CULTURE : Creating High Performance, High Accountability Systems to Maximize Student Achievement

1. CULTURE : Creating High Performance, High Accountability Systems to Maximize Student Achievement Presentation to Louisiana Technical College Region 8 Michael Kemp October 8, 2009 Glynn County Schools Caring About Results Everyday Relationships + Relevance + Rigor = Results CARE

2. An Hour of Power:What we will cover • Creating a culture of C.A.R.E! Success at every school! • Belief Systems: Are you really standards-based? • The Power of Expectations (90/70/100) • The Plan • Increasing District/Principal/Teacher Accountability • Increasing Student Accountability • Creating Incentives for Student Achievement • Developing Safety Nets and Alternative Options for Student Success

3. A culture of C.A.R.E !Caring About R’s Everyday! • System - CARE? You better- A symbol and mission that defines us! • Teachers: • RELATIONSHIPS • RELEVANCE • RIGOR • Students: • RESPECT • RESTRAINT • RESPONSIBILITY

4. CARE -Where it will take you? • Creating a culture of success at every school • Eliminate the “two-system system” • Belief System shift • Understand… it is NOT our students’ fault…victims of low and sometimes no expectations! • Attack accountability issues: social promotion/grade inflation/lack of adult accountability!!! • Forces a standards-based operation! • Forces continual improvement • Understand “culture” is only a reflection of what WE TOLERATE! • Provide every student with the opportunity to maximize his/her potential. • GOAL: All graduates prepared for post-secondary education and/or the workforce without need for remediation in the academic core. • K-12 effort!

5. Going deeper with standards-based reform and data-driven instruction – 4 step model. • Identify standards by grade, subject and term • Pre-test and analyze data • Differentiate instruction and support • Post-test and analyze data • Capitalize on our greatest asset – diversity. • To aggressively close the opportunity gap existing between identifiable subgroups: • All, W, AA, H, ED, ELL, SWD • Safety Nets (Internal and External) including credit recovery labs to increase promotion/graduation rates • Professional Learning/Accountability Committees GLISI.ppt

6. BELIEF SYSTEMS: Are You Really Standards-Based?Tough questions • Do you believe all students can learn? • Should there be separate expectations for our students? • Are we really standards-based? • Are we internally aligned? • What role does transfer play in your teaching equation? • Who is accountable for eliminating opportunity gaps between students?

7. BELIEF SYSTEM SHIFTS: • Shift from “Bell Curve” to “Standards Based” • Shift from “Fixed Time/Varied Standards” to “Fixed Standards/Varied Time”

8. Time is fixedStandards are variable Bell Curve-Based Belief System Standards-Based Belief System quartiles NO LOW SKILL JOBS AVAILABLE! HIGH STANDARD -1 x +1 Time is variableStandards are fixed

9. “When it comes to the academic expectations of our students, especially minority and/or economically disadvantaged students in urban, inner city settings, we are more segregated now than we were prior to Brown vs. Board of Education – physical segregation” Jonathon Kozol, Shame of the Nation

10. The Power of Expectations • Kids, our students, are NOT the problem…they typically will do what we expect them to do. (minimum?) • What do we expect of the “big kids” – the adults in the equation? (minimum?) • What is “our” minimum? • What do we tolerate in our culture? • What do we EXPECT?

11. 2010-2011 Student Achievement Expectations • 90% of all subgroups will meet performance expectations • 70% of all subgroups will exceed performance expectations • 100% C.A.R.E. demonstrated by all employees everyday!

12. OUR GRADE 11 MINIMUM-AMOALL SUBGROUPSALL,AA,W,H,ED,ELL,SWD NCLB: THE PERFECT STORM! AMOs Presentation.ppt 90/70

13. OUR GOAL – 90/70/100 • What will it take? • COURAGE to tell it like it is • Attacking Belief Systems, Grade Inflation, Social Promotion • VISION to see how it could be • LEADERSHIP to make it happen • Creating High Accountability ILTs! • Accountability Goals & Objectives • Monitoring through 45-Day Action Plans • Designing student achievement incentives PLUS: Proactivity, Hard Work, Focus, Strategic Planning, Knowing Your Students, Data Analysis, Prescriptive Intervention, Creating Incentives, and HAVING FUN!!!

14. Control Curricular Sequence • Examine Promotion Standards- 3rd/5th/8th/11th – 20 month systemic fix • 4 core (ELA, MA, SCI, SS) plus one to promote • GUIDE in guidance! • Earning Stripes – ID Program-Safety/Security, Responsibility, Psychology, and Incentives • INCENTIVES • Platinum Pride • Make it “worth-it” to meet and exceed first time! • Make it “worth-it” to meet behavioral expectations • All schools will operate for students who are making good decisions Stripes Stepping Up.pdf Stripes Presentation.ppt

15. The Plan? • Strategic • SHIFT HAPPENS…get OFF of the BELL CURVE! • Set the same high performance standards for ALL students • Meet them where they are and ramp them up!!! • TIME • GIFT of TIME • Time to meet and exceed performance standards. • Maximize scheduling options • AIM –Accountability for Instruction Model EHSAIM.ppt

16. 45 Day Action PlansAYP-ALL, SWD, AA, ED, ELL Specific instructional strategies for making AYP • What is going to be done? • When will it be done? • Who will do it? • How will you know? • When will you know and revise? Altama 45 DAP.ppt

17. District Accountability/Role • Meet with each school ILT every 45 days –examine student performance data on benchmarks by subgroup. • Ask…” What barriers can you identify, right now, that will keep you from meeting 45 DAP objectives?” • Separate barriers – Control vs. No Control • District addresses controllable variables with ILT. • Uncontrolled variables are indentified as such and no longer allowed to be excuses for performance. • JOB IS TO ELIMINATE EXCUSES FOR PRINCIPAL/TEACHER/STUDENT PERFORMANCE!!!

18. Developing Alternative Options for Student Success • Develop safety nets (internal and external) • Capitalize on online/E-Learning to provide Standards-Based Credit Recovery opportunities to students • CR Product is important, but implementation processes are critical!!!

19. IT WORKS! - Summary 2008 GHSGT Comparison to State.ppt • Gainesville, GA • From 90th to 6th in state in GHSGT first time performance • Grad Rate from 68% to 81% • Title I Distinguished School – Greatest Gains! • Brunswick, GA • BHS…from NI1 to AYP • GA…from NI3 to AYP • Double digit gains in GHSGT first time performance GHSGT_2009.pptx BHS-GA 1yr Gain.ppt

20. Pride Through Excellence! “We’re going to relentlessly chase perfection knowing full well that we will not catch it, perfection is unattainable! But we are going to relentlessly chase it because, in the process, we WILL catch excellence.” -Vince Lombardi

21. “The Plan” will work in Louisiana! RELATIONSHIPS, RELEVANCE, RIGOR RESPECT, RESTRAINT, RESPONSIBILITY RESULTS! Can’t Accept Ridiculous Excuses! Your School Caring About Results Everyday Relationships + Relevance + Rigor = Results CARE

22. CONTACT INFORMATION: Michael Kemp michael.kemp@glynn.k12.ga.us (912) 267-4100 ext. 1540 Dr. Mike Hall mhall@drmikehall.com