copy of characteristics of highly effective schools sept 2008
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LEADERSHIP: Characteristics of Highly Effective Schools
Benjamin A. Soria, Superintendent Yakima SD, Washington
September 2008
Improving Education Opportunities for School Districts in Transition
School reform Changing demographics No Child Left Behind (NCLB) Organizational culture
Who are we?
We are the Yakima School District.
Yakima School District
2007-2008
Student Population:
14,500
Yakima School District Student Enrollment
2001-2008
13,945
14,127
14,244
14,444
14,37914,400 14,418
14,448
13,600
13,700
13,800
13,900
14,000
14,100
14,200
14,300
14,400
14,500
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
Year
Yakima School DistrictDemographic Information
0
20
40
60
80
100
School Years
Perc
en
tag
eBlack orAfricanAmerican
Asian
NativeAmerican orAlaskaNativeHispanic orLatino
White orCaucasian
Yakima School District Hispanic Percentage
2001-2008
49.6%52.0%
53.8%55.7%
57.7% 59.0%60.9%
62.8%
0%
10%
20%
30%
40%
50%
60%
70%
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
Year
Yakima School District Free and Reduced Percentage
2001-2008
53%
64%68%
70%73%
75%71%
76%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
Year
Yakima School District consists of:
14 Elementary Schools 4 Middle Schools 2 High Schools 2 Alternative Schools 1 Technical Skills Center 1 On-Line School 1 Home School Program
Yakima School District
Total Staff: 1,723
Total Budget: $156 million
So, what are the results?
Yakima School District Grade 4, 7 and 10 WASL Reading Growth 2001-2008
42.0%
60.3%
20.4%
53.2%
43.4%
68.9%
0%
25%
50%
75%
100%
2001 2008 2001 2008 2001 2008
Growth +18.3 Growth +32.8 Growth +25.5
Grade 4 Grade 7 Grade 10
Yakima School District Grade 4, 7 and 10 WASL Mathematics Growth 2001-2008
22.6%27.7%
9.9%
31.0%
18.2%
25.7%
0%
25%
50%
75%
100%
2001 2008 2001 2008 2001 2008
Growth +5.1 Growth +21.1 Growth +7.5
Grade 4 Grade 7 Grade 10
Yakima School District Grade 4, 7 and 10 WASL Writing Growth 2001-2008
22.7%
51.2%
28.6%
60.7%
29.3%
74.7%
0%
25%
50%
75%
100%
2001 2008 2001 2008 2001 2008
Growth +28.5 Growth +32.1Growth +45.4
Grade 4 Grade 7 Grade 10
How did we do it?
Yakima School District - Approach:
Internal look at our instructional approach (most painful )
External look at our communication approach in engaging families and community
Yakima School District
Internal look at the instructional approach
Where we were before
Lack of consistency of: Instructional focus –
district, schools, classroom Classroom materials ELL delivery models Data use to drive instruction Accountability measures
So, what changed?
The Roadmap 2000-2004
“District Roadmap” developed and implemented
Provides clear vision Goals Targets Areas of focus Revise every three years
based on data
The Roadmap
March 20, 2008 Based on OSPI: Characteristics of Improved School Districts: Themes from Research
Shannon, G.S. & Bylsma, P. October 2004
Characteristics of Improved School Districts: Categories and Themes
Effective Leadership Focus on Student Learning
Establishes shared beliefs, values and a clear focus on student learning throughout the district
Sets and maintains a commitment to all students learning to high standards
Sets goals, builds commitment to the goals and removes competing programs and practices
Holds all district staff, programs and operations responsible for student learning
Dynamic/Distributed Leadership
Demonstrates visibility in schools and creates unity of purpose in supporting quality instruction and improving student learning
Expands the concept of leadership to encompass central office, principals, teacher leaders and others
Maintains clear expectations of themselves, each other and all staff in improving student learning over time
Provides moral leadership that moves leaders and those whom they lead from talking to doing to ensure that all students learn and achieve at high levels
Sustained Improvement Efforts
Views educational improvement as long-term commitment and processes
Assists schools in implementing changes created by the improvement process and monitoring for improved student achievement
Stays the course, especially in times of resistance and push back
Helps staff internalize changes so they become part of routine practice
Quality Teaching and Learning
Support for Systemwide Improvement
Clear and Collaborative Relationships
Quality Classroom Instruction
Develops a common vision of what effective instruction look like
Pays close attention to classroom practice; provides guidance and oversight for improving teaching and learning
Guides improvement efforts so that the needs of all students are met
High Expectations and Accountability for Adults
Holds all adults accountable for student learning
Expects excellence, monitors performance, and provides feedback
Focuses on high expectations, effective practice, and student learning as part of personnel decisions and recommendations
Coordinated and Aligned Curriculum and Assessment
Aligns standards, instructional resources, assessments and policies
Centralizes and coordinates instructional approaches and decisions
Uses multiple measures to assess student learning
Coordinated and Embedded Professional Development
Supports professional development of adults based on teaching and learning needs in the schools
Fosters high quality, ongoing, professional learning focused on improving classroom instruction
Incorporates school-based collaboration, coaching and support for instruction and leadership
Effective Use of Data
Provides resources, time and training to support the use data
