Washington Science Teachers Association

1
Welcome!

• Washington Science Teachers Association
• Spring Conference
• Moses Lake, WA
• March 21, 2009

2
Contact information

• Mark Emmet
• North Cascades and Olympic Science Partnership
• Mark.Emmet_at_gmail.com

3
Session Goals

• An understanding of factors that contribute to
  student success based on research from
  turnaround schools
• An understanding of NCOSP tools and resources
  that can help support student success

4
What are key factors that limit the academic
success of students in school?
5
Factors that limit student success

• List them here.

6
Why Some Schools with Latino ChildrenBeat The
Oddsand Others Dont

• What does it take to get great results in
  educational achievement in a school with a
  student enrollment that is mostly Latino, mostly
  poor, and has many students who are still
  learning English?

Center for the Future of Arizona and the Morrison
Institute for Public Policy, 2006
7
Why Some Schools with Latino ChildrenBeat The
Oddsand Others Dont

• Student scores in 3rd 8th grade for 8 years
• Improvement that exceeded predictions
• Ethnicity and poverty indicators
• Matched comparison

Selection Criteria
Center for the Future of Arizona and the Morrison
Institute for Public Policy, 2006
8
Why Some Schools with Latino ChildrenBeat The
Oddsand Others Dont

• KEY FINDINGS
• Class size
• Money
• Number of school days
• Number of NCLB Highly Qualified teachers
• Teacher Turnover
• Parent Involvement

• 12 schools
• 3 Steady Performers
• 9 Steady Climbers
• Comparison sites

Center for the Future of Arizona and the Morrison
Institute for Public Policy, 2006
9
Common Factors

• Disciplined Thought
• Clear Bottom Line
• Ongoing Assessment

10
Common Factors

• Disciplined People
• Strong and Steady Principal
• Collaborative Solutions

11
Common Factors

• Disciplined Action
• Stick with the Program
• Personalized Intervention

12
Gaining Traction, Gaining GroundHow Some High
Schools Accelerate Learning for Struggling
Students

• What do we know about the characteristics and
  practices of schools that are especially
  effective at improving the academic performance
  of previously low-performing students?

Education Trust, 2005
13
Gaining Traction, Gaining GroundHow Some High
Schools Accelerate Learning for Struggling
Students

• Greater than expected growth over 3 years
• At least average performance
• Achievement gaps smaller than state average
• High poverty High non-White enrollment

Selection Criteria
Education Trust, 2005
14
Gaining Traction, Gaining GroundHow Some High
Schools Accelerate Learning for Struggling
Students
Education Trust, 2005
15
Gaining Traction, Gaining GroundHow Some High
Schools Accelerate Learning for Struggling
Students
Education Trust, 2005
16
Gaining Traction, Gaining GroundHow Some High
Schools Accelerate Learning for Struggling
Students
Education Trust, 2005
17
Gaining Traction, Gaining GroundHow Some High
Schools Accelerate Learning for Struggling
Students
Education Trust, 2005
18
Making Sense of the Research

• List 2-3 differences between high impact and
  average impact schools that you found
  particularly striking.
• Discuss your responses with your table group.

19
NCOSP Teacher LeadersImpact on Students with
Greatest Need
North Cascades and Olympic Science Partnership,
2007
20
What are key factors that limit the academic
success of students in school?
21
Granger High School

• Yakima School District
• One third of students are children of migrant
  workers
• 82 Latino 6 American Indian
• 84 eligible for free or reduced lunch

22
Granger High School Se Puede

• How does Granger High School support academic
  success for its students?
• Describe the interactions between the principal
  and the studentsthe teachers
• Describe the interactions between the teachers
  and the students
• Describe the interactions among the teachers

23
Key Factors

• Attention to Individual Students
• Focus on Effective Instruction
• Collaboration focused on instruction and students

24
NCOSP Resources

• Science Classroom Observation Guide
• Professional Learning Community Observation
  Protocol
• Supporting Student Success Guide

25
Supporting Student Success Guide
26
Looking at our Own Context

• How would you characterize the typical types of
  interactions in your school among
• the principal and the students?
• the principal and the teachers?
• the teachers and the students?
• the teachers?

27
Looking at our Own Context

• How might the Supporting Student Success Guide
  be useful in improving these interactions?

28
Reflection

• How could the studies weve considered today and
  the Supporting Student Success Guide help you
  overcome obstacles to student academic success in
  your school?