Transcript New York State Personnel Development Grant

From Panic to Prototype:
An Examination of What It Takes to Turn
Around a School In Crisis
The S³TAIR Project
New York State Personnel Development Grant
For the purpose of this presentation:
Panic: a situation or crisis identified by a school or
district in which student outcomes were not meeting
expectations and/or requirements
Prototype: the current status of the school or district
which enabled it to be validated and serve as a
project mentor school
Guiding Questions
• How have schools moved from an environment of crisis
into one of high performance?
• What commonalities exist between schools that have
completed a “turnaround?”
• How do these schools’ experiences align with literature
documenting school reform?
Project Premise
• Many schools and districts in New York State are
providing evidence based effective practices resulting
in success for students with disabilities.
• These schools' and districts' experiences in
implementing and maintaining effective practices can
help other schools and districts attempting to improve
outcomes for students with disabilities.
Project Goals
•Identify effective practices in the areas of literacy, special
education instruction, and positive behavioral intervention and
supports
•Document effective practices in regard to the planning,
implementation, evaluation, and sustainability of the program or
practice
•Disseminate effective practice information using a Statewide
Clearinghouse for Special Education Practices
•Facilitate the replication of these effective practices through
mentor relationships in schools identified for needing
improvement in outcomes for students with disabilities
Project Overview
•Schools or districts nominate a practice that fits within one or
more of the targeted practice areas.
•The nominee completes an online survey detailing the practice
and specific elements.
•A regional field facilitator interviews the nominee as a follow-up
to the survey to determine is the practice meets project criteria.
•A site visit team comprised of the field facilitator, a representative
from a local Institute of Higher Education, a specialist from a Statefunded network, and a parent advocate collaboratively evaluate
the practice using a State-developed research-based protocol.
Project Overview (continued)
Areas evaluated:
• Selection and research-basis of
practice
• Use of data to inform decisions
• Fidelity of Implementation
• Context of Practice
• Evidence of Impact
• Evidence of Systemic Support
• Generalization of the Practice
• Evidence of Sustainability
Processes:
• Interviews
• Observations
• Review of documents
• Review of data
S3TAIR Project Mentor Schools
7
1. Niagara-Orleans BOCES
2. Monroe 2 BOCES
3. Penn Yann Elementary
5
1
8
4
2
4. J.E. Lanigan Elementary
5. Sandy Creek Elementary
6. Chenango Forks Elementary &
Middle Schools
9
3
6
7. Morrisonville Elementary
10
13
11
12
8. Joseph Henry Elementary
9. Cohoes Middle School
10. Garden City Middle School
11. May Moore Primary
12. Longwood Elementary
13.Sachem Central School
District
Case Study 1 – Sachem Central School District (Long Island)
Practice: District-wide Data Based Decision
Making Model for Literacy
Panic:
Demographics
-
Proficiency rates on ELA Regents
Graduation rates of SWD
Borderline AYP
Grades
K-12
Enrollment
15,000
Needs/Resource Category
Avg.
Free & Reduced Lunch
10%
Prototype:
SWD
12%
-
Racial & Ethnic
White
86%
Black or African American
2%
Latino
8%
Asian or Pacific Islander
4%
Collaboration
Causal analysis
Research & evidence
PD & implementation
Monitoring & adjustment
Sachem – Evidence of Impact
SWD Comprehensive
English Regents (65-100)
2002 - 2003
30%
2003 – 2004
32%
2004 – 2005
46%
2005 – 2006
47%
2006 – 2007
59%
2007 – 2008
81%
2008 – 2009
76%
SWD receiving Regents
Diploma
2004 – 2005
27%
2005 – 2006
39%
2006 – 2007
43%
2007 – 2008
51%
2008 – 2009
55%
Sachem – Evidence of Impact
SWD Grades 3-8 Proficiency % on ELA
Year
Grade 3
Grade 4
Grade 5
Grade 6 Grade 7 Grade 8
2005-2006
35%
33%
30%
16%
15%
11%
2006-2007
35%
41%
41%
29%
29%
18%
2007-2008
39%
36%
44%
25%
36%
11%
2008-2009
40%
43%
51%
50%
55%
35%
Case Study 2 – Morrisonville Elementary School (North Eastern NY)
Practice:
Collaborative data based decision making
for effective evidence based instruction
And behavior intervention
Demographics
Grades
K-5
Enrollment
326
Needs/Resource Category
Average
Free & Reduced Lunch
35%
SWD
9%
Racial & Ethnic
White
95%
Black or African American
2%
Latino
1%
Asian or Pacific Islander
1%
Panic:
School district’s decision to bring back all
students with emotional and behavioral
Disabilities and place them all at
Morrisonville Elementary
Prototype:
- 8:1:1 Students fully included into
general education context.
