October 26, 2011Principal’s Meeting

Stan WarrenTherese Wetherington

Annual Growth,

Catch-up Growth

Warm-Up

Arrange the pictures from the book Zoom, by Istvan Banyai in sequence without looking at one another’s pictures.

Rules:You may only look at your picture

Kennewick

90

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Spokane

WASHINGTON

La keChela n

Sna keRiver

Co lum b iaRive r

Ya kim aRiver

Colum b iaRiverVancouver

Tacoma

Seattle

Olympia

MOUNTRAINIERNATIONALPARK

OLYMPICNATIONALPARK

82

5

5

Sp oka neRiver

Kennewick

Portland

Over arching concept today:

These are pretty ordinary guys.Kennewick is a pretty ordinary district.If they can achieve these kinds of results, we

should be able to.

Kennewick School DistrictEnrollment: 15,000Schools: 13 Elementary 4 Middle Schools 3 High Schools 1 Vocational Center

50% Free and Reduced:

Budget $152 M

Ethnic Make- up Anglo 74% Hispanic 22% Asian 2% African-American 2%

Staff: Teachers 960 Classified 774 Administrators 60

Stating the Obvious

•Reading is our most basic academic skill.

•85% of curriculum is delivered by reading including math--there are far more words than numbers in math textbooks.

•No other educational success can compensate for failure to teach reading early and well.

•Change must affect classroom practice.

It takes about an hour of normal classroom instruction for 180 days to make up each year a student is behind.

Behind:

1 year 60 minutes x 180 days2 years 120 minutes x 180 days3 years 120 minutes x 180 days

Summary: Everything here is common sense

5 year range by kindergarten caused results at home Annual growth keeps 70%+ students in the band they

start in.With catch-up growth and differences in teaching and

motivation 30% of students move bands.

Your current structure, resource allocation and beliefs are perfectly designed to create your current results.

64% of parents believe: “Child will catch up to other children within a year or two.”

27% of parents believe: “Child will be behind other children throughout school years.”

9% of parents: “Not sure”.

The highly visible 90% Reading Goal created a clear line of sight from where we were to where we need to go.

White paper-basis for subsequent change (page 239)

Coming to grips with disparity between what we believed and what we lead our community to believe

Created by solid reading programs emphasizing accuracy, fluency, comprehension, phonemic awareness and explicit phonics.

“In primary grades, a minimum of 2 …hours of instruction is recommended.” CORE Sourcebook 22.6

Eye-ball to eye ballPerhaps twice as effective at Washington than ten years beforeDistrict instructional conferencesInstruction is our craft

“In primary grades, a minimum of 2 …hours of instruction is recommended.” CORE Sourcebook 22.6

“120 minutes of eyeball to eyeball instructionKennewick practice

Diagnostic testing to determine the deficient sub-skills of those behindProportional increases in direct instruction timeTeaching to the deficient sub-skillRetesting to assure that adequate catch-up growth actually occurred

Catch-up GrowthCatch-up GrowthWhen students leave kindergarten three years When students leave kindergarten three years

behind in reading, they must make behind in reading, they must make six years of six years of growth in three yearsgrowth in three years to catch-up by 3 to catch-up by 3rdrd grade. grade.

This means they must make one year of annual This means they must make one year of annual growth and one year of catch-up growth each growth and one year of catch-up growth each year.year.

Or, said another way, Or, said another way, two years of growth in two years of growth in each 1each 1stst, 2, 2ndnd, and 3, and 3rdrd grades grades to catch up. to catch up.

Use of additional tests by leading schoolsUse of sub-skill data in existing tests Look at sub skills.See page Annual Growth page 74 for other specific (10) diagnostic tests

“In God we trust. Everyone else shows

their data.”

-unknown

Diagnostic testing and data

“You can either fight assessment or embrace it.

However, you cannot be a high-performance school without embracing assessment.”

