© national center for educational accountability national center for educational accountability san...

© National Center for Educational Accountability

NationalCenter forEducationalAccountability

San Jose, CaliforniaMarch 30, 2004

Jean Rutherford, Ed.D.,Director of Educational Initiatives, NCEA

Institute on Accountability, Best

Practices, and Comprehensive School

Reform

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““California State University Institute on Accountability, Best Practices, and Comprehensive School Reform”California State University Institute on Accountability, Best Practices, and Comprehensive School Reform”


National Center for Educational Accountabilitywww.nc4ea.org

www.just4kids.org

www.utexas.edu

www.ecs.org

The National Center for Educational AccountabilityThe National Center for Educational Accountability Just for the KidsJust for the Kids

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Mississippi

New Hampshire

New Mexico

New York

Arizona

Georgia

Hawaii

Illinois

Arkansas

California

Colorado

Tennessee

Texas

Washington

States on the JFTK website:

States committed to the model:

Florida

Massachusetts

New Jersey

Louisiana

Michigan

Minnesota

North Carolina

Oklahoma

Virginia

Alabama

Connecticut

Delaware

States in discussion:Idaho

Maryland

Pennsylvania

Oregon

The National Center for Educational AccountabilityThe National Center for Educational Accountability Just for the KidsJust for the Kids

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In 2004, ten state best practice studies have been completed or are underway

Arkansas California Colorado Florida Illinois Massachusetts New Jersey Tennessee Texas* Washington*

Arkansas California Colorado Florida Illinois Massachusetts New Jersey Tennessee Texas* Washington*

JFTK Best Practice Study ProcessJFTK Best Practice Study Process

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NationalCenter forEducationalAccountability University Partners

University of ArkansasThe California State University System Colorado State University :Research and Development CenterFlorida Atlantic UniversityIllinois State University: School of EducationTennessee State UniversityThe University of Texas at AustinWashington School Research Center –Seattle Pacific University

Current partners in statewide research projects:

Potential research partners in development:

The University of Alabama at BirminghamRutgers University (New Jersey)Harvard University (Massachusetts)State University of New York (SUNY) at Albany


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NationalCenter forEducationalAccountability Identifying HP and AP Schools


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What school system practices influence student learning?

Who must be responsible for assuring each practice is present?

AvoidableGAP

The ThemesJFTK Best Practice Study JFTK Best Practice Study

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What school system practices influence student learning?

AvoidableGAPAvoidableGAP

AvoidableGAP

AvoidableGapRecognition, Intervention, and Adjustment


Staff Selection, Leadership, and Capacity Building

Curriculum and Academic Goals

Monitoring: Compilation, Analysis, and Use of Data

Instructional Programs, Practices, and Arrangements

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Who must be responsible for assuring each practice is present?

Staff Selection, Leadership, and Capacity Building

Monitoring: Compilation, Analysis, and Use of Data

Instructional Programs, Practices, and Arrangements

Curriculum and Academic Goals

Recognition, Intervention, and Adjustment

District School Classroom


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All

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Lo

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Infl

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Rel

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Co

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un

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Define and UnpackSpecific Academic

Objectives by Grade and Subject

Provide Strong Instructional Leaders, HQ

Teachers, and Aligned PD

Provide Scientifically Based,

Evidence-Based Instructional

Programs

Develop Student Assessment and Data Monitoring

Systems: MonitorSchool

Performance

Recognize, Intervene, or

Adjust Based on School

Performance

Focus School Plan on Explicit Improvement of Performance on

Academic Objectives

Select, Develop,and Allocate Staff

Based onStudent Learning

Ensure the Use of Scientifically Based,

Evidence-Based Programs, Practices,

and Arrangementsin every Classroom

Monitor Teacher Performance and Student Learning


Adjust Based on Teacher and

Student Performance

Ensure Teaching Content

is based on Specified Academic Objectives

Collaborate in Grade/Subject Level Teams focused on

Student Work

Use Scientifically Based,

Evidence-Based Programs,

Practices, and Arrangements

Monitor Student Learning


Adjust Based on Student

Performance

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Provide Strong Instructional Leaders, HQ

