The
Real-World Application
EAF 493.01
is a course that has been designed to support C&I doctoral students to
understand the foundational interrelationships between the fiscal and
instructional components of school leadership that effectively improve teaching
and learning – for every student.
Imagine
that you have just been selected to serve as the chairperson of a district-wide
task force in District 211. Members come from a diverse set of stakeholders, and
represent each high school, as well as the district, including:
·
Teachers
·
Students
(including students who are eligible for ELL, special education, gifted
services)
·
Parents
(including parents whose voices may not have been heard previously)
·
Staff
(non-certified employees)
·
Administrators
·
Board
members
·
Community
members
The
district has a long history as a high performing school district. Your recent
research, however, has identified significant and persistent achievement gaps
across many of the AYP demographic subgroups. Many people are unaware of the
gaps, and believe that the district is very successful, and has been for many
years. You are interested in helping to lead the district move from “good” to “great”,
a learning place where every student is succeeding academically and
socially, and where teachers, students, staff and parents are proud to be
affiliated.
Like all
other districts in the state, funding is very tight. Describe three
strategies you would engage to guide this task force in the first year: what you
would prioritize, what resource data would you share, and how would you develop
1-2 shared (and measurable) goals?
First – identify the students that are persistently and significantly failing to meet AYP, identify what subgroups (underrepresented minorities) they belong to. Are they ethnically or racially identifiable? Is it socio-economic? Are there ELL subgroups? Second - once the students have been identified then a plan of action must be drawn up that has both the support of the teachers and administration. And third, the plan of action must include steps of implementation that have components that can be measured to determine effectiveness in improving student achievement that ultimately leads to improvement of test scores. Whatever the plan action is determined to be, the data that is ultimately collected must be measurable in a way that shows that these subgroups are improving to the point that they will meet AYP.
ReplyDeleteGiven that, my three recommendations are:
1. Adopt a neutral funding measure to make better use of faculty in a staffed tutoring center in which the identified students (underrepresented minorities) would be required to attend tutoring sessions where they will be provided with small group or one-on-one tutoring with a teacher who teaches the subject(s) in which the student is failing to meet AYP, or even more ideal, shows lack of progress in an area that when they do take the required state testing, they would be likely fail to meet AYP. If Math is the subject in which the student has the achievement gap then a Math tutor will assist them with their math homework, preparing them before they would take the state mandated testing. If it is reading or writing, then an English teacher will provide tutoring in those areas. Since faculty are contractually obligated to a one-half period duty each day, then it is better to reassign them to a professionally suitable position as a subject level tutor, tutoring students that would benefit from their expertise than as an additional and often unnecessary disciplinarian in the student cafeteria or as an overpaid attendance taker in a silent study hall. In this way students are required to meet with a professional tutor, get assistance with real and timely homework and not only possibly improve their current course grade but gain a better understanding of the particular subject matter, which would lead to their being better prepared for state testing and thus meeting AYP. The ultimate goal for all of the strategies chosen should be to implement strategies that will effectively improve testing for the subgroups identified, assuring that they will be prepared for the mandated state testing and that their scores reflect real and measurable improvement in scores for their particular subgroup.
2. Make technology more accessible and readily available to students (underrepresented minorities) who are likely to not meet AYP, based on 8th / 9th grade and 10th grade testing (EXPLORE and PLAN). If these students are likely from an economically disadvantaged subgroup then they likely do not have access to a computer or limited access at best. The cost for laptops has dropped immensely and the reallocation of some funding to get them into the hands of those who potentially may not meet AYP could go a long way in reducing costs elsewhere such as remediation in summer school or having students repeating courses that mean additional costs incurred with students having to take a course over for the second or even third time. It would be feasible for the district to seek available funding from available state or national programs for which these subgroup students might qualify. Or, grants such as the Bill and Melinda Gates Foundation or the Pew Charitable Trust that provide educational funding for students like those that are in the subgroups failing to meet AYP. In One-to-One programs, where students are given access to computers and are given the responsibility for maintaining and treating them as their own, could go a long way in making these students feel more like they belong to the school rather than the oft overlooked or marginalized students they may have become accustomed to being treated.
ReplyDelete3. The third recommendation would be the reorganization of professional learning teams/communities that doesn’t fit the typical model of same subject teachers working together in PLTs/PLCs. Rather, the recommendation would be to place teachers that are typically the teachers of the subjects and level of courses that those students (underrepresented minorities) that have been identified as part of the subgroups often enroll in and in which they have failed to meet AYP in the past. The Math, Science, Language Arts (English – Reading), and Social Studies teachers should be put into active teams of problem solvers based on their sharing of these particular subgroup students, along with a Reading specialist and even teaching assistants (TAs) if possible, all of which can collectively better assist students from the qualifying subgroups rather than individually. These PLTs/PLCs can actively create real problem-solving learning teams that normally operate disconnected from each other and have no idea that they share the same failing, or potentially failing, student(s). Often teachers get into a rut by working within the same PLTs/PLCs with the same curriculum where time is spent rehashing the same material over and over again, when a better reallocation of time might be to have the teachers working in small teams of educators that are working with these same students that potentially may fail to meet AYP. Together these educators can develop effective lesson plans or plans of action that can meet the needs of these particular subgroups. Again, this would be funding-neutral since the district already has scheduled “late-start” days and/or teacher institute days where teachers are working in PLTs/PLCs. These new reorganizations of teams/communities would be to better serve the needs of those that have continually failed AYP in the past and to lessen the potential of these students falling into the same pattern as these subgroups have in the past; working together to provide safety nets to those that have continually been marginalized and left out of the success that so many of the rest of their peers have been experiencing
All three of these strategies and their implementation are based upon the needs of students (underrepresented minorities) that would have to be determined from gathered data – what are the subgroups and what has been the trend in their state testing that has led to their failing to meet AYP? What courses are students who belong to those subgroups currently enrolled in and how then can they be assigned to the tutoring room and subsequently, how are these teachers to staff the tutoring center then matched with the right subgroup whose needs match the subject in which the students have, or potentially could have, a deficiency? Additionally, this information will help in assessing which teachers then can be put into the PLTs/PLCs necessary to additionally assist the subgroups that are in jeopardy of failing to meet AYP. The class schedules of the students must be used then to determine which teachers are the most common teachers that students within a particular subgroup share and then placing these teachers into the right PLTs/PLCs that are meeting to best/better accommodate their shared students. The same data will determine who will receive the laptops and how the laptops will be utilized to best assist these subgroups students. With the laptops, uniquely funding data will have to be collected to assure that the district has the proper funding to purchase the laptops and that the laptops themselves will best suit the needs of the students that will be using them. The district would have to also verify that both the tutoring center and the reorganization of the PLTs/PLCs remains funding neutral.
