introduced herself, made small talk, and said to let her know if she needed anything. On the second day of classes, Kristina approached Beverly and said that she could tell already that she was going to have trouble with one of her classes. Beverly advised her to be strict and that it would work out. Scenario #2 David teaches at an inner-city school where most of the students come from homes of poverty. Parents work multiple jobs and are generally unavailable by phone or for conferences. David has one preparation period and teaches multiple sections of U.S. History. The students in David’s classes are generally well behaved, though they lack some basic skills and knowledge needed for success in U.S. History. David received a call from his mentor, Jana Caldwell, the week before orientation. They met for coffee and had an opportunity to get to know one another before school started. Jana attended district orientation with David. A social studies teacher of many years, Jana shared lesson plans for the first week of school and described the kinds of teaching and learning activities that motivate, engage, and challenge typical students at the school. David

Teacher Mentoring

used Jana’s lesson plans and got off to a good start; however, he found that some students were not able to keep up. When David went to Jana for help, she responded by asking questions about the students and about the strategies David was already using with them. At the end of the conversation, David knew he needed more information about the students who were having difficulty, and he had a plan for finding out the information.

Activity Directions Roles—Each table team will assign the following roles: 1. 2. 3. 4.

Facilitator - keeps the group on topic and ensures that everyone participates Recorder - writes answers on chart paper Time-keeper - monitors the time Reporter - shares with the large group

Directions: 1. Each participant will take a few minutes to read Kristina and David’s first year teaching experiences. 2. Participants will work in table teams to discuss the three questions. 3. Recorder will write team answers on chart paper. 4. Reporter will share team answers with the large group. Questions for discussion: 1. Which teacher do you predict will continue to teach a second year? 2. How are the beginning teachers’ mentoring programs alike or different? 3. What critical elements were put into place for the successful beginning teacher’s mentor program?


2

The Total Cost of Teacher Turnover, Conservative Estimates for the 1998-1999 School Year

Source: Texas Center for Educational Research. (2000). The cost of teacher turnover, Austin, TX: Author. Retrieved July 25, 2006, from http://www.tcer.org/tcer/publications/.

JOHNSON COUNTY PUBLIC SCHOOLS Revised Teacher Induction Program Plan Goal: JCPS will retain quality teaching staff. Objective: 1. JCPS will provide a comprehensive induction program that will support an increase in student achievement. Strategies: 1.1 Provide a three-day orientation experience for beginning teachers prior to the beginning of each school year. 1.2

Provide training to beginning teachers and mentors in the area of interpersonal skills.

1.3

Provide training specifically for new teachers in content areas, classroom management, and instructional delivery.

1.4

Ensure that each new teacher is assigned a mentor. The mentor should be assigned no more than one protégé and should be located at the same school, preferably in the same wing of the building. Additionally, mentors should teach the same grade level or content area as their protégés.

1.5

Require comprehensive school improvement plans to include strategic support for beginning teachers.

1.6

Form a task force addressing the needs of beginning teachers.

1.7

Plan quarterly meetings with new teachers at the district.

1.8

Develop and implement ways to make new teachers feel part of the team.

1.9

Seek grants that directly support professional development for new teachers.

1.10 Build six extra professional development days into the school calendar. 1.11 Provide additional walkthroughs for beginning teachers. 1.12 Provide four formative assessments throughout the school year for teachers with less than three years in the district. 1.13 Provide an end-of-the-year summative conference.

Johnson County Public Schools Revised Teacher Induction Program Plan

Objective: 2. JCPS will develop mentors who will provide support to beginning teachers. Strategies: 2.1 Provide an intensive training session for mentors with periodic follow-ups. 2.2

Provide training for one lead mentor at each school who will provide support for all mentors.

2.3

Provide supplies and materials for mentors to document coaching activities.

2.4

Provide stipends for mentors.

2.5

Continue to provide professional development opportunities for mentors and lead mentors.


2

Sample Document Summary List Directions: Use this list to guide your efforts to get background data on the need for a formal induction program in your school or district, previous efforts, and current stakeholder perceptions and needs. Demographic Data: Information about the staff and previous induction efforts 1. Lists of faculty members, number of years of experience in education, number of years at this school 2. If mentors have been assigned to beginning teachers or administrators, a list of matches 3. Documentation of participation in state or other formal induction programs, such as training dates and lists of training participants Process Data: Documents on previous induction activities 1. Teacher and administrator handbooks 2. Agendas from new faculty orientation sessions 3. Agendas from mentor training sessions 4. Mentor handbooks 5. Mentor training materials 6. Policy statements on induction 7. Induction advisory board member lists 8. Agendas and minutes of meetings of induction advisory board 9. Budgets for induction programs Perceptual Data: Stakeholder perceptions on induction programs 1. Results of any surveys conducted with beginning educators, their mentors, and school and district administrators 2. Any information collected from interviews with beginning educators, their mentors, and school and district administrators, including exit interviews 3. Results or notes from focus groups

Key Stakeholders Checklist Directions: Use this checklist to help determine whether you have represented key stakeholders on your planning committee. _____ Central Office Administrators _____ Superintendent _____ Chief financial officer _____ Human resources representative _____ Curriculum supervisors _____ School-Level Personnel _____ Principals _____ Experienced teachers _____ Beginning teachers _____ Professional Organizations/Bargaining Units _____ Teacher unions _____ Professional organizations _____ Parent-teacher organizations _____ Other Educator Personnel _____ Teacher-preparation program faculty members _____ Community Members _____ Parents _____ Government officials _____ Clubs and organizations (e.g., Lions Club, Rotary Club)

Beginning Teacher Matching Survey Statement

1. I see myself as being peopleoriented. 2. I am willing to work with veteran teachers with the goal of growing as a professional educator. 3. I am willing to engage in the exchange of ideas I have learned from training with the ideas from experienced teachers in the field. 4. I am able to accept support and help from others without feeling intimidated. 5. I enjoy working as a team toward a common goal. 6. I look forward to teaching the subject(s) I have been assigned. 7. I want to have someone I can trust to guide and support my first year of teaching. 8. I am willing to devote time to my professional development as a teacher. 9. I want to gain understanding in classroom management. 10. I want help with discipline management and student motivation. 11. I want to understand a framework for good teaching and what is expected of highly qualified teachers. 12. I believe I can impact student learning. 13. I set high standards for myself and plan to set them for my students.

Strongly agree

Agree

Neutral

Disagree

Strongly disagree

Beginning Teacher Matching Survey

Mentor Teacher Matching Survey Statement

Strongly agree

Agree

Neutral

Strongly disagree

Disagree

1. I see myself as being peopleoriented; I enjoy working with other professionals. 2. I am a good listener and I respect my colleagues. 3. I am sensitive to the needs and feelings of others. 4. I realize when others need support or independence. 5. I want to contribute to the professional development of others and to share what I have learned. 6. I am willing to find reward in service to someone who needs my assistance. 7. I am able to support and help without smothering, parenting, or taking charge. 8. I see myself generally as flexible and willing to adjust my personal schedule to meet the needs of someone else. 9. I am patient and tolerant when teaching someone. 10. I am confident and secure in my knowledge of the field and I make an effort to remain up-todate. 11. I enjoy the subject(s) I teach. 12. I set high standards for myself and students. 13. I use a variety of teaching methods, and my students achieve well. *Adapted from ESC Region XX’s “Should I be a Mentor?” checklist


2

Beginning Teacher Support Questionnaire Indicate the level and quality of support you received—or are receiving—during your beginning years of teaching. 1 indicates that no such activities occurred. 6 indicates regular occurrence and a high degree of success. Circle your choice.

1

1

1

2

2

2

3

3

3

4

4

4

5

5

5

Characteristics of Beginning Teacher Support Programs

Indicate the level of importance of each of the characteristics in an excellent beginning teacher support program. 1 indicates little or no importance. 6 indicates extreme importance. Circle your choice.

6

A professional colleague assigned to be a mentor during your first year

1

2

3

4

5

6

6

A professional colleague who has received mentor training assigned to be a mentor during your first year

1

2

3

4

5

6

6

A professional colleague who receives a stipend for serving as mentor assigned to be a mentor during your first year

1

2

3

4

5

6

1

2

3

4

5

6

1

2

3

4

5

6

A specific person from whom to obtain information on handling school procedures (e.g., purchase orders, textbooks, supplies)

1

2

3

4

5

6

Regular assistance on key objectives to be taught

1

2

3

4

5

6

1

2

3

4

5

6

Assistance from colleagues in developing student assessments

1

2

3

4

5

6

6

Training in classroom management skills with strategies modeled by experienced colleagues

1

2

3

4

5

6

1

2

3

4

5

Beginning Teacher Support Questionnaire

Indicate the level and quality of support you received—or are receiving—during your beginning years of teaching. 1 indicates that no such activities occurred. 6 indicates regular occurrence and a high degree of success. Circle your choice.

1

2

3

4

5

Characteristics of Beginning Teacher Support Programs

Indicate the level of importance of each of the characteristics in an excellent beginning teacher support program. 1 indicates little or no importance. 6 indicates extreme importance. Circle your choice.

6

Regular meetings with other new teachers

1

2

3

4

5

6

1

2

3

4

5

6

1

2

3

4

5

6

Regular meetings with experienced teachers who teach your grade level or content area

1

2

3

4

5

6

An experienced teacher observing in your classroom

1

2

3

4

5

6

1

2

3

4

5

6

1

2

3

4

5

6

Assistance from colleagues in modifying teaching strategies to meet individual student needs

1

2

3

4

5

6

Assistance in building skills to work successfully with parents

1

2

3

4

5

6

1

2

3

4

5

6

Assistance in accessing needed classroom resources

1

2

3

4

5

6

1

2

3

4

5

6

Mentoring that lasts for more than one year

1

2

3

4

5

6

1

2

3

4

5

6

Ability to change mentor/beginning teacher pair assignment

1

2

3

4

5

6


2

Planning, Implementing, and Maintaining A Quality Teacher Mentoring Program

A Standards-Based System

Performance Standards

What standards/ expectations of a beginning teacher’s performance are critical to planning a successful mentoring program?


Program Standards

Building Commitment

Gathering Data

Demographic Data

Perception Data

School Process

What data do your district/school collect to plan, implement, and maintain a successful teacher mentoring program?

Identifying Key Stakeholders

Planning Group Procedures

How could your district/school build commitment to implement a standards-based mentoring program?


Developing Vision/Mission Statements

Determining Components of a Quality Induction Program

Formalizing District Support

Building the Implementation Infrastructure

Project Planning

Staffing and Roles

Budgeting and Financing

What infrastructures are needed at the district/school level to maintain a successful standards-based mentoring program?


Programming for Beginning Teacher Support

Communication

Accountability

Sample Action Steps for Campus Improvement Planning For the Teacher Mentoring Component

1. Initiate a new employee orientation to build the understanding and camaraderie necessary to work together as a team toward a common goal. 2. Provide ongoing professional development which includes mentor training, principal training, and new teacher orientation. Include sessions designed to meet new teachers’ needs to assist them in achieving optimum student learning and teacher growth and in understanding school rules, requirements, and culture. 3. Identify experienced teachers who will support, guide, and coach beginning teachers. 4. Provide mentors some type of compensation—through a stipend and/or release time—for conferencing with and observing beginning teachers. 5. Arrange reciprocal classroom observations; mentors and beginning teachers should observe each other. 6. Provide training for everyone involved in the system, from school board members to beginning teachers. 7. Document formative assessment of the beginning teacher’s journey through the induction process, with goals and actions to aid the teacher’s growth as a highly qualified teacher. 8. Facilitate peer support groups for beginning teachers to exchange ideas for enriching the learning environment for all students. 9. Support mentor groups to help them acquire learning skills different from those that have made them successful with students. 10. Allocate time for mentors to exchange ideas on mentoring techniques. 11. Formalize district support for all stakeholders to support the beginning teacher and the teacher mentor program.

Session 10 Developing High-Quality Campus Plans for Parent Involvement (45 Minutes) Intended Outcome Participants will increase their capacity to incorporate research-based strategies for parent involvement into their Campus Improvement Plans (CIPs). Essential Learnings That Will Result From the Activity • The family makes critical contributions to a child’s achievement. • There are many types of family involvement/partnerships in education. • There is a variety of ways to involve parents in helping their children achieve in school. • There are research based strategies for involving the families in a child’s learning. • There are many resources available for involving diverse families. Resources Needed / Materials Used • Markers • Masking tape • Flip charts & easels Handouts • Scenario (Parent Involvement Handout 1) • Six Major Types of Partnerships Between Schools, Families, and Communities (Parent Involvement Handout 2) • What Do We Mean by Types of Family Roles? (Parent Involvement Handout 3) • Supporting Parent, Family, and Community Involvement in Your School (Parent Involvement Handout 4) Facilitator Preparation • Familiarize yourself with all handouts. • Assemble and distribute handouts and materials. Activity Sequence Small Group Activity—Setting the Stage: Challenging Assumptions of Family Involvement

1. Place copies of Parent Involvement Handout 1 on the tables. In small groups, participants will read the comment and answer the questions. Each table will chart their answers to the questions. 2. Provide time for small groups to share their responses with the whole group or at nearby tables, depending on time. Facilitate a group discussion of the major themes. Whole Group Activity/Discussion—Types of Partnership Roles & Taking a Closer Look 3. Discuss the importance of developing partnerships to strengthen the parent involvement component of school improvement. 4. Provide copies of Six Major Types of Partnerships Between Schools, Families, and Communities (Parent Involvement Handout 2). Provide participants 3–4 minutes to read the article silently. Lead a discussion about the article. Use the following questions to guide the discussion: What are the types of partnership roles in which parents can be engaged? What strategies are effective in involving parents in these ways? Which strategies would you use and why? 5. Give each participant a copy of What Do We Mean by Types of Family Roles (Parent Involvement Handout 3). Provide 1–2 minutes for participants to read the handout. Review the handout with the groups. To encourage discussion, ask these questions: Do any of these types of involvement relate to your school goals for family involvement? In planning for family involvement, which ones would you start out with and why? Individual Activity—Article Walk-Through: A Scavenger Hunt Activity to Familiarize Participants with the Document 6. Give participants in each group a copy of Supporting Parent, Family, and Community Involvement in Your School (Parent Involvement Handout 4). Review table of contents and ask participants to find the answers to these questions: What does the literature tell us about parent and family involvement? Name three annotated resources on parent and family involvement. How do you get started planning for parent and family involvement? What is the focus of Appendix A?