-Dave Montague

Diagnostic testing and data

“There is no point in testing if you don’t look at the data,

don’t understand it, and don’t change.”

-Chuck Watson, Principal-Vista Elem., Kennewick, WA

Diagnostic testing and data

Students who are behind do not learn faster than those who are ahead.

Catch-up growth is driven primarily by proportional increases in direct instruction time.

Catch-up growth is so difficult to achieve that it can be the product only of quality of instruction in great quantity.

Increased time: a real life problem

Tony has just scored at the 11th percentile on the spring 2nd grade reading test. His state set their reading standard at the 50th percentile.

How much direct reading instruction does Tony need during 3rd and 4th grade to assure he will reach the state standard by the end of 4th grade?

Increased time: real life problem continued

a. State Standard in percentiles is…….. Percentileb. Tony’s 2nd grade status in percentiles Percentilec. Difference is……………………………………………….. Points

Rough rule of thumb is 13 percentile points = 1 year of growth In elementary school the normal reading period has been 60-70 minutes

d. Divide the gap in points by 13 points to convert the gap into instructional years………

3rd 4th

Annual Growth minutes Catch-up Growth 1 extra year 1/2 extra year

Total Minutes

501139

7070

175 175

35

70

35

70

3 years

Adult change when it does not.

Could not see what was happening in kindergarten, first and second grade.Adding of district tests at K, 1 and 2Adding of diagnostic tests by the buildingsModeled use of data at each level.

What’s Missing?

• Were there sub-objectives?

• Number of questions per sub-objective?

• Thinking skill levels?

• Which difficulty level belonged to which question?

Washington 54 72 72 68 78 94 96 99 94 98 99 98 95 99 54Cascade 35 78 79 72 83 88 91 99 96 93 97 95 97 90 35

Vista 50 83 73 90 79 80 93 91 95 94 100 94 98 93 50Southgate 20 92 80 81 86 88 82 90 93 91 86 94 91 97 20Ridge View 23 80 69 78 88 79 84 94 90 92 91 92 85 88 23Hawthorne 60 69 62 62 78 73 87 90 92 80 88 93 90 93 60

Canyon View 38 71 66 78 65 83 76 90 90 90 94 91 92 90 38Sunset View 9 82 86 92 85 84 87 89 95 93 94 92 92 91 9

Lincoln 41 79 75 73 85 87 86 78 99 92 84 85 93 92 41Westgate 80 58 55 47 51 57 49 55 76 82 82 85 84 90 80Eastgate 82 53 55 52 40 53 54 67 68 80 68 85 86 80 82Amistad 76 66 65 55 52 44 47 51 65 80 71 80 82 85 76Edison 73 66 68 71 54 53 55 53 46 74 51 80 82 62 73

District 48 74 70 71 72 77 78 82 86 88 86 90 89 88 48

2007 20082003 F & R

2008 F & R

2001 2002 2003 2004 2005 2006School 1996 1997 1998 1999 2000

The Implementation Years

Reading is now their priorityTrainedTeach the curriculumKnew where all the kids were Cooks knew where the kids were

Unheard of levels of teaming

Movement of kids within remediation

Sharing instructional assistants and building personnel.

Became reading experts Attended all the staff reading training Knew where all the kids were (data) Knew the research Were in classrooms, not in the office Established look-fors (inspect your expectations)

In entrenched low performing schools, teachers will hate and despise you.Principals whom you replace and their friends will despise you for high achievement.You must learn to be the sole holder of impossible beliefs to achieve impossible things until performance provides proof.

Kennewick School DistrictKennewick School District

Located in southeastern WashingtonApproximately 15,000 students in

•13 elementary schools• 4 middle schools• 3 high schools

25% of students are ethnic minorities, and 48% elementary school students qualify for free or reduced lunch

In 1995, the school board in Kennewick challenged the elementary schools to have 90% of their students at grade level in reading by the end of third grade –within 3 years

The primary responsibility for accomplishing this was assigned to the school principals

Kennewick School DistrictKennewick School DistrictWashingtonWashington

At the schools…

“We began to have serious staff meetings…we began ….looking at the test data to see how far behind some of our kids were. It was the first time Washington had ever had such precise data. In the fall of 1995, 23% of our 3rd graders were reading at second grade level and 41% of our 3rd graders were reading at a kindergarten or 1st grade level.”

