San Jose, California March 30, 2004 Jean Rutherford, Ed.D., Director of Educational Initiatives, NCEA

1. Institute on Accountability, Best Practices, and Comprehensive School Reform San Jose, CaliforniaMarch 30, 2004 Jean Rutherford, Ed.D., Director of Educational Initiatives, NCEA

2. www.utexas.edu www.just4kids.org www.ecs.org The National Center for Educational Accountability Just for the Kids National Center for Educational Accountability www.nc4ea.org

5. The National Center for Educational Accountability Just for the Kids States on the JFTK website: Arkansas California Colorado Florida Massachusetts New Jersey Tennessee Texas Washington States committed to the model: Arizona Georgia Hawaii Illinois Louisiana Michigan Minnesota Mississippi New Hampshire New Mexico New York North Carolina Oklahoma Virginia States in discussion: Alabama Connecticut Delaware Idaho Maryland Pennsylvania Oregon

6. JFTK Best Practice Study Process In 2004, ten state best practice studies have been completed or are underway • Arkansas • California • Colorado • Florida • Illinois • Massachusetts • New Jersey • Tennessee • Texas* • Washington*

7. JFTK Best Practice Study Process University Partners Current partners in statewide research projects: University of Arkansas The California State University System Colorado State University :Research and Development Center Florida Atlantic University Illinois State University: School of Education Tennessee State University The University of Texas at Austin Washington School Research Center –Seattle Pacific University Potential research partners in development: The University of Alabama at Birmingham Rutgers University (New Jersey) Harvard University (Massachusetts) State University of New York (SUNY) at Albany

8. JFTK Best Practice Study Process Identifying HP and AP Schools

9. JFTK Best Practice Study The Themes What school system practices influence student learning? Avoidable GAP Who must be responsible for assuring each practice is present?

10. Avoidable GAP Avoidable Gap Recognition, Intervention, and Adjustment Avoidable GAP Monitoring: Compilation, Analysis, and Use of Data Avoidable GAP Instructional Programs, Practices, and Arrangements Staff Selection, Leadership, and Capacity Building Curriculum and Academic Goals JFTK Best Practice Study The Themes What school system practices influence student learning?

11. District School Classroom JFTK Best Practice Study The Themes Who must be responsible for assuring each practice is present? Curriculum and Academic Goals Staff Selection, Leadership, and Capacity Building Instructional Programs, Practices, and Arrangements Monitoring: Compilation, Analysis, and Use of Data Recognition, Intervention, and Adjustment

12. Ensure Teaching Content is based on Specified Academic Objectives Focus School Plan on Explicit Improvement of Performance on Academic Objectives Define and Unpack Specific Academic Objectives by Grade and Subject Collaborate in Grade/Subject Level Teams focused on Student Work Provide Strong Instructional Leaders, HQ Teachers, and Aligned PD Select, Develop, and Allocate Staff Based on Student Learning Use Scientifically Based, Evidence-Based Programs, Practices, and Arrangements Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Provide Scientifically Based, Evidence-Based Instructional Programs Local Influences, Relationships, Communication Resource Allocation Organizational Knowledge Core Beliefs about Teaching and Learning Develop Student Assessment and Data Monitoring Systems: Monitor School Performance Monitor Teacher Performance and Student Learning Monitor Student Learning Recognize, Intervene, or Adjust Based on Teacher and Student Performance Recognize, Intervene, or Adjust Based on Student Performance Recognize, Intervene, or Adjust Based on School Performance

13. Ensure Teaching Content is based on Specified Academic Objectives Focus School Plan on Explicit Improvement of Performance on Academic Objectives Define and Unpack Specific Academic Objectives by Grade and Subject Collaborate in Grade/Subject Level Teams focused on Student Work Provide Strong Instructional Leaders, HQ Teachers, and Aligned PD Select, Develop, and Allocate Staff Based on Student Learning Use Scientifically Based, Evidence-Based Programs, Practices, and Arrangements Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Provide Scientifically Based, Evidence-Based Instructional Programs Local Influences, Relationships, Communication Resource Allocation Organizational Knowledge Core Beliefs about Teaching and Learning Develop Student Assessment and Data Monitoring Systems: Monitor School Performance Monitor Teacher Performance and Student Learning Monitor Student Learning Recognize, Intervene, or Adjust Based on Teacher and Student Performance Recognize, Intervene, or Adjust Based on Student Performance Recognize, Intervene, or Adjust Based on School Performance

