CULTURE : Creating High Performance, High CULTURE : Creating High Performance, High Accountability Systems to Maximize Student Accountability Systems to Maximize Student

AchievementAchievement

Presentation to Louisiana Technical College Region 8Presentation to Louisiana Technical College Region 8

Michael KempMichael Kemp

October 8, 2009October 8, 2009

An Hour of Power:An Hour of Power:What we will coverWhat we will cover

Creating a culture of C.A.R.E! Success at Creating a culture of C.A.R.E! Success at every school!every school!

Belief Systems: Are you really standards-Belief Systems: Are you really standards-based?based?

The Power of Expectations (90/70/100)The Power of Expectations (90/70/100) The PlanThe Plan

– Increasing District/Principal/Teacher Increasing District/Principal/Teacher AccountabilityAccountability

– Increasing Student AccountabilityIncreasing Student Accountability– Creating Incentives for Student AchievementCreating Incentives for Student Achievement– Developing Safety Nets and Alternative Developing Safety Nets and Alternative

Options for Student Success Options for Student Success

A culture of C.A.R.E !A culture of C.A.R.E !Caring About R’s Everyday!Caring About R’s Everyday!

System - CARE? You better- A System - CARE? You better- A symbol and mission that defines us!symbol and mission that defines us!

Teachers:Teachers:– RELATIONSHIPSRELATIONSHIPS– RELEVANCE RELEVANCE – RIGORRIGOR

Students:Students:– RESPECTRESPECT– RESTRAINTRESTRAINT– RESPONSIBILITYRESPONSIBILITY

CARE -Where it will take CARE -Where it will take you? you?

Creating a culture of success at every schoolCreating a culture of success at every school– Eliminate the “two-system system”Eliminate the “two-system system”– Belief System shiftBelief System shift– Understand… it is NOT our students’ fault…victims of low and Understand… it is NOT our students’ fault…victims of low and

sometimes no expectations!sometimes no expectations!– Attack accountability issues: social promotion/grade inflation/lack of Attack accountability issues: social promotion/grade inflation/lack of

adult accountability!!! adult accountability!!! – Forces a standards-based operation!Forces a standards-based operation!– Forces continual improvement Forces continual improvement – Understand “culture” is only a reflection of what WE TOLERATE!Understand “culture” is only a reflection of what WE TOLERATE!

Provide every student with the opportunity to Provide every student with the opportunity to maximize his/her potential.maximize his/her potential.

– GOAL: GOAL: All graduates prepared for post-secondary education and/or the All graduates prepared for post-secondary education and/or the workforce without need for remediation in the academic core.workforce without need for remediation in the academic core.

– K-12 effort!K-12 effort!

Going deeper with standards-based reform and Going deeper with standards-based reform and data-driven instruction – 4 step model. data-driven instruction – 4 step model. – Identify standards by grade, subject and termIdentify standards by grade, subject and term– Pre-test and analyze dataPre-test and analyze data– Differentiate instruction and supportDifferentiate instruction and support– Post-test and analyze dataPost-test and analyze data

Capitalize on our greatest asset – diversity.Capitalize on our greatest asset – diversity.

To aggressively close the opportunity gap To aggressively close the opportunity gap existing between identifiable subgroups:existing between identifiable subgroups:– All, W, AA, H, ED, ELL, SWD All, W, AA, H, ED, ELL, SWD

Safety Nets Safety Nets (Internal and External) including credit (Internal and External) including credit recovery labs to increase promotion/graduation rates recovery labs to increase promotion/graduation rates

Professional Learning/Accountability Professional Learning/Accountability CommitteesCommittees

GLISI.ppt

BELIEF SYSTEMS: Are You Really BELIEF SYSTEMS: Are You Really Standards-Based?Standards-Based?Tough questionsTough questions

Do you believe all students can learn?Do you believe all students can learn? Should there be separate expectations for Should there be separate expectations for

our students?our students? Are we really standards-based?Are we really standards-based? Are we internally aligned?Are we internally aligned? What role does transfer play in your What role does transfer play in your

teaching equation? teaching equation? Who is accountable for eliminating Who is accountable for eliminating

opportunity gaps between students?opportunity gaps between students?

BELIEF SYSTEM BELIEF SYSTEM SHIFTS:SHIFTS:

Shift from “Bell Curve” to “Standards Shift from “Bell Curve” to “Standards Based”Based”

Shift from “Fixed Time/Varied Shift from “Fixed Time/Varied Standards” to “Fixed Standards” to “Fixed Standards/Varied Time”Standards/Varied Time”

Standards-Based Instruction

TIME

Time is fixedTime is fixedStandards are Standards are

variablevariable

quartiles

Bell Curve-BasedBell Curve-Based Belief System Belief System

Standards-BasedStandards-Based Belief System Belief System

Time is variableTime is variableStandards are fixedStandards are fixed

HIGH STANDARD

x-1 +1

NO LOW SKILL

JOBS

AVAILABLE!

