Whole School Reform Symposium

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					2008 Model Schools Conference
       Orlando, Florida

     Changing a High School
             Culture:
   Moving from a Good School for
   Some to a Great School for All
            Donna Salazar, Principal
          Doug Bluth, Assistant Principal
             La Quinta High School


   http://www.dsusd.us/schools/LQHS/
    Presentation Overview
• LQHS Profile/Demographics/Recognitions
• The Need for Change
• Changes Made and How Implemented
• Results
• Practical Advice for Overcoming Obstacles
  and Creating a Culture of Change
• Next Steps in Continuous Improvement
          LQHS Snapshot

• Location: Southern California Desert, near Palm
  Springs, California – Riverside County
• Comprehensive High School
• Opened:                     1994
• 2,950 students              9th – 12th
• 182 Staff Members:          127 certificated
                              75 support
• Graduation Rate:            95%
• Attendance Rate:            96%
       LQHS Demographics

•   Hispanic:                   52%
•   White:                      40%
•   African-American:           2%
•   Asian:                      2%
•   English Learners:           9%
•   Poverty:                    35%
•   Students w/ Disabilities:   7%
      LQHS Recognitions
• CA Distinguished School: 1999, 2003,
  2005-Exemplary CTE Programs
• Newsweek’s America’s Best High Schools,
  2006, 2007, 2008
• County HS Model of Excellence
• Selected by State Superintendent as one
  of 75 schools in U.S. to participate in the
  Gates Initiative with ICLE’s Successful
  Practices Network “Promising to Proven”
                  Test Scores
• API Gain of +44 points
  –   API 746 (702 to 746) State goal of 800
  –   Avg. gain county high schools +2 points
  –   Exceeded target by +39 points
  –   Gains in all content areas, all grade levels
  –   Gains in all subgroups
• AYP Met all targets for all subgroups
• CAHSEE increased pass rate
  – Overall 90% ELA, 87% Math census administration
  – All subgroups higher than county & state
    (except EL math)
            State Rankings
• State Rank Increase
  * 6 to 8 – two decile growth
• Similar Schools Rank Increase
  * 2 to 6 – four decile growth



* Out of a scale of 1-10
      Looking Back – The Need for
                Change
•   Modest test score gains overall
•   Increasing performance targets
•   Changing demands of post-HS world
•   Divided faculty
•   Perception of “Haves” vs. “Have-nots”
•   Unfocused leadership
•   Settling for status quo of “pretty good school”
•   2005 decline in test scores
•   Teaching in isolation
Our Association with ICLE
• Selected as 1 of 75 Gates Initiative
  “Promising” Schools in fall of 2005
• Attended High School Reinvention
  Symposium in Washington D.C. Oct. 2005
• At Reinvention Symposium, we chose two
  Action Areas:
  1. Using Data
  2. 9th Grade Transition Year
 Our Association with ICLE
• Attended Model Schools Conferences in 2006, 2007
• Attended Whole School Reform Symposium, 2008
• Professional Development Focus on Rigor, Relevance
  and Relationships over past three years:
  *Daggett, McNulty, Quaglia information
  and materials
  *PLC training and development
  *Quadrant D Gold Seal Lesson Training-Jim Miles
  *Teachers enrolled in CORR
  *Ray McNulty scheduled for August, 2008
• Principal participated in ICLE Leadership Institute, 06-07
          Pretty Good
 There once was a pretty good student
    Who sat in a pretty good class
And was taught by a pretty good teacher
   Who always let pretty good pass
                  …
  The pretty good class that he sat in
   Was part of a pretty good school,
 And the student was not an exception:
   On the contrary, he was the rule
                  ….
The pretty good school that he went to
   Was there in a pretty good town
                   …
  The pretty good town in our story
   Was part of a pretty good state
  Which had pretty good aspirations
  And prayed for a pretty good fate.
 There once was a pretty good nation
 Pretty proud of the greatness it had,
    Which learned much too late,
        If you want to be great,
  Pretty good is, in fact, pretty bad.
                      - Charles Osgood
           What Did We Do?
           Changes Made:
• Expanded Personalized Learning
• Created Teacher Collaboration/PLC’s
• Forged Strong Shared Leadership
• Focused on 9th grade Transition Year
• Emphasized Rigorous & Relevant Inst.
• Reached out to the Community
• Created Tools for Wise Use of Data
• Planned Focused and Sustained Professional
  Development
• Created Supports for Struggling Students
         Expanded Our
     Personalized Learning
         Communities
• Career Academies
       Health Academy
       Public Service Academy
       Culinary Arts Institute
       Education Pathway
       Jr. ROTC
• International Baccalaureate Programme
• AVID
• Special Ed. In-class Collaboration Model
• Special Ed. Workability Program
       Created Committed
      Professional Learning
          Communities
•   32 Content Teams
•   Meet 3 to 4 times per month
•   Tuesday morning PLC 40 minutes
•   Structured and Accountable
    *Group Norms
    *Protocols for:
            -selecting key standards
            -data analysis/goal setting
            -selecting instructional strategy/differentiating
            -examining student work
            -sharing best practices
    Forged Strong, Inclusive
          Leadership
Teacher-leaders with broad involvement:
• Shape vision
• Create courses and Master Schedule
• Problem solvers for all school issues
• Create testing schedule, discipline/attendance
  policies
• Help hire teachers
• Plan Professional Development
• Lead PLC’s in data analysis, instructional
  strategies and best practices and work with
  county team (TRAC Team)
9th   Grade Transition Focus
• Intervention Courses – READ 180 and
  Alg. Support
• Mentoring Program – Link Crew
• Dedicated Counselors
• Middle School Outreach
• Extra Tutoring
• Proven Teachers w/ Neediest Students
    Emphasis on Rigorous
   and Relevant Instruction
• Entire staff trained by ICLE to use Quadrant D
  Gold Seal Lessons
• Teachers enrolled in CORR
• R & R Framework Poster in every room
• Staff members submit to
  Gold Seal Lesson repository
• Expectation set for Gold Seal Lessons
• IB & Honors courses open to all students
• Principal walk-through questions for students
         Partnerships with
          the Community
•   CTE Academies
     Mentors
     Job shadowing
     Internships
     Advisory committees
•   CV Economic Partnership
     Articulation of local needs
     Scholarships
•   Local Service Organizations
         Favorite Quote

“Good carpenters measure before they cut
  and after they cut.”
                   -Dr. Sandy Sanford
                   Educational Consultant,
                   Eduneering, Inc.
        LQHS Uses Data to…
•   Decide what and how much to teach
•   Create curriculum maps/pacing guides
•   Create common assessments
•   Identify problems in student learning
•   Improve and differentiate instruction
•   Identify students that need extra support
•   Prompt sharing of best practices
•   Determine courses/teaching assignments
•   Improve student engagement
•   Improve relationships throughout the school
•   Encourage leadership and risk-taking in students
•   Present a comprehensive picture of our students
         Deciding What and
         How Much to Teach
                 Data Sources/Tools
•   ICLE Curriculum Matrix
•   National Essential Skills Study
•   State and National Content Standards
•   Test Blueprints/Curr. Maps/Pacing Guides
•   Test Results/Strand Analysis
•   Pre-assessment results
•   Common Assessment results
•   Local community needs
                                   Step1: Selecting Key Standards
                                Objective: Indentify 8-10 Key Standards
                                           for each Semester
  Task Sequence                          Agenda                                       Time
Opening:                    Review and confirm commitment         2 minutes
                            to group norms
Selecting a Key             Select a standard based on:            10 -15 minutes
Standard:                   Frequency in blueprint
                            Pacing guide
                            Curriculum map
                            High impact standard (carry-over)
                            ICLE Curriculum Matrix
                            NESS
                            Data indicator
                            Demographic impact
Instructional Strategies:   Select specific strategies the team   15 minutes
                            will use to teach the standard
                            Determine which EL strategies will
                            be most effective
Parking Lot:                Address off-topic items that came     3 minutes
                            up during the process
Agenda Setting:             Determine the focus and required      2 minutes
                            resources for the next meeting
Parking Lot                 •Address off-topic items that came     TBD
                            up during the process

