NEW HOPE SCHOOL DISTRICT REFORM COMMISSION INITIATIVES November 22, 2010
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NEW HOPE SCHOOL DISTRICT REFORM COMMISSIONINITIATIVESNovember 22, 2010Presented by theNATC CONSULTANT GROUPThe NATC consultant group provides high quality expertise to assist area school districts in developing and implementing targeted school reform based on 21st century educational best practices. NATC consultants have over 80 years of combined educational and administrative experience.Meet the Consultants: Nancy Schumacher - AssessmentAnne Hoover - Curriculum and InstructionTim Blessington - Organizational ManagementCraig Funk- Optimizing Human Potential
NEW HOPE SCHOOL DISTRICT MENTORING INITIATIVETim BlessingtonVision Statement:
At New Hope School District all decisions, policies and resources support engaged learning and student achievement in an environment that promotes personal excellence, respect, diversity and civic responsibility every day to enable students to become contributing members of society and successful participants in the global economy.
Mission Statement:
The New Hope School District is an organization of caring professionals committed to providing a safe, student-centered learning environment that ensures each child has an opportunity to create his/her destiny through collaboration with families and the community.ISLLC Standards Components Addressed by the Mentoring InitiativeStandard 1: The Vision of Learning: Facilitating the development, articulation, implementation and stewardship of a school or district vision of learning that is shared and supported by the school community by
1.17 -- Developing the vision1.19 -- Communicating the vision Standard 2: The Culture of Teaching and Learning: Advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth by
2a: Valuing students and staff2b: Developing and sustaining the culture2c: Ensuring an inclusive cultureStandard 3: The Management of Learning: Ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment by
3.76 -- Making management decisions to ensure successful teaching and learning3.82 -- Creating a safe, healthy environment to ensure successful teaching and learning3.84 -- Developing procedures to ensure successful teaching and learning3.92 -- allocating resources to ensure successful teaching and learningSWOTS Applicable to the Mentoring InitiativeStrengths
Tradition of excellence Committed staff
High expectations ofprofessional growth through education & Training for teachers
Fair, balancedevaluationstructure for management andStaff
Competitive salary
Strong school tradition(school spirit)Weaknesses Blanketed directives/policies from school board Outdated technology and resources Outdated curriculum/textbooks Mixed population of the economic disadvantage and affluentInsufficient professional developmentOpportunitiesIncreasing population of retirements/hiring of new teachersCorporations within school districtThreats Merit pay/teachers threatened by testresultsToo much time focused on testing/teaching to the test Time stolen due to NCLBGlobal changeWhy Mentoring?New hires average 15% of a buildings instructional population.In a typical school year:22.8% Teacher Turnover13.7% transferred to a different building.9.1% left teaching altogether.(NCES 2010)Why Mentoring?Segue and Support of PLCsGuidance for the Formative Assessment InitiativeGuidance for the Reading Workshop InitiativeTop Five Reasons for LeavingLack of Planning TimeWorkloadClass Size/Student PopulationToo Low a SalaryProblematic Student Behavior(NCES 2005)What Do the Stats Show? Teaching Is Not For Everyone !Success is Cumulative!Success for New TeachersSuccess for Our ProfessionSuccess for Our Children
Children are the worlds most precious commodity and the raw materials which will make up our future society.