7. Provide time for participants to discuss within their groups the contents of this document and how it might be useful for their CIPs. 8. If time permits, allow participants to start planning and developing a parent/family involvement plan for their CIP. This handout is an especially useful resource for teams working to incorporate parent involvement components into their improvement plans.

“I feel so bad for these kids. The parents don’t come to parent conference-teacher. I’ve never seen any at open house either. I don’t think they really try to help kids with school, I wonder, maybe education isn’t important.” --Third grade teacher

Questions: 1. What questions might the teacher ask herself or others to gain insight into parents’ beliefs regarding their participation in school?

2. What kinds of opportunities can the teacher explore to collaborate with families?

3. What programs and special efforts does your school district have in place for engaging families?

Six Major Types of Partnerships

Between Schools, Families, and Communities The Six Types of Partnerships Framework, developed by Joyce Epstein (1995) and her colleagues at Johns Hopkins University, is a useful model for analyzing and designing family-involvement programs. This framework describes the general categories of partnerships that exist between schools, families, and communities. They are: • • • • • •

Parenting: Helping families establish home environments to support children as learners Communications: The use of effective forms for school-to-home- and hometo-school communications Volunteering: The recruitment and organization of the school’s volunteer program Learning at Home: Helping families assist their children with homework and recognizing other learning at home opportunities Decisionmaking: Including parents, students, and community members in the school decisionmaking process Collaborating with the Community: The identification and integration of resources and services from the community

The Measure of School, Family, and Community Partnerships (Epstein, Salinas, Sanders, Davis, & Douglas, 1999) is based on the Six Types of Partnerships Framework and is included in this document as Appendix A. It is a tool schools can use to analyze their current practices and make plans for future activities. It can help schools see their strengths and build upon them to create a comprehensive approach to family and community involvement that promotes student success. As schools design their approaches to increasing and enhancing partnerships, they may want to consider some additional findings from research and from work that Epstein and her colleagues have documented in School, Family, and Community Partnerships: Your Handbook for Action (1997): • • • • •

Schools with more affluent populations, on average, experience more family involvement. Schools with higher percentages of students on free and reduced-price lunches face more challenges to building positive partnerships. If the school does not actively seek the attendance of single parents, fathers, working couples, and families whose first language isn’t English, they’re unlikely to participate in events and volunteer activities. Contacts with families tend to be about problems students are having in schools. Parents and families care about their children. They just vary in their current

•

capacity to be strong partners with schools. Teachers and administrators want to improve the outcomes for students, though they vary in their current capacity to reach out to families and the community.

Having a comprehensive approach to partnerships between schools, families, and communities allows schools to build on their strengths. A comprehensive approach fosters positive attitudes about the school and about families and community members because it respects the varying capacities of the school population as a whole. Actions and activities related to the Six Types of Partnerships that are suggested in detail in this document are intended to provide school staff and others involved in planning with ideas that other schools have used successfully to increase involvement. There are hundreds of ways to reach out, create, and strengthen partnerships. Each school must design its own plan based on how far it has already come. Research from the field shows that strong parent, family, and community involvement doesn’t just happen and isn’t limited to certain types of schools. People come into the school community with a variety of prior experiences with schools, conflicting pressures, and expectations. Some may have underlying issues of suspicion or other conflicts that can affect the relationships between home, community, and school. Many schools have gone to the expense and effort of planning a series of events for parents and community members and have only two or three people attend. When this happens, school staff become disillusioned and begin to wonder if school partnerships are even worth the effort. What is the best way to improve parent, family, and community involvement? Are there some strategies that work better than others? Can educators find ways to make the process easy?

What Do We Mean by Types of Family Roles? Defining the Types of Roles for Connections Parenting is defined as strategies that assist families with parenting skills and help create home conditions to support student academic achievement. Communication is defined as strategies that help to promote effective two-way communications among schools, families, and community members or groups. Fostering Volunteers is defined as strategies that organize and support family and community members in their efforts to support the school and its students. Learning at Home is defined as strategies that help families assist their children with homework and recognizing other learning environments Shared Decision Making is defined as strategies that include families and community members as partners in school decisions. Collaborating with the Community is defined as strategies that unite efforts and programs to provide services for families, students, school, and community.

Taking a Closer Look —What kinds activities are the parents/families in your school involved with? —In what ways are family and community members currently involved in your school based on these categories? Record your answers on chart paper.

Supporting Parent, Family, and Community Involvement in Your School

Deborah Davis

June 2000

Northwest Regional Educational Laboratory

Table of Contents

Acknowledgments......................................................................................................... ii Foreword ......................................................................................................................iii What the Literature Tells Us About Parent and Family Involvement........................... 1 Six Major Types of Partnerships Between Schools, Families, and Communities ................................................................................................................. 2 Getting Started............................................................................................................... 4 Assembling the Team........................................................................................ 4 Collecting Data.................................................................................................. 4 Using Data to Make Decisions about Priorities ................................................ 5 Writing a Partnership Plan ................................................................................ 5 Encouraging Positive Parenting Skills .......................................................................... 6 Enhancing Communication with Families .................................................................... 8 Increasing Volunteerism And Attendance at School Events ...................................... 10 Enhancing Learning at Home ..................................................................................... 12 Increasing the Number of Parents in Leadership and Decisionmaking Roles ........... 14 Improving Community Collaborations ....................................................................... 16 Annotated Bibliography of Resources on Parent, Family, and Community Involvement................................................................................................................. 18 Appendix A: Measure of School, Family, and Community Partnerships................... 25 Appendix B: Basic Information About Families Worksheet ...................................... 33 Appendix C: Achievement Trends Worksheet (State testing information) ................ 34 Appendix D: Achievement Trends Worksheet (Local testing information) ............... 36 Appendix E: Evaluation Form..................................................................................... 38 Appendix F: Family Opinion Sheet ............................................................................ 39

i

Northwest Regional Educational Laboratory 101 S.W. Main Street, Suite 500 Portland, OR 97204-3297 (503) 275-9500 1-800-547-6339 e-mail [email protected] Web site www.nwrel.org Planning and Program Development Dr. Steve Nelson, Director Comprehensive School Reform Demonstration Program Dr. David Zuckerman, Unit Manager June 2000

© 2000 NWREL, Portland, Oregon Permission to reproduce in whole or in part is granted with the stipulation that the Northwest Regional Educational Laboratory is acknowledged as the source on all copies. This publication was produced in whole or in part with funds from the Office of Educational Research and Improvement, U.S. Department of Education under contract # RJ96006501. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and endorsement of the contents by the federal government should not be assumed.

Acknowledgments NWREL wishes to acknowledge the following people for their editorial assistance: Editor Ms. Janice Wright Cover Design Ms. Denise Crabtree Reviewers Dr. Mark Buechler Ms. Jennifer Fager Ms. Barbara Hansen Ms. Jeann Harder Ms. Gretchen Van Hoet-Hill Ms. Betsy Hoag Ms. Kendra Hughes Ms. Donna Johnson Ms. Ida Settlemyer Ms. Ruth Taylor Dr. David Zuckerman Proofreaders Ms. Elizabeth Blankenship Ms. Linda Fitch Ms. Linda Higgens Ms. Denise Jarrett-Weeks

ii

Foreword The family makes critical contributions to a child’s achievement from early childhood through high school. Talking and playing with infants, reading bedtime stories with toddlers, playing math and reading games with elementary school students, helping middle school students with their homework, and establishing appropriate boundaries for teenagers are foundations for success in school. Many families, however, require assistance in providing these basics of a supportive home learning environment. When parents, families, and members of the community are involved with schools, all children benefit. Adult participation sends the message that school is important and the work children do there is worthy of adult attention. Many people, however, do not feel welcome at school. They may want to volunteer, but don’t know how to begin. They may believe that children and teachers do not want them there, or they may not know how to fit one more activity into an already tight schedule. These situations present perfect opportunities for schools to reach out and provide avenues for parents, family members, and others to provide support.

The family makes critical contributions to a child’s achievement. Research regarding the effects of family involvement on educational outcomes has shown that parent involvement makes a difference in children’s academic achievement. This guide provides ideas and suggestions taken from research on family and community involvement in schools and can help school staff and others design a long-term approach to garnering the positive involvement of all concerned. These ideas represent the tip of the iceberg of what is possible. There are as many solutions for creating a comprehensive plan to involve parents, families, and the community in the education of children, as there are schools. Each school has its own demographic mix, community context, and history. Following are ideas that can be modified and expanded upon to suit the needs of the school.

iii

What the Literature Tells Us About Parent and Family Involvement Studies of families show that what the family does with the children is more important to student success than family income or the education level of the parents. Parental participation improves student learning whether the child is in preschool or in the upper grades, whether or not the family is struggling economically or is affluent, or whether the parents finished high school or graduated from college ( Epstein, 1991; Henderson, & Berla, 1994; Liontos, 1992; Reynolds, et al., 1991; Zellman, G.L., & Waterman, J.M., 1998). Both students and schools benefit from active participation by families in the process of educating children. The benefits for students when parents are actively involved in schools include: ! Higher grades and test scores ! Better attendance and more homework completed ! Fewer placements in special education ! More positive attitudes and behaviors ! Higher graduation rates ! Greater enrollment in post-secondary education (Clark, R., 1993; Griffith, J., 1996; Dauber, S.L. & Epstein J.L., 1993) Parent involvement is more than good attendance at school-sponsored events or having a strong volunteer program. The strongest support for learning occurs at home through positive parenting styles, nightly reading, homework policies, and high expectations. Schools that measure their success in reaching out to parents by the number of volunteers and attendance at workshops and meetings could be missing valuable opportunities to connect with families who can’t be there or who are not comfortable coming to school (Epstein, J. et al., 1997; Dornbusch, S. et al., 1987; Dauber, S., 1993; Comer, J. & Haynes, N.M., 1992; Zellman, G., 1998). The need for strong family involvement starts by the time children are in preschool and continues through high school. As children grow older, the methods and expectations for family involvement must change and continue to evolve until graduation. Patterns of communication between families and the school as children enter middle school must be altered to accommodate multiple teachers and increased independence; nonetheless, parents remain valuable allies in increasing student achievement. Schools have shown success by enlisting the support of parents in areas ranging from developing homework routines, providing after-school supervision, limiting television viewing, and helping children prepare for college and other post-secondary education (Eagle, E., 1989; Funkhouser, J.E., & Gonzales, M.R. 1997; Scott-Jones, D., 1994; Goodman, J. et al, 1995; Sheilds, P., 1995).

1

Six Major Types of Partnerships Between Schools, Families, and Communities The Six Types of Partnerships Framework, developed by Joyce Epstein (1995) and her colleagues at Johns Hopkins University, is a useful model for analyzing and designing family-involvement programs. This framework describes the general categories of partnerships that exist between schools, families, and communities. They are: ! ! ! ! ! !

Parenting: Helping families establish home environments to support children as learners Communications: The use of effective forms for school-to-home- and hometo-school communications Volunteering: The recruitment and organization of the school’s volunteer program Learning at Home: Helping families assist their children with homework and recognizing other learning at home opportunities Decisionmaking: Including parents, students, and community members in the school decisionmaking process Collaborating with the Community: The identification and integration of resources and services from the community

The Measure of School, Family, and Community Partnerships (Epstein, Salinas, Sanders, Davis, & Douglas, 1999) is based on the Six Types of Partnerships Framework and is included in this document as Appendix A. It is a tool schools can use to analyze their current practices and make plans for future activities. It can help schools see their strengths and build upon them to create a comprehensive approach to family and community involvement that promotes student success. As schools design their approaches to increasing and enhancing partnerships, they may want to consider some additional findings from research and from work that Epstein and her colleagues have documented in School, Family, and Community Partnerships: Your Handbook for Action (1997): ! ! ! ! !

Schools with more affluent populations, on average, experience more family involvement. Schools with higher percentages of students on free and reduced-price lunches face more challenges to building positive partnerships. If the school does not actively seek the attendance of single parents, fathers, working couples, and families whose first language isn’t English, they’re unlikely to participate in events and volunteer activities. Contacts with families tend to be about problems students are having in schools. Parents and families care about their children. They just vary in their current capacity to be strong partners with schools.

2

!

Teachers and administrators want to improve the outcomes for students, though they vary in their current capacity to reach out to families and the community.

Having a comprehensive approach to partnerships between schools, families, and communities allows schools to build on their strengths. A comprehensive approach fosters positive attitudes about the school and about families and community members because it respects the varying capacities of the school population as a whole. Actions and activities related to the Six Types of Partnerships that are suggested in detail in this document are intended to provide school staff and others involved in planning with ideas that other schools have used successfully to increase involvement. There are hundreds of ways to reach out, create, and strengthen partnerships. Each school must design its own plan based on how far it has already come. Research from the field shows that strong parent, family, and community involvement doesn’t just happen and isn’t limited to certain types of schools. People come into the school community with a variety of prior experiences with schools, conflicting pressures, and expectations. Some may have underlying issues of suspicion or other conflicts that can affect the relationships between home, community, and school. Many schools have gone to the expense and effort of planning a series of events for parents and community members and have only two or three people attend. When this happens, school staff become disillusioned and begin to wonder if school partnerships are even worth the effort. What is the best way to improve parent, family, and community involvement? Are there some strategies that work better than others? Can educators find ways to make the process easy?

3

Getting Started Assembling the Team The first step to improving parent, family, and community involvement in your school is to assemble a team composed of: ! ! ! ! ! ! !

