Implementing and Sustaining Schoolwide Practice for ... · Region X • 9 ime zonest • 5 U.S. states • 2 U.S. territories • 1 commonwealth • 2 republics • 4 federated states
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Implementing and Sustaining Schoolwide Practice for Mathematics Improvement May 12, 2016
Implementing and Sustaining Schoolwide Practice for Mathematics Improvement
May 12, 2016
Goals
• Understand the purpose of systemic mathematics learning intervention
• Learn about schoolwide practices which support student learning
• Learn methods to implement and sustain schoolwide practices supporting student learning of mathematics
Presenter
Presentation Notes
We’ll focus on mathematics here due to the importance in the school context but this can translate to any subject area.
Region X
• 9 time zones • 5 U.S. states • 2 U.S. territories • 1 commonwealth • 2 republics • 4 federated states
Presenter
Presentation Notes
Region X EAC covers about 10% of the earth’s surface, totaling 16.1million square miles. Five U.S. states: Alaska, Hawaii, Idaho, Oregon, Washington Two U.S. territories: Guam, American Samoa One commonwealth: Commonwealth of the Northern Mariana Islands Two republics: Republic of the Marshall Islands, Republic of Palau Four federated states: Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, Yap)
Presenters
Patrice Woods Region X EAC
Education Northwest Heather Patterson-Hutton
Stewart Middle School
About You
Using the link, please share: • Your name • Your role • What excites you about education? Go to www.govote.at and use the code 39 28 47
Presenter
Presentation Notes
Put link in chat box
Overview
In this session we will address: • Systems in the context of schools
– Implementation of systems – Sustainability of systems
Please go to: www.govote.at use the code 17 24 35
What connections do you make between the image and “school systems?”
Presenter
Presentation Notes
May see silos of achievement, but we want to get beyond this stage of school improvement. Teachers often implement phenomenal strategies…in isolation. Addressing this from a systems approach will allow those phenomenal strategies to be implemented schoolwide and promote increases in student learning throughout.
Poll (We’ll use this information later) How long (in minutes) are class periods in your context?
Go to www.govote.at and use the code 68 07 8
Presenter
Presentation Notes
Put link in chat box
System
“… a group of related parts that move or work together …”
http://www.merriam-webster.com/dictionary/system
School level
Classroom level
Student level
Presenter
Presentation Notes
The fundamental definition of system provides a basic understanding of how things work in schools. In the most generic sense, the three gears you see before you will all function together. Operation from the school level has a stronger effect than attempting to churn this system beginning at the classroom or student level. It would take more effort to make the gears operate from a lower level than the higher level. Implementing at the school level will allow us, as we say, get the biggest bang for our buck in support effective function of the entire system.
Successful Implementation will depend upon alignment with the vision and mission of the school, the capacity of those directly impacting or impacted by the intended system, and the context within which the system is being implemented. How does the system “Align”ment: Another way to state this is relevance. When thinking of the system in context, questions that come to mind are: how does it fit within our context? How much will it change our current practice? What does it mean for students? Teachers? How will this system support our goals for student outcomes? How does it support our vision for a successful school? Regarding Capacity, we are addressing: To what extent do we consistently demonstrate the collective knowledge, skills, and dispositions in this area? If there are areas for growth, how do we go about making that happen? Something that often gets left out here is readiness. Context: Is this system applicable to our school culture? Does the readiness (including adult factors) in our school climate exist.
Systems: Sustainability
Presenter
Presentation Notes
Capacity Skill Will Ability Collective Voice Input
THE CASE OF STEWART MIDDLE SCHOOL
Measurement of Student Progress (MSP)
19.6
0% 30
.50%
34.1
0%
35.8
0% 46
.20%
24.2
0%
25.9
0%
18.6
0%
37.9
0%
34.7
0%
27.5
0%
25.2
0%
11.6
0%
17.2
0%
19.8
0%
6thGrade
2009-10
2010-11
2011-12
2012-13
2013-14
7thGrade
2009-10
2010-11
2011-12
2012-13
2013-14
8thGrade
2009-10
2010-11
2011-12
2012-13
2013-14
Mathematics MSP Achievement
Presenter
Presentation Notes
Shown is the data from the last 6 years, demonstrating student performance on the mathematics measurement of student progress. While 6th grade seemed to be doing well, still, only 46% of them were demonstrating proficiency by 2013-2014. 7th and 8th grade were reporting low performance as well at almost 38% and 20% respectively. We’re seeing this trend over the last 5 years, prior to 2014-15, and of course, the new accountability assessment was put into place for the 2014-2015 school year.
