Project MOMENTUM• Impacting Students Through School and Central Office Collaboration

Presenters

J.E.B. Stuart High School• Penny Gros, Principal of J.E.B.

Stuart High School• Shawn DeRose, Principal of

Glasgow Middle School• Megan Smith, Instructional

Coach

Mount Vernon High School

• Nardos King, Assistant Superintendent of HS, Baltimore County Public Schools

• James Oberndorf, Instructional Coach Coordinator

• Patricia Dutchie, Instructional Coach

Region Office• Mark Greenfelder, Region 3

Executive Principal for School Improvement

Central Office• Charles Hom, Educational

Specialist

Outcomes

•Learn how Project MOMENTUM within Fairfax County Public Schools (FCPS) provides support for schools accredited with warning

•Learn how collaboration among Region office, Central office and School personnel can impact student achievement

•Showcase the efforts of J.E.B. Stuart and Mount Vernon High School to achieve state accreditation

Getting to Know Each Other

Connect with 3 to 5 people around you:•Who are you?•Where are you from?•What is your role in your district?

This will be your group for the duration of our presentation

Describe a connection this school year between your district’s central office and school(s) that will lead to a positive impact on student achievement.

Getting to Know J.E.B. Stuart High School

•Enrollment: 1975 students

•76% Minority population

•46% Limited English Proficiency

•19% Mobility rate

•64% receiving Free or Reduced

Meals

•13% receiving Special Education services

Getting to Know J.E.B. Stuart High School

Number of new hires supporting the Math Department

*7 were new to teaching

2013-2014 2014-2015 2015-2016

New AP No Yes Yes

New Department

ChairYes Yes Yes

General and Special Ed

Math Teachers2 out of 20 10* out of

21 4 out of 20

Getting to Know J.E.B. Stuart High School

Target: 70%

Math: 3 Year Trend

2012 2013 2014

Overall 55 63 62

Algebra 1 43 54 49

Geometry 54 63 59

Algebra 2 52 62 65

Getting to Know Mount Vernon High School

•Enrollment: 1927 students

•79% Minority population

•27% Limited English Proficiency

•21% Mobility rate

•53% receiving Free or Reduced

Meals

•16% receiving Special

Education services

Getting to Know Mount Vernon High School

Number of new hires supporting the Math Department

2013-2014 2014-2015 2015-2016

Math 6 3 8

Special Education 1 4 6

ESOL n/a n/a 2

Overall 7 out of 24

7 out of 24

16 out of 29

Getting to Know Mount Vernon High School

Target: 70%

Math: 3 Year Trend

2012 2013 2014

Overall 53 54 65

Algebra 1 60 59 60

Geometry 56 53 69

Algebra 2 41 46 59

Project MOMENTUM- Our Philosophical Approach

•Project MOMENTUM’s primary goal is to support our schools at greatest risk of State Accreditation Warning status and those identified as Title I Focus schools

•Since 2014-15, FCPS has provided differentiated support for all Project MOMENTUM schools to raise the bar and close gaps in student achievement

Project MOMENTUM- How schools are identified

Criteria for Intensive and Targeted Tiers •Accreditation status •VDOE Focus/Priority status •VDOE Gap Points •Missed AMOs

Automatic Qualifiers for Intensive Level •VDOE Focus/Priority status •Year 2+ Accredited w/ Warning: Partially Accredited Warned School-Pass Rate (New)

Project MOMENTUM- Where we began: 2014-2015

Intensive: 15 schools (12 ES, 1 MS, 2 HS) •13 accredited with warning (8 in “Year 2”) •6 Title I Focus schools •13 missing federal AMOs

Targeted: 22 schools (20 ES, 1 MS, 1 HS) •4 accredited with warning (all in “Year 1”) •All missing federal AMOs

By the Numbers:

- PM schools serve 32,000 students

- PM schools would rank as the 9th largest school district in VA

Region Office

Office of Special Education Instruction

Office of Professional Learning and

School Support

Office of ESOL Services

Assistant Superintendent

and Executive Principal(s)

Educational SpecialistContent Area Support

ESOL SupportSpecial Education

Support

Intensive School Instructional

Coach

Supports Offered: 2014-2015

Role of Secondary Math Resource Teacher

•Visit schools once a week•Collaborate with school support team

•Build capacity using coaching language

•Support schools in

accomplishing:–School Improvement Plan–Project MOMENTUM expectations

Teachers & Teams

School Leaders

Resource Teacher

Components of a Resource Teacher

•Ability to build relationships

and credibility

•Content expertise

•Success coaching and leading collaborative teams

•Success with diverse learners

Teachers & Teams

School Leaders

Resource Teacher

Region Office

Office of Special Education Instruction

Office of Professional Learning and

School Support

Office of ESOL Services

Assistant Superintendent

and Executive Principal(s)

Educational SpecialistContent Area Support

ESOL SupportSpecial Education

Support

Intensive School Instructional

Coach

How does your district currently support the work of the school?

