Ware County

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Promising Practices

• Ware County
• Leadership WFSG

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Essential Question
What are the next steps for the Ware County
school district to become a great school
district?
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8-Step Process

• The 8-Step Process
• Test Score Disaggregation
• Time Line Development
• Instructional Focus
• Assessment
• Tutorials
• Enrichment
• Maintenance
• Monitoring

Ware County School System 8-Step Process
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Step 1 Disaggregating Test Data

• Use all sources of data (formative and
  summative).
• Analyze test data for weaknesses, strengths, and
  gaps in student learning and, for trends in
  teachers instruction.
• Determine what the data says about how students
  in your school are learning.
• Weaker objectives should be established as
  priorities. This includes the order in which they
  are taught as well as the amount of time spent on
  teaching them.
• Our priority is to teach the essential curriculum
  to mastery.

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Step 2 Instructional Timeline

• Instructional Coaches lead their schools in the
  collaborative development/revision of a uniform
  pacing guide for each subject/course.
• Teachers align their unit and lesson plans to the
  pacing guides, ensuring that all instruction is
  based on standards.
• Administrators inspect what is expected by
  reviewing unit/lesson plans and observing in
  classrooms on a regular basis.
• Student work is assessed against the
  standard(s)/element(s) to help both students and
  teachers hit the target.

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Step 3 Instructional Focus

• The instructional focus should be shared among
  teachers, carefully explained to students, and
  communicated to parents in an effort to promote a
  cohesive learning environment.

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Weekly Curriculum Calendar Grade
____5___ Subject __Math_______
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Shared Practice

• Teachers meet to discuss teaching strategies and
  activities, share ideas, and to review student
  work by comparing it to the standard/element.
• The prioritized curriculum drives planning and
  instructional practice.
• Teachers use their collective expertise to
  address the learning needs of their students by
  focusing on effective strategies and solutions.

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Step 4 Assessment
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Steps 5, 6, and 7 Tutorial, Enrichment,
Maintenance

• Tutorial, Enrichment, and Maintenance
• time is scheduled during the instructional day.
• 5. Tutorials are devoted to the re-teaching
  and/or corrective teaching of non-mastered
  objectives.
• 6. Enrichment is planned for students to expand
  and enrich their knowledge of mastered objectives
  as demonstrated through formative assessment.
• 7. Maintenance provides students with
  opportunities for ongoing review of essential
  skills so they are not forgotten over time.

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TEAM Planning Log Members Present DATE
Teacher A Teacher B Grade/Subject 5th grade
math Instructional Focus/Essential
Question Area, perimeter, volume, multiplication,
problem solving. How would you plan and create
garden plots with a team that will combine into
an allocated 11X 15 area? Mastery Performance
Standard (Briefly describe what students must
know and/or be able to do) Students must be able
to multiply 2 and 3 digit numbers, calculate
area/perimeter/volume, use problem solving
strategies. Assessment Chapter test, garden
drawing Outcome (Results of Assessment) Chapter
test 90 of students could calculate
area/perimeter/volume. Still having problems
with multiplication due to not knowing facts, 86
of students answered 4 out of 5 word problems
correctly. On garden activity students were
problem solving the length and not always the
width. Adjustments to Instruction (If results
are not satisfactory) More practice on math facts
and multiplication computation. More direct
instruction on two step problem solving and two
question problem solving so students do not stop
after one step or one question. In writing,
students need more work on how to explain their
thoughts and how to solve or work a problem.
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Step 8 Monitoring

• According to Educational Consultant, Larry
  Lezotte
• Effective principals are not just leaders, but
  instructional leaders, in order that the purpose
  of the school, that of teaching and learning, can
  be achieved.
• The principal must assume the chief
  responsibility for monitoring program success,
  and must spend a significant amount of time in
  classrooms monitoring the learning process.

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Promising Practices Closing the Achievement Gap

• We could, of course, simply drag our heels and
  blame the underachievement problem on the kids or
  their families, as some of our colleagues do.
  But before you join that chorus, think about its
  devastating message to communities, that schools
  really dont matter to teachers, that they dont
  have to try to parents, that their kids dont
  count. And the most devastating message of all
  to poor and minority students, that you dont
  believe they can learn.
• Consider, instead, accepting the challenge and
  joining the ranks of more than 4,500 high-poverty
  and high-minority schools that are performing in
  the top third of their states in at least one
  subject/grade level combination. These are
  public schools that are proving that poor and
  minority kids can achieve.

