planning for student success - … for student success ... •not a robin hood recipient district...

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Planning for Student SuccessThe Orange Grove Process: What and How

Orange Grove ISD

TASB Summer Leadership Institute

June 9, 2011

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Planning for Student Success

• High Expectations for All +

• Quality Personnel +

• Board and Community Support +

• Data Analysis +

• Curriculum +

• Instruction +

• Assessment +

• Staff Development = Exemplary Schools

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District Overview

• Orange Grove – Jim Wells County

– 40 miles west of Corpus Christi

• Population: 1,395

• Fall 2010 Student Enrollment: 1,836

• 75% of students live outside city limits

• Rural community

• OGISD is largest employer

• Many residents commute

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District Accountability

• Recognized District in 2010

– District was last Recognized in 2004

• Only 3A, 4A or 5A district in ESC 2 to be Recognized on merit

• Exemplary scores in Math, Science, Reading/ELA, Writing and Social Studies

• Missed Exemplary status by 2% in High School Completion rate

– District was last Exemplary in 2000

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Campus Accountability

• Primary PK-1 345 students Exemplary

• Elementary 2-3 239 students Exemplary

• Intermediate 4-5 280 students Exemplary

• Junior High 6-8 434 students Recognized

– Missed Exemplary by 2 students in Science)

• High School 9-12 538 students Recognized

– Missed Exemplary by 2% in Completion Rate)

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Student Data

• 61% Economically Disadvantaged

• 59% Hispanic

• 40% White

• 9% Special Education

• 2% ESL

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The Orange Grove High School Band strives to provide its members with a family environment through teamwork, encouragement, spirit, and fun. This display of Esprit de

Corps helps facilitate us in achieving our goals while reassuring the community of our unwavering pride and

determined commitment.Consistent Sweepstakes in Marching and Concert Bands

ATSSB All-Region, All-Area, All-State BandsSolo & Ensemble, State Solo & EnsembleSouth Texas Honor Band

Band

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The Orange Grove High School Agriculture, Food, and Natural Resources classes combined with the National

FFA Organization strive to develop agriculture leadership, citizenship, and personal growth in each

student. Students learn by doing and take advantage of the many opportunities offered by the FFA

Organization.•Each year students receive substantial scholarship awards

•Yearly state competitors in Leadership & Judging Career Development Events

•Consistent competitors at the National Level in theAgriculture Sales Event

•Participation in all levels of Leadership Conferences

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• 251 employees

• 51% Teachers 4% Administrators

• Student/Teacher ratio 14.5

• Average Teacher salary $44,518

• Average Teacher exp 15.3 yrs (11 State)

• Average Years in district 9.3

• Teacher Turnover 12% (15% State)

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Financial Data

• 95% of Texas ISD’s have more taxable value

• Not a Robin Hood recipient district

• 78% funds from State

• $4,921 Target Revenue ($5,438 State Avg)

• $1.24 Tax Rate ($1.17 M&O, $.07 I&S)

• Same Total Tax Rate for four years

• 94.3% approval for Tax Ratification Election

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Financial Data

• Student Transfers now accepted– Quality standards (attendance, grades, conduct)

• Refinanced bond payments

• $1 lunch for all Employees

• Doubled fund balance in past two years

• No one loses their job

• All but Superintendent receive pay increase

• All programs and services intact

• Quality of service will be maintained

• Same Tax Rate w Balance Budget– While adding to Fund Balance

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District Goals

• How we developed them

• How we use them

– District Improvement Plan

– Campus Improvement Plan

– Board evaluation of Superintendent

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District Goals

• The District and each Campus will attain and maintain Exemplary status with an emphasis on Commended Performance.

• The District will provide a well balanced curriculum with effective instructional practices which actively involve all children and prepares them for success.

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District Goals

• All staff will model, support and encourage all students, parents and community members to develop and display positive attitudes which ensure academic success.

• The financial integrity of the district will be maintained while providing an acceptable fund balance which supports staff, facilities and student programs.

• The District will provide a safe and well disciplined environment.

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OGISD Board Philosophy

• Let the Superintendent be the C.E.O.

