Secondary School Leadership Panel

Moderated by Paul Fleming, Ed.D. Executive Director of Leader

Effectiveness

Welcome to our Panelists

• Troy Kilzer, II Principal, Chester Co. High School, Chester County Schools • Sheri Roberson Special Education Supervisor, Putnam County Schools • Scott Langford Assistant Principal, White House Middle School, Sumner County Schools

Today our panelists will be discussing the following three questions:

• How do you create and sustain a culture focused on student learning in your building?

• How do you structure intervention in middle and high schools to ensure the success of all students?

• How do you manage instructional change in the transition to the Common Core State Standards?

How do you create and sustain a culture focused on student learning

in your building?

Troy Kilzer, IIChester County Schools

Building Student-Centered Leadership and Culture

What drives you?

Student-Centered Culture

• Begin with the end in mind. “To envision in your mind what you cannot see presently with your eyes.” Steven Covey, The 7 Habits of Highly Effective People

• Possess a growth, not fixed mindset. Growth is the foundation of great results-not the fixation on grades.

• Praise the “practice, persistence and effort.”

Student-Centered Culture

• Student program of study must be “dialed in” to a specific point of difficulty. Zone of Proximal Development.

• Students’ sense of accomplishment must outweigh their labor of learning.

• Student learning should be “customized,” not “standardized.” The student-centered educator will gain knowledge of the importance and singularity of each child.

Student-Centered Culture

• Must have “safety nets” for their students. Students by the age of 18 years have spent only 13% of their waking hours in school.

• 5:1 Ratio- To improve student engagement and performance in learning, they need five positive experiences for every negative one.

• Value the areas of strength in each child and seek to nurture.

How do you structure intervention in middle and high schools to ensure

the success of all students?

Sheri RobersonPutnam County Schools

Middle School Implementation

• Grade Level Scheduled Intervention Times• 30-55 Minute Intervention Classes• Every Student Receiving Instruction—From

remediation to enrichment• Schools implementing no zero policies, ICU,

SWPBS

Programming

• ELA/Math Benchmarking• Teacher Directed Skills Based Lessons• Compass• SRA—Corrective Reading (fluency) , Reading

Success (comprehension), Flex Literacy• Renzulli Learning

VitalVirtual Instruction to Accentuate Learning

• Credit Recovery• Credit Advancement• Blended Learning• Distance Learning• Dual Enrollment• District Technology PD

High School Implementation

Credit Recovery-Credit Intervention

• Short credits for graduation• Struggling to meet standards and need remediation• Falling behind on credits• Previously failed entire course• Currently at risk of failing• Missed course requirements for various reasons

Credit Intervention:Putnam Co. Results with 3 Approaches

• Credit Intervention– Compass• Teacher lead intervention—Teacher assigns standards based

modules for the student to work on during the 9 weeks to replace failing grades. (Student can work at home, during lunch and after school)• Student scores improved from 30 to 78, 63 to 82 and 52 to 97.• 1/3 less failures after the 1st semester (33% improvement in

failure rate)

Intersession

• Intersession– One week of credit intervention is offered the 1st week of

fall and spring break.– Students work at school on standards based modules in

compass assigned by their teacher.– Students are placed in labs with teachers that teach the

subject they are working on.– Labs are also available to any student that is in credit

recovery.

Intersession Continued…

– Served 150 students in fall and spring session.– 15 recovered credits– 62% of the students passed that would have failed.– 30% of the students were given a 65%

Smart Lunch

• Hour long lunch• For students that fail a class between 65 to 69 and pass the

EOC (if applicable)• Teacher assigned, principal approved, teacher staffed• 55 students received credits in smart lunch

Total Credits Saved

• 62 Teacher Led Intervention• 93 Intersession• 55 Smart Lunch• 90 Summer School• 300+ Total Credits Recovered Began implementation in July 2012

Credit Recovery with Compass

• Schedule in lab during the school day if possible• Students can work in the lab during lunch, after

school, and at home• 85 students have recovered credits in class• 15 students recovered credits in intersession• 100 total credits recovered to this point in 2012-13.

Final Results of Implementation of Vital Compass in 2012 (9-12)

• 210 Credits saved• 100 Credits recovered• 300+ total credits save• Graduation rate improved from 86% to 94%.

How do you manage instructional change in the transition to the

Common Core State Standards?

Scott LangfordSumner County Schools

Managing Instructional Changeto the Common Core Standards

Building Collaborative Culture

Building Collaborative Culture

• Speaking English, Not “Core”• Sharing Useful Resources Beyond Routine Borders• Liberating Teachers from Textbooks & Worksheets

Speak English, Not Core

• Don’t lose good people to jargon.• Stated simply, Common Core emphasizes – Reading Comprehension– Supporting Arguments with Evidence not Emotions– Understanding Mathematical Practices and Concepts– Applying Skills to Solve Realistic, Real-World Problems

Share Resources Beyond Borders

• The #1 Fear of Teachers– Where do I find resources?

• Start Local– PBL & Meaningful PLCs

• Share across Schools, Districts & the State– Sullivan County– Williamson County– Pinterest

Liberating Teachers

• An Ocean of Junk Mail & Junkier Resources• The Beauty of Curriculum Innovation