School Improvement

... is the single most important business of the school. It is the process schools use to ensure that all students are achieving at high levels.

School Improvement Planning Process Guidehttp://www.k12.wa.us/SchoolImprovement/

Resources/default.aspx

Relationships among characteristics

Do we define it?

Do we expect it?

How do we support it?

Nine Characteristic

sOf

HighPerforming

Schools

Assess Readiness to Benefit

Collect Sort andAnalyze Data

Build and AnalyzePortfolio

Set and PrioritizeGoals

Study and Select Research-based

Practices

Craft ActionPlans

Implement andMonitor Plan

EvaluatePlan’s Impacton Student

Achievement

1.8

7.5

4.8

8.8

3.1

8.4

Grade

An

nu

al A

vera

ge P

erc

en

tag

e

Gain

s

Grade

2.5

3.7

4.5

5.7

1.9

4.7

Reading Math

An

nu

al A

vera

ge P

erc

en

tag

e

Gain

s

Where the SIA-SIP program/process did not result in improved student learning, sustained over time, what might be some reasons for the lack of positive change?

WA Grade 4: 2001-2 Reading and Math Learning Index

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Percent Poverty

Rea

din

g &

Mat

h L

earn

ing

Ind

ex

represents the top 5% of the schools showing the greatest improvement over 7 years.

WA Grade 4: 2007 Reading and Math Learning Index

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Percent Poverty

Rea

din

g &

Mat

h L

earn

ing

Ind

ex

represents the top 5% of the schools showing the greatest improvement over 7 years.

• What is the connection of LEADERSHIP to IMPLEMENTATION?

It’s not that leadership makes a

difference-----it IS the

difference!

• The Six Secrets of Change: What the best leaders do to help their organizations survive and thrive---Michael Fullan, 2008

• Shackleton’s Way: Leadership lessons from the great Antarctic explorer, Margot Morrel, 2001

He has been called "The greatest leader that ever came on God's earth, bar none," yet he never led a group larger than 27, he failed to reach nearly every goal he ever set, and, until recently, he had been little remembered after his death. But once you learn the story of Sir Ernest Shackleton and his remarkable Antarctic expedition of 1914-1916 you'll come to agree with the effusive praise of those under his command. He is a model of great leadership and, in particular, a master of guidance in crisis.

---Earnest Shackleton

Improving schools require collaborative cultures…. Without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve.

Michael Fullan

Column1

1. Love your employees

2. Connect peers with purpose

3. Capacity buildingprevails

5. Transparency Rules

6. Systemslearn

4. Learning is the work

Which one of the six factors resonates with you? Why?

Dr. Mary Alice HeuschelSuperintendent

• Enrollment in Renton SD is rising less than 1% per year. Student enrollment in Renton schools has grown from 13,280 in 2003 to 13,751 in the 2007-08 academic year, an increase of 471 students, slightly more than 3%.

Note: In the same period of time, the number of classroom teachers rose from 677 in 2003/04 to 874 in 2007/08, an increase of 197 classroom teachers over a 4 year period of time.

• The ethnicity of the Renton SD student population is shifting from White to Hispanic, Asian and Black. The Renton SD student enrollment is primarily from four ethnic groups: White, 38% (down 10% from 48% in 2003); Hispanic, 17% (up from 11% in 2003); Asian, 25% (up from 21% in 2003); Black, 20% (up from 18% in 2003); and American Indian, less than 2% (stable over the same four year time period).

• The rate of poverty in the Renton SD is steady at 42%. Statewide poverty is 38%, a 2% increase since 2003.

• The percentage of Renton SD students receiving Transitional Bilingual services increased by one percent each year over the four year time period. Renton SD students receiving Bilingual (English Language Learner) support increased from 10% in 2003 to 15% in the 2007-08 academic year. The state percentage currently is 8%, an increase of less than one percent over the same period of time, from 7% in 2003.