Uses data to monitor results of student achievement, allocate resources, and as a basis for accountability
Uses evidence to monitor equity, make decisions about curriculum alignment, and target professional development efforts
Strategic Allocation of Resources
Provides, allocates, reallocates, and finds resources – time, personnel, materials, and facilities - for quality instruction so all students achieve high levels of learning
Provides additional resources to support struggling students
Extends to schools flexibility with accountability for the use of resources in meeting the needs of students
Policy and Program Coherence
Develops, interprets, and implements policies in ways that reinforce and support a vision for high standards for all students
Ensures systemic coherence between policies, programs and practices to advance district learning goals
Ensures system-wide district improvement efforts supersede specific programs, departments, building or individual preferences
Professional Culture and Collaborative Relationships
Builds with intention a professional culture of mutual respect, and trust
Develops reciprocal, interdependent relationships between the central office and schools that contribute to continuous district improvement
Develops data-driven collaborative learning communities at the central office and school levels that promote continuous learning for all adults and shared responsibility for student learning
Clear Understanding of School and District Roles and Responsibilities
Balances district authority and school autonomy by setting expectations, and then decentralizing responsibility and support to schools
Establishes the support of teaching and learning as the primary focus of central office staff
Interpreting and Managing the External Environment
Analyzes, interprets, and mediates state and federal policy with district policy and procedures
Buffers schools from internal and external disturbances
Involves families and community members in improving student learning
Mobilizes external stakeholders’ support for reaching the goal of all students learning and achieving at high levels
Focus on All Students Learning
Dynamic and Distributed Leadership
Support for System-wide Improvement
Effective Use of Data
Strategic Allocation of Resources
Policy and Program Coherence
Clear and Collaborative Relationships
Professional Culture and Collaborative Relationships
Clear Understanding of School and District Roles and
Responsibilities
Interpreting and Managing the External Environment
Effective Leadership Sustained
Improvement Efforts Over Time
Quality Teaching and Learning
High Expectations and Accountability for Adults
Coordinated and Aligned Curriculum and Assessment
Coordinated and Embedded Professional Development
Quality Classroom Instruction
Time
Improvement
Characteristics of Improved School Districts—Conceptual Framework
EFFECTIVE LEADERSHIP
Focus on Student Learning Dynamic and Distributed Leadership
Sustained Improvement Efforts
2007-2010 Yakima School District Roadmap (reflects stakeholders’ input)
District P-12 Leadership Team District Instructional Goals Principal Portfolio Leadership Academy Powerful Teaching and Learning monthly trainings Principal Intern Academy
Use of student data to drive instructional decisions
Focus on instructional issues at staff meetings
Bilingual Education Task Force
Migrant Education Task Force
K-12 District Math Instructional Leadership Team
Use of Instructional Leadership Teams (ILTs)
Principals in classroom 2-3 hours a day – using consistent protocol to improve instruction
Relentless focus for continuous improvement across the District
Coherence between District Improvement Plan and School Improvement Plans
Constant review/adjustment of Improvement Plan
Monitoring of fidelity of curriculum
Persistent message of District’s commitment to high level of achievement for all students by Board and Superintendent
QUALITY TEACHING AND LEARNING
High Expectations and Accountability for Adults
Coordinated and Aligned Curriculum and Assessment
Coordinated and Embedded Professional Development
District and Building Data Carousels
Clear Policy direction on closing achievement gap
Policy Governance and monitoring reports
Improved hiring, retaining, professional development of staff
Close monitoring of building principals
Emphasis on quality teacher evaluation
Common curriculum, instructional resources, and assessment practice
All curriculum research-based
District vertical alignment of content/ rigor in core areas
Horizontal alignment classrooms across the district
District coordinated monitored assessment for closing of achievement gap
Structure and resources in place to improve teaching and learning through professional development
Professional Development Specialists: 5 Math P.D. Specialists 2 Literacy P.D. Specialists 1 Language Acquisition P.D. Specialist 1 Technology P.D. Specialist 1 Science P.D. Specialist 1 Special Ed P.D. Specialist
Building Level Supports: RF Coaches Instructional Coaches Interventionists
Continuous formal/informal conversations/ coaching staff development to improve instructional practices
Ongoing content, pedagogy and specialized training coordinated by Professional Development department
SUPPORT FOR SYSTEM-WIDE IMPROVEMENT
Effective Use of Data Strategic Allocation of Resources Policy and Program Adherence
Early release Mondays
Partnership with CEE
Assessment Department provides data in usable form
Progress monitoring and Benchmark assessments in reading
Reading and math interventions
Data is disaggregated to reflect demographics, perception, etc.
