Transcript The Ripple Effect: Administrative Behavior
Kim Banta Brennon Sapp The Kenton County School District University of Louisville KPA
The Ripple Effect
An overview—Video (DVD) Why did we do this? What were we like? Where did this approach come from?
Details of Treatments/Behaviors: Summer meetings Snapshots Data Reviews QIR Document Outcomes Unintentional Outcomes How to restructure you time Finally – Kim describes what it is like working with an obsessive compulsive technology workaholic.
Follow link to video presentation
Why did we do this? What were we like?
Pretty Good School
Scores are Flat-Lining
Student Demographics Changing
Schools of Study/Small Learning Communities
LEHHS (Law Education Health Human Services)
STEM (Science Technology Engineering & Math)
VPAM (Visual Performing Arts & Media)
Total Enrollment 1352 1400 1350 1300 1250 1200 1150 1100 1050 1000 1127 1189 1206 1215 1288 2003 2004 2004 2005 2005 2006 2006 2007 2007 2008 2008 2009
Enrollment Trends 2004-2005
12% 5% 83% 78%
Enrollment Trends 2006-2007
17% 5% Free Lunch Red.
Lunch Paid Lunch 75%
Enrollment Trends 2008-2009
19% 6%
Family Makeup
Two Parent Families; 69% Single Parent Families; 31% Bachelor's Degree; 14,4% Graduate Degree; 2,5% Some College; 11,5% Below High School Ed; 10,2%
Parent's Educaton Level
High School Diploma; 61,4%
Dixie KPR-Total 100,0 95,0 90,0 85,0 80,0 75,0 70,0 65,0 60,0 2003 77,2 2004 79,8 81,3 83,5 83,1 2005 2006 2007 2008 2009 Reading Math Science Social Studies Arts & Humanities Pract. Living/Voc Stud Writing Portfolio On-Demand Writing Total 2004 79.9
81.0
71.5
82.4
83.1
89.1
62.1
77.2
2005 86.8
80.1
74.6
82.4
79.0
89.2
70.8
79.8
2006 86.0
86.3
73.2
83.9
84.9
87.8
71.9
81.3
2007 93.9
88.1
77.8
87.4
99.5
90.6
67.2
50.4
83.5
2008 90.2
78.9
77.2
82.1
94.7
92.2
76.6
76.9
83.1
RANKING 1 2 3 4 5 6 7 8 9 10
48
232 233 234 SCHNAME Dupont Manual High School Beechwood High School Brown School Louisville Male High School Highlands High School North Oldham High School DISTNAME Jefferson County Beechwood Independent Jefferson County Jefferson County Fort Thomas Independent Oldham County Frederick Fraize High School South Oldham High School Walton-Verona High School Model Laboratory High School
Dixie Heights High School
Knox Central High School Providence Elementary School Iroquois High School Magnet Career Aca Cloverport Independent Oldham County Walton-Verona Independent Madison County
Kenton County
Knox County Providence Independent Jefferson County Academic Ind 109.7
106.3
103.8
103.2
99.6
97.9
95.8
95.1
94.4
93.8
83.1
59.3
57.4
57.3
235 236 Shawnee High School Magnet Career Academ Western MST Magnet High School Jefferson County Jefferson County 56.4
44.3
Composite ACT Scores 30 25 20 15 10 5 0 Dixie State National (2003) 20,7 20,2 20,8 (2004) 21 20,3 20,9 (2005) 21 20,4 20,9 (2006) 21,1 20,6 21,1 (2007) 22,2 20,7 21,2 (2008) 21,2 20,9 21,1 Dixie State National
Grad Year
Composite (2003) (2004) 144 153 (2005) (2006) (2007) (2008) 146 144 147 165 Verbal 47 49.5
47.4
47.4
48.9
50.6
Math 48 51.5
50.3
49.3
51.2
52.5
Writing 48.5
51.5
48.3
47.2
46.7
48.5
Where did this approach come from?
A review of hundreds of interventions/ strategies
Walkthroughs?
e-walks
Observations (predictable in their uselessness)
Why not use a more “student-centered” model?
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Where did this approach come from?
A review of hundreds of interventions/ strategies
Walkthroughs?
e-walks
Formal Observations (predictable in their uselessness)
Why not use a more “student-centered” model?