Presenter
Presentation Notes
A deeper dive shows greater inequity in student achievement, as the performance of students within minority subgroups, special education, and low income show equally low achievement. Again, we recognize this is not the only source of showing student proficiency, however it IS what the state used to identify Stewart as a school in need of improvement.
The “Why” … in Context
2010-2013 • SIG Status • Intervention
Model: Turnaround
2014-2017 • RAD status • Intervention
Model: Transformation
Presenter
Presentation Notes
Priority schools: among the lowest 5 percent of Title I schools in the state, based on achievement on the statewide assessments, with a demonstrated a lack of progress on those assessments over three years. goal of identifying priority schools was to turn around performance, close persistent opportunity gaps, and substantially improve student learning and outcomes. 2010-2013 Turnaround Model (federal model): District replaces principal and rehires no more than 50% of the school’s staff, adopts a new governance structure, and implements a research-based instructional program aligned to state standards. 2014-2017 Transformation Model (federal model): District replaces principal and addresses five areas critical to transforming persistently low-achieving schools: developing teacher and principal leader effectiveness, implementing instructional reform strategies, extending learning time, creating community connections, and providing operating flexibility and sustained support http://www.k12.wa.us/StudentAndSchoolSuccess/RequiredActionDistricts.aspx
Basic Research Background
Presenter
Presentation Notes
John Hattie – Visible learning Hinge point – d=0.40 effect size…any effect size above 0.40 is a good thing… Effect size is essentially the magnitude of impact on student learning. Almost everything we do improves learning…key is how much improvement? The average effect size of all Hattie’s studies is 0.4. Working smarter based on effect size makes a profound difference Know the most positive impacts on student learning based on research Evidence from students’ growth should provide the impact/proof of the effectiveness.
The Concept of “Effect Size”
“The key to many of the influences above the d = 0.40 hinge-point is that they are deliberate interventions aimed at enhancing teaching and learning.”
John Hattie, Visible Learning for Teachers, p. 17
Implementing Instructional Reform Strategies
Presenter
Presentation Notes
Smaller core classroom sizes (math, science, language arts).to allow teachers to focus on improving instruction AVID (Achievement Via Individual Determination) for all 6th graders. To support students in their transition from elementary to middle school and learning to be an independent student. 67 minute daily core classes increase learning time in the toughest subjects. Daily Advisory brings the learning together; check grades, organize materials, daily announcements, Navigation 101. Progress monitoring tools to help us collect data on student growth without excessive testing and inform students, parents and teachers on progress. Small colleges within a school. Each grade level is divided in half and given a local college name. Each college houses approximately 100 students. Each college has an assigned principal, counselor, and five teachers (math, science, language arts, specialist) Increased elective opportunities with A/B schedule High School credit courses in math, technology and foreign language. After school enrichment activities supported by SPARX/Metro Parks, Urban League and others. Staff support and improvement all year. Daily common planning time for teachers, 2 full time instructional coaches, 6 days of training before school started with national presenters and practices aligned with Common Core, grading and best practices
AVID (Advancement Via Individual Determination) • For all SMS 6th graders
– a program designed to teach the skills that students need in every class and for high school and beyond:
• Notetaking • Organization skills • Study skills • Testing skills • Goal setting - goal setting for each class, each semester,
middle school, high school, and after graduation • College planning for scholarships, applications, course
offerings by declared majors
• Elective for 7th and 8th graders
Interactive (Math) Notebook
• Student outcomes – Consistency across subjects – Improvement in learning skills
• Teacher outcomes – Common language – Strengthened organization
Presenter
Presentation Notes
Did all teachers adopt this strategy? How did they come to consensus? Two page learning cycle – “in through out” mindset
Standards-based Learning
Presenter
Presentation Notes
Instruction – consistency across “colleges” and school Common Core Standards for Mathematics Grading – leaves out fluffy stuff based on teacher subjectivity For proficiency Rubrics Assessments – measures what it taught Multiple opportunities Common within course/grade level