Kennewick School DistrictKennewick School DistrictWashingtonWashington

1st hour (8:45-9:45)

Small group instruction3 classroom teachers1 District Reading Teacher2 Title I teachersSpecials teacherPE teacher6 paraprofessionals

Reading Block for 3 First Grade classrooms

Washington ElementaryWashington ElementaryKennewick School DistrictKennewick School District

Small group reading during 1Small group reading during 1stst hour of the day hour of the day

13 adults with 75 students during the first hour 13 adults with 75 students during the first hour in first gradein first grade Struggling students get 1:3 with most skilled Struggling students get 1:3 with most skilled instructorinstructor Advanced students get 1:7 ratios with paras Advanced students get 1:7 ratios with paras and othersand others

During the Morning Reading BlockDuring the Morning Reading Block

Afternoon Reading Block:Afternoon Reading Block:Many students get additional small group or 1:1 Many students get additional small group or 1:1 instruction time as interventionsinstruction time as interventions

Washington ElementaryWashington ElementaryKennewick School DistrictKennewick School District

1st hour (8:45-9:45)

Small group instruction3 classroom teachers1 District Reading Teacher2 Title I teachersSpecials teacherPE teacher6 paraprofessionals

The reading block for 3 first grade classrooms

2nd hour (9:45-10:45)

Whole group instruction

Also, during the second hour, paras, Title 1, and others work in small groups with 2nd-5th grades

In the afternoon, many students are provided an In the afternoon, many students are provided an additional 40-90 minutes of interventionadditional 40-90 minutes of intervention

Washington ElementaryWashington ElementaryKennewick School DistrictKennewick School District

First Grade – Daily Reading Instruction1st hour (8:45-9:45) Small group instruction

The bell rings at 8:35 a.m. and a new school day begins in Stephanie Walton’s first – grade classroom..

After the flag salute and lunch count, her 22 students swiftly break into six small groups for the first hour of the morning reading block.

Three students go to the district reading specialist, three to the Title 1 teacher, while four head next door to learn with other students of their ability level. The teacher in the neighboring classroom sends over three of her students, and they take their places with three of Stephanie’s students.

In the back of the room, seven students gather for direct instruction with an instructional assistant who follows Stephanie’s lesson plan as is within her listening range.

In the hall, two students join a small reading group with the P.E. teacher.

First Grade – Daily Reading Instruction2nd hour (9:45-10:45) Whole group instruction

At about 9:43: Glancing up, Stephanie smiles at the students who are returning from other classes. “Your options are cards or workbook.” They know exactly what to do, and get right to work. She continues teaching until the rest of the students are back.

At 9:47: Stephanie asks the entire class to come to the carpet area in the front of the room. In less than two minutes they are settled in the story area gazing at the cover of Things that Go.

2nd hour (9:45-10:45) Whole group instruction

In 25 minutes, they use the same thematic material to do five different exercises to build vocabulary and comprehension

Then the students move to their seats and spend the next 10 minutes on two workbook exercises reinforcing the meaning of five position words they just learned. They spend the rest of whole group time spelling on white boards

Teacher Quality x Time = GrowthTeacher Quality x Time = Growth

““Quantity of instructional time can be doubled Quantity of instructional time can be doubled or tripled in a semester. Quality of instructional or tripled in a semester. Quality of instructional time cannot. time cannot.

Improving quality occurs over extended periods Improving quality occurs over extended periods of time, at different rates for different teachers of time, at different rates for different teachers in the same school, as a constant process of in the same school, as a constant process of arduous, intelligent labor.”arduous, intelligent labor.”

