a 2012 school to watch website link to presentation materials: page/34071
TRANSCRIPT
A 2012 School To Watch
Website Link To Presentation Materials:
http://www.nisdtx.org/Page/34071
Are We There… Yet?
Mike Blankenship
Principal Gene Pike Middle School
The Need for Change
Data Story
2006LA/Math
2007LA/Math
2008LA/Math
Recognized Recognized Recognized
Enrollment 802 826 876
Campus 93/87 94/90 97/92
Afr. American 99/63 79/67 99/82
Hispanic 88/85 90/85 93/92
White 93/88 95/92 98/92
Econ. Disadv. 83/76 89/87 94/83
Data Story
2009LA/Math
2010LA/Math
2011LA/Math
Recognized Recognized Recognized
Enrollment 954 973 989
Campus 97/93 94/93 92/93
Afr. American 94/83 92/90 90/90
Hispanic 97/94 92/95 89/86
White 97/94 95/92 93/94
Econ. Disadv. 94/92 88/89 88/85
Pike Student Groups
74.7% White15.9% Hispanic4.4% African American2.3% Asian2.7% Other33% Economically Disadvantaged
What We Are Proud Of
Established a Literacy Culture that permeates throughout the campus Book of the Month 25 Book Campaign At least 30% increase in books checked out in the
library Teachers Reading too Students creating book trailers on display in the
library
What We Are Proud Of
Full Inclusion model in every grade level Math, Language Arts, Science, and Social
Studies all have inclusion classes with either a special education teacher or support teacher
Writing Lab Designated teacher “pushes into” classes to
provide support during writer’s workshop or “pulls out” student groups to work on drafting or revising
What We Are Proud Of
Instructional Technology One-to-one computer access to all students Teachers use Netschool as a virtual classroom to post
discussions, take quizzes, download notes, and upload assignments
Other websites such as Glogster and Animoto allow students to create digital products.
What We Are Proud Of
Academics Maintained at least a 90% passing standard for all
students in all core subjects Increased Commended Performance in Science by 5%
over the last three years Increased Commended Performance in Social Studies
by 7% from 2010 NCEA Higher Performing Middle School in Science
and Social Studies in 2010 and 2011.
What We Are Proud Of
Instruction Common Rubric for all writing in all subjects 70/70 classroom split for 6th/7th grade Math and
Language Arts classes Language Arts standards reflect not only TEKS but
Common Core Standards as well Standards Based Bulletin Boards model exemplar
work of students and provide a synopsis of the lesson cycle
What We Are Proud Of
Students enrolled in Art= 241Students enrolled in Band= 260Students enrolled in Choir= 306Students enrolled in Orchestra=165Students enrolled in Theater= 177Total=1149
What We Are Proud Of
Counseling Program Rachel’s Challenge- promoting a positive culture
through student interactions Safe School Ambassador Program
Trained staff and students in bully awareness and intervention
No Bullies Allowed Campaign Partnered with a local organization to bring awareness to
bullying and promoting positive relationships T-shirt design competition Music Video- as seen on Northwest You Tube and
advertised in Dallas Morning News and local newspaper
4 Steps to Implementing Change on Your Campus
1. Create a Vision worth fighting for
2. Create a Strategic Planning Committee
3. Create a Sense of Urgency with your staff
4. Model the way
Step 1: Creating a Vision
Creating a sense of urgency is important but how do you get there? What is going to guide you to your goal?
Vision RubricVision Process
Our Vision, Our Mission
Vision StatementBy utilizing measured accountability
standards, educational strategies, technologies, and relevant assessments, students will be prepared for high school.
Mission StatementGene Pike Middle School, in partnership with
families and community, will work to develop in students a passion for learning by fostering responsibility and encouraging pride in student work.
Step 2:Create a Strategic Planning Committee
Ten to twelve teacher leaders from diverse subjects and grade levels
Provide extended time to meet
Create common agenda and norms
Establish timeline for committee
Strategic Planning Committee
Ten to twelve teacher leaders from diverse subjects and grade levelsProvide extended time to meetCreate common agenda and normsEstablish timeline for committee
Strategic Planning Committee
Ten to twelve teacher leaders from diverse subjects and grade levelsProvide extended time to meetCreate common agenda and normsEstablish timeline for committee
Strategic Thinking
Ten to twelve teacher leaders from diverse subjects and grade levelsProvide extended time to meetCreate common agenda and normsEstablish timeline for committee
Educator's View of Strategic Thinking
Strategic Planning Process
The committee met for a total of 11 hours over four days
We all have different perspectives/concerns amongst the grade levels, subjects, and administrators as to how things should be done. We collaborated together so that we can all be on the same page working toward our vision.
We went over the list of suggested non-negotiables and began breaking them down into four categories: procedural, instruction, administration, and district.
Goals
Recognize the importance of our vision as a guide to where we need to go.
Establish non-negotiables that support our vision and mission.
