Five keys to success Janet Ives Angelis Kristen Campbell Wilcox University at Albany

2. Five keys to success Janet Ives Angelis Kristen Campbell Wilcox University at Albany

3. Background Results of a study conducted 2006-7 Part of the Just for the Kids project Relies on achievement data (NY state assessments) over time (2003-5) 2nd in a series of four studies in NYS • Elementary schools (2005) • Middle schools (2007) • High schools (2008) • Middle school science (2009)

4. Study Sample • 10 consistently HP schools with 6 similar but consistently APs, based on 3 years of NYS assessment data (Grade 8 Math & ELA) • Favor poverty (F/RL) • Urban, rural, suburban • Open admissions • State average per pupil expenditures

5. The data Methodology • 2-day site visits • Semi-structured interview protocols with teachers and administrators • Documentary evidence collection • Analyzed and wrote case studies for each site • Cross-case analysis to develop best practice framework and reports

6. 10 Higher Performers

7. The Schools Urban “High” Needs Schools, Limited Resources • Westbury - Westbury UFSD • Port Chester - Port Chester-Rye UFSD • John F Kennedy -Utica CSD • West - Binghamton CSD • Niagara - Niagara Falls CSD Urban “Average” Needs Schools • J.T. Finley -Huntington UFSD • A. Leonard - CSD of New Rochelle Rural “Average” Needs Schools • Holland - Holland CSD • Vernon-Verona-Sherrill - Sherrill CSD Suburban • Queensbury - Queensbury UFSD For a case study of each school: www.albany.edu/aire/kids

8. 5 Key Elements

9. 1. Trusting and respectful relationships • Emotional/Social well-being • Collaboration • Evidence-based decision making • Shared vision of mission and goals Higher-Performing Middle Schools

10. JFTK-NY cf. NMSA This We Believe JFTK-NY Relationships Emotional Well-Being Collaboration Evidence-Based Decision Making Shared Vision NMSA This We Believe Culture Matters: Collaboration Shared vision Safe environment High expectations for all Adult advocate for every student

11. JFTK-NY cf. Breaking Ranks JFTK-NY Relationships Emotional Well-Being Collaboration Evidence-Based Decision Making Shared Vision Breaking Ranks in the Middle Relationships & Connections Collaborative leadership, professional learning communities Personalized environment Making learning personal

12. 1. Trusting and respectful relationships • Emotional/Social well-being • Collaboration • Evidence-based decision making • Shared vision of mission and goals Higher-Performing Middle Schools

13. Findings Relationships Lay the Foundation Trust and respect make possible… security and well-being for students and faculty; constant collaboration; honest evaluation of results and willingness to make adjustments; development and enactment of a shared vision

14. Respect • Respect for and from all • Clear expectations of students • Shared responsibility I feel totally comfortable to talk about concerns with the principal. When the principal comes into my classroom – we have strong support and trust. We can’t do it alone. . . . Parents are involved here.

15. Trust The single most important thing . . . is to build trust with your faculty. • Deliberate • “Family” • Provides safety to disagree, to share challenges, even failures

16. Working on safety and security Less sense of shared ownership for performance “I” > “we” Able to focus on instruction, not discipline Clear sense of shared responsibility for performance “We” > “I” Community building deliberate Free from fear of blame; can openly admit failures or weaknesses AP HP Trust

17. Relationships: A Case in Point 2006 Grade 8 ELA K. Nickson, 2007, Queensbury MS: Best Practices Case Study

18. Case in Point: Queensbury MS Relationships Total Enrollment: 945, gr. 6-8 2005-6 QMS statewide

19. Relationships Not playing politics as usual I’m not a politician. Queensbury Superintendent

20. Relationships Focus on student learning and performance We’re never done; we have to go up the next step of the ladder. Queensbury Superintendent

21. Relationships Enact a culture of self-improvement We can say, ‘What’s a better way to do this?’ and not be penalized. Taking risks is okay. It is okay to talk about weaknesses, to put them out there, to make self-improvements. Queensbury Teacher

22. Relationships Be approachable and trustworthy I believe that the principal’s leadership has been a driving force in why that school is doing so well. Queensbury Assistant Superintendent

23. Relationships: What does your school look like?

24. 1. Trusting and respectful relationships • Emotional/Social well-being • Collaboration • Evidence-based decision making • Shared vision of mission and goals Higher-Performing Middle Schools

25. Emotional & Social Well-Being • Its lack interferes with learning • Connect with every student: teaming, looping, “guide rooms,” activities, social services; special attention for those at risk • Transitions: ES – MS; MS – HS • Safety, security, diversity We use social emotional learning to focus on what’s common among us and not on what is different.

26. Less consistent communication and “enforcement” of expectations Less consistently part of shared vision Respond to problems Fewer ways to draw students into community Clear expectations – for respect, responsibility, how to work -- consistently articulated and upheld Part of shared vision Prevent problems Ensure a connection for every student and provide multiple ways to draw students into community AP HP Emotional/Social

27. Emotional/Social Case in Point: Vernon-Verona-Sherrill MS Total Enrollment: 387, gr. 7-8 2005-6 V-V-S statewide

28. Emotional/Social Well-Being: A Case in Point Vernon-Verona-Sherrill (V-V-S) Middle School Staff Learning is social before it’s cognitive. V-V-S Superintendent, Principal, Teachers

29. One of the nice things about this place is that it focuses strongly on the fact that kids have an outside life, which they cannot leave behind when they come to school. V-V-S social worker J. Marino, 2007, Vernon-Verona-Sherrill MS: Best Practices Case Study From www.vvscentralschools.org

30. “Family” Develop a culture, because learning is social before it’s cognitive. Develop that culture within your staff; develop a family atmosphere. Families fight, argue, battle, but they take care of family business inside – support each other. Make sure you hire people that fit your culture. It’s imperative. V-V-S MS Principal Be a person first, principal second. Sign on the Principal’s bulletin board

31. Emotional/Social: What does your school look like?

32. 1. Trusting and respectful relationships • Emotional/Social well-being • Collaboration • Evidence-based decision making • Shared vision of mission and goals Higher-Performing Middle Schools

33. Collaborative Conversations • Purpose: student learning & achievement - collectively, individually • Consistent, expected, frequent • Scheduled and unscheduled • Teams, committees - within and across grades and subjects - within, across, outside of school We communicate from one grade to the next. We respect teachers in the grades below. V-V-S Teacher

34. Catch as catch can Expectation not articulated or clear Intermittent discussions Less decision making Each teacher responsible for own subject area Teachers left to own devices Teachers handed a curriculum New teachers “wait their turn” Scheduled time Expected Ongoing discussion of C,I, A, and student performance Decision-making ability Teachers reinforce skills across subjects Coaching, PD, support provided Teachers build living curriculum New teachers expected to play active role AP HP Collaboration

35. Collaboration Case in Point: Port Chester Middle School Total Enrollment: 790, gr. 6-8 2005-6PC MS state) 2007 cf. ‘06

36. Collaboration: A Case in Point Port Chester Middle School Classroom Every teacher is a teacher of literacy. Port Chester Principal

37. You need to work as a team; there’s nothing a teacher can accomplish alone. Teacher We are all ELA teachers. Teachers Grade 8 ELA results, 2006 J. Marino, 2007, Port Chester MS: Best Practices Case Study

38. Sample Team Schedule, Port Chester MS

39. Rebuilding the Wheel You have to have staff involved in decision making. We have 8 or 9 new teachers coming in next year. We need to go back and rebuild the wheel to keep the wave going. . . . We need to constantly overhaul and do tune-ups. Port Chester MS Assistant Principal

40. Collaboration: What does your school look like?

41. 1. Trusting and respectful relationships • Emotional/Social well-being • Collaboration • Evidence-based decision making • Shared vision of mission and goals Higher-Performing Middle Schools

42. Evidence-Based Decision Making • Multiple sources - student performance data - teachers’, administrators’ anecdotal accounts - students, parents, and community input We invite students back after a semester or two at college and ask what was most helpful . . . [and not] so helpful. V-V-S Superintendent

43. Evidence-Based Decision Making • Focus beyond the state assessments: standards and success in high school • Data collected, analyzed, and acted upon consistently

44. Intermittent use Focus on state assessment data Benchmarks, if used, only 1ce or 2ce/year, only in ELA Diagnostic tests given only to students in need of services Less frequent sharing of data and less nuanced analysis of data Central to day-to-day activity State assessment data part of a larger data portfolio Frequent use of benchmarks in all core subjects Diagnostic tests in ELA and math for all to target resources where needed Use expertise and technology to identify patterns of performance AP HP Evidence

45. Evidence-Based Decision Making:A Case in Point West Middle School

46. Case in Point:West Middle School Evidence-Based Total Enrollment: 790, gr. 6-8 2005-6 West statewide

47. Supporting high expectations Evidence-Based I talked with key movers and shakers in the building. I asked what we should do, and from there we put it to a vote. Of the 80 or so people who voted on [the middle years and IB initiative], about 70 wanted it. - West Principal

48. Identifying the gaps… Evidence-Based The priority is to increase the performance of every student and subgroup. … It’s not about the standard. It’s about higher expectations for all. ” - West Assistant Superintendent

49. Frequent use of a variety of assessments Evidence-Based 2006 Grade 8 ELA We have frequent data huddles. West Principal L. Baker, 2007. Best Practices Case Study: West Middle School

50. Evidence: What does your school look like?