Parents who represent any major groups at the school, i.e., parent-teacher association, English-language learners, representatives of majority ethnic groups Federal programs staff (i.e.,Title I, Title IV, and Title VII) Community members and agencies The principal Teachers Students, when appropriate District staff

The team begins by assessing the current situation. Data can be collected by assigning tasks to the team. The best decisions are made when data about the school informs the process so that a comprehensive view is achieved. If your school has been involved in the Comprehensive School Reform Demonstration Program or another schoolwide reform program, this information may already be compiled and should be reviewed prior to launching an entirely new effort. Once the school has initiated an effort to look carefully at information gathered about the status of partnerships, priority areas can be identified, tasks assigned, and plans to evaluate progress can be put into place. Collecting Data Begin by studying past and existing school partnership efforts. Using The Measure of School, Family, and Community Partnerships (Epstein, Salinas, Sanders, Davis, & Douglas, 1999), evaluate your school’s progress thus far. Next, review the characteristics of the families in your school community. Ask questions such as: ! ! ! ! ! !

Is this a school with a high percentage of single-parent homes? Is this a school with many English language learners? Is this a school with a high mobility rate? Are there many families where at least one parent is predominately in the home? Is there a high percentage of homes where violence, abuse, addiction, physical or mental illness is present? What educational goals do families have for their children?

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As a group, review the school’s achievement data and then translate it into a clear, easy-to-understand report. Disseminate this information to parents and community members asking them what the school is doing well, where improvements need to be made, and what contributions they feel they can make to help the students succeed. Using Data to Make Decisions about Priorities Once information has been gathered about the status of the school, it can be used to answer the following questions: ! ! ! ! ! ! ! ! ! ! ! ! ! !

What are our school’s goals for improving our school, family, and community partnerships over the next three years? How can we effectively involve families and the community in the decisionmaking process? Do decisionmakers have the appropriate research and training to make informed decisions? Do materials need to be translated? Do translators need to be provided at meetings? Does childcare need to be provided while parents attend meetings or volunteer at school? Should school personnel be making home visits? If so, how? Is student attendance a problem? What kind of support do teachers need? What are the achievement trends? How can outreach to families and the community link to the academic needs of the school? What do parents say about past successful events? What activities do parents feel would be most beneficial? How can we most effectively use community resources?

Writing a Partnership Plan Once priorities have been set, the team can write the school’s partnership plan. On the following pages, you will find issues, benefits, and strategies of: ! ! ! ! ! !

Encouraging positive parenting skills Enhancing communication with families Increasing volunteerism and attendance at school events Enhancing learning at home Increasing the number of parents in leadership and decisionmaking roles Enhancing and improving community collaborations

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Encouraging Positive Parenting Skills Students, schools, and families will benefit if parents are supported in establishing home environments that foster children’s growth and learning. Families whose basic needs of food, clothing, and shelter are not being met have a more difficult time helping their children to do well in school. Schools and community agencies can work together to provide support so that parents can focus on their children’s needs. The issues and challenges around encouraging parenting skills are: !

Resistance: Parents being resistant to the information being provided

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Materials: Gathering information that assists parents in providing the necessary boundaries, high expectations, adult role models, support for academic achievement, and an environment that nurtures the positive social/emotional development of children

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Reaching all families: Discovering ways to provide useful information to all families, not just to those who attend meetings at school

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Acknowledging and embracing all families and cultures: Assuring that all families are welcomed at school and invited to participate at all levels of involvement

The benefits of helping families enhance their parenting skills are: !

Self-confidence and support: Parents feel the school is supporting them and they are confident that they are helping their children.

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Learning readiness: Parents send their children to school ready to learn, and children are able to concentrate on school issues, without worrying about safety or basic needs.

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Development of parenting strategies: Parents are learning parenting strategies they can use as their children move from one phase of development to another.

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Strategies for Encouraging Positive Parenting Skills " Survey parents: Ask parents what information and workshops they would find most helpful. " Consult with parents and others in the community: Ask about their preferences and the best ways to translate or modify messages to all parents. " Establish home visiting programs: When teachers visit with parents in the home, teachers can share with them school and classroom expectations, and parents can share information about home situations that might affect student achievement. " Make referral information readily available: Put referral information on bulletin boards, in newsletters, and on information tables at school events. This information can include times and locations of parenting classes, agency services to families, and parks and recreation schedules. Offer information about parenting that is provided by community agencies and churches. " Offer school space: Have a room available for parent-led support groups and parenting education classes where parents can share their parenting successes and challenges and gain knowledge to enhance their parenting skills. Schools having the greatest success with parent centers are those with a parent-and-teacher team that coordinates activities and use of the room. When parents know it is a place they can gather informally, as well as hold scheduled meetings, it can become more than a place of work; it becomes a place to connect with others. " Provide child development information: Conduct workshops on what parents can expect as their child moves into middle school or high school. Workshop topics can include: " Changes in homework requirements " Communication with your adolescent or teen " Specific issues of parenting the adolescent " Capitalize on parent attendance at neighborhood and community fairs and events: Offer outreach materials such as brochures, posters, bookmarks, tip sheets, school phone numbers, and welcoming messages. " Offer a sharing night for parents: Have parents share their best practices for nurturing, discipline, homework help, creating time for reading, or other pertinent topics.

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Enhancing Communication With Families The more that parents and teachers share pertinent information with each other about students, the better equipped they will be to help those students become successful. Parent and teacher consultation and collaboration create the climate for maximum realization of a student’s potential. Effective communication with families means that the school welcomes and consistently supports families to support their children. Two-way communication about school programs and children’s progress will result in better outcomes for students. The issues and challenges of enhancing communication with families are: !

Clear expectations: Communicating frequently with parents about curriculum, classroom expectations, and ways parents can become involved

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Frequent and positive communication: Helping teachers see the importance of using frequent, clear, and positive communication strategies with parents

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Conveying that the school is a welcoming, caring place: Ensuring that visitors are greeted by welcoming signs and responsive staff

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Developing appropriate strategies: Using information from parents, families, and community members to focus on appropriate strategies

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Getting information into parents’ hands: Getting information home via students and parents being inundated with competing information

The benefits of enhancing communication with families are: !

A feeling of community: Parents feel that they are part of the school community, as they are kept aware of school events and other important school information.

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Clear information: Parents learn about the school’s curriculum, assessments, achievement levels, and reporting methods.

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Parents receive information about how to support their children: Parents have the information they need to help their children thrive and achieve. When families are happy, children tend to do better in school.

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Relationships are developed: When schools and families share information and strategies, everyone feels connected to the school community.

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Positive outcomes: School staff realize the positive ways that parents contribute to student success.

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Strategies for Enhancing Communication With Families " Emphasize the importance of strong family involvement: Devote staff meeting time to exploring ways to improve communication with families. " Devote Title I or other funds to compensate teachers for time spent making home visits: This time can pay back huge dividends when teachers develop relationships with families and can communicate with them about ways to support their children. " Solicit financial support to improve telephone communication opportunities with families: Many schools are still operating with only one or two phone lines, making it virtually impossible to reach teachers during the day. " Share school expectations: Share the school’s goals and policies about student expectations and school assessment procedures. " Make sure that all teachers have an e-mail address with easy and regular access: This form of communication can link parents at work and at home. " As a faculty, develop a format for classroom newsletters: Basic information about classes and opportunities for parent support can be included and sent home on a weekly or twice monthly basis. Students can do some of the reporting, which can be directly linked to writing goals. " Have several mechanisms for gathering opinions from parents, students, and teachers: Have a suggestion box in the hall, a tear-off suggestion form in the newsletter, a questionnaire at student-teacher conferences, a random sample phone-call effort, focus groups, or an annual satisfaction survey. " Communicate frequently about the school’s achievement data: Share the school’s achievement data and offer parents suggestions about ways they can help their children succeed. " Send information to both parents: In the case where a child doesn’t live with both parents, it’s important to keep each parent informed about the child’s progress and about school activities. " Update signs around the school: Be sure that notices asking parents to check in at the office include a warm welcome in all languages represented at the school. Students can create the signs as part of their language arts curriculum.

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Increasing Volunteerism and Attendance at School Events Recruiting and organizing volunteer support of school events can be truly helpful to teachers while increasing community awareness of the school, its mission, and the issues teachers face. The issues and challenges of increasing volunteerism and attendance at school events are: !

Offering flexible times to volunteer: People have varied and hectic schedules.

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Child care: Many parents will need child care so that they may participate at their child’s school.

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Providing meaningful volunteer experiences and matching volunteer strengths to schools needs: Volunteers want to feel that the work they are doing is beneficial to the students and staff. Their work should be a reliable form of assistance to teachers.

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Language and cultural barriers: Schools will need to address the issues of language and cultural barriers.

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Past negative experiences: Some people may be reluctant to volunteer or attend school events because of past negative school experiences.

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Training teachers to work with volunteers: Teachers may need some training to expand how they work with volunteers. When teachers are asked to use volunteers, schools must provide them time to plan for including volunteers in their classrooms.

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Volunteer recognition: To motivate and retain volunteers, it is vital to recognize them for their efforts.

The benefits of increasing volunteerism and attendance at school events are: !

Time for teachers to work individually with students: Often, when teachers have assistance in the classroom, they have more time to work one-on-one with students.

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Positive relationships: Creating a welcoming environment lays the groundwork for positive relationships. By increasing parent, family, and community participation, schools raise awareness of how much their help is needed and appreciated.

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Increased skills and knowledge: Volunteer opportunities can lead to paid positions or increased knowledge that can be used in the workplace.

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Strategies for Increasing Volunteerism and Attendance at School Events " Survey potential volunteers: Throughout the year, survey parents about their interests and availability to volunteer. " Hire or appoint a volunteer coordinator: A volunteer coordinator can make phone calls to remind volunteers of their commitments, to provide training on equipment such as the copy machine, laminator, and playground equipment, and to organize volunteer activities and recognition events. " Offer a variety of times to volunteer: People have varied and hectic schedules, so successful school volunteer programs will need to offer flexible volunteer schedules. " Offer training to volunteers: Offer volunteers training in interpreting academic performance assessments so that they can better understand what is expected of students and can provide help accordingly in the classroom. It is vital for the school to help volunteers feel competent about their ability to assist. " Invite parents to ride the school bus and eat lunch with their children: This offers another way for the school to be accessible and welcoming. " Train parents to become parent mentors: Parent mentors can work with new volunteers and answer questions at their school. " Encourage opportunities for volunteers to be seen as positive adult role models: Offer regular career exploration opportunities. Have volunteers answer basic questions about their careers, such as job title, subjects to take in school that will help them to do the job, training needed to do the job, great things about the job, and tough things about the job. " Publicize volunteer opportunities throughout the year: By publicizing volunteer opportunities year-round, families and community members who come to the school midyear can be made aware of the volunteer opportunities and can become connected with the school community. " Include students in meetings with parents: Have students participate in some way in the meeting with parents. This provides additional incentives for families to attend together.

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Enhancing Learning at Home This type of partnership shows the most promise for increasing student achievement. Families make a huge impact on how successful their children are with schoolwork, yet schools don’t often know what is happening at home. Schools need to invest time and effort into influencing learning-at-home routines. The issues and challenges of enhancing learning at home are: !

Expectations: Parents are often unaware of the teacher’s and the school’s expectations of students.

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Curriculum-related decisions: Schools generally have not developed strategies to involve parents in curriculum-related decisions.

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Clear communication between teachers and parents: Strategies will need to be developed to overcome children’s tendencies toward not discussing their homework requirements with their parents.

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Teacher preparation time: Teachers will need time to prepare homework assignments and projects that truly engage students, promote higher levels of learning, and productively involve parents.

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Busy family schedules: Schools will need to work through the issues of busy family schedules, single parent homes, and children switching between homes.

The benefits of enhancing learning at home are: !

Parental understanding: Parents will understand the material their children are responsible for knowing.

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Attainment of learning goals: Parents can assist their children with attainment of learning goals.

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Positive attitude: Students develop a more positive attitude about homework.

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Strategies for Enhancing Learning at Home " Make parent support at home an important topic: At the beginning of the school year, hold discussions about parent support at home. This can be done at open houses, back-toschool nights, in school newsletters, at parent meetings, and during parent-teacher conferences. " Encourage parents: Ask parents to spend at least 30 minutes a day working with their children, reading all student work and newsletters, and providing an adequate workspace. " Offer suggestions to parents: Suggest informal ways to strengthen children’s reading and math skills by playing games like cribbage, Scrabble, or rummy. Suggest ways they can help children make connections between schoolwork and the world. In addition, give parents guidelines to follow as they assist their children with school projects. " Have family reading, math, or science nights at school: Give parents practical and fun ideas on how to work with their children at home. " Ask parents for input on homework assignments: Ask questions such as: " Was this assignment appropriate for your child’s ability level? " Did your child have problems completing this homework? " Do you have any questions or concerns about your child’s homework? " Develop learning activities for families to use in the car: Families spend a great deal of time going to or from places together. Offer parents suggestions on ways to make outings fun learning experiences. " Send home a simple handwritten newsletter: Include expectations for students and suggestions for parent involvement during the upcoming grading period. " Have a library of games that students can check out: Encourage them to play with a family member at home. Games that reinforce literacy and math skills will also provide opportunities for interaction among family members. " Help families celebrate successes: Offer parents suggestions about ways they can praise their children and celebrate their academic achievements. " Establish a homework hotline: Offer parents a homework hotline that they can call to identify assignments, due dates, and ways to get help with homework questions.

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Increasing the Number of Parents in Leadership and Decisionmaking Roles Schools benefit when they include parents in the decisionmaking process. When parents provide their opinions and preferences regarding issues under consideration, they are more likely to buy-in to school policies and initiatives. When parents are aware of the complexities of running a school, they are often more supportive. Additionally, parents can help the school reach out to other parents, share ideas, and gather input because they have informal access through extra-curricular activities and neighborhood connections. The issues and challenges to increasing the number of parents in leadership and decisionmaking roles are: !

