School Improvement:

1
School Improvement The Middle School Dilemma
A Presentation to Arlington Public
Schools Middle School Design Team June 23rd,
2008 Dr. Michaelene Meyer, Mrs. Melissa Saunders
2
A School Improvement Framework . . .

• What do we believe about school improvement?
• What role does Central Office play in guiding the
  process?
• What builds accountability at the school-site
  level?
• How do we engage the ultimate stakeholders?

3
Asking the RIGHT QuestionsWhat do we believe
about school improvement?

• The Language of School Improvement
• Program versus models/strategies/interventions
• Testing versus assessment
• Remediation versus acceleration

4
Asking the RIGHT QuestionsWhat do we believe
about school improvement?

• What are the factors that support school
  improvement?
• What are the most effective results-driven
  models/interventions that lead to accelerated
  learning for all students?
• How do we optimize teachers use of instructional
  time?

5
Asking the RIGHT QuestionsWhat do we believe
about school improvement?

• Central Office School Student

Curriculum Scope/Sequence Resources
Instruction Scheduling Instructional
Practice Professional Development
Engagement Learned Intelligence Background
Knowledge Motivation
Assessment Diagnostic Formative Summative
6
Continuous Improvement . . .

• Plan a change aimed at improvement
• gather baseline data
• establish a clear measurable goal
• 3) develop a strategy or approach

Adjust strategy or, if it worked, implement it
widely
PLAN
ACT
DO
STUDY
Study the results compare new data to baseline
data
Carry the plan out on a small scale
7
7-Step Problem-Solving Method . . .
Step 1 Identify and define the problem
Step 2 Analyze the problem Determine root cause
and measure gap
Step 3 Establish goals for improvement
Step 4 Study and decide on solutions
Step 6 Implement on a small scale Test and adjust
Step 5 Plan for implementation
Step 7 Monitor and continuously improve
8
7-Step Problem-Solving Method

• Step 3. Establish Specific Goals
• SMART Goals
• S specific strategic
• M measurable
• A attainable (80 chance)
• R results-oriented
• T timebound

9
7-Step Problem-Solving Method

• Step 3. Establish Specific Goals

Process Goals Means Inputs Capacity
improvements System interventions Improvement
activities Function
Results-Oriented Goals Ends Outputs Productivity O
utcomes Improvement targets Purpose
10
Continuous Improvement is about Action Research
. . .

• Focus is on a school issue, problem or area of
  collective interest.
• Support comes from a school commitment and
  leadership, as well as from external agencies or
  groups.
• Audience is the entire school community.
• Great potential for the research to impact
  student achievement.

11
What are the factors that support school
improvement?

• Robert Marzano
• What Works in Schools
• Translating Research into Action (2003)
• . . . if we follow the guidance offered from 35
  years of research, we can enter an era of
  unprecedented effectiveness for the public
  practice of education . . .

12
What Works in Schools?Factors Affecting Student
Achievement

• School Factors
• Guaranteed and viable curriculum
• Challenging goals and effective feedback
• Parent and community involvement
• Safe and orderly environment
• Collegiality and professionalism

13
What Works in Schools?Factors Affecting Student
Achievement

• Teacher Factors
• Instructional strategies
• Classroom management
• Classroom curriculum design
• Student Factors
• Home atmosphere
• Learned intelligence and background knowledge
• Motivation

14
School FactorGuaranteed and Viable Curriculum

• Ranked as the first factor has the most impact
  on student achievement.
• Is a combination of opportunity to learn and
  time.
• Both have strong correlations with academic
  achievement, yet they are so interdependent that
  they constitute one factor.

15
What Works in Schools?School Factors
16
School FactorOpportunity to Learn

• Extent to which the curriculum is guaranteed
• Clear guidance about content to be addressed in
  specific courses and at specific grade levels
  (Intended Curriculum)
• Unconditional delivery of this curricula by
  individual teachers (Implemented Curriculum)
• Consistent monitoring of implementation and
  attention to achievement data by leadership
  (Attained Curriculum)

17
School FactorInstructional Time

• Relationship between time and achievement
• Total number of days/hours students are required
  to attend school (Allocated Time)
• The part of the day when students are
  participating in learning activities
• (Engaged Time)
• The part of engaged time when students are
  actually learning
• (Academic Learning Time)

18
And . . .The Best Practices are . . .Dr.
Michael Rettig
19
Why Parallel BlockScheduling???

• To focus resources to achieve the goal of having
  all children reading on grade level by the end of
  3rd grade.
• To improve services for special needs children.
• To reduce class size during critical
  instructional times (reading and math).
• To take advantage of teacher strengths.
• To ensure equity in the allocation of
  instructional time.