ReplyDeleteOnce all of the data is cross referenced, the most important remaining determination is how to measure/assess that these strategies not only collectively will show measureable growth in student learning and more importantly student testing but even set apart from each other, the strategies should have their own individual measures to determine an improvement in testing by the subgroups well ahead of scheduled mandated state testing. One measurable goal is that students in the tutoring center take regularly scheduled mini quizzes that assess what skill level(s) they have reached. These mini quizzes would be formative assessment to measure at what point is the student at that particular time to determine how successful the student is in attaining the skills that the tutoring teacher is teaching to/assisting with. Once these students (underrepresented minorities) show proficiency in certain area, based on a formative assessment, the classroom teacher could be informed of that attainment and could follow up with a summative assessment that is measuring a longer term of learning that mixes the areas of deficiency of the student with areas that the student would be learning additionally in the classroom, separate from the tutoring center that is primarily working on known deficiencies; proficiency should be based on improving deficiencies as well as attaining new information, show progress – AYP ready.
As for the laptop program, surveys could be conducted on a regular basis to determine how effective their use was for these particular students (underrepresented minorities). Or perhaps there is software available that can be built into the laptops that perform scheduled assessments on student usage as to how often the student used it for Math homework, or for Language skills self-quizzing, or Science terms practice tests, all of these are to determine how the students are best utilizing the laptops for their purpose. It may be difficult to determine which one, or even which two of these strategies prove to be most effective or are more responsible for improvement, or if there is no improvement, the strategies will need to be tweaked to better meet the initial goal for their implementation. All of these strategies and the measurable goals associated with them are intended to assure that the subgroups (underrepresented minorities) identified, that have in the past have failed to meet AYP, are better prepared to in fact meet AYP continuing our school’s tradition as a high performing school that successfully serves all of its students by teaching effectively all of its students.
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ReplyDeleteIn pulling together a task force to address concerns that are specific to D211 areas of improvement in closing the achievement gap, it is imperative that we operate from a similar set of data. Data relevant to these critical discussions include, but is not limited to, the specific high school and district data regarding student achievement as reported the Illinois Interactive Report Card:
ReplyDeleteBlack and Hispanic student achievement continues to lag behind white students in reading, math, science and writing scores. Income has a connection to student achievement.
http://tinyurl.com/Gapbetweenblackandwhite
http://tinyurl.com/Gapbetweenhispanicandwhite
http://tinyurl.com/gapbetweenstudentincome
Thoughtful consideration of the data reveals that the task force must recognize and implement strategies that will effectively impact student achievement for every student in District 211. We can no longer deny the data that shows that, while we are doing well by many students, we are not meeting the needs of every student. Exposing the task force to the following ideas and the expectation that teachers will engage in culturally responsive curriculum is essential to creating an asset-based approach to our minority students. By making this a priority in our curriculum, every student will see themselves respected, celebrated and valued by our learning community. This addresses the issue that the gap develops as part of an exclusive Euro-centric, white middle class focus in American curriculum. Supporting this initiative will require a reprioritization of funds for professional development, but, more importantly, this initiative mandates a shift in mindset.
In addition, we must allow every student an opportunity to move into integrated, team taught classrooms that foster the development of higher-order thinking skills. Every student may become complacent in a “standards- based classroom” that shifts resources to those who do not meet standards from those who meet and exceed standards. Integrating curriculum allows students to synthesize two curricular areas rather than allowing them to remain two disparate subject areas. We need to create courses that eliminate the lower track that, many students victimized by the gap, to which they are often indiscriminately assigned. The course enrollment process must be reevaluated to ensure access to high quality curriculum for students identified as wallowing in the gap of underachievement.
Finally, the framework of asset-based, achievement oriented expectations allows for the Mandatory “Stretch” Class to be expected of every student. Under our current system, learning requirements and expectations are satisfied when a standard has been met. Using the “stretch class” mentality, we allow students to choose curricular areas where they are ready to accept a new challenge and to re-calibrate their standard to identify higher academic expectations. Every student should be expected to take risks, explore opportunities and experience instruction that had been previously closed to them based on past grade achievements. This sets the expectation that every student can improve and raise their academic threshold.
Critical to these recommendations is that serious consideration should be given to staffing and evaluation procedures of the existing staff. It is critical that we grow in these areas in order to meet the needs of every student and employment should be contingent upon meeting the needs of this new environment.