- Intergraded co-teaching
- Effective outcomes for students with
disabilities.
ODR Comparison Data
800
700
1995-1996:
3-8:1:1 self contained classrooms
600
Number of ODR's made
2001-2002
Full Inclusion (K-6)
500
400
S
300
200
100
0
1995-1996
2001-2002
2005-2006
2006-2007
School Year
2007-2008
2008-2009
Case Study 3 – James E. Lanigan Elementary School (Central NY)
Practice:
School wide Positive Behavioral
Interventions and Supports (PBIS).
Demographics
Grades
K-6
Enrollment
460
Needs/Resource Category
High
Free & Reduced Lunch
45%
SWD
9.5%
Racial & Ethnic
White
94%
Black or African American
1.6%
Latino
1.82%
Asian or Pacific Islander
1.14%
Panic:
Implemented in September 2003 to
address an identified need to improve the
overall behavior and atmosphere within
the school community.
Prototype:
- Use of Tiered Interventions (Universal
Behavior Change Principals, Research
Based Targeted and Intensive
Interventions)
- Data Driven Support and PD
- Collaborative Community Model
- Addresses Needs of ALL students
Lanigan - Evidence of Impact
Pro-social behavior increase - overall behavior referrals during the first two
marking periods of the 2008-09 school year dropping 32% from the same
period in 2007-08, an average monthly decline from 3.76 referrals per day
to 2.8.
# of Referrals
* Implemented CICO
10
9
9
8
7
7
6
5
4
3
*
2
1
1
0
0
January '07
February '07
March '07
April '07
Lanigan - Evidence of Impact
Results of PBS School-wide Evaluation Tool (SET)
100%
90%
80%
70%
60%
Oct '05
50%
40%
30%
20%
10%
0%
Expectations
Defined
Expectations Taught Rewards Systems
Violations Systems
Monitoring
Management
District Support
Oct '10
Critical Elements for turn around school improvement
•
•
•
•
•
•
•
•
•
•
•
•
•
Effective School Leadership
Clear Vision/Mission
Commitment to collection and use of data
Embedded professional development & on-going technical assistance.
Celebration of success
Purposeful and fluid use of Personnel & Resources
Ability to monitor & adjust
Causal analysis
Goal setting
Implementation of evidence based practices and strategies
High expectations for student achievement.
Focus on collaboration and community building
Ability to show examples of immediate progress (quick wins)
Critical Elements for turn around school improvement
• Effective School Leadership
•
Clear Vision/Mission
• Commitment to collection and use of data
•
•
•
Celebration of success
Purposeful and fluid use of Personnel & Resources
Ability to monitor & adjust
• Embedded professional development & on-going technical
assistance
•
•
•
•
Causal analysis
Goal setting
Implementation of evidence based practices and strategies
High expectations for student achievement.
Critical Elements for turn around school improvement
• Effective School Leadership
•
Clear Vision/Mission
• Commitment to collection and use of data
•
•
•
Celebration of success
Purposeful and fluid use of Personnel & Resources
Ability to monitor & adjust
• Embedded professional development & on-going technical
assistance
•
•
•
•
Causal analysis
Goal setting
Implementation of evidence based practices and strategies
High expectations for student achievement.
Effective School Leadership
•
•
•
•
•
Ability to motivate
Sets high expectations and has vision
Stresses accountability
Effective communication and listening
Willingness to be a risk taker
Relevant Literature
Through their strength of their vision and personality, transformational leaders are
able to inspire followers to change expectations, perceptions and motivations to
work towards common goals. Transformational leaders challenge others to find
new ways of doing things, offer direct recognition of each followers contribution,
motivate followers to adopt the shared vision, and serve as a model for others
(Bass, 1985; Burns, 1978).
Bass, B. M. (1985). Leadership and performance beyond expectation. New York: Free Press. Burns, J. M. (1978).
Leadership. New York: Harper and Row.
