Flipping the Script

1
Flipping the Script

• Dr. Sharon Davis Williams,
• School Reform Team - 1

2
Flipping the Leadership Script Transforming the
Culture to Create a Higher Performing District

• By 2011, 50 of the students in the district will
  exceed standards in all core subject areas, while
  closing the achievement gap with the state.
• Dr. Sharon Davis Williams
• Executive Director
• School Reform Team - 1

3
Our Current Reality in SRT-1
SRT -1

• Celebrate Results!!!

4
The following SRT-1 Accomplishments reflect the
dedication and hard work of principals and school
staffs to impact student achievement. This
listing is a proud acknowledgement of the ongoing
commitment we have in SRT-1 to educational
excellence.
Accomplishment School/Individual Special Recognition
Preliminary data shows that 20 SRT-1 schools made AYP for 2007-2008 school year. We expect 100 after the Summer School Retest. M. Stallworth, Principal (Fain) R. Hall, Principal (Beecher ) M. Robinson, Principal (Connally) C. Davis, Principal (Venetian) R. Hamer, Principal (Bethune) B. Tinsley, Principal (Herndon) C. Estes, Principal (Miles) S. Sessoms, Principal (Continental Colony) A. Dorsey, Principal (Fickett) C. Hall, Principal (Kimberly) K. Barlow Brown, Principal (Peyton Forest) C. May, Principal (West Manor) A. Jessie, Principal (Cascade) L. Paden, Principal (Finch) E. Robinson, Principal (M.A. Jones) A. Shopshire Rolle, Principal (Perkerson) A, Fernander, Principal (Bunche) T. Kenner, Principal (Young) D. Underdue, Principal (Brown) L. Brown, Principal (Kennedy) This achievement constitutes 87 of SRT schools.
5
SRT-1 School Accomplishments2007-2008
Accomplishment School/Individual Special Recognition
Seventeen out of twenty-three schools in SRT 1 were named Title I Distinguished Schools for 2007-2008 by the Georgia Department of Education. One SRT 1 school was named a National Blue Ribbon School. R. Hall, Principal (Beecher Hills) R. Hamer, Principal (Bethune) M. Robinson, Principal (Connally) A. Jessie, Principal (Cascade) S. Sessoms, Principal (Continental Colony) M. Stallworth, Principal (Fain) A. Dorsey, Principal (Fickett) L. Paden, Principal (Finch) B. Tinsley, Principal (Herndon) E. Robinson, Principal (Jones) C. Hall, Principal (Kimberly) C. Estes, Principal (Miles) K. Brown, Principal (Peyton Forest) C. Davis, Principal (Venetian Hills) C. May, Principal (West Manor) A. Fernander, Principal (Bunche) T. Kenner, Principal (Young) C. Davis, Principal (Venetian Hills) Fain received top honors for making AYP ten (10) consecutive years. The U.S. Department of Education named Venetian a 2007 National Blue Ribbon School for its dramatically improved student Achievement.
6
SRT-1 School Accomplishments2007-2008
Accomplishment School/Individual Special Recognition
SRT 1 Principal announced APS NAEP scores nationally Eight SRT 1 Principals Named Georgias High Performance Principals for 2007-2008 R. Hall, Principal (Beecher Hills) C. Davis, Principal (Venetian Hills) R. Hamer, Principal (Bethune) A. Jessie, Principal (Cascade) E. Robinson, Principal (Jones) K. Barlow Brown, Principal (Peyton Forest) C. May, Principal (West Manor) D. Underdue, Principal (Connally) M. Barber, Principal (Fickett) Dr. Hall was nominated by Secretary Spelling to serve on the National Assessment Governing Board (NAGB). This Board is charged with formulating policy guidelines for the National Assessment of Educational Progress. Congratulations to our eight Georgia High Performance Principals for 2007-2008
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SRT-1 School Accomplishments2007-2008
Accomplishment School/Individual Special Recognition
Atlanta Families Award The Education of Ms. Groves Wins 2006 Peabody Award,and The Silver Baton Award for Journalistic Excellence. The Documentary was featured in O, Oprah Winfreys magazine. Teacher Honorees -Dr. Sujan Dass, Conally -Dr. Jean Romain, Jones Ms. Groves was a Teach For America Teacher at Young Middle School and is now a permanent member of the staff there. T. Kenner, Principal (Young) These teachers are winners of the Third Annual Families awards for superb leadership and accomplishment and significant quantitative and qualitative contributions toward student success. NBC Dateline Special documenting the life of a first-year Teach For America teacher at Young MS won the prestigious Peabody Award. The winner was chosen from over 1,000 entries by a board of media experts, critics, scholars, and consumers. It also received the Silver Baton Award for Excellence. Ms. Grove also appeared in the September 2007 issue of O, the Oprah Magazine.
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SRT-1 School Accomplishments2007-2008
Accomplishment School/Individual Special Recognition
One SRT1 Middle School Featured on Good Morning America. SRT 1 Teacher named APS Elementary Teacher of the Year L. Brown, Principal (Kennedy) Ms. Lorene Irvin, Teacher (Kimberly) More than 500 volunteers from Hands on Atlanta, The Home Depot, Behr Corp, Price Waterhouse Coopers, and the Cartoon Network along with Kennedy students were featured on Good Morning America on August 20, 2007 for the launch of the Hands on Schools, the latest initiative of the Hands on Network. Ms. Irvin was named 2007-2008 Elementary Teacher of the Year for her outstanding dedication and teaching expertise with elementary students.