MentoringSink or Swim mentalityIm OK. Youre OK..I dont need help.FailuresDifficultiesIsolation (Heider, 2005)Yes, you choose how to do your job, but its nice to have options available which have been field tested.This is not a perfect placeBureaucracyProceduresPoliticsThings that SHOULD beThings that AREand the answer isCommit/Beyond ReproachWork EthicAccept responsibilitiesCommit to responsibilitiesEstablish successful habitsIntegrityHonestySelf disciplineTrustWe want you to be successful!!!!!StandardsIdealsDelineated Standards7 Habits of Highly Effective People (S. Covey 1989)IndependenceYou know what you need to do and you do it.Be ProactiveBegin With an End In MindPut First Things FirstInterpersonal (Public)Think Win/WinSeek First to Understand Then to Be UnderstoodSynergizeInterdependenceStudentsTeachersParentsAdministrationOur School Cultures at NH
Sharpen The SawThe HandbookInitial Needs Assessment
Topical Categories for Discussion
Timeline
Observations
Evaluations
At The Present Time 43 States Have Mentoring PoliciesThe use of experienced, well-trained teachers as mentors Are based upon well-defined program standardsAre adequately funded Include a good evaluation process of new teachersGo beyond the first year of a teachers career Are part of a larger effort that includes reduced teaching loads, appropriate class placements, ample opportunity for observation of other teachers and targeted professional development. (Kaufmann, 2007)Effective Mentoring Programs Share the Following Characteristics:Mentoring With Purpose:
Mentoring can support induction, instructional improvement, and a change in the culture of a school to a more collaborative learning environment. The purpose or mission of a mentoring program will have a profound impact on a schools culture and will drive every other decision about the program. Therefore, the purpose of a mentoring program should be determined early and maintained as a focus to allow for evaluation of the effectiveness of later decisions.(Oregon Department Of Education & Oregon Education Association, 2010. Oregon Mentor Program Handbook.)NEW HOPE SCHOOL DISTRICT MAXIMIZING HUMAN POTENTIAL INITIATIVECraig FunkVideo Linkhttp://www.youtube.com/watch?v=L2zqTYgcpfg&feature=related
In Flight Construction = Educational ReformProgramsInitiativesOne and done trainingsTYNT & LYNT
How can we pull everything together to targetreal student achievement while still operating the School District on a daily basis?Often teachers and parents feel overwhelmed and un focused all the things going on in Education. Some days/years feels like herding cats. 21Professional Learning Communities
EQ: What are Professional Learning Communities (PLC)?Teachers I know you are thinking: What now, something new when will I have time to do that!Parents/taxpayers are thinking: Great, now we are going to pay them to study. WaitNot a new fix & Going to introduce this to you tonight. 22Professional Learning Community (PLC) Utilizes teacher collaboration focused on student learning.Maximizes the knowledge and experience of current staff to impact long term improvement .ISSLC #2Guided by the Vision Statement
New Hope School District PLC
?
Whole Faculty Study GroupsWhole Faculty Study GroupsDeveloped by Carlene MurphyTeacherDirector of staff development35 years in Augusta, GA Public School SystemNational Staff Development Council Past President
WFSG research- 18 years (1987-2005)Proven success record at all levels of public educationSchool districts across the U.S. have seen success- Experience 25Whole-Faculty Study GroupsWhole-Faculty Study Groups (WFSGs) is a student driven approach to build a community in which professionals continuously strive to increase student learning. This is accomplished as practitioners deepen their own knowledge and understanding of what is taught, reflect on their practices, sharpen their skills, and take joint responsibility for the students they teach. Whole-Faculty means that every faculty member at a school is a member of a study group focusing on data-based student instructional needs. In such a context, a study group is a small number of individuals joining together to increase their capacities to enable students to reach higher levels of performance. The collective synergy of all the study groups advance the whole school. --- Carlene Murphy Author, Whole Faculty Study GroupsOfficial Definition26Whole Faculty Study GroupsFocused and guided by two questions:What do students need for teachers to do so that teachers will have a deeper understanding of what they teach?
What do students need for teachers to do so that teachers will be more skillful in how they teach?
Whole-Faculty Study GroupsSimply: Structure
Vehicle
Place
A Structure for implementing the School improvement planA Vehicle for doing what teachers already have to doA place to work on the work with colleagues as opposed to working alone. 28WFSG are NOT:A new programTask Force A one and done training and initiativeQuick fix **********************************************Whole Faculty Study Groups = A way to focus school wide and individual teachers efforts through collaboration as a way to target effective instruction and student achievement.
Whole-Faculty Study GroupsStudent centeredStudent needs determine member needsLeadership rotatesAsks: What do I need to do and learn in order to change how I teach and what I teach?All members are equal and share the responsibility of the group. Instructional techniques are practiced in the group members classrooms before sharing with others. 3-5 members per groupFive PrinciplesStudents are 1st !Everyone participatesLeadership is sharedResponsibility is equalThe work is public
Traditional New Hope MeetingsDepartment/Grade LevelCommitteesManagerial focusAgenda is developed by building administration Lead by a grade level/department chairpersonInteraction and communication is often one-way
Members are appointed or volunteeredLead by a chairpersonObjectives are usually dictated by the administration or driven by name of committeeLimited actual controlFinite in natureWFSG Process/CycleAnalyze student dataIdentify student needsCategorize student needsComplete Individual Action PlanWFSG design Action Plan WFSG implement the Action ResearchThe whole faculty analyzes impact of AP
What Will Drive NHSD WFSG?The School Improvement Plan and SWOTS!Analyze student dataIdentify student needsCategorize student needs
The first three steps in the cycle are already identified. 34New Hope Key AreasMentor ProgramAssessment Reading initiativeWFSG in ActionTeacher groups of 3 5 people are establishedThe groups focus on the student needs identified in the District Improvement Plan and SWOTS.An action plan is created by the group. The teachers collaborate to identify instructional techniques that will target the areas of need. Individual teachers attempt these techniques in their classrooms and then report back to the group. The effective techniques are then shared with the whole faculty/district. Where are we now?Initial District assessment (SWOTS) -- completedVision and Mission Statements -- revisedThe 2009-2010 Improvement Plan was approved by PDEAll district and building level administrators have attended WFSG training.Performance Tracker has been purchasedWhat happens next?Professional Development:A core group of teachers from each building will attend PLC/WFSG training institute in December 2010.Pilot PLC/WFSG teams will begin working as a PLC during the remainder of the 10-11 SY. Pilot team data will be shared District wide in June.The pilot team will train the remaining teachers in the New Hope SD during the Summer 2011 PD institute.Full implementation August 2011. Coming together is a beginning. Keeping together is progress. Working together is success.- Henry Ford
QUESTIONS?RESOURCES1. DuFour, R., Dufour, R., Eaker, R., & Many (2006) Learning by doing: A handbook for professional learning Communities at work., (2-4).