14. Local Influences, Relationships, Communication Local Influences, Relationships, Communication Resource Allocation Organizational Knowledge Resource Allocation Organizational Knowledge Core Beliefs about Teaching and Learning Core Beliefs about Teaching and Learning Ensure Teaching Content is based on Specified Academic Objectives Focus School Plan on Explicit Improvement of Performance on Academic Objectives Define and Unpack Specific Academic Objectives by Grade and Subject Collaborate in Grade/Subject Level Teams focused on Student Work Provide Strong Instructional Leaders, HQ Teachers, and Aligned PD Select, Develop, and Allocate Staff Based on Student Learning Use Scientifically Based, Evidence-Based Programs, Practices, and Arrangements Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Provide Scientifically Based, Evidence-Based Instructional Programs Develop Student Assessment and Data Monitoring Systems: Monitor School Performance Monitor Teacher Performance and Student Learning Monitor Student Learning Recognize, Intervene, or Adjust Based on Teacher and Student Performance Recognize, Intervene, or Adjust Based on Student Performance Recognize, Intervene, or Adjust Based on School Performance

15. Define and Unpack Specific Academic Objectives by Grade and Subject JFTK Best Practice Framework Theme: Curriculum and Academic Goals Critical Attributes and Evidence Focus School Plan On Explicit Improvement of Performance on Academic Objectives Ensure Teaching Content is based on Specified Academic Objectives

16. JFTK Best Practice Framework Theme: Curriculum and Academic Goals “There is ALWAYS work to be done to further understand and interpret the standards—especially in terms of the rigor and student work expectations for each standard.” High “We use the state standards. They are clear. We trust our teachers enough not to have to spell them out any more specifically.” Performance Level Middle “Haven’t we already done this?” Low

17. School Impact 46.2% 23.1% 30.7% District Impact 100% JFTK Best Practice Framework Theme: Curriculum and Academic Goals Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 TeacherImpact 50% 33.6% 25% 20% 16.6% 14.3% 12.5% 100% 11% 10% 9% 8% 7.7% Teacher Accountability 15.4% 23.1% 30.8% 38.5% 46.2% 53.9% 7.7% 61.6% 69.3% 77% 84.7% 92.4% 100%

18. Houston Independent School DistrictHouston, Texas The CLEAR Curriculum Jane Kouchar Director of Curriculum, HISD • Content Specifications • Detailed expectations for student learning for each objective • Alignment to adopted textbook • Prerequisites • Instructional Considerations • Assessment Considerations • Connections to Other Objectives • Modifications for Special Populations • Exemplars of Student Work

19. Provide Strong Instructional Leaders, Highly Qualified Teachers, and Aligned Professional Development Collaborate in Grade/Subject Level Teams focused on Student Work JFTK Best Practice Framework Theme: Staff Selection, Leadership, and Capacity Building Critical Attributes and Evidence Select, Develop, and Allocate Staff based on Student Learning

20. JFTK Best Practice Framework Theme: Staff Selection, Leadership, and Capacity Building Rich and Deep Staff Selection Systems • Specific programs to develop quality teacher and principal candidates • Heavy emphasis on internal development of future leaders • Extensive partnerships with colleges and universities to encourage students to pursue teaching careers • Identification of staff who are “right” for school

21. JFTK Best Practice Framework Theme: Staff Selection, Leadership, and Capacity Building Rich and Deep Induction and Support Systems • Extended and progressive induction programs designed for 1st, 2nd, and 3rd year administrators and teachers • Curriculum and instruction-focused mentoring and support • Mentor teachers/principals chosen based on proven effectiveness in terms of student performance • Layered/scaffolded mentoring and support, i.e., mentor teachers, content-area specialists, instructional specialists, assessment specialists, etc.

