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Improve Your AIM on School Improvement
The document outlines strategies for school improvement, emphasizing the importance of intentionality in leadership, community engagement, and creating a supportive culture for learning. It highlights various methods for promoting educational awareness and the need for all stakeholders to understand their roles in the school's vision. Additionally, it underscores the significance of high-quality instruction and collaboration among educators as crucial factors for fostering student growth and success.
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Improve Your AIM on School Improvement
- 1. School Improvement: Different Thinking forDifferent Results.
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- 3. Who’s In theRoom? • School Level • District Level • State Level • Teachers
- 4. • If youare looking for something positive, you will find it. • If you are looking for something negative, you will find it. • So, the question is…. What are you looking for? 100% Guarantee
- 5. 1. Create asense of educational awareness and urgency. 2. Inspire educators to seek their next step(s) towards improvement. 3. Promote Different Thinking for Different Results. CHANGED People, Change People! Intentional IMPACT
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- 8. Culture Culture for Learning Safeand Supportive Environment Culture for Professional Learning Team Development Individual Awareness and Urgency Culture of Reflection Self-Assessment • How do we ensure a Culture of growth and effectiveness within our district and school staff? Intentional Question for Deeper Dialogue • Why do we need to ensure a Culture of growth and effectiveness within our district and school staff? • Why do we need to
- 9. Leadership Instructional Leadership Campaign theVision Focus on the Focus Team Building Organizational Leadership Distributive Leadership Communication Systems Allocation of Resources Intentional Questions for Deeper Dialogue • How do we ensure that all stakeholders understand their role in our school’s vision? No Sabotage Agreement. • Why do we need to ensure that all stakeholders understand their role in our school’s vision? No Sabotage Agreement. • Why do we need to
- 10. Rigor Curriculum Power Standards GoalSummaries Instruction District and School Management Administrative Support Equality vs. Equity High Yield Instructional Learning Strategies Intentional Question for Deeper Dialogue • How do we define, ensure, and monitor high quality instruction in all classrooms? Assessment Assessment System Shared Understanding Data Analysis to Influence Decisions Student Involved in Assessment Process • Why do we need to define, ensure, and monitor high quality instruction in all classrooms? • Why do we need to
- 11. Community Intentional Question forDeeper Dialogue • How do we ensure that families and community partners are invited and involved in our learning and improvement process? Communication Community Engagement Connection Avenues and Tools • Why do we need to ensure that families and community partners are invited and involved in our learning and improvement process? • Why do we need to
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- 13. “The whole schoolneeds to understand what culture is and why it matters. You need to become aware that it is guiding your actions. This will help you use your culture versus being used by it.” Hay Group Education, 2004 CULTURE
- 14. Every Student CanGrow * SAS
- 15. Every Class, EveryTeacher, Every Student COUNTS! Exceeds Expected Growth 83 2.17 180.11 Meets Expected Growth 101 1.93 194.93 Exceeds Expected Growth 87 2.46 214.02 Exceeds Expected Growth 107 2.46 263.22 Exceeds Expected Growth 83 4.81 399.23 Exceeds Expected Growth 83 5.09 422.47
- 16. Meets Expected Growth108 -1.74 -187.92 Meets Expected Growth 83 -1.94 -161.02 Meets Expected Growth 101 -1.55 -156.55 Meets Expected Growth 83 -1.87 -155.21 Meets Expected Growth 101 -0.5 -50.5 Meets Expected Growth 25 -1.96 -49 Meets Expected Growth 81 -0.18 -14.58 Meets Expected Growth 27 -0.1 -2.7 Meets Expected Growth 29 0.07 2.03 Meets Expected Growth 90 0.09 8.1 Meets Expected Growth 85 0.21 17.85 Meets Expected Growth 61 0.77 46.97 Meets Expected Growth 82 0.79 64.78 Meets Expected Growth 107 0.71 75.97 Meets Expected Growth 108 0.91 98.28 Meets Expected Growth 82 1.24 101.68 Every Class, Every Teacher, Every Student COUNTS!
- 17. Does Not MeetExpected Growth 108 -7.85 -847.8 Does Not Meet Expected Growth 85 -8.11 -689.35 Does Not Meet Expected Growth 116 -5.59 -648.44 Does Not Meet Expected Growth 108 -5.02 -542.16 Does Not Meet Expected Growth 92 -5.22 -480.24 Does Not Meet Expected Growth 99 -4.85 -480.15 Does Not Meet Expected Growth 112 -4.15 -464.8 Does Not Meet Expected Growth 78 -4.5 -351 Does Not Meet Expected Growth 81 -3.94 -319.14 Does Not Meet Expected Growth 82 -3.83 -314.06 Does Not Meet Expected Growth 47 -4.7 -220.9 Does Not Meet Expected Growth 83 -2.27 -188.41 17 Every Class, Every Teacher, Every Student COUNTS!
- 18. Three teachers withthe most negative student growth almost eliminated the positive growth of 14 teachers.
