School B has not met reading benchmarks for three years and has a widening achievement gap between student groups. Test score data shows improving performance over time but subgroups like black, Hispanic, disabled, and economically disadvantaged students continue to lag behind state averages. The document proposes several strategies to engage teachers in meaningful instruction responsive to student needs, including professional development, critical friendships, and using technology like smart boards, laptops, and virtual field trips. The goal is to set ambitious growth targets, close the achievement gap, and increase student performance through high-quality training and data-driven instruction.

1. FinalApplicationStaff Development School B’s Proposed Solutions for Success By Deitra Pulliam

2. What is the Problem ? School B has not made AYP in three years in reading. 7th year in the School Improvement Process. Teachers are overwhelmed by the increased benchmarks each year. Teachers have become reactive to data as oppose to proactive toward the data. Students continue to struggle as the achievement gap gets wider.

3. State’s benchmark passing rate 81% 2007-2008 All students that passed at 72% 2008-2009 All students that passed 76% 2009-2010 All students passed 78% 2007-2008 Black students that passed at 66% 2008-2009 Black students that passed 71% 2009-2010 Black students that passed 75% 2007-2008 Hispanic students that passed at 69% 2008-2009 Hispanic students that passed 69% 2009-2010 Hispanic students that passed 74% 2007-2008 Students with disabilities students that passed at 46% 2008-2009 Students with disabilities students that passed 60% 2009-2010 Students with disabilities students that passed 59% 2007-2008 Economically Disadvantage students that passed at 71% 2008-2009 Economically Disadvantage students that passed 73% 2009-2010 Economically Disadvantage students that passed 76% 2007-2008 Limited English students that passed at 74% 2008-2009 Limited English students that passed 74% 2009-2010 Limited English students that passed 83% White students too few to report were unidentifiable in the make up of the data based on low representation. However, in 2007-2008 results in reading, they continued to out perform their peers in both the district and school

4. The Question Based on the existing gap in student performance What can teachers do to engage students in meaningful, interactive and challenging instruction responsive to students’ needs?

5. Methodology used Interrupted Time Series Istation (A Reading Intervention Program) SOL Test Results/ Inferential Statistics / Cross sectional data Free and reduced lunch, demographics Of students who have performed below the benchmark and have failed two consecutive years.

6. Data Collection Unit Assessments Data collection for I-station Running Records Individual Reading Intervention Plans Teacher long and short term goals Teacher Surveys /Professional Dev./PLC’S Flow and usage of training

7. Research Reveals the following:

8. Research Suggest… (Hedsinger,2010) in his study utilized statistics to support the findings and was able to indicate the viability of pairwise comparison for assessments. Activities such as increasing the language arts block, benchmark assessments, articulation meetings, family literacy nights, volunteer reading programs such as RIF, and community volunteer group these activities will increase the collection of data.

9. Proposed Solutions Comprehensive Strategies to engage teachers will include Professional Development Critical Friendships Small Committees that support governance. Scanning the environment for trends and issues Task orientated focus on improving instruction.

10. Proposed Solutions Teacher Centered Our focus will entail looking at models and educating ourselves . The three websites will aid us in our approach. http://www.masterteacher.com/ http://www.masterteacher.com/Corporate-Video http://www.school-teacher-student-motivation-resources-courses.com/index.html http://www.essentialschools.org/benchmarks/13

12. Innovative Teaching to raise students scores will include… Smart boards/ whiteboards http://www.bristolvaschools.org/mwarren/SBActivities.htm Virtual Fieldtrips http://www.uen.org/tours/ http://www.amnh.org/ology/water Teacher webpages/ Blogs/ http://www.apsva.us/site/Default.aspx?PageID=5184 Laptops/ ipads/ clickers

15. Solutions offered

16. What is the Big Ideas School B will set ambitious yet realistic goals showing growth targets for its school so we can narrow the achievement gap. School B will have to work on the following in a study by (Marx et al 2006) he advises that any “group that is able to think about the future should be informed by the inflow of constant information” (p.166). He suggest the following 1. Be clear that all educators are leaders by the virtue of the important role they play in society . Teachers are stakeholders and are investors in the sake of our schools. 2. Regularly staff must engage in the process of scanning the environment for trends and issues. For School B that means looking into the causes for not making AYP and closing the gap, then work toward developing solutions. 3. Make environmental scanning and visioning tools and techniques a part of “how we do business” this involves discerning political, economic, social and technological forces affecting the organization. Innovative strategies and tools must be offered through teacher training. Look at the type of reforms that are offered and translate it into action. “Data driven instruction does not require teacher buy- in- it creates it” (Santoyo, 2008 et al p.46). 4. Set up future council or network as advisors. Looking at the current conditions of the school, fine the elements that define our culture and celebrate what we do well. 5. Conduct staff and community surveys. 6. Make the process continuous by maintaining fluidity that will support the organizations renewal.

17. Our Focus Closing the achievement gap among sub groups by increasing student achievement and student performance on standardize test. Increasing high quality professional development. Motivating teachers through clear objectives and explicit goals. Monitoring assessments on a regular basis eliminating barriers .

18. References Arlington Public Schools Strategic Plan 2005-2011 www.aps.va.us Cornelius,D (2011). Education and Skills Gap: A Global Crisis Techniques: Connecting Education & Careers v.86 n4 Pg.50-55 April 2011 r3trieved ERIC 2011 July Heldsinger, S. Humphrey , S. Australian Educational Researcher August 2010 Vol. 37 Using Student Achievement Data to Support Instructional Decision Making. NCEE 2009-4067 US Department of Education. Marx, Gary. (2006) Future focused leadership: Preparing schools, students, and communities for tomorrow’s realities. Library of Congress http://www.masterteacher.com/ http://www.masterteacher.com/Corporate-Video http://www.school-teacher-student-motivation-resources-courses.com/index.html http://www.essentialschools.org/benchmarks/13 Santoyo, P. (2008). Data in the Driver’s Seat. Educational Leadership p.43 Association for Supervision and Curriculum Development Swaffield, S. (2007). Improving Schools Light touch Critical Friendships . Volume 10 Number 3 Nov. 2007 205-219 Issn-1365-4802 DOI: 10.117/136548020777845. Sage Publications/ http://www.bristolvaschools.org/mwarren/SBActivities.htm Teacher webpage http://www.apsva.us/site/Default.aspx?PageID=5184 Field trips http://www.amnh.org/ology/water http://www.uen.org/tours/