Teachers, and Aligned PD

Provide Scientifically Based,

Evidence-Based Instructional

Programs

Develop Student Assessment and Data Monitoring

Systems: MonitorSchool

Performance


Adjust Based on School

Performance

Focus School Plan on Explicit Improvement of Performance on

Academic Objectives

Select, Develop,and Allocate Staff

Based onStudent Learning


Evidence-Based Programs, Practices,

and Arrangementsin every Classroom



Adjust Based on Teacher and

Student Performance

Ensure Teaching Content

is based on Specified Academic Objectives


Student Work

Use Scientifically Based,

Evidence-Based Programs,




Adjust Based on Student

Performance

Lo

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Rel

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CURRICULUM/ACADEMIC GOALS

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DISTRICTSCHOOL

CLASSROOM




Focus School PlanOn Explicit

Improvement of Performance on

Academic Objectives

Ensure Teaching Content is based on Specified Academic

Objectives

Theme: Curriculum and Academic GoalsJFTK Best Practice FrameworkJFTK Best Practice Framework

Critical Attributes

and

Evidence


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DISTRICTSCHOOL

CLASSROOM


Per

form

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Lev

el

Low

High

Middle

“Haven’t we already done this?”

“We use the state standards. They are clear. We trust our teachers enough not to have to spell them out any more specifically.”

“There is ALWAYS work to be done to further understand and interpret the standards—especially in terms of the rigor and student work expectations for each standard.”



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DISTRICTSCHOOL

CLASSROOM


121110987654321KGrade Level

Teacher Impact

100% 50% 33.6% 25% 20% 16.6% 14.3% 12.5% 11% 10% 9% 8% 7.7%

Teacher Accountability

7.7% 15.4% 23.1% 30.8% 38.5% 46.2% 53.9% 61.6% 69.3% 77% 84.7% 92.4% 100%

46.2% 23.1% 30.7%

School Impact

100%

District Impact



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DISTRICTSCHOOL

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Houston Independent School DistrictHouston Independent School DistrictHouston, Texas

The CLEAR CurriculumContent Specifications

Detailed expectations for student learning for each objective

Alignment to adopted textbook

Prerequisites

Instructional Considerations

Assessment Considerations

Connections to Other Objectives

Modifications for Special Populations

Exemplars of Student Work

Jane KoucharDirector of Curriculum, HISD


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DISTRICTSCHOOL

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Provide Strong Instructional Leaders,

Highly Qualified Teachers, and Aligned

Professional Development

Select, Develop, and Allocate Staff based on Student Learning


Student Work

Theme: Staff Selection, Leadership, and Capacity BuildingJFTK Best Practice FrameworkJFTK Best Practice Framework

Critical Attributes

and

Evidence


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DISTRICTSCHOOL

CLASSROOM


Rich and Deep Staff Selection Systems

Specific programs to develop quality teacher and principal candidates

Heavy emphasis on internal development of future leaders

Extensive partnerships with colleges and universities to encourage students to pursue teaching careers

Identification of staff who are “right” for school

JFTK Best Practice FrameworkJFTK Best Practice Framework Theme: Staff Selection, Leadership, and Capacity Building


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DISTRICTSCHOOL

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Rich and Deep Induction and Support Systems

Extended and progressive induction programs designed for 1st, 2nd, and 3rd year administrators and teachers

Curriculum and instruction-focused mentoring and support

Mentor teachers/principals chosen based on proven effectiveness in terms of student performance Layered/scaffolded mentoring and support, i.e., mentor teachers, content-area specialists, instructional specialists, assessment specialists, etc.



