School Improvement ... is the single most important business of the school. It is the process schools use to ensure that all students are achieving at high levels. School Improvement Planning Process Guide http://www.k12.wa.us/SchoolImprovement/Resources/default.aspx

Do we define it? Do we expect it? How do we support it?

Nine Characteristics Of High Performing Schools School Improvement Is An Ongoing Process Based on Research Assess Readiness to Benefit Collect Sort and Analyze Data Build and Analyze Portfolio Set and Prioritize Goals Study and Select Research-based Practices Craft Action Plans Implement and Monitor Plan Evaluate Plan’s Impact on Student Achievement

1.8 7.5 4.8 8.8 3.1 8.4 Grade Annual Average Percentage Gains Grade 2.5 3.7 4.5 5.7 1.9 4.7 Reading Math Annual Average Percentage Gains

Where the SIA-SIP program/process did not result in improved student learning, sustained over time, what might be some reasons for the lack of positive change?

Where the SIA-SIP program/process did not result in improved student learning, sustained over time, what might be some reasons for the lack of positive change?

What is the connection of LEADERSHIP to IMPLEMENTATION?

What is the connection of LEADERSHIP to IMPLEMENTATION?

It’s not that leadership makes a difference-----it IS the difference!

The Six Secrets of Change: What the best leaders do to help their organizations survive and thrive ---Michael Fullan, 2008 Shackleton’s Way: Leadership lessons from the great Antarctic explorer , Margot Morrel, 2001

The Six Secrets of Change: What the best leaders do to help their organizations survive and thrive ---Michael Fullan, 2008

Shackleton’s Way: Leadership lessons from the great Antarctic explorer , Margot Morrel, 2001

He has been called "The greatest leader that ever came on God's earth, bar none," yet he never led a group larger than 27, he failed to reach nearly every goal he ever set, and, until recently, he had been little remembered after his death. But once you learn the story of Sir Ernest Shackleton and his remarkable Antarctic expedition of 1914-1916 you'll come to agree with the effusive praise of those under his command. He is a model of great leadership and, in particular, a master of guidance in crisis.

---Earnest Shackleton

Improving schools require collaborative cultures…. Without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve. Michael Fullan

Improving schools require collaborative cultures…. Without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve.

Michael Fullan

4. Learning is the work

Which one of the six factors resonates with you? Why?

Which one of the six factors resonates with you? Why?

Dr. Mary Alice Heuschel Superintendent

Enrollment in Renton SD is rising less than 1% per year. Student enrollment in Renton schools has grown from 13,280 in 2003 to 13,751 in the 2007-08 academic year, an increase of 471 students, slightly more than 3%. Note: In the same period of time, the number of classroom teachers rose from 677 in 2003/04 to 874 in 2007/08, an increase of 197 classroom teachers over a 4 year period of time.

Enrollment in Renton SD is rising less than 1% per year. Student enrollment in Renton schools has grown from 13,280 in 2003 to 13,751 in the 2007-08 academic year, an increase of 471 students, slightly more than 3%.

Note: In the same period of time, the number of classroom teachers rose from 677 in 2003/04 to 874 in 2007/08, an increase of 197 classroom teachers over a 4 year period of time.

The ethnicity of the Renton SD student population is shifting from White to Hispanic, Asian and Black. The Renton SD student enrollment is primarily from four ethnic groups: White, 38% (down 10% from 48% in 2003); Hispanic, 17% (up from 11% in 2003); Asian, 25% (up from 21% in 2003); Black, 20% (up from 18% in 2003); and American Indian, less than 2% (stable over the same four year time period).

The ethnicity of the Renton SD student population is shifting from White to Hispanic, Asian and Black. The Renton SD student enrollment is primarily from four ethnic groups: White, 38% (down 10% from 48% in 2003); Hispanic, 17% (up from 11% in 2003); Asian, 25% (up from 21% in 2003); Black, 20% (up from 18% in 2003); and American Indian, less than 2% (stable over the same four year time period).

The rate of poverty in the Renton SD is steady at 42%. Statewide poverty is 38%, a 2% increase since 2003.

The rate of poverty in the Renton SD is steady at 42%. Statewide poverty is 38%, a 2% increase since 2003.

The percentage of Renton SD students receiving Transitional Bilingual services increased by one percent each year over the four year time period. Renton SD students receiving Bilingual (English Language Learner) support increased from 10% in 2003 to 15% in the 2007-08 academic year. The state percentage currently is 8%, an increase of less than one percent over the same period of time, from 7% in 2003.

The percentage of Renton SD students receiving Transitional Bilingual services increased by one percent each year over the four year time period. Renton SD students receiving Bilingual (English Language Learner) support increased from 10% in 2003 to 15% in the 2007-08 academic year. The state percentage currently is 8%, an increase of less than one percent over the same period of time, from 7% in 2003.

Special Education services are delivered to 12% of Renton SD students – a number that has increased less than 1% over the past four years.

Special Education services are delivered to 12% of Renton SD students – a number that has increased less than 1% over the past four years.

The Renton SD system over three years shows a stability rate of 65% from 4 th to 7 th grade and 68% from 7 th grade to 10 th grade. Renton SD has the lowest stability rate (highest mobility) of the five Summit districts.