  Guiding Questions:
  1. What is the weight of the standard on common assessments? (State, district, or
  content area)
  2. Is the standard foundational in vertical weight?
  3. What does the student need to know for success post-high school?
     Example: English I Team
• Compile year-long data from all common
  assessments and pass on to English II
  team the areas of lowest performance
  from English I students as a group to
  assist English II team in determining Key
  Standards
                    Data Analysis and SMART Goal
                          Guiding Questions:

1. Is the data current?
2. Are key demographic groups represented in the data?
3. Which key standards did students demonstrate proficiency?
4. Which key standards did students not demonstrate proficiency?
5. Is the SMART Goal Specific, Measureable, Attainable, Realistic, and Timely?
6. Do instructional strategies support all demographic groups and use best practices?
7. Are common assessments uniformly applied?
                              Step 2: Data Analysis & SMART Goal

                                                        Agenda                                              Time
 Task Sequence
Opening:                    Review and confirm commitment to group norms                        1 minute


Focus on a Standard:        Based on priority, select a key standard                            3 minutes


Review Data:                Determine which data is essential to student learning               10 minutes
                            Determine proficiency level


Data Analysis:              Strengths: Identify areas where most students did well              10 -15 minutes
                            Challenges: identify areas where students struggled
                            Determine the SMART Goal

SMART Goal:                 Determine pre/post assessment criteria                              5 minutes
                            Using pre-assessment data write a specific team SMART Goal:
                            Define the improvement percentages
                            Define the assessment tool
                            Set a target date


Instructional Strategies:   Determine which instructional strategies reflect best practices     10 minutes


Assessment Plan:            Define how it will be determined that students learned the topic.   3 minutes
                            Select specific common assessments as measurements


Agenda Setting:             Determine the focus and required resources for the next meeting     1 minutes


Parking Lot:                Address off-topic items that came up during the process             TBD
Example: Advanced Algebra Team
• CST data reveals low performance in
  logarithms and high performance in conics
  - pacing guide adjusted for time
• Gold Seal Lesson Rocket Project moved
  from week before Christmas to after state
  tests in April and unit on statistics inserted
     Example: English II Team
• 1st Qtr. common assessment reveals lowest
  performance in passive vs. active voice –
  prompts instructional focus and revisit on next
  common assessment
• Individual teacher data analysis reveals one
  teacher’s students particularly low in literary
  terms and devices – prompts him to seek
  instructional strategies/best practices from
  teacher whose students score high in this
  standard
   Example: Chemistry Team
• CST data reveals low performance in
  organic and biochem standards
  - curriculum map rearranged based on
  priority of standard and student
  performance, not textbook organization
                                       Step 3: Working with Key Standards


           Task Sequence                                               Agenda                                         Time
Opening:                                     Review and confirm commitment to group norms                    2 minutes


Target Standard:                             Clarify the standard                                            3 minutes
Analysis of Released Test Questions:         Analyze standard and RTQ for:                                    10 – 15 minutes
   (If applicable)                           Academic vocabulary
                                             Key terms
                                             Testing format

Instructional Response to data:              Determine specific instructional strategies the team will use   10 – 15 minutes


Targeting student needs:                     Identify specific strategies to support:                         10 - 15 minutes
                                             EL learners
                                             B, BB, FBB learners
                                             SPED students

Common Assessments:                          Determine placement of assessments in the curriculum            3 minutes
                                             map and pacing guide


Agenda Setting:                              Determine the focus and required resources for next             2 minutes
                                             meeting.

