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January 14, 2010Anchorage, Alaska
Lynn Fielding, School Board Member, Attorney, Author
Greg Fancher, Asst Superintendent of Elementary Education, Kennewick WA
Annual Growth,
Catch-up Growth
Kennewick
90
Colum b iaRiver
Spokane
WASHINGTON
La keChela n
Sna keRiver
Co lum b iaRive r
Ya kim aRiver
Colum b iaRiverVancouver
Tacoma
Seattle
Olympia
MOUNTRAINIERNATIONALPARK
OLYMPICNATIONALPARK
82
5
5
Sp oka neRiver
Kennewick
Portland
Kennewick School DistrictEnrollment: 15,000Schools: 13 Elementary 4 Middle Schools 3 High Schools 1 Vocational Center
50% Free and Reduced:
Budget $152 M
Ethnic Make- up Anglo 74% Hispanic 22% Asian 2% African-American 2%
Staff: Teachers 960 Classified 774 Administrators 60
Stating the Obvious
•Reading is our most basic academic skill.
•85% of curriculum is delivered by reading including math--there are far more words than numbers in math textbooks.
•No other educational success can compensate for failure to teach reading early and well.
•Change must affect classroom practice.
Today:
A.Overview: Cradle to College B.Changing Cradle to KindergartenC.Changing Kindergarten to CollegeD.Coming together in Kennewick
A. The Mt. McKinley View of Cradle to College
Mindy Tony
250 250240 240230 230220 220210 210200 200190 190180 180170 170160 160150 150140 140130 130120 120110 110
0 1 2 3 4 K 1 2 3 4 5
Reading Growth from Birth to Kindergarten
Grade in SchoolAge in years
Skills typical of
2-year old
4-year old
5-year old
6-year old
7-year old
3-year old
5 year range
Mindy
Tony
It takes about an hour of normal classroom instruction for 180 days to make up each year a student is behind.
Behind:
1 year 60 minutes x 180 days2 years 120 minutes x 180 days3 years 120 minutes x 180 days
6 7 8 9 10
K 1 2 3 4 5
+2 yrs
+1 yrs
-1 yrs
- 2 yrs
-3 yrs
Grade level
REDO
Understanding the Bands
Mindy
Tony
7 years7 years
5 ¾ years5 ¾ years
4 ½ years4 ½ years
3 ½ years3 ½ years
2 ¼ years2 ¼ years
Math achievement from the beginning of second grade through beginning of 10th grade. Arrows show how many years earlier the upper band achieved the 10th grade math levels of each lower band.
This chart was derived from copyrighted data provided by NWEA from 7,520 students whose reading scores and 8,842 students who’s math scores were available during both at the end of third grade and the end of eighth grade in reading and math. © 2009 Northwest Evaluation Association.
National odds at birth of enrolling in a four-year university
directly out of high school
Total number of freshman seats
available at four-year universities 1,277,700 Number of students at each grade level 3,752,200 Odds at birth of your child enrolling as
a freshman in a four-year university One in three (1:3)
Alaska odds at birth of enrolling in a four-year university
directly out of high school
Total number of freshman seats
available at Alaska four-year universities 2,325 Number of students at each grade level 10,866 Odds at birth of your child enrolling as
a freshman in a four-year university One in five (1:5)
98%
44%
63%
25%
12%
-0%
54% to 63% of dropouts
Community College Completion Rates
Typical annual enrollment at all community colleges 10,133,874
Less non-degree/non-certificate-seeking attendees (12%) -1,216,065
Certificate- or degree-seeking students 8,917,809
Full-time two-year equivalent students 4,458,904
Associate degrees awarded annually 486,293/4,458,904 =
Certificates awarded annually: Less than one year 133,249 One to two years 94,724 More than two, less than four 8,026 Annual certificates awarded 235,999/4,458,904 =
Total AA and certificates awarded annually 722,292 / 4,458,904 =
11%
5%
16%
Summary: Everything here is common sense
5 year range by kindergarten caused results at home Annual growth keeps 70%+ students in the band they
start in.With catch-up growth and differences in teaching and
motivation 30% of students move bands.Predictable post secondary outcomes by high/low bands.Spending billions maintaining this predictable pattern.
B. Changing Cradle to Kindergarten
Children’s Reading Foundation
Local affiliates14 local affiliates serving 758,000 students in 127
districts
Simple repetitive message:The most important 20 minutes of your day Read to a child.
$1 a student-locally funded, locally operatedNancy Kerr (509) 735-9405
Your current structure, resource allocation and beliefs are perfectly designed to create your current results.
• Targets, training and tools for parents• Three 90 minute lessons per year per age level• Kennewick alone: 22,000 parent/lessons served• 78% of students whose parents attended entered
with at or above grade level skills.• $135 per parent per year plus local delivery costs.• Created more “buzz” than a state championship.
readyforkindergarten.org509-396-7700
64% of parents believe: “Child will catch up to other children within a year or two.”
27% of parents believe: “Child will be behind other children throughout school years.”