Two measurable goals include:
1. Team-taught, integrated course offerings should increase by 25% every year for the next three years.
2. Of the incoming freshman class, 90% of students should have taken an identified “stretch” course before graduation.
The first place I would start as the facilitator of this task force would be to prepare a presentation which provides the facts in regards to student achievement in the District, as well as trends over time. By starting with being transparent about what is and is not working in the District, I believe the task force would be more willing to look at the group’s charge as considering the needs of all students in the district, rather than what may be an individual’s “interest”. This presentation would be the initial step of the process-I would also want to include budget information-areas where we have flexibility with the budget, and areas which are earmarked for specific line items, and could not be moved, per se. I would also want to include curriculum leaders (like myself) as well as our business and financial operations leaders to be available to answer questions and provide clarifications that may be presented during this initial session.
ReplyDeleteThe next phase of the process would be to utilize a tool to study the “state of the state” in the district. Odden’s “Plan of Action” could potentially be a vehicle that could be used to evaluate where District 211 falls in each of the twelve recommended elements for improving student performance in the district. I would have the committee either self-select an area they wish to be a part of investigating and/or assign members to each of the twelve areas. I would expect that this phase of the process could take a few months, as I would envision twelve “committees” being set up to gather data (either via requested data reports from the district, interviews, observations, surveys, budget reviews, etc) and then develop a review of their area, as well as recommended steps to be taken based on this review. Each committee would then present their findings to the large group.
The third and final phase of this committee would then be to make a recommendation for the top five (very specific) areas they would suggest need to be improved or adjusted to have the biggest impact on improving achievement and learning for every student in the district (while being fiscally neutral). I would then take these five areas to the Administrative Council (comprised of the superintendent, principals and assistant superintendents in the district) so they could determine the 1-2 top priorities for the district as a whole. This group would then develop the measurable goals, which would then go to the school board for approval.
District state accountability results are the compilation of the seven schools’ student performance data. Putting together a task force would involve a district level team as a well as school based teams. The district level team would include at least one to two members of each school team.
ReplyDeleteAs chairperson of the District team I will guide the team through four phases. Phase one is the awareness phase. The first step would be reviewing the AYP data for the District and each school which includes the achievement gap data: http://tinyurl.com/bdug8dx. The team would look at not only the overall data but also the demographic data. The Illinois Interactive Report Card site allows participants to explore and guide their own awareness. Depending on the participant’s knowledge this phase may evoke responses of confusion, anxiety or shock.
The next phase is the understanding phase. During this phase I would facilitate a data retreat. It is important to make sure everyone knows where to find the information not only for the retreat but also to progress monitor. Facilitating a data retreat will bring the committee on common ground. The goal will be to develop understanding of the data available and determine what additional information is needed. The team must comprehend and understand the intent, goals, and benefits of the data retreat. The team must identify the high impact courses and subgroups that need immediate attention.
As a facilitator it is important to know when the participants begin to understand the change. Some of the participants may see the change as positive and show interest in supporting the initiative while others may perceive the change as negative and display decreased productivity, resistance, confusion, and ambivalence.
After the committee has identified gaps in learning it is time to develop a vision, goals, and an action plan. The third phase is developing an action plan. Odden (2012) refers to twelve key elements to developing an action plan. As a committee, the team would evaluate the implementation and current status of each of the twelve items. When the team identifies room for improvement then they would develop an action plan. Team members would list areas that need immediate attention. Then as a team we would need to give each item a priority score and an opportunity score. This would allow the team to identify the range of items from quick interventions wins to which items would take policy change. The team must identify three smart goals that would guide the financial and academic decisions for the year. The committee would have an understanding of the rules of federal grants and the policies on school spending. This step would be essential to maximize school efforts to close the achievement gap.
The fourth phase if the commitment phase which leads to institutionalization. Once the school community has adopted the changes, all will notice that they are using new skills and processes in their everyday work. During the institutionalization stage, the team will communicate progress made and publicly celebrate success. The team will consistently challenge status quo, after all status quo is what caused the school community to not see the achievement gaps. Therefore, the school community will continue to ask how we can do things better. With a continuous improvement model in place the school community will have used the model enough to recognize its worth and impact. Team member will feel ownership and responsibility for the new system. Part of sustainability is daily and monthly reports monitoring progress and accountability. Consistent and effective feedback to the school community is essential to guide their improvement. High accountability includes sharing school progress weekly with both the school and district leadership.
PART I
ReplyDeleteSince No Child Left Behind legislation went into effect, many highly educated and talented individuals have worked on finding solutions to close the achievement gap problem that most school Districts face across our country. There appears to be no simple solution to this problem that can easily be universally replicated by schools across the country. In my opinion this is due to the many variables that attribute to the existence of the achievement gap. Since each school district has its own unique identity, it is important that the strategies developed and implemented, to address the achievement gap, be uniquely suited for each District and each district’s individual schools. Below are steps I would take to address the D211 achievement gap if I were asked to spearhead this effort.
A task force would be assembled to address this problem in our district. The task force would be assembled by reaching out to individuals from each of the stakeholders listed in the prompt. This group will represent a cross section from all of the district’s high schools. A steering committee would be formed that will lead and monitor the work of the task force. The steering committee would report directly to the District Administrative Council. The steering committee would be responsible for writing a plan of action based upon the work of the entire task-force. They would gain this through consensus of the task force before bringing their findings and recommendations forward to the District Administrative Council.
