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Benchmarking to the BestBenchmarking to the BestA Comparative Study of School A Comparative Study of School District Improvement of Student District Improvement of Student

AchievementAchievement

Edina Public SchoolsEdina Public Schools

MinnesotaMinnesotaPresentation for the American Supervision Presentation for the American Supervision

and Curriculum Development Annual and Curriculum Development Annual Conference, 2004Conference, 2004

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Background and ProblemsBackground and Problems

• The 2002 statewide assessments in Grades 3 The 2002 statewide assessments in Grades 3 & 5 (Minnesota Comprehensive Assessments, & 5 (Minnesota Comprehensive Assessments, MCA) results show Edina students didn’t MCA) results show Edina students didn’t make as much improvement as we expected.make as much improvement as we expected.

• As a high-achieving school district with so As a high-achieving school district with so many dedicated and highly qualified staff, many dedicated and highly qualified staff, how can we continue making improvement in how can we continue making improvement in achievement?achievement?

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Across Minnesota and this Across Minnesota and this country, there are excellent schools country, there are excellent schools and districts with terrific and districts with terrific achievement and great academic achievement and great academic growth, growth,

However, we just rarely share However, we just rarely share our visions, policies, and our visions, policies, and strategies about what a great strategies about what a great school looks like.school looks like.

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Edina Educators’ QuestionEdina Educators’ Question

• How can we focus on school environment and How can we focus on school environment and the interactive effects of academic demand and the interactive effects of academic demand and social support at both the classroom and social support at both the classroom and school levels?school levels?

• How does a high-achieving suburban school How does a high-achieving suburban school district continuously make improvement?district continuously make improvement?

• Why did some districts show impressive Why did some districts show impressive improvement but some didn’t?improvement but some didn’t?

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Comparative Study Task ForceComparative Study Task Force• Conduct a comprehensive comparison and review Conduct a comprehensive comparison and review

elementary school academic programs and services elementary school academic programs and services among districts.among districts.

• Determine schools and districts to be reviewed and Determine schools and districts to be reviewed and compared.compared.

• Identify common effective practices among schools Identify common effective practices among schools and districts.and districts.

• Generate strategies and recommendationsGenerate strategies and recommendations

• Communicate findings with administrators.Communicate findings with administrators.

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Issues to InvestigateIssues to Investigate• What were administrative and programmatic What were administrative and programmatic

factors impacting student achievement?factors impacting student achievement?

• How can we characterize the nature of the How can we characterize the nature of the changes in student achievement?changes in student achievement?

• What district level strategies were used to What district level strategies were used to improve student achievement?improve student achievement?

• What was the connection between policies, What was the connection between policies, practices and strategies at the district level and practices and strategies at the district level and actual changes in teaching and learning in the actual changes in teaching and learning in the classroom?classroom?

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Districts and School Selection Districts and School Selection for Comparisonfor Comparison

• Minneapolis west metro school districts with Minneapolis west metro school districts with demographics similar to Edina.demographics similar to Edina.

• Fast growing schools/districts in achievement Fast growing schools/districts in achievement in other areas of Minnesotain other areas of Minnesota– These schools/districts were in the top 30 on the These schools/districts were in the top 30 on the

Minnesota state testing.Minnesota state testing.– They demonstrated a trend of improved overall They demonstrated a trend of improved overall

student achievement over the past five years.student achievement over the past five years.

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Methods of InvestigationsMethods of Investigations• Five years’ MCA testing results and Five years’ MCA testing results and

improvement rates were collected and analyzed.improvement rates were collected and analyzed.

• District demographics and teachers’ District demographics and teachers’ characteristics were collected.characteristics were collected.

• Survey and Interview: two staff from a district, Survey and Interview: two staff from a district, one at district level and one at school level, one at district level and one at school level, were interviewed. were interviewed.

• Analyze data and make comparison.Analyze data and make comparison.

• Identify best or effective practices.Identify best or effective practices.

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Selected Schools and District Selected Schools and District Achievement Trend, Grade 3 Achievement Trend, Grade 3

ReadingReading

1300

1350

1400

1450

1500

1550

1600

1650

98 99 0 1 2

Dist. 1Dist. 2Dist. 3EDINADist. 5Dist. 6Dist. 7Dist. 8Dist. 9Dist. 10Dist. 11Sch. 12

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Selected Schools and District Selected Schools and District Achievement Trend, Grade 5 Achievement Trend, Grade 5

MathMath

1250

1300

1350

1400

1450

1500

1550

1600

1650

1700

1998 1999 2000 2001 2002

Dist. 1Dist. 2Dist. 3EDINADist. 5Dist. 6Dist. 7Dist. 8Dist. 9Dist. 10Dist. 11Sch. 12

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Key Areas of Inquiry in SurveyKey Areas of Inquiry in Survey

• Curriculum, instruction and assessmentCurriculum, instruction and assessment

• Student intervention programsStudent intervention programs

• Gifted Education programsGifted Education programs

• Teacher characteristics and teacher support Teacher characteristics and teacher support programsprograms

• Staff DevelopmentStaff Development

• Minnesota state testing preparationMinnesota state testing preparation

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Data Analysis and Data Analysis and FindingsFindings

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Curriculum, Instruction and Curriculum, Instruction and AssessmentsAssessments

• Require explicit classroom reading instruction, 90-120 Require explicit classroom reading instruction, 90-120 minutes and 45-90 minutes daily.minutes and 45-90 minutes daily.