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SRT-1 School Accomplishments2007-2008
Accomplishment School/Individual Special Recognition
Bunche Middle School is the Winner of the 2007 Bronze Award for Greatest Gains in Student Achievement. Deerwood Academy declared the Regional Winner for the Atlanta City Region in the fall 2007 Stock Market Game. A. Fernander, Principal (Bunche) L. Smith, Principal (Deerwood) The Governors Office of Student Achievement and GADOE announced Bunche as one of 17 school to receive the highest performance and greatest gains in student achievement and academic improvement. Deerwood competed against 33 schools, including two high school to become the Regional winner of the Georgia Stock Market Game. Deerwood is ranked 41 out of 3530 schools across the state.
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SRT-1 School Accomplishments2007-2008
Accomplishment School/Individual Special Recognition
A Brown Middle School student was the only APS middle school artist to be awarded the Silver Key from the National Scholastic Young Writers and Artists regional competition, as well as one of only 9 middle school students selected from the state of Georgia. Two teachers from Brown Middle School have become National Board Certified Teachers. Omri Reed, Student (Brown) D. Underdue, Principal (Brown) Jennifer Hall, English Teacher (Brown) Marsha McCrary, Mathematics teacher (Brown) D. Underdue, Principal (Brown) This is a national awards program that recognizes the achievements of creative teenagers in grades 7-12. It is administered by the Alliance for Young Artists Writers. These two teachers are among 87 Georgia teachers who have received this advanced teaching credential this school year.
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SRT-1 School Accomplishments2007-2008
Accomplishment School/Individual Special Recognition
An SRT1 middle school set a new record for items collected by a single school to help feed the hungry and homeless. Peyton Forest Elementary School has achieved 70 or more of superintendents targets for five (5) consecutive years. A. Fernander, Principal (Bunche) K. Barlow Brown, Principal (Peyton Forest) Bunche collected 17,000 food items for UniverSoul Circus and Hosea Feed the Hungry and Homeless to become the 2007 Food for the Soul winning school. 2008 targets are unofficial Executive Directors calculations.
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SRT-1 School Accomplishments2007-2008
Accomplishment School/Individual Special Recognition
One SRT 1 principal was nominated as a presenter in the Principals Centers Tool Box Series. All new principals in SRT-1 made AYP and academic targets for 2007- 2008. K. Barlow Brown, Principal (Peyton Forest) M. Robinson, Principal (Connally) A. Dorsey, Principal (Fickett) L. Brown, Principal (Kennedy) C. Estes, Principal (Miles) The Principals Center at Georgia State University recognizes exemplary leaders and has them present in their Tool Box Series. 2008 targets are unofficial Executive Directors calculations.
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Where did we come from?
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SRT-1 Performance Summary4th Grade
Reading1999-2000 to 2007-2008
SRT -1
Elementary Schools 1999-2000 2007-2008 Gain/Loss
Adamsville 46 84 38
Beecher Hills 31 78 47
Bethune 52 91 39
Cascade 64 95 31
Connally 37 94 57
Continental Colony 48 76 28
Fain 40 74 34
Fickett 49 86 37
Herndon 32 75 43
M. Agnes Jones 41 88 47
Kimberly 36 83 47
Miles 49 85 36
Oglethorpe 56
Perkerson 48 77 29
Peyton Forest 55 93 38
Venetian Hills 53 89 36
West Manor 68 89 21
Reading Average 47 85 38
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SRT-1 Performance Summary4th Grade Language
Arts1999-2000 to 2007-2008
SRT -1
Elementary Schools 1999-2000 2007-2008 Gain/Loss
Adamsville 55 79 24
Beecher Hills 37 92 55
Bethune 64 93 29
Cascade 81 95 14
Connally 51 95 44
Continental Colony 54 88 34
Fain 57 78 21
Fickett 58 88 30
Herndon 46 81 35
M. Agnes Jones 49 91 42
Kimberly 51 85 34
Miles 67 83 16
Oglethorpe 81
Perkerson 52 81 29
Peyton Forest 69 98 29
Venetian Hills 68 87 19
West Manor 82 92 10
Language Arts Average 60 88 28
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SRT-1 Performance Summary4th Grade
Mathematics1999-2000 to 2007-2008
SRT -1
SRT -1
Elementary Schools 1999-2000 2007-2008 Gain/Loss
Adamsville 49 56 7
Beecher Hills 31 64 33
Bethune 63 83 20
Cascade 65 64 -1
Connally 32 84 52
Continental Colony 42 55 13
Fain 35 58 23
Fickett 49 83 34
Herndon 29 63 34
M. Agnes Jones 34 64 30
Kimberly 29 60 31
Miles 44 58 14
Oglethorpe 59
Perkerson 40 49 9
Peyton Forest 69 91 22
Venetian Hills 51 74 23
West Manor 64 57 -7
Mathematics Average 46 66 20
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SRT-1 Performance Summary8th Grade
Mathematics1999-2000 to 2007-2008
SRT -1
Middle Schools 1999-2000 2007-2008 Gain/Loss
Brown 76 92 16
Bunche 64 92 28
Kennedy 35 72 37
Sylvan Hills 49 83 34
Young 75 88 13
Reading Average 60 85 26
Brown 61 96 35
Bunche 54 95 41
Kennedy 29 79 50
Sylvan Hills 35 81 46
Young 63 89 26
Lang. Arts Average 48 88 40
New GPS Brown 54 52 -2
New GPS Bunche 36 68 32
New GPS Kennedy 12 60 48
New GPS Sylvan Hills 31 28 -3
New GPS Young 57 46 -11
New GPS Math Average 38 51 13
Reading
Language Arts
Mathematics
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Flipping the Script in SRT-1