• Special Education services are delivered to 12% of Renton SD students – a number that has increased less than 1% over the past four years.

• The Renton SD system over three years shows a stability rate of 65% from 4th to 7th grade and 68% from 7th grade to 10th grade. Renton SD has the lowest stability rate (highest mobility) of the five Summit districts.

2007 & 2008 District Summary: Reading

0%

10%20%

30%40%

50%

60%70%

80%90%

100%

2007 2008 2007 2008 2007 2008 2007 2008 2007 2008 2007 2008 2007 2008

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 10

Renton SD Reading State

Renton SD

2007 & 2008 District Summary: Writing

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007 2008 2007 2008 2007 2008 2007 2008 2007 2008 2007 2008 2007 2008

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 10

Renton SD Writing State

Renton SDS

tude

nts

Not

Tes

ted

Stu

dent

s N

ot T

este

d

Stu

dent

s N

ot T

este

d

Stu

dent

s N

ot T

este

d

2007 & 2008 District Summary: Math

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007 2008 2007 2008 2007 2008 2007 2008 2007 2008 2007 2008 2007 2008

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 10

Renton SD Math State

Renton SD

2007 & 2008 District Summary: Science

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007 2008 2007 2008 2007 2008 2007 2008 2007 2008 2007 2008 2007 2008

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 10

Renton SD Science State

Renton SDS

tude

nts

Not

Tes

ted

Stu

dent

s N

ot T

este

d

Stu

dent

s N

ot T

este

d

Stu

dent

s N

ot T

este

d

Eleven elementary schools beat the state in the increase in percentage of all students meeting standard in one or more WASL subjects

All three middle schools beat the state in the increase in percentage of all students meeting standard in one or more WASL subjects

All three comprehensive high schools beat the state in the increase in percentage of all students meeting standard in one or more WASL subjects

• 30% more high school students – Hispanic sub-group – met WASL standard in Reading in 2008 than 2007

• 19% more high school students - Limited English sub-group - met WASL standard in Reading in 2008 than 2007

• 9% more elementary school students - Limited English sub-group - met WASL standard in Reading in 2008 than 2007

State Average

• Students in Renton (regardless of race, ethnicity, socio-economic status) are below the state average in reading and mathematics

• An Achievement Gap exists between the academic achievement of our white students and the academic achievement of our students of color

• An Achievement Gap exists between the academic achievement of students in poverty and those that are not

The Summit Initiative – additional resources and expertise to enhance district efforts

– Support for our Renton School District goals• P-12 Reading• P-12 Math• Equity and Access

– Support for Renton School District initiatives• Professional Learning Communities (PLC)• Response To Intervention (RTI)• Positive Behavior Support (PBS)• Sheltered Instruction, Observation Protocol (SIOP)

What problem(s) and/or challenge(s) might you see in this scenerio?

Raising student achievement

to new heights

• Increase capacity of participating districts to accelerate achievement for all students district-wide.

• Develop and field test Summit Initiative program elements intended to strengthen and support a systems approach to raising achievement.

• Develop an improvement model that can, with sufficient funding, be scaled statewide.

Renton is a district in District Improvement. We were among 23 districts invited to apply.

Renton was selected because of our readiness and commitment to make changes needed to raise achievement.

As a Summit District we will receive customized support for the 3 – 5 years of the project.

Effective LeadershipQuality InstructionAccess and Use of DataAssessment, Intervention, and Monitoring

System Alignment and Coherence

ConsultantsBaker Education

Research Consultation (The BERC Group, Inc.)

