Transcript Building on our Success . . . To Improve Student Performance”
“Building on our Success . . . To Improve Student Performance”
August 29, 2005
30 Years of Service
1975 – The Beginning
Bob Baldes Paula Blinkinsop Dianna Erpelding Nancy Hawley Diane Holmes Dave Krupke Joyce Leavell Tete Long Joan Marttila Donna Moore
Vicki Nimmo James O’Hare Jacquie Schiernbeck Linda Shaw Carolee Stanley Ann Stern Edmund Szypulski Jim Teel Gary Tschantz Lonnie Wilson
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Thirty Years of Service
Bob Baldes
Paula Blinkinsop
Nancy Hawley
Diane Holmes
Dave Krupke
Joyce Leavell
Tete Long
Joan Marttila
Vicki Nimmo James O’Hare
Jacquie Schiernbeck
Carolee Stanley
Jim Teel
Gary Tschantz
Lonnie Wilson
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Thirty + Years of Service
Bob Baldes
Diane Holmes
Dave Krupke
Tete Long
Joan Marttila James O’Hare
Jacquie Schiernbeck
Carolee Stanley
Jim Teel
Gary Tschantz
Lonnie Wilson
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Making a Difference
New Staff
Caroline Appel Speech-Language Pathologist Ryan Gonzalez Social Worker Heather Johnson Secretary Scot Johnson Webmaster 15
New Staff
Nikki Keraus Early Childhood Special Educator Linda Mannhardt Quality Learning Consultant Geri Massey Special Education Consultant Nancy McConnell Speech-Language Pathologist
New Staff
Dennis Pluym Information System Support Technician Janet Stos Quality Learning Consultant Edmund Szypulski Speech-Language Pathologist Daniela Thome Parent as Teacher Educator
New Staff
Michelle Wehr Transition Specialist Michael Williams Custodian Jabari Woods Social Worker
Are we there yet?
Continuous Improvement
“Those who launch revolutions, dramatic change programs, and wrenching restructuring will almost certainly fail to make the leap from good to great.”
– Jim Collins “Good to Great” Re-Organization vs. Organizing for Success
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Deming Life Cycle
Re-invent Peak Start Decline
Success is the Devil
“The most stubborn habits which resist change with the greatest tenacity are those which worked well for a space of time and led to the practitioner being rewarded for those behaviors. If you suddenly tell such persons that their recipe for success is no longer viable, their personal experience belies your diagnosis. The road to convincing them is hard. It is the stuff of classic tragedy.”
– Jamshid Gharajadaghi Systems Thinking – Managing Chaos and Complexity
“The World is Flat”
“The world has been flattened by the convergence of ten major political events, innovations, and companies.” – Thomas Friedman
People to people connectivity
Application to application connectivity
New ways to collaborate and share knowledge/work
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. . . And So Is Iowa
AEA 11 10 9 1980 Students 117,643 69,198 64,891 AEA Mergers 52,752 AEA 11 2-6-7 10 9 2005 Students 126,656 69,393 68,895 52,386 74,270
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Trends
Technology/Private Providers
Specialization is essential
Knowing your customer
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Our Mission . . .
What is our primary purpose?
“ . . . improve teaching and learning for all students . . . ”
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Ends vs. Means
Ideal Workplace
Essential, but not sufficient!
Customer Satisfaction
Essential, but not sufficient!
Willing Worker
Essential, but not sufficient!
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Customers and Owners
Customer = to whom we provide services
Owner = to whom we are responsible
• • •
What difference?
For whom?
At what cost?
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Our Owners and Customers
The mission of the Mississippi Bend Area Education Agency is to improve teaching and learning for all students through active partnerships and assertive leadership in a climate of mutual respect.
For whom will we make a difference,
Students, teachers, administrators
what difference will we make,
improved teaching and learning
and at what cost?
value added efficiency
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The Brutal Facts
“All good to great companies began the process of finding a path to greatness by confronting the brutal facts of their current reality.”