• Support the staff

• Be the communication conduit and buffer for the community

• Accept responsibility for the district

• Follow Board Operating Procedures

• Enjoy working together as Team of Eight

• Always do what is right and best for students

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Leadership Team

• “Good instructional leaders don’t hide behind a desk. Effective instructional leadership requires communication, visibility and accessibility on the part of administrators and teachers and a commitment to collaboration.”

– E.R. Delisio, ASCD Education Update

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Leadership Team

• Purpose: to communicate, collaborate, plan and problem solve

• Goal: to attain and maintain Exemplary status as a district and at each campus

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Leadership Team

• Sharing Good News

• Preview Board agenda

• Discuss wide array of topics/make decisions

• Each team member can bring ideas, concerns, suggestions

• Proactive parent calls

• Instructional Improvement

– Classroom walkthroughs

– Instructional Progress Conversations

– CSCOPE success stories

– Observations from other IPC meetings

– How are we doing; how do we know; what support do we need

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Leadership Team

• Book Study

– What Great Principals Do Differently

• Todd Whitaker

• Fifteen things that matter most

– Teaching with Poverty in Mind

• Eric Jensen

• What being poor does to kids’ brains and what schools can do about it

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Exemplary Now and LaterCurriculum Expectations

• How we developed Curriculum Expectations

• How we utilize our Curriculum Expectations

• Process and Content: why it is important

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• To implement Curriculum for all grades and subjects

• In a way that– meets Texas Essential Knowledge and Skills standards

– Is flexible and user friendly

– Provides differentiation and spiraling

– Is tightly aligned vertically and horizontally in a Scope and Sequence

– Provides a rigorous quality standard

– With continuous monitoring and assessment

– Coordinate what is written, taught and tested

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• So that all students will be successful learners at the Commended Performance level

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Exemplary Now and LaterBaseline Expectations

• Understand and implement District Goals

• U and I Curriculum Expectations

• U and I Vertical Alignment Documents

• U and I TEKS Verification Matrix

• U and I Year at a Glance

• U and I Instructional Focus Document

• U and I 5-E Model of Instruction

• Teach one Exemplar lesson each semester

– Teacher’s choice, aligned w longitudinal data

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Exemplary Now and LaterData Analysis

• Eduphoria Aware

– Staff incorporates data analysis at the Objective level in longitudinal format for improvement

• INOVA

• Strategic Benchmarks

• On going analysis

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Eduphoria Aware

• Data management system•District and Campus TAKS data •Local assessment data

• User friendly access to analyze •Student performance data •Teacher performance data

• Allows for deeper levels of analysis

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INOVA

• Non Traditional data disaggregation • Added Value v Pass/Fail • Individual student profiles• Strike Zone

•Instructional

• Aberrant Analysis•Instructional

• Scenario Analysis•Instructional •Psychological/Social

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Strategic Benchmarking

•Eduphoria Aware user friendly

•All content areas addressed

•Ongoing based on student/content needs

•Allows Student Needs to be Effectively

•Addressed at the Objective Level

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Longitudinal Analysis of Teacher Performance

•Identify specific strengths and targets for improvement

•Review three to five years of data

•Consider relationship of student performance and teacher strengths/targets

•Identify Staff Development solutions

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Putting All the Puzzle Pieces Together

•Case Study

•Process for student, classroom, grade level, campus and District

•Process for •Bubble Student •Average Student•Commended Performance Student

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Student Profile

•8th-Grader in 2010-11

•Hispanic male

•Economically Disadvantaged

•Passed Math TAKS Test in Fifth Grade

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What Eduphoria Tells Us

•Passed Math TAKS Test •only in 5th grade •past five years •Scale Score of 2184

•Weakest Objectives = 1, 2, 3, and 4

• Strongest Objective = 6

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What INOVA Tells Us

•Based on past performance, predicted to have a 14% chance of passing Math TAKS

•Strike Zone Objective •5

• Aberrant Objectives •1, 2, 3

•Scenario Recommendation •Instructional & Psychological/Social

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What Eduphoria Tells Us About 8th Grade Math Teacher

•2007 -08 8th-Grade Math TAKS •Weakest Objectives = 1, 4

•2008-09 8th-Grade Math TAKS •Weakest Objectives = 4, 5

•2009-10 8th-Grade Math TAKS •Weakest Objectives = 2, 4

•Teacher Staff Development Focus•Objective 4

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What Eduphoria Tells Us About 8th Grade Math Benchmarks

