Copy Of Characteristics Of Highly Effective Schools Sept 2008

LEADERSHIP: Characteristics of Highly Effective Schools

Benjamin A. Soria, Superintendent Yakima SD, Washington

September 2008

Improving Education Opportunities for School Districts in Transition

School reform Changing demographics No Child Left Behind (NCLB) Organizational culture

Who are we?

We are the Yakima School District.

Yakima School District

2007-2008

Student Population:

14,500

Yakima School District Student Enrollment

2001-2008

13,945

14,127

14,244

14,444

14,37914,400 14,418

14,448

13,600

13,700

13,800

13,900

14,000

14,100

14,200

14,300

14,400

14,500

2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Year

Yakima School DistrictDemographic Information

0

20

40

60

80

100

School Years

Perc

en

tag

eBlack orAfricanAmerican

Asian

NativeAmerican orAlaskaNativeHispanic orLatino

White orCaucasian

Yakima School District Hispanic Percentage

2001-2008

49.6%52.0%

53.8%55.7%

57.7% 59.0%60.9%

62.8%

0%

10%

20%

30%

40%

50%

60%

70%

2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Year

Yakima School District Free and Reduced Percentage

2001-2008

53%

64%68%

70%73%

75%71%

76%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Year

Yakima School District consists of:

14 Elementary Schools 4 Middle Schools 2 High Schools 2 Alternative Schools 1 Technical Skills Center 1 On-Line School 1 Home School Program


Total Staff: 1,723

Total Budget: $156 million

So, what are the results?

Yakima School District Grade 4, 7 and 10 WASL Reading Growth 2001-2008

42.0%

60.3%

20.4%

53.2%

43.4%

68.9%

0%

25%

50%

75%

100%

2001 2008 2001 2008 2001 2008

Growth +18.3 Growth +32.8 Growth +25.5

Grade 4 Grade 7 Grade 10

Yakima School District Grade 4, 7 and 10 WASL Mathematics Growth 2001-2008

22.6%27.7%

9.9%

31.0%

18.2%

25.7%

0%

25%

50%

75%

100%

2001 2008 2001 2008 2001 2008

Growth +5.1 Growth +21.1 Growth +7.5


Yakima School District Grade 4, 7 and 10 WASL Writing Growth 2001-2008

22.7%

51.2%

28.6%

60.7%

29.3%

74.7%

0%

25%

50%

75%

100%

2001 2008 2001 2008 2001 2008

Growth +28.5 Growth +32.1Growth +45.4


How did we do it?

Yakima School District - Approach:

Internal look at our instructional approach (most painful )

External look at our communication approach in engaging families and community


Internal look at the instructional approach

Where we were before

Lack of consistency of: Instructional focus –

district, schools, classroom Classroom materials ELL delivery models Data use to drive instruction Accountability measures

So, what changed?

The Roadmap 2000-2004

“District Roadmap” developed and implemented

Provides clear vision Goals Targets Areas of focus Revise every three years

based on data

The Roadmap

March 20, 2008 Based on OSPI: Characteristics of Improved School Districts: Themes from Research

Shannon, G.S. & Bylsma, P. October 2004

Characteristics of Improved School Districts: Categories and Themes

Effective Leadership Focus on Student Learning

Establishes shared beliefs, values and a clear focus on student learning throughout the district

Sets and maintains a commitment to all students learning to high standards

Sets goals, builds commitment to the goals and removes competing programs and practices

Holds all district staff, programs and operations responsible for student learning

Dynamic/Distributed Leadership

Demonstrates visibility in schools and creates unity of purpose in supporting quality instruction and improving student learning

Expands the concept of leadership to encompass central office, principals, teacher leaders and others

Maintains clear expectations of themselves, each other and all staff in improving student learning over time

Provides moral leadership that moves leaders and those whom they lead from talking to doing to ensure that all students learn and achieve at high levels

Sustained Improvement Efforts

Views educational improvement as long-term commitment and processes

Assists schools in implementing changes created by the improvement process and monitoring for improved student achievement

Stays the course, especially in times of resistance and push back

Helps staff internalize changes so they become part of routine practice

Quality Teaching and Learning

Support for Systemwide Improvement

Clear and Collaborative Relationships

Quality Classroom Instruction

Develops a common vision of what effective instruction look like

Pays close attention to classroom practice; provides guidance and oversight for improving teaching and learning

Guides improvement efforts so that the needs of all students are met

High Expectations and Accountability for Adults

Holds all adults accountable for student learning

Expects excellence, monitors performance, and provides feedback

Focuses on high expectations, effective practice, and student learning as part of personnel decisions and recommendations