• A Comparison of Performance of the System, SRT
  and the State
• This data analysis is based upon the preliminary
  data provided by the state.
• There may be slight adjustments made to the data.
• There might be a standard error of measurement
  due to rounding.

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SRT-1 Schools Grade 1Flipping the Script
SRT -1

• First grade performance in SRT-1 is comparable to
  the state.
• In reading, SRT-1 first graders performed only 1
  below the system and 2 below the state.
• In language arts, SRT-1 first graders performed
  only 1 below the system and 2 below the state.
• In mathematics, SRT-1 first graders performed the
  same as the system and 1 below the state.

2008 CRCT
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SRT-1 Schools Grade 2Flipping the Script
SRT -1

• SRT-1s 2nd grade performance is also comparable
  to the state.
• In reading, SRT-1 second graders performed only
  1 below the system and 3 below the state.
• In language arts, SRT-1 second graders performed
  only 1 below the system and the state.
• In mathematics, SRT-1 second graders performed 2
  below the system and 7 below the state.

2008 CRCT
21
SRT-1 Schools Grade 3 Flipping the Script
SRT -1
2008 CRCT

• Third graders in SRT-1 performed as well as or
  slightly below the system average in all subject
  areas. Additionally, achievement gaps must be
  closed with the state reading (-4), language
  arts (-2), mathematics (-4), science (-7), and
  social studies (-2).

22
SRT-1 Schools Grade 4 Flipping the Script
SRT -1
2008 CRCT

• Fourth graders in SRT-1 performed as well as or
  slightly below the system average in all subject
  areas. Additionally, achievement gaps must be
  closed with the state reading (-4),
  mathematics (-5), science (-7), and social
  studies (-4). SRT-1 fourth graders outperformed
  the state in language arts (1).

23
SRT-1 Schools Grade 5Flipping the Script
SRT -1
2008 CRCT

• Fifth graders in SRT-1 performed as well as or
  slightly below the system average in all subject
  areas. Additionally, achievement gaps must be
  closed with the state reading (-5),
  mathematics (-3), science (-6), and
  social studies (-5). SRT-1 fifth graders
  performed as well as the state in language arts.

24
SRT-1 Schools Grade 6Flipping the Script
SRT -1
2008 CRCT

• Sixth graders in SRT-1 outperformed system
  average in all subject areas except science.
  Additionally, achievement gaps must be closed
  with the state reading (-3), language arts
  (-1), mathematics (-6), and science (-17).

25
SRT-1 Schools Grade 7Flipping the Script
SRT -1
2008 CRCT

• Seventh graders in SRT-1 performed as well as or
  better than the system average in all subject
  areas except science. Additionally, achievement
  gaps must be closed with the state reading
  (-4), language arts (-1), mathematics (-9),
  science (-17).

26
SRT-1 Schools Grade 8Flipping the Script
SRT -1
2008 CRCT

• Eighth graders in SRT-1 outperformed the system
  average in every subject except science and
  social studies. Additionally, achievement gaps
  must be closed with the state reading (-6),
  language arts (-1), mathematics (-11), science
  (-23), and social studies (-15).