Targeted Accelerated GrowthTargeted Accelerated Growth

The TAG Loop – Learning The TAG Loop – Learning PartnersPartners

1. Diagnostic Testing1. Diagnostic Testing

2. Proportional increases in 2. Proportional increases in direct instructional timedirect instructional time

3. Teaching to the deficient 3. Teaching to the deficient sub-skillsub-skill

4. Retesting to be sure the 4. Retesting to be sure the skill has been learnedskill has been learned

“This is why the primary and immediate strategy for catch-up growth is proportional increase in direct instructional time.”

Catch-up growth rarely occurs unless principals Catch-up growth rarely occurs unless principals and teachers have good data, know each and teachers have good data, know each student’s learning needs, and student’s learning needs, and schedule schedule proportional increases in direct instructional proportional increases in direct instructional time.”time.”

Teacher Quality x Time = GrowthTeacher Quality x Time = Growth

All students who begin the year meeting All students who begin the year meeting grade level expectations continue to grade level expectations continue to meet grade level expectations at the meet grade level expectations at the end of the end of the year-they make expected year-they make expected yearly growthyearly growth

All students who begin the year reading All students who begin the year reading below grade level accelerate their below grade level accelerate their development so they development so they make expected make expected yearly growth plus catch-up growthyearly growth plus catch-up growth

What’s the Goal?

Whether or not we achieve these goals Whether or not we achieve these goals depends on the strength of our instruction to depends on the strength of our instruction to do two things during the yeardo two things during the year

Goal 1Goal 1

Ensuring all students makeexpected yearly growth!

1. 1. Strong core reading instruction for all Strong core reading instruction for all studentsstudents

2. 2. Enough time spent to meet the needs of many Enough time spent to meet the needs of many students who do not typically receive powerful students who do not typically receive powerful support at homesupport at home

3. Enough quality so that the increased 3. Enough quality so that the increased instructional time is spent effectivelyinstructional time is spent effectively

Goal 2Goal 2

Ensuring students who are behind make expected yearly growth - plus catch-up growth

takes both!

Effective differentiated instruction by Effective differentiated instruction by classroom teacherclassroom teacher

Effective school-level systems and Effective school-level systems and resources to provide additional intensive resources to provide additional intensive intervention in intervention in small enough groupssmall enough groups for for enough timeenough time, and with , and with enough skillenough skill

Learning PartnersLearning PartnersChapter 1Chapter 1

Questions for Reflection and Discussion

1. In your efforts to assure each of your students will read at grade level, what strategies are you using to focus on “annual growth”?

2. What strategies are you using to focus on “catch-up growth”?

Some important questions for reflection

What are the most important ways your school, What are the most important ways your school, or classroom is different now than three years or classroom is different now than three years ago?ago?If large numbers of your students continue to If large numbers of your students continue to struggle to make expected yearly growth, have struggle to make expected yearly growth, have you considered increasing the length of the you considered increasing the length of the reading block?reading block?Do students who struggle receive time for Do students who struggle receive time for intervention instruction that is intervention instruction that is proportionalproportional to to their difficulties?their difficulties?

Do some students receive as much as 60-90 Do some students receive as much as 60-90 minutes of intervention every day?minutes of intervention every day?

It matters little what It matters little what else they learn in else they learn in

elementary school if elementary school if they do not learn to they do not learn to read at grade level.read at grade level.

Fielding, L., Kerr, N., & Rosier, P. (2007). Fielding, L., Kerr, N., & Rosier, P. (2007). Annual growth for all Annual growth for all students, catch-up growth for those who are behindstudents, catch-up growth for those who are behind. Kennewick, . Kennewick, WA: The New Foundation Press, Inc.WA: The New Foundation Press, Inc.

If we know we have to improve, yet continue to do what we’ve always done

in the same way we’ve always done itand continue to get the same results…

Who really are the slow learners?