• Require primary level (K-2) intervention.Require primary level (K-2) intervention.• Most intervention time and financial support is dedicated Most intervention time and financial support is dedicated

to reading.to reading.• Analyze district wide assessments to improve Analyze district wide assessments to improve

achievement.achievement.• Implement an intensive summer reading intervention Implement an intensive summer reading intervention

program.program.• Use math programs endorsed by the National Council of Use math programs endorsed by the National Council of

Teachers of Mathematics.Teachers of Mathematics.

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Intervention ProgramsIntervention Programs

• Provide district-coordinated student Provide district-coordinated student intervention programs.intervention programs.

• Provide summer intervention services.Provide summer intervention services.

• Provide an extended day/extended year Provide an extended day/extended year program for intervention.program for intervention.

• Use district established criteria and Use district established criteria and assessments to identify students in need of assessments to identify students in need of intervention.intervention.

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Staff DevelopmentStaff Development

• Provide mentoring for new staff.Provide mentoring for new staff.

• Demonstrate coordination in planning between Demonstrate coordination in planning between district and sites.district and sites.

• Foster and implement a study-group model of Foster and implement a study-group model of embedded staff development.embedded staff development.

• Focus on literacy, differentiation and Focus on literacy, differentiation and technology for staff development in the last technology for staff development in the last three years.three years.

• Provide incentives for staff to participate.Provide incentives for staff to participate.

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Gifted Education ProgramsGifted Education Programs

• Support gifted education at both site and Support gifted education at both site and district levels.district levels.

• Sponsor summer programs by intermediate Sponsor summer programs by intermediate school districts and/or local district community school districts and/or local district community education programs.education programs.

• Use a standardized system for identification or Use a standardized system for identification or selection of student participants.selection of student participants.

• Develop a district gifted education program Develop a district gifted education program based on the district curriculum.based on the district curriculum.

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Teacher Characteristics and Teacher Characteristics and SupportSupport

• Tend to have an average teaching experience of 10-Tend to have an average teaching experience of 10-15 years for most districts.15 years for most districts.

• Recruit well-educated staff. Most districts have Recruit well-educated staff. Most districts have over 50% of staff with advanced degrees.over 50% of staff with advanced degrees.

• Provide a variety of teacher support on site. Provide a variety of teacher support on site.

• Provide staff for teacher curriculum support.Provide staff for teacher curriculum support.

• Keep class sizes smaller at kindergarten and Keep class sizes smaller at kindergarten and increase from kindergarten to Grade 5.increase from kindergarten to Grade 5.

• Maintain half-day kindergarten services with a Maintain half-day kindergarten services with a trend toward a fee-based full day option.trend toward a fee-based full day option.

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Correlation Between the Correlation Between the Percentage of New Teachers Percentage of New Teachers

and Percent of Improvement in and Percent of Improvement in the State Test Resultsthe State Test Results

0%

5%

10%

15%

20%

25%

0% 10% 20% 30% 40% 50%

% of New teachers in the Five Years

% o

f ave

rage

impr

ovem

ent i

n th

e Fiv

e Yea

rs

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Minnesota Comprehensive Minnesota Comprehensive Assessment PreparationAssessment Preparation

• Provide some classroom preparation using the Provide some classroom preparation using the state provided practice tests.state provided practice tests.

• Send information letters to parents and provide Send information letters to parents and provide access to the state practice tests and other access to the state practice tests and other practice packages.practice packages.

• Test preparation time and materials vary by Test preparation time and materials vary by district and site.district and site.

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Common Challenges Facing Common Challenges Facing Schools and DistrictsSchools and Districts

• High percentage of inexperienced High percentage of inexperienced teachers.teachers.

• Decreased fundingDecreased funding

• Lack of data on whether teachers Lack of data on whether teachers completed the math curriculumcompleted the math curriculum

• Limited follow up to staff Limited follow up to staff development training.development training.

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What Affects School and What Affects School and Classroom Achievement?Classroom Achievement?

• Early childhood developmentEarly childhood development (birth weight, (birth weight, lead poisoning, and nutrition);lead poisoning, and nutrition);

• School environment factorsSchool environment factors (curriculum, (curriculum, teacher preparation & experience, attendance, teacher preparation & experience, attendance, class size, classroom technology, and safety);class size, classroom technology, and safety);

• Home environmentHome environment (reading to young children, (reading to young children, TV, parent support, student mobility, and TV, parent support, student mobility, and parent participation in family and school parent participation in family and school activities).activities).