Source Haycock, Kati, Closing the Gap,
Principal, November/December 2002. www.naesp.org
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Promising Practices Closing the Achievement
GapA Tale of Two Schools

• The New School
• Attendance is good
• Academic performance thrives
• Disciplinary referrals are down by more than 70
• Student failure rate is zero
• Rusty fence and graffiti are gone replaced by
  displays of student work
• Faculty members care for students
• Professional development supports staffs
  practices
• Students feel connected to peers, staff, and
  the school
• Parent volunteers
• Identified as one of Missouris Top Ten Most
  Improved Schools for four of the past five years

• Proverbial Failing School
• High absenteeism
• Low academic achievement
• Constant stream of discipline problems
• Located in poor community
• Inadequate housing meth labs
• Graffiti on the walls rusty chain link fence
• Profanity in the halls
• Students dont feel anyone cares for them or the
  school
• Angry parents, may request transfers
• Dispirited staff

Source What Can Schools Do? by C. Haynes and
M. Berkowitz, USA Today, February 20, 2007.
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Promising Practices Closing the Achievement Gap

• What Research Tells Us

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Promising Practices Closing the Achievement Gap
Leadership Responsibilities, Practices,
Priorities, Actions
School Culture
Classroom Variables
Student Learning
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Promising Practices Closing the Achievement
GapTheaters of the Mind The Brains Natural
Learning Systems
Source Barbara K. Given, 2002, Teaching to the
Brains Natural Learning Systems, ASCD.
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Promising Practice The Teacher Effect
1200

• The single greatest effect on student achievement
  is not race, not povertyit is the effectiveness
  of the school and its teachers.
• The concept of school is simple. Teachers
  teach and students learn. Improve the quality of
  instruction and you improve the achievement of
  students.
• --Harry Wong

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Promising Practices Closing the Achievement
Gap Powerful Instructional Strategies

• Of the 20 or so most powerful teaching
  strategies that cross subject areas and have a
  historical track record of high payoff in terms
  of student effects, we speculate that fewer than
  10 percent of us kindergarten through
  university level regularly employ more than one
  of these strategies. Source Joyce Wolf,
  and Calhoun, 1993.

One of the primary goals of the McREL study was
to identify those instructional strategies that
have a high probability of enhancing student
achievement for all students in all subject areas
at all grade levels. Source Marzano, R.,
Pickering, D., Pollock, J., Classroom Instruction
That Works. Published by ASCD, Alexandria, VA
2001.

• The list below lists nine categories of
  strategies that have a strong effect on student
  achievement
• Identifying similarities and differences
• Summarizing and note taking
• Reinforcing effort and providing recognition
• Homework and practice
• Nonlinguistic representations
• Cooperative learning
• Setting objectives and providing feedback
• Generating and testing hypotheses
• Questions, cues, and advance organizers

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Promising Practices Closing the Achievement
GapIncrease in Learning Between Practice Sessions
Source Marzano, R., Pickering, D., and Pollock,
J., Classroom Instruction That Works, ASCD, 2001.
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Promising Practices Closing the Achievement
GapTeacher Factors
School

• Questions to Ponder
• Are the strongest teachers assigned to the
  students who need them the most?
• What expectations do teachers possess for helping
  all students to learn at high levels?
• Do teachers assign standards-based, challenging
  assignments to all students?
• Are regular opportunities provided for teachers
  to examine performance data of all students and
  collaboratively plan appropriate lessons based on
  that data?
• Do teachers form powerful relationships with
  students and encourage an increased focus on
  academics so that all students develop a vision
  of what they can become?
• Does the schedule provide extra time that
  teachers can spend tutoring students?
• Are frequent opportunities provided for teachers
  to
• Share successful practices?
• Problem solve?
• Learn about best practice?
• Celebrate success?

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Promising Practices Closing the Achievement
GapImpact on Learning
50
3
37
63
96
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Marzano, R., 2003, What Works in Schools, ASCD,
Alexandria, VA, [phone]
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Promising Practices Closing the Achievement Gap

• A Professional Learning Community is
• Made up of members of a school faculty who are
  dedicated to the goal of helping every student
  succeed. They envision themselves as life long
  learners.
• A group of professionals who regularly engage in
  collective inquiry, problem solving and
  reflection about teaching and learning.
• Focused on studying data and working together to
  grow professionally, build a collaborative,
  student focused culture and improve outcomes for
  all students.