2. Dufour, R. (2004). What is a professional learning community? Educational Leadership, May, 2004, 8-11.
3. Murphy, C. and Lick, D. (2005). Whole-Faculty Study Groups: Professional Learning Communities That Target Student Learning. Thousand Oaks, CA: Corwin Press.
4. Murphy, C. and Lick, D (2006). The Whole-Faculty Study Groups Field book: Lessons Learned and Best Practices From Classrooms, Districts, and Schools. Thousand Oaks, CA: Corwin Press.
5. Piercey, D. (2010) Why dont teacher collaborate? A leadership conundrum. Phi Delta Kappan,92(1), 54-56.
NEW HOPE SCHOOL DISTRICT CURRICULUM INITIATIVEAnne HooverISLLC Standards Components Addressed by the Reading Workshop InitiativeStandard 1: The Vision of Learning Facilitating the development, articulation, implementation and stewardship of a school or district vision of learning that is shared and supported by the school community by
1.17 --Developing the vision1.19 -- Communicating the vision 1.22 -- Implementing plans to achieve goals1.23 -- Using data to develop goals1.28 -- Monitoring and evaluatingStandard 2: The Culture of Teaching and Learning Advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth by
Valuing students and staffDeveloping and sustaining the cultureEnsuring an inclusive cultureSupervising instructionMonitoring student progressMaximizing instructional timeMonitoring and evaluatingStandard 3: The Management of Learning Ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment
3.76 -- Making management decisions to ensure successful teaching and learning3.80 -- Supporting quality instruction and student learning3.82 -- Creating a safe, healthy environment to ensure successful teaching and learning3.84 -- Developing procedures to ensure successful teaching and learning3.81 & 3.96 -- Developing distributed leadership3.92 -- Allocating resources to ensure successful teaching and learningSWOTS Applicable to the Reading WorkshopStrengths Tradition of excellence Committed staffHigh expectations of professional growth through education/training for teachersOpportunities for students to be civically involvedParent InvolvementHigh standardized testsCulturally strong ethnic groups/communities Weaknesses Blanketed directives/policies from schoolboard Summative assessment is primary method of assessmentStudent data not driving instructionOutdated curriculum/textbooks Insufficient professional developmentOpportunitiesIncreasing population of retirements/hiring of new teachersParent VolunteersStaff/Administration communicationFull day kindergartenSchedulingNew initiatives for new assessment methodsThreats BudgetCut programs/personnelGlobal changeTraditions holding back progressTime testing/teaching to the testTime stolen to NCLBFederal and state mandates without fundingActivate Your ThinkingThink of your favorite book and why it was your favorite book.
Was it a book you had to read or one you choose to read?
Why Read?To become functional literate?To score proficient on a test? orTo nurture lifelong readers and thinkers?To cultivate social responsibility?To inspire relevant 21st century thinking?To make a difference?