– Jim Collins The Process
Lead with questions, not answers
Engage in dialogue and debate, not coercion
Conduct autopsies, without blame
Build “red flag” mechanisms
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100 90 80 70 60 50 40 30 20 10 0
AEA 9 Reading Performance Grades 4, 8, and 11
2000 Baseline
All Students Minority Students Low SES Students IEP Students Based on aggregate averaging of Iowa Test grade level sub-group data
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100 90 80 70 60 50 40 30 20 10 0
AEA 9 Reading Performance Grades 4, 8, and 11
2000-05 Growth 2000 Baseline
All Students Minority Students Low SES Students IEP Students Based on aggregate averaging of Iowa Test grade level sub-group data
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100 90 80 70 60 50 40 30 20 10 0
AEA 9 Reading Performance Grades 4, 8, and 11
Current Gap 2000-05 Growth 2000 Baseline
All Students Minority Students Low SES Students IEP Students Based on aggregate averaging of Iowa Test grade level sub-group data
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100 90 80 70 60 50 40 30 20 10 0
AEA 9 Reading Performance Grades 4, 8, and 11
2014 Target Current Gap 2000-05 Growth 2000 Baseline
All Students Minority Students Low SES Students IEP Students Based on aggregate averaging of Iowa Test grade level sub-group data
100 90 80 70 60 50 40 30 20 10 0
AEA 9 Math Performance Grades 4, 8, and 11
2014 Target Current Gap 2000-05 Growth 2000 Baseline
All Students Minority Students Low SES Students IEP Students Based on aggregate averaging of Iowa Test grade level sub-group data
100 90 80 70 60 50 40 30 20 10 0
AEA 9 Science Performance Grades 8 and 11
2014 Target Current Gap 2000-05 Growth 2000 Baseline
All Students Minority Students Low SES Students IEP Students Based on aggregate averaging of Iowa Test grade level sub-group data
What does the data tell us?
We can make a difference!
We still have work to do!
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“One Thing . . .”
“A customer never invented a new product or service.”
– Dr. Deming
Hedgehog Concept
“The fox knows many things, but the hedgehog knows one big thing.”
“The Hedgehog and the Fox” Isaiah Berlin
Hedgehog Concept
What are you deeply passionate about?
What can you be the best in the world at?
What drives your economic engine?
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Our One Thing . . .
Passion
High Level of Learning for all Students
Best in the World
Customized Programs and Services Effective Schools Value Added: Effective and Efficient Services
Economic Engine
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Change and Accountability
The school is the unit of change and accountability
Deming’s Profound Knowledge
System Appreciation
Solution Focus
Strengths
No Child Left Behind
AYP - SINA
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Planning Process
Define Effective Schools
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Goal: High Levels of Learning for All Students
Field Input/Validation
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Internal and External Customers
Programs and Services that Support High Levels of Student Learning
Effective and Efficient Delivery of Services
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Schools In Need of Assistance
James O’Hare & Nancy McIntire
No Child Left Behind
Purpose – “. . . to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging . . . Academic achievement standards and academic assessments. . .”
SINA Time Line
Identification by Iowa Dept. Ed. as Watch List School (Year 1) Identification as SINA school (Year 2) Develop Two Year Action Plan to address needs (Year 2) Implement Action Plan (Year 2) Monitor progress, adjust and update plan (Year 3)
School Criteria Year 1 (Watch List)
AMO (Reading, Math) Grades 4, 8,11 not meeting trajectory. Or identified sub groups do not meet (Annual Measurable Objectives) Or does not meet participation requirements. Annual Yearly Progress Report (AYP)
Year 2 (SINA)
AMO (Reading, Math) Grades 4, 8,11 not meeting trajectory. Or identified subgroups do not meet AMO. AYP Report Required Action Plan
Year 3 (SINA)
AYP Report Choice , Action Plan and Title 1 School
NCLB District Criteria
Year 1 (Watch List)
Does not meet AYP in Reading and Math in fourth, eighth, eleventh grades and/or sub groups within grades. Or does not meet Graduation rate (9-12) of 95%. Or does not have a Testing Participation rate of 95%. Or low Daily Attendance at Elem./MS
Year 2 (SINA)
Does not meet any individual criteria the second year.
