Copy Of Characteristics Of Highly Effective Schools Sept 2008
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Copy Of Characteristics Of Highly Effective Schools Sept 2008 Copy Of Characteristics Of Highly Effective Schools Sept 2008 Presentation Transcript

    • LEADERSHIP: Characteristics of Highly Effective Schools
    Benjamin A. Soria, Superintendent Yakima SD, Washington September 2008
  • Improving Education Opportunities for School Districts in Transition
    • School reform
    • Changing demographics
    • No Child Left Behind (NCLB)
    • Organizational culture
  • Who are we? We are the Yakima School District.
  • Yakima School District 2007-2008 Student Population: 14,500
  •  
  • Yakima School District Demographic Information
  •  
  •  
  • Yakima School District consists of:
    • 14 Elementary Schools
    • 4 Middle Schools
    • 2 High Schools
    • 2 Alternative Schools
    • 1 Technical Skills Center
    • 1 On-Line School
    • 1 Home School Program
  • Yakima School District
    • Total Staff: 1,723
    • Total Budget: $156 million
  • So, what are the results?
  •  
  •  
  •  
  • How did we do it?
  • Yakima School District - Approach:
    • Internal look at our
    • instructional approach
    • (most painful  )
    • External look at our
    • communication approach in engaging families and community
  • Yakima School District Internal look at the instructional approach
  • Where we were before
    • Lack of consistency of:
      • Instructional focus –
      • district, schools, classroom
      • Classroom materials
      • ELL delivery models
      • Data use to drive instruction
      • Accountability measures
  • So, what changed?
  • The Roadmap 2000-2004
  • “ District Roadmap” developed and implemented
    • Provides clear vision
    • Goals
    • Targets
    • Areas of focus
    • Revise every three years
    • based on data
  • The Roadmap
  •  
  • Focus on All Students Learning Dynamic and Distributed Leadership Support for System-wide Improvement Effective Use of Data Strategic Allocation of Resources Policy and Program Coherence Clear and Collaborative Relationships Professional Culture and Collaborative Relationships Clear Understanding of School and District Roles and Responsibilities Interpreting and Managing the External Environment Effective Leadership Sustained Improvement Efforts Over Time Quality Teaching and Learning High Expectations and Accountability for Adults Coordinated and Aligned Curriculum and Assessment Coordinated and Embedded Professional Development Quality Classroom Instruction Time Improvement Characteristics of Improved School Districts—Conceptual Framework
    • Relentless focus for continuous improvement across the District
    • Coherence between District Improvement Plan and School Improvement Plans
    • Constant review/adjustment of Improvement Plan
    • Monitoring of fidelity of curriculum
    • Persistent message of District’s commitment to high level of achievement for all students by Board and Superintendent
    • Bilingual Education Task Force
    • Migrant Education Task Force
    • K-12 District Math Instructional Leadership Team
    • Use of Instructional Leadership Teams (ILTs)
    • Principals in classroom 2-3 hours a day – using consistent protocol to improve instruction
    • 2007-2010 Yakima School District Roadmap (reflects stakeholders’ input)
    • District P-12 Leadership Team
    • District Instructional Goals
    • Principal Portfolio
    • Leadership Academy
    • Powerful Teaching and
    • Learning monthly trainings
    • Principal Intern Academy
    • Use of student data to drive instructional decisions
    • Focus on instructional issues at staff meetings
    Sustained Improvement Efforts Dynamic and Distributed Leadership Focus on Student Learning EFFECTIVE LEADERSHIP
    • Structure and resources in place to improve teaching and learning through professional development
    • Professional Development Specialists:
    • 5 Math P.D. Specialists
    • 2 Literacy P.D. Specialists
    • 1 Language Acquisition P.D. Specialist
    • 1 Technology P.D. Specialist
    • 1 Science P.D. Specialist
    • 1 Special Ed P.D. Specialist
    • Building Level Supports:
    • RF Coaches
    • Instructional Coaches
    • Interventionists
    • Continuous formal/informal conversations/ coaching staff development to improve instructional practices
    • Ongoing content, pedagogy and specialized training coordinated by Professional Development department
    • Common curriculum, instructional resources, and assessment practice
    • All curriculum research-based
    • District vertical alignment of content/ rigor in core areas
    • Horizontal alignment classrooms across the district
    • District coordinated monitored assessment for closing of achievement gap
    • District and Building Data Carousels
    • Clear Policy direction on closing achievement gap
    • Policy Governance and monitoring reports
    • Improved hiring, retaining, professional development of staff
    • Close monitoring of building principals
    • Emphasis on quality teacher evaluation
    Coordinated and Embedded Professional Development Coordinated and Aligned Curriculum and Assessment High Expectations and Accountability for Adults QUALITY TEACHING AND LEARNING
    • Assessment department monitors and communicates high school graduation requirements to schools, cabinet and school board
    • Under Policy Governance, all policies and procedures are aligned with ends statements (goals)
    • Ends statements and resulting interpretation and monitoring reports
    • Quality staff recruitment
    • Reallocation of resources – people, time, talent, energy, money
    • Supplemental funding is allocated to buildings based on student achievement data
    • Unique student and program needs are addressed separate from student performance
    • Collaboration of central office administrators to blend resources for benefit of students
    • Continuous review of allocation of resources
    • All day, everyday kindergarten
    • Early learning
    • District Pre-K
    • Kindergarten transition program
    • On-line Programs/Alternative
    • CONEVyT
    • Yakima Online
    • Home School
    • School of the Arts
    • Early release Mondays
    • Partnership with CEE
    • Assessment Department provides data in usable form
    • Progress monitoring and Benchmark assessments in reading
    • Reading and math interventions
    • Data is disaggregated to reflect demographics, perception, etc.