- 19. School Enrollment % AG % ED Growth 2013 Growth 2014 Growth 2015 Independence 148521 30 -2.03 19.67 22.08 Jack Britt 1808 20 29 15.4 19.8 21.2 Don’t Settle There is Always Room for Improvement
- 20. “A great leader takes peoplewhere they don’t necessarily want to go, but ought to be.” Rosalynn Carter LEADERSHIP
- 21. 21 “The single mostinfluential component of an effective school are the individual teachers within the school.” Robert Marzano “…the single greatest determinant of learning is not socioeconomic factors or funding levels. It is instruction.” Mike Schmoker Effective Instruction Matters
- 22. Every Student CanGrow * SAS
- 23. Percentile Entering PercentileLeaving Average School Average Teacher 50th 50th Highly Ineffective School Highly Ineffective Teacher 50th 3rd Highly Effective School Highly Ineffective Teacher 50th 37th Highly Ineffective School Highly Effective Teacher 50th 63rd Highly Effective School Highly Effective Teacher 50th 96th Highly Effective School Average Teacher 50th 78th Effective Instruction Matters
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- 25. The most valuableresource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives. Robert John Meehan
- 26. “All Educators are chargedwith the mission of creating a learning environment where every child can thrive. Given the right supports and strategies, every child can learn high standards.” Priority Schools: Reaching for Excellence 2013 RIGOR
- 27. 600 800 1000 1400 1600 1200 TextLexileMeasure(L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%) Most rigorous reading 12 years ago and remains at the same level. Why Raise the Bar?
- 28. • 1 3s t a t e s t e s t 1 0 0 % o f t h e i r j u n i o r c l a s s . • N C h a s t h e l o w e s t A C T a v e r a g e o f t h e 1 3 s t a t e s . ACT State Averages
- 29. ACT - InterventionTreadmill • Define College and Career Ready • Forgotten Middle, ACT 2008 • 3% math, 8th to 12th • 9% & 10% 4th to 8th • Curricular • Instructional • Individual
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- 31. School # Graduates% Applied % Accepted Panther Creek 563 95.9% 75.8 Wakefield 677 77.1% 56.4 Middle Creek 411 70.6% 52.3 Jack Britt 396 63.9% 49.1 Cary 522 62.1% 47.1 NC Public HS Average 91686 54.8% 36.9% Pitt County Average 1539 46.6% 31.4% NC 2012 Graduating Class UNC-University Applications http://old.northcarolina.edu/ira/ir/analytics/fresh.htm
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- 38. Tennessee NAEP Results Grades inyour class EOC Score
- 39. “Schools have aresponsibility to take the lead and help stakeholders feel invited and understand their roles in improving student learning.” 9 Characteristics of High Performing Schools, 2006 COMMUNITY
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- 41. Skills Gap • GloballyCompetitive? • Retirement? • Crime? • Government assistance? • Unemployment? Can We Afford Your School’s Improvement Pace?
- 42. Effective Districts Effective Schools E f fe c t i v e C l a s s r o o m s District Schools Classrooms Bottom Up Success needs Top Down Support You Get the Results you are Designed to Get.
- 43. Flavor of the Month Unpredicted Improvement ifAny The Why is Understood and Communicated Continuous Process for Improvement Culture Leadership Rigor Community How How How How Consistent Focus Area Little Improvement In Focus Area
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- 45. IMPACT Factors Different Thinkingfor Different Results Everyone Needs a Coach Improve Your Aim, Identify the Why The Shark in the Building Keep the Door Open Building the Building’s Capacity Needs Assessment Elephant Training
- 46. IMPACT Factors Data InfluencedDecisions Rigor vs. Compliance Circle of Influence Talking Walls Managers vs. Leaders Focus on Your Focus Campaign the Vision Gut-Check Reflection
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- 48. IMPACT Factors Who’s FailingWho? Grade Your Grades Not Easy, But Necessary Theory into Action Plan Study School Success Sift the Junk and Multiply the Great Excuses or Results Educator’s Toolkit
- 49. IMPACT Factors School widevs. 100% Buy In Underfunding, Overexpecting Challenge “Pretty Good” CHANGED People, Change People Data Transparency Word of Mouth Hitting the Wall Proactive Environment
- 50. IMPACT Factors Identify FoolsGold Microteaching Common Language Sell the Vision, Not the Resources Do I Belong? Identify Your Chicken Greatest Investment Difficult to Doable
- 51. IMPACT Factors Data Diving,Go Deeper Community Collaboration Law and Order in Gotham City Follow the Leader Develop the Bench All In or Don’t Sabotage Cake Walk Goals Know Thy IMPACT
- 52. IMPACT Factors Everyone isImportant, but…. Research the Research District / School Identity Comfortable with Being Uncomfortable Equality vs. Equity Culturally Competency Real Child Behind the Bubble Hire the Best
- 53. IMPACT Factors Who’s Teachingthe Neediest Students Band-Aid Treatment Visionary Leadership Handling What’s Not Working Goals vs. Priorities Teachers are First Responders Bottom Up Success, Top Down Support Action Plan Adaptation
- 54. IMPACT Factors Know YourVital Signs Daily 10% Walkthroughs with I.M.P.A.C.T. Everyone is Important, but… Irreplaceables Fidelity or Lip Service Best Practices to Chance
- 55. • Curriculum • Instruction •Assessment • Partnerships • Engagement • Connections • Instructional • Organizational • Learning • Professional Development • Reflection Culture Leadership RigorCommunity
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- 57. Share one with partner1. Reflections 2. question 3. concerncomment
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- 61. Characteristics of Rapidly ImprovingSchools Reference
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- 65. 1. Create asense of educational awareness and urgency. 2. Inspire educators to seek their next step(s) towards improvement. 3. Promote Different Thinking for Different Results. CHANGED People, Change People! Intentional IMPACT
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