The steering committee will divide the entire task force into subcommittees that are listed below. Each subcommittee would be responsible for carrying out the strategy it has been assigned.
Part II- Subcommittees
ReplyDeleteI. Data Interpretation- This subcommittee would distill all of the available achievement data and “package it” accordingly for its intended audience. For example teacher groups would benefit from a different presentation than would support staff or for adults that don’t have students in our schools. Examples of data to compile and study would include: student academic achievement, demographic trends, teacher/administrator quality and alumni data. This group would be charged with providing data for any of the subcommittees that may request it for their work.
II. Community perceptions. This subcommittee would devise a plan to conduct a statistically sound survey to gage all stake holder groups’ perceptions regarding the:
1. quality of their own high school- both academically, co-curricular and extracurricular
2. define what they feel determines success for a student and for their high school
3. importance they place upon helping the underserved both in schools and in general
4. re-allocation of funds and resources to help struggling students to succeed.
This subcommittee would summarize their findings and report to the other subcommittees.
III. Research/ Recommendations Committee
This subcommittee would be charged with summarizing the most current scientific research that is available on improving academic achievement for our underperforming groups of students. This committee would also research and report upon successful interventions that are being implemented by schools across the country. As with the other subcommittees they would share their findings with the other subcommittees.
IV. Education Committee
This subcommittee would coordinate a plan of how to educate the various stake holders in the District community- at various times of the process. Phases would include the “selling” of the importance of taking action, the presentation of the action plan and finally the reporting of the success and or modifications of the action plan
.
Early on if there is strong political opposition to the re-allocation of funds to help close the achievement gaps, then would need to be an emphasis placed upon showing why doing so is important to our local communities. The education subcommittee would share stakeholder perception data, economic data that is tied to strong schools and its impact upon property values and societal costs of ineffective schools. The committee would show demographic trends and achievement gap trends. The presentation would show future projections if we stay the current course.
Part III
ReplyDeleteThe goal for the first year of the task force would be to prepare and begin the implementation of the action plan that is designed to close the achievement gap. It is important that there is enough buy-in by each of the stakeholder groups to assure the plan’s success- therefore it is important that the task force educate all the stakeholders thoroughly. The number one goal of the task force for the first year would be: By May 2014, the steering committee will present an action plan to the District 211 Administrative Council that would contain specific strategies aimed at closing the achievement gap that currently exists.
The Action Plan would include SMART GOALS for each of the plan’s initiatives. For example, if the Action Plan calls for the hiring of more Hispanic and Black teachers then the goal may be written as: By August 2015, D211 will have increased its employment of highly qualified Black and Hispanic teachers by 25%. Note: the plan may have other long term initiatives that provide scholarships for current D211 minority students to gain teacher certification to come back and teach within our district. The plan most likely would contain many initiatives related to curriculum and professional development.
I believe that too often, educational initiatives fail because they are developed too quickly and are mandated in a top-down fashion. For this action plan to be successful it will take time to devise and implement as it must be created with the input from all the District’s stakeholders. The achievement gap did not occur overnight. The response to reversing the achievement gap must also take a systematic long term approach. The action plan must be regularly reviewed and revised as needed to best meet the needs of every student.
As part of the task force for the first year, I would lead the committee to focus on what we know to be working and what we need to change. I would create a “Plan of Action” as Odden suggests that would involve reviewing our current data from the interactive report card. We will find that our black and Hispanic students continue to lag behind our white and Asian students in reading and math. Therefore, part of the “Plan of Action” would be to utilizing teachers more effectively, maximizing our use of technology, and ramping up our use of Tier II interventions such as tutoring, literacy labs and guided study halls.
ReplyDeleteI would present data that shows our low performing students. But, I would also present the gains or improvements that our students have made as being part of the literacy lab or guided study halls. This would encourage the committee that we have the means to continue an upward trend toward improvement. I would also provide the data from our iPad classes that show the newly inspired students and their achievements based on the use of such technology. I would also share with the task force the data from the interactive report card that shows our lowest scoring populations and the areas of need.
Three strategies that I would engage in with the task force are as follows:
1. I would make sure the literacy lab and guided study halls are well staffed with the best, appropriate teachers for areas of deficiencies typically reading, math, and science.
2. I would suggest we make more iPads or laptops available for students. The devices should be made available to the lowest scoring students first and those who don’t have access to technology. We would also consider teaching some on-line classes which, after initial set-up, are more cost effective. (Odden, 2012).
3. I would also encourage that each department use the best teachers to teach the lowest students rather than the inexperienced teachers and that these teachers be given some professional training in using best practices (researched) for the level of their students.
The goals then would be to monitor and see that there is an increase in the deficient area and set a reasonable increase (say 20%) for the first year for these targeted students.
“It takes a village to raise a child.” -African proverb
ReplyDeleteAs the chairperson of this task force, I feel it is imperative the members of the committee begin this journey of learning and decision making with an understanding of why this task force was established. Since there are a variety of stakeholders involved, ground work will need to take place before diving into data and recommending changes. To begin, and since I have at least a year to work with this group, it is important to have open discussions regarding the views and beliefs of the district, including the groups purpose; stakeholders will be encouraged to share their thoughts and questions about the district and individual schools. The initial goal is to create an open and trusting environment where all members feel comfortable to discuss pressing issues that are necessary to acknowledge and debate through the life of the committee.