Pam Robbins, 2005
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Promising Practices Closing the Achievement Gap
School

• In a Professional Learning Community
• All members engage in the study of learning.
• Practitioners and members of the extended
  community genuinely are devoted to do whatever it
  takes to assure that student learning thrives.
• Strategic activities are in place so that data
  can be studied, decisions made, plans developed
  and monitored to attain desired results.
• The analysis of teaching and learning is a
  routine act collective inquiry and reflection
  are viewed as learning tools.
• A spectrum of structures are in place to provide
  learning options to students who demonstrate that
  conventional learning experiences are not
  producing desired results.
• Resources are targeted at bringing about desired
  results for student learning.
• Success is celebrated in conjunction with
  documenting what contributed to that success.
• Problems are regarded as opportunities to
  learn.
• Trust and camaraderie exist among organizational
  members that allows them to take risks and share
  successful practices.
• A data driven focus influences all activity
  within the schoolhouse.
• There is a collaboratively developed mission
  statement and a vision that emphasize creating
  and structuring success for all learners.
• Leadership is shared among principals, assistant
  principals, deans and teachers.
• The principal models being a learning leader.
• Learning is embedded in meetings, professional
  development, supervisory visits and casual
  conversations.
• Teamwork is a common practice the focus in on
  learning.
• There are norms that govern meetings and place
  learning as the centerpiece of all activity.
• The school culture is collaborative, student
  focused and results oriented.
• Students are viewed as valuable sources of
  qualitative, informal data regarding the quality
  of the work and the workplace environment.

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Promising Practices Closing the Achievement
GapPyramids of Intervention

• When it becomes evident that a student is not
  learning, what are some interventions that are
  put into action?

When it becomes evident that a teacher is
struggling, what are some interventions or
support mechanisms that are put into place?
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1-5
5-10
80-90
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Tiers 1 and 2 Promising Practices -
Differentiated Instruction

• Definition Differentiated instruction is doing
  whats fair for students. Its a collection of
  best practices strategically employed to maximize
  students learning at every turn, including
  giving them the tools to handle anything that is
  undifferentiated. It requires us to do different
  things for different students some, or a lot, of
  the time. It is far better to teach kids three
  ways to do one thing than one way to do three
  things. Rick Wormeli

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What exactly do we differentiate?

• Teachers can differentiate
• Content
• Process
• Product
• Affect
• Learning environment

• According to
• Readiness
• Interest
• Learning profile
• What is fair for students, isnt always equal.

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Promising Practices Closing the Achievement Gap

• To increase the achievement levels of minority
  and low income students, we need to focus on what
  really matters high standards, a challenging
  curriculum, and good teachers.
• Kati Haycock

• Lessons Learned
• Standards are key.
• All students must have a challenging curriculum.
• Some students require more time and more
  instruction.
• Teachers matter a lot.

Source Haycock, K. (2001). Closing the
Achievement Gap, Educational Leadership, ASCD.
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Its All About the Standards
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In a Standards-Based School

• Standards and elements are posted in hallways,
  classrooms, and/or common areas, along with
  student work that exemplifies the
  standards/elements
• Students can explain each standard and how their
  work reflects mastery of the standard
• Students frequently self-assess their work with
  an understanding of the standards

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Characteristics of a Standards-Based Classroom

• High Expectations
• Collaboration
• Planning based on the results of frequent
  assessment
• Clear alignment of standards, instruction, and
  assessment
• Instruction matched to the needs of the learner
• Flexible grouping and regrouping for instruction
  based on the frequent assessment of skills
• Additional instructional support and time for
  learning
• Rigorous, meaningful assignments
• Students have multiple opportunities to revise
  and improve their work
• Comparison of performance (student work) to the
  language of the standardwhat does it look like
  when it is mastered?