20
Research on the Probability of Third Grade
Students Graduating from High School
Low SES background and attend school with many
other poor children
Reading one year below grade level and have been
retained
Near Zero
McPartland and Slavin, 1990, p.7.
21
Baldwin Elementary School

• Dr. Ashley Cramp, Principal

22
Why Are We Examining Scheduling and the
Reorganization of Instructional Time at Baldwin?

• SOL Trend Data relatively stagnant in pass (mid
  70s to low 80s)
• Fall Measure of Academic Progress (MAP)
  Assessment
• 60 3rd grade below grade level in Reading,
  Language, Math
• 40 of 4th grade below grade level in Reading,
  Language, Math
• Mid-year MAP Assessment
• Students are on-track for a year worth of
  growth but still need stronger results from our
  instructional model
• 26 3rd graders and 30 4th graders working beyond
  mid-year benchmarks (these numbers include but
  are not exclusive of our GT students)

23
Why Are We Examining Scheduling and the
Reorganization of Instructional Time at Baldwin?

• PALS
• Fall scores from 2006 indicate an increase in the
  need for PALS remediation, especially in
  Kindergarten
• Fall Math Assessments
• Indicate our students K-4 are struggling with
  acquisition of some specific core concepts and
  skills

24
Collaborative Review, Research, and
Recommendation Process

• Volunteer Team of Professionals from Each Content
  Area
• Ashley Hitner-Kindergarten
• Chris Short-Music (fine arts)
• Jeff Osborne 1st (primary)
• Allison Swanson ESOL
• Laura Confroy 4th (upper)
• Nancy Emanuel-Special Education
• Jennifer Thompson-Resource
• Betty Garry- Assistant Principal
• Leslie Fravel-Resource
• Defined Team Goal
• To examine instructional time in all 4 subjects
  to allow teachers and staff to accelerate
  learning for all levels, provide more small group
  time, delve deeper into the curriculum, engage in
  critical, higher level thinking, and most
  effectively utilize personnel other than
  classroom teachers (PALS, ESOL, SPED, Resource,
  etc.)

25
Collaborative Review, Research, and
Recommendation Process

• Review, Research, and Development Sessions
• November 7, 2006 Dr. Mike Rettig Principal
  Meeting
• November-December Sharing of concept/initial
  discussions with Assistant Principal other
  leaders
• January 11, 2007 All staff attended a general
  information session on parallel block with Dr.
  Rettig
• January, 2007 Two teacher leaders visited
  Cougar Elementary to tour, observe classrooms,
  talk with administration, gather more information
• February 9, 2007 Leadership team listed above
  (including Dr. Cramp) visited Cougar Elementary
  to tour, observe classrooms, talk with
  administration, gather more information
• February 12, 2007 All staff participated in
  staff development on parallel block
• February 20, 2007 Faculty meeting with further
  discussion about all thoughts and ideas from Feb
  12
• February 22, 2007 Dr. Rettig works with
  leadership team to create Baldwins schedule
• March 5-9, 2007 ALL staff visits Cougar for ½
  day to observe, speak with staff, ask questions,
  etc.
• March 12-16, 1007 Dr. Cramp meets with all
  grade levels and groups of staff to review the
  proposed schedule, answer questions, etc
• March 20, 2007 Staff vote on moving forward
  with the parallel block schedule- 100 of
  instructional staff in favor

26
Elementary Student Instructional Day

• Based on 45 minute blocks and each class broken
  into 2 groups
• DAILY K-2 have one block of Science/SS and one
  block of Extension and 3-4 have one block of
  Science and one block of Social Studies
• Encore is our new term for specials (Art, Music,
  PE, etc.)
• Social Studies and Science and Extension are
  classes with different teachers

27
Instructional Opportunities and Benefits

• Increased instructional time in Language Arts and
  Mathematics a portion of this increased time is
  small group
• Allows teachers to specialize in Language Arts
  and Math OR Social Studies and Science
• Children are exposed to a wider variety of
  personnel and teaching styles
• Allows for movement throughout the day
• Eases transition from Elementary to Mayfield
• PALS remediation K-2 occurs during extension
  time no longer pulled from core classes
• Maintains common planning time for data
  assessment, curriculum discussions, etc.
• Allows for acceleration of all levels of students
  (below grade level, on grade level, and above
  grade level including Gifted Talented)