In advance of presenting the data I uncovered, members of the task force will be encouraged to review both district and individual school report cards. This will help committee members discover the district strengths as well as areas in need of remediation. It will also allow them the opportunity to build background knowledge before the presentation of data I found through district reports and district/school report cards. In the presentation I will share data on special education (make-up of students with IEPs, ethnic break-down of students in each special education program, curriculum taught, and EPASS and MAP scores of these programs), the English Language Learners (ELL) program (ethnic break-down of students within each level of ELL, EPASS and MAP scores of students, and curriculum taught), and gifted/AP classes (make-up of students enrolled in these classes, EPASS scores, and curriculum taught). In addition, it will be important to review the same data for the students placed in remedial classes. It will also be necessary to look at the demographic make-up and educational levels (including types of degrees) of all staff members (non-certificated, certificated, administrators, etc.).
The task force appears to be fairly large (assuming there is more than one person for each subgroup); once data is shared and understood it will be important to break into smaller groups to ensure all voices and ideas are shared and heard. I will expect all members to brainstorm fiscally responsible ways to improve academic and social success of ALL students, and encourage groups to research districts and schools where similar task forces have been implemented and proven successful. While I don’t believe it is best to share my three priorities, I will guide group members (if necessary) to focus on special education, remedial level courses, and AP classes. Within these areas, I will charge members of the task force to create ways to decrease the number of non-white students in special education and remedial courses and increase the over-all number of students enrolled in gifted/AP classes or district programs developed to provide career training.
Prior to drafting district goals, I will invite district staff members who have approached teaching from a non-traditional view, piloted education programs, or worked on school committees related to the priorities of the task force. This will help members of the task force visualize possible changes from the new district goals. From a financial standpoint, I predict the task force will find a way to create goals and provide options to meet the goals without much (if any) of a budget increase. I realize some changes may require union agreement; since the district will be working with union members to review/update the current contract, this is as good of a time as any to bring up such points. It’s difficult to say what exact goals will be developed because it is a group task; however, I will take time to teach the members of the task force about SMART goals and encourage them to review goals of districts and schools they found to be successful before creating our district goals.
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ReplyDeleteIn leading a task force of stakeholders whose purpose is to design educational programming that meets the academic and social needs of all students and moving the district from “good” to “great”, I would begin by ensuring that faculty, staff, students, parents, administrators, board members and community members were adequately represented and representative of the different ‘sub groups’ that exist in the District (i.e., ethnicity, EDS, LEP, special education, gifted, gender). Then, I would survey task force members, to identify their perceptions of what is and what is not working in the district. I would want to know what their perceptions are regarding the overall performance of the district (i.e., academic, support services, out-reach). From that point, I would identify common themes amongst task force members’ perceptions. Using the identified common perceptions, I would then provide the task force with a presentation that contains district data, from the District Report Card, aligned to their common perceptions and in direct contrast to their perceptions (assuming both exist).
ReplyDeleteI would use this presentation as a platform to dive deeper into the District’s data from the District Report Card. I would walk task force members through the District Report Card, using the Illinois Interactive Report Card as this site allows for data to be presented in multiple formats, including by subgroups (i.e., gender, ethnicity, LEP, IEP, EDS). Over the course of four or five meetings, the task force would view data from District Report Cards over the last three years, to identify data trends (one way to approach this would be to have task force members divide into smaller, heterogeneous task forces and focus their ‘data digs’ on specific subgroups). The smaller task forces would present their findings to the larger task force, identifying areas where achievement gaps have been decreased, stayed the same and have continued to increase. The large task force would then prioritize the needs of each subgroup, using Odden’s 12-step “Plan of Action for Dramatically Improving Student Performance” (2012) and ultimately identify one subgroup to focus on during year one of the task force’s work. It is anticipated that the subgroup selected by the task force for immediate action planning, would possess the greatest achievement gap.
Once the task force has identified the subgroup that is in most immediate need of action planning, the task force will delve deeper into the needs of that subgroup and identify the current opportunities afforded to and resources allocated for them, as well as performance on other indicators such as EXPLORE, PLAN, MAP, ACCESS and District Benchmark Assessments. Using this information the task force would then identify two SMART goals, designed to closing the achievement gap of this subgroup. Goals could focus on the re-allocation of resources for extra help both during and outside of the school day. Teachers and administrators who serve as task force members would have great onus in helping carryout the goals of the task-force and reporting back to the task force on the progress. The two goals would be monitored on an ongoing basis (formatively), with adjustments to the means to meeting the goals made as needed.
I have found that the best way to help groups of many different people is to help them get on the same page. If they don’t start on the same page with a similar understanding of the context, then it will be hard to have a discussion, let alone to reach any conclusions or make any real change together. Therefore, my three strategies I’d engage in to lead this group is to first show the data, second give them a context and best practice background to have a discussion about what they see and how to fix it, and finally, help them to come up with a plan to fix it. Instead of me drawing the conclusions, I’d give them the data such as the Equity Audit, 5 Essential Survey results, and assessment results. I would not just want them to see one aspect of the gaps in the school, but all of them. By their self-discovery of the gaps, I would hope that they would have more invested in the process than me just telling them what I see. It gives the entire process more credibility. Next, I would provide professional development in the best practices about some methods to shrink these gaps, including, but not limited to, speakers, conferences, articles, books, and online resources. This will allow everyone from community member to teacher to low level student to have different strategies in mind for solving the problems, plus their current point of view to see the best solution in different ways. This will help each member of the committee to feel like they have something they can contribute and like they have a purpose in the committee. Finally, I would have the group come up with a plan and form sub-committees. The sub-committee would have a chair that I would work with. This will help to keep the committee to a bit of a lower number while still keeping people involved. We would create a plan that is similar to this one to educate our stakeholders and fix the gaps we see. This will help us to develop 1-2 shared, measurable goals. Then it is up to the committee and I to enact those goals and help to make sure they are being meet using regular meetings and sub goals along the way.