27
SRT-1 Schools Grade 1Flipping the Script
Subject M E 07 08 Change Gap with System Gap with State
Reading 88 Unchanged M/E 4 Exceeds 1 Unchanged 2 Unchanged
Eng./LA 83 2 M/E 2 Exceeds 1 Closed by 1 2 Unchanged
Math 85 6 M/E 9 Exceeds 0 No Gap 1 Closed by 4
28
SRT-1 Schools Grade 2Flipping the Script
Subject M E 07 08 Change Gap with System Gap with State
Reading 89 2 M/E -6 Exceeds 1 Unchanged 3 Unchanged
Eng./LA 83 Unchanged M/E 4 Exceeds 1 Widened by 1 1 Unchanged
Math 79 1 M/E 4 Exceeds 2 Widened by 2 7 Widened by 4
29
SRT-1 Schools Grade 3Flipping the Script
Subject M E 07 08 Change Gap with System Gap with State
Reading 84 8 M/E 3 Exceeds 1 Closed by 4 4 Closed by 5
Eng./LA 85 4 M/E 4 Exceeds 1 Closed by 1 2 Closed by 3
Math 67 18 M/E 1 Exceeds New GPS New GPS
Science 68 12 M/E 7 Exceeds 3 Unchanged 7 Closed by 7
Social Studies 87 4 M/E 5 Exceeds 0 No Gap 2 Closed by 3
30
SRT-1 Schools Grade 4Flipping the Script
Subject M E 07 08 Change Gap with System Gap with State
Reading 84 6 M/E 4 Exceeds 2 Unchanged 4 Closed by 3
Eng./LA 87 5 M/E -5 Exceeds 0 No Gap 1 No Gap
Math 65 -7 M/E -6 Exceeds New GPS New GPS
Science 67 10 M/E 14 Exceeds 3 Closed by 1 7 Closed by 9
Social Studies 86 1 M/E 1 Exceeds 2 Widened by 1 4 Unchanged
31
SRT-1 Schools Grade 5Flipping the Script
Subject M E 07 08 Change Gap with System Gap with State
Reading 82 4 M/E 6 Exceeds 4 Widened by 2 5 Closed by 3
Eng./LA 90 4 M/E 4 Exceeds 0 No Gap 0 No Gap
Math 69 -17 M/E Unchanged Exceeds New GPS New GPS
Science 65 16 M/E 15 Exceeds 3 Unchanged 6 Closed by 11
Social Studies 84 1 M/E 6 Exceeds 3 Widened by 2 5 Unchanged
32
SRT-1 Schools Grade 6Flipping the Script
Subject M E 07 08 Change Gap with System Gap with State
Reading 88 6 M/E 3 Exceeds 2 No Gap 3 Closed by 4
Eng./LA 86 6 M/E 5 Exceeds 3 No Gap 1 Closed by 6
Math 63 17 M/E 1 Exceeds 5 No Gap 6 Closed by 13
Science 49 14 M/E Unchanged Exceeds 1 Closed by 12 17 Closed by 8
33
SRT-1 Schools Grade 7Flipping the Script
Subject M E 07 08 Change Gap with System Gap with State
Reading 84 11 M/E -1 Exceeds 2 No Gap 4 Closed by 8
Eng./LA 89 6 M/E 10 Exceeds 2 No Gap 1 Closed by 6
Math 71 21 M/E 8 Exceeds 0 No Gap 9 Closed by 15
Science 58 11 M/E 2 Exceeds 5 Unchanged 17 Closed by 6
34
SRT-1 Schools Grade 8Flipping the Script
Subject M E 07 08 Change Gap with System Gap with State
Reading 85 3 M/E 1 Exceeds 3 No Gap 6 Unchanged
Eng./LA 88 3 M/E 3 Exceeds 3 No Gap 1 Widened by 1
Math 51 18 M/E -12 Exceeds New GPS New GPS
Science 37 -15 M/E 1 Exceeds New GPS New GPS
Social Studies 44 33 M/E -11 Exceeds New GPS New GPS
35
Flipping the Script

• By 2011, 50 of the students in the district
  will exceed standards in all core subject areas,
  while closing the achievement gap with the state.

