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Kemp/Kidd Acsa presentation november 2013
The document summarizes the transformation efforts underway in the Franklin-McKinley School District to improve student achievement. There are wide achievement gaps between student groups, with Asian students significantly outperforming Hispanic/Latino students. The district is implementing a multi-year transformation plan focused on alignment, equity, and continuous improvement at both the district and school levels. Key elements of the plan include developing an instructional framework, using data to monitor progress, and providing opportunities for collaboration among teachers and leaders. The goals are to increase the number of English Learners attaining proficiency and refine areas of focus based on self-assessments of strengths and weaknesses.
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Kemp/Kidd Acsa presentation november 2013
- 1. Launching District Transformationto Ensure EVERY Child Achieves In Franklin-McKinley School District Dr. Stella M. Kemp Assistant Superintendent of Education Services, FMSD Jaime Kidd Director of Program Development & Support, Partners
- 3. 85% Free orReduced Lunch 58% Latino 33% Asian 45% English Learner 10% Special Education
- 4. 38 percentage pointgap between achievement of Asian and Hispanic/Latino students 100% % Proficient/Advanced in Language Arts 90% 80% 76% 70% CST 06-07 58% 60% 50% 50% 40% CST 07-08 47% CST 08-09 38% 34% 28% 30% 24% 20% CST 09-10 CST 10-11 CST 11-12 10% 0% English Only English Learner Asian Hispanic/Latino
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- 7. District Year 1 Year 2 Year3 School Multi-Year Transformation Plan Year 1 Year 2 Year 3
- 8. We work handin hand with teachers and leaders to strengthen teaching, learning and achievement in under-performing public schools and districts.
- 10. Results-Oriented Leadership Professional Learning System Core Instructional Program Academic Successfor Q7ICBX Every Child SCHOOL & DISTRICT TRANSFORMATION FRAMEWORKS
- 11. Hard Work WithoutAlignment Collaboration/ PLCs Student Goals Instructional Coaching Professional Development Instructional Monitoring
- 12. Creating Focus andAlignment Collaboration/ PLCs Professional Development Instructional Coaching Instructional Focus & Student Goals Instructional Monitoring
- 13. Theory of Action Student Goals Classroom Practices School Systems District Systems Increasethe number of English Learners attaining English Proficiency Sentence Frames PLCs GLAD Coaching Professional Development ELD Communication Monitoring Monitoring C&I Resources HR
- 15. Lessons Learned • InCommon Core transition, needed accurate and real-time data on student learning across the district • Listened to what was “bubbling up” at the school sites • Staff needed multiple opportunities to collaborate– at school and district levels • Communication is key
- 16. Implications for thisYear • Developed a Progress Monitoring system across the District for targeted grade levels • Seek out input and feedback for small shifts and big ideas before “run” • Developed an Instructional Framework to anchor our Teaching & Learning • Developing opportunities for teachers and leaders to collaborate and learn together – through CCSS training, PLCs, etc.
- 17. How can youfocus and align the transformation efforts in your school or district?
- 18.
- 19. Self-Assessment 1. Read theCore Instructional Program sections of the rubric 1. Reflect: What stands out as some areas of strength or areas for growth in your school or district? 2. Share 1. How might you use this to help refine the areas of focus in your school or district? 2. What challenges do you anticipate?
- 20. Self-Assessment 1. Read eitherthe Leadership or Professional Learning sections of the rubric 2. Reflect: What stands out as some areas of strength or areas for growth in your school or district? 3. Share 1. How might you use this to help refine the areas of focus in your school or district? 2. What challenges do you anticipate?
- 21. Know where youare starting (Transformation Rubric) Set goals and develop a clear plan (Theory of Action) Reflect and adjust constantly (ROCI)
- 22. What are youadding to your toolkit?
- 23. Questions and Evaluation Anyquestions? We appreciate your feedback!!
- 24. Contact Us Dr. StellaKemp stella.kemp@fmsd.org Twitter: @stellakemp Jaime Kidd jkidd@partnersinschools.org Twitter: @partnerssi
Editor's Notes
- #2 Introduction of presenters: Dr. Stella Kemp, the Asst. Supt of Education Services from Franklin-McKinley School District in San JoseJaime Kidd, Director of Program Development & Support from Partners in School Innovation, a non-profit based in San Francisco and nationally whose mission it is to Go around the room - What is your role and why did you choose this session?