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--Anne Davies, Making Classroom Assessment Work,
2000
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The Role of the Principal in a Standards-Based
School

• How can I walk the talk?
• Be prepared to lead the change process!
• Schools have that help the status quo
  survive. Schools also have
  properties
• They appear to change,
• then they revert back to old ways,
• if there is no accountability.

antibodies
chameleon
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ACCOUNTABILITY
Hows your stress level? Hows your sanity? If
we wait long enough, will it all just go away?
Feeling overwhelmed? How heavy is the
load? Cant find enough time?
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AYP will get tougher for all sub-groups
100 80 60 40 20
More Students on Grade Level
Fewer Students Below Grade Level
2004 2005 2006 2007 2008 2009
2010 2011 2012 2014
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Leadership Teams Must Share Accountability
ACCOUNTABILITY
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WHY DO WE NEED A TEAM?
None of us is as smart as all of us. -
Blanchard Thomas Edison, when asked why he had a
team of twenty-one assistants If I could solve
all the problems myself, I would. A demanding
challenge tends to create a team. -
Katzenback Smith
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Understanding Performance Standards

• In Standards-Based Practice, Teachers
• Select standards/elements from among those
  students need to know
• Design an assessment through which students will
  have an opportunity to demonstrate the
  standards/elements
• Decide what learning opportunities students will
  need to learn those things and plan appropriate
  instruction
• Use data from assessment to provide feedback,
  reteach, allow students to revise their work, or
  move on to the next level

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Promising Practices - Assessing Against the
Standard to Determine if Students Need More Time
and/or Instruction

• How much time is needed to learn something new?
• How will we know if students are learning?
• What will we do when students do not learn?
• When should we evaluate learning?

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Providing Feedback for Learning and of Learning

• DESCRIPTIVE FEEDBACK
• Comes during as well as after the learning
• Is easily understood and relates directly to the
  learning
• Is specific so performance can improve
• Is part of an ongoing conversation about the
  learning
• Is in comparison to models, exemplars, samples or
  descriptions
• Is about the performance or work, not the person

• EVALUATIVE FEEDBACK
• Often comes at the end of learning
• Tells the learner how he or she has performed
  compared to others or what was to be learned
• Is communicated using numbers, letters, checks or
  other symbols
• Students usually understand whether or not they
  need to improve.
• Students do not have enough information to
  understand what they need to do differently to
  improve.

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Group Activity Paper Airplanes
School
What is important in making a paper airplane fly?

• Brainstorm
• Sort ideas by bigger categories
• Make T- Chart with criteria on the left and
  details on the right
• Fly your product and assess against criteria
• Revise criteria

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THE MAGIC OF SEEING THE TARGET
Feedback Revise
Feedback
First Attempt
LEARNING TARGET
Reflect Revise
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Assessment
Instruction
Curriculum
Standards
Learning
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Promising Practices Closing the Achievement
GapFourteen Factors that Correlate with Student
Achievement
Source Barton, P., Why does the gap exist?
Educational Leadership, November 2004, ASCD.
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Leadership Development Strategies for Strategic
Schooling
Four areas of Strategic Schooling

• Targets

• Feedback

• Know-How

• Context

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Leadership Development Strategies for Strategic
Schooling

• Targets
• Teachers know what concepts and skills are tested
  on all assessments for their particular grade
  levels.

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Leadership Development Strategies for Strategic
Schooling

• Targets
• Teachers know the district/state standards for
  their grade levels.

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Leadership Development Strategies for Strategic
Schooling

• Targets
• Teachers have studied a side-by-side content
  analysis of the district/State standards, the
  assessed curriculum, and their textbooks.

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Leadership Development Strategies for Strategic
Schooling

• Targets
• Teachers work in groups to calendar what they are
  going to teach each month based on the state
  assessments and standards.

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Leadership Development Strategies for Strategic
Schooling

• Targets
• Teachers have selected target students by name to
  whom they give extra attention and help (e.g.,
  those scoring ten points below or ten points
  above the cut score). Students close to the
  CRCT, EOCT, GHSGT cut lines.

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Leadership Development Strategies for Strategic
Schooling

• Formal interventions during the school day!
• Re-cycle tests
• Extra work on math facts
• Reciprocal teaching for comprehension
• Cross-age tutoring, push in substitute teachers
• Peer tutoring
• Writing to publication
• Double dose of literacy
• Extra time with the teacher
• Call the parents!

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Leadership Development Strategies for Strategic
Schooling

• Targets
• The principal has selected target teachers to
  help improve their effectiveness with students,
  staff, parents, etc.

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Leadership Development Strategies for Strategic
Schooling

• Targets
• The school has adopted grade-level, subject area
  and school-wide achievement targets.