““When it comes to the academic When it comes to the academic expectations of our students, expectations of our students,

especially minority and/or especially minority and/or economically disadvantaged economically disadvantaged

students in urban, inner city settings, students in urban, inner city settings, we are more segregated now than we are more segregated now than

we were prior to Brown vs. Board of we were prior to Brown vs. Board of Education – physical segregation”Education – physical segregation”

Jonathon Kozol, Jonathon Kozol, Shame of the NationShame of the Nation

The Power of ExpectationsThe Power of Expectations

Kids, our students, are NOT the Kids, our students, are NOT the problem…they typically will do what problem…they typically will do what we expect them to do. (minimum?)we expect them to do. (minimum?)

What do we expect of the “big kids” – What do we expect of the “big kids” – the adults in the equation? (minimum?)the adults in the equation? (minimum?)

What is “our” minimum? What is “our” minimum? What do we tolerate in our culture?What do we tolerate in our culture? What do we EXPECT?What do we EXPECT?

2010-2011 2010-2011 Student Achievement Student Achievement

ExpectationsExpectations 90%90% of all subgroups will meet of all subgroups will meet

performance expectationsperformance expectations

70%70% of all subgroups will exceed of all subgroups will exceed performance expectationsperformance expectations

100%100% C.A.R.E. demonstrated by all C.A.R.E. demonstrated by all employees everyday!employees everyday!

OUR GRADE 11 MINIMUM-OUR GRADE 11 MINIMUM-AMOAMO

ALL SUBGROUPSALL SUBGROUPSALL,AA,W,H,ED,ELL,SWDALL,AA,W,H,ED,ELL,SWD

AMOs Presentation.ppt

NCLB: THE PERFECT STORM!

90/70

OUR GOAL – 90/70/100OUR GOAL – 90/70/100 What will it take?What will it take?

– COURAGE to tell it like it isCOURAGE to tell it like it is Attacking Belief Systems, Grade Inflation, Attacking Belief Systems, Grade Inflation,

Social PromotionSocial Promotion

– VISION to see how it could beVISION to see how it could be– LEADERSHIP to make it happenLEADERSHIP to make it happen

Creating High Accountability ILTs!Creating High Accountability ILTs! Accountability Goals & ObjectivesAccountability Goals & Objectives Monitoring through 45-Day Action PlansMonitoring through 45-Day Action Plans Designing student achievement incentives Designing student achievement incentives

PLUS: Proactivity, Hard Work, Focus, Strategic Planning, Knowing PLUS: Proactivity, Hard Work, Focus, Strategic Planning, Knowing Your Students, Data Analysis, Prescriptive Intervention, Your Students, Data Analysis, Prescriptive Intervention, Creating Incentives, and HAVING FUN!!! Creating Incentives, and HAVING FUN!!!

Control Curricular SequenceControl Curricular Sequence– Examine Promotion Standards- 3Examine Promotion Standards- 3rdrd/5/5thth/8/8thth/11/11thth – 20 month – 20 month

systemic fixsystemic fix 4 core (ELA, MA, SCI, SS) plus one to promote4 core (ELA, MA, SCI, SS) plus one to promote

GUIDE in guidanceGUIDE in guidance!! Earning Stripes – ID Program-Safety/Security, Earning Stripes – ID Program-Safety/Security,

Responsibility, Psychology, and IncentivesResponsibility, Psychology, and Incentives

INCENTIVESINCENTIVES– Platinum Pride Platinum Pride

Make it “worth-it” to meet and exceed first time!Make it “worth-it” to meet and exceed first time! Make it “worth-it” to meet behavioral expectationsMake it “worth-it” to meet behavioral expectations All schools will operate for students who are making All schools will operate for students who are making

good decisionsgood decisions

Stripes Presentation.ppt

Stripes Stepping Up.pdf

The Plan?The Plan? Strategic Strategic

– SHIFT HAPPENS…get OFF of the BELL SHIFT HAPPENS…get OFF of the BELL CURVE!CURVE!

– Set the same high performance standards for ALL studentsSet the same high performance standards for ALL students– Meet them where they are and ramp them up!!!Meet them where they are and ramp them up!!!

TIMETIME– GIFT of TIMEGIFT of TIME– Time to meet and exceed performance standards.Time to meet and exceed performance standards.

Maximize scheduling optionsMaximize scheduling options

AIM –Accountability for Instruction ModelAIM –Accountability for Instruction ModelEHSAIM.ppt

45 Day Action Plans45 Day Action PlansAYP-ALL, AYP-ALL, SWD, AA, ED, SWD, AA, ED, ELLELL

Specific instructional strategies for Specific instructional strategies for making AYPmaking AYP

What is going to be done?What is going to be done? When will it be done?When will it be done? Who will do it?Who will do it? How will you know?How will you know? When will you know and revise?When will you know and revise?

Altama 45 DAP.ppt

District Accountability/RoleDistrict Accountability/Role Meet with each school ILT every 45 days –examine Meet with each school ILT every 45 days –examine

student performance data on benchmarks by student performance data on benchmarks by subgroup.subgroup.