22. JFTK Best Practice Framework Theme: Staff Selection, Leadership, and Capacity Building Aligned Professional Development • Data-driven • Content-and process-oriented • Job-embedded/Individualized • Classroom-based/Collaborative • Continuous and ongoing • Heavily aligned to standards and to chosen instructional resources

23. Garden Grove Unified School DistrictGarden Grove, California • Supporting Strong Instructional Leaders Staff Development Driven by Data Principal Study Groups Principal Advisory Groups New Principal Support Programs Instructional Specialists Partnering with Outside Providers Sherry Franklin Asst. Supt. of Elementary Instruction, GGUSD • Supporting Strong Teachers and Teacher Leaders Literacy Implementation Teams Site Coaches Vertical and Horizontal Collaboration New Teacher Support Program Instructional Specialists Research Based Sustained Staff Development Growth Opportunities Revise and Revisit Instructional Topics

24. Long Beach Unified School DistrictLong Beach, California “Learning from the Best” LBUSD completes case studies of the highest-performing teachers’ classrooms. The case study includes: video clips, an outline of instructional materials used, a review of instructional strategies, and intervention activities. These case studies are then used for teacher support purposes. Cynthia Terry Cabrillo High School Co-Principal, LBUSD • Additional Support Opportunities • Curriculum Leaders • Instructional Materials Lab • Literacy and Math Coaches • Essential Elements of Instruction Coaches • Lindamood Bell Coaches

25. Provide Scientifically Based, Evidence-Based Instructional Programs JFTK Best Practice Framework Theme: Instructional Programs, Practices, and Arrangements Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Use Scientifically Based, Evidence-Based Programs, Practices, and Arrangements Critical Attributes and Evidence

26. JFTK Best Practice Framework Theme: Instructional Programs, Practices, and Arrangements Mixture of Prescription and Autonomy Tight and Loose Governance • Instructional Time • Grouping Models • Instructional Planning Time/Collaboration • Basic Instructional Programs • Instructional Strategies • Use of Data for Decision-Making • Specific and Measurable Improvement Goals

27. JFTK Best Practice Framework Theme: Monitoring: Compilation, Analysis, and Use of Data Develop Student Assessment and Data Monitoring Systems: Monitor Student Performance Monitor Teacher Performance and Student Learning Monitor Student Learning Audit your Practices

28. …and then assuring that we have provided the necessary staff, tools, and resources for them to learn it, we must ask: Monitoring Evidence-Based Tools and Resources Curriculum Strong Instructional Leaders Highly-Qualified Teachers Aligned Professional Development JFTK Best Practice Framework After determining WHAT it is that all children are expected to learn by grade and subject, Theme: Monitoring: Compilation, Analysis, and Use of Data “How will we know if they have learned it?”

29. JFTK Best Practice Framework Theme: Monitoring: Compilation, Analysis, and Use of Data State: Assessment State: Assessment District: Benchmark Assessments School:Unit Tests Teacher:Daily Monitoring Teacher:Daily Monitoring

30. Long Beach Unified School DistrictLong Beach, California “Hour-by-Hour and Minute-by-Minute” “You are catching us in the middle of a marathon. We’re just beginning to run. We can stop and reflect, but we are focused on what additional things we can begin to do to bridge the learning gaps we have.” Christine Dominguez Asst. Supt. of Curriculum, Instruction, and Professional Development, LBUSD

31. JFTK Best Practice Framework Theme: Recognition, Intervention, or Adjustment staging.just4kids.org/bestpractice/self_audit_master_report.cfm Recognize, Intervene, or Adjust Based on Teacher and Student Performance Recognize, Intervene, or Adjust Based on Student Performance Recognize, Intervene, or Adjust Based on School Performance

32. Evidence-Based Tools and Resources Strong Instructional Leaders Highly-Qualified Teachers Aligned Professional Development JFTK Best Practice Framework Theme: Recognition, Intervention, or Adjustment The most important question of all… Monitoring Curriculum “What are we going to do if a student does not learn what we said he or she would learn in any particular grade or subject?”

33. JFTK Best Practice Framework Theme: Recognition, Intervention, or Adjustment The Intervention If learning the stated objectives is NOT going to vary among students, then what must vary? • Time to Learn • Resources and Support to Learn