Discussion Items
Parking Lot- issues they wanted to talk about
Procedural Non-Negotiableswebsite, grades, lesson plans, assessment folders, campus expectationsInstructional Non-NegotiablesVocabulary PLC's and Bulletin BoardsAdmin RolesCampus and District
Step 3. Create a Sense of Urgency with your Staff
State of our State
According to TEA, in 2010, the minimum passing standard for TAKS Reading is: 6th grade - 30/42 or 71% 7th grade - 31/48 or 65%, Writing is 22/44 or 50% 8th grade - 35/48 or 73% 3 attempts
TAKS Math is: 6th grade - 28/46 or 61% 7th grade - 27/48 or 56% 8th grade - 29/50 or 58% 3 attempts
TAKS 8th grade Social Studies is 21/48 or 44%TAKS 8th grade Science is 33/50 or 66%
State of our State cont’d.Average Mathematics scale score sorted by all students (overall results), grade 8 public schools: By average scale score, 2011
Order
Cross-statesignificantdifference
Number of JurisdictionsSignificantly
All students 75th percentile 25th percentile 75th percentile - 25th
percentiledifference
highernot
different lower
2011 2011 2011 2011
1 Massachusetts > 0 0 51 299 322 277 46
2 Minnesota > 1 3 47 295 319 273 46
3 New Jersey > 1 6 44 294 319 272 48
4 Vermont > 1 6 44 294 319 271 49
5 Montana > 1 6 44 293 316 273 44
6 New Hampshire
> 2 7 42 292 316 271 45
7 North Dakota > 2 7 42 292 314 273 41
8 Colorado > 2 10 39 292 317 269 49
9 South Dakota > 5 10 36 291 313 270 43
10 Texas > 5 12 34 290
Transition Page
Global Comparison of 8th Grade Math
How We Compare
How We Compare
How We Compare
How We Compare
How We Compare
How We Compare
How We Compare
What Does it All Mean?
By the numbers, a student who meets the passing standard in Math in 8th grade may know 58% of the curriculum which ranks him/her 10th in the nation (2011). This ranks 9th in the World (2007)!
We are charged with helping our students be high school and college ready, but are we?
Next Steps
Who does it start with?
The Teacher Matters
Country Class Effects (%) School Effects (%)
Canada 17 9 Finland 45 0 France 16 6 Israel 21 8 Luxembourg 29 15 New Zealand 42 0 Scotland 31 5 Sweden 45 0 U.S.A. 45 9
Table 1. Class and School Effects in Nine Countries: Secondary Mathematics
Source: Scheerens, J., C.J.A.J. Vermeulen, and W.J. Pelgrum. “Generalizability of Instructional and School Effectiveness Indicators Across Nations. “ International Journal of Educational Research 13, no. 7. (1989) 794.
The Teacher Matters
Country Total Variance in Student Performance Between Schools
Total Variance in Student Performance Within Schools
Australia 22.0 82.3
Canada 15.1 72.6
Denmark 13.1 84.2
Finland 3.9 77.3
Ireland 13.4 71.2
Mexico 29.1 44.8
New Zealand 20.1 90.9
United States 27.1 78.3
Table 2. Between-school and within-school variance in student performance on the mathematics scale in PISA 2003
Source: “Learning for Tomorrow’s World--First Results from PISA 2003.” OECD (2004) 383.
Next Steps
Knowing that we have an educational gap…
Knowing that the teacher matters…We need to take what matters most and
fill in the gap!
Principal’s Role
Create a vision worth fighting forCreate a sense of urgency that leads to change
Use a Guided Coalition to build momentum Model the wayBe about the processMotivate the teachers while motivating the
studentsEstablish a routine and know the condition of
your campus at all times.Celebrate success along the way
Step 4. Model The Way
Facilitate standards based discussion What does a SBBB look like?
Bulletin board rubric Common grading practice activity Targeted Planning Student Goal Folders
Meet with during PLCUse relevant resources to focus instruction on area
of needHave conversations with staff and students about
academic subjects
Be About the Process
Let your students “help” you with subject material
Stay involved in the Leadership Team
Participate in classrooms
Sit in on classrooms and provide teachers feedback on workshop implementation
Open and maintain constant lines of communication with parents about the workshop model
Motivate Teachers
Teachers showcase workshop lessons or student’s writing Display in community
Display student responses that teachers selected
Devote time during the day for specific collaboration about bulletin boards, workshop, and lesson study to keep initiative going.
Establish a Routine and Know the Condition of your Campus
Make plans to be in classrooms 2 hours a day
Use the monitoring tool to know where your students are in the workshop process
Schedule parent meetings specifically for the math workshop.
Schedule Leadership Team meetings for the same time and day and at least a month in advance.
Use a rubric for classroom observations
Provide Time To Implement
In teachers’ eyes, importance = time. If you want to implement change then you have to devote time to it.
Time to establish rituals and routines
Time to plan
Time to practice
Time for specific feedback
Animoto by Sean Byrd, January 13, 2011. © 2011 Animoto Productions
Leadership Team
Started with a Leadership Team consisting of 1 grade level LA and Math teacher, 1 Science and Social Studies teacher, 1 Special Education teacher, Campus Instructional Teacher (CIT), Librarian, 3 Assistant Principals, and Principal
Leadership Team’s responsibilities include completion of the implementation guide, book selection, roll out, monthly meetings, rubric for what constitutes a book, incentives, and response to literature lessons.
Pike is Where It’s At
Video
References
International Journal of Educational Research
Gallup Program for International Student
AssessmentTAKS Return, Inc.Trends in International Math and Science
Study 2003, 2007U.S. Dept. of Education Institute of
Education Sciences