Ask…” What barriers can you identify, right now, Ask…” What barriers can you identify, right now, that will keep you from meeting 45 DAP that will keep you from meeting 45 DAP objectives?”objectives?”

Separate barriers – Control vs. No ControlSeparate barriers – Control vs. No Control District addresses controllable variables with ILT. District addresses controllable variables with ILT. Uncontrolled variables are indentified as such and Uncontrolled variables are indentified as such and

no longer allowed to be excuses for performance.no longer allowed to be excuses for performance. JOB IS TO ELIMINATE EXCUSES FOR JOB IS TO ELIMINATE EXCUSES FOR

PRINCIPAL/TEACHER/STUDENT PERFORMANCE!!! PRINCIPAL/TEACHER/STUDENT PERFORMANCE!!!

Developing Alternative Developing Alternative Options for Student SuccessOptions for Student Success Develop safety nets (internal and Develop safety nets (internal and

external)external)

Capitalize on online/E-Learning to Capitalize on online/E-Learning to provide Standards-Based Credit provide Standards-Based Credit Recovery opportunities to studentsRecovery opportunities to students– CR Product is important, but CR Product is important, but

implementation processes are critical!!!implementation processes are critical!!!

Online/E-Learning can be significantly Online/E-Learning can be significantly helpful in initial credit situations when:helpful in initial credit situations when:– A teacher is not availableA teacher is not available– A teacher is weak or not qualifiedA teacher is weak or not qualified– Or when we need additional support for Or when we need additional support for

students and/or teachersstudents and/or teachers

Online/E-Learning options provides Online/E-Learning options provides unmatched prescriptive treatments unmatched prescriptive treatments and differentiated support (despite the and differentiated support (despite the traditional setting issues)traditional setting issues)

The product matters/the process mattersThe product matters/the process matters– Don’t reinvent the wheel, emulate what has Don’t reinvent the wheel, emulate what has

proven results with the most at-risk/at-promise proven results with the most at-risk/at-promise populations.populations.

– www.education2020.com www.education2020.com

I CAN RELATE!!!I CAN RELATE!!!– Understand the “adult issues” associated with Understand the “adult issues” associated with

serving challenged populationsserving challenged populations– Understand the student issues associated with Understand the student issues associated with

“generational poverty”“generational poverty” ApathyApathy DiscouragementDiscouragement Cultural Capital DeficitsCultural Capital Deficits RelevanceRelevance

Full Scale AttackFull Scale Attack– Educational Partner SupportEducational Partner Support– Business /Community SupportBusiness /Community Support– Political SupportPolitical Support– Faith-based Community SupportFaith-based Community Support

You must CARE enough to create the You must CARE enough to create the focus, the energy, the urgency needed focus, the energy, the urgency needed to break the cycle of generational to break the cycle of generational poverty for the students of Louisiana.poverty for the students of Louisiana.

CARE works…CARE works…

IT WORKS! - SummaryIT WORKS! - Summary Gainesville, GA Gainesville, GA

– From 90From 90thth to 6 to 6thth in state in GHSGT first time in state in GHSGT first time performanceperformance

– Grad Rate from 68% to 81%Grad Rate from 68% to 81%– Title I Distinguished School – Greatest Gains!Title I Distinguished School – Greatest Gains!

Brunswick, GABrunswick, GA– BHS…from NI1 to AYPBHS…from NI1 to AYP– GA…from NI3 to AYPGA…from NI3 to AYP– Double digit gains in GHSGT first time Double digit gains in GHSGT first time

performanceperformance

2008 GHSGT Comparison to State.ppt

GHSGT_2009.pptx

BHS-GA 1yr Gain.ppt

Pride Through Pride Through Excellence!Excellence!

““We’re going to relentlessly chase We’re going to relentlessly chase perfection knowing full well that we perfection knowing full well that we

will not catch it, perfection is will not catch it, perfection is unattainable! unattainable!

But we are going to relentlessly chase But we are going to relentlessly chase it because, in the process, it because, in the process, we WILL we WILL

catch excellencecatch excellence.”.”-Vince Lombardi-Vince Lombardi

RELATIONSHIPS, RELEVANCE, RIGORRELATIONSHIPS, RELEVANCE, RIGOR

RESPECT, RESTRAINT, RESPONSIBILITYRESPECT, RESTRAINT, RESPONSIBILITY

RESULTS!RESULTS!

Can’t Accept Ridiculous Excuses!

““The Plan” will work in Louisiana!The Plan” will work in Louisiana!

CONTACT INFORMATION:CONTACT INFORMATION:

Michael KempMichael Kemp

michael.kemp@glynn.k12.ga.usmichael.kemp@glynn.k12.ga.us

(912) 267-4100 ext. 1540(912) 267-4100 ext. 1540

Dr. Mike HallDr. Mike Hall

mhall@drmikehall.commhall@drmikehall.com