Key roles: Offering parents key roles in the school decisionmaking process

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Inclusive representation: Assembling a representative group of all parents

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Leadership training: Offering parents training on how to serve effectively as leaders and parent representatives

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Time constraints: Developing strategies for overcoming parent and staff time constraints that interfere with arranging meetings

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School data: Making school data understandable and available to teachers and parents so that they can make informed decisions

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Resistance issues: Developing strategies for working through staff resistance to change, turf issues, and power struggles

The benefits of increasing the number of parents in leadership and decisionmaking roles are: !

Parents are more supportive: When parents are involved in leadership and decisionmaking roles, they become more supportive of the school’s efforts and they have a better understanding of school issues and priorities.

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Schools are more aware: By involving parents in leadership and decisionmaking roles, schools are more aware of parents’ perspectives.

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Funding issues: Involved parents are more supportive of school funding issues.

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Strategies for Increasing the Number of Parents in Leadership and Decisionmaking Roles " Award one parent a stipend: Have that parent contact other parents, welcome new parents to the school, help resolve conflicts between the home and school, and actively seek parents’ opinions and support. " Make decisions after surveying comprehensive data: Study data on student and family characteristics, academic achievement, and parents’ opinions and willingness to support proposals for change. " Offer leadership training: Bring in a trainer or develop a leadership training workshop which is offered to both parents and staff. " Do a parent check-in: Before there is an urgent need to make decisions about vandalism, violence, and drug and alcohol issues, check in with parents. Discuss these problems before a crisis occurs. This offers parents an opportunity to play an active role in these very critical areas. " Deal with conflict promptly: Explore the issues with a neutral facilitator who will help set boundaries for the discussion and guide parties in developing common purposes, methods for working together, and timelines and check-in points to make sure that the resolution is achieved. " At the end of meetings, do an “ABC” evaluation: " What action will you take as a result of the meeting? " What was the best part of this meeting? " What concerns do you have? " Recognize parents for their efforts: Recognize all of the efforts made by parents who serve on school advisory committees and in other decisionmaking roles. This will not only give credit where credit is due; it will help other parents to know who is representing them.

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Improving Community Collaborations Schools are increasingly relying on collaborative efforts with partners such as local businesses, after-school care providers, higher education, foundations, and other community-based agencies. Building better connections to meet the needs of children and further the goals of school reform starts with effective school and community partnerships. The issues and challenges of improving community collaborations are: !

Improving communication within the community: Often community members are not aware of the positive things happening in a school, so schools will want to help community partners understand the value of school/community partnerships.

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Matching community contributions with school goals: Clearly illustrating how communities can contribute to achieving school goals

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Integrating child and family services with education: Working closely with the agencies and service providers that deal with parents and families to assure equal opportunities for services and that information about community resources is provided in appropriate languages

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Establishing clear policies about the importance of confidentiality: It is important for all parties to have a clear understanding of the school policies concerning confidentiality.

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Extending the use of school buildings: Providing neighborhoods with a place to hold activities, thereby elevating the status of schools within the community

The benefits of improving community collaborations are: !

Schools feel they are getting help from multiple sources: With the support of their communities, schools can accomplish their goals, which in turn, can result in more community support for increased school funding.

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Communities can unite around the shared responsibility of educating youth, and schools are able to expand the number of positive role models: Community partners can offer varied mentoring experiences to students.

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Community businesses can make people aware of their support for schools and families: Businesses can benefit from the positive public relations of working closely with schools.

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Strategies to Improve Community Collaborations " Convene at least three meetings a year: Invite all agencies and community partners who serve students or families within the school populations. Ask everyone to come prepared to talk briefly about who they serve, what is their mission, and with whom they are already partnering. Create a plan for working together, along with check-in points to assure progress is occurring. " Invite businesses to school events: Extend invitations to businesses for events such as performances and recognition celebrations. This gives businesses the opportunity to be a part of the school’s life and promotes long-lasting partnerships. " Publicly acknowledge partnerships: Partnerships can be acknowledged through newsletters and signs at the school. The goal is to make partnerships more visible. " Mention generosity frequently and prominently: When businesses agree to assist the school by making donations, providing staff, or helping in other ways, be sure to acknowledge their contributions. " Get feedback and ideas to improve outreach to families: When community-based organizations meet to discuss programs and services they are providing to families, use the opportunity to discuss any ideas they may have about improving outreach to families. " Ask all who participate in meetings to evaluate progress and identify obstacles: Ask questions such as: " Does the work provide further opportunities to share resources and reach more families? " Was the meeting an opportunity to expand possibilities? " How can future meetings be more productive? " Write thank you notes: Have students write thank you notes to businesses that contribute to the school.

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Annotated Bibliography of Resources on Parent and Family Involvement

Chavkin, N.F., & Williams, D.L., Jr. (1993). Minority parents and the elementary school: Attitudes and practices. In N.F. Chavkin (Ed.), Families and schools in a pluralistic society (pp.73-83). Albany, NY: State University of New York Press. This article describes a study on the attitudes and practices of minority parents and involvement in their children's education. Recommendations include assuring that parents have opportunities to provide input on activities that are planned for them. Clark, R. (1993). Homework-focused parenting practices that positively affect student achievement. In N.F. Chavkin (Ed.), Families and schools in a pluralistic society (pp.85-105). Albany, NY: State University of New York Press. This study of low and high achieving third grade students shows that high achievers tend to come from families in which parents set high standards for their children's educational activities and maintain a home environment that supports learning. Cohen, D.L. (1995, May 3). Joining hands. Education Week, 14(32), 35-38. This article discusses advantages of linkages between schools and community-provided health and welfare services. Examples of typical pitfalls in providing integrated services to families may be useful to schools embarking on this journey. Comer, J.P., & Haynes, N.M. (1992). Summary of School Development Program effects. New Haven, CT: Yale University Child Study Center. This paper summarizes evaluation findings on the School Development Program (SDP) developed by James Comer. The parent and school “fit” model used in this approach is described. The findings showed that students in the predominantly low-income elementary and middle schools implementing the SDP improved in four areas: academic performance in reading and math, behavior and adjustment to school, self-concept, and positive ratings of classroom climate.

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Dauber, S.L, & Epstein J.L. (1993). Parents’ attitudes and practices of involvement in innercity elementary and middle schools. In N.F. Chavkin (Ed.), Families and schools in a pluralistic society (pp.53-71). Albany, NY: State University of New York Press. This report on a survey of 2,317 inner-city elementary and middle school parents showed that the level of parent involvement is directly linked to the specific practices that schools and teachers use to encourage involvement at school and strategies for how to help their children at home. The survey showed that parents who are more involved tend to have children who are performing better in school. Dornbusch, S.M., Ritter, P.L., Leiderman, P.H., Roberts, D.F., & Fraleigh, M.J. (1987). The relation of parenting style to adolescent school performance. Child Development, 58(5), 1244-1257. In this study, parents with authoritative parenting styles have children who receive higher grades. Authoritative parenting is characterized by a combination of structure, discipline, and open communication as contrasted with authoritarian and permissive parenting styles. Eagle, E. (1989, March). Socioeconomic status, family structure, and parental involvement: The correlates of achievement. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. This study addresses the varying effects of socioeconomic status, parent attention, mother's working patterns, and family structure on high school student achievement. Although parent education level and income are associated with higher achievement, when controlled for SES, only parent attention had a significant impact on student achievement. Epstein, J.L. (1991). Effects of students' achievement of teacher practices of parent involvement. In S.B. Silvern (Ed.), Advances in reading/language research: Vol. 5. Literacy through family, community and school interaction (pp. 261-276). Greenwich, CT: JAI Press. In a study of student achievement in the classrooms of 14 elementary school teachers who used varying techniques to involve parents in learning activities at home, the author finds a positive and significant effect on student reading achievement. Epstein, J.L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-711. Epstein discusses the overlapping spheres of influence that directly affect student learning and redefines the six types framework. The author gives suggestions for developing action teams to promote school, family, and community partnerships.

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Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press. Activities and practical suggestions based on 12 years of field-testing, this handbook describes a process of using action teams to plan, implement, and maintain successful partnership between school, families, and the community. Finders, M., & Lewis, C. (1994). Why some parents don't come to school. Educational Leadership, 51(8), 50-54. Educators should not assume that a parent's absence from the classroom means they don't care. This article examines some of the barriers that can inhibit parents from participating in their child's education. Flood, J., Lapp, D., Tinajero, J.V., & Nagel, G. (1995).“I never knew I was needed until you called!” Promoting parent involvement in schools. The Reading Teacher, 48(7), 614617. Parents can assist and support classroom instruction both as in-school resources and as at-home teachers. This article describes the success one large, multicultural school had in including family members in the education process, both in and out of the classroom. Funkhouser, J.E., & Gonzales, M.R., (1997). Family involvement in children’s education: Successful local approaches. An idea book. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Institute on the Education of At-Risk Students. An idea book of successful local approaches that is based on case studies of 20 successful education programs in elementary and secondary schools that receive Title I funds. All schools can do these approaches with low-income students and families. The section on Texas’ Roosevelt High School (pg. A55-A60) discusses how they employed key strategies to link with families and increase student success. Goodman, J.F., Sutton, V., & Harkavy, I. (1995). “The effectiveness of family workshops in a middle school setting: Respect and caring make the difference." Phi Delta Kappan, 76(9), 694-700. The authors describe a series of workshops organized for families of students attending an urban middle school. The workshops focused on academic achievement and violence prevention and were held on Saturdays. Evaluations showed that parents who participated were wildly enthusiastic about the opportunity to connect with other parents, and by the respect, caring, and support they encountered. The authors found that bringing families to school on a regular and sustained basis is possible and very rewarding, but only happens with tremendous outreach efforts.

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Griffith, J. (1996). Relation of parental involvement, empowerment, and school traits to student academic performance. Journal of Educational Research, 90(1), 33-41. This two-year study looked at the relationship between parental involvement, parental empowerment, and student test performance in 41 urban elementary schools. Involvement was defined as parents attending events such as conferences and back to-school nights. Empowerment was defined as parental perceptions of the school’s willingness to accommodate parents. Parental involvement and empowerment are consistently correlated with higher achievement. Henderson, A.T., & Berla, N. (Eds.). (1994). A new generation of evidence: The family is critical to student achievement. Washington, DC: National Committee for Citizens in Education. This publication summarizes 66 studies, reviews, reports, analyses, and books that highlight the important role parental involvement plays in improving student achievement. The overarching message is that a variety of methods of family involvement are successful, as long as the overall approach to involving families, based on parent input, is well planned, and is comprehensive in nature, and does not consist of a series of unlinked, “oneshot” efforts. Kellaghan, T., Sloane, K., Alvarez, K., & Bloom, B.S. (1993). The home environment and school learning: Promoting parent involvement in the education of children. San Francisco, CA: Jossey-Bass. This book reviews a large body of research and finds that the home environment is a powerful factor in determining the academic success of students--their level of achievement, their interest in learning, and the years of schooling they will complete. The authors also outline a program parents can use at home to support their children's scholastic development. Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60(2), 73-85. This study, comparing family and school relationships in a middle-class versus a working-class elementary school, finds that the differences in the way parents respond to teacher requests and interact with the school may explain the lower achievement, aspirations, and life prospects for workingclass children.

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Liontos, L.B. (1992). At-risk families and schools: Becoming partners. Eugene, OR: ERIC Clearinghouse on Educational Management. This book provides information about the many facets of parent involvement. Various strands of theory, research, and practice are described. Examples and how-to-do-it advice are offered for getting and keeping parents involved. Luchuck, V.L. (1998). The effects of parent involvement on student achievement. Masters thesis, Salem-Teikyo University, Salem, West Virginia. (ERIC Document Reproduction Service No. 424 926) This study investigated the relationship between parent involvement in elementary school and student achievement. Findings indicated that parent’s involvement as measured by the “Parent Involvement Check-Up Scale” was associated with higher performance on the Stanford Achievement Test. Nettles, S.M. (1991). Community involvement and disadvantaged students: A review. Review of Educational Research, 61(3), 379-406. This review of 13 studies of community based programs designed to improve the achievement of students at risk suggests that such efforts can have positive effects on school-related behavior and achievement, as well as on attitudes and risk taking. Nettles defines community involvement as "the actions that organizations and individuals (e.g. parents, businesses, universities, social service agencies, and the media) take to promote student development." Pfannensteil, J.C., Lambson T., & Yarnell, V. (1991). Second wave study of the parents as teachers program. St. Louis, MO: Parents as Teachers National Center. This is a summary of evaluation findings on the Parents as Teachers program (PAT), a parent education and support program for families with children from birth to age three. At the end of first grade, the PAT children scored significantly higher than comparison group children on standardized tests of reading and math, and participating parents were twice as likely to be involved in their children's school experiences. Reynolds, A.J., Mavrogenes, N.A., Hagemann, M., & Bezruczko, N. (1991). Schools, families, and children: Sixth year results from the longitudinal study of children at risk. Chicago, IL: Chicago Public Schools, Department of Research, Evaluation, and Planning. This report presents the findings of the Longitudinal Study of Children at Risk (LSCAR), an ongoing study of low income, minority children in the Chicago Public Schools. The study finds that parents' expectations for their children and parents' satisfaction with the school are major contributors to their children's academic and social adjustment.