Action Plans developed for the district and schools.
Notice to Parents
Timely Appropriate Often with additional letters and presentations – Kindergarten parents – ELL parents Expect new examples of letters from DE – More information about schools of choice (e.g., scores, services) – Expand on successes of your own school – Reminders about transportation
Parental Choice
All buildings have “choice” letters on file in the Title I office at the DE Less than 20 students in state have chosen to attend another site
Before and After School
Varies by school Collaborations with community Professional development of staff Often not funded by SINA dollars
AEA – Iowa Technical Support Team
Technical Team Leadership – Quality Learning and Special Education - Audit - Diagnosis - Action Planning - Implementation - Monitoring
Recurring Themes
SINA support team – invaluable SINA Process – very helpful Iowa Professional Development Model Administrative leadership at the building and district level impacts success Functional leadership team most effective at building level Desire to build their own capacity to do the work – USE data to impact instruction - analysis
Success of Initiative
Use of data to make decisions and impact instruction Ownership of staff for the problem and the solution Collaboration time – peer coaching Engagement in targeted PD Fidelity to the implementation of the initiative Principal as leader of learning – assuring distributive leadership Celebration of accomplishments
Audit and Diagnosis Process
In-depth Helpful – Especially in schools where leadership team was invested in the process
Designing the Action Plan
Appreciation for format Importance of teacher involvement – Ownership The SINA plan became THE building plan in the schools 05-06 Plans – Mentoring – Parent Involvement – SBR – Student Achievement is Positively Impacted
Teacher Mentoring
Mentoring – New teachers – Experienced teachers – peer coaching, collaboration time Focus by Federal Government – Action plan must reveal it – Guidelines provided by Title I
Scientifically Based Research
Most could document Emphasis on SBR of content network and state initiatives (Every Child Reads, Reading First, Every Student Counts) Need for SINA plan to specifically address evidence of effectiveness
Implementation and Assessment
Ongoing participation of Iowa Support Team Members – “Kept us focused on our action plan” and moving forward Assistance in analysis of implementation data for some schools Reminding them to celebrate their successes
Implementation
Most schools have on going study of implementation – Logs – Walk-throughs – High expectations of administrators and leadership teams Need to provide assistance for those who do not implement with fidelity
Connecting to Initiatives/Decisions
Tendency to continue existing initiatives/decisions where appropriate – Every Child Reads, Reading First – Textbook adoptions – Edison Project Connected to New Initiatives – Every Student Counts Saw (and appreciated) connections of state initiatives – CSIP, IPDM, Learning Supports
Need for Professional Development
Aligned to area of need Data analysis Analysis of implementation data
Policies and Practices Influenced by Process
Increased instructional time – 90 minutes for reading – 60 minutes for math – Varying expectations for initiatives Alignment of standards and benchmarks with curriculum, instruction, and assessment – and report cards Assessment of implementation Collaboration time District direction in instructional focus
SINA Funds Expenditures
Funding directed appropriately for professional development and materials Focus on sustainability Next year – clearer guidelines for expenditures
Parent Involvement
More activities than plan reveals Math nights Reading to Your Child and Loving It Lunch bag leaders Parent outreach Unpack Your Back Pack “Thursday” folders Strategies to help students at home
Making A Difference
“Being designated a school in need of improvement was a blessing in disguise.” Building Principal – DE Title 1 Visit
Partnerships
We have a long history of making a real difference . . .
Personal Commitment
Openness
“Working together . . . improving teaching and learning”
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Have a great year.
52,386 kids depend on us!