9% of parents: “Not sure”.
C. Changing Kindergarten
to College
The highly visible 90% Reading Goal created a clear line of sight from where we were to where we need to go.
White paper-basis for subsequent change (page 239)
Coming to grips with disparity between what we believed and what we lead our community to believe
““Ten years ago, we had little idea what to do. Ten years ago, we had little idea what to do. Now we know what to do. The challenge is Now we know what to do. The challenge is getting people to do it.”getting people to do it.”
- David Montague, - David Montague,
Principal 2006Principal 2006 National Distinguished Principal of the Year-Washington StateNational Distinguished Principal of the Year-Washington State
Created by solid reading programs emphasizing accuracy, fluency, comprehension, phonemic awareness and explicit phonics.
“In primary grades, a minimum of 2 …hours of instruction is recommended.” CORE Sourcebook 22.6
Eye-ball to eye ballPerhaps twice as effective at Washington than ten years beforeDistrict instructional conferencesInstruction is our craftImpact on “talk”- “media stars”
“In primary grades, a minimum of 2 …hours of instruction is recommended.” CORE Sourcebook 22.6
“120 minutes of eyeball to eyeball instructionKennewick practice
(1) (2) (3) (4) (5) (6) (7)
2-3 3-4 4-5 2-3 3-4 4-5
1 18 27 22 13 18 16
5 31 34 33 23 25 26
10 36 38 37 30 32 32
20 42 44 43 37 38 39
30 47 48 47 42 44 43
40 51 52 50 46 48 48
50 54 54 50 50 52 52
60 58 57 56 54 56 56
70 61 60 60 59 60 60
80 65 65 63 65 65 64
90 70 69 68 72 72 71
95 75 72 72 78 77 7599 83 80 81 87 84 84
Source: John Cronin and Branin Bowe, "Study of Growth Index Performance by School," NWEA research report (2007), 9, 15.
Where Your School Ranks in Creating Annual Growth
Reading Math
P
erce
nti
le R
anki
ng
of
Sch
oo
l
““Annual growth” for all students is Annual growth” for all students is
hard to achieve. hard to achieve.
Yet a year of growth each year Yet a year of growth each year merely perpetuates the gap between merely perpetuates the gap between the four quartiles.the four quartiles.
Catch-up growth is required to close Catch-up growth is required to close it.it.
Diagnostic testing to determine the deficient sub-skills of those behindProportional increases in direct instruction timeTeaching to the deficient sub-skillRetesting to assure that adequate catch-up growth actually occurred
Catch-up GrowthCatch-up GrowthWhen students leave kindergarten three years When students leave kindergarten three years
behind in reading, they must make behind in reading, they must make six years of six years of growth in three yearsgrowth in three years to catch-up by 3 to catch-up by 3rdrd grade. grade.
This means they must make one year of annual This means they must make one year of annual growth and one year of catch-up growth each growth and one year of catch-up growth each year.year.
Or, said another way, Or, said another way, two years of growth in two years of growth in each 1each 1stst, 2, 2ndnd, and 3, and 3rdrd grades grades to catch up. to catch up.
Use of additional tests by leading schoolsUse of sub-skill data in existing testsNWEA testing to look at sub skills.See page Annual Growth page 74 for other specific (10) diagnostic tests
“In God we trust. Everyone else shows
their data.”
-unknown
Diagnostic testing and data
“You can either fight assessment or embrace it.
However, you cannot be a high-performance school without embracing assessment.”
-Dave Montague
Diagnostic testing and data
“There is no point in testing if you don’t look at the data,
don’t understand it, and don’t change.”
-Chuck Watson, Principal-Vista Elem., Kennewick, WA
Diagnostic testing and data
Students who are behind do not learn faster than those who are ahead.
Catch-up growth is driven primarily by proportional increases in direct instruction time.
Catch-up growth is so difficult to achieve that it can be the product only of quality of instruction in great quantity.
145152159166173180187194201208215222229236
0 1 0 0 2 0 0 3 0 0 4 0 0 5 0 0 6 0 0 7 0 0 8 0 0 9 0 0
Ascending Student Scores in Each School
Fal
l Ach
ieve
men
t in
NW
EA
RIT
Sco
res C
asca
de
Individual Student 3rd Grade Scores at Thirteen Kennewick Elementary Schools, Fall
2002
Was
hing
ton W
estg
ateA
mis
tad Ea
stga
te Ed
iso
nCan
yon
Vie
w
Haw
thor
ne Su
nset
Vie
wVis
ta
Rid
ge
Vie
wSo
uthg
ateLi
ncol
n
Increased time: a real life problem
Tony has just scored at the 11th percentile on the spring 2nd grade reading test. His state set their reading standard at the 50th percentile.
How much direct reading instruction does Tony need during 3rd and 4th grade to assure he will reach the state standard by the end of 4th grade?