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Salinas, K.C., Epstein, J.L., Sanders, M.G., Davis, D., & Douglas, I. (1999). Measure of school, family, and community partnerships [Teacher survey]. Baltimore, MD: Johns Hopkins University, & Portland, OR: Northwest Regional Educational Laboratory. This instrument, based on Epstein’s six types of involvement, is designed to measure how a school is reaching out to involve parents, community members, and students in a meaningful manner. Shields, P.M. (1995). Bringing schools and communities together in preparation for the 21st century: Implications of the current educational reform movement for family and community involvement policies. In B. Rutherford (Ed.), Creating family/school partnerships (pp.191-207). Columbus, OH: National Middle School Association. The questions addressed in this article include: What are the most appropriate roles for parents and communities in the current efforts to improve schooling? What policies should federal, state or local decision makers put in place to support this involvement? The author focuses special attention on policies related to the middle grades (4-8). Snipes, A.G., Blendinger, J., & Jones, L.T. (1995, November). Principals’ perceptions of parent involvement practices in high and low academically achieving elementary schools. Paper presented at the annual meeting of Mid-South Educational Research Association, Biloxi, MS. Both high and low academically achieving elementary schools frequently practiced the same top five activities: sending student work home; holding problem solving conferences with parents, sending letters and notes home; back-to-school nights and conferences; and special music and family nights. Higher achieving schools reported more classroom newsletters, more active parent-teacher organizations, and better relationships with parents. Swap, S.M. (1993). Developing home school partnerships: From concepts to practice. New York, NY: Teachers College Press. The field of school and family partnerships has grown over the past decade. Research, policy, and practice have improved and advanced. This book offers a review of the progress and offers practical ideas to help educators develop partnerships. U.S. Department of Education. (1994). Strong families, strong schools: Building community partnerships for learning. A research base for family involvement in learning from the U.S. Department of Education. Washington, DC: Author. This publication underscores reasons why family involvement is so important to learning and summarizes recent research. It offers practical tips to parents, schools, businesses, and community groups about how to connect families to the learning process.

23

Zellman, G.L., & Waterman, J.M. (1998). Understanding the impact of parent school involvement on children’s educational outcomes. Journal of Educational Research, 91(6), 370-80. This study of 193 second and fifth graders and their mothers indicates that parent/school involvement contributes to positive child outcomes. How parents interact with their children through enthusiasm toward school and a positive parenting style is a more important indication of academic outcomes than the extent to which they are involved at school.

24

Appendix A Measure of School, Family, and Community Partnerships Karen Clark Salinas, Joyce L. Epstein, and Mavis G. Sanders, Johns Hopkins University; and Deborah Davis and Inge Aldersebaes, Northwest Regional Educational Laboratory. This instrument is designed to measure how your school is reaching out to involve parents, community members, and students in a meaningful manner. The measure is based on the framework of six types of involvement developed by Epstein (1995). At this time, your school may conduct all, some, or none of the activities or approaches listed. Not every activity is appropriate at every grade level. The selected items show that your school is meeting challenges to involve all families in many different ways that will improve the school climate, strengthen families, and increase student success in school. Your school may be conducting other activities for each type of involvement. These may be added and rated to account for all major partnership practices that your school presently conducts. Directions: Carefully examine the scoring rubric below before rating your school on the six types of involvement. As you review each item, please circle the response that comes closest to describing your school. A score of 4 or 5 indicates that the activity or approach is strong and prominent. A score of 1, 2, or 3 indicates that the activity is not yet part of the school’s program, or needs improvement. The results provide information on the strength of current practices of partnership, and insights about possible future directions or needed improvements in your school’s partnership program. Scoring Rubric 1 – Not Occurring: Strategy does not happen at our school. 2 – Rarely: Occurs in only one or two classes. Receives isolated use or little time. Clearly not emphasized in this school’s parental involvement plan. 3 – Occasionally: Occurs in some classes. Receives minimal or modest time or emphasis across grades. Not a prevalent component of this school’s parental involvement plan. 4 – Frequently: Occurs in many but not all classes/grade levels. Receives substantive time and emphasis. A prevalent component of this school’s parental involvement plan. 5 – Extensively: Occurs in most or all classes/grade levels. Receives substantive time and emphasis. A highly prevalent component of this school’s parental involvement plan.

NATIONAL NETWORK OF PARTNERSHIP SCHOOLS Johns Hopkins University


25

I. PARENTING: Help all families establish home environments to support children as students. Rating

Our School:

Not Occurring Rarely Occasionally Frequently Extensively

1. Conducts workshops or provides information for parents on child development. 2. Provides information, training, and assistance to all families who want it or who need it, not just to the few who can attend workshops or meetings at the school building. 3. Produces information for families that is clear, usable, and linked to children’s success in school. 4. Asks families for information about children’s goals, strengths and talents. 5. Sponsors home visiting programs or neighborhood meetings to help families understand schools and to help schools to understand families. 6. Provides families with information/training on developing home conditions or environments that support learning. 7. Respects the different cultures represented in our student population. Other types of activities:

1

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5

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II.COMMUNICATIONS: Design effective forms of school-to-home and home-to-school communications about school programs and children’s progress. Rating

Our School:


1. Reviews the readability, clarity, form, and frequency of all memos, notices, and other print and nonprint communications. 2. Develops communication for parents, who do not speak English well, do not read well, or need large type. 3. Establishes clear two-way channels for communications from home to school and from school to home. 4. Conducts a formal conference with every parent at least once a year. 5. Conducts an annual survey for families to share information and concerns about student needs and reactions to school programs, and their satisfaction with their involvement in school. 6. Conducts an orientation for new parents. 7. Sends home folders of student work weekly or monthly for parent review and comment. 8. Provides clear information about the curriculum, assessments, and achievement levels and report cards. 9. Contacts families of students having academic or behavior problems. 10. Develops school’s plan and program of family and community involvement with input from educators, parents, and others. 11. Trains teachers, staff, and principals on the value and utility of contributions of parents and ways to build ties between school and home.

1

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5

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Rating

Our School:


12. Builds policies that encourage all teachers to communicate frequently with parents about their curriculum plans, expectations for homework, and how parents can help. 13. Produces a regular school newsletter with up-to-date information about the school, special events, organizations, meetings, and parenting tips. 14. Provides written communication in the language of the parents. Other types of activities:

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5

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2

3

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5

1

2

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1

2

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5

III. VOLUNTEERING: Recruit and organize parent help and support. Rating

Our School:


1. Conducts an annual survey to identify interests, talents, and availability of parent volunteers, in order to match their skills/talents with school and classroom needs. 2. Provides a parent/family room for volunteers and family members to work, meet, and access resources about parenting, childcare, tutoring, and other things that affect their children. 3. Creates flexible volunteering and school events schedules, enabling parents who work to participate. 4. Trains volunteers so they use their time productively. 5. Recognizes volunteers for their time and efforts. 6. Schedules school events at different times during the day and evening so that all families can attend some throughout the year.

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28

Rating

Our School:


7. Reduces barriers to parent participation by providing transportation, childcare, flexible schedules, and addresses the needs of English-language learners. 8. Encourages families and the community to be involved with the school in a variety of ways (assisting in classrooms, giving talks, monitoring halls, leading activities, etc.) Other types of activities:

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4

5

1

2

3

4

5

1

2

3

4

5

IV. LEARNING AT HOME: Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning. Rating

Our School:


1. Provides information to families on how to monitor and discuss schoolwork at home. 2. Provides ongoing and specific information to parents on how to assist students with skills that they need to improve. 3. Makes parents aware of the importance of reading at home, and asks parents to listen to their child read or read aloud with their child. 4. Assists families in helping students set academic goals, select courses, and programs. 5. Schedules regular interactive homework that requires students to demonstrate and discuss what they are learning with a family member. Other types of activities

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29

V. DECISIONMAKING: Include parents in school decisions, developing parent leaders and representatives. Rating

Our School:


1. Has active PTA, PTO, or other parent organizations. 2. Includes parent representatives on the school’s advisory council, improvement team, or other committees. 3. Has parents represented on districtlevel advisory council and committees. 4. Involves parents in an organized, ongoing, and timely way in the planning, review, and improvement of programs. 5. Involves parents in revising the school/district curricula. 6. Includes parent leaders from all racial, ethnic, socioeconomic and other groups in the school. 7. Develops formal networks to link all families with their parent representatives. 8. Includes students (along with parents) in decisionmaking groups. 9. Deals with conflict openly and respectfully. 10. Asks involved parents to make contact with parents who are less involved to solicit their ideas, and report back to them. Other types of activities

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3

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5

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VI. COLLABORATING WITH COMMUNITY: Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development. Rating Not Occurring Rarely Occasionally Frequently Extensively

Our School: 1. Provides a community resource directory for parents and students with information on community services, programs, and agencies. 2. Involves families in locating and utilizing community resources. 3. Works with local businesses, industries, and community organizations on programs to enhance student skills and learning. 4. Provides “one-stop” shopping for family services through partnership of school, counseling, health, recreation, job training, and other agencies. 5. Opens its building for use by the community after school hours. 6. Offers after-school programs for students with support from community businesses, agencies, and volunteers. 7. Solves turf problems of responsibilities, funds, staff, and locations for collaborative activities to occur. 8. Utilizes community resources, such as businesses, libraries, parks, and museums to enhance the learning environment. Other types of activities

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31

A.

What major factors have contributed to the success of your school’s family and community involvement efforts?

B.

What major factors have limited the success of your school’s family and community involvement efforts?

C.

What is one of your school’s major goals for improving its program of school, family, and community partnerships over the next three years?

References: Epstein, J.L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76: 701-712. Salinas, K.C., Epstein, J.L. & Sanders, M.G. (1997). Starting points: An inventory of present practices of school-family community partnerships. In J.L. Epstein, L. Coates, K.C. Salinas, M.G. Sanders, & B.S. Simon, School, family, and community partnerships: Your handbook for action (pp.122-125). Thousand Oaks, CA: Corwin Press. Yap, K.O. & Enoki, D. (1995) Fall/Winter. In search of the elusive magic bullet: Parental involvement and student outcomes. The School Community Journal, 5(2), 97-106. Note: For information on the National Network of Partnership Schools at Johns Hopkins University, visit the Network’s web site: www.csos.jhu.edu/p2000. For information about NWREL’s services, call 1-800-547-6339 ext. 676, or access the web site: www.nwrel.org.



32

Appendix B Basic Information About Families Worksheet Sources: principal, school secretary, school district, Title I program (Do not survey families for this information—it is available through the school) Our school population:________ How many at each grade: (how many more or less is this from last year?) ________

_________

_________

_________

_________

________

Student-teacher ratios:_________ Number of students from families where English is not the first language:______ What percentage of our school population is this? _________ Approximately how many single-parent families do we have?__________ What is our school’s daily attendance average?___________ Approximate number of students who participate in after-school care:__________ What is our mobility rate? (i.e., percentage of students who do not return each year)__________ What is the ethnicity of our students?

What is the ethnicity of our staff?

Total number of teachers and administrators:_________ Number of instructional assistants, secretaries, cafeteria staff, custodians:_________ What is our teacher turnover rate?_________


33

Appendix C Achievement Trends Worksheet (Past three years of state testing information) Reading scores for grade_______ Percentage of students not meeting standards ____________ year 1____

____________ year 2____

_____________ year 3____

We have __________students who are not meeting standards than we did three years ago. (more, less, roughly the same or mixed percentage) Percentage of students meeting standards ____________ year 1____

____________ year 2____

_____________ year 3____

We have __________students who are meeting standards than we did three years ago. (more, less, roughly the same or mixed percentage)

Percentage of students exceeding standards ___________ year 1____

____________ year 2____

_____________ year 3____

We have __________students who are exceeding standards than we did three years ago. (more, less, roughly the same or mixed percentage)


34

Math scores for grade_______ Percentage of students not meeting standards __________ year 1____

____________ year 2____

_____________ year 3____

We have __________students who are not meeting standards than we did three years ago. (more, less, roughly the same or mixed percentage) Percentage of students meeting standards ___________ year 1____

____________ year 2____

_____________ year 3____



____________ year 2____

_____________ year 3____



35

Appendix D Achievement Trends Worksheet (Past three years of local testing information) Reading scores for grade_______ Percentage of students not meeting standards ____________ year 1____

____________ year 2____

_____________ year 3____

We have __________students who are not meeting standards than we did three years ago. (more, less, roughly the same or mixed percentage) Percentage of students meeting standards ____________ year 1____

____________ year 2____

_____________ year 3____



____________ year 2____

_____________ year 3____



36

Math scores for grade_______ Percentage of students not meeting standards __________ year 1____

____________ year 2____

_____________ year 3____

We have __________students who are not meeting standards than we did three years ago. (more, less, roughly the same or mixed percentage) Percentage of students meeting standards ___________ year 1____

____________ year 2____

_____________ year 3____

We have __________students who are meeting standards than we did three years ago. (more, less, roughly the same or mixed)


____________ year 2____

_____________ year 3____



37

Appendix E Meeting Evaluation Form Please take a couple of minutes to let us know how this event worked for you. We appreciate your input and will use it when we plan our next event. Thanks! 1. Was this event a positive experience? (circle one) yes

no

2. What did you like best?

3. What did you learn that you would use at home?

4. How can we make this event better the next time?

Your name (optional)_____________________________________Phone____________________


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Appendix F Family Opinion Sheet Please take a few minutes to share your opinions about our school and how we can develop strong partnerships between families and the school. Thanks! In general, what are three ways the school is doing a very good job? 1. 2. 3. What are three ways you think the school could make improvements? 1. 2. 3. Does your family usually feel “up-to-date” and well informed about events and special dates? Often (weekly or monthly) Sometimes (once or twice) Never Does someone in your family volunteer at the school? Often (weekly or monthly) Sometimes (once or twice) Never Have you received enough information to help with homework or other school projects? Always

Most of the time

Usually

Sometimes

Never

Are there opportunities for the adults in your family to offer their opinions by serving on school committees or in other ways that seem important? If no, why? Yes

No

What advice do you have for school staff on how to get more families involved?