Non-negotiables in the Teaching of ReadingA set of beliefs about how children learn to readBeautiful settings in which to readReal reasons to readBig blocks of timeHigh-quality books and plenty of themA school wide stance that reading is coolPowerful modelsWell-informed teachers (Harwayne, 2000)
Why a Reading Workshop?Problem:Districts implementing scientifically based commercial reading programs to move students to proficient reading levels which has caused teachers to dramatically change their pedagogy (Miller & Higgins, 2008)
The Real Problem:Districts are not focusing on characteristics and abilities of the readers they are teaching (Serafini, 2005)
What is a Reading Workshop?Components:
Mini-lesson -Whole Group10-15 minute lessonBased on students needs Strategies, skills, and literary analysis(Fountas & Pinnell, 2001)
What is a Reading Workshop?Components:
Independent Reading/Conferencing-One to one or small group instructionTeaching a student, not a textStrategy groups based on needStudents become lost in their books which they are reading with approximately 98% accuracy (Ivey, 2000)
What is a Reading Workshop?Components:
Peer Discussions Students paired with students on their levelMotivates, substantiates, validates, investigates, and evaluates (Cole, 2003) What is a Reading Workshop?Components:
Closure Whole groupSummarizesGuides instructionmore than compiling materials and methods, must infuse them with a sense of priority and vision, passion, and grace (Calkins, 2001)
Strengths and OpportunitiesSpecific to New Hope NEW HOPE SCHOOL DISTRICT FORMATIVE ASSESSMENT INITIATIVENancy Schumacher
Assessment Memory
Think of a time in your life when you were assessed.
It might be a memory from elementary or high schoolFrom your professional experienceOr anywhere else in your life.
How did the assessment make you feel?
New Hope School DistrictHigh-stakes Standardized Testing(aka Summative Testing)Receives a disproportionate amount ofof attention:
Summative vs. Formative
Disadvantages of High Stakes TestingMINIMAL IMPACT ON STUDENT ACHIEVEMENT
Time lapse between administration and resultsNot easily interpreted at classroom levelVague individual feedbackRank-orders students and creates competitivenessReinforces feeling of incompetence in underperforming students and creates student disengagement from learning
New Hope School DistrictStrength:
High Standardized Test Scores
REAL OR PERCEIVED?New Hope School DistrictSTATUS QUO
High SES community (Strong relationship between SES and student achievement, Marzano & Waters, 2009)Low student mobility rate (High transiency rate negatively affects test scores, Marzano & Waters, 2009) Teaching to the testFocus on how well students are doing rather than what students are doingData does not drive instructional decision-making
New Hope School DistrictTHREATS TO STATUS QUO
Closing of local small businesses and plants changing SESForeclosures increasing mobility rateWidening gap between haves and have notsNew Hope School DistrictOPPORTUNITYSystemic change related to district mission of engaged learningSystemic change related to district vision of providing relevant research-based instruction that responds to each students unique potentialEnhanced teaching and learningFocus on learning vs. achievement
Achievement vs. LearningVideo Clip by Alfie Kohn
Endorsed by W. Edwards Deming in No Contestwhich addresses competition in schools.
http://www.youtube.com/watch?v=7sywMkf5QhI
Evolve Mindsets and Mental Models
From: Summative AssessmentTo: Formative Assessment
From: Evaluative gradingTo: Planning future instruction
What is Formative Assessment?
Formal Definition:
A planned process in which the ongoing activities undertaken in the classroom increase student engagement and learning by providing timely informational feedback and decision-making data so students can adjust current learning tactics in which they employ and teachers can modify instructional methods in which they implement. ---Nancy Schumacher, 2010
Formative Assessment vs. Summative Assessment
Formative Assessment: FOR learning DURING learningSummative Assessment:OF learning AFTER learning
When the cook tastes the soup it is formative, when the guests taste the soup it is summative. ---Bob Stake in Marzano, 2010 Goal of Formative AssessmentFor teachers to teach more effectively
For students to learn more effectively
State-Level HighStakes SummativeAssessment
District-LevelCommon AssessmentClassroom-LevelFormative AssessmentIntentionally AlignedCOMPREHENSIVE FORMATIVE ASSESSMENT SYSTEM to Increase Student AchievementNancy Schumacher2010
Classroom Level Formative AssessmentIS BASED ON EFFECTIVE, INFORMATIVE FEEDBACK
The most powerful single modification that enhances achievement is feedback
---J. A. Hattie in Marzano, 2007aAfter a meta-analysis of over 8,000 studies
Teachers and Students use FEEDBACK DATAFind areas of strengths and weaknessesTrack areas of improvementQuestion how to prepare for and improve performanceDifferentiate instructionClose the achievement gap
New Hope School DistrictCurrent Model of Classroom Assessment Proposed Model of Classroom Level Formative Assessment: Teaching is aligned with curriculum. Formative assessments are not graded.---Ainsworth & Viegut, 2006Resources Needed to IntroduceFormative Assessment SystemClassroom level formative assessment is a cost-effective method of school improvement (William, 2007)Professional Learning Communities: An effective approach for implementation (Popham, 2008)Reading resources: Key stakeholders volunteer to read and discuss the formative assessment processTime: Flexible scheduling to promote collaboration