Parking Lot:                                 Address off-topic items that came up during the process         TBD

   Guiding Questions:
   1. Which instructional strategies incorporate best practices?
   2. Which RTQs target deficient student data?
   3. Do common assessments target key standards?
   Example: U.S. History Team
• Spiral information about Constitution throughout
  the year; students see it repeatedly
• Top 5 questions missed go on next quarter
  common assessment
• Review results of common assessments with
  students for multiple purposes:
  – Re-teach vital content
  – Teach test-taking skills
     (academic vocab/stems/distractors)
  - Team building: “rah-rah we can do this”
       Value of Released Items
• Calibration of the teaching of a standard to how
  that standard is assessed by the state
• For example, consider the following standard
         “Calculate perimeters,
     circumferences, and areas of
   various two dimensional figures”
                   Item 1
1. If a circle has a radius of 4 meters,
   what is the circumference of that
   circle in meters?


             r = 4 meters
                     Item 2
2. The circle below is inscribed in a square so
   that it just touches each of the four sides. The
   square has an area of 64 square meters.
   What is the circumference of the circle in
   meters?
                                       Step 4: Looking at Student Work

           Task Sequence                                            Agenda                                       Time

Opening:                                   Review and confirm commitment to group norms                 2 minutes

Student Work Analysis:                     Strengths – Identify areas where most students did well      10 -15 minutes
                                           Challenges – Identify areas where students struggled


Responding to the data:                    Select instructional strategies to challenge proficient      5 - 10 minutes
                                           students
                                           Determine specific strategies the team will use to support
                                           deficient areas
                                           Determine effectiveness of EL, B, BB, FBB and SPED
                                           strategies


Remediation Plan:                          Determine re-teaching strategies                             5 - 10 minutes

Assessment Review:                         Validate the effectiveness of common assessments             5 minutes

Agenda Setting:                            Determine the focus and required resources for next          3 minutes
                                           meeting


Parking Lot:                               Address off-topic items that came up during the process      TBD

 Guiding Questions:
 1. Which strategies can be implemented to remediate students not demonstrating
 proficiency?
 2. Are best instructional practices implemented to target all demographic groups?
                                 Collaboration Notes – Focus Page
              Department: ______________________ Content Team: ___________________
              Date: ________________Today’s Objective: ____________________________


              Our SMART Goal (Specific – Measureable – Attainable – Realistic – Timely)
_____ (Who-Group) _________will increase in____(What – Content Specific)_____
From ____________(Baseline)______% to _____________(Target)________% as
measured by ______(How-Assessment tool) ____ by ______(When-Date)_______.


                                  This SMART Goal is based on:
           □Response to data    □Analysis of key standard □Revisiting previous team goal
           □Other _______________________________________________________________

 Our Group Norms:

 1.

 2.

 3.

 4.


                 Today’s focus will be:             Attendance Roll:
                 □ Selecting Key Standards
                 □ Data Analysis
                 □ Working with Standards
                 □ Looking at Student Work
                           Collaboration Notes – Agenda & Accountability Page



Primary Focus:

Analysis:

Strategies:

Common Agreements:

Next Step:

Team Assignments:

Other:




Summation /Outcomes:




Notes to Administration:
Department: Visual Arts           Content Team: S. Fuller, M. Herrera, T. Kauffman, K. Wheeler, T. Williams

               Date: 1/29/08 Today’s Objective: Begin discussion of collaborative project

                 Our SMART Goal (Specific – Measureable – Attainable – Realistic – Timely)
               The Visual Arts Department will increase in collaboration on a theme-based project
                From 75% to 100% as measured by school art exhibition/rubric by spring 2009.


      SMART Goal # 4: The visual arts department will execute a coordinated, theme-based assignment that
      incorporates California art standards and culminates in a department-wide exhibition for the school community.
      The standards include Artistic Perception, Creative Expression, Historical and Cultural context, Aesthetic
      Valuing, Connections, Relationships, and Application. The final product, the art show, will involve every art
      student in the department. The coordinated art project will be strategic and specific, measurable, attainable,
      results-based, and time-bound.


                                     This SMART Goal is based on:
  □Response to data            □Analysis of key standard □ Revisiting previous team goal □Other

   Our Group Norms:

   1. Time: Tuesday mornings
   2. Listening: Everyone is given equal time to express their views.
   3. Confidentiality: The meeting will be open, but what we say in the meeting will be held in confidence.
   4. Decision-making: Decisions will be made by consensus.
   5. Participation: Attendance is mandatory and will be recorded on an official sign-in sheet.
   6. Expectations: Cooperation is expected and everyone will participate equally.