36
Adamsville Elementary SchoolFlipping the Script
Adequate -- DNM
37
Adamsville Elementary School Students Exceeding
the Standard in Grades 3-5
Reading
Language Arts
Mathematics
9 12
19 10
20 16
2008
2008
2008
2006
2006
2006
38
Beecher Hills Elementary SchoolFlipping the
Script
Distinguished
39
Beecher Hills Elementary School Students
Exceeding the Standard in Grades 3-5
Reading
Language Arts
Mathematics
30 24
33 27
39 34
2008
2008
2008
2006
2006
2006
40
Bethune Elementary SchoolFlipping the Script
Distinguished
41
Bethune Elementary School Students Exceeding the
Standard in Grades 3-5
Reading
Language Arts
Mathematics
20 17
17 6
19 9
2008
2008
2008
2006
2006
2006
42
Cascade Elementary SchoolFlipping the Script
Distinguished
43
Cascade Elementary School Students Exceeding the
Standard in Grades 3-5
Reading
Language Arts
Mathematics
22 32
23 38
28 35
2008
2008
2008
2006
2006
2006
44
Connally Elementary SchoolFlipping the Script
Distinguished
45
Connally Elementary School Students Exceeding
the Standard in Grades 3-5
Reading
Language Arts
Mathematics
23 14
32 11
34 15
2008
2008
2008
2006
2006
2006
46
Continental Colony Elementary SchoolFlipping the
Script
Distinguished
47
Continental Colony Elementary School Students
Exceeding the Standard in Grades 3-5
Language Arts
Language Arts
Reading
Mathematics
39 34
13 19
16 10
19 19
2008
2008
2008
2006
2006
2006
48
Deerwood AcademyFlipping the Script
Adequate -- DNM
49
Deerwood Academy Students Exceeding the Standard
in Grades 3-5
Reading
Language Arts
Mathematics
10 14
12 18
15 16
2008
2008
2008
2006
2006
2006
50
Fain Elementary SchoolFlipping the Script
Distinguished
51
Fain Elementary School Students Exceeding the
Standard in Grades 3-5
Reading
Language Arts
Mathematics
19 15
29 5
34 12
2008
2008
2008
2006
2006
2006
52
Fickett Elementary SchoolFlipping the Script
Distinguished
53
Fickett Elementary School Students Exceeding the
Standard in Grades 3-5
Reading
Language Arts
Mathematics
37 29
35 22
33 27
2008
2008
2008
2006
2006
2006
54
Finch Elementary SchoolFlipping the Script
Distinguished
55
Finch Elementary School Students Exceeding the
Standard in Grades 3-5
Reading
Language Arts
Mathematics
23 17
11 10
25 14
2008
2008
2008
2006
2006
2006
56
Herndon Elementary SchoolFlipping the Script
Distinguished
57
Herndon Elementary School Students Exceeding the
Standard in Grades 3-5
Reading
Language Arts
Mathematics
19 15
13 5
17 10
2008
2008
2008
2006
2006
2006
58
M. Agnes Jones Elementary SchoolFlipping the
Script
Distinguished
59
M. Agnes Jones Elementary School Students
Exceeding the Standard in Grades 3-5
Reading
Language Arts
Mathematics
28 39
25 15
34 26
2008
2008
2008
2006
2006
2006
60
Kimberly Elementary SchoolFlipping the Script
Distinguished
61
Kimberly Elementary School Students Exceeding
the Standard in Grades 3-5
Reading
Language Arts
Mathematics
15 13
17 7
21 16
2008
2008
2008
2006
2006
2006
62
Miles Elementary SchoolFlipping the Script
Distinguished
63
Miles Elementary School Students Exceeding the
Standard in Grades 3-5
Reading
Language Arts
Mathematics
16 20
23 23
30 28
2008
2008
2008
2006
2006
2006
64
Perkerson Elementary SchoolFlipping the Script
Adequate
65
Perkerson Elementary School Students Exceeding
the Standard in Grades 3-5
Reading
Language Arts
Mathematics
10 10
18 6
17 9
2008
2008
2008
2006
2006
2006
66
Peyton Forest Elementary SchoolFlipping the
Script
Distinguished
67
Peyton Forest Elementary School Students
Exceeding the Standard in Grades 3-5
Reading
Language Arts
Mathematics
31 33
36 19
48 31
2008
2008
2008
2006
2006
2006
68
Venetian Hills Elementary SchoolFlipping the
Script
Distinguished
69
Venetian Hills Elementary School Students
Exceeding the Standard in Grades 3-5
Reading
Language Arts
Mathematics
37 53
39 40
34 36
2008
2008
2008
2006
2006
2006
70
West Manor Elementary SchoolFlipping the Script
Distinguished
71
West Manor Elementary School Students Exceeding
the Standard in Grades 3-5
Reading
Language Arts
Mathematics
29 39
32 28
35 36
2008
2008
2008
2006
2006
2006
72
Brown Middle SchoolFlipping the Script
Adequate
73
Brown Middle School Students Exceeding the
Standard in Grades 6-8
Reading
Language Arts
Mathematics
6 11
13 6
16 10
2008
2008
2008
2006
2006
2006
74
Bunche Middle SchoolFlipping the Script
Distinguished
75
Bunche Middle School Students Exceeding the
Standard in Grades 6-8
Reading
Language Arts
Mathematics
13 10
10 7
26 15
2008
2008
2008
2006
2006
2006
76
Kennedy Middle SchoolFlipping the Script
Needs Improvement - Met
77
Kennedy Middle School Students Exceeding the
Standard in Grades 6-8
Reading
Language Arts
Mathematics
5 1
5 2
12 3
2008
2008
2008
2006
2006
2006
78
Sylvan Hills Middle SchoolFlipping the Script
Adequate - DNM
79
Sylvan Hills Middle School Students Exceeding
the Standard in Grades 6-8
Reading
Language Arts
Mathematics
3 5
6 3
13 10
2008
2008
2008
2006
2006
2006
80
Young Middle SchoolFlipping the Script
Distinguished
81
Young Middle School Students Exceeding the
Standard in Grades 6-8
Mathematics
Reading
Language Arts
11 11
13 10
24 17
2008
2008
2008
2006
2006
2006
82
Flipping the Script Examining Our Performance
Based Upon the 2008 AYP Objectives
SRT -1
Elementary School Reading Lang. Arts Goal 73.3 Mathematics Goal 59.5
Adamsville 82.5 52.3
Beecher Hills 87.1 76.8
Bethune 84.2 69.5
Cascade 86.8 59.8
Connally 95 83
Continental Colony 76.1 53.1
Deerwood 80 56.4
Fain 81.4 57.1
Fickett 88.8 83.6
Finch 85.5 67.2
Herndon 77.2 60.9
Jones 92.1 80.3
Kimberly 80.3 60.5
Miles 87.3 59
Perkerson 76.3 52.4
Peyton Forest 93.4 78.9
Venetian Hills 88.6 79.8
West Manor 90.7 77.3

• This chart denotes each elementary schools
  achievement in reading/language arts and
  mathematics.
• The averages shown represent every child tested
  in the building in grades 3-5.
• The schools and scores highlighted in red
  represent scores below the absolute bar.
• As of today, 16 of the 18 elementary schools have
  met AYP.

