From Solo to System

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From Solo to System

• Garden Citys Experience With the
• Kansas Learning Network
• Dr. Rick Atha, Superintendent
• Dr. Darren Dennis, Director of Learning Services
• ECS National Forum on Educational Policy
• Portland, Oregon
• August 20, 2010

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With the End in Mind
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The Results

• WHAT
• AYP in reading and math for the first time
• Standard of Excellence awarded from the state
• HOW
• Systematic procedures for making data-driven
  decisions using continuous improvement PDSA
• WHERE/CONTEXT
• District-wide use of articulated strategies for
  consistently transferring research-based
  strategies into classroom practices of teachers
  (with PD, coaching, observations)

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The Context Garden City

• Southwest Kansas community of 30,000
• Agricultural economy
• Tyson Foods is the largest employer
• Minority-majority community

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The Context USD 457

• 16 schools
• 11 Elementary Schools
• 2 Intermediate Schools
• 2 Middle Schools
• 1 High School
• Changing demographics
• Ethnic minorities were 31 of students in 1990
• White students a minority by 2000
• Today, minorities account for 72.4 of students
• 800 growth in English Language Learners in 20
  years
• 400 to 3254 ELLs this year in the district

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In the Beginning

• Kansas Learning Network needs assessment in
  January 2009
• One of the main findings of the district needs
  analysis is that the district lacks systemic
  coherence.
• Coherence means the elements of a school
  district work together in an integrated way to
  implement an articulated strategy.
• The district must strive to foster and sustain a
  more coherent approach to improving student
  achievement at all levels. In order to
  accomplish this, the district needs to provide
  the professional development for using successful
  practices, establish district-wide expectations
  that these practices be used, and hold staff
  accountable for meeting the expectations.

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Coming Together Around Data

• Fullan Shared responsibility carries most of
  the freight of effective accountability.
• Only collective engagement will get us the
  results we are seeking.
• Systemic approach to data based on four phase
  model based on Demings Total Quality
  Management model
• Planning Phase
• Doing Phase
• Studying Phase
• Acting Phase

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Changing Practice

• Movement from collecting data to systematically
  implementing data-driven decisions/actions
• Movement from compliance to support and
  reciprocal accountability for the continuous
  implementation of effective research-based
  practices

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Where to Begin

• Since what goes on in the classroom is at the
  heart of instructional improvement, a key part of
  developing an improvement practice is classroom
  observation. Connecting classroom observations to
  the larger context of the systems improvement
  strategy is how to support sustained
  improvement.
• Elizabeth A. City, Richard F. Elmore, Sarah E.
  Fiarman, and Lee Teitel, Instructional Rounds in
  Education A Network Approach to Improving
  Teaching and Learning (Cambridge, MA Harvard
  Education Press, 2009).

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Where to Begin

• The most powerful single modification that
  enhances achievement is feedbackthe simplest
  prescription for improving education must be
  dollops of feedback.
• Hattie (1992)

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Where to Begin

• Walkthrough instruments used prior to 2009
• Recommended form and timeline
• Some schools developed their own
• No data collection centrally
• Bringing uniformity to the walkthrough
• Based around PALSS introduced by KLN
• Purpose data collection for professional
  development
• Online data collection site developed
• Feedback to teachers

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Walkthrough Reports

• With online database, data instantly available
• Disaggregate by level, school, date
• Raw numbers, percentages, graphs, planning form
• Live data

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We Have Data. Now What?

• Superintendents Advisory Council (SAC) changed
  from reactive operational focus to proactive PD
• First priority based on data cognitive levels
• Unclear that principals had same understanding of
  Blooms Taxonomy
• Provided definitions and practice
• Principals assigned to present lessons
• Evaluated by peers
• Using Walkthrough Instrument
• Using a CPS system

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Building the System

• Literacy and Math Institute in May 2010
• Dr. Debra Pickering of Marzano Research Lab
• The Art and Science of Teaching, Academic
  Vocabulary, Formative Assessment and
  Standards-Based Grading
• Other presenters Jeffrey Wilhelm, Jack
  Pikulski, Michelle Flaming, Judy Puckett, Jane
  Scott, Muggins Math
• Each building brought PD Leadership Teams
• Collaborative planning time to develop action
  plans around their needs

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Professional Development Modules

• Model for Advancing Student Achievement Through
  Data-Driven Professional Development

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Modules

• First modules rolled out at Administrative
  Retreat in July with Feedback Forms
• Academic Vocabulary
• Non-linguistic Representation
• Modules in development
• Multi-Tiered System of Supports (MTSS)
• Determined by Walkthrough Data

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In Summary

• Through KLN, Garden City has developed a process
  for using data as the foundation for our work
• Advance student achievement through data-driven
  professional development which targets
  research-based instructional practices
  predictably linked to improved student
  performance
• Through PDSA, target continuous improvements and
  actions likely to have greatest impact