national association of elementary school principals
TRANSCRIPT
National Association of Elementary School Principals
Dr. Lynn Scott
New York City Leadership Academy
Wallace FoundationPolicy Researcher at the RAND Corporation
Susan E. Bridges
A.G. Richardson Elementary School
Culpeper, Virginia
A.G. Richardson Elementary SchoolOpened in 1992
One of six elementary schoolsin Culpeper County, VA
Rural community of agriculture and small business
►State accredited since 1999
►Made AYP since 2002
A.G Richardson Elementary School60% of students redistricted to a new
school in 2008
50% of population new to AGR in 2008
Now, 600 students, PK-5
80% Caucasian, 17% African American, 3% Hispanic
39% of our students receive F/R lunch
50/50 split in teacher experience
Leading Learning Communities
NAESP Principal Standard Five:
Manage data and knowledge
to inform decisions and
measure progress of student,
adult and school performance
Using Data as a Conversation
Do we see any patterns in this year’s results?
Are our patterns similar to previous years?
Are we moving toward our goals?
Ideas
Perspective Communication
Focusing on data can bring it all together
DATDATAA
Brian Dawes
Ferron Elementary School
Ferron, Utah
•312 students
•Pre K - 6th Grade
•Targeted Assist Title I
•18 % Spec. Ed
•65% Free/Reduced Lunch
Brian J. DawesNAESP Conference
Houston, TexasApril 10, 2010
THE PRINCIPLE BASED PRINCIPAL•Leadership philosophy•Your role and vision•Are you congruentCREATING A CULTURE OF ACHIEVEMENT•Developing a school mission•No blame, objective school evaluation•Shared leadership •collaboration
DATA DRIVEN INSTRUCTION•Demystifying data
--Example
INSTRUCTIONAL MANAGERvs. INSTRUCTIONAL LEADER•Defined•Components•Which are we?•Which should which we be?
Andrew J. Collins
Dayton’s Bluff Achievement Plus Elementary School
Saint Paul, Minnesota
DemographicsDemographicsSchool Population: District Population:
375 Students (PK-6th) 30% African-American 25% Hispanic 14% Hispanic20% Southeast Asian 29% Southeast Asian13% Caucasian 25% Caucasian2% American Indian 2% American Indian91% Free and Reduced 70% Free and Reduced35% ELL 41% ELL 12% Special Education 16% Special Education40% Mobility Index
Critical ThemesCritical ThemesClimate and culture
Forgetting about the past and defining our future together Clear and high expectations for all Creating a belief structure
Capacity building and strategic empowerment Collaboration is key
Establishing data points Effective analysis of formative and summative results
Creating academic coherence Implementing research-based practices Having the right mix of strategies to make it work
Targeted staff development Supporting the instructional framework
Kevin Connelly
Colgate Elementary School
Baltimore, MD
Colgate Elementary
Academic Excellence
Since 1924
Student Enrollment
Total Percent
Total Enrollment 329
Title I 257 78%
ESOL 33 10%
Special Education
45 14%
Initial Challengeslow expectations; poor outcomes; extensive
gaps
substandard professional competencies
lack of ownership and accountability for academic and behavioral standards
lack of consistent instructional leadership and teacher empowerment by the previous administrative team
Academic Achievement 2004 - 2009MSA Percent Proficient or Advanced
overall reading scores have increased from 65% to 78%
advanced reading scores have increased from 7% to 19%
overall math scores have increased from 54% to 74%
advanced math scores have increased from 2% to 17%
Goal: from sparks to fireworks (sparks of 86 to 89.8%)
NAESP Standard 3- Lead 21st Century Learning
NAESP Standard 5- Lead Using Knowledge and Data
Results: Behavior and Learning at Colgate
Positive Behavioral Interventions and Supports program (PBIS) since 2005-2006
PBIS Exemplary / Gold status for the last three years
In 5 years of PBIS referrals reduced by 76%.