Your name (optional)____________________________phone_____________________


39

Session 11 Leadership for School Improvement (60 Minutes) Intended Outcome Participants will increase their awareness of leadership roles for developing, implementing, and monitoring their campus plan. Essential Learnings That Will Result From the Activity • Leaders serve three roles in the development, implementation, and monitoring of campus improvement plans—communicating clear expectations, building capacity, and monitoring and reviewing implementation and impact. Resources Needed / Materials Used • Leadership for School Improvement PPT (67 slides) • Highlighters • Colored circles Handouts • Leadership for School Improvement (PPT Thumbnails) • What Are Concerns of Staff at Your School? (Leadership Handout 1) • Addressing Concerns: Some Suggestions (Leadership Handout 2) • If not a workshop, then what? (Leadership Handout 3) • How Does Our School Use Data? (Leadership Handout 4) • What Leaders Do To Develop, Implement, and Monitor the Improvement Plan (Leadership Handout 5) Facilitator Preparation • Review and test PowerPoint. • Prepare all handouts. • Gather colored circles (used in Professional Development—session 7). Activity Sequence Whole Group Presentation 1. Introduce the three critical leadership roles. We’ve covered four key components of the Improvement Plan, but the truth of the matter is that leadership is critical. In this session, we’ll identify who the leaders in the school are. Then I’d like to share with you some of the key roles that leaders play in making school improvement

happen—namely development of the plans, implementation of the plans, and analysis of the results of the plans. 2. Open and note the big ideas for the leadership session (slides 1–2). 3. Clarify who are leaders in our schools. Make special note of role of teacher leaders (slides 3–6). Challenge participants to identify personnel at their schools who have the potential to impact school improvement and consider the skills, knowledge, talents, and attitudes they have to contribute. 4. Introduce three roles of leaders identified in SEDL research. State that our session today will look deeply into these roles to discover specific actions that leaders take (slide 7). 5. State that the first focus will be on communicating clear expectations (slide 8). Provide quote on great leaders (compass/weathervane) from Prothroe book (slide 9). It is imperative that a leader act as a compass to keep the school focused on what is most important in the face of numerous distractions. When principals, in particular, act as compasses, they provide a sense of the central mission of the school and a pathway for others to follow. 6. Note that leaders communicate clear expectations in regard to where the school is heading by what they say and what they do (slide 10). In thinking about what leaders say and do on a daily basis, consider this diagram. When there is little consistency within a school, it is likely that the school is going in a number of different directions, and therefore individuals and actions within the school are likely going in a number of different directions. It is not very likely that this type of organization is going to have much impact on the central mission of the school. In contrast, this diagram (slide 12) depicts consistency in what the leaders say and what they do. When the same message is consistent in the saying and the doing, and what is being said and done is mutually supportive of one another, people are more prone to believe the leaders’ message. 7. Ask which one best represents the schools in which Kristina & David worked when discussing the teacher mentor scenarios. Ask rhetorically, which one best represents your school? (slides 11–12). 8. Ask participants to consider the list on slide 13 to gather ideas about where consistency and clarity might be beneficial. Have participants

pause to reflect silently on how they communicate clear expectations by what they say and do about important issues that affect student achievement (slide 14). Have them write on a sticky note one area in which their communication is most clear and consistent and place that note by the aligned arrows (slide 12). 9. On a second sticky note, ask participants to write down another area where they could be more clear and consistent and put it by the unaligned arrows (slide 11). By the unaligned arrow, have participants write on a third sticky note one action they can take to communicate more clearly and consistently when they return to their school. Ask participants to contemplate these issues as they move forward with their school improvement planning. 10. Display slide that highlights building capacity (slide 16). Now, we’ve talked about Communicating Clear Expectations as an important leadership role. Another leadership role that has been identified to be of high impact on the execution of campus plans is Building Capacity. 11. Review definition of capacity (slide 17). Note that plans can provide a process for improvement; however, if those who are instrumental in carrying out the plans do not have the needed knowledge and skills to do what is expected of them, the plans have little chance of being implemented. 12. Ask rhetorically what do we need to know about how people change in order to build capacity. Emphasize that building capacity suggests learning and learning equals change (slides 18–19). In order to build capacity, we must understand how people change, and how we build capacity within our staff and ourselves. Learning means change. Additionally, change means learning. If we learn something new, there will be some change that comes about in our knowledge level or skill level. So when you think about learning, think about change. And as you consider change, consider the concerns that come along with change. 13. Introduce three concerns people have when asked to do something new: self, task, impact (slide 20). 14. Have participants look at typical statements under each concern. Introduce sample chart of concerns from fictitious school. What would a

leader do with these data? Provide a few ideas using data from the chart (slides 21–24). Examples might be that since most of the staff have task concerns about strategies for student achievement in core academic subjects, the school leaders would identify specific concerns teachers have in this area and then provide them with assistance to address those concerns. For teacher mentoring concerns, school leaders would know to address task concerns to a greater extent than self and impact concerns. 15. Have participants consider the percentage of people at their school at each stage of concern about the 4 components. Provide participants time to complete What Are Concerns of Staff at Your School? (Leadership Handout 1). Ask what some actions are that need to be taken to address their concerns? (slide 25). 16. Refer participants to Addressing Concerns: Some Suggestions (Leadership Handout 2) (slide 26). 17. Refer participants to NSDC article, “If not a workshop, then what?” (Leadership Handout 3) and provide 5 minutes for participants to discuss ways to use these resources as they build capacity in their schools (slide 27). Encourage participants to use the strategy list and the article to help guide the capacity building at their schools. 18. Close with Tolstoy quote (slide 28). Note that change in oneself often has to occur before we can expect change in others. This might be one way of saying that we need to become aware of what we as leaders need to learn to enable change within ourselves before we can expect to lead others to change and learning. 19. Introduce the third role leaders take to ensure development, implementation, and monitoring of improvement plans: monitoring and reviewing (slide 29). So, we’ve discussed two roles of leadership—Communicating Clear Expectations, by what leaders say and do, and Building Capacity, by addressing the level of concern that people have when asked to change. The last leadership role that I want you to consider is Monitoring and Reviewing. 20. Introduce idea of using data to monitor implementation and impact of our improvement actions using Bernhardt’s model of data categories (slide 30).

21. Have participants review the types of data in each category that were originally introduced in the session on professional development. Ask what category of data would be most useful related to each of the 4 components. Expect to get many “right” responses (slides 31–34). For example, leaders would want to know the extent to which students are learning as a result of using research-based strategies for student achievement, but they might also want to learn the perceptions of students about these research-based strategies. As another example, demographic data would be useful to determine the nature and extent of parent involvement; however, it would also be useful to know the outcomes of using new processes, to help parents to become more involved in schools. 22. Introduce the idea that one can gain deeper understanding of trends and patterns occurring within a school by collecting and analyzing data over time (slide 35). 23. Introduce the idea of examining intersections in categories of data to understand better the influences of one category of data on another (slide 36). Display first example of intersecting demographic and student learning data (slide 37). Note that we often look at this intersection of data when we examine disaggregated data from our state test results. It is this intersection of data that NCLB holds us accountable for when we examine student achievement data by ethnic, economically disadvantaged, special education, and ELL students. 24. Tell participants that when the subject of data-based decision making arises, we often think about examining student learning data on tests of some kind. The next activities will help them consider other forms of data that would be useful for decision making, and also encourage them to formulate questions that would require collecting and analyzing different categories of data. Ask participants to put their colored circles (Professional Development Handout 2) in front of them (slide 38). 25. Guide participants in identifying the two categories of data on slide 39. Using slide 40, point out that student perceptions about a particular school program would require looking at the intersection of perceptions data about a specific school process (the school program). 26. Have participants use their colored circles to identify the types of data that would be collected for different questions. Provide time for them to arrange their circles and then display slides with the answers. Clarify misunderstanding as needed (slides 39–46). In many cases, participants will offer reasonable rationales for answers different from

those provided on the slides. The point is not to identify the one “right answer,” but rather to develop facility in identifying types of data and using different categories of data when making decisions. 27. Introduce the next 4 questions as typical questions schools and districts would ask (slides 47–55). Have participants arrange their circles as before and display slides with the answers. For slides 52 and 54, cue them that they will need to use three of their circles. 28. Ask participants to consider the purposes for analysis of school data on slides 56–58. Ask participants how they could use the previous activity with other leaders at their schools to help them focus on the right purposes and understand how to use different categories of data. Provide participants with How Does Our School Use Data (Leadership Handout 4) and ask teams to work on the chart for 5 minutes. 29. Introduce specific ways schools could use data by providing examples of questions about each of the 4 components, data they might already have on hand, and data they might need to collect (slides 59–61). 30. Summarize with reminders about use of data (slide 62). 31. Review the big ideas we set out to learn about at the beginning of this session (slide 63). Note that they are leaders at their school, but there are many other leaders at their school (slide 64). 32. Conclude by reviewing 3 roles that leaders take (slides 65–67). Summarize leadership actions under each role. Refer to What Leaders Do To Develop, Implement, and Monitor the Improvement Plan (Leadership Handout 5) if desired. References Richardson, J. (2001, December/January). If not a workshop, then what? Tools for Schools, 5. Oxford, OH: National Staff Development Council.

Leadership For School Improvement

Leadership • Big Ideas: –Who leaders are in schools –What leaders do in relation to five improvement plan components

Who are leaders? • Vision to see it • Belief that we can get there • Help to do it Hord, S. M. (2000). Leadership for changing schools. Austin, TX: Southwest Educational Development Laboratory.

1

Who are leaders in our schools? • Formal leaders (e.g., principals, assistant principals, central office staff assigned to support the school)

Who are leaders in our schools? • Teacher leaders (e.g., classroom teachers, department chairs, reading and math coaches)

• Others (e.g., counselors, librarians)

“Teachers who are leaders lead within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, and influence others toward improved educational practice.” Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant. Thousand Oaks, CA: Corwin

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What do leaders do? • Communicate clear expectations • Build capacity • Monitor and review SEDL. (2005). Working systemically to increase student achievement in reading and mathematics. Austin, TX: Author. Retrieved July 27, 2006, from http://www.sedl.org/ws/.

What Leaders Do Communicate clear expectations Build capacity Monitor and review

“Great leaders have an internal compass and know which direction they want to take. They always have it in mind and use every activity and event as an opportunity to demonstrate the desired direction. These are leaders with a vision. Others get lost in complexity and behave more like weather vanes than compasses—switching direction depending on the prevailing winds.”

Prothroe, N., Shellard, E., & Turner, J. (2003). A practical guide to school improvement: Meeting the challenges of NCLB. Arlington, VA: Educational Research Service, p. 86.

3

What Leaders Do:

Communicate clear expectations

Say Do

No Consistency in Saying or in Doing

Consistency in Saying/ Consistency in Doing/ Same Message Each Mutually Supportive

Saying

Doing

4

Expectations about what? • Achievement of all students • Professional development • Teacher mentoring • Parent involvement • Use of data for decision making • Implementation of improvement plan

Reflect a moment to yourself… On how you, as a leader, communicate clear expectations in what you SAY and DO about one or more of these areas. Using the list on the previous slide, write an expectation you communicate clearly on a sticky note and put it next to the aligned arrows.

Reflect a moment to yourself… On how you, as a leader, want to communicate your expectations more clearly about one or more of these areas Write this expectation (from the list) on another sticky note and put it next to the unaligned arrow.

5


Capacity: A definition • Competency/power/fitness/ability • Power to grasp and analyze ideas and cope with problems

What do we need to know about how people change in order to build capacity?

6

Learning = Change

When asked to change, people will have different concerns: • Self • Task • Impact

Self Concerns • Want to know the personal impact of using research-based strategies 9 “I would like to know more about the strategy.” 9 “How is this going to affect me?” 9 “I’m concerned about whether I can do them.”

7

Task Concerns • Concerned about how use of new strategies will be managed in practice 9 “I seem to be spending all of my time getting materials ready.” 9 “Where will I find the time to plan my lessons or take care of the record keeping required to do the strategies well.”

Impact Concerns • Interested in the impact on students or the school 9 “How is the use of these strategies going to affect students?” 9 “I’m concerned about whether use of these strategies will help students learn better.”

What are the concerns at your school? Self

Task

Impact

5%

75%

20%

Professional development

50%

40%

10%

Teacher mentoring

20%

55%

25%

Parent involvement

50%

40%

10%

Strategies for student achievement in core academic subjects

8

What are the concerns at your school? Self

Task

Impact

Strategies for student achievement in core academic subjects Professional development Teacher mentoring Parent involvement

Strategies to Address Concerns • Self • Task • Impact

Ways to Build Capacity If not a workshop, then what?

Richardson, J. (December/January, 2001). Tools for schools. Oxford, OH: National Staff Development Council.

9

“Everyone thinks of changing the world, but no one thinks of changing himself.” Leo Tolstoy


Bernhardt’s Model of Data Categories

Demographic School Processes

Perceptions

Student Learning Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.

10


Examples: Enrollment

Demographic

Perceptions

School Processes

Attendance Dropout rate Ethnicity Gender Grade level Language proficiency

Student Learning


Demographic

Examples:

School Processes

Perceptions

Perceptions of learning environment Values and beliefs Attitudes

Student Learning

Observations


Examples:

Demographic

Perceptions

School Processes

Criterionreferenced tests

Student Learning

Norm-referenced tests Teacher observations Authentic assessments

11


Demographic

Descriptions of parent-teacher conferences

Perceptions

Description of meetings

School Processes

Example: Description of school programs and processes

Student Learning

Data Trends

Time adds a dimension that usually increases understanding of data trends

Intersecting Categories of Data Provide Deeper Understanding

12


Demographic Demographic/ Student Learning Data Tell us: whether specific groups of students are learning at the same level or not

Student Learning

Your Turn… Find your colored circles

What two categories of data would tell us… whether student perceptions about a school program are favorable Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.

13


School Processes

Perceptions

School Process/Perceptions Data Tell us: whether student perceptions about a school program are favorable Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.

What two categories of data would tell us… the impact of student perceptions of the learning environment on student learning Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.


Perceptions

Student Learning

Perceptions/Student Learning Data Tell us: the impact of student perceptions of the learning environment on student learning

Adapted from: Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.

14

What two categories of data would tell us… whether a program is making a difference in student learning results


Student Learning/School Process Data Tell us: whether a program is making a difference in student learning results

School Processes


Student Learning


What two categories of data would tell us… about student participation in different programs and processes


15


School Process/ Demographic Data

Demographic

School Processes

Tell us: about student participation in different programs and processes


Now try these…

Checking Your Understanding of Data Categories Example 1: Is there a relationship between student attendance and state test results?

