MY STORY

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YOUR STORY

How will gap elimination create a better world?

Who inspires you?

3

OUR STRATEGIC PLANEvery Student. Every Classroom. Every Day.

GOAL 1: Ensure Educational Excellence and Equity for Every Student

GOAL 2:Improve systems district-wide to support academic outcomes

and meet students’ needs

GOAL 3: Strengthen school, family and community engagement

THREE KEY MESSAGES

• Seattle Public Schools

consistently

outperform our peer

districts

• Significant

achievement gaps

continue to exist

• Each year more SPS

schools outperform

their peers statewide

71%72%

74%

77%76%

68%67%

70% 71% 70% 63%

55%

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

Proficiency in Reading/ ELA (Grades 3-8 Combined)

Seattle

WA State

New

Assess

men

t

State Assessment Results: ALL Students

63%65%

68%

71% 71%

55%

58%

61% 61%60%

60%

50%

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

Proficiency in Mathematics (Grades 3-8 Combined)

Seattle

WA State

New

Asse

ss

men

t

State Assessment Results: ALL Students

Smarter Balanced

White-Black Achievement Gaps in ELA

(Grades 3-8 Smarter Balanced)

59% 59% 61%

67%

64%

60%

85%

58%55%

61%

52%

64%

61%

69% 68%

28%31%

33% 33% 33% 34% 34%

38% 38% 39%42% 43% 43% 44%

52%

ELA Proficiency Rate for

White Students

ELA Proficiency Rate for

Black Students

(Districts w/ Largest Black Student Populations)

54%50%

54%

62% 62%60%

50%

55%

80%

55% 56%59%

49%

67%

60%

19%

23%26% 27% 28% 29% 30% 30%

31% 32% 32% 33%36%

39%41%

Math Proficiency Rate

for White Students

Math Proficiency Rate

for Black Students

White-Black Achievement Gaps in Math

(Grades 3-8 Smarter Balanced)

(Districts w/ Largest Black Student Populations)

Disproportionate DisciplineStudent Suspension Rates (Grades 6-12)

Every Student. Every Classroom. Every

Day.

20.3% 19.9%

16.3% 16.0%

5.2%4.1% 3.7% 2.9%

2011-12 2012-13 2013-14 2014-15

AfricanAmerican(English)

Overcome the

challenges and emerge

stronger than ever

“This is THE

issue of our

time.”

- SPS Superintendent Larry Nyland

SPS Theory of ActionIf We:

Purpose

• Have teacher clarity around standards (.75 effect size)

Focus on Results

• Use formative assessment to drive instruction (.90 effect size)

Collaborate

• In PLCs work together, using data to learn, make decisions, and plan (1.57 effect size)

Then we will eliminate gaps

Results from 2014-15 Districtwide School Staff Surveys (Percent of School Staff who Agree or Strongly Agree with each statement)

Positive Outlier School Research

66%

64%

71%

67%

89%

84%

90%

90%

Staff use common formative and interim

assessments to help plan and improve instruction

Staff meet regularly and often to review and

discuss student data/ student work

Staff share a common understanding of

instructional best practices

This school has a consistent process for identifying

students who struggle academically

Positive Outlier Schools (Elementary)

District Average (Elementary)

Positive Learning

Positive Beliefs

Positive Relationships

Positive Partnerships

Revised SPS Theory of ActionIf We:

Purpose• Have teacher clarity around standards

Focus on Results

• Use formative assessment to drive instruction

Collaborate

• In PLCs work together, using data to learn, make decisions, and plan

Strength based

• Teach from strengths to need (.58 effect size)

Relation-ships

• Create positive teacher-student relationships (.72 effect size)

Then we will eliminate gaps

15

When kids feel a sense of belonging at school….

Receive the right kind of messages from an adult

who believes they can succeed…..

They are more likely to show up….

Persevere…..

And be more resilient…

- Paul Tough, Helping Children Succeed

Seattle Public Schools

Every Student. Every Classroom.

Every Day.

.