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Aligned Professional Development

Data-driven

Content-and process-oriented

Job-embedded/Individualized Classroom-based/Collaborative Continuous and ongoing Heavily aligned to standards and to chosen instructional resources



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DISTRICTSCHOOL

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Supporting Strong Instructional LeadersStaff Development Driven by DataPrincipal Study GroupsPrincipal Advisory GroupsNew Principal Support ProgramsInstructional SpecialistsPartnering with Outside Providers

Supporting Strong Teachers and Teacher LeadersLiteracy Implementation TeamsSite CoachesVertical and Horizontal CollaborationNew Teacher Support ProgramInstructional SpecialistsResearch Based Sustained Staff DevelopmentGrowth OpportunitiesRevise and Revisit Instructional Topics

Garden Grove Unified School DistrictGarden Grove Unified School DistrictGarden Grove, California

Sherry FranklinAsst. Supt. of Elementary

Instruction, GGUSD


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DISTRICTSCHOOL

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Long Beach Unified School DistrictLong Beach Unified School DistrictLong Beach, California

“Learning from the Best”

LBUSD completes case studies of the highest-performing teachers’ classrooms. The case study includes: video clips, an outline of instructional materials used, a review of instructional strategies, and intervention activities. These case studies are then used for teacher support purposes.

Additional Support OpportunitiesCurriculum LeadersInstructional Materials LabLiteracy and Math CoachesEssential Elements of Instruction CoachesLindamood Bell Coaches

Cynthia TerryCabrillo High School Co-Principal, LBUSD

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Provide Scientifically Based, Evidence-

Based Instructional Programs


Evidence-Based Programs, Practices, and Arrangements in

every Classroom

Use Scientifically Based, Evidence-Based Programs,


JFTK Best Practice FrameworkJFTK Best Practice Framework Theme: Instructional Programs, Practices, and Arrangements

Critical Attributes

and

Evidence

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Mixture of Prescription and AutonomyTight and Loose Governance

Instructional Time

Grouping Models

Instructional Planning Time/Collaboration

Basic Instructional Programs

Instructional Strategies

Use of Data for Decision-Making

Specific and Measurable Improvement Goals

JFTK Best Practice FrameworkJFTK Best Practice Framework Theme: Instructional Programs, Practices, and Arrangements

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Develop Student Assessment and Data Monitoring Systems:

Monitor Student Performance


JFTK Best Practice FrameworkJFTK Best Practice Framework Theme: Monitoring: Compilation, Analysis, and Use of Data

Audit your Practices

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Strong Instructional

LeadersHighly-Qualified

Teachers

AlignedProfessional Development

Evidence-BasedTools and Resources

…and then assuring that we have provided the necessary staff, tools, and resources for them to learn it, we must ask:

After determining WHAT it is that all children are expected to learn by grade and subject,

“How will we know if they have learned it?”


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State: Assessment

District: Benchmark

Assessments

School: Unit Tests

Teacher: Daily Monitoring

State: Assessment

Teacher: Daily Monitoring


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Long Beach Unified School DistrictLong Beach Unified School DistrictLong Beach, California

“Hour-by-Hourand

Minute-by-Minute”

“You are catching us in the middle of a marathon. We’re just beginning to run. We can stop and reflect, but we are focused on what additional things we can begin to do to

bridge the learning gaps we have.”

Christine DominguezAsst. Supt. of Curriculum,

Instruction, and Professional Development, LBUSD

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Recognize, Intervene, or Adjust Based on Teacher

and Student Performance

Recognize, Intervene, or Adjust

Based on School Performance

Recognize, Intervene, or Adjust Based on Student

Performance

JFTK Best Practice FrameworkJFTK Best Practice Framework Theme: Recognition, Intervention, or Adjustment

staging.just4kids.org/bestpractice/self_audit_master_report.cfm

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Strong Instructional

Leaders

Highly-QualifiedTeachers

AlignedProfessional Development

Evidence-BasedTools and Resources

“What are we going to do if a student does not learn what we said he or she would learn

in any particular grade or subject?”

The most important question of all…


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Time to Learn

Resources and Support to Learn

If learning the stated objectives is NOT going to vary among students, then what must vary?

The Intervention


© national center for educational accountability national center for educational accountability san...

Documents

best practices

university of texas

university of alabama

school system practices

state best practice

ncea institute

jftk website

potential research partners