                  Today’s focus will be:                                           Attendance Roll:
                □ Selecting Key Standards                                          S. Fuller
                      □ Data Analysis                                              M. Herrera
                 □ Working with Standards                                          T. Kauffman
                                                                                   K. Wheeler
                □ Looking at Student Work
                                                                                   T. Williams
             □ Other Intra-departmental project

   Please stay on topic with the protocol. Use the Parking Lot for topics best discussed in Department
   meeting or subsequent content team meetings. Keep this original copy in your folder and provide
   additional copies to:
           1Your Department Coordinator
           2 Mr. Hicks
                     Collaboration Notes – Agenda & Accountability Page

Primary Focus: Creating department-wide project that covers a smart goal and specific art standards.

Analysis: Encourages social interaction among the disciplines. Incorporates national standards Content #1, #3, #4

Strategies: Make and trade artistic trading cards using gel transfer, collage, various papers, stamps (alphabet, rubber),
recycled materials, old newspaper and magazines, stencils, etc.

Common Agreements: We aim to try the project next year, exhibit, and trade the results.

Next Step: Several teachers will try the project this year. Teachers will amass materials and resources to be used.

Team Assignments: Teachers will collaborate on the procurement of materials and resources.

Other: Order Artist Trading Card Workshop by Berlin, B. ISBN-10:1581808488



                  Summation /Outcomes: All members have agreed to participate in the project. We
                  will continue to work on it during PLC time.




                  Notes to Administration: Administrators will be invited to the event next year.
    Data – More Than
    Just Test Scores
  What additional data can be used
     to measure the multiple facets
of our students and to drive continuous
         school improvement?

The ICLE Learning Criteria, tailored
     to La Quinta High School
The Learning Criteria: another
         Data Tool
•   Concrete Data Collection and Analysis
•   Comprehensive and Detailed
•   Personalized to Our School
•   Roadmap for Continuous Improvement
•   Additional Tool for Managing Data and
               Answering the Questions:
             “How’s business at LQHS?”
                          and
                 “How do you know?”
The ICLE Learning Criteria
1. Core Academic Learning
   Standardized State Tests in ELA/Math/Science
2. Stretch Learning
  Learning beyond minimum requirements
3. Student Engagement
  Motivation, commitment, relationships
4. Personal Skill Development
   Leadership, positive behaviors, social skills
       The Learning Criteria
      La Quinta High School
                   Core Academic Learning
CA HS Exit Exam Census 10th grade passing
              LQHS           County       Benchmarked
ELA           83%            75%          +8%
Math          84%            72%          +12%

CST Life Science 10th Grade meeting proficiency
                LQHS          State            Benchmarked
                39%           29%              +10%
UC/CSU Eligibility
                LQHS          State            Benchmarked
                37%           35%              +2%
     The Learning Criteria
    La Quinta High School
               Stretch Learning
Enrollment in IB/AP Courses: +129 seats
% enrolled in CTE: Steady @14.9%
% in CTE finish program/graduate: 96%
                               +1% state
# enrolled in 3+ years Foreign Lang: 16.7%
                          +1.5% increase
       The Learning Criteria
      La Quinta High School
                  Student Engagement
My Voice Student Aspirations Survey
I enjoy being at school: 58.9%
2 yr growth               Compared to National Sample
+10.6%                    +8.9%

I believe I can be successful: 92%
2 yr growth              Compared to National Sample
+3%                      +26%

I push myself to do better academically: 79%
2 yr growth              Compared to National Sample
+7.1%                    +4%
    The Learning Criteria
   La Quinta High School
          Student Engagement
% Earning D and F Grades
2006 “D”      2007 “D”    Benchmarked
15.73%        14.36%      -1.37%

2006 “F”    2007 “F”     Benchmarked
14.78%      12.03%       -2.75%
      The Learning Criteria
     La Quinta High School
                Student Engagement
Participation in co-curricular activities:
73% to 74.6%             +1.6%