Coordinated and Aligned Curriculum and Assessment

Aligns standards, instructional resources, assessments and policies

Centralizes and coordinates instructional approaches and decisions

Uses multiple measures to assess student learning

Coordinated and Embedded Professional Development

Supports professional development of adults based on teaching and learning needs in the schools

Fosters high quality, ongoing, professional learning focused on improving classroom instruction

Incorporates school-based collaboration, coaching and support for instruction and leadership

Effective Use of Data

Provides resources, time and training to support the use data

Uses data to monitor results of student achievement, allocate resources, and as a basis for accountability

Uses evidence to monitor equity, make decisions about curriculum alignment, and target professional development efforts

Strategic Allocation of Resources

Provides, allocates, reallocates, and finds resources – time, personnel, materials, and facilities - for quality instruction so all students achieve high levels of learning

Provides additional resources to support struggling students

Extends to schools flexibility with accountability for the use of resources in meeting the needs of students

Policy and Program Coherence

Develops, interprets, and implements policies in ways that reinforce and support a vision for high standards for all students

Ensures systemic coherence between policies, programs and practices to advance district learning goals

Ensures system-wide district improvement efforts supersede specific programs, departments, building or individual preferences

Professional Culture and Collaborative Relationships

Builds with intention a professional culture of mutual respect, and trust

Develops reciprocal, interdependent relationships between the central office and schools that contribute to continuous district improvement

Develops data-driven collaborative learning communities at the central office and school levels that promote continuous learning for all adults and shared responsibility for student learning

Clear Understanding of School and District Roles and Responsibilities

Balances district authority and school autonomy by setting expectations, and then decentralizing responsibility and support to schools

Establishes the support of teaching and learning as the primary focus of central office staff

Interpreting and Managing the External Environment

Analyzes, interprets, and mediates state and federal policy with district policy and procedures

Buffers schools from internal and external disturbances

Involves families and community members in improving student learning

Mobilizes external stakeholders’ support for reaching the goal of all students learning and achieving at high levels

Focus on All Students Learning

Dynamic and Distributed Leadership

Support for System-wide Improvement

Effective Use of Data

Strategic Allocation of Resources

Policy and Program Coherence

Clear and Collaborative Relationships


Clear Understanding of School and District Roles and

Responsibilities


Effective Leadership Sustained

Improvement Efforts Over Time

Quality Teaching and Learning




Quality Classroom Instruction

Time

Improvement

Characteristics of Improved School Districts—Conceptual Framework

EFFECTIVE LEADERSHIP

Focus on Student Learning Dynamic and Distributed Leadership

Sustained Improvement Efforts

2007-2010 Yakima School District Roadmap (reflects stakeholders’ input)

District P-12 Leadership Team District Instructional Goals Principal Portfolio Leadership Academy Powerful Teaching and Learning monthly trainings Principal Intern Academy

Use of student data to drive instructional decisions

Focus on instructional issues at staff meetings

Bilingual Education Task Force

Migrant Education Task Force

K-12 District Math Instructional Leadership Team

Use of Instructional Leadership Teams (ILTs)

Principals in classroom 2-3 hours a day – using consistent protocol to improve instruction

Relentless focus for continuous improvement across the District

Coherence between District Improvement Plan and School Improvement Plans

Constant review/adjustment of Improvement Plan

Monitoring of fidelity of curriculum

Persistent message of District’s commitment to high level of achievement for all students by Board and Superintendent

QUALITY TEACHING AND LEARNING




District and Building Data Carousels

Clear Policy direction on closing achievement gap

Policy Governance and monitoring reports

Improved hiring, retaining, professional development of staff

Close monitoring of building principals

Emphasis on quality teacher evaluation

Common curriculum, instructional resources, and assessment practice

All curriculum research-based

District vertical alignment of content/ rigor in core areas

Horizontal alignment classrooms across the district

District coordinated monitored assessment for closing of achievement gap

Structure and resources in place to improve teaching and learning through professional development

Professional Development Specialists: 5 Math P.D. Specialists 2 Literacy P.D. Specialists 1 Language Acquisition P.D. Specialist 1 Technology P.D. Specialist 1 Science P.D. Specialist 1 Special Ed P.D. Specialist

Building Level Supports: RF Coaches Instructional Coaches Interventionists

Continuous formal/informal conversations/ coaching staff development to improve instructional practices

Ongoing content, pedagogy and specialized training coordinated by Professional Development department

SUPPORT FOR SYSTEM-WIDE IMPROVEMENT

Effective Use of Data Strategic Allocation of Resources Policy and Program Adherence

Early release Mondays

Partnership with CEE

Assessment Department provides data in usable form

Progress monitoring and Benchmark assessments in reading

Reading and math interventions

Data is disaggregated to reflect demographics, perception, etc.