16


Demographic student attendance

Student Learning math achievement

Checking Your Understanding of Data Categories Example 2: Is there a difference in student achievement results by program participation?

School Processes program participation


Student Learning achievement

17

Checking Your Understanding of Data Categories Example 3: Are students who are most satisfied with school being taught differently from students who are less satisfied with school, and who are they?


satisfaction

Perceptions

School Processes how taught

Demographic who students are

Checking Your Understanding of Data Categories Example 4: What are the differences in student learning results based on who the students are and how they are taught algebra?

18


School Processes how taught

Demographic who students are

Student Learning algebra achievement

Typically, school data are analyzed to… • Improve instruction • Provide students with feedback on their performance • Gain common understanding of what quality performance is and how close we are to achieving it • Measure program success and effectiveness

Typically, school data are analyzed to… • Understand whether what we are doing is making a difference • Make sure students do not “fall through the cracks” • Know which programs are getting the results we want • Get to the “root cause” of problems

19

Typically, school data are analyzed to… • Guide curriculum development and revision • Promote accountability • Meet state and federal requirements

How does our school use data?


Student Achievement

Questions About Where We Are Is the same cohort of students improving in math achievement from year to year?

Data We Have on Hand Grades 3-8 state test; Benchmark tests

Data We Need to Collect Test scores from year to year on same cohort

20


Parent Involvement

Questions About Where We Are At what grade level does parent involvement start to decrease? Why do some parents stay involved?

Data We Have on Hand Rosters of parent attendance at parent/ teacher conferences in grades K-8

Data We Need to Collect Year-to-year comparison of rosters; Parent perceptions of conferences at critical junctures

But remember… • Data collection just to be collecting data will serve no real purpose and will waste valuable time and energy. • Data collection needs to be thoughtful and intentional and connected to school goals and objectives. • Data must be analyzed to have meaning and be used.

Leadership • Big Ideas: –Who leaders are in schools –What leaders do in relation to 5 improvement plan components

21

Who leaders are… h Mat

ch es Co a

pa e/De G ra d

nt C rt m e

s hairs ipal c in Pr

You Are A Leader! a Te

s er ch

Cen t

r al

O ff

ice

Sta ff

es ch a Co cy a ter Li

What Leaders Do Communicate Clear Expectations •

Say

•

Do

What Leaders Do Build Capacity • Learning = Change • Address concerns: – Self – Task – Impact

22

What Leaders Do Monitor and Review • Include data collection & analysis in plan • Collect a variety of data

23

What Are Concerns of Staff at Your School? Directions: Consider the concerns that the staff at your school may have about one or more of the components of your improvement plan. Enter the percentage (%) of staff that you think are at each stage of concern for that component.

Plan Component Concern Research-based strategies for student achievement

Professional development

Teacher mentoring

Extended learning opportunities

Parent involvement

Self

Task

Impact

Addressing Concerns: Some Suggestions

Self Provide clear and accurate information about the strategy Involve teachers in discussions and decisions about the new strategy Take steps to minimize gossip and inaccurate sharing of information about the strategy Use a variety of ways to share information—verbally, in writing, and through other means Communicate with individuals and with small and large groups Have individuals who have used the new strategy in other settings visit with your teachers Arrange visits to schools or grade levels that are using the new strategy Help teachers see how the new strategy relates to their current practices, both in regard to similarities and differences Be enthusiastic and enhance the visibility of others who are excited about a strategy Legitimize the existence and expression of self concerns Use personal notes and conversations to provide encouragement and reinforce personal adequacy Show how the strategy can be implemented sequentially rather than in one big leap Establish expectations that are attainable Encourage and support use of the strategy while providing pressure

Task Clarify the steps and components of the strategy Provide answers that address the small specific “how-to” issues that often make a new strategy manageable Demonstrate concrete and practical solutions to the logistical problems that contribute to task concerns Help to sequence specific activities and set timelines for their accomplishment Attend to the immediate demands of implementing a strategy, not what will be or could be in the future

Impact Provide opportunities to visit other settings where the strategy is being used and attend professional development on the strategy Provide positive feedback on the use of the strategy Find opportunities for individuals to share their skills and knowledge with others Share more information pertaining to the strategy Help establish reasonable expectations and guidelines for implementation of the strategy Provide resources that will help to refine ideas or put the strategy into practice

If not a workshop, then what? 1.

Conducting action research projects

25. Observing model lessons

2.

Analyzing teaching cases

3.

Attending awareness-level seminars

26. Reading journals, educational magazines, books

4.

Joining a cadre of in-house trainers

5.

Planning lessons with a teaching colleague

6.

Consulting an expert

7.

Examining student data

8.

Being coached by a peer or an expert

9.

Leading a book study

10. Making a field trip 11. Writing assessments with a colleague 12. Participating in a study or support group

27. Participating in a critical friends group 28. Doing a self-assessment 29. Shadowing another teacher or professional in the field 30. Keeping a reflective log or journal 31. Analyzing the expectations of your statewide assessments 32. Enrolling in a university course 33. Viewing educational videos 34. Maintaining a professional portfolio

13. Doing a classroom walk-through

35. Studying content standards for your state

14. Giving presentations at conferences

36. Observing other teachers teach

15. Researching on the Internet

37. Listening to video/audio recordings

16. Leading a schoolwide committee or project

38. Participating in a videoconference or conference calls with experts

17. Developing displays, bulletin boards

39. Visiting model schools/programs

18. Shadowing students

40. Developing curriculum

19. Coaching a colleague

41. Doing school improvement planning

20. Being a mentor — being mentored

42. Examining new technological resources to supplement lessons

21. Joining a professional network 22. Using a tuning protocol to examine student work 23. Attending an in-depth institute in a content area

43. Being observed and receiving feedback from another teacher or principal 44. Participating in lesson study 45. Working on a strategic planning team

24. Writing an article about your work

Source: National Staff Development Council, 2004. All rights reserved. For more information, please contact [email protected].

How Does Our School Use Data? Directions: 1. As a school team, complete the chart for at least two components of your school plan. 2. With the highlighters at your table, color code the types of data you are collecting (column 2) or want to collect (column 3). demographics red perceptions yellow student learning blue school processes green


Student Achievement

1 What Questions Do We Have about Where We Are on Each Component?

2 What Data Do We Have on Hand to Answer the Questions?

3 What Data Do We Need to Collect to Answer the Questions?


2 What Data Do We Have to Answer the Questions?

Parent Involvement

Teacher Mentoring

Extended Learning Opportunities

1 What Questions Do We Have about Where We Are on Each Component?


2

3 What Data Do We Need to Answer the Questions?

What Leaders Do To Develop, Implement, and Monitor the Improvement Plan

Communicate Clear Expectations about Importance of the Improvement Plan Establish the number one school priority as ensuring that all students in the school will be proficient or higher on the state standards Expect all staff to work collaboratively to provide quality learning experiences for students Support staff in implementing plans for achieving expected outcomes, meeting timelines, and carrying out roles and responsibilities Encourage all staff to use allocated time and other resources to promote student achievement Actively participate in school level meetings to maintain the focus on student achievement Use data to understand student achievement needs, set goals, develop improvement plans, and monitor the effectiveness of improvement actions

Build Capacity to Implement the Improvement Plan Provide access to state standards, curriculum materials, research, and resources needed to increase student achievement Organize and utilize time and space for staff to participate in job-embedded professional development Actively support professional development that deepens knowledge and skills needed to increase student achievement Build one’s own personal professional learning to acquire needed knowledge and skills about standards-based instruction Ensure use of data to identify, act upon, and monitor the achievement needs of students

Monitor and Review Implementation and Impact of the Improvement Plans Collect, analyze, and use data to ensure that actions are being implemented as intended Collect, analyze, and use data from planning meetings, individual teacher interactions, and regular classroom visits to determine learning needs of students Collect, analyze, and use data to ensure that professional development is meeting the needs of teachers and students Collect, analyze, and use data in a variety of forms and from a variety of sources to ensure that both short- and long-term goals and objectives are realized

Session 12 Pre-Planning Organizer (40 Minutes) Intended Outcome Participants explore their schools' needs related to the components required for inclusion in their Campus Improvement Plans (CIPs) and determine initial steps to take in implementing improvements. Essential Learnings That Will Result From the Activity • A better understanding of the components that participants need to address in their CIPs. Handouts • Assessing Our Current Status (Pre-Planning Handout 1) • Getting Organized for Planning (Pre-Planning Handout 2) Facilitator Preparation • Familiarize yourself with the assessment tool and the pre-planning organizer. Activity Sequence Whole Group Presentation 1. Explain that the participants will be participating in a pre-planning activity. Point out that this is an opportunity for them to pull all of their learning together and focus their plans for their schools. This pre-planning tool is designed to help them organize what they've learned from this forum. Small Group Activity 2. Introduce the Assessing Our Current Status (Pre-Planning Handout 1) and ask each team to complete the document. Point out the categories, review the data types, and review the rating scale. You will rank the status of your school in each one of the areas listed (Student Achievement, Professional Development, Parent Involvement, Teacher Mentoring, and Leadership)—the areas we have discussed in the previous sessions and areas that should be addressed in your CIP. As you rate that status of your school in each area, be honest and realistic and consider the justification you have for each of your ratings.

3. Provide participants approximately 10 minutes to complete this assessment as a team. Whole Group Presentation 4. Introduce the planning organizer (Getting Organized for Planning—Pre-Planning Handout 2) and ask each team to complete all steps of the organizer. When introducing the organizer, be sure to stress two points: --This is a planner, not a plan. It is intended to help teams determine the focus for their efforts to implement a plan that meets the requirements as well as the needs of students. --As you fill in this document, you should consider how you will use this organizer to explore your school’s efforts in the remaining categories once you return home. Explain each of the steps, pointing out each of the sections and noting the intent and purpose for each section. Small Group Activity 5. Allow teams to work independently on their planning organizer and monitor their progress as they work. 6. Ask each school team to share their plans with a school team sitting close to them. Whole Group Activity 7. Bring the participants’ attention back to the whole group and ask the following question: As you created your actions steps, you likely touched upon some concerns about how to introduce this new strategy in your school. Take a moment to consider this concern quietly. [Wait 20 seconds.] Now, I’d like to ask volunteers to share how they plan to address their concerns. [It may be helpful to also state directly that you are NOT asking them to share JUST their concerns, but you are asking them how they WILL ADDRESS their concerns.] 8. Allow several groups to respond. Record their answers and post all sheets so all can see the responses.

Assessing Our Current Status Consider the components that must be included in your plan. Assign a score based on where you feel your school falls across a continuum of use for these ideas in your school improvement plan and day-to-day improvement activities from We consistently address this idea (5) to We are not addressing this idea (1). Components Student Achievement in Reading and Mathematics

5

Ground improvement efforts in high expectations for achievement for all students Ensure alignment of curriculum, instruction, and assessment to state standards Build staff capacity to use current, relevant data to make decisions to impact student achievement

Professional Development Incorporate results-driven and job-embedded strategies Help teachers become deeply immersed in subject matter and appropriate teaching methods Maintain focus on curriculum-centered and standards-based strategies Ensure that efforts are sustained, rigorous, and cumulative Link directly to actions teachers take in the classroom

Parent Involvement Include varied methods for meeting the needs of students and their families Foster caring and supportive school environment for both students and their families Help all families/parents become meaningfully involved with their children’s education and understand school communications, particularly those whose cultural or linguistic context can create barriers

Teacher Mentoring Develop systemwide program for formal teacher mentoring that incorporates ongoing, job-embedded processes Foster professional culture that provides an infrastructure for mentoring that favors collaboration and inquiry to support teaching and learning Provide special attention to beginning teachers, helping them understand the importance of linking their performance to high standards for students Offer assistance with problem solving in daily experiences, elicit reflective practice, and satisfy requirements for certification and licensure

Leadership Share leadership roles among formal leaders (principals), teachers, and others responsible for student achievement Communicate expectations for student achievement through words and actions Assess and build staff capacity to do the work Develop a data-driven system to monitor and review implementation and impact of improvement plans


4

3

2

1

Getting Organized for Planning

Getting Organized for Planning Step I: Prioritize components Based on the quick assessment your team performed on the previous page, identify one of the components (student achievement, professional development, teacher mentoring, or parent involvement) your school should address first in your school improvement plan, and justify why it is such high priority. Priority component 1: Justification:

*A reminder: All of the components must be included in your improvement plan, not just the one that is the highest priority. Now, go to the next page.

TEXAS COMPREHENSIVE CENTER at the Southwest Educational Development Laboratory | http://txcc.sedl.org 1


Step II – Assess Data Use How Does Our School Use Data? Directions: 1. As a school team, complete the chart for at least two components that need to be in your school plan. 2. With the highlighters at your table, color code the types of data you are collecting (column 2) or want to collect (column 3): demographics: red perceptions: yellow student learning: green school processes: blue

2 What data do we have on hand to answer the questions?

3 What data do we need to collect to answer the questions?


Student Achievement

1 What questions do we have about where we are on each component?


2


2 What data do we have on hand to answer the questions?

3 What data do we need to collect to answer the questions?

Parent Involvement

Teacher Mentoring

1 What questions do we have about where we are on each component?


3


Step III: Identify action steps Determine three actions you will take when you return to your school to address the priority component you identified. Complete the questions under each of these actions. Action Step 1: Which individuals or groups will be involved in carrying out this action step?

When will you begin to carry out this action?

How will you know whether the action step has been implemented?

How will you know whether the action steps had the impact you intended?

Action Step 2: Which individuals or groups will be involved in carrying out this action step?






Action Step 3: Which individuals or groups will be involved in carrying out this action step?




Next, complete this activity for other components required in your school improvement plan.


