Using Leadership to Eliminate the Gaps


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Erin Jones

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Using Leadership to Eliminate the Gaps

  1. 1.  How old do you think she is?  What do you think her race/ethnicity is?  Where do you think she is from/where was she raised?  What language(s) do you think she speaks?  What do you think her greatest accomplishment is?  What do you think her professional goals are?
  2. 2. Erin Jones Assistant Superintendent for Student Achievement, OSPI
  3. 3. Who are you? Who am I?
  4. 4.  Share your name, school, current role.  What made you decide to pursue your superintendent’s credentials?
  5. 5.  Take a step forward and raise your hand every time you hear a statement that is true for you.  Debrief.
  6. 6.  Erin’s story
  7. 7. The numbers tell a story.
  8. 8. High school students fall into four enrollment categories: (1) graduates, those who complete their education with a regular diploma; (2) dropouts, those who drop out of school for any reason, finish their schooling with any credential other than a regular diploma (e.g., General Educational Development, or GED credential), or leave school and have an “unknown” status; (3) students who are continuing their schooling; and (4) transfers/deceased, those who exit their school and/or district and confirmation of enrollment in another educational facility is received or, those students who become deceased during the school year.
  9. 9.  Annual Dropout rate – This is the total number of students that drop out of school from grades 9 through 12, divided by the total number of students, less the number of students that transferred out of the district/school.  More information about graduation and dropout rates in Washington State can be found online at:
  10. 10. 16,415 students dropped out in Washington State.  9,841 Caucasian  2,976 Latino  1,371 African American  847 Native American  785 Asian  124 Pacific Islander  471 Unknown
  11. 11.  Special education students  Honors/advanced placement/IB students  Students in foster care  Students who are homeless  Students who have health needs  Students who participate in extracurriculars
  12. 12. And there are answers…
  13. 13.  Data – what we collect, how we organize, how we provide access, and how we share data.  Educators – the quality of the educators (certificated and classified) who work with students.  Family/community engagement- the way we partner with families and community members/organizations.  Student support – the way we support the academic, physical, social-emotional, and cultural needs of students.  Transitions – creating a seamless continuum for students from birth to post-secondary.
  14. 14.  Your district MUST provide access to more than merely the data on School Report Cards (state assessments, attendance, demographics, etc.);  Your district must create ways to gather data points around health and emotional well-being as well, in a way that is accessible to educators, students, and families.  The data MUST be organized in a way that is usable to people reading it.  Educators must be given training on what to do with data to create a better learning environment.
  15. 15.  Every adult who interacts with our students should be of the highest quality.  Do you model how to engage/build relationship with students from a variety of backgrounds?  Do you model to others that EACH AND EVERY student is capable of success, no exceptions?  Do you strive to be excellent in all things?  Educators (including you) need to be provided with the training necessary to be successful with today’s students.  Literacy/language acquisition strategies  Differentiated instruction  We need to create an environment in which educators are respected for the difficult work they are expected to do.
  16. 16.  For every statement you hear that is true for you, give yourself a point  Tally up your total points  Wait for further instructions
  17. 17.  How do you communicate with educators in your district that engagement must go beyond PTA and parent-teacher conferences?  How do you help families understand the public school system BEFORE they enter it?  How do you model for all educators (including educational leaders) that all families are an asset for children and must be partners in education?  How do you plan to determine what assets your community has that could serve children?
  18. 18.  Schools need systems to determine a way to support the diverse academic needs of students (RTI is one suggestion).  Every school/district should have a resource guide for educators and families to connect students to necessary support systems.  Students need connections to adults outside the classroom (children who are most successful have 3 adults in their lives who believe in them).  Students with unmet “needs” have a difficult time being successful in the classroom.
  19. 19.  Go to the corner that best describes your response to the scenarios given.
  20. 20.  Families need to be given resources to understand the expectations of the public schools system so they know how to prepare their students for success.  School districts need to collaborate with early childcare providers and higher ed to ensure smooth transitions from one system to another.  Districts need to have a plan for alignment of curriculum from one level to the next within building and from school to school.
  21. 21. Center for the Improvement of Student Learning
  22. 22.  “Let’s Talk About It”  “Your Child’s Progress”  “Eliminating the Gaps”
  23. 23.  Center for the Improvement of Student Learning (CISL)  Phone: (360) 725 – 6503  E-mail:  Website: