5 strategies for creating high performing schools · · 2015-11-095 strategies for creating high...
TRANSCRIPT
5 Strategies for Creating High Performing Schools
© Battelle for Kids. All Rights Reserved.
@DrBobbyMoore
Battelle for Kids is a national, not-for-profit organization dedicated to improving opportunities for students by supporting the educators who work with them every day.
We believe in the power of education. We know that by helping educators to become their best, we have the opportunity to change lives. Everything we do is guided by this common belief.
With headquarters in Columbus, Ohio, our mission-driven team of education, communications, technology, and business professionals provides teachers, leaders, and school systems with innovative services, solutions, and products to ensure pathways to success for every student.
About Battelle for Kids
© Battelle for Kids. All Rights Reserved.
Learning Targets for Today
Learning Target #1
To examine practices associated with each strategy.
To self-access what strategies we currently implement with fidelity.
© Battelle for Kids. All Rights Reserved.
Learning Target #2
Learning Target #3
Explore the 5 High Impact Strategies for creating high performing schools.
Limit goals and initiatives
…so that you can focus on what really matters.
5 Strategies for Success
Less is more.
“Foxes pursue many ends at
the same time…hedgehogs
see what is essential, and
ignore the rest.”
—Jim Collins, Good to Great
Create a Stop Doing list.
“Most of us have a never-ending ‘to do’ list, trying to build momentum by doing, doing, doing–and doing more. And it rarely works. Those who built ‘good-to-great’ organizations, however, made as much use of ‘stop doing’ lists as ‘to do’ lists. They had the discipline to stop doing all the extraneous junk.”
— Jim Collins, Good to Great
1. Identified six or fewer initiatives for the district or building
2. Can identify initiatives that have been dropped or suspended in the last 18
months
3. Have identified “highly effective practices” and/or “vital behaviors”
necessary for success.
4. Language is more about what is best for student learning instead of just
what is best for kids.
5. Have a laser-like focus on student learning.
Leverage Time, Talent and Resources.
5 Strategies for Success
Equity issue?
A
F
1. Time in schedule for purposeful collaboration
(review student data and share classroom strategies)
2. Time in schedule for continuous learning.
3. Structures in place for a school-wide response to intervene weekly with
students who struggle.
4. Structures in place for a school wide response for enrichment.
5. System in place to monitor student learning.
Develop a Balanced Assessment Approachby embedding formative instructional practices and common/short cycle assessments.
5 Strategies for Success
Nearly every building or district…
Ensured an Aligned curriculum
Had Common and/or benchmark assessments
Focused on High quality instruction
Implemented with fidelity an Effective RTI process
1. Allocate resources to embed formative instructional practices.
2. Buildings have frequent common/benchmark/short cycle assessments at
least every 3–6 weeks.
3. Teachers create assessments for learning before developing lessons.
4. Teachers regularly know where their students are in the learning process.
5. All students know their learning targets and can self-assess where they
currently are.
Use multiple measures of data including for improvement and accountability.
5 Strategies for Success
Data should inform decisions and practice.
Flights withO-Ring Damage
Flights withoutO-Ring Damage
66 70 69 80 68 67 72 73 70 57 63 78
70 67 53 75 67 70 81 76 79 75 76 58
Jan. 28, 198624 Previous Flights26-29 Degree
It’s not rocket science!
Tufte (1997) is well known for his expertise in the visual display of data.
30º
40º
80º
70º
60º
50º
Flights withO-Ring Damage
Flights withoutO-Ring Damage
?
Making data information rich.
Incoming NCEs
Incoming Achievement Status
Value-Added Data
All data by Subgroups
Teacher Effectiveness Data
1. Data is accessible and user friendly.
2. Principals use data to make human capital decisions.
3. Multiple lens of data (survey, formative, summative, and growth) are used
to make decisions about curriculum, staff and students.
4. The building monitors student learning in a systematic approach by
reviewing formative data.
5. Principal have goal setting meetings with staff members to review
formative, summative (state tests) and perception data.