Study from ETSStudy from ETS

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Key Strategies and Key Strategies and RecommendationsRecommendations

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Intensive and Explicit Elementary Intensive and Explicit Elementary Instruction in Reading and Math DailyInstruction in Reading and Math Daily

• A systematic, uniform, and relatively A systematic, uniform, and relatively prescriptive approach to endure intensive and prescriptive approach to endure intensive and explicit instruction daily.explicit instruction daily.

• Communicate, support and monitor these Communicate, support and monitor these expectations at the classroom level.expectations at the classroom level.

• Use additional research to determine the extent Use additional research to determine the extent of the instruction cohesion necessary to of the instruction cohesion necessary to produce achievement gains.produce achievement gains.

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Align Achievement Goals and Align Achievement Goals and Curriculum with State Standards Curriculum with State Standards

• Develop clear achievement goals based on Develop clear achievement goals based on state standardsstate standards

• Align curriculum with state standardsAlign curriculum with state standards

• Help translate these standards into instructional Help translate these standards into instructional practice.practice.

(Example: MCA strand--Chance and Data with (Example: MCA strand--Chance and Data with Edina Math Curriculum)Edina Math Curriculum)

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Grade 3 Math Strand Grade 3 Math Strand Analysis over Years, 2000-Analysis over Years, 2000-

200320032000 2001 2002 2003

Shape, Space &Measurement

79% 84% 83% 87%

Number Sense 79% 87% 86% 81%

Data Categorization 68% 63% 62% 83%

Problem Solving 73% 84% 81% 87%

Procedures &Concepts

85% 81% 82% 72%

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Progressively Intensive Programs Progressively Intensive Programs for Low-Achieving Studentsfor Low-Achieving Students

• Coordinate and align student support to assure Coordinate and align student support to assure acceleration of academic progress for low-acceleration of academic progress for low-achieving students.achieving students.

• Provide before- and/or after-school programs Provide before- and/or after-school programs for low-achieving students.for low-achieving students.

• Provide highly skilled classroom teachers to Provide highly skilled classroom teachers to help low-achieving students succeed.help low-achieving students succeed.

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Data-Driving Decision-Making Data-Driving Decision-Making InstructionInstruction

• Provide quick turnaround assessment data in Provide quick turnaround assessment data in spring, data in the start of the academic year, spring, data in the start of the academic year, and assessment preparation data before and assessment preparation data before assessments along with training on data use.assessments along with training on data use.

• Expand training and support to teachers in the Expand training and support to teachers in the use of assessment data to identify weaknesses use of assessment data to identify weaknesses in instruction and make improvement.in instruction and make improvement.

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Concrete Accountability System Concrete Accountability System and Teacher Ownershipand Teacher Ownership

• Develop concrete accountability systems that Develop concrete accountability systems that hold all staff responsible for producing resultshold all staff responsible for producing results

• Increase teacher ownership and inter-grade Increase teacher ownership and inter-grade cooperation for student achievement.cooperation for student achievement.

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Assessment PreparationAssessment Preparation

• Provide an appropriate amount of preparation Provide an appropriate amount of preparation for the state tests. for the state tests.

• Improve student confidence and attitudes about Improve student confidence and attitudes about testing and increase their motivation for doing testing and increase their motivation for doing well on tests.well on tests.

• Ensure that teachers are aware of state practice Ensure that teachers are aware of state practice tests.tests.

• Communicate with parent about the state tests.Communicate with parent about the state tests.

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Final RecommendationFinal Recommendation

All of these things, done All of these things, done together as recommended, together as recommended, will have a much larger will have a much larger impact on student impact on student achievement than doing achievement than doing any one of them alone.any one of them alone.

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Next Step: Elementary Next Step: Elementary Program Evaluation in Program Evaluation in

20042004•Continuous EvaluationContinuous Evaluation•Analysis of DataAnalysis of Data•Improvement StrategiesImprovement Strategies

Please go to the district website for Please go to the district website for the report: www.edina.k12.mn.usthe report: www.edina.k12.mn.us

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Thank you so much for attending our Thank you so much for attending our session! We appreciate your input!session! We appreciate your input!

PresentersPresentersKen Dragseth, Ph.D., Superintendent Ken Dragseth, Ph.D., Superintendent (National Superintendent of the Year, (National Superintendent of the Year,

2003)2003)

Katie Williams, Principal of Concord Katie Williams, Principal of Concord Elementary SchoolElementary School

Julie Hatzung, Principal of Countryside Julie Hatzung, Principal of Countryside Elementary SchoolElementary School

Yi Du, Ph.D., Director of Research and Yi Du, Ph.D., Director of Research and EvaluationEvaluation

Consultant: David Vick, Former Assistant Consultant: David Vick, Former Assistant Superintendent Superintendent