NAESP Standard 2- Lead Diverse Communities
NAESP Standard 5- Lead Using Knowledge and Data
0
200
400
600
800
1000
1200
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
BehaviorReferralResults
Results: Engagement and Rigor
Innovation and Creative Thinkingengagement, “learning challenges”, and authentic
problem-solving
teacher hardware, student hardware, Web 2.0 tools, and software /Internet / Ethernet applications
Communicationcollaboration, “Genuine Conversations”, written
explanations, range finding, reflection / self-assessment
Critical Thinking
metacognitive thinking strategies and application of higher level critical thinking skills
Standard 3- Lead 21st Century Learning
Melissa Glee-Woodard
Lewisdale Elementary School
Hyattsville, Maryland
Location
Lewisdale is located in the urban setting of Prince George’s County, Maryland.
We are approximately 10 miles from Washington, DC and 2 miles from The University of Maryland, College Park.
Building A World Class School
Full Day PreKAnd
KDG
Highly Qualified Teachers
Extended Learning
Opportunities
ESOL Program
1:22 Average Class Size
Title 1 SchoolTalented and
Gifted Program
MEANS Program
Job Alike Mentors
Comprehension
Toolkit
80% Hispanic/Latino17% African American
> 1% Caucasian1.9% Asian
>1% American Indian45% males
55% females
Building a World Class School
Lewisdale’s Population84% FARMS63 % ELL5% SPED8% TAG
100% Neighborhood School – All walkers
Building a World Class School
The Tools Needed for ChangeSetting High ExpectationsIncreasing the RigorTaking a Different Look at DataMotivation! Motivation!Refocusing Staff DevelopmentTaking a Different Look at ExtendedLearning Opportunities
Theresa Mattison
Carstens Elementary SchoolDetroit, MI
Carstens Elementary School
2592 CoplinDetroit, Michigan 48215
We Carstens !
Grosse Pointe, MI
STUDENTS AND STAFFKindergarten 33Grade 1 43Grade 2 43 Grade 3 38 Grade 4 35 Grade 5 32 Special Needs 37
Female: 124 Males: 115
African American 97.9%
White, Not Hispanic Origin0.6%
Highly QualifiedSubjects: ELA, Math, Science, & Social
StudiesTeaching Experience: 20 yearsYears @ Carstens: 15 years
Female: 14 Males: 9
African American 50%White, Not Hispanic Origin 50%
Social Worker School Psychologist
Parent Liaison School Service Assistants
Title One Staff Community Partnerships
Low Teacher Expectations
Ineffective Instruction
Declining Test Scores
Lack of Parental Involvement
Re-directed: The School’s Climate and Culture
Raised Teacher Expectations: Educate Children as if They are Your Own
Lead Professional Development: Training & More Training
Instill School Pride: Citizenship and Responsibility
Encouraged Parent Accountability: Education is Not an Option!
Children are First
Everyone is Accountable
Shared Leadership
Data Based Decision Making
Involved Parents
Greg Wiles
Lone Star Middle SchoolNampa, ID
65 % Free & Reduced Lunch 61 % White 32 % Hispanic or Latino 2.5 % Multiple Races 1.6 % American Indian or Alaskan Native 1.3 % Black/African American .9 % Asian .7 % Native Hawaiian or Pacific Islander
Our School District
720 Total Enrollment 14,65412% English Language Learners 13.87%65% Free/Reduced Lunch 53.728% Special Education Participants 12.96%0% Migrant 1.12%61% Whites 63.61%32% Hispanics 28.91%6.98% Other 7.47%
84% of 6th-8th students -Proficient or Advanced - Reading ISAT
81% of 7th grade students -Proficient or Advanced – DWA
70% of 7th grade students -Proficient or Advanced - Math ISAT
37 students received HS credit for Algebra 1 or Geometry
All Special Education students showed growth on the Language and Reading ISAT
92 % Attendance at Student Led Conferences
Dr. Carl Harris
Deputy Assistant Secretary for Policy
and Strategic Initiatives
U.S. Department of Education
Office of Elementary and Secondary
Education
Questions Related to each Principal’s Presentations
Audience Response System
Cynthia Toles-Woods
NAESP Foundation Board of Director
Sue BridgesAndrew CollinsKevin ConnellyBrian Dawes
Melissa Glee-WoodardTheresa Mattison
Greg Wiles
Thank You