Increased Learning Time (Back to poll) 67 minute daily core classes increase learning time in the toughest subjects # of minutes/class period
# of minutes/ schoolyear
Difference in instructional minutes
additional class periods (compared to 45min periods)
45 8100 0 055 9900 1800 3365 11700 3600 55
Presenter
Presentation Notes
Daily Advisory brings the learning together; check grades, organize materials, daily announcements, Navagation 101. Progress monitoring tools to help us collect data on student growth without excessive testing and inform students, parents and teachers on progress. Small colleges within a school. Each grade level will be divided in half and given a local college name. Each college will be aproximately 100 students. That college will have an assigned principal, counselor, and five teachers (math, science, language arts, specialist) Increased elective opportunities with A/B schedule students get one more chance to explore a different subject. After school enrichment activities supported by SPARX/Metro Parks, Urban League and others. Staff support and improvement all year. Daily common planning time for teachers
High School Credit
• Math – Algebra – all 8th graders – Geometry
• Technology • Foreign language
Presenter
Presentation Notes
Algebra is now largely 1) gateway to higher level math, science and engineering courses; 2) a potential “roadblock” to social justice for minority students and students living in poverty, and 3) a catalyst to drive US students to competitiveness in the international education and competitiveness markets. *exposure to algebra opens the gateway for individual students to begin more advanced mathematics courses earlier in secondary school. Earlier sequencing allows students to complete calculus in high school, thereby positioning them for STEM courses early in high school as well. file:///C:/Users/001117/Downloads/Predictors%20of%20Successful%20Completion%20of%20Algebra%20I%20Courses%20among%20Middle%20School%20Students.pdf
Extracurricular Supports
• 92% of students – afterschool activities – Voluntary – Academic – Sociocultural
Presenter
Presentation Notes
Staff Support and Improvement
Daily common planning time for teachers • Grade level PLC (bi-weekly) • Content PLC (bi-weekly)
– Focus on Implementing Effective Mathematics Teaching Practices (NCTM, 2014)
• Common Assessments – Formative and summative – Collaboratively created
IAB – what is it, how does it work? – or not at all Iready – computer adaptive; goal is to find out level…students should not get 100%
Recap: “The Halo Effect”
How is Stewart doing?
32.10% 29.50%
39.80% 37.20%
40.80%
37.30%
45.10% 47.50%
45.80%
6th Grade 7th Grade 8th Grade
Mathematics SBA 2014-15 Stewart District State
Presenter
Presentation Notes
Though there are still gaps in achievement compared to the district and state, last year Stewart students produced the smallest gaps since before 2009. 6th grade was only off 5.1% from the district, 7th was only off 10.7% from the district and 8th grade outscored the district for the first time since as far back as 2005. There have been 2 changes in testing tool since then and the 2014-15 school year is the first year in at least a decade that mathematics achievement at Stewart Middle School has outranked the overall district performance.
55.33%
46.53% 46.03% 44.30% 43.33%
38.80%
33.93% 31.00% 30.00% 29.60% 28.83%
2015 SBA Math 6th - 8th Grade
Presenter
Presentation Notes
Stewart was previously ranked 8th of the 9 middle schools in Tacoma. Differences -12.4% from the state, -4.87% from the district
29%
22%
19%
13% 12%
11%
9% 9% 8% 7% 7% 7%
6% 6% 4% 4% 4% 4%
3% 3% 2% 2% 2% 2% 1% 1% 1% 1%
0% 0% -1% -1% -1% -1% -1% -1% -1% -3% -3%
-4% -5%
-6% -6%
-8% -9% -10%
-10% -12%
-15% -16%
-19%
-21%
-25%
-15%
-5%
5%
15%
25%
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Spring 2014 to Spring 2015 Achievement Index Growth
Presenter
Presentation Notes
This data point is perhaps the most important, as it shows the improvements students have made as a result of a focus on quality instruction and strengthening systems within the school to support student achievement. Of all the middle schools in Tacoma, Stewart has made the most growth, perhaps because we may have had the furthest to go, but the systems within the school are supporting the transformation of student achievement.
How does it all happen?
• What does this mean for teachers?
• How does it become part of the system?
• What makes it sustainable?
Presenter
Presentation Notes
How does it become part of the system? Send Heather Zeek’s notes
Questions?
Resources
http://www.k12.wa.us/StudentAndSchoolSuccess/pubdocs/FinalReportStewartMiddleSchool.pdf Hattie, J. (2011). Visible Learning for Teachers. New York, NY: Routledge. NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.