Effective school leadership:
James E. Lanigan Elementary
• Leader with a vision and skills to inspire
• Expectations and Enthusiasm (Year One)
• Implementation and Support
• Consistent and Persistent Modeling and Communication
• Creation of a Team (Teachers, Staff, Parents)
Effective school leadership:
Sachem Central School District:
• Systematic & collaborative
• Unified vision & clearly defined goals/objectives
• District to Building to Classroom
• Research-driven
Effective school leadership:
Brad Ott, Principal
Effective school leadership:
Morrisonville Elementary School:
• “People” centered
• Hiring practices
• Vision (striving for excellence)
• Modeling
• Respect & Trust
Critical Elements for turn around school improvement
• Effective School Leadership
•
Clear Vision/Mission
• Commitment to collection and use of data
•
•
•
Celebration of success
Purposeful and fluid use of Personnel & Resources
Ability to monitor & adjust
• Embedded professional development & on-going technical
assistance
•
•
•
•
Causal analysis
Goal setting
Implementation of evidence based practices and strategies
High expectations for student achievement.
Commitment to collection and use of data
Data collection:
• training on data collection
procedures
• data management system
• multiple sources of data
• purposeful data collection
• periodic review of data practices
Data Analysis:
• data driven decision making a
priority
• analyzing data at multiple levels
• all stakeholders collaborate to make
decisions about instruction at the
classroom and system level.
Relevant Literature
Mc Clean (1995) contends that the implementation of a complete program of
Data collection and use can lead to improvement of education as has no
other educational innovation of the last century. Fundamental to this effort is
equipping teachers and administrators with the skills and inclination to ask,
“Is there a better way?”
McLean, James E. Improving Education Through Action Research: A Guide for Administrators and
Teachers. The Practicing Administrator's Leadership Series. Roadmaps to Success. Thousand Oaks,
California: Corwin Press, 1995. 87 pages. ED 380 884.
Commitment to collection and use of data:
Sachem Central School District:
• Systematic & collaborative
• Multiple source collection
• Multi-level analysis
• Management & review
Commitment to collection and use of data:
Morrisonville Elementary School:
• Daily use of data
• “if you can’t produce the data, then it never
happened”
• Common planning time
• Team approach
• Skill exchange among educators
Commitment to collection and use of data:
Lanigan Elementary:
• Multiple sources of data collected
• Centralized data manager
• Structured organization of data meetings
• Provided a common ground for discussions and support
• Data as a tool to improved outcomes for all
Commitment to collection and use of data:
Carlo Cuccaro – School Psychologist
Critical Elements for turn around school improvement
• Effective School Leadership
•
Clear Vision/Mission
• Commitment to collection and use of data
•
•
•
Celebration of success
Purposeful and fluid use of Personnel & Resources
Ability to monitor & adjust
• Embedded professional development & on-going technical
assistance
•
•
•
•
Causal analysis
Goal setting
Implementation of evidence based practices and strategies
High expectations for student achievement.
Embedded professional development & on-going technical assistance
•Informed and influenced by research on teaching and learning
•Aligns with district goals in both the long and short term
•Responsive to teacher and student needs as indicated by data
•Enables adequate time for skill building, implementation, and refinement
•Continuous and ongoing with support throughout the process until mastery
and beyond
Center for Comprehensive School Reform and Improvement, 2006
Research Findings
A stand-alone workshop has less than a 5% chance of actually changing teacher
practice in the classroom. However, if you add on-going and embedded
professional development, provide professional learning communities where
teachers interact with their colleagues, and ensure on-going support from
coaches and administrative staff, the chance of really affecting teaching and
learning increases dramatically -- to nearly 90% (Joyce and Showers, 2002).
Joyce, B. & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for
Supervision and Curriculum Development.
Embedded professional development & on-going technical assistance
Morrisonville Elementary:
• Needs Driven
• District level support
• Partnership with Plattsburg University
• Professional Learning Communities
Embedded professional development & on-going technical assistance
Lanigan Elementary:
• Received a NYS PBIS grant
• Started with a Core Team / In Depth PD
• Purposeful Sequence of PD Implementation in School
• 2 PBIS Coaches on Site
• Responsive on-going PD opportunities
Embedded professional development & on-going technical assistance
Sachem Central School District:
• Systematic & collaborative
• Research-driven & needs-driven
• Multifaceted & fluid
• Communities of learning & practice
Embedded professional development & on-going technical assistance:
Dr. Jill Karp, Assistant Superintendent for Curriculum and Instruction – Elementary
Guiding Questions
• How have schools moved from an environment of crisis
into one of high performance?
• What commonalities exist between schools that have
completed a "turnaround?“
• How do these schools’ experiences align with literature
documenting school reform?
What’s next for these schools?
• Replication School Identification
• Structured Facilitation of Partnerships
• Sharing and Implementation of Effective Practice Components
• Documentation of Process / Improved Students Outcomes
Thank you for your attention
throughout the presentation…
For more information visit:
www.s3tairproject.org
Time for Questions and Answers…