89
83
Flipping the Script Examining Our Performance
Based Upon the 2008 AYP Objectives
SRT -1

• This chart denotes each middle schools
  achievement in reading/language arts and
  mathematics.
• The averages shown represent every child tested
  in the building in grades 6-8.
• The schools and scores highlighted in red
  represent scores below the absolute bar.
• As of today, four (4) out of the five (5) middle
  schools have met AYP.

Middle School Reading Lang. Arts Goal 73.3 Mathematics Goal 59.5
Brown 88.7 59.7
Bunche 91.8 74.8
Kennedy 81.6 65.9
Sylvan 82.5 47.9
Young 88.5 58.3
80
84
Schools Achieving at Least 70 of their
Targets1999-2000 to 2006-2007
SRT -1
1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-07 2007-2008
Continental Miles Peyton W. Manor Jones Beecher Bethune W. Manor Bunche Beecher Bethune Continental Jones Miles Peyton Bunche Adamsville Beecher Fain Arkwright Cascade Fickett Herndon Jones Kimberly Oglethorpe W. Manor Beecher Bethune Connally Peyton Bunche Sylvan Young Adamsville Beecher Cascade Connally Fickett Jones Peyton Brown W. Manor Continental Deerwood Fain Fickett Finch Herndon Kimberly Miles Oglethorpe Peyton Venetian W. Manor Brown Bunche Beecher Connally Fickett Jones Peyton Venetian Bunche Beecher Hills Bethune Connally Fain Fickett Finch Herndon Jones Kimberly Miles Peyton Forest West Manor Brown Kennedy Young
33 28 13 33 29 38 60 29 65 Unofficial Calculations by Executive Director
85
How Do We Flip the Script and Transform the
Culture to Create High Performance?
Our theme in SRT-1 is . . . As a SRT we will
work relentlessly as a collaborative team to
improve all students, all classrooms and all
schools.
86
Stay the Course!

• I. By Embracing the Systems Initiatives
• II. By Sustaining Effective Practices
• III. By Providing a Focus for Continuous
  Improvement

87
Know the Systems Initiatives

• Flipping the Leadership Script A school-based
  approach that is needs-based. Focus talents and
  resources on the needs of the schools by starting
  at the school level and working up.
• QIQS is a framework that will allow schools to
  know where they are, where they need to be, and
  how to get there.
• Mathematics and Science Initiative A
  comprehensive K-12 initiative to improve student
  achievement in the areas of mathematics and
  science by focusing on teaching and learning at
  the highest level and connecting mathematics and
  science concepts to real-life applications.
• Infinite Campus -- Provides administrators,
  teachers and staff with the integrated tools
  needed to streamline student administration,
  enable stakeholder collaboration and curriculum
  management. The entire system is web-based so
  educators, parents and students have access to
  information from anywhere at any time. The system
  also serves as a district-wide transactional data
  warehouse allowing student data to be entered
  once and leveraged across the entire district
  supporting data-driven decision making.
• Insight A comprehensive tool using student data
  to support instruction by assessing performance,
  analyzing trends and making adjustments in
  instruction.
• Middle School Transformation The Middle School
  Initiative is a project to create a comprehensive
  plan to address the needs of middle schools in
  the areas of academic excellence, developmental
  responsiveness, social equity and organizational
  structures and processes.
• High School Transformation Over the next five
  years, APS will transform all high schools. The
  High School Transformation will focus on the
  following
• A. Designing small learning communities,
• B. Instructional foundations engaging, hands
  on teaching, managed core curriculum, data use
  and authentic assessment, professional learning
  communities,
• C. Student support -- mentors, advisory
  program, on track to graduate, post-secondary
  awareness, and exploration

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I. Embracing Systems Initiatives

1. We must clearly articulate how systems
   initiatives are implemented in each of our
   buildings.
2. We must continuously communicate how the systems
   initiatives support teaching and learning.
3. We must consistently demonstrate through our work
   as instructional leaders the purpose, use, and
   benefits of the systems initiatives in improving
   teaching and learning.
4. We must hold ourselves personally accountable for
   quality implementation of system initiatives.

89
I. Embracing the Systems Initiatives
Flipping the Leadership Script
How Do We Flip the Leadership Script
Transforming the Culture to Create a Higher
Performing District?
90
I. Embracing the Systems Initiatives
Why Flip the Script?

• Needs Based Approach
• A Schools First Approach
• Focus talents and resources on the needs of the
  school by starting at the school level and
  working up.

What does this mean at the school level?
91
I. Embracing the Systems Initiatives
Why Flip the Script?

• Flipping the Script requires a cultural shift in
  thinking and working.
• Flipping the Script requires a change in language
  from I and they to a collective we.
• Flipping the Script requires collective
  responsibility and accountability.