Session 13 Bill Sommers — Rocks, Rivers, and Wet Babies (45 Minutes) Intended Outcome School leaders will be challenged to embrace change and learn the necessary steps to take to initiate improvement. Resources Needed / Materials Used • Rocks, Rivers, and Wet Babies PPT (10 slides) Handouts • Rocks, Rivers, and Wet Babies (PPT Thumbnails) • Bio of Bill Sommers • And How Are the Children? Facilitator Preparation • Familiarize yourself with Bill Sommers and his work (bio). • Test the PowerPoint. Activity Sequence Whole Group Presentation 1. Provide background information on Bill Sommers. 2. Rhetorically ask participants what rocks, rivers, and wet babies have in common (slide 1). Explain— Rocks only change with an external force. They have to be moved, they have to be pushed or pulled. Or very strong wind or water can also change a rock. It can take a long time to change a rock. Rivers, on the other hand, are constantly in motion. They are flowing downstream, churning up minerals, sand, pebbles, and sticks. You can’t step in the same river twice—they are constantly changing. Finally, wet babies. They love change. So, I ask you, are you a rock, a river or a wet baby? That’s a question you can take away and think about. 3. Review the different definitions of "change" (slide 2). It is not enough to be angry about what is. For people to change—yes, you can be dissatisfied with what’s going on, but if you only get mad about it, you’ll go nowhere. It’s like sitting in a rocking chair. You’re in motion but you never move forward. So, think about where you’re going.

4. Review points on slide 3. 5. Show slide 4. Here’s a warning: Don’t assume that something happens just because we change structures. Never mistake motion for action. A conversation around the results will help guide you to action. If you’re not getting the results you desire, try something else. 6. Introduce the Beckhard’s Model (slide 5). D is for Dissatisfaction. For change to happen, dissatisfaction is the currency of results, and sometimes you have to have that sense of urgency that says “I’m so unhappy I want to move.” V is for Vision. What is the preferred vision you want to see? F is for First Steps. If people don’t see a pathway, if the leaders can’t articulate a path to the future, it’s difficult to have faith that something will get done. If those three items coalesce and they are greater than the resistance of the system, change will occur. 7. Review the 4 Obsessions of a CEO (slide 6). 8. Discuss the quote from Ernesto Gore (slide 7) and ask what kinds of conversations participants are having in school. Stress the fact that conversations should be around learning, teaching, instructional matters, and kids. It is important to keep conversations focused on learning. 9. Conclude by reading the story “And How Are the Children?” Challenge teams to continue to grow, change, and improve for the sake of our children.

Bill Sommers Bio William Sommers is a Program Associate with SEDL's Smaller Learning Communities (SLC) and with SEDL's Texas Comprehensive Center (TXCC). He works with the Comprehensive Centers project on leadership to assist lowperforming schools in Texas and the southeastern region. He also organizes professional development programs for schools and districts. Experience/Education Dr. Sommers has been in K-12 education for 35 years as a teacher, principal, and central office administrator in urban and suburban schools. He is currently a senior fellow at the University of Minnesota in the Urban Leadership Academy. He has authored five books and several articles on leadership, reflective practice, and thinking skills. Dr. Sommers is the current president of the National Staff Development Council board of trustees. He has worked extensively for over 20 years with Dr. Art Costa and Dr. Bob Garmston in Cognitive Coaching. He also is a trainer for Understanding Poverty, Adaptive Schools, Habits of Mind, Conflict Management, and Brain Research.

Rocks, Rivers, & Wet Babies TXCC August 2, 2006 William Sommers, Ph.D.

Change • A response to meaningful information • A “disturbance” of a system • A method of selfpreservation • Natural progression, constant force

From or To? • Changing from something – “We gotta get out of this place!”

• Changing to something – “There’s a place for us…”

• Doing both – Frankly, where are we now? – Where do we want to be? – What constitutes progress?

1

Richard Beckhard’s Model

D*V*F>R=C

4 Obsessions of a CEO • Build & Maintain a Cohesive Leadership Team • Create Organizational Clarity • Over-communicate Organizational Clarity • Reinforce Organizational Clarity through Human Systems

2

Organizations are made of Conversations Ernesto Gore Argentina

Good to Great Social Sector • Level 5 Leadership – Ambition for the work (humility & will) – 1st Who, then What (right people on the bus)

• Disciplined Thought – Confront Brutal Facts (Stockdale Paradox) – Hedgehog Concept • Best in world • Passionate about • Drive the resource engine

3

Good to Great Social Sector (2nd part) • Disciplined Action – Freedom within Frameworks – Not a job, it is a responsibility • Building Greatness to Last – Clock Building, NOT Time Telling • Leadership development • Catalytic Mechanisms • Not dependent on Charismatic Leaders – Preserve the Core - Stimulate Progress • Duality (core values & drive for change) • Progress toward BHAGs

4

And How Are the Children? Among the many fabled and accomplished tribes of Africa, no tribe was considered to have more warriors more fearsome or more intelligent than the mighty Masai. It’s surprising, then, to learn that the traditional greeting passed among the Masai warriors was: “Casserian Engeri” one would always say to each other. And what it meant was: And how are the children? It is still the traditional greeting of the Masai acknowledging the high value the Masai placed on the children’s well being.

Even

warriors with no children of their own would always give the traditional answer: All the children are well. This meant, of course, that peace and safety prevail; the priorities of protecting the young and the powerless are in place, that the Masai people had not forgotten their reason for being, their proper function, and their responsibilities. All the children are well means life is good. It means the daily struggles of existence, even among poor people, include the proper care of the young and defenseless. I wonder how it might affect our consciousness of our own children’s welfare if we took to greeting each other in the same daily question - And how are the children? I wonder if we heard that greeting passed along to each other a dozen times a day, if it would begin to make a difference in the reality

of how children are thought of and cared for in this country. I wonder what it would be like if every adult among us - parent and non-parent alike – felt an equal weight of responsibility for the daily care and protection of all the children in our town, in our state, and in our country.

I wonder if we could truly say without hesitation:

The

children are well. Yes, all the children are well. What would it be like if the President began every press conference, every public appearance by answering the same question – And how are the children, Mr. President? If every governor of every state had to answer the same question at every press conference – And how are the children, Governor? Are they well? Wouldn’t it be interesting to hear their answer?

Session 14 Guest Presenter, Sally Partridge (TEA/SIRC) — Support for School Improvement (45 Minutes) Intended Outcome Participants will be informed on the following topics: • • • • • • •

SIRC roles and responsibilities Notification of Stage 1 schools SIRC Introduction Meeting (Dates/Agenda) CAMP Overview Texas School Improvement Conference Calendar of deadlines/requirements Requirements for Stage 2 and above

Resources Needed / Materials Used • Sally Partridge – Support for School Improvement PPT (18 slides) • Video Handouts • Sally Partridge – Support for School Improvement (PPT Thumbnails) Facilitator Preparation • Familiarize yourself with SIRC services. • Test the PowerPoint. • Test the video clip and adjust volume. Activity Sequence • Provide background information on Sally Partridge. • Show PowerPoint and/or video clip. • Conduct Q & A.

School Improvement Resource Center Supporting campuses entering Title I School Improvement August 1, 2006

Presentation Overview • • • • • • •

Purpose and Goals History School Projections General Areas of Support CAMP Important Dates Contacts

Purpose • Provide schools with information, resources, and technical assistance regarding the school improvement process.

1

Goals • Develop a relationship that increases leadership capacity • Navigate the requirements of NCLB school improvement measures

History • Initiation • Design • Foundation

School Projections Stage 1 Year 1 Reg.

#

Reg. #

Reg. #

Reg. #

1

64

6

20

11 40

16 5

2

21

7

19

12 16

17 6

3

9

8

7

13 16

18 11

4

83

9

1

14 0

19 28

5

12

10 47

15 3

20 44

*Title I Campuses not meeting AYP in 2005.

2

General Areas of Support • • • • • • • •

Point of Contact SIRC Introductory Meetings Calendar/Timeline Texas School Improvement Conference Newsletter Principals’ Planning Guide Additional Professional Development Opportunities Website www.esc13.net/statewide/sirc

Stage 1 Campus Administrative Mentoring Program (CAMP) • Administrative mentoring and coaching are vital components to any leadership development program.

Mentor Goals • Foster a supportive relationship • Guides the principal in problem-solving • Build leadership capacity

3

CAM Procedures • Application Process • Regional Assignment • Roles and Responsibilities • Funding

Effective Traits • Knows curriculum systems and framework • Establishes and communicates a clear vision • Manages time and is organized • Develops an effective professional development plan • Knows quality/effective instruction

Effective Traits • Monitors and evaluates systems • Collects and assesses data to drive interventions • Fosters collaboration • Practices effective communication skills • Establishes high performing learning culture and climate

4

Effective Traits • Identifies effective resources and staff • Creates a community of leaders • Enhances community and parental involvement • Understands accountability requirements • Develops an effective schoolwide plan

Principal Responsibilities • Agree to participate fully in the mentoring relationship • Select effective traits/areas to work on with mentor • Monitor progress of personal and school-wide goals • Communicate with mentor throughout the year • Summative evaluation of work

Mentoring Relationship • Overview of time commitment of principal and mentor • Outline of first face-to-face meeting

5

Important Dates • August: SIRC letter sends to campuses School Choice letter to parents

• August/September: SIRC Introductory Meetings – August 29-30: Austin • Regions 6, 12, 13, 15, 20

– September 7-8: Fort Worth • Regions 7, 8, 9, 10, 11

– September 12-13: El Paso • Regions 16, 17, 18, 19

– September 14-15: Edinburg • Regions 1, 2, 3

– September 21-22: Houston • Region 4, 5

Important Dates • October: SIP application due to TEA Mentoring relationship begins

• November: Revised two-year CIP due to district

• December 7-8: Texas School Improvement Conference, Austin, Texas

Contact Information • Sally Partridge School Improvement Resource Center 512-919-5220 [email protected]

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Session 15 A Crocodile Story (15 Minutes) Intended Outcome Participants will hear an inspirational story about a crocodile hunter. Essential Learnings That Will Result From the Activity • Participants will learn how crocodile hunting is related to being a proactive leader. Resources Needed / Materials Used • Crocodile Story Handouts • Crocodile Card (Handout 1) Facilitator Preparation • Familiarize yourself with the story. • Prepare and hand out the Crocodile Card. Activity Sequence Whole Group Activity 1. Read the crocodile story. 2. Ask participants to discuss, within their table groups, these questions: Which out of those six things related to being the most proactive person on the face of the earth will help you? Which of those six things do you feel most comfortable that you do already? What is one or maybe two that you think, "hmm, maybe I could get a little better at those things"?

The Crocodile Story Here is the story of Aleucio. Aleucio is the most proactive man on the face of the earth. Patrick and Angeles decided to go on a trip to a resort on the Amazon. And at 10 o’clock at night, they signed up to go on a boat trip. They and about 10 other people get on a boat and they have a gentleman in the back running the motor and steering the boat. Aleucio is in the front of the boat, and his job is to look for two red dots. So, they start out from the resort and begin to travel down the Amazon. Now, there are no house lights on the Amazon. It is dark, and after about 10 minutes, they are out of sight from the resort. It’s dark, and all they have is the moonlight. After about 20 minutes more, Aleucio spies two red dots on the bank. The man in the back of the boat turns the motor off; Aleucio turns the floodlight off, and Aleucio jumps over the side of the boat. Now Patrick and Angeles were thinking, “Oh My! This is the Amazon! This is not like clean water we’re used to in some of our lakes and rivers.

This has all kinds of microbes, all kinds of

diseases; it probably has piranha – and, most certainly, crocodiles.” Aleucio starts swimming toward shore – splash, splash, splash – the men on the boat can see a silhouette of Aleucio in the water – splash, splash, splash. Soon they can no longer see Aleucio. All of a sudden, they hear a little rustling, which led them to believe that Aleucio got on the bank. Nothing happens for 10 minutes and they begin to look at each other. Nothing happens for another 10

minutes.

Patrick and Angeles start sweating, and thinking, “My god, what

happened to Aleucio?” All of a sudden, they hear some rustling on the bank, and they think, “I hope Aleucio is okay.” Soon they hear – splash, splash, splash. Patrick says, “I hope that’s Aleucio.” Splash, splash, splash. They can see a silhouette – it is Aleucio, but he has something under his arm. Splash, splash, splash. Aleucio comes up next to the boat. It’s Aleucio’s job to go get a crocodile and come next to the boat so the tourists can touch and feel what a crocodile feels like. So, all the tourists touched the crocodile. Aleucio releases the crocodile back into the Amazon, and he gets back in the boat. Patrick is stunned; and he says, “Aleucio how is it that you’re able in the darkness to go get a crocodile and bring it back to the boat?” Aleucio says, “I can do this because I am the most proactive man on the face of the earth.” Patrick now is curious, and asks, “What does it take to be the most proactive man on the face of the earth?” Aleucio says, “Six things.

First, I have to be clear about what my

breakthrough outcome is. My outcome is to go get the crocodile and bring it back to the boat. The crocodile is very clear on what it’s breakthrough outcome is: it’s called - dinner.” “Number 2: I have to be able to interrupt the voices of negativity and reactivity. Those voices, when I’m out there, saying to myself “Why am I out here looking for the crocodile? What’s wrong with the guy at the back of the

boat?” He says, “ I’ve got to interrupt that thought path, because if I only focus on negativity and reactivity I probably am not going to be very effective in getting the crocodile.” “Number 3: It is recommit to my breakthrough outcome. I say to myself ‘Oh, yeah, I’m out here. I’m out here to get the crocodile.’ I have to recommit to that’s my breakthrough outcome.” “Number 4: Take responsibility to do what I said I would do. I signed on to go out in the boat and go get the crocodile. That’s what I said I would do. I’m going to do that, and I’m taking responsibility for what I said I would do.” “Number 5: Be creative. Nothing confuses a crocodile like creativity. They don’t move very well. If you only go at the crocodile with the same old strategy, they kind of understand your shtick and it’s harder to get the crocodile.” “And,” he said, “number 6: It is clear that I have to focus on task and relationship together. I have to manage them both. If I focus only on the task, I may get the crocodile back to the boat – but he’s not going to be happy. If I focus only on relationship, I may make friends with the crocodile, but I may never get him back to the boat, which is my task. So, I have to focus on both task and relationship at the same time.”

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