AWSP WASA Grad Equity PPT...GRAD+ DISTRICTS: FRANKLIN PIERCE, KELSO, SPOKANE, SUNNYSIDE Spokane...

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WelcomeOSPI IN PARTNERSHIP WITH GONZAGA UNIVERSITY

GRAD+ DISTRICTS: FRANKLIN PIERCE, KELSO, SPOKANE, SUNNYSIDE

Graduation + Equity: Finding a Formula That Works


OSPI IN PARTNERSHIP WITH GONZAGA UNIVERSITY


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Pause, Reflect, Connect WHAT WAS YOUR TOP TAKEAWAY FROM KELSO?

HOW DOES TH IS RELATE TO YOUR WORK OR HOW MIGHT YOU USE WHAT YOU HEARD?




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No Finish Line in

• Suburban/urban district• Majority minority• More than 50 languages

spoken at home• F & R rate 76.8%

50

55

60

65

70

75

80

85

Franklin Pierce

Statewide

50

55

60

65

70

75

80

85

90

95

0 10 20 30 40 50 60 70 80

Grad Rate (percentage)

% of student receiving F/R meals

Pierce County 2014 Graduation RateGraduation Rates

201520142009

LEADERSHIP

vision

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CULTURE

When we do it, we are all in, and we’re in it for a long time…

“Our job is easier if our kids come to us healthy, fed, nurtured, encouraged, and ready to learn – if they are not –it just makes our job that much MORE IMPORTANT.”

DATA

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Coherence through

(1) alignment and focus of initiatives and efforts and

(2) collaborative learning at all levels.

SYSTEM OF SUPPORTS

STAFFTeachers

Support Staff

Reading and Math Specialists

Learning Specialists

Instructional Coaches

Counselors

Psychologists

Behavior Specialists

Building administrators

District Administrators

Balanced Leadership with Defined Autonomy

&

Leadership Capacity Building

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(EXPLICIT) INSTRUCTION

Instructional Norms and Expectations

Essential RTI Components◦ Screening and progress monitoring◦ School‐wide, multi‐level prevention system◦ Data‐based decision making for instruction, tier movement and identification for support services

Safe and Civil Schools’ Foundations (finished Year 2)

K‐12 Navigation 101/Comprehensive School Guidance

LESSONS LEARNED

PLC and Professional Growth Goals

School Improvement

Goals

District Improvement

Work

District Goals

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How to start, necessary components and beliefs?

FINAL WORD

Our achievements are a result of the focused work we do day in and day out, without fail, to provide the children and families of our community the opportunity to succeed.

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Pause, Reflect, Connect WHAT WAS YOUR TOP TAKEAWAY FROM FRANKL IN P IERCE?


Sunnyside High School AWSP Summer Conference 2016 – Spokane


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District & School Vision

100% GRADUATION

100% GRADUATION

Sunnyside High School

1,850 Students1,850 Students

SHSSHS

• 90% Hispanic

• 100% Free Lunch

StaffStaff

• 87 Certified Teachers

• 12.3 Years Experience

• 60% Master’s Degree

• 10% National Boards

TransformationTransformation

• Academic Press

• Social Support

• Relational Trust

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Sunnyside High School

School/District Graduation Rate

Special Populations: Graduation Rate

Population State Average Sunnyside Difference

All Students 79.9% 87.1% +7.1%

Hispanic 70.8% 86.6% +15.8%

Special Education* 62.8% 77.3% +14.5%

Limited English/Bilingual**

59.6% 79.4% +19.8%

Low Income 69.7% 87.1% +17.4%

Title 1 Migrant 67.1% 82.1% +15%

*Ranked 4th in the State **Ranked 1st in the State

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Leadership

Foundation of Our Work

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Change from the Outside In

School-Wide Systems/

Administration

PLC Systems/Goals

Classroom Systems/Goals

Leadership Belief

Teachers are in the forefront of successful instruction;supervision is the background, providing support,knowledge, and skills that enable teachers to succeed.When improved instruction and school success do notmaterialize, supervision should shoulder theresponsibility for not permitting teachers to succeed