ReplyDeleteDistrict 211 has experienced a changing population for the last decade. At Hoffman Estates High School, for example, the number of students from low income backgrounds has increased by 400% in the last seven years. The school now reflects the diversity of the world with just over 40% white, 25% black, 25% Hispanic, 10% Asian. District 211 has not been proactive in responding to the growing educational and social needs of the community. Educational gaps have emerged or have been exacerbated by the influx of students with greater needs and the lag in building more systems of support. Current achievement gaps, present as students take the incoming freshman achievement exam, fail to close significantly and may even widen across the high school years.
ReplyDeleteFirst, the school district should vigorously target the incoming freshman classes while developing collaborative partnerships with the elementary districts that feed into the high schools. The achievement gaps are present far before students become freshmen in Distrit 211 schools, yet the District must accept students where they are and move them to grow in achievement outcomes. The school district should focus on growth, not just on meeting the college readiness standards as indicated on the EPAS system. Where they are achievement gaps between students within minority and low income categories, the school district should, establish the goal of reducing the gap by half or more. For certain students, merely meeting the college readiness standards sets the bar too low. However, for others considering how distant they are from college readiness as they enter high school, the goal of the college readiness standard may be quite ambitious.
For all freshmen, a process of creating clear, precise individualized goals should be formulated. Whether tied to college or career, the students should then perform their own gap analysis, where they find what skills they have yet to develop and designate the outcomes they expect to achieve. A system of both peer and faculty mentoring can support them as they transition to high school and receive needed interventions to help them close their gaps. Freshmen not meeting standards will receive additional academic supports in their study hall assignments.
The district should also stress those factors that produced more signicant impact on student achievement. John Hattie (2009), in his meta-analysis of student achievement factors found the most powerful factors involved providing formative feedback to the students as they learn. The teachers too need to be tuned into a process of continuous improvement and examine how students are progressing. Student performance provides feedback on their teaching and student performance data needs to be reviewed to inform both the leaner and the instructor. All teachers will receive professional development in developing learning plans which incorporate learning targets, formative assessment strategies, and feedback to students in the form of a response to challenge or remediate them.
Finally, all schools and the district will instiute data teams that will track and monitor the progress of freshmen, the use of learning plans, and the growth of students on both district benchmark assessments and the EPAS system.
Recognizing this would be a tremendous and extremely high-pressured task, it would not be one I would take lightly. A vast amount of research would need to take place prior to enacting this task force, despite the intention of eliciting the efforts of all stakeholders to take ownership.
ReplyDeleteMy three strategies, or as I like to view them “stages,” of my plan would include: preparation, direction development, and action planning.
1. Preparation – This would involve selecting the right people first. We would need a mixture of participants, not just based on their role as a stakeholder, but in terms of their demographics and psychographics. While any plan implemented will not please everyone, the more representation included, the stronger the buy in would result. At the same time, a tremendous amount of research would need to be conducted on the current status of the district to know exactly “where we are” to know “where we want to go.” Additionally, research into what others are doing, success stories from similar districts, and best educational practices will help guide and structure discussions for the participants as well as provide resources and support for decision making.
2. Direction development – This stage would involve the initial meetings with the group and goal development. While I am the type to “just get it done,” I have found that groups need to vent, talk, and discuss their feelings about a particular topic to feel heard. Time would need to be allocated to simply allow stakeholders to express their opinions about the good and the bad perceptions of the district. Notes would need to be taken to validate these feelings while providing a bank of potential ideas or areas of improvement. Plus, ideas or unknown issues often arise from such discussion that can prove beneficial later.
Next, I would provide data to the stakeholders and let them delve into it, making their own discoveries. As the findings are presented, the issues will begin to surface. After discussing these issues, the stakeholders will collectively work towards developing a general direction or “vision.”
Throughout the process, I would need to be a transparent leader in order for this to work. The participants cannot be misinformed or work from erroneous data. I would provide essential information for baseline discussions (scores, assessment data, demographic information, budgetary and financial reports, etc.) but would provide any additional data sought at the request of the stakeholders. It would be helpful to have a technology person in attendance with access to school databases.
Because the group would be rather large, the need to break into smaller groups would be essential for richer discussions. Each group would need to include at least one or two members of each stakeholder category for 360 representation. These groups would be established with the task of establishing realistic goals and developing specific action plans. The committees I would envision:
A. Finance – This group would need to investigate current spending practices. With any plans developed by other teams, there may be a need for funding. This team will not only investigate and eliminate any wasteful, inefficient spending, but their goal will be to free up funds for these potential programs.
ReplyDeleteB. Best practices – This group would take any initial research and further investigate best practices and success stories that could model greatness for this district. This may include visits and interviews with others at these schools to determine areas of opportunity.
C. Data – This team would delve even further into the data to make discoveries that could impact the district. Perhaps there is a specific issue with students on free and reduced lunch that could suggest we need to investigate this program further. The data will need to drive the group.
After some time to gather information, the group would reconvene, share their findings, and develop their overall vision and establish SMART goals, as a collective unified group. I don’t believe we can do this without being fully educated based on the findings of each of these teams.
3. Action planning – After the SMART goals are established, the committee will again need to divide to develop the plans that would implement the goals. Based on these goals, there may be a committee regarding reading or a curriculum, another committee may focus on the finances, and another committee may work on monitoring and evaluating the success of the programs. The goals would dictate the programs, but the stakeholders would take ownership into the smaller task force.
