Yourself… How Are€¦ · What are Bright Spots? • Successful Efforts Worth Emulating • Illuminate The Road Map For Action and • Spark The Hope That Change Is Possible. Bright

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Turning High-Poverty Schools Into High-Performing Schools

12 High Leverage Strategies

Learner Outcomes

!  Emerge with a substantially enhanced knowledge of what works for underachieving students living in poverty.

!  Understand how high-poverty schools become high-performing.

!  Conduct a review of your transformation plan in light of the information provided.

!  Be compelled to take informed action to better meet the needs of underachieving students living in poverty.

Revisiting Four Areas of Transformation Plan

(#4) Job-embedded PD designed to ensure effective teaching and capacity to implement the school’s strategies

(# 6) Use of data to select and implement a research-based instructional program

(#7) Use of individual student data to inform and differentiate instruction

(#9) Strategies for continuous engagement of families and communities

Ask Yourself… How Are We Doing?

Validate

Challenge to Improve

(ASCD, January 2012)

Now Available

From ASCD

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Who Are You?

Teachers Principals Central Office Specialists/ISD/

RESA/SDE

Elementary School Middle School High School

Collaborate / Network!

What Level?

Heath & Heat, Switch, 2010

What are Bright Spots? •  Successful Efforts Worth Emulating •  Illuminate The Road Map For Action and •  Spark The Hope That Change Is Possible.

Bright Spot Philosophy

Identify what’s working right now and how can

we do more of it?

Kids Are Smart!

How well do you know your students?

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Michigan 100

Of Every 100 9th Grade Students in Michigan...

McRae, P., Boise State University, CPI&PS (2013)

71 Graduate from High School in 4 Years


42 Enroll in College in the Fall


28 are Still Enrolled in the Sophomore Year


18 Graduate w/in 6 Years


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Part I Learning Together

Part II Leading Together

• Learning From Others: Stories of Inspiration and Hope

• Assessing What You Know About Poverty: The Importance of Accurate Information

• Constructing a Framework for Action

• Build Leadership Capacity—What do we do? What do we stop doing?

• Focus on Learning—What do we do? What do we stop doing?

• Foster a Healthy, Safe, and Supportive Learning Environment—What do we do? What do we stop doing?

STEP 1: R E A D F O R W A R D

STEP 2: J O T D O W N Y O U R T H O U G H T S O N T H E S E Q U E S T I O N S : •  W h a t s i g n i f i c a n c e d o e s M i k e ’ s m e s s a g e h a v e f o r y o u ? •  W h a t q u e s t i o n s d o e s i t r a i s e f o r y o u ?

STEP 3: T A B L E T A L K

Connecting

How High-Poverty Schools… Become High-Performing Schools

Source: Education Trust analysis of data from National School-Level State Assessment Score Database www.schooldata.org Data are from 2002.

Poverty vs. Achievement in Illinois Elementary Schools

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0 10 20 30 40 50 60 70 80 90 100

Percent Low-Income Students

Per

cen

t 5t

h G

rad

ers

Mee

tin

g S

tan

dar

d in

Mat

h

High-Poverty / High-Performing Schools

Dayton’s Bluff Elementary, St. Paul, MN

Lapwai Elementary, Lapwai, ID

Molalla High School, Molalla, OR

Osmond A. Church PS/MS. 124 K-8 School, Queens, NY

Port Chester Middle School, Port Chester, NY

Taft Elementary, Boise, ID

Tekoa High School, Tekoa, WA

Nationally Recognized High-Poverty / High Performing Schools

JAPAN

UNITED KINGDOM

Lapwai Elementary Lapwai,'ID'

2005 Dispelling the Myth Award Winner

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Lapwai Elementary

!  312 Students K-6 !  79% Low-income !  84% Native American ! Outperformed the state in 4th grade reading and

math 2003 – 2006 ! Native American students outperformed the state

in 4th grade reading and math 2003 – 2006

Idaho Department of Education: http://www.sde.state.id.us/Dept/, 2008

Making Gains at Lapwai

Grade 4

Source: Idaho Department of Education: http://www.sde.state.id.us/Dept/, 2008.

27%$

32%$

85%$

97%$

0%$

10%$

20%$

30%$

40%$

50%$

60%$

70%$

80%$

90%$

100%$

Reading$$ Math$

1999$

2008$

“If it can happen at Lapwai…it can happen

anywhere.”