— Glickman

Teachers are in the forefront of successful instruction;supervision is the background, providing support,knowledge, and skills that enable teachers to succeed.When improved instruction and school success do notmaterialize, supervision should shoulder theresponsibility for not permitting teachers to succeed

— Glickman

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District Support for Change Process

StudentsStudents

TeachersTeachers

High School AdministrationHigh School

Administration

District OfficeDistrict Office


Culture

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Administrative Gardens

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Ryan M

axwell Principal

Angel CarrizalesEnglish

Dave MartinezCounseling, Science

Holly OhlerCTE, Fine Arts

Wally Shearer History, World Language

James WiseMath

Developing New Ideas

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Demonstrating New Behaviors To Change Old Beliefs

CEE Data: I believe all students can meet state standards

Demonstrating New Behaviors To Change Old Beliefs

CEE Data: I believe all students can meet state standards

Organizational Trust

BeliefBelief BehaviorBehaviorConsistent MessageConsistent Message


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Data

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Data Dashboard

Analytics Driving the Decision Making

• CEE Report

• BERC Report

• Attendance Rates

• Course Failure Rates / F‐Lists

• State Analytics

• Ex: Para support for SPED students

Data Analysis

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Time Management & Decision Making

Urgent Not Urgent

Importan

t

Quadrant I Quadrant II

• Crisis situations• Medical emergencies• Pressing Problems• Deadline‐driven projects• Last‐minute preparations for

scheduled activities

• Action Planning• Prevention• Values clarification• Exercise• Relationship‐building

Not Im

portan

t

Quadrant III Quadrant IV

• Interruptions, some calls• Some Mail and reports• Some meetings• Many “pressing” matters• Many popular activities

• Trivia, busywork• Junk mail• Some phone messages/email• Time wasters• Escape activities• Internet


34Systems of Support

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Kaizen Approach to Improvement

Systems need to grow in order to adjust to the new current reality so there is continued

growth towards the ideal situation.Current Reality

IDEAL

Tiered Support Systems

Reality October 2010Ideal RTI Breakdown

75%

15 %

10%

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Creativity in Schedule

•Without extra hour

Maintained Systems

•Modified minutes

30/30 Plan

•Trade for PLC time

PD Days

•Additional credits

Trimester Schedule

SHS School-Wide SystemsA Way to Organize Your Thinking & Work

Social Emotional •RMT

•Home Visits

•Wednesday Enrichment

•Advisory

•Leadership

•SLP – Student Leadership Program

•Link Crew

•RMT

•Home Visits

•Wednesday Enrichment

•Advisory

•Leadership

•SLP – Student Leadership Program

•Link Crew

Academ

ic Achievement •Success Team

Meetings

•All Hands on Deck (AHOD)

•Grizzly Time

•After School Program

•APEX

•Tier 2 and Tier 3 Academic Courses

•Saturday School

•Success Team Meetings

•All Hands on Deck (AHOD)

•Grizzly Time

•After School Program

•APEX

•Tier 2 and Tier 3 Academic Courses

•Saturday School

Beh

avior Managem

ent •Reflection Rooms

•In‐School Suspension

•Attendance Matters

•Discipline AHOD

•Truancy Boards

•Behavior Support with Character Counts

•Grizzly Pride Counts

•Reflection Rooms

•In‐School Suspension

•Attendance Matters

•Discipline AHOD

•Truancy Boards

•Behavior Support with Character Counts

•Grizzly Pride Counts

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PLC Structure & Scheduling


40Instruction

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PLC Focus on CIA Framework

Professional Development Model

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43Lessons Learned & How to Start the Process

Lessons Learned & Starting the Process

Have a true north

Have a true north

Always look to create a new ideal

Always look to create a new ideal

Look for talent withinLook for

talent within

You have solutions to

your problems

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Final Word

Pause, Reflect, Connect WHAT WAS YOUR TOP TAKEAWAY FROM SUNNYS IDE?