The Renton SD system over three years shows a stability rate of 65% from 4 th to 7 th grade and 68% from 7 th grade to 10 th grade. Renton SD has the lowest stability rate (highest mobility) of the five Summit districts.

Eleven elementary schools beat the state in the increase in percentage of all students meeting standard in one or more WASL subjects All three middle schools beat the state in the increase in percentage of all students meeting standard in one or more WASL subjects All three comprehensive high schools beat the state in the increase in percentage of all students meeting standard in one or more WASL subjects

Eleven elementary schools beat the state in the increase in percentage of all students meeting standard in one or more WASL subjects

All three middle schools beat the state in the increase in percentage of all students meeting standard in one or more WASL subjects

All three comprehensive high schools beat the state in the increase in percentage of all students meeting standard in one or more WASL subjects

30% more high school students – Hispanic sub-group – met WASL standard in Reading in 2008 than 2007 19% more high school students - Limited English sub-group - met WASL standard in Reading in 2008 than 2007 9% more elementary school students - Limited English sub-group - met WASL standard in Reading in 2008 than 2007

30% more high school students – Hispanic sub-group – met WASL standard in Reading in 2008 than 2007

19% more high school students - Limited English sub-group - met WASL standard in Reading in 2008 than 2007

9% more elementary school students - Limited English sub-group - met WASL standard in Reading in 2008 than 2007

State Average

Students in Renton (regardless of race, ethnicity, socio-economic status) are below the state average in reading and mathematics An Achievement Gap exists between the academic achievement of our white students and the academic achievement of our students of color An Achievement Gap exists between the academic achievement of students in poverty and those that are not

Students in Renton (regardless of race, ethnicity, socio-economic status) are below the state average in reading and mathematics

An Achievement Gap exists between the academic achievement of our white students and the academic achievement of our students of color

An Achievement Gap exists between the academic achievement of students in poverty and those that are not

The Summit Initiative – additional resources and expertise to enhance district efforts Support for our Renton School District goals P-12 Reading P-12 Math Equity and Access Support for Renton School District initiatives Professional Learning Communities (PLC) Response To Intervention (RTI) Positive Behavior Support (PBS) Sheltered Instruction, Observation Protocol (SIOP)

The Summit Initiative – additional resources and expertise to enhance district efforts

Support for our Renton School District goals

P-12 Reading

P-12 Math

Equity and Access

Support for Renton School District initiatives

Professional Learning Communities (PLC)

Response To Intervention (RTI)

Positive Behavior Support (PBS)

Sheltered Instruction, Observation Protocol (SIOP)

What problem(s) and/or challenge(s) might you see in this scenerio?

Raising student achievement to new heights

Increase capacity of participating districts to accelerate achievement for all students district-wide. Develop and field test Summit Initiative program elements intended to strengthen and support a systems approach to raising achievement. Develop an improvement model that can, with sufficient funding, be scaled statewide.

Increase capacity of participating districts to accelerate achievement for all students district-wide.

Develop and field test Summit Initiative program elements intended to strengthen and support a systems approach to raising achievement.

Develop an improvement model that can,

with sufficient funding, be scaled statewide.

Renton is a district in District Improvement. We were among 23 districts invited to apply. Renton was selected because of our readiness and commitment to make changes needed to raise achievement. As a Summit District we will receive customized support for the 3 – 5 years of the project.

Renton is a district in District Improvement. We were among 23 districts invited to apply.

Renton was selected because of our readiness and commitment to make changes needed to raise achievement.

As a Summit District we will receive customized support for the 3 – 5 years of the project.

Effective Leadership Quality Instruction Access and Use of Data Assessment, Intervention, and Monitoring System Alignment and Coherence

Effective Leadership

Quality Instruction

Access and Use of Data

Assessment, Intervention, and Monitoring

System Alignment and Coherence

Consultants Baker Education Research Consultation (The BERC Group, Inc.) Center for Educational Effectiveness (CEE) Teachscape WestEd Districts Mount Adams Mount Vernon Othello Renton Wapato

Consultants

Baker Education Research Consultation (The BERC Group, Inc.)

Center for Educational Effectiveness (CEE)

Teachscape

WestEd

Districts

Mount Adams

Mount Vernon

Othello

Renton

Wapato

Characteristics of Improved Districts Effective Leadership Quality Teaching and Learning Support for System-wide Improvement Clear and Collaborative Relationships Themes from the Research Shannon & Bylsma, 2004

Characteristics of Improved Districts

Effective Leadership

Quality Teaching and Learning

Support for System-wide Improvement

Clear and Collaborative Relationships

Themes from the Research

Shannon & Bylsma, 2004

Focus on All Students Learning Dynamic & Distributed Leadership Support for Systemwide Improvement Effective Use of Data Strategic Allocation of Resources Policy and Program Coherence Clear and Collaborative Relationships Professional Culture & Collaborative Relationships Clear Understanding of School & District Roles & 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 & Embedded Professional Development Quality Classroom Instruction Time Improvement CHARACTERISTICS OF IMPROVED SCHOOL DISTRICTS – CONCEPTUAL FRAMEWORK