Center for Educational Effectiveness (CEE)

TeachscapeWestEd

DistrictsMount AdamsMount VernonOthelloRentonWapato

Characteristics of Improved Districts

• Effective Leadership

• Quality Teaching and Learning

• Support for System-wide Improvement

• Clear and Collaborative Relationships

Themes from the Research

Shannon & Bylsma, 2004

Focus on All Students Learning

Dynamic & Distributed Leadership

Support for Systemwide Improvement

Effective Use of Data

Strategic Allocation of Resources

Policy and Program Coherence

Clear and Collaborative Relationships

Professional Culture & Collaborative Relationships

Clear Understanding of School & District Roles & Responsibilities

Interpreting and Managing the External Environment

Effective Leadership

Sustained Improvement

Efforts Over Time

Quality Teaching and Learning

High Expectations and Accountability for Adults

Coordinated and Aligned Curriculum and Assessment

Coordinated & Embedded Professional Development

Quality Classroom Instruction

Time

Imp

rove

men

tCHARACTERISTICS OF IMPROVED SCHOOL DISTRICTS – CONCEPTUAL FRAMEWORK

46

• There are three initial phases in the Summit Project

1. Data Collection and Analysis

2. Needs Analysis and Action Plan Development

3. Professional Development

• External District Improvement Facilitator (DIF)

• School Improvement Facilitators (SIFs) serving district SIA schools

• Itinerant SIFs working with non-SIA schools

Classroom Instructio

nalPractice

Classroom Walk

ThroughSchool-wide Data

Collection and Feedback

CoachingNon-evaluative feedback on instructional practice

Professional Development

High Yield Strategies

• Classroom Walkthrough Study (BERC)

• EES Perception Surveys (CEE)

• WASL achievement and growth analysis

• Summit School Performance Reviews

• College Eligibility, Attendance, and • Persistence

Student Achievement Data

Perception Surveys

Classroom Observation Study

Summit School Reviews

Transcript Analysis

Aggre

gate

Dis

tric

t D

ata

Report

Sch

ool-

level D

ata

Report

s

Sch

ool-

level alig

nm

ent

and

imple

menta

tion

Data Collection at each school

District Needs

Analysis and

Action Planning

College Readiness Indicators

Leaders

hip

, In

stru

ctio

n,

& D

ata

Serv

ices

DIF/SIF Support across the system

What problems might you predict would come up in the roll out of this initiative in a district like Renton?

Onsite District Needs Analysis• Meet with Renton Summit Stakeholders to present

initial findings of district needs. Data report will include achievement, perceptual, and college eligibility and attendance sources, as well as classroom walkthrough and school review data.

WestEd and OSPI team will further investigate areas of need through focus groups and individual interviews, and review of internal documents.

Action Planning Work with Renton Summit Stakeholders to

identify top 3 High Priority Areas for improvement.

Form 3 Action Teams made up of district leadership and staff. Teams will develop action plans for top 3 priority areas.

P-12 Literacy Model

P-12 Math Model

Equity and

Access for All

Students

Renton SD Focus Areas Action Questions

•Focus on Student Learning•Quality Classroom Instruction•High Expectations and Accountability for Adults•Coordinated and Aligned Curriculum and Assessment•Effective Use of Data•Policy and Program Coherence

•How do we build instructional leadership t support quality instruction and high levels of student achievement?•How do we ensure that all students engage in effective and intentional instruction?•How do we align our policy, resources, and efforts to support all students’ rigorous learning and all students’ readiness for college and career after graduation?

1. What did you learn?

2. What do you wonder about?

3. What suggestions do you have for our team?

• Lead P.D.

• Schedule regular time to sit with teachers and just listen

• Adopt one model/theorist and deeply ground yourself in the model

• Be very smart about what you put into your mouth

• Make fitness your top priority!

• Implementation Research: A Synthesis of the Literature, Fixsen, D.L., et al. University of South Florida, 2005---National Implementation Research Network

• The Power of Protocols: An educators’ guide t better practice. McDonald, et al. Teachers College Press

• The Six Secrets of Change: What the best leaders do t help their organizations survive and thrive. Fullan, 2008

• Classroom Instruction that Works, Marzano, Pickering, Pollock. ASCD

• Shackleton’s Way: Leadership lessons from the great Antarctic explorer, Margot Morrel, 2001