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The Kennewick Story

The Kennewick Story. The story of one district What are some similarities between your district and Kennewick? Where are you in this process? Where do you want to be?. What is our story?. We all have a story. Is our story worth telling?

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The Kennewick Story

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  1. The Kennewick Story • The story of one district What are some similarities between your district and Kennewick? Where are you in this process? Where do you want to be?

  2. What is our story? • We all have a story. • Is our story worth telling? • Are we drifting through our story or are we taking on challenges? • Are we overcoming challenge and conflict? • Donald Miller “A Million Miles In A Thousand Years”

  3. Topics for today • Focus • Leadership • Implementation • Assessment • Time/Resources

  4. Learning Communities • What we want for our children … we should also want for their teachers (and administrators) that schools should be places for learning for both of them, and that learning should be suffused with excitement, engagement, passion, challenge, creativity, and joy. • Andy Hargraves

  5. Performance Growth Curves for Quartile 1-4. 3 1.7 1.7 3+ 1.3 1.7 3 1.5 3.7

  6. ChangeImprovement

  7. Focus What is your school or district focused on?

  8. The 90% Reading Goal • 90% of our third grade students will read at or above grade level

  9. BACKGROUND • Study of high school grades found a correlation to English classes and failure rates • 1996 literacy became the district focus • Establish the 90% reading goal for third graders • White Paper Expectations for Schools and Principals • School Board sets aside a reading fund • Implemented a reading and math assessment system • Implemented professional development for reading instruction • Increase time for reading instruction • Receiving the Gates Foundation grant expanded our focus on instructional leadership • External coaches – Hoffman and Huge • Harvard Institute for School Leadership (HISL) • Instructional Conferences

  10. Focus • What are you focused on in your school or district? • Can you name just one or two things that are a focus? • Does the staff agree? • How will you know when you get there?

  11. Leadership The key to success

  12. Leadership • Leadership is a systems issue • Do all levels of the organization agree on the mission or the goals?

  13. Leadership • A school will not outperform the principal • Most schools are set up to get the results they are currently achieving

  14. The 90% Reading Goal • 90% of our third grade students will read at or above grade level

  15. Leadership is not • Slogans, “Readers are leaders” • Plans that are written down, but never actually get implemented • A philosophy

  16. Leadership is … • A clear, practical, actionable vision • Action • Results • Success

  17. Implementation • Tips from Successful Principals • Have plan • Have clear expectations • Take Action/Make Action • Relationships

  18. Implementation • Tips from Successful Principals • Have plan • Simple • Actionable • Not a philosophy “Build the box”

  19. Implementation • Tips from Successful Principals • Have clear expectations • You get what you inspect • Provide feedback

  20. You get what you inspect • Inspection • Yearly school board presentation • Scores • Strategies • Mid Year Predictions • Public sharing of strategies and scores • Data analysis at principals meetings • School Visits by groups of principals • Time and Focus reports

  21. Implementation • Tips from Successful Principals • Take Action/Make Action • Have clear expectations • Well communicated • Inspect what you expect • Be willing to reward those who follow the plan and to confront those who do not

  22. Implementation • Tips from Successful Principals • Be prepared to hold staff accountable to those expectations • use “gentle pressure relentlessly applied” to implement the plan • Vicki Phillips • To chose not to reinforce expectations is the same as not having expectations

  23. Implementation • Relationships • Be fair • Be consistent • Be respectful • * Listen

  24. Implementation • Relationships • Leadership is not about one person, it’s about building a shared commitment and building a leadership team. • Wallace Foundation, Becoming a Leader: Preparing School Principals for Today’s Schools

  25. Instructional Expectations • Top Ten Instructional Strategies • 1.   Clear purpose focused on specific skill. • 2.   Purposeful use of a variety of engagement strategies. • 3.   High level of questioning techniques. • 4.   Use of informal and formal assessments. • 5.    Use of different teaching modalities. • 6     Fidelity to the curriculum.  • 7.    Evidence of mutual trust, respect and relationships. • 8.    Actively and enthusiastically engaged learners. • 9.    Great classroom management. • 10.  Bell to bell teaching and learning.

  26. Expectations for a Principal • Expectations for a Principal • The principal is solely responsible for the school • Performance matters • Safety • Staff • Academic progress • Strategic plan • Discipline • Be visible to the school community • Manage the building • Be engaged with students, staff, and parents • Be responsive to them • Follow on requests and questions • Listen to the school community • Participate in school training and activities • Know the social network of the school • Know the social network of the community

  27. Expectations for a Principal • Develop and implement a shared vision for the school • Know the achievement data • Own the data • Confront the facts • Know the curriculum • Develop relationships • Listen a lot, speak little • Be situationally aware • Have clear, well communicated expectation for staff • Instructional expectations • Management expectations • Curriculum expectations • Have clear well communicated expectations for students • Academic standards • Behavioral standards • Use common sense

  28. Expectations • What are your expectations of your school in relation to reading instruction? • Does your staff know what those expectations are? • How do you know where school is in relation to your expectations?

  29. Third Grade Reading Percent to Standard

  30. What is the myth of your school?

  31. Assessment The Brutal Truth

  32. Accountability • Who is responsible for school achievement?

  33. The Principals (Coaches) Role • Know the data • Share the data • Know where all students are in their progress • Be sure that staff members know the progress of students • Be sure that students are receiving the appropriate interventions • Implications for the reading program • Have a plan • Be a part of the plan

  34. Kennewick School District Third Grade Percentage of Students at Grade LevelSpring MAP Reading Scores

  35. Percent of Third Graders Reaching a Fall RIT of 188 and a Spring RIT of 194 on Reading Level Tests Percents are based on total enrollment.

  36. The Results

  37. Reading Level Test History( WG)Percent of Students Reaching the Spring District Reading Goal Goal: 3rd Grade RIT of 194 4th Grade RIT of 199 5th Grade RIT of 207 The Control Group is a set of students tracked from 3rd to 5th Grade

  38. Reading Level Test HistoryWAPercent of Students Reaching the Spring District Reading Goal Goal: 3rd Grade RIT of 194 4th Grade RIT of 199 5th Grade RIT of 207 The Control Group is a set of students tracked from 3rd to 5th Grade

  39. Effective Interventions

  40. Assessment History Literacy

  41. MAP Growth By Quartile3rd Grade ReadingFall 2008 – Spring 2009

  42. Program Evaluation Questions • What is the end of year goal for each student or group? • Did they make that goal? • What are the patterns? • Within each pattern • What was the treatment the students received? • What was the effect of the treatment? • What changes need to be made to improve student performance? • Pacing • Instruction • Materials • Grouping

  43. Program Effectiveness Questions • The 4 Questions • 1. Are we teaching the right thing? • 2. Are we teaching enough of it? • 3. Are they learning it? • 4. Are they generalizing and applying the information?

  44. “I thrive under a lack of accountability”

  45. In organizations goals erode because of a low tolerance for emotional tension. Nobody wants to be the messenger of bad news. The easiest path is to pretend there is no bad news, or better yet, “declare victory”- to redefine the bad news as not so bad by lowering the standard against which it judged” • Peter Senge

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