As for prioritizing, we would need to further evaluate the ideas provided against the needs of the district. Safety and physiological needs always surpass those of self-esteem or academic success first. For programs that are suggested, we would prioritize based on the available budget and the biggest impact on the students. It doesn’t necessarily have to be the biggest impact on the most students. If we find that our gaps exist with a certain group and there is a program that can be a tremendous successful with that group, this would be a higher priority than a program for all with less than stellar results.
Essentially, all members need to be given a voice, a role, and ownership for this to succeed. Because all stakeholders are represented, the likelihood of 360-buy in is heightened and success almost guaranteed. Additionally, a well-informed, researched, and dedicated leader can provide the glue for all these ideas to flourish successfully.
As chairperson of this district-wide task force, it is important to realize that my three initial strategies need to be good for all our schools and additional strategies will needed to meet the needs of individual buildings. With any change, it is important for everyone to understand where the change is coming from and why it is needed. My starting place would be to be as transparent as possible about the information and data. Before even sharing some of my findings, I would create some activities for staff members to easily uncover and audit some data. It’s better for everyone to be a part of the process, but that also needs to be balanced with making certain things easier so as to make the process efficient. My three approaches would center on academics, academic/social/emotional supports, and professional development.
ReplyDeleteFirst, I would examine the organization of PLTs in each building. PLTs should be focused on classes and groups that are not meeting achievement standards. These groups need to develop curriculum ideas and common assessments. Some groups develop common “bland” assessments that loosely assess students’ skills, but some teachers don’t feel that it applies to their classes. Therefore, I would want the goal to be one common unit for the year. This way the discussions go beyond just the assessments, but also to the teaching and learning parts. I would ask each school and chair to rethink the organization of their PLTs to better serve our students who are not meeting achievement standards according to our data. I would still maintain our guiding three questions of what do we want them to know, how do we know if they know it, and what do we do if they don’t.
Next, I would examine the resources of each school’s “supports” for these students. For example, guided study halls, reading (literacy) centers, resource, and small support groups, etc. The goal for the year would be to identify students who are not meeting standards and make sure that they have some additional support during the day, whether that be a resource, guided study hall, reading center, reading strategies class, extended math, etc. If these students do not have additional support, then they may have too difficult of a time and give up. I think we need to assess what else is impeding a student’s success academically. Getting students to feel connected in some way to school could make an impact. I would get the Student Services departments involved by running small groups to better assess what these students need academically, socially, and emotionally.
Lastly, I think it’s important to support teachers in getting the professional development that they may need. I know that funds are limited, but we can be creative in what this support looks like. For instance, I would love to get connected to other schools that have improved achievement for students; perhaps, getting groups to skype with other PLTs could be one idea. Easy access to webinars and also standard procedures for sharing information gathered through any professional development means. Many times educators experience great conferences, but their ideas don’t get shared and sometimes they lack the time to develop their ideas further.
Two possible smart goals:
1. That each PLT develops smart goals for their group of students that are centered on student achievement within the first semester after reorganization.
2. Each student identified as not meeting standards should have some additional support within the first semester of the year. This could be in various forms, such as guided study hall, resource, reading/math support, small groups, etc.
The long-term tradition of academic excellence held in District 211 is facing significant challenge given recent data trends for many of the AYP demographic subgroups. These gaps in achievement demand our immediate attention in order to ensure that all students are provided with the opportunity to learn and excel beyond the walls of academia. This, like any other district initiative designed to improve learning, will require an aggressive response by all educational stakeholders. In order to address the academic achievement gaps, a committee that represents stakeholder interests and perspectives will be developed under the leadership of a school administrator. There are three strategies that will guide the task-force in the first year.
ReplyDelete(1) Ongoing Data Review and Analysis: In order to make informed decisions, the task-force absolutely must commit to reviewing and analyzing data on a regular basis as this will ultimately drive the decision making process. In order increase the knowledge base of all stakeholder members, multiple data sources should be presented and the information should be clear, concise and easy to interpret. Examples of data the task-force would examine include the academic achievement standards by various demographic subgroups. More specifically, the breakdown of how minority students and those with varying socioeconomic needs achieve in the classroom.
(2) Allocation of Resources: The stakeholders will review the current allocation of educational resource in order to ensure that identified subgroups are receiving supportive measures that lead to increased classroom achievement. Understanding that school leaders are being asked to use a limited pool of resource to improve student achievement, the task-force must identify which measures are most successful. Under No Child Left Behind legislation, school districts have been given more flexibility to reallocate funding towards identified targets. Therefore, if the task-force is able to identify specific resources that have been proven to increase achievement, recommendations can be made. This includes staffing efficiency, technology resources and other instructional programs available. This can also include the professional development of current teachers.
(3) Professional Development: The best resource a district has is the people in it. However, these individuals are only as successful as the opportunity provided to them to share their knowledge. This would be a focus of the stakeholders, increasing not only the opportunities for professional development, but the sharing of such knowledge as well. District 211 is very supportive and generous in their funding of teachers and administrators when it comes to various professional development programs. However, they must realign their approval process to ensure that the programs being intended are designed to increase the academic achievement gaps, as well as encouraging the sharing of new resources.
Specific examples of two goals this task-force could develop would be (1) By June 2015, the achievement gap in reading for Hispanic male students as measured in standardized test scores is decreased by 5%, and (2) By June 2015, the number of Hispanic male students that have scored a 3 or higher on AP exams will increase by 5%. The review of ongoing programs and the recommendations of the task force to improve student achievement should be a priority of the district throughout the year.