If children succeed, the school succeeds, and we
all succeed.
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Does your school culture support higher
performance?
I. Embracing the Systems Initiatives
A. Transforming the Culture

• Culture the shared attitudes, beliefs,
  behaviors, and relationships that typify the
  norms and customs of an organization.

93
How does your culture impact the strategies that
you have in place?
I. Embracing the Systems Initiatives
B. Transforming the Culture

• Strategy the art of devising or employing
  plans towards a goal.

94
Thomas Crane
I. Embracing the Systems Initiatives
Transforming the Culture

• Culture trumps strategies.

95
Anonymous
I. Embracing the Systems Initiatives
Transforming the Culture

• The only one who enjoys change . . .
• is a wet baby.

96
I. Embracing the Systems Initiatives
The Emotional Cycle of Change Or Emotional Cycle
of Learning
See, I told you so!!!
Positive Expectations This ought to be great!
Going Along . . .
Now, Im really committed
Reality sets in . . . This is going to be hard!!!
Yeah but . . . We still need to do this
Depressed I give up!
97
I. Embracing the Systems Initiatives
C. The Results Cycle

• Beliefs Values, judgments, interpretations,
  assumptions, attitude
• Behavior Style, openness, habits, skills,
  practices, action
• Relationships Trust, rapport, collaboration,
  sharing, connection
• Results Outcomes, impact, accountabilities,
  improvement, performance

98
I. Embracing the Systems Initiatives
The Results Cycle
Beliefs
Coaching
Behavior
Results
Relationships
Cause-Effective Reinforcing Cycle
99
I. Embracing the Systems Initiatives
D. Transformation of Beliefs

• Its easy to hold a collective fantasy that a
  workshop is a quick fix it is not
• This process takes courage and we have to be
  willing to hang in there when the going gets
  tough . . . Because it will
• Ease and painlessness are not the point
  high-quality, authentic communication is
• We share our accountability for co-creating our
  reality, we become willing learners, and release
  our anger and resentments

100
I. Embracing the Systems Initiatives
E. Transformation of Behaviors

• To bring forward our very challenging issues and
  truly communicate with courage, honesty, and
  integrity.
• We deeply listen and have empathy and compassion
  for each other.
• We heal by surfacing long buried resentments and
  resolve them.
• We dialogue to share ideas and focus on
  solutions.
• We coach and support one another along the way.

101
I. Embracing the Systems Initiatives
F. Transformation of Relationships

• We move past our self-serving view, our current
  alliances and cliques to become a learning
  community.
• We become conscious, respectful partners with
  each other.
• We build the trust, respect and connection to see
  us through this transformation.
• Trust is the currency of leadership.
• Tasks we can do and behaviors we can embrace.

102
I. Embracing the Systems Initiatives
G. Transformation of Results

• Flipping the Leadership Script becomes our
  shared view of our future reality.
• By sharing this vision and optimism for the
  future . . . and doing the real work of making
  decisions, planning, negotiating, and coaching .
  . .
• We realize our full potential as we transform
  into the High Performing Educational Institution
  we truly are!!!

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Flipping the Leadership Script

• What are the major themes that can be identified
  in Flipping the Script?
• What do we need to do at the school level to flip
  the script in these areas?

104
A. Implement CSR Initiatives with Fidelity
II. Sustaining Effective Practices

• Assess Level of Program Implementation
• Assess Teacher Strengths Weaknesses
• Assess to Ensure Correct Placement of Students
• Examine Student Data (Historical Individual) to
  Determine Action Steps
• Address Re-Occurring Recommendations

105
B. Data-Driven Decision Making
II. Sustaining Effective Practices

• Drive Instruction (APS Using Data Process)
• Curriculum Development (Gaps in CSR)
• Planning of Instruction (Differentiation
  Interventions)
• Monitoring and Assessment of Instruction
• Create Accountability
• Build Collaboration Around Instructional Change

106
Benefits of a Data Team
II. Sustaining Effective Practices

• Distributes and shares responsibility for the
  examination of data.
• Builds capacity of all teachers.
• Develops more messengers regarding the
  importance of the use of data.

107
Benefits of Displaying Data
II. Sustaining Effective Practices

• Focuses on achievement
• Creates a climate of accountability
• Creates a climate of student responsibility
• Creates a climate of pride or sense of urgency

108

II. Sustaining Effective Practices
C. Standards Based Instruction
Goals of GPS

• Set high expectations for all students
• Increase rigor
• Guide teaching and learning
• Align assessments and accountability to curriculum

GPS
Georgia will lead the nation in improving student
achievement.
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II. Sustaining Effective Practices

Four Parts of a Standard

• Standard
• Task
• Student Work
• Teacher Commentary

Georgia will lead the nation in improving student
achievement.
110
II. Sustaining Effective Practices

• The Performance Standards for each course
• Each Standard is followed by ELEMENTS that
  indicate the specific learning goals associated
  with it (Rigor and Scoffolded)
• 2. Tasks that students should be able to perform
  by the end of the course
• Tasks are product-focused and should be
  developed to help students demonstrate mastery.
  These are keyed to the relevant Standards. Some
  of these can serve as activities that will help
  students achieve the learning goals of the
  Standard, and some can be used to assess student
  learning.
• 3. Samples of student work
• Student work should demonstrate what it takes to
  meet the standard at high levels. Examples of
  successful student work are provided on the DOE
  web site. The DOE web site will continue to add
  samples as they are identified, and teachers are
  encouraged to submit examples from their own
  classroom experiences.
• 4. Teacher Commentary
• Teacher commentary is meant to open the pathways
  of communication between students and the
  teacher. Showing students why they did or did not
  meet a standard enables them to take ownership of
  their own learning.

