Sandy Kress

Accountability and Data

April 9, 2009

Nashville, Tennessee

2

National Average Scale Scores for

Mathematics, Grade 4

180

190

200

210

220

230

240

2501

99

0

19

92

19

96

20

00

20

03

20

05

20

07

W hite

Black

Hispanic

3

National Average Scale Scores for

Mathematics, Grade 8

230

240

250

260

270

280

290

3001

99

0

19

92

19

96

20

00

20

03

20

05

20

07

W hite

Black

Hispanic

4

National Average Scale Scores for Reading,

Grade 4

180

190

200

210

220

230

2401

99

2

19

94

19

98

20

00

20

02

20

03

20

05

20

07

W hite

Black

Hispanic

5

National Average Scale Scores for Reading,

Grade 8

230

235

240

245

250

255

260

265

270

2751

99

2

19

94

19

98

20

02

20

03

20

05

20

07

W hite

Black

Hispanic

6

National Average Scale Scores for Reading, Grade 4 (White)

210

215

220

225

230

235

240

245

1992 1994 1998 2002 2003 2005 2007

California

Florida

M assachusetts

North Carolina

T ennessee

T exas

7

National Average Scale Scores for Reading, Grade 4 (Black)

180

185

190

195

200

205

210

215

1992 1994 1998 2002 2003 2005 2007

California

Florida

M assachusetts

North Carolina

T ennessee

T exas

8

National Average Scale Scores for Reading, Grade 8 (White)

260

265

270

275

280

1998 2002 2003 2005 2007

California

Florida

M assachusetts

North Carolina

T ennessee

T exas

9

National Average Scale Scores for Reading, Grade 8 (Black)

230

235

240

245

250

255

1998 2002 2003 2005 2007

California

Florida

M assachusetts

North Carolina

T ennessee

T exas

10

National Average Scale Scores for Mathematics, Grade 4 (White)

215

220

225

230

235

240

245

250

255

260

1992 1996 2000 2003 2005 2007

California

Florida

M assachusetts

North Carolina

T ennessee

T exas

11

National Average Scale Scores for Mathematics, Grade 4 (Black)

180

190

200

210

220

230

1992 1996 2000 2003 2005 2007

California

Florida

M assachusetts

North Carolina

T ennessee

T exas

12

National Average Scale Scores for Mathematics, Grade 8 (White)

260

265

270

275

280

285

290

295

300

305

1990 1992 1996 2000 2003 2005 2007

California

Florida

M assachusetts

North Carolina

T ennessee

T exas

13

National Average Scale Scores for Mathematics, Grade 8 (Black)

230

235

240

245

250

255

260

265

270

275

1990 1992 1996 2000 2003 2005 2007

California

Florida

M assachusetts

North Carolina

T ennessee

T exas

14

Accountability

means:

Results Matter!

15

Sec. 39.1323. (b)(3)

Procedures and Definitions

Sec. 39.1323. CAMPUS

INTERVENTION TEAM

PROCEDURES

(b)(3) an assessment of the

quality, quantity, and appropriateness

of instructional materials, including

the availability of technology-based

instructional materials

The WWC Practice Guide

“Turning Around Chronically Low-

Performing Schools” cites…the

following recommendations

regarding alignment of teaching

and standards:

– Have staff collaboratively conduct

a comprehensive review to ensure

that the curriculum aligns with

state and local standards and

meets the needs of all students in

the school. Be sure to involve

teachers in the review.

16

Sec. 39.1323. (b)(6)

Procedures and Definitions

Sec. 39.1323. (b)(6) an

assessment of the type and

quality of the professional

development provided to the staff

The WWC Practice Guide “Turning

Around Chronically Low-Performing

Schools” cites…the following

recommendations regarding professional

development for teachers:

– Arrange for targeted professional

development based on analyses of

achievement and instruction, differentiated

according to teacher needs and the

subject areas targeted for instructional

improvement.

– Have staff collaboratively conduct a

comprehensive curriculum review to

ensure that the curriculum aligns with

state and local standards and meets the

needs of all students in the school. Be

sure to involve teachers in the review.

– Ensure that all school leaders and

instructional staff monitor progress

regularly, and systematically make

adjustments to strengthen teaching and

student learning

17

Sec. 39.1323. (b)(10)

Procedures and DefinitionsSec. 39.1323. (b)(10) an

assessment of the appropriateness of

the curriculum and teaching

strategies; and

The WWC Practice Guide

“Turning Around Chronically Low-

Performing Schools” cites…the

following recommendations

regarding improving instructional

practices:

- Have teachers use formative data

about individual students to analyze

their instruction in light of student

progress toward standards.

- Establish priority areas for

instructional focus and make

necessary changes in those areas

to strengthen teaching and improve

student learning.

18

Sec. 39.1324. (b)

Procedures and Definitions

Sec. 39.1324. MANDATORY

SANCTIONS

(b) The campus intervention

team shall decide which educators

may be retained at that campus. A

principal who has been employed

by the campus in that capacity

during the full two-year period

described by Subsection (a) may

not be retained at that campus.

The WWC Practice Guide “Turning Around

Chronically Low-Performing Schools” cites…

the following recommendations regarding

school leadership:

– Signal the need for dramatic change with

strong leadership

A change in leadership practices in the

school is essential. Because the current

school leader may be enmeshed in past

strategies, a new leader can immediately

signal change.

If there is no change in leadership, the

existing leader can signal change by

radically altering leadership practices.

Make the school leader the instructional

leader who is highly visible in classrooms.

– Publicly announce changes and anticipated

actions.

– Establish priority areas for instructional focus

and make necessary changes in those areas to

strengthen teaching and improve student

learning.

19

Sec. 39.1324. (b) (cont’d)

Procedures and DefinitionsSec. 39.1324. MANDATORY

SANCTIONS

(b) The campus intervention

team shall decide which educators

may be retained at that campus. A

principal who has been employed

by the campus in that capacity

during the full two-year period

described by Subsection (a) may

not be retained at that campus.

– Arrange for targeted professional development based on analyses of achievement and instruction, differentiated according to teacher needs and the subject areas targeted for instructional improvement.

– Ensure that all school leaders and instructional staff monitor progress regularly, and systematically make adjustments to strengthen teaching and student learning.

– Start with a goal that is important, can be achieved quickly, and will provide visible improvement.

– Develop a strategy for accomplishing the goal that can be implemented quickly – for example, the school already has the authority and resources to implement the strategy.

– Consider some common goals for quick wins, such as changing the school’s use of time, improving access to resources and the physical facilities, and improving discipline.