In order to continue the District’s commitment to student success a committee will be formed to identify the achievement gaps and implement new programs to address the concerns. The committee will evaluate both existing, past and new practices.
ReplyDeleteThe first priority of the committee is to educate the District Staff, the Board of Education and the community of their findings. This will involve opening the doors of the school and inviting community members into the building. We would create a parent university to address the achievement gap and other District concerns. The parent university would act as a resource for parents. The resources we would provide to parents to specifically educate them with our committee concerns are as follows:
•Specific areas of concerns as it relates to the achievement gap:
Content Areas
Standardized Testing Information
Test Taking Resources
Technology training
Discipline
Attendance
The committee would then look at professional development opportunities. We would evaluate the current system of professional development and adapt it to meet the needs of District. The committee would gather, organize and share data with the staff and encourage them to use the data to enhance their instruction. The district staff would report directly to the committee when there are issues, recommendations and success. The committee would develop a system to communicate their concerns and most important success with the district staff and community. The committee would evaluate the amount of professional development opportunities. It may be necessary to increase professional development time. Explore other options to expand our current late start day options.
Finally, students would be educated as to what we expect from them to decrease the achievement gap. Students from all groups would be invited to meet with committee to discuss their concerns and offer additional resources to support their concerns. Getting the students on board and educating them as to what the issues are, is an area many districts fail to consider. Students are a crucial part of creating a sense of urgency and most definitely can influence the climate.
All three considerations would develop a system of collecting data and sharing data. The committee would develop a series of measurable goals for each group after analyzing the AYP data.
As the leader of the district task force I would present the group with the data from the IIRC regarding the achievement gap and I would also present data from individual building discipline offices regarding disciplinary outcomes. We would use that data as a jumping off point to examine how to move the district from good to great. I would structure the data presentation in a manner that would highlight the persistence of the achievement gap, the lack of growth in the number of students meeting or exceeding standards, and the disproportionate rate at which students of color are represented in disciplinary outcomes that result in lost class time.
ReplyDeleteFrom this point I would present three areas of focus for the task force: The current structure of our Professional Learning Teams, supports for students of color, and finally grading practices across the district.
In the first year that the task force is assembled I would ask them to divide into three subcommittees that would be charged with investigating these three areas further. I would ask the committee to look for relevant research in each field, current practice, and finally what data/products are out there in each area. I would ask that the subcommittees use these questions as their guiding principles: Are we providing all students with the same opportunities for success? What does educational research say is best practice and do our procedures and products reflect that?
After we have had time to gather the appropriate information I would ask that the subcommittee come together and reflect back on the data we examined from the start. In looking at this data and considering the guiding questions from the subcommittee work I would ask that we develop two SMART goals out of those questions and then use the research of the subcommittees to develop a plan of action in achieving those goals.
Change is slow-moving in District 211. It is an extremely large district with some deeply entrenched cultural elements that make it necessary for all stakeholders to make a commitment to change. While the changes emerging from the work of the task force has its origins in an organic and democratic process, there would come a time where the administration and Board of Education would need to commit to that change and the faculty would need to understand that this is the track the train is on and if they are not invested or willing to change they will need to disembark.
“The history of educational reform and innovation is replete with good ideas or policies that fail to get implemented or that are successful in one situation but not in another (Fullan et al., 2005, p. 54). In developing a response to the blog post, I first thought of Jim Collins and his characterization of the movement from “good” to “great.” As I thought more deeply, I realized that an educational movement such as the one described in the prompt could only be organized and executed by utilizing Fullan’s principles of change. In the aforementioned quote, Fullan describes a phenomenon of misapplication that all educators have been a part of at one time or another during their careers. Fullan describes “a missing ingredient” in these failed reform efforts, and that necessary ingredient is the knowledge of the change process. I firmly believe that the majority of the work in most school initiatives needs to be complete before the initiative even begins. This work sets the stage for the change process to occur and the initiative to be successful.
ReplyDeleteAfter gathering the recommendations of my colleagues regarding who to invite to serve on the committee, I would first survey the members of the committee about their understanding of the purpose of the committee and their vision for this district. I would use this information, which I would prefer to gather by an electronic survey and then face to face interviews, would serve to define the purpose and direction of the committee. The direction of the committee would hopefully be “to raise the bar and close the gap in student achievement” (Fullan et al., 2005, p. 54). We would use this mission statement to develop 1-2 overarching goals that would drive the movement.
After establishing a shared vision with the diverse stakeholders on the committee, I would work to build the capacity of each member of the committee. In order to enact long-lasting, sustainable change, every person involved in the educational process, from students to parents to community members, must feel that they have an active role in the reform process. I would build capacity by first understanding each committee member as a person, helping each person acquire new skills and understanding, and then provide continual support for individual and collective capacity building.
The third component to the plan would be to establish a culture of learning and change within both the committee and the school building. According to Fullan et al., “developing a culture of learning involves a set of strategies designed for people to learn from each other and become collectively committed to improvement” (2005, p. 55). I believe that this culture, which is extremely difficult to foster within a building or district (or department for that matter) is the key to the change process. The creation of this type of change culture can only be accomplished when the time is ripe for innovation. This is usually easiest when stakeholders are discontent with the current culture.
Fullan, M., Cuttress, C. & Kilcher, A. (2005). 8 forces for leaders of change. Journal of Staff Development, 26 (4), 54-64.
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