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Leadership Development Strategies for Strategic
Schooling

• Feedback
• Teachers have identified all gainers,
  stickers, and sliders.
• Teachers know the strengths and weaknesses of
  students they have this year based on last years
  test data.

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Leadership Development Strategies for Strategic
Schooling

• Feedback
• Teachers have a system of daily, weekly, and
  monthly assessments aligned with benchmarks
  aligned with the annual assessments.

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Leadership Development Strategies for Strategic
Schooling

• Feedback
• The principal knows at least monthly which
  students have recently reached grade level.
• The principal gives each teacher feedback at
  least monthly on their teaching, parent
  involvement, collegiality, and professional
  development.

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Leadership Development Strategies for Strategic
Schooling

• Feedback
• Teachers have a test chat in the fall with each
  student on his/her assessments results for at
  least the last year and help the student set new
  achievement and content targets for this year.

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Leadership Development Strategies for Strategic
Schooling
300

• Students can answer the following questions?
• What are you learning?
• Why is it important to know this information?
• Is your work good?
• How do you know your work is good?

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Leadership Development Strategies for Strategic
Schooling

• Know-How
• Teachers are implementing at least one new
  strategy, activity, or classroom feature a month
  that generates intense student interaction with
  complex knowledge.
• In addition to learning facts and right answers,
  teachers promote student thinking at least
  hourly? Teachers ask a why question every 20
  minutes.
• Teachers make learning fun and interesting as
  well as informative.

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Leadership Development Strategies for Strategic
Schooling

• Know-How
• Teachers use identifiable teaching strategies,
  grouping strategies, and materials that make
  instruction maximally comprehensible to English
  language learners and other disadvantaged
  students.

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Leadership Development Strategies for Strategic
Schooling

• These are posted in all classrooms

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Leadership Development Strategies for Strategic
Schooling

• Know-How
• Teachers meet in teams at least twice a month for
  sacred talk time to discuss target students and
  test data, best strategies and content targets.

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Leadership Development Strategies for Strategic
Schooling

• Know-How
• The teachers and principal discuss in a group
  format at least one topic of new learning per
  month, e.g., an article, a book, a workshop, a
  class or school visitation, etc.

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Leadership Development Strategies for Strategic
Schooling

• Know-How
• The principal attends all professional
  development activities along with the teachers.

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Leadership Development Strategies for Strategic
Schooling

• Know-How
• The school provides supplementary learning
  opportunities for its neediest students beyond
  the classroom.
• The school provides supplementary health and
  social services for students in need to remove
  obstacles to learning.

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Leadership Development Strategies for Strategic
Schooling

• Context
• The principal and teachers spend more than 75 of
  their time engaged in mission critical work,
  conversations and decision-making.

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Leadership Development Strategies for Strategic
Schooling

• Context
• There are correct, high quality examples of
  student work on classroom and other school walls.
• Achievement data is posted on school walls.

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Leadership Development Strategies for Strategic
Schooling

• Context
• There are 18-20 titles per child in the school
  library.

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Leadership Development Strategies for Strategic
Schooling

• Context
• Classrooms are rich with commercial and student
  published reading materials.
• Classrooms are rich in tables, charts, and graphs.

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Leadership Development Strategies for Strategic
Schooling

• Context
• A code of mutual respect is enforced at the
  school, e.g., thank-you, please, no
  put-downs, be helpful to others, praise others,
  etc.

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Leadership Development Strategies for Strategic
Schooling

• Context
• There are regular, formal celebrations of success
  in classrooms and school wide.

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Leadership Development Strategies for Strategic
Schooling
600

• Context
• The school as a whole is an organization in
  control of itself.

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Leadership Development Strategies for Strategic
Schooling

• Context
• Parents are involved regularly on their terms
  first.

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Leadership Development Strategies for Strategic
Schooling

• Context
• There is evidence that the staff are relentless
  and obsessive in their belief that every child
  by name can achieve grade-level standards.

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Personal Thoughts to You
School

• Dont do the same things and expect different
  results!
• Dont tell teachers to do more unless you are
  willing to tell them what they can stop doing!
• Cancel something! Listen and Collaborate!Resolve
  to agree on what is proficient!
• REMEMBER! No matter what your problems are IT
  AINT THE KIDS!!!