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Spokane Public Schools Second largest district in the State, serving just over 30,000 students 35 elementary schools, 6 middle schools, 5 high schools, 3 option schools

and 2 special sites 57.8% Free/Reduced Lunches| 16.2% Spec. Ed. | 5.2% Transitional Bilingual 31.8% Students of Color Taking a system‐wide approach

60.3% 62.1%68.2%

76.7% 76.6% 79.5% 83.0% 84.5%

29.3% 28.7%23.3%

15.9% 15.0% 12.4% 10.6% 10.1%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

2007‐08 2008‐09 2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15

4 Year Grad Rate Drop‐out Rate

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LEADERSHIPSchool Board/Superintendent Initiative in 2009 to increase the on‐time graduation rate

Administrators asking questions

Intersections Committee

Graduation Team – Each team member brings a different lens to the work

District‐wide Initiative in 2012: T‐2‐4 (Technical, Two‐Year, Four‐Year Degree)

Special Programs and Supplemental Funding

Adaptive Leadership (Project Drivers)

CULTURE

Grad Team meets twice monthly and communicates with:

‐ High School Counselors and Assistant Principals

‐ School Administrators regarding intervention and support

‐ Student tracking, monthly drop reports and graduation reconciliation – EVERY STUDENT COUNTS

‐ High school administrative/counseling teams twice a year, tied to supplemental funding

Community Partners

Other levels (vertical communication)

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DATA

Using the Early Warning System/School Data Tool

‐ Attendance, Behavior, Course Completion (ABC’s)

Two examples:

‐ 9th Grade F’s

‐ Out‐of‐school suspensions

Triangulating the data: ‐ Graduation rate, Cohort Retention and College Direct

Open to what the data is telling us Asking the next question

SYSTEMS OF SUPPORTRe‐engagement system: single point of contact‐ Release and re‐engagement for students‐ Referral and review from counselors‐ Alternative options, programs and services‐ Personalized learning plans

Academic interventions ‐ Effective core instructional practices‐ Credit completion/credit retrieval‐ Competency‐based credit ‐ Fidelity of implementation‐ Supplemental funding

Social/Emotional Supports‐ Professional development for teachers‐ Community partnerships: community‐wide supports

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STAFF

Director of Early Learning and Intervention Community Engagement for Graduation Improvement

Administrative Intern Teacher of On Track Academy

Learning Assistance Program Coordinator

Graduation Specialist Intervention Specialist Option School Principal

INSTRUCTION

Tier 1 – Differentiated Core Classroom Instruction/Strong Instructional CoreExamples:‐ Blended Learning‐ AVID

Tier 2 – Strategic Supplemental InstructionExamples:‐ K‐4 Reading Intervention‐ Read 180 and Math 180‐ Co‐Teaching‐ Extended Learning

Tier 3 – Specially Designed Instruction

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LESSONS LEARNEDMoral imperative

Multiple lenses

Relationships and trust matter

Student voices matter

Some things don’t work

Small things/steps can have an impact

Engage the community in solutions

Do your homework

Minimize resistance

Prioritize what’s important

How to start, necessary components and beliefs?Have a sense of urgency that status quo is not okay

‐ From the top, the system, the community

Believe ALL students can be successful (T‐2‐4)‐ Define your success

Do something but know why you’re doing it

Go far enough fast enough so you can’t turn back

Be persistent, inclusive, adaptable and flexible

Utilize social capital and proven results

Utilize short‐term and long‐term goals to make decisions

Look around and find models

Fund focused field testing

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FINAL WORD

What is the work of each of us to support the 15% of students that we haven’t yet helped to be an on‐time graduate?

Contact Information:

Dr. Lorna Spear [email protected]

Joan Poirier [email protected]

Pause, Reflect, Connect WHAT WAS YOUR TOP TAKEAWAY FROM SPOKANE?


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Thank You!

AWSP WASA Grad Equity PPT...GRAD+ DISTRICTS: FRANKLIN PIERCE, KELSO, SPOKANE, SUNNYSIDE Spokane...

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