Four Parts of a Standard
111
II. Sustaining Effective Practices
Standards-Based Classrooms

• Teachers and students have a clear understanding
  of the EXPECTATIONS (standards).
• Teachers and students know WHAT they are
• teaching and learning each day (standards).
• Teachers and students know WHY the days learning
  is an important thing to know (relevance), or to
  know how TO DO (process).

112
II. Sustaining Effective Practices
Standards-based Classrooms

• Curriculum, Assessment, Instruction and student
  learning are explicitly aligned to the standards.
• All students have access to the standards.
• Students produce evidence of learning.

Standards-based learning is a process, not an
event.
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II. Sustaining Effective Practices
WHAT WILL I SEE IN A STANDARDS-BASED CLASSROOM?

• Student work aligned to the standards
• Written and oral feedback aligned to the
  standards
• Performance tasks aligned to the standards,
  including culminating real-world, rigorous
  performance tasks
• Data driven instructional decisions

114
II. Sustaining Effective Practices
WHAT WILL I SEE IN A STANDARDS-BASED CLASSROOM?

• On-going, formal and informal assessment for
• learning
• Teaching and scoring rubrics aligned to the
  standards
• Flexible groups of students
• Differentiation of instruction
• Standards-based instructional bulletin boards

115
D. Standards-based Bulletin Board Displays
II. Sustaining Effective Practices

• Only post work on the outside of class that
  reflects the higher level of Blooms taxonomy.
• Standards-based bulletin boards must include
• The Enduring Understanding
• The Essential Question
• A task sheet (standards covered, level of
  Blooms, and a description of task)
• Performance Rubric
• Teacher Commentary

116
II. Sustaining Effective Practices
E. Collaboration and Peer Learning

• Continue Principal PLC
• Utilize collaborative planning time to analyze
  student work based on standards
• Utilize collaborative planning time to build
  consensus regarding standards for each grade
  level
• Utilize collaborative planning time to develop
  units, lessons and performance tasks that demand
  rigor and hold high expectations for all students
• Attend teacher meetings, study groups and other
  professional learning opportunities
• Ensure that all students receive immediate
  intervention if they are not meeting standards
• Regularly analyze data to plan and revise
  instruction
• Model the characteristics of a lifelong learner
• Continue SRT Professional Learning for Teachers

117
II. Sustaining Effective Practices
F. Focus on Accountability for all Staff

• Pilot school level Balance Score Card
• Focus on Parental Engagement
• Two-way communication
• Attendance
• Parent Education
• Advocacy Group
• Utilize quarterly electronic reporting (i.e.
  Balanced Score Card, Professional Development,
  Data Use, Collaboration, etc.)

118
II. Sustaining Effective Practices
G. High Expectations

• Ensure that all students have access to
  appropriate grade level standards (PEC).
• Improve performance with APS Teaching
  Expectations
• Questioning
• Technology
• Differentiating Instruction
• Ensure fidelity and rigor of GPS Implementation
  (performance tasks)

119
II. Sustaining Effective Practices
H. Teacher Efficacy

• Teacher accountability
• Support for all teachers - especially new,
  novice, and weak teachers.
• Appropriate documentation for teacher performance
  (i.e. observations, meaningful feedback, PDP,
  etc.)
• High Expectation documents

120
A. Address Achievement Gaps
III. Providing a Focus for Continuous
Improvement

• Standards (Pedagogy/Content)
• CSR (Reform vs. Standards/Curriculum)
• Student Achievement/Learning
• Effective Teaching
• What effective teachers do (teaching behaviors)?
• What are the characteristics of a teacher who
  consistently exceeds expectations?

121
B. Address Interventions and Acceleration
III. Providing a Focus for Continuous
Improvement

• Pyramid of Interventions
• Quality Standards-based instruction
  (Differentiation)
• Tutoring, Safety Nets, Solutions Team, etc.
• Student Support Team
• Program for Exceptional Children, Gifted, etc.

122
C. Build Instructional Leadership Capacity
III. Providing a Focus for Continuous
Improvement

• What is the focus for instructional improvement?
• Data-Driven Monitoring (DDM)
• The objective of DDM is to establish clear
  accountabilities at all levels of the school to
  ensure that all students meet and exceed state
  and national standards.

123
III. Providing a Focus for Continuous
Improvement
Data Driven Monitoring
DDM
MONITOR
CHECK
124
III. Providing a Focus for Continuous
Improvement
How Do We Get Results?