Getting Started: School Improvement Plan

School Improvement Plan

School Level SMARTR Goals• Raise the Bar• Close the Achievement Gap

Strategies and Actions

Getting Started: School Improvement Plan

School Improvement Plan

School Level SMARTR Goals• Raise the Bar• Close the Achievement Gap

Strategies and Actions

Getting Started: School Improvement Plan

School Improvement Plan

School Level SMARTR Goals

• Raise the Bar• Close the Achievement Gap

Strategies and Actions

SIP Action Plan

SIP Strategies and Action Steps which identifies:

• School-based person responsible

• Central office person supporting

• Resources needed• Timeline for completion• In-process measures to

monitor progress

School Improvement Plan

School Level SMARTR Goals• Raise the Bar• Close the Achievement Gap

Strategies and Actions

Getting Started: School Improvement Plan

What supports does your school and/or district require to ensure action?

Getting Started: J.E.B. Stuart

Developed an instructional model for all Math courses which incorporated:

•LEARN Model

•VDOE Math Process

Goals

•Admin non-

negotiables

Getting Started: J.E.B. Stuart

•Facilitated a discussion of best practices to support every element of the model

•Active Learning and Closing Reflection were identified as opportunities for growth

Getting Started: J.E.B. Stuart & Mount Vernon

Building relationships with teachers & teams.

•Listen, listen, listen…

•Participating in

collaborative teams

•Be present and follow

through

•Emphasize

confidentiality

Teachers & Teams

School Leaders

Resource Teacher

Building relationships with school leaders.

• Listen, listen, listen…

• Reflecting with school

leaders

• Provide support with communicating directives to staff

• Emphasize confidentiality

Teachers & Teams

School Leaders

Resource Teacher

Getting Started: Mount Vernon & StuartConsidering your current resource structure, how might your staff initiate the work within your school and/or district?

Instructional Walkthroughs: The Process

• “Bell-to-Bell” classroom visits

• Visits were conducted by central office staff

• Visited all Math courses through Algebra 2

• Observation form was co-developed using input from:

–Teacher and administrators–School Improvement Plan–Instructional model

Between both schools:

- 47 teachers- 70 classrooms- Approximately 100 hours of instruction was observed

Instructional Walkthroughs: Feedback

–Created summary report of observations and questions to consider.

–Reviewed feedback with the admin team and school leaders to develop a plan to reflect with the Math department.

Instructional Walkthroughs: Feedback

– Created summary report of observations and questions to consider.

– Reviewed feedback with the admin team and school leaders to develop a plan to reflect with the Math department.

Instructional Walkthroughs: What we found

Strengths

• Math expertise

• Safe learning

environment

• Students ready to learn

• Each collaborative team

had at least one exemplar teacher

• Time

Opportunities

• Increase student

discourse• Align the rigor of

instruction and materials to match or surpass the SOL

• Provide support for multiple learning modalities

Instructional Walk-Throughs: Next Steps

• Identified next steps in three buckets:

–Immediate non-negotiables–Current practices needing refinement

–Future professional development

• Teachers prioritized their PD needs

What are some elements of the instructional walkthrough process that you might consider for your school and/or district?

The Work- J.E.B. Stuart

• Professional Development

• Collaborative Teams

• Year-Long Intervention• SOL Preparation

-January Testing Window (87 Passes!)-Spring Testing Window

The Math Leadership

Team: Assistant Principal,

Instructional Coach, Resource

Teacher, Department

Chairs

The Work-Mount Vernon

• Strengthened Assistant Principal & Instructional Coach relationship

• Aligned work with school improvement strategies:-Checking for Understanding-Student Engagement-Writing within all Content Areas

• Supported collaborative teams through the PLC cycle:-Unpacking Standards-Common Assessments & Data Dialogues-Tier 2 Intervention Action Plans

Focus:

Shore up the core

The Work: Collective Year-long Overview

Consider how collaboration within your district:• Can build relationships?• Can be intentional?• Can hold all parties

accountable?

http://tinyurl.com/PMresources2015

Within your group, explore how we have built capacity throughout the year

The Work- Quarter 2 Assessment

Mid-Year: -47% of assessed items demonstrated growth-All students struggled with technology enhanced items (TEI)