Brenna Terry Lapwai School Board Member

2006

Taft Elementary School Boise, ID

2003 Blue Ribbon Award Recipient

William H. Taft Elementary

•  330 Students Grades k-6

•  72% Low Income

•  18% ELL/Refugee

•  9% Hispanic

Idaho State Department of Education, 2010

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William H. Taft Elementary

Reading Scores, 3rd Grade


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2004-2005 2005-5006 2006-2007 2007-2008 2009-2010 2010-2011

Taft

Distrcit

State

Making Refugee Students Welcome Kathleen Budge and William Parrett When 58 refugee students speaking little English were transferred to this urban elementary school, the principal set up a team-building summer camp.

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April 2009 "

Twi+er"#WCVC13"

Osmond A. Church School

PS/MS 124 Queens,'New'York'


Twi+er"#WCVC13"

Osmond A. Church

School PS / MS 124

•  1,227 students in grades K-8

•  97% Low-Income

•  44% Asian

•  33% African American

•  21% Hispanic

Source: GreatSchools.org, 2013

Twi+er"#WCVC13"

English Language Arts Scores, 2012

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Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Osmond Church

District

State

Osmond A. Church

School PS / MS 124

Source: New York State Education Department, 2013

Port Chester Middle School Port Chester, NY


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Port Chester Middle School

•  864 students in grades 6-8

•  73% Latino

•  7% African-American

•  64% Low-Income

New York Department of Education, 2010

Port Chester Middle School

Overall Test Scores Grades 6-8

New York Department of Education, 2010

66%

83% 85%

39% 43%

80%

0 10 20 30 40 50 60 70 80 90

100

2006 2007 2009

Port Chester State

Tekoa High School Tekoa, WA'

Tekoa High School

!  110 Students

!  51% Low-income !  83% White !  12% American Indian !  5% Other

Source: Washington State Department of Education, 2010

Tekoa High School

Reading and Writing Grade 10

Source: Washinton State Department of Education, 2010

67

86

55

86

0"

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20"

30"

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60"

70"

80"

90"

100"

Reading Writing

Tekoa State

And…At The District Level?

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Caldwell School District Caldwell, ID

•  6,500 Students Grades K-12

•  80% Low Income

•  56% Hispanic

•  43% White

•  1% African American / Asian

From Sanctions to Success

Moving from the most severe level of state and federal sanctions to making AYP in 8 of its 10 schools in four years.

Caldwell School District

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4

6

8

10

12

2007 2008 2009 2010

Making AYP Not Making AYP



Closing The Achievement Gap Between White & Hispanic Students

Reading

Source: Caldwell School District, 2010

73% 93%

55%

85%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

2007 2010

White Hispanic


Closing The Achievement Gap Between White & Hispanic Students

Math

Source: Caldwell School District, 2010

65%

88%

47%

79%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

2007 2010

White Hispanic

…to be persuaded of the educability of poor children? If your answer is more than one, then I submit that you have reasons of your own for preferring to believe that basic pupil performance derives from family background instead of school response to family background… We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us.”

Ron Edmonds... 1979

“How many effective schools would you have to see… “WE KNOW WHAT WORKS IN

EDUCATION. THE RESEARCH IS PROLIFIC”

“Amazingly, then, the question today is not about what works, but about why we do not implement what we know works in all schools for all kids?”

Karin Chenoweth. It’s Being Done: Academic Success in Unexpected Schools. 2007. Pg. 227.

Today…in 2013…

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Tree

•  Talk substitutes for action

•  Fear prevents risk-taking and innovation

•  Measurement focuses on the wrong things

THE KNOWING-DOING GAP

“ I T I S N O T T H E I N E R T I A O F I N D I F F E R E N C E O R I G N O R A N C E , B U T K N O W I N G T O O M U C H A N D D O I N G T O L I T T L E ? ”

- P F E F F E R & S U T T O N , 1 9 9 9

A FRAMEWORK FOR ACTION: Leading High Poverty Schools to High Performance

Actions


Actions

School Culture

Spheres of Influence

Actions

School Culture


Spheres of Influence

Actions

School Culture

A FRAMEWORK FOR ACTION Leading High Poverty Schools to High Performance

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Start With An Honest Review of the Issues and Data

“An overwhelming majority of chronically absent kids are impoverished, dealing with such daily stresses as caring for siblings, high rates of disease, violence in the community, and frequent familial moves to find employment.” -Marc Cutillo “Poverty’s Prominent Role in Absenteeism”

Is Attendance Important?