There are three initial phases in the Summit Project Data Collection and Analysis Needs Analysis and Action Plan Development Professional Development

There are three initial phases in the Summit Project

Data Collection and Analysis

Needs Analysis and Action Plan Development

Professional Development

External District Improvement Facilitator (DIF) School Improvement Facilitators (SIFs) serving district SIA schools Itinerant SIFs working with non-SIA schools

External District Improvement Facilitator (DIF)

School Improvement Facilitators (SIFs) serving district SIA schools

Itinerant SIFs working with non-SIA schools

Classroom Instructional Practice Classroom Walk Through School-wide Data Collection and Feedback Coaching Non-evaluative feedback on instructional practice Professional Development High Yield Strategies

Classroom Walkthrough Study (BERC) EES Perception Surveys (CEE) WASL achievement and growth analysis Summit School Performance Reviews College Eligibility, Attendance, and Persistence

Classroom Walkthrough Study (BERC)

EES Perception Surveys (CEE)

WASL achievement and growth analysis

Summit School Performance Reviews

College Eligibility, Attendance, and

Persistence

DIF/SIF Support across the system Student Achievement Data Perception Surveys Classroom Observation Study Summit School Reviews Transcript Analysis Aggregate District Data Report School-level Data Reports School-level alignment and implementation Data Collection at each school District Needs Analysis and Action Planning College Readiness Indicators Leadership, Instruction, & Data Services

What problems might you predict would come up in the roll out of this initiative in a district like Renton?

What problems might you predict would come up in the roll out of this initiative in a district like Renton?

Onsite District Needs Analysis Meet with Renton Summit Stakeholders to present initial findings of district needs. Data report will include achievement, perceptual, and college eligibility and attendance sources, as well as classroom walkthrough and school review data. WestEd and OSPI team will further investigate areas of need through focus groups and individual interviews, and review of internal documents.

Onsite District Needs Analysis

Meet with Renton Summit Stakeholders to present initial findings of district needs. Data report will include achievement, perceptual, and college eligibility and attendance sources, as well as classroom walkthrough and school review data.

WestEd and OSPI team will further investigate areas of need through focus groups and individual interviews, and review of internal documents.

Action Planning Work with Renton Summit Stakeholders to identify top 3 High Priority Areas for improvement. Form 3 Action Teams made up of district leadership and staff. Teams will develop action plans for top 3 priority areas.

Action Planning

Work with Renton Summit Stakeholders to identify top 3 High Priority Areas for improvement.

Form 3 Action Teams made up of district leadership and staff. Teams will develop action plans for top 3 priority areas.

P-12 Literacy Model P-12 Math Model Equity and Access for All Students

Renton SD Focus Areas Action Questions Focus on Student Learning Quality Classroom Instruction High Expectations and Accountability for Adults Coordinated and Aligned Curriculum and Assessment Effective Use of Data Policy and Program Coherence How do we build instructional leadership t support quality instruction and high levels of student achievement? How do we ensure that all students engage in effective and intentional instruction? How do we align our policy, resources, and efforts to support all students’ rigorous learning and all students’ readiness for college and career after graduation?

Focus on Student Learning

Quality Classroom Instruction

High Expectations and Accountability for Adults

Coordinated and Aligned Curriculum and Assessment

Effective Use of Data

Policy and Program Coherence

How do we build instructional leadership t support quality instruction and high levels of student achievement?

How do we ensure that all students engage in effective and intentional instruction?

How do we align our policy, resources, and efforts to support all students’ rigorous learning and all students’ readiness for college and career after graduation?

What did you learn? What do you wonder about? What suggestions do you have for our team?

What did you learn?

What do you wonder about?

What suggestions do you have for our team?

Lead P.D. Schedule regular time to sit with teachers and just listen Adopt one model/theorist and deeply ground yourself in the model Be very smart about what you put into your mouth Make fitness your top priority!

Lead P.D.

Schedule regular time to sit with teachers and just listen

Adopt one model/theorist and deeply ground yourself in the model

Be very smart about what you put into your mouth

Make fitness your top priority!

Implementation Research: A Synthesis of the Literature, Fixsen, D.L., et al. University of South Florida, 2005---National Implementation Research Network The Power of Protocols: An educators’ guide t better practice. McDonald, et al. Teachers College Press The Six Secrets of Change: What the best leaders do t help their organizations survive and thrive. Fullan, 2008 Classroom Instruction that Works, Marzano, Pickering, Pollock. ASCD Shackleton’s Way: Leadership lessons from the great Antarctic explorer, Margot Morrel, 2001

Implementation Research: A Synthesis of the Literature, Fixsen, D.L., et al. University of South Florida, 2005---National Implementation Research Network

The Power of Protocols: An educators’ guide t better practice. McDonald, et al. Teachers College Press

The Six Secrets of Change: What the best leaders do t help their organizations survive and thrive. Fullan, 2008

Classroom Instruction that Works, Marzano, Pickering, Pollock. ASCD

Shackleton’s Way: Leadership lessons from the great Antarctic explorer, Margot Morrel, 2001