28
Instructional Opportunities and Benefits

• Increases frequency of PE from 1x every 5 days to
  2 x every 6 days
• Guidance becomes part of the Encore rotation to
  ensure continuity of lessons
• Resource and specialized instructional personnel
  are available for push-in to make small groups
  even smaller for direct, explicit instruction
• Opportunities for hands-on learning each day
  through the center-based extension rooms (K-2)
• 3rd and 4th receive 45 minutes of Science and 45
  minutes of Social Studies DAILY
• Children work with their core classroom of
  students but are also with students from other
  classes throughout the day in Extension, Social
  Studies/Science, and Encore (specials)

29
And . . .The Best Practices are . . .Dr.
Michael Rettig
30
8 Guiding Questions Which Help Us Revisit the
Mission and Goals of Middle Schools

• What is an appropriate number of students a
  middle school teacher should see each
  day/term/year? Is there a relationship between
  how a teacher works with students and the number
  of students assigned to a teacher?
• What is the appropriate number of teachers for
  middle school students to see each day/term/year?
  Is there a relationship between student behavior
  and "sense of belonging" and the number of
  teachers a student is assigned during a
  day/term/year?

31
8 Guiding Questions Which Help Us Revisit the
Mission and Goals of Middle Schools.

• What is the appropriate time balance between core
  and encore subjects? What factors should be
  considered in determining this balance?
• What is the appropriate number of subjects for
  students to be enrolled during any one
  day/term/year? Is there a relationship between
  the number of classes for which students are
  responsible and their success in those classes?
• How should exploratory classes be scheduled in
  relation to other subjects?

32
Key Question 3

• What percentage of a students day should be
  spent in the following basic subjects English
  (including reading), mathematics, science, and
  social studies?
• How should the total time allocated to ELA, math,
  science and social studies be divided among these
  subjects?
• How should the time allocated to encore classes
  be divided among the various possibilities?

33
8 Guiding Questions Which Help Us Revisit the
Mission and Goals of Middle Schools.

• While many middle school schedules on paper show
  the possibility of flexibly combining single
  periods into longer instructional blocks, in
  practice, we find classes typically are taught in
  single periods hence, does the middle school
  experience become even more fragmented for both
  students and teachers? Does such practice create
  stress and make it difficult for teachers to
  implement some of the more productive teaching
  strategies?

34
8 Guiding Questions Which Help Us Revisit the
Mission and Goals of Middle Schools.

• With the growing diversity of school populations,
  do we need to plan schedules which permit
  extended learning time for those students who
  need additional time to meet course expectations?
  
• Should a middle school schedule be compatible
  with elementary and high school schedules in the
  feeder pattern?

35
Mayfield Intermediate School

• Mr. Jeff Abt
• Principal

36
Why Are We Examining Scheduling and the
Reorganization of Instructional Time at Mayfield?

• Mathematics scores over the past several years
• Review staff teams and discuss best model for our
  students
• Need to incorporate daily recess for both grade
  levels
• Need to serve fewer students during lunch shifts
• Work out general concerns as a first-year school

37
Collaborative Review, Research, and
Recommendation Process

• Volunteer Team of Professionals from each Content
  Area
• Math Joan Masterson, Tracy Volz
• Special Education Sheri Langford
• Language Arts Susan Demeria, Debbie Aines
  ESOL Tim Everett
• Science Luke Krizmanich, Cyndy Mattia
• Physical Education Linda Pinasco
• Social Studies Jan Melander, Traci Whiting
  Administration Jeff Abt
• Fine Arts Brian Tressler
• Guidance Heather Fitz-Randolph, Lillian Hickman
• Defined Team Goal
• Increase instructional time in math to allow
  students and teachers to have necessary time to
  teach and learn what is necessary for math
  success for all students.

38
Collaborative Review, Research, and
Recommendation Process

• Review, Research, and Development Sessions
• November 7, 2006 Dr. Mike Rettig Principal
  Meeting
• November 28, 2006 Dr. Rettig Team Meeting from
  800 1200
• December 7, 2006 Joint Meeting with Dr. Pope
  and Mrs. Saunders
• December, 2006- January, 2007 Weekly Team
  Meeting to Discuss 2007-08 Schedule
• January 12, 2007 All-Day Team Meeting with Dr.
  Mike Rettig
• February 12, 2007 Professional Development Day
  Teaching in the Block with Dr. Mike Rettig
• April 20, 2007 Review of Instructional Model
  with Dr. Mike Rettig

39
Mayfield Intermediate School Student
Instructional Day Two- or Three-Person
Instructional Teams
Note Encores for Grade 6 AM Encores for
Grade 5 - PM
40
ENCORE ROTATION GRADE 5
41
ENCORE ROTATION GRADE 6
42
TOTAL INSTRUCTIONAL DAYS IN ENCORES
43