All instructional decisions data driven
Standards (GLEs) pacing guides
Reallocation of resources – people, time, talent, energy, money
Supplemental funding is allocated to buildings based on student achievement data
Unique student and program needs are addressed separate from student performance
Collaboration of central office administrators to blend resources for benefit of students
Continuous review of allocation of resources
All day, everyday kindergarten
Early learning District Pre-K Kindergarten transition program
On-line Programs/Alternative CONEVyT Yakima Online Home School School of the Arts
Assessment department monitors and communicates high school graduation requirements to schools, cabinet and school board
Under Policy Governance, all policies and procedures are aligned with ends statements (goals)
Ends statements and resulting interpretation and monitoring reports
Quality staff recruitment
CLEAR AND COLLABORATIVE RELATIONSHIPS
Professional Culture and Collaborative Relationships
Clear Understanding of School and District Roles and Responsibilities
Interpreting and Managing the External Environment
Professional Learning Communities
Instructional Leadership Teams (ILTs) with Norms
Vertical Teams
Principal Groups with Norms Co- Facilitated by director and peer-nominated principal
Superintendent’s Advisory Council
YEA and Superintendent monthly meeting
Decision-Making Matrix
Standards Pacing Guides
Individual School Initiatives Middle School IB exploratory year Action Research at two elementary schools
Central Service representatives on building ILTs
White Paper
Board member is Legislative Liaison
Active partner with Ready by Five
Business Partnership Group
Faith Community Partnership
Character Education Alliance
External Communication Approach
Engaging Families and Community
Where we were before
Traditional communication with: parents of students
non-parent community
staff
Lack of transparency
Vague, surface communication
So, what has changed?
Engaging families/community Media Relationships Nurturing and Maintaining Parent
Involvement and Support Community Partnerships
Media Relationships
Partnership with local media outlets Spanish Radio KDNA KIT Radio quarterly session including
call-ins Yakima Herald Republic Newspaper El Sol (Spanish publication) Continued focus on establishing working
relationship with all media
Nurturing and Maintaining Parent Involvement and Support
All publications/communications in English/ Spanish Bilingual support in buildings Bilingual Director of Parent and Community Involvement
reporting to the Superintendent Parent education partnerships Parent representation on school instructional leadership
teams Established district parent resource center Established a “Plaza Comunitaria” concept in collaboration
with Mexican Consulate Spanish Community Forums
Community Partnerships
Faith community alliance emphasizing school adoptions
Education partnership committee with community leaders
Yakima Schools Foundation
Community-wide Character Education Initiative through current work with broad-based number of stakeholders launched Fall 2008
As a result…..
Through a System-Wide Support for Continuous Student Learning
Every student in the Yakima School District will have access to any local or global opportunity they choose to pursue as evidenced by….
36
Yakima School District (YSD)Drop-Out Rate
01-02 02-03 03-04 04-05 05-06
Davis 11.7 10.8 12.4 3.8 1.9
Eisenhower 7.8 5.4 4.7 1.4 0.7
StantonAlternative 41.2 62.7 63.4 38.8 24.2
YSD 17.1 21.0 20.2 12.0 6.0
WA State 7.7 6.7 5.8 5.1 5.7
Yakima School District (YSD)
On-Time Graduation Rate
03-04 04-05 05-06Davis 62.0 75.0 84.7
Eisenhower 78.0 82.0 86.9
StantonAlternative 2.0 6.0 10.6
YSD 42.0 48.0 62.8
WA State 70.0 74.3 70.4
04/08/23
Yakima School District (YSD)
Extended Graduation Rate
03-04 04-05 05-06Davis 68.0 83.0 96.9
Eisenhower 81.0 88.0 96.7
StantonAlternative 4.0 7.0 19.8
YSD 46.0 53.0 73.6
WA State 74.0 79.3 75.0
How others view us“YSD is having the greatest impact on student learning of any of the Latino-majority districts in the
state!”
Greg Lobdell, The Center for Educational Effectiveness April 18, 2006
“There is not greater insight into the future than recognizing that when we save our children, we save ourselves.”
Margaret Mead