Quarterly data dialogues with Region and Central office

• Focused on overall and subgroup pass rates

• Identified strengths and next steps for growth

The Work- Quarter 2 Assessment

Mid-Year: -47% of assessed items demonstrated growth-All students struggled with technology enhanced items (TEI)

Quarterly data dialogues with Region and Central office

• Focused on overall and subgroup pass rates

• Identified strengths and next steps for growth

The Work- Quarter 3 Assessment

Schools administered 2013 SOL in lieu of Quarter 3 District Assessment% of students passing both parts of the practice

SOL

MVHS Stuart

Algebra 1 28.4% 28.1%

Geometry 60.4% 34.8%

Algebra 2 49.2% 52.5%

Overall 46.5% 37.6%

The Work- Planning for SOL Success

All Secondary Intensive Schools were tasked to craft and share a roadmap of success from March through June

• Planning calendars for all collaborative teams

• Structures for SOL review

• Identify support staff and protocols for data flow

• Structures for SOL remediation

• Share ideas with othersRoadblocks & possible solutions

Additional Support Staff

The Work- SOL Remediation

Class 1

Class 2

Class 3

Retakes

Pass/Fails

Retakes

Pass/Fails

Extension

Remediation

Extension

Honors

Students

Additional

Teacher

Co-teacherSubstitu

te

Teacher

Majors Review for Success

What: An effective, deliberate intervention for students receiving an expedited retake in Spring Non-Writing SOLs

Why:• Students may have multiple tests to remediate• Embedded during the school day• Frequent meetings that minimize interruptionsOdd Even

1 Social Studies 2 Science 3 Math 4 English Reading 5 Science 6 Social Studies 7 English Reading 8 Math

Majors Review for Success

What: An effective, deliberate intervention for students receiving an expedited retake in Spring Non-Writing SOLs

Why:• Students may have multiple tests to remediate• Embedded during the school day• Frequent meetings that minimize interruptionsAlgebra

1

Tuesday,May 26

Wednesday,

May 27

Thursday, May 28

Friday, May 29

Students will review:

Expressions & Operations

Equations & Inequalities

Functions & Statistics

Weakest reporting category

Target: 70%

The Results

73%

70%

Math: 4 Year Trend

2012

2013

2014

2015

J.E.B. Stuart 55 63 62 73

Mount Vernon 53 54 65 70

J.E.B. Stuart

Mount Vernon

The Results

Algebra 1 Geometry Algebra 20

10

20

30

40

50

60

70

80Mount Vernon High School

2014 2015

Mount Vernon High School

Algebra 1 Geometry Algebra 20

10

20

30

40

50

60

70

80

Stuart High School

2014 2015

J.E.B. Stuart High School

Lessons Learned: Region & Central Office View

• Increase efficiency and provide timely support to Project MOMENTUM schools

• Improve communication structures between school, region, and central office

–Meeting structure–Website–Newsletter

•Every Project MOMENTUM school has at least one Instructional Coach for each warned area

Lessons Learned: Region & Central Office View

Accelerated SIP Timeline •Summer 2015 extended contracts, hourly funds, and region/central support for development of:

–School Improvement Plan by mid-August

–Professional Development Plan

–Blueprint for Success for collaborative teams

Lessons Learned: Region & Central Office View

•Build relationships

•Respect the past, ask questions about the future

•Communicate early and often

•Be transparent and consistent across all levels

•Provide additional staff support for:–Data creation and data coaching–Response to Intervention (RTI)

Project Momentum Website

Project Momentum Website

Region Office

Office of Special Education Instruction

Office of Professional Learning and

School Support

Office of ESOL Services

Assistant Superintendent

and Executive Principal(s)

Educational SpecialistContent Area Support

Data Support

ESOL Support

Special Education Support

Responsive Instr. Support

Intensive School Instructional

Coach

Supports Offered: 2015-2016

Region Office

Office of Special Education Instruction

Office of Professional Learning and

School Support

Office of ESOL Services

Assistant Superintendent

and Executive Principal(s)

Educational SpecialistContent Area Support

Data Support

ESOL Support

Special Education Support

Responsive Instr. Support

Intensive School Instructional

Coach

Supports Offered: 2015-2016

Lessons Learned: School View

•Build relationships

•Communicate early and

often

•Be pro-active & data-

driven:–School Improvement Plan

–Professional Development plan

• Involve teachers with the decision-making process as often as possible

•Collaboration leads to

greater student success

•Build math leaders

Reflection

Take 30 seconds to connect with a shoulder partner and respond to one of the following-

What did you hear today that:

• Reaffirms the efforts of your district/school?

• Your district/school should have in place

tomorrow?

• Your district/school should consider for

exploration?

Thank You!• Charles Hom• charles.hom@fcps.edu