•1st Benchmark Results (November 2010) = 30%

•2nd Benchmark Results (January 2011) = 44%

•3rd Benchmark Results (March 2011) = 78%

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Another Success Story

•Passed first administration of 8thgrade Math TAKS Test

•INOVA predicted a 14% chance of passing

•Achieved a Vertical Scale Score of E-710 (Passing = E-700)

•INOVA predicted score of E-669

•“Added Value” of more than one year

•Contributed to an overall passing rate of 85% for 8thGrade Math TAKS Test in 2010-11, first administration

•(State Average = 80%)

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Exemplary Now and LaterClassroom Walkthroughs

• Dana Center Training

• Administrators work with teachers to implement Dana Center process

• An integral component of Instructional Progress Conversations

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*For teacher (PDAS) appraisal

*about individual teachers

*formal observations

Are

* A quick, focused way to collect data

* A way to bring about focus on best practice

*a way to talk with teachers about the

instructional program

DANA CENTER CLASSROOM WALKTHROUGHS

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1. Focus on Curriculum

1a Determine the learning objectives for the lesson:Objective(s)____Exists ____Does not exist ____Unable to determine

1b Learning objective(s) on target for grade-level standards:____Yes ____No ____Unable to determine

1c Learning objective(s) aligned to specified timeline, scope and sequence:____Aligned ____Not aligned ____Unable to determine

1d Learning objective(s) evident to the students:____Evident ____Not evident ____Unable to determine

Classroom Walkthroughs

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2. Focus on the Learners

2a Determine learning materials:__Activity/lab sheet __Real-world objects __Websites__Manipulatives, materials, models __Student-created materials__Multimedia __Technology, software __worksheets__Published print materials __Textbook __None

2b Identify ways students acquire, comprehend, and communicate knowledge of content:__Listening __Writing__Reading __None__Speaking

2c Determine level(s) of student work:__Knowledge-recalling information __Analysis-breaking information into parts__Comprehension-understanding __Synthesis-putting info together__Application-using info in a new way __Evaluation-making judgments__None

2d Determine level of class engagement:__Highly engaged –students are authentically engaged__Well-managed-students are willingly compliant, ritually engaged__Disengaged-students actively reject the assigned task or substitute another activity


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3. Focus on Instruction3a Identify Instructional practices:

__Coaching __Hands-on experiences __Demonstration__Discussion __Learning centers __Practice__Formal assessment __Modeling __Teacher Q & A__Presentation __Other: __None

3b Identify Grouping Format:

__Whole group __Small group __Paired __Individual

4. Focus on the Learning Environment__Materials are readily available __Routines/Procedures evident__Models/exemplars of student work posted __None


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Exemplary Now and LaterInstructional Progress

Conversations

• Administrators and teachers have an ongoing dialogue

• Based on multiple data sources

• To truly know how we are doing and

• Identify precisely what we are doing and will do to meet our District Goals

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Exemplary Now and LaterInstructional Progress Conversations

Student and school performance gains are achieved through regular review of results (achievement data & student work) followed by targeted discussion about and adjustments to curriculum and instruction

(Wiggins & McTighe, 1998)

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The consistent monitoring of

curriculum implementation is a foundation for continuous improvement.

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Meaningful data-driven discussions and reflection among teachers and between administration & teachers in regards to:

curriculum implementation

student achievement

instructional practices

interventions

adjustments to curriculum

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Multiple sources of high-quality, useful data

Specific

Consistent

Accurate

Relevant

Fast

(Jensen, 2009)

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Gather data that answers 3 core questions:

1. Both generally and specifically, how are we doing?

2. To what degree are we serving the needs of all students?

3. What are we good at, and where do we need help?

(Jensen, 2009)

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Based on the data participants will…

Set goals for improvement

Identify students needing interventions

Plan the needed interventions

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Primary Campus PK – 1st

• Intervention Team (Principal, intervention teacher, special education teachers) meets with each classroom teacher.