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Shared/Distributed Leadership
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• No man will make a great leader who wants to do
  it all himself, or to get all the credit for
  doing it.
• Andrew Carnegie

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• It is really about being humble enough to know
  that maybe someone else has a better idea.
• Paul Houston, AASA Exec. Dir.

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• Level 5 leaders blend personal humility with
  intense professional will. Level 5 leaders
  channel their ego away from themselves and into
  the larger goal of building a great company.
• Jim Collins, Good to Great

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• You can accomplish anything, provided that you
  do not mind who gets the credit.
• Harry S. Truman

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• The evaluation of leaders should be predicated
  on, more than any other single item, the behavior
  of their followers.
• Kelly Henson

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What is shared/distributed leadership?

• According to J. P. Spillane and R. Halverson
  (Distributed Leadership Toward a Theory of
  School Leadership Practice), the most effective
  leadership is shared or distributed in a manner
  that crafts a common culture where all believe
  they are responsible and accountable for
  improving teaching and learning.

86
What is shared/distributed leadership?

• Where all members of the school community work
  together to improve teaching and learning.
• Shared/distributed leading is about teaching and
  learning it is not about management.

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Why should we use shared/distributed leadership?

• Research
• To move away from the status quo
• To have decisions grounded in knowledge and
  practical experience

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Why should we use shared/distributed leadership?

• To achieve a commitment on the part of those that
  will implement decisions
• To sustain positive change

89

• How do we create a culture that fosters shared
  leadership?
• How do we practice shared leadership?
• How do we move from a highly centralized system
  with some aspects of autocratic management, to a
  decentralized, participatory system?

900
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You do it by building capacity.
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How do we build capacity in Ware County Schools?

• Who we employ builds capacity
• How we employ builds capacity
• How we train and develop leadership candidates
  builds capacity
• How we train and develop teachers as leaders
  builds capacity

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How do we build capacity in Ware County Schools?

• Sharing information builds capacity
• Visibility and accessibility builds capacity
• Trust builds capacity
• Establishing parameters builds capacity

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How do we build capacity in Ware County Schools?

• Sharing recognition builds capacity
• Sharing accountability builds capacity
• How we move or remove builds capacity
• Success builds capacity

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Shared/Distributed Leadership

• What is the impact on a school level leader?

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Shared/Distributed Leadership

• What is the impact on
• school level faculty and staff?

96

• There are two kinds of employees in our district
  teachers and those of us who support our
  teachers in doing what they do in the classroom.
• Kelly Henson

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Shared/Distributed Leadership

• What are the possible benefits to children?

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Revisiting Situational Leadership

• What are the conditions whereby you can
  distribute and share leadership effectively and
  successfully?

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Mutual Trust Formula

• Competency Honesty Time

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When there is mutual trust, you can

• Risk more than others think is safe
• Trust more than others think is wise

101
How do we build capacity for Distributed/Shared
Leadership at _____

• Honesty
• Communication
• Opportunity
• Structure
• Leadership development
• Common values
• Build the right team

102
References

• Anderson, Aaron
• Collins, J. (2001). Good to Great. New York
  Harper Collins.
• Converse, J., Despair, J. (2003). And Dignity
  for All. Upper Saddle River, NJ Prentice Hall.
• Cottrell, D. (2002). Monday Morning Leadership.
  Dallas, TX Cornerstone, Leadership Institute.
• Davies, A. (2000). Making Classroom Assessment
  Work. Canada Classroom Connections International
• Edison, Thomas
• Georgia Department of Education
• Georgias Leadership Institute for School
  Improvement (2006)
• Hanson, Kelly
• Hersey, P., Blanchard, K. H. (1988).
  Management of Organizational Behavior. Inglewood
  Cliffs, NJ Prentice Hall.
• Lezotte, Larry
• Maxwell, J.C. (2002). The 17 Essential Qualities
  of a Team Player. Nashville, TN. Thomas Nelson,
  Inc.
• Maxwell, J. C. (2003). Theres No Such Thing as
  Business Ethics. Warner Books.
• Miller, J.G. (2001). QBQ! The Question Behind
  the Question. New York G.P. Putnams Sons.
• Ruiz, D. M. (1997). The Four Agreements. San
  Rafael, CA Amber-Allen Publishing, Inc.
• Wong, Harry
• Wormeli, Rick