Attendance Rate
LQHS: 2006      95.11%
       2007     95.48%       +.37%
Compared to district high schools: +.96%
                                   +.05%
    The Learning Criteria
   La Quinta High School
       Personal Skill Development
% suspended for fighting/conflict:
2005     2006      2007     Benchmarked
1.9%     1.9%      .06%     -1.3%
% who view themselves as leaders:
2005     2006      2007     Benchmarked
55.7%    56.5%     60.0%    +4.3%
Focused & Sustained Professional
         Development
• PD Limited to Three Areas:
  *Rigorous and Relevant Instruction for All
  *Wise Use of Data
  *Improved Relationships
• Use of Daggett’s “Why/What/How” model
• Use of Quaglia’s Relationship Materials
• Whole Staff All Day Trainings w/ICLE
  *R&R Quadrant D – Jim Miles
  *Literacy Integration – Ray McNulty
  Supports for Struggling Students
• Academic Interventions
  *READ 180
  *Algebra Support
  *Extra tutoring in four core subjects
• Mentoring program by upperclassmen
• Induction program for freshmen
• Parent Institutes for each grade level
• Proven teachers with neediest students
• In-class collaboration inst. model for SPED
• Attitude shift: no longer ok to fail students
                       Results
• Increased Student Learning
• Significant Test Score Gains-All Subjects/All Levels/All
  Measures
   – AYP, API, Exit Exam, State & Similar Schools Rank, Diagnostic
     Exit Exam, Learning Criteria
• Better Alignment of vision/goals/curriculum/
  instruction/assessment
• Reduction in D and F grades
• Increased Student Engagement
• Increased Professional Collaboration
• Improved Relationships Schoolwide
• Increased Confidence from Community
• Teacher requests for at-risk student populations
                  Test Scores
• API Gain of +44 points
  –   API 746 (702 to 746)
  –   Avg. gain county high schools +2 points
  –   Exceeded target by +39 points
  –   Gains in all content areas, all grade levels
  –   Gains in all subgroups
• AYP Met all targets for all subgroups
• CAHSEE increased pass rate
  – Overall 90% ELA, 87% Math census administration
  – All subgroups higher than county & state
    (except EL math)
                  LQHS Subject Contribution to API


                  2006 Base API              2007 Growth API   Diff

ELA                    185                           198       +13

Math                   100                           103       +3

EOC Science            128                           134       +6

10th Gd Science        21                            21         0

American His
                       80                            91        +11
World His

CAHSEE ELA             85                            91        +6

CAHSEE Math            86                            91        +5

Subtotal               685                           729       +44
SCF                    17                            17
Total                  702                           746
             La Quinta High School 8th Cycle API
                    Component Analysis
                                2006       2007
                     Weight                         ~Diff*
                                Base*     Growth*
Schoolwide                       702        746      +44
ELA                   26%        185       +198      +13
Math                  18%        101        103       +3
10th Gd Science       3%          21         21       0
EOC Science           19%        128        135       +6
US History            6%          39         39       +1
World History         8%          41         52      +10
CAHSEE ELA            10%         85         92       +6
CAHSEE Math           10%         86         92       +5
        SCF          100%         17         17
        La Quinta High School API Micro Component Analysis
                           Percentage Correct
                    Weight         2005         2006   2007    N
9th Gd ELA                          58%         60%    63%    799
10th Gd ELA          26%            62%         58%    64%    773
11th Gd ELA                         58%         59%    63%    599
Algebra I                           37%         40%    41%    813
Geometry                            52%         47%    53%    497
Algebra II                          49%         48%    48%    413
                     18%
Integrated I                                           41%    195
Integrated II                                          42%     88
Summative Math                      61%         60%    63%    124
10th Gd Science      3%                         53%    56%    766
Earth Science                      51%          51%    56%    824
Biology                            53%          54%    57%    873
                     19%
Chemistry                          51%          54%    63%    405
Physics                            49%          53%    65%     23
US History           6%            50%          54%    54%    595
World History        8%            49%          48%    50%    766
CAHSEE ELA*          10%           74%*         69%*   74%*   998*
CAHSEE Math*         10%           73%*         71%*   75%*   992*
Test Score Gains
            State Rankings
• State Rank Increase
  * 6 to 8 – two decile growth
• Similar Schools Rank Increase
  * 2 to 6 – four decile growth