Beyond Classroom Level Formative Assessment School and district level formative assessment will require funding for additional professional development (Black & Wiliam, 1998)
Time Frame to ImplementFormative AssessmentSlow and Steady Process
November 2010 Present rationale and process to Board of Education, all district and school leaders, all teachers and community membersDecember 2010 Establish volunteer PLCs to pilot implementation at classroom levelJune 2011 Positive results from pilot program create buy-inJuly-August 2011 Pilot teachers turnkey train district wide September 2011 All teachers begin classroom level formative assessment across grade levels and departments
Time Frame to ImplementFormative AssessmentSlow and Steady ProcessDecember 2011 All teachers district wide in-service on next phase of intentionally designed comprehensive formative assessment system Power Standards.January to March 2012 Determine Power Standards for each grade and contentApril 2012 -- All teachers district wide in-service on next phase of intentionally designed comprehensive formative assessment system Aligning Power Standards to classroom, district and State standardsMay to June 2012 Align Power StandardsJune 2012 All teachers district wide in-service on next phase of intentionally designed comprehensive formative assessment system Common Formative Assessments
Time Frame to ImplementFormative AssessmentSlow and Steady ProcessJuly to August 2012 Design Common Formative Assessments and map horizontally and verticallySeptember 2012 First administration of Common Formative Assessment (CFA)October 2012 Score assessments, collaboratively discuss, evaluate effectiveness, revise CFANovember 2012 Second administration of CFA and analyze dataDecember 2012 Meet by schools to plan future phases of intentionally designed comprehensive formative assessment system
ISLLC Standards Components Addressed by the Formative Assessment InitiativeStandard 1: The Vision of Learning Facilitating the development, articulation, implementation and stewardship of a school or district vision of learning that is shared and supported by the school community by
1.4 Using information sources, data collection & data analysis strategies1.17 --Developing the vision1.19 -- Communicating the vision 1.22 -- Implementing plans to achieve goals1.23 -- Using data to develop goalsUsing existing resources in support of the vision & goals1.28 -- Monitoring and evaluatingStandard 2: The Culture of Teaching and Learning Advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth by
2.33 Mastering effective instructional techniques2.34 Mastering measurement, evaluation and assessment strategies2.40 Maintaining student learning as a fundamental purpose2.46 Developing a safe and supportive learning environment2.64 Ensuring that student learning is assessed using a variety of techniquesStandard 3: The Management of Learning Ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment
3.77 Taking risks to improve schools3.80 -- Supporting quality instruction and student learning3.84 -- Developing procedures to ensure successful teaching and learning3.89 Managing time to maximize attainment of organizational goals3.92 -- Allocating resources to ensure successful teaching and learningTIME FRAME FOR RESULTS15 WEEKS
Bangert-Drowns, Kulick & Kulick in Marzano, 2007bTwo formative assessments per week over a 15-week period produce a 29.0 percentile gain
Fuch & Fuch in Marzano, 2007bBased on meta-analysis of 21 studies: Two formative assessments per week result in a 30 percentile point gain
New Hope School DistrictFORMATIVE ASSESSMENT:MISSION POSSIBLE
http://www.youtube.com/watch?v=jsBMQUeGx1E
ResourcesAinsworth, L., & Viegut, D. (2006). Common formative assessments. Thousand Oaks, California: Corwin Press.Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment.Phi Delta Kappa, 80(2), 139-144. Retrieved from http://www.londonmet.ac.uk/library/ i93438_22.htmMarzano, R. J. (2007a). Designing a comprehensive approach to classroom assessment. In D. Reeves (Ed.), Ahead of the curve. (pp. 103-126). Bloomington, IN: Solution Tree Press.Marzano, R. J. (2007b). The art and science of teaching. Alexandria, Virginia: ASCD.Marzano, R. J., & Waters, T. (2009). Setting and monitoring nonnegotiable goals for achievement. In District leadership that works. (pp. 23-52). Bloomington, IN: Solution Tree Press.Marzano, R. J. (2010). Formative assessment and standards-based grading. Bloomington, IN: Marzano Research Laboratory.Popham, W. J. (2008). Transformative assessment. Alexandria, Virginia: ASCD.William, D. (2007). Content then process: Teacher learning communities in the service of formative assessment. In D. Reeves (Ed.), Ahead of the curve. (pp. 183-206). Bloomington, IN: Solution Tree Press.
New Hope, Penn
sylva
nia
New
Hop
e School District
New Hope, Penn
sylva
nia
New
Hop
e School District
New Hope, Penn
sylva
nia
New
Hop
e School District
New Hope, Penn
sylva
nia
New
Hop
e School District
New Hope, Penn
sylva
nia
New
Hop
e School District
New Hope, Penn
sylva
nia
New
Hop
e School District
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