Actions

Foster a Healthy, Safe, and Supportive Learning Environment

!  Are we working to eliminate mindsets, policies, structures, and practices that perpetuate under-achievement?

!  Have we ensured safety?

!  Have we developed an accurate understanding of the influence of poverty on student learning?

!  Have we fostered caring relationships and strengthened the bond between students and schools?

!  Have we made an authentic effort to engage parents, families, and our community?


•  School Is Unsafe •  Blaming Students /

Families •  Mis-use of Suspension

& Expulsion

Fostering a Healthy, Safe, and Supportive Learning Environment

Have We Ensured Safety?

Strategy 1 Establish a Physically and Emotionally Safe

Environment

“We had to establish law and order…” “These kids aren’t going to begin school in a place where you can smell the bathrooms when you come in the front door.”

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Fostering a Healthy, Safe, and Supportive Learning Environment

Do we have an accurate understanding of poverty?

Strategy 2 Establish an Accurate

Understanding of Poverty

! Generational Poverty

! Working-Class Poverty

! Immigrant Poverty ! Situational Poverty

Tools for Schools

Step 1: Scan Chapter 3

Step 2: Use pgs. 35-39 to answer the first 6 questions on the survey

Dramatic Increase in Childhood Poverty

(Source: U.S Department of Education, 2011)

Change in percent from 2007 - 2011 Eligible for free or reduced-price lunch

Rates of Increase in 4th Grade Subsidized Lunches Since 2007, the proportion of fourth graders eligible for free or reduced-price lunches through the federal government’s school meals program has increased nationwide to 52%, from 46%.

0% (1) 1-6% (14) 7-10% (31)

≥11% (4)

AS YOU WATCH THE VIDEO, JOT DOWN YOUR THOUGHTS ON THESE QUESTIONS:

What significance does the information have for you/your school? What questions does it raise for you?

Video Viewing Guide

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TURN AND TALK

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Confronting Common Myths

Fact or Fiction…

!  People in poverty are unmotivated and have weak work ethics.

!  Education, as a way out of poverty, is readily accessible to everyone.

!  People living in poverty are uninvolved in their children’s education because they do not value education.

!  People living in poverty tend to abuse drugs and alcohol more than people in other socioeconomic classes.

Understanding Mental Maps/Mind-sets

! Images, assumptions, and stories carried in our minds that shape behavior and attitude

! Usually tacit until we examine ! Limit our ability to change ! Leader’s task is to “identify/expose”

through reflection and inquiry

Challenging Our Mental Maps / Mindsets

Mental Maps!Action / Strategy! Consequences!

Expose Beliefs/ Assumptions!• School attendance is important.!• Rules must be followed.!• Tardiness is not allowed.!• Parents are responsible for excusing their child.!Tactic Beliefs / Assumptions!• Parents don’t care about education. !• Parent and student are lazy.!• Parents probably aren’t home or are sleeping off a hangover. !

• Set policy and require parents to sign in.!• Try to call home.!• Sent letter home via U.S. mail!• Give letter to student!• Warn about impending suspension!• Sent letter home with students!

Student still tardy and flunking class!

Adapted from the work of Chris Argyris & David Schön

Challenging our Mental Maps/Mindsets

They challenged their own mind-sets…

But BEHAVIOR…

CAME BEFORE BELIEFS

USING THE STUDY GUIDE: PROBLEM-BASED LEARNING

Step 1: Skim Chapters 7 & 8 Step 2: Discuss the problem-based scenario at your table. Step 3: Decide what you would do and provide a rationale?

You are a member of a leadership team in a high-poverty middle school. Your school has a homework policy that requires students to complete and submit daily homework.

If students fail to turn in their homework on time they are allowed one more opportunity at half-credit.

If they fail to turn in their homework three times in a grading period, they are assigned to in-school suspension for one day. After failing to turn in their homework six times, students fail the course.

Based on data analysis, students in your school who live in poverty are two times as likely to not turn in homework as students in your school who do not live in poverty.

WHAT WOULD YOU DO? WHY?


Have we developed an accurate understanding of the influence of poverty on student learning?

Strategy 3

Do EVERYTHING Possible to Level the

Playing Field

Documents

Yourself… How Are€¦ · What are Bright Spots? • Successful Efforts Worth Emulating • Illuminate The Road Map For Action and • Spark The Hope That Change Is Possible. Bright