• Instructional Opportunities and Benefits
• Instructional day of core instruction increases
  from 230 minutes to 270 minutes.
• Increases mathematics instructional time from 46
  minutes to 85-90 minutes.
• Maintains daily common planning time among
  teacher teams.
• Allows for daily recess to be incorporated into
  lunch block.
• Allows for four lunch shifts one for each
  specifically designated area of the building
• Provides for a smooth transition to Metz Middle
  School for our grade 6 students

44
Grace E. Metz Middle School

• Mrs. Melissa Saunders Principal

45
Why Are We Examining Scheduling and the
Reorganization of Instructional Time at Metz
Middle School?

• Accreditation with Warning Status for Mathematics
• Recommendation from the State Academic Review
  Team- Use of Instructional Time and School
  Scheduling Practices
• 3 Year School Improvement Plan Action Item
• Winter Measure of Academic Progress Assessment
• (MAP)
• 95 7th Grade Students identified Algebra
  ready
• 60 8th Grade Students identified Geometry
  ready
• 46 of students in 7th and 8th grade are below
  grade level in Math, Reading and Language

46
Collaborative Review, Research and Recommendation
Process

• Volunteer Team of professionals from each content
  area
• Emily Thornton-Math Kelly Grebinosky- English
• Lisa McKinney- Science Melissa Neal-Social
  Studies
• Darlene Dawson- Related Arts Jeff Horton-
  Health/PE,
• Jane Trivette- Special Education Mary Jane
  Boynton- ESOL
• Patti Shaw- Instructional Technology Maxine
  Griggs-Guidance
• Melissa Saunders-Administration
• Defined Team Goal
• Increase instructional time in Math and Language
  Arts to go more deeply into the curriculum,
  explore concepts, engage in higher order thinking
  and accelerate student learning.

47
Collaborative Review, Research and Recommendation
Process

• 2006-2007 Review, Research and
• Development Sessions
• November 7, 2006- Dr. Mike Rettig- Principal
  Meeting
• November 28, 2006- Dr. Mike Rettig- Team Meeting
• December-January 2006-07- Weekly Team Meetings,
  Department Meetings-Weekly staff updates
• January 11, 2007- Dr. Mike Rettig- Team Meeting
• February 12, 2007- Dr. Mike Rettig Teaching
  in the Block PD Day

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Middle School Student Instructional Day
49
Encore Rotations3 Choices in Two Periods
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Instructional Opportunities and Benefits

• 64 of the student day dedicated to core
  instruction- 18 increase ( 270 minutes vs. 196
  minutes)
• Increased instructional time in Language Arts and
  Mathematics provides for use of research-based
  practices to improve instruction
• ( Marzanos nine instructional strategies and
  research on structures for vocabulary
  acquisition- identified in Virginia Department of
  Education Task Force Meeting on Middle School
  Mathematics Performance, December 19, 2006)
• Allows for acceleration of all levels of students
  (below grade level, on grade level, and above
  grade level including Gifted Talented)
• Accelerated math program Algebra I offered to
  algebra ready students in 7th Grade- Geometry
  offered to select students in 8th Grade

51
Instructional Opportunities and Benefits

• Two year in-depth Foreign Language program
• Addition of beginning Band/Orchestra classes and
  additional encore opportunities in other content
  areas
• Maintains common team planning time for data
  review- allows for job-embedded professional
  development opportunities
• Provides smooth transition to OHS block

52
Implementation Year 1

• Opportunities
• 300 student in Algebra
• 7th Grade Foreign Language I
• Reduction in Hallway Behaviors
• Additional Encore Ideas ( guitar, school store,
  broadcast, beginning band/orchestra)

• Challenges
• Team size ( 6 person too large for teaming)
• Special education conflicts/balancing class sizes

53
It must be about students and learning, not about
me!
54
Daily Time Allocation
55
How do we optimize teachers use of
instructional time?

• The crucial issue seems to be
• how the time is used,
• with quality of instruction
• being the key.
• (McREL)

56
What Works in Schools

• Schools can have a tremendous impact on student
  achievement if they follow the direction provided
  by research. (Marzano, 2003)
• It is the goal of MCPS Department of Curriculum
  and Instruction to do just that
• Use research to guide our decisions
• Implement, monitor and audit our practices to
  ensure that we are indeed improving achievement
  levels of all students

57
Question/Answer Time
Question time . . . Thank you . . . .