Empower teachers and develop leaders system-wide.
5 Strategies for Success
1. There are teacher-based teams, grade-level teams, or department teams
in the building that analyzes student data to monitor student learning, shares
high leverage strategies and/or continually reviews and unpack standards.
2. Teachers believe they have input in helping create the world in which they
work.
3. Leadership is distributed through the building.
4. The school emphasizes collaboration and developing social capital.
5. The principal collaborates with teams within the building.
5 Strategies for Success
Limit goals and initiatives to focus on what really matters.
Leverage Time, Talent and Resources.
Develop a Balance Assessment Approach by embedding
formative instructional practices and common/short cycle
assessments.
Use multiple measures of data including for improvement and
accountability.
Empower teachers and develop leaders system-wide.
How Did Westlake Compare?
Not Just at The Surface Level Lets Look Below the Surface
Heat Map
Report Out & Share
© Battelle for Kids. All Rights Reserved.
MOVING EDUCATION FORWARD
© 2015, Battelle for Kids. All Rights Reserved.
LIMIT GOALS AND/OR INITIATIVES TO FOCUS ONSTUDENT LEARNING
1. Identified six or fewer initiatives for the district or building.
2. Can identify initiatives that have been dropped or suspendedin the last 18 months.
3. Have identified “highly-effective practices” and/or “vital behaviors” necessary for success.
4. Language is more about what is best for student learning instead of just what is best for kids.
5. Have a laser-like focus on student learning.
RED YELLOW GREEN
1 2 3 4 5
Not Very True Partially True Very True
MOVING EDUCATION FORWARD
© 2015, Battelle for Kids. All Rights Reserved.
ESTABLISH IMPORTANT STRUCTURES AND ROUTINES
1. Time in schedule for purposeful collaboration (review student data and share classroom strategies).
2. Time in schedule for continuous learning.
3. Structures in place for a school-wide response to intervene weekly with students who struggle.
4. Structures in place for a school-wide response for enrichment.
5. System in place to monitor student learning.
RED YELLOW GREEN
1 2 3 4 5
Not Very True Partially True Very True
MOVING EDUCATION FORWARD
© 2015, Battelle for Kids. All Rights Reserved.
DEVELOP A BALANCED ASSESSMENT APPROACH
1. Allocate resources to embed formative instructional practices.
2. Buildings have frequent common/benchmark/short cycle assessments at least every 3–6 weeks.
3. Teachers create assessments for learning beforedeveloping lessons.
4. Teachers regularly know where their students are inthe learning process.
5. All students know their learning targets and can self-assess where they currently are.
RED YELLOW GREEN
1 2 3 4 5
Not Very True Partially True Very True
MOVING EDUCATION FORWARD
© 2015, Battelle for Kids. All Rights Reserved.
INCLUDE MULTIPLE MEASURES, INCLUDING GROWTH MEASURES TO INFORM IMPROVEMENT AND ACCOUNTABILITY
1. Data is accessible and user-friendly.
2. Principals use data to make human capital decisions.
3. Multiple lens of data (survey, formative, summative, and growth) are used to make decisions about curriculum, staff, and students.
4. The building monitors student learning in a systematic approach by reviewing formative data.
5. Principals have goal-setting meetings with staff members to review formative, summative (state tests), and perception data.
RED YELLOW GREEN
1 2 3 4 5
Not Very True Partially True Very True
MOVING EDUCATION FORWARD
© 2015, Battelle for Kids. All Rights Reserved.
EMPOWER TEACHERS AND DEVELOP LEADERSSYSTEM-WIDE
1. There are teacher-based teams, grade-level teams, or department teams in the building that analyze student data to monitor student learning, share high-leverage strategies, and/or continually review and unpack standards.
2. Teachers believe they have input in helping create the world in which they work.
3. Leadership is distributed throughout the building.
4. The school emphasizes collaboration and developingsocial capital.
5. The principal collaborates with teams within the building.
RED YELLOW GREEN
1 2 3 4 5
Not Very True Partially True Very True