Treatments/Behaviors
(see handout) Summer meetings One hour (yes a full hour each) One on one . . . Or. . . Four on one Deliberate, honest, straight forward Snapshots (the backbone) Become a part of the classroom 5 to 10 minutes Often - Tracking Document Calibration Meetings/Expert Review – Calibration Document Student Interviews Data Reviews – Samples Periodically, (at least three times a year) Grades, discipline, state scores. . . Get to see everyone's data QIR Document (see handout)
Th F M T W Th F M T W Th F M T W Th F M T W # of Visits Teachers Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Teacher 6 Teacher 7 Teacher 8 Teacher 9 Teacher 10 Teacher 11 Teacher 12 Teacher 13 40 28 35 20 58 43 51 73 46 37 34 32 45 k b k k b k k k b Daily Totals Standard Dev for Daily Mean Visits for year Standard Dev for year 16.07738
9.690416
40.07467
16.12848
27 8 Kim Larry Tom Brennon Total visits 841 748 165 856 2610 k k k b k k L k k b k k b k k k L b L k k L k L L k t t k k k k k k k t L L L L k k k L k k k t k 16 7 14 4 25 41 17 24 20 16 L k k b L k k k b k L L k 17 2 4 6 20 b k b b k k 9 2 21
Treatments/Behaviors
(see handout) Summer meetings One hour (yes a full hour each) One on one . . . Or. . . Four on one Deliberate, honest, straight forward Snapshots (the backbone) Become a part of the classroom 5 to 10 minutes Often - Tracking Document Calibration Meetings/Expert Review – Calibration Document Student Interviews Data Reviews – Samples Periodically, (at least three times a year) Grades, discipline, state scores. . . Get to see everyone's data QIR Document (see website)
See Handout
See Handout
Treatments/Behaviors
(see handout) Summer meetings One hour (yes a full hour each) One on one . . . Or. . . Four on one Deliberate, honest, straight forward Snapshots (the backbone) Become a part of the classroom 5 to 10 minutes Often - Tracking Document Calibration Meetings/Expert Review – Calibration Document Student Interviews Data Reviews - Samples Periodically, (at least three times a year) Grades, discipline, state scores. . . Get to see everyone's data QIR Document (see website)
Treatments/Behaviors
(see handout) Summer meetings One hour (yes a full hour each) One on one . . . Or. . . Four on one Deliberate, honest, straight forward Snapshots (the backbone) Become a part of the classroom 5 to 10 minutes Often - Tracking Document Calibration Meetings/Expert Review – Calibration Document Student Interviews Data Reviews - Samples Periodically, (at least three times a year) Grades, discipline, state scores. . . Get to see everyone's data QIR Documents (see website)
Outcomes
Improve teacher awareness
Improved teacher performance
Improved student performance
Improve school culture
QIR Excel Sheet
Outcomes
Improve teacher awareness
Improved teacher performance
Improved student performance
Improve school culture
QIR Excel Sheet
Total Population Spring 02-03 Fall 03-04 Spring 03-04 Fall 04-05 Spring 04-05 Fall 05-06 Spring 05-06 Fall 06-07 Spring 06-07 1st Tri 07-08 2nd Tri 07-08 3rd Tri 07-08 1st Tri 08-09 2nd Tri 08-09 3 rd Tri 08-09 A B C 31.50% 28.60% 21.80% 34.00% 28.20% 20.40% D 31.40% 26.60% 23.00% 10.90% 31.30% 29.10% 20.30% 10.90% 34.20% 25.00% 20.20% 8.80% 9.60% 9.30% 31.70% 28.00% 20.60% 9.70% 32.60% 27.40% 20.00% 10.40% 33.20% 28.70% 20.60% 9.10% 37.60% 28.30% 17.00% 36.20% 29.90% 18.20% 7.50% 9.10% 33.20% 28.00% 20.40% 10.80% 39.50% 27.20% 17.80% 41.80% 29.30% 15.90% 39.11% 27.48% 18.08% 42.24% 26.41% 17.13% 9.00% 7.60% 8.33% 8.90% F 7.90% 8.20% 11.50% 8.10% 7.70% 9.40% 8.90% 8.00% 8.70% 6.70% 7.60% 6.50% 4.40% 6.99% 5.32%
Unintentional Outcomes
Drop in discipline
Much more enjoyment in job You learn things are not as you thought they were (good and bad) Culture
Teachers ask for you to come in Students expect you to interact
Parent discussions are much different The observation process becomes more real Professional development becomes passé The “unmentionables”
Discipline Infractions 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Attendance Letters Aggressive to School Employee 460 435 3 18 202 978 736 395 37 25 28 19 Defiance 378 132 138 211 191 117 Failure to Comply with Discipline 251 292 292 357 150 151 Fights 35 26 31 46 47 35 Harassment 51 16 13 86 41 22 Discipline Infractions 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Profanity 122 72 76 46 60 55 Tardies & Skipping 1083 1002 767 739 765 431 Tobacco 50 29 39 92 34 58 Disorderly Conduct Repeat Violations 77 153 16 153 268 203 82 62 127 193 285 Total 2370 2422 1994 2976 2565 1452
Discipline Infractions 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 3 18 37 25 28 19 378 132 138 211 191 117 292 292 357 150 151 35 26 31 46 47 35 51 16 13 86 41 22 122 72 76 46 60 55 77 153 153 268 203 82 666 709 740 1039 720 481 Discipline Infractions 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Male 1521 1438 1298 1749 1738 849 Female 849 984 696 688 827 602 Fresh 675 715 549 887 824 569 Soph 625 698 52 625 679 426 Jr 591 513 453 446 467 265 Sr 478 496 460 479 595 191
Unintentional Outcomes
Drop in discipline
Much more enjoyment in job You learn things are not as you thought they were (good and bad) Culture Teachers ask for you to come in Students expect you to interact Parent discussions are much different The observation process becomes more real Professional development becomes passé The “unmentionables”
Where does the time come from?
30% to 50% drop in discipline (need we say more) Do discipline out in the building while walking around When standing with other teachers and administrators – internalize talking points: curriculum new ideas discipline that is interrupting the educational process.
Never stand around without paper for ideas.
Lunch with “idea people”. Do not talk a discipline issue to death – listen, distribute corrective action and be finished. Check e mail on phone while walking around in classrooms and halls.
Frontload phone calls to parents – have a preliminary answer before you call them.
Be very selective about being out of the building.