    • All instructional decisions data driven
    • Standards (GLEs) pacing guides
    Policy and Program Adherence Strategic Allocation of Resources Effective Use of Data SUPPORT FOR SYSTEM-WIDE IMPROVEMENT
    • White Paper
    • Board member is Legislative Liaison
    • Active partner with Ready by Five
    • Business Partnership Group
    • Faith Community Partnership
    • Character Education Alliance
    • Decision-Making Matrix
    • Standards Pacing Guides
    • Individual School Initiatives
    • Middle School IB exploratory year
    • Action Research at two elementary
    • schools
    • Central Service representatives on building ILTs
    • Professional Learning Communities
    • Instructional Leadership Teams (ILTs) with Norms
    • Vertical Teams
    • Principal Groups with Norms Co- Facilitated by director and peer-nominated principal
    • Superintendent’s Advisory Council
    • YEA and Superintendent monthly meeting
    Interpreting and Managing the External Environment Clear Understanding of School and District Roles and Responsibilities Professional Culture and Collaborative Relationships CLEAR AND COLLABORATIVE RELATIONSHIPS
  • External Communication Approach Engaging Families and Community
  • Where we were before
    • Traditional communication with:
      • parents of students
      • non-parent community
      • staff
    • Lack of transparency
    • Vague, surface communication
  • So, what has changed?
    • Engaging families/community
      • Media Relationships
      • Nurturing and Maintaining Parent Involvement and Support
      • Community Partnerships
  • Media Relationships
    • Partnership with local media outlets
      • Spanish Radio KDNA
      • KIT Radio quarterly session including call-ins
      • Yakima Herald Republic Newspaper
      • El Sol (Spanish publication)
      • Continued focus on establishing working relationship with all media
  • Nurturing and Maintaining Parent Involvement and Support
    • All publications/communications in English/ Spanish
    • Bilingual support in buildings
    • Bilingual Director of Parent and Community Involvement reporting to the Superintendent
    • Parent education partnerships
    • Parent representation on school instructional leadership teams
    • Established district parent resource center
    • Established a “Plaza Comunitaria” concept in collaboration with Mexican Consulate
    • Spanish Community Forums
  • Community Partnerships
    • Faith community alliance emphasizing school adoptions
    • Education partnership committee with community leaders
    • Yakima Schools Foundation
    • Community-wide Character Education Initiative through current work with broad-based number of stakeholders launched Fall 2008
  • As a result…..
    • Through a System-Wide Support for Continuous Student Learning
    Every student in the Yakima School District will have access to any local or global opportunity they choose to pursue as evidenced by….
  • Yakima School District (YSD) Drop-Out Rate
    • 01-02 02-03 03-04 04-05 05-06
    • Davis 11.7 10.8 12.4 3.8 1.9
    • Eisenhower 7.8 5.4 4.7 1.4 0.7
    • Stanton
    • Alternative 41.2 62.7 63.4 38.8 24.2
    • YSD 17.1 21.0 20.2 12.0 6.0
    • WA State 7.7 6.7 5.8 5.1 5.7
  • Yakima School District (YSD) On-Time Graduation Rate 03-04 04-05 05-06 Davis 62.0 75.0 84.7 Eisenhower 78.0 82.0 86.9 Stanton Alternative 2.0 6.0 10.6 YSD 42.0 48.0 62.8 WA State 70.0 74.3 70.4
  • Yakima School District (YSD) Extended Graduation Rate
    • 03-04 04-05 05-06
    • Davis 68.0 83.0 96.9
    • Eisenhower 81.0 88.0 96.7
    • Stanton
    • Alternative 4.0 7.0 19.8
    • YSD 46.0 53.0 73.6
    • WA State 74.0 79.3 75.0
  • How others view us “YSD is having the greatest impact on student learning of any of the Latino-majority districts in the state!” Greg Lobdell, The Center for Educational Effectiveness April 18, 2006
  • “ There is not greater insight into the future than recognizing that when we save our children, we save ourselves.” Margaret Mead