Increased time: real life problem continued
a. State Standard in percentiles is…….. Percentileb. Tony’s 2nd grade status in percentiles Percentilec. Difference is……………………………………………….. Points
Rough rule of thumb is 13 percentile points = 1 year of growth In elementary school the normal reading period has been 60-70 minutes
d. Divide the gap in points by 13 points to convert the gap into instructional years………
3rd 4th
Annual Growth minutes Catch-up Growth 1 extra year 1/2 extra year
Total Minutes
501139
7070
175 175
35
70
35
70
3 years
Standard Reading Block Plus Intervention Block Minutes Kennewick Elementary Schools by School by Grade for 2002-03
School
1st
Gra
de
1st
Gra
de
Inte
rven
tio
n
2nd
Gra
de
2nd
Gra
de
Inte
rven
tio
n
3rd
Gra
de
3rd
Gra
de
Inte
rven
tio
n
3 Y
ear
To
tal
Amistad 120 80 140 81 130 66 617
Southgate 120 60 120 56 150 75 581
Canyon View 195 54 135 42 120 30 576
Hawthorne 150 30 150 30 90 78 528
Eastgate 120 30 120 80 120 55 525
Westgate 160 36 120 41 120 46 523
Washington 150 10 120 24 120 55 479
Lincoln 150 5 130 45 120 21 471
Ridge View 135 30 120 30 90 30 435
Vista 120 10 120 25 120 40 435
Cascade 120 60 90 30 75 40 415
Edison 90 26 90 52 80 29 367
Sunset View 90 5 90 30 75 52 342
District Average
132 23 119 44 99 47 465
Adult change when it does not.
D. The Kennewick Experience
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Percentage of Kennewick Third Graders Reading At or Above Standard, Spring 1995-2008
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Percentage of Kennewick Third Graders Reading At or Above Standard, Spring 1995-2008
1999 InsightWhen we actually said out loud:
“We do not know how to do this.”
Very liberating—As long as you know what to do, the issue is just working harder at what you have always done.
Telling the truth is always very difficult in this process.
Believe follows achievement.Must learn to hold impossible beliefs to achieve impossible things.
“We like to think we follow our beliefs. In reality, our beliefs follow our experience.”
-Paul Rosier
“There is no use trying,” said Alice; “one can’t believe impossible things.”
“I dare say you haven’t had much practice,” said the Queen. “When I was your age,
I always did it for half an hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast”.
–Lewis Carroll
Could not see what was happening in kindergarten, first and second grade.Adding of district tests at K, 1 and 2Adding of diagnostic tests by the buildingsModeled use of data at each level.
Locke-Bergeson storyMansfield storyGirls championship basketball story.Labor day versus November 1
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Percentage of Kennewick Third Graders Reading At or Above Standard, Spring 1995-2008
Washington 54 72 72 68 78 94 96 99 94 98 99 98 95 99 54Cascade 35 78 79 72 83 88 91 99 96 93 97 95 97 90 35
Vista 50 83 73 90 79 80 93 91 95 94 100 94 98 93 50Southgate 20 92 80 81 86 88 82 90 93 91 86 94 91 97 20Ridge View 23 80 69 78 88 79 84 94 90 92 91 92 85 88 23Hawthorne 60 69 62 62 78 73 87 90 92 80 88 93 90 93 60
Canyon View 38 71 66 78 65 83 76 90 90 90 94 91 92 90 38Sunset View 9 82 86 92 85 84 87 89 95 93 94 92 92 91 9
Lincoln 41 79 75 73 85 87 86 78 99 92 84 85 93 92 41Westgate 80 58 55 47 51 57 49 55 76 82 82 85 84 90 80Eastgate 82 53 55 52 40 53 54 67 68 80 68 85 86 80 82Amistad 76 66 65 55 52 44 47 51 65 80 71 80 82 85 76Edison 73 66 68 71 54 53 55 53 46 74 51 80 82 62 73
District 48 74 70 71 72 77 78 82 86 88 86 90 89 88 48
2007 20082003 F & R
2008 F & R
2001 2002 2003 2004 2005 2006School 1996 1997 1998 1999 2000
The Implementation Years
Reading is now their priorityTrainedTeach the curriculumKnew where all the kids were
Cooks knew where the kids were
Unheard of levels of teaming
Movement of kids within remediation
Sharing para-pros.
Fluid, Flexible Teaming
Became reading experts Attended all the staff reading training Knew where all the kids were (data) Knew the research Were in classrooms, not in the office Established look-fors (inspect your expectations)
In entrenched low performing schools, teachers will hate and despise you.Principals whom you replace and their friends will despise you for high achievement.You must learn to be the sole holder of impossible beliefs to achieve impossible things until performance provides proof.
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Percentage of Kennewick Third Graders Reading At or Above Standard, Spring 1995-2008
If we know we have to improve, yet continue to do what we’ve always done
in the same way we’ve always done itand continue to get the same results…
Who really are the slow learners?
Over arching concept today:
These are pretty ordinary guys.Kennewick is a pretty ordinary district.If they can achieve these kinds of results, we
should be able to.