• Meet at the conclusion of each six weeks

• Formulate grade level data spreadsheets

• Conduct student-centered data discussions

• Identify at-risk students/Plan interventions

• Identify areas of concern/Plan adjustments

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Grade Level Team Meetings

• September: Student data spreadsheets per class• October: Classroom Walkthrough data• December: Benchmark data; update student data• January: Form tutoring groups• March: Classroom Walkthrough data• April/ May: Promotion/ Retention guidelines

*Student progress data analysis*CSCOPE use and understanding*Classroom Walkthrough and Instructional Improvement*Campus / District updates


Elementary Campus 2-3

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Intermediate Campus 4th & 5th Grades

GRADE LEVEL TEAM MEETINGS

• September: INOVA

• October: Benchmarks

• November: Benchmarks

• January: Benchmarks

• February: Benchmarks

• April: At-Risk/failing students

• May: 5th grade TAKS scores; determine interventions/tutorials

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Intermediate Campus 4th & 5th Grades

1. Dataa. Benchmark (Eduphoria, INOVA)b. Report card/Progress Report failures, border-line c. Attendance

2. CSCOPEa. Exemplar lessons used or plan to useb. CSCOPE – YAG, IFD, VAD (laptop to model how-to)

3. Upcoming Events/Calendar check4. Other (example – field trips, special programs, etc..)

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Orange Grove Junior High School

Departmental Meetings with Administrator

Math – 8 meetings – all Math teachers

Science – 7 meetings – all Science teachers

ELA – 4 meetings – all ELA teachers

Social Studies – 3 meetings –

8th grade Social Studies teachers

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Orange Grove Junior High School

Exemplary Now & Later requirements

Instructional Walkthrough data

2009-10 TAKS data at objective level

Benchmark results at the objective level

Failure rates, attendance rates, ECO classes

After school/lunch TAKS tutorials

Saturday academies and in-school academy

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Orange Grove High School

Departmental Meetings Every Six Weeks

with Administrator

Instructional Walkthroughs

CSCOPE/Rollouts

TAKS Prep

TAKS Benchmarks

Professional Development

Budgetary Needs

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D - Data gathering

I - Identify strengths & areas of need

A - Adjustments to curriculum & instruction

L - Learning improvements

O - On-going consistent monitoring

G - Group effort

U - Understanding data

E - Examine & Evaluate to be Exemplary

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Exemplary Now and LaterAligned Staff Development

• Aligned Staff Development

– Ruby Payne

• “Understanding Children from Poverty”

– CSCOPE State Conferences

– Dana Center

– STAAR

– Vertical planning based on multiple data sources

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Systemic Analysis of Learning

• Data Analysis– How did we do in 2010?– How did we do since 2003? – How did we do by teacher?– How did we do by objective?– What are the three year and one year positive

trends? • What did we do differently to impact positive trends?

– What are the three year and one year improvement trends?• What needs to be done differently to impact

improvement trends?

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• Curriculum: What we teach

– Review Curriculum Expectations statement

– What impact did CSCOPE have on our Curriculum, based on the data?

– What impact did Dana Center training have on our Curriculum, based on the data?

• Sequence: What order we teach courses and objectives

– Campus to campus transition and vertical alignment

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• Instruction: How we teach

– What impact did CSCOPE have on our Instruction, based on the data?

– What impact did Dana Center training have on our Instruction, based on the data?

• Assessment: How we measure learning

– Review our Benchmark process, goals, timelines

– Do Six Weeks and Semester Grades correlate with TAKS results?

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• Personnel: Who teaches– Certifications, experience

– Longitudinal data by teacher, grade level and department

• Staff Development– What impact did CSCOPE Conferences, Dana

Center and ESC2 training have?

– What impact did Eduphoria and INOVA have?

• What Staff Development is needed to improve for 2011-2012

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• Instructional Walkthroughs

– How will you refine this concept to improve teaching and learning?

• Instructional Progress Conversations

– How will you refine this concept to improve teaching and learning?

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Building the Team

• Clearly visualize and articulate the cause

• Commit to a world class standard– Dream ambitious goals; Believe in what We can

accomplish together; make well thought out decisions

• Expand competency with leadership traits– Goal setting, Communication, Trust, Accountability

• No surprises– All are accountable; seek ideas; offer and ask for help

• Promote a culture of appreciation– Support, recognize and cheer others to victory

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Final Thought

• “Success is a journey, not a destination. The doing is often more important than the outcome.”

Arthur Ashe

• Thank you for your service and commitment to all the children of Texas!

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Session Number 8827