- #3 Stella:CardsWarm-up Activity: Fine a partner. Share what connection you made to your card/quote.
- #4 Stella: Who we are as Franklin-McKinley District Context – number of schools, configurations, etc.
- #5 Stella: Review current data andShareSan Jose 20/20 Initiative
- #6 Stella: How we started the work? DAIT was looking for compliance – but we still didn’t have coherence. We knew that there were misalignments in the systems – our student achievement data was telling us that AND indicators from the field and our accountability/compliance observations noted that we were seeing disconnects in what we were hoping for along with what we envisioned seeing in practice throughout our district. Found a strategic partnership that could support us not only by accelerating student achievement, but also ensure that the achievement was sustainable throughout our district.
- #7 Stella:Our ultimate goal is to ensure that EVERY child succeeds in our SYSTEM. Therefore, we needed to take both a school AND disrtict approach to student achievement. The work centers are 4 key Practices: 1). Focus: on things that matter – for us that was Instruction and Collaboration2). Alignment – Ensure that everything in the system is lining up with the area(s) of FOCUS. What this also means is that we need to make sure that the focus is clear and transparent. 3). Equity - We really have to know our diverse students and better adapt to meet their needs. Without knowing our students and understanding that Equity is an issue in our system, we won’t be able to achieve our goal. We have focused in on our Latino students as well as our ELLs and Special Education students. We have had to make sure that our resources aligned to these focus areas of Equity. 4). Continuous Improvement: Lastly, we ROCI (use the Results-Oriented Cycle of Inquiry) to get better at what we say we want to do – get better at our FOCUS
- #8 Stella: We view this as a multi-year transformation. While we really started the deep transformational work at the school level in year 1, we also had to begin some key structural shifts at the district level.
- #9 Stella: Why we partnered with Partners in School Innovation – what they bring to our work in transforming our district to a 21st century district for all learners.Jaime: We workhand-in-hand with teachers and leaders to strengthen teaching, learning and achievement in under-performing public schools and districts.
- #10 Jaime:What is ROCI? I’ll introduce. Have Stella give an example – what are you ROCIing around for Thanksgiving?Pair-share: have folks share a personal exampleJaime: bring it back to the importance of having a common focus and ROCIing in teams.
- #11 Jaime: Introduce the frameworks.Stella: Partners School and District Transformation Frameworks have helped us develop common understanding of the best practices we want to implement. A conceptual map is critical for your transformation efforts. It helps you identify what is needed to move forward – without a framework other things coming might only derail your focus and alignment.
- #12 Stella: In the school and even District system, there are typically lots of different and at times competing things going on – they may or may not be aligned… but all are intended to help students.
- #13 Stella: One of the things we are learning is that we need to work hard at both the school and district level to align the systems of support.
- #14 Jaime:One of the tools we use to help schools and districts ensure that they are all working in sync with one another is the Theory of Action. We start by identifying student needs, set specific goals for improving achievement. Agree on priority instructional practices that will support student needs and then look at ways to ensure that both our school and district systems align to support those needs. Pair share: what are some of the areas of focus in your district? How well are your systems aligned to those areas of focus?
- #15 Stella: Hand out the copies. Talk through the FM theory of action. Talk a little about how its been a part of the work.
- #16 Stella:Communication – we needed more transparency around how we were gathering input and using that to guide our decision-making
- #17 Stella:We continue to (ROCI) for this year at both school and district level – not dramatic, not throwing baby out with bath water – it’s systematic, simple, reflection and adjustment.
- #18 Jaime: We now want to share some tools with you that we use to figure out where to start.
- #19 Jaime: Background on school and district transformation rubrics
- #20 Jaime: Not about scoring each line item – can you use this tool to get clear and focused at your school, in your district
- #23 Stella:You’ve heard about FMSD and you’ve been introduced to tools, what are your next steps? How can you use this story/these tools in your own context?Think-Write-Pair-Share – find a partner to share what you’ve writtenWhat did this mean for you? Based on what you’ve heard today and your own self-assessment, what would you do next?
- #25 Write, Pair, Share