* Out of a scale of 1-10
Exit Exam Pass Rate
Classes of 2007-2010
               La Quinta High School AYP 2005-2008
                   Based on 2008 Census CAHSEE
               ELA % Proficient             Math % Proficient

             2005 2006 2007 2008 2005 2006 2007           2008

Schoolwide   56%   51% 57% 65% 51% 52% 62%                57%

Hispanic     45%   40% 44%               42% 43% 50%

White        68%   61% 71%               62% 63% 75%
SED          38%   32% 39%               40% 40% 48%
 ELA Diagnostic Exit Exam Results
March 2007         March 2008
Reduction of D and F Grades
        Resistance To Change
•   Complacency
•   Fear
•   Too many demands
•   Not enough time
•   Little sense of urgency/need to change
        Overcoming Resistance
•   Educate your staff
•   Use data to show current status & trends
•   Use “Why/What/How” format
•   Share research and professional articles
•   Invite, invite, invite staff to become leaders
•   Repeat, repeat, repeat your mantra
•   Combat fear with combination of:
    – Showing
    – Growing
    – Mowing
• Staff meetings always focus on vision
    Obstacles to Using Data
•   There’s too darn much of it!
•   Lack of user-friendly data structures
•   Many teachers lack data-analysis skills
•   Not enough time
•   Resistance to collaboration
•   Fear of losing teacher autonomy
•   Fear that data will be used punitively
•   Attitude of “This too, shall pass….”
      Overcoming Obstacles
•   Leadership team with key teachers/counselors
•   Focused, sustained Professional Dev.
•   Find someone who can explain data to staff
•   Provide clear directions/tools for data analysis
•   Create accountability structure for PLCs
•   Create time in school day for collaboration
•   Utilize technology to create more time
    – PLCs have web-based discussion groups
    – Email info replaced general staff meetings
    – Department meetings reduced/combined
   Overcoming Obstacles
• Create “Big Picture” vision and keep alive
  – The Bell Curve article by Atul Gawande
  – Pretty Good poem by Charles Osgood
  – Highest Hopes, Worst Fears exercise
  Professional writings and research (College
    Board, IB, Daggett, Reeves, Marzano, Fullan, Collins,
    DuFours)
    Overcoming Obstacles
• Creative Staffing to allow for data analysis
• Inform community of data efforts/results
• Use data from accreditation self studies to
   your advantage
• Transparency of data encourages buy-in
• Focus on student learning rather than
  teacher performance
       Next Steps for Continuous
             Improvement
1.   Staffing Plan
2.   Universal Literacy Initiative
3.   Freshman Seminar Course
4.   Uniform walk-through observation instrument
5.   Further refinement of PLC’s and data use
6.   College Readiness Club
7.   Expand CTE offerings
1. Staffing Plan
    (Building consistency & continuity)
• Hire the “right” people
• Ongoing targeted in-service
  – PLC
  – Common assessments
  – Data analysis
  – Best teaching practices (Gold Seal lessons)
2. Literacy Initiative
(Raising Reading & Comprehension skills)
07-08: Preparation Year
• ULI Committee – Planning and Development
• Cross Curricular Team – Guiding & Input
• Literacy Coach – Training & Support


08-09: Implementation Year
• August 26 – Ray McNulty staff in-service
• August 27 – Departmental training
3. Freshman Seminar
(Building on Read 180 & Algebra Support)
Bridge Course
• Focus: Developing academic and social
  transition skills
Required year long course – 9th Grade
• Level 1 & 2 on CST
• Two semesters of D/F (math and or ELA)
• Attendance / Discipline history
• Counselor / teacher recommendation
• Parent request
          Encouragement
“Keep doing what you know is right until you
  reach a tipping point, or critical mass and
  all of the sudden, it will change. Don’t
  worry about the resisters. Change takes
  time.”
          -Dr. Mel Riddle
          2006 National High School
          Principal of the Year
2008 Model Schools Conference
       Orlando, Florida

     Changing a High School
             Culture:
   Moving from a Good School for
   Some to a Great School for All
            Donna Salazar, Principal
          Doug Bluth, Assistant Principal
             La Quinta High School


   http://www.dsusd.us/schools/LQHS/

				
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