All instructional decisions data driven

Standards (GLEs) pacing guides

Reallocation of resources – people, time, talent, energy, money

Supplemental funding is allocated to buildings based on student achievement data

Unique student and program needs are addressed separate from student performance

Collaboration of central office administrators to blend resources for benefit of students

Continuous review of allocation of resources

All day, everyday kindergarten

Early learning District Pre-K Kindergarten transition program

On-line Programs/Alternative CONEVyT Yakima Online Home School School of the Arts

Assessment department monitors and communicates high school graduation requirements to schools, cabinet and school board

Under Policy Governance, all policies and procedures are aligned with ends statements (goals)

Ends statements and resulting interpretation and monitoring reports

Quality staff recruitment

CLEAR AND COLLABORATIVE RELATIONSHIPS


Clear Understanding of School and District Roles and Responsibilities


Professional Learning Communities

Instructional Leadership Teams (ILTs) with Norms

Vertical Teams

Principal Groups with Norms Co- Facilitated by director and peer-nominated principal

Superintendent’s Advisory Council

YEA and Superintendent monthly meeting

Decision-Making Matrix

Standards Pacing Guides

Individual School Initiatives Middle School IB exploratory year Action Research at two elementary schools

Central Service representatives on building ILTs

White Paper

Board member is Legislative Liaison

Active partner with Ready by Five

Business Partnership Group

Faith Community Partnership

Character Education Alliance

External Communication Approach

Engaging Families and Community

Where we were before

Traditional communication with: parents of students

non-parent community

staff

Lack of transparency

Vague, surface communication

So, what has changed?

Engaging families/community Media Relationships Nurturing and Maintaining Parent

Involvement and Support Community Partnerships

Media Relationships

Partnership with local media outlets Spanish Radio KDNA KIT Radio quarterly session including

call-ins Yakima Herald Republic Newspaper El Sol (Spanish publication) Continued focus on establishing working

relationship with all media

Nurturing and Maintaining Parent Involvement and Support

All publications/communications in English/ Spanish Bilingual support in buildings Bilingual Director of Parent and Community Involvement

reporting to the Superintendent Parent education partnerships Parent representation on school instructional leadership

teams Established district parent resource center Established a “Plaza Comunitaria” concept in collaboration

with Mexican Consulate Spanish Community Forums

Community Partnerships

Faith community alliance emphasizing school adoptions

Education partnership committee with community leaders

Yakima Schools Foundation

Community-wide Character Education Initiative through current work with broad-based number of stakeholders launched Fall 2008

As a result…..

Through a System-Wide Support for Continuous Student Learning

Every student in the Yakima School District will have access to any local or global opportunity they choose to pursue as evidenced by….

36

Yakima School District (YSD)Drop-Out Rate

01-02 02-03 03-04 04-05 05-06

Davis 11.7 10.8 12.4 3.8 1.9

Eisenhower 7.8 5.4 4.7 1.4 0.7

StantonAlternative 41.2 62.7 63.4 38.8 24.2

YSD 17.1 21.0 20.2 12.0 6.0

WA State 7.7 6.7 5.8 5.1 5.7

Yakima School District (YSD)

On-Time Graduation Rate

03-04 04-05 05-06Davis 62.0 75.0 84.7

Eisenhower 78.0 82.0 86.9

StantonAlternative 2.0 6.0 10.6

YSD 42.0 48.0 62.8

WA State 70.0 74.3 70.4

04/08/23

Yakima School District (YSD)

Extended Graduation Rate

03-04 04-05 05-06Davis 68.0 83.0 96.9

Eisenhower 81.0 88.0 96.7

StantonAlternative 4.0 7.0 19.8

YSD 46.0 53.0 73.6

WA State 74.0 79.3 75.0

How others view us“YSD is having the greatest impact on student learning of any of the Latino-majority districts in the

state!”

Greg Lobdell, The Center for Educational Effectiveness April 18, 2006

“There is not greater insight into the future than recognizing that when we save our children, we save ourselves.”

Margaret Mead

Copy Of Characteristics Of Highly Effective Schools Sept 2008

Education

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