March GATE Equity Webinar

1. March GATE Equity Webinar Exploring topics related to equity in graduation success Kefi Andersen – OSPI Graduation and Equity Specialist

2. Graduation Highlight Districts: Districts Finding Success with Low Income Students Dr. Charles Salina – Gonzaga University Marcus Morgan – superintendent Reardan-edwall school district

3. Agenda • 2016 Graduation Rates • Using the Equity Analytics to find disproportionality • Which districts are experiencing success? • What are the keys to success? • Who is seeing success?

4. VisionMission Every student ready for career, college, and life To provide funding, resources, tools, data and technical assistance that enable educators to ensure students succeed in our public schools, are prepared to access post-secondary training and education, and are equipped to thrive in their careers and lives.

5. Measures of Success • Increase four- and five-year high school graduation rates • Increase enrollment and completion rates and decrease remediation rates in post-secondary training and education • Performance Indicators • We must help students: • Enter kindergarten with expected skills in all six areas identified by the Washington Kindergarten Inventory of Developing Skills (WaKIDS). • Meet standard on the 3rd-, 8th-, and 11th-grade statewide English language arts (ELA) and math assessments, and the 8th-grade statewide science assessment. • Grow toward proficiency in ELA and math, as determined by Student Growth Percentiles, in 4th and 6th grades. • Enroll in Algebra I/Integrated Math I by the end of 8th or 9th grade and earn high school credit. • Enroll in college-level courses and earn dual credit. • Take the SAT and ACT and earn college-ready scores. • Access financial aid for post-secondary learning. • We must help students avoid: • 9th-grade course failure. • Suspensions and expulsions. • Chronic absenteeism. Measuring Success

6. Graduation is the Goal: Performance Indicators Are the Early Warning Measures

7. Graduation Rates Increase4- and 5-year High School Graduation Rates +.8 2,029 more students +1 1,528 more students

8. All Student Race Groups Are Experiencing Growth4-Year High School Graduation Rates Range: 60.6% (American Indian/Alaskan Native students ) to 88.6% (Asian students) Largest increase over time: 8.1 percentage points for American Indian/Alaskan Native students +6.7 +8.1

9. All Other Student Groups Are Experiencing Growth4-Year High School Graduation Rates Range: 53.4% (homeless students) to 82.4% (female students) Largest increase over time: 8.5 percentage points for homeless students +7.2 +8.5

10. Our Equity Focus

11. Graduation Rates of Highlight Districts Highlight Districts

12. Polling/Questions How comfortable are you with the Equity Analytics tool? • This tool is my life. I use it all the time and show other people how to use it. • I am comfortable enough to figure it out. • I’m not sure where to focus my efforts. • I struggle to find the data I need.

13. 4-Year Graduation: Highlight District Gap and the State Average Gap 6.41 .13 2.73 8.99

14. Process for Finding Highlight Districts

15. Discovering the “How”District Conversation Guide • What are the average years in district for admin? For staff? • Were you aware of your high grad rates? • Was there a driver or turning point that led to your success? • What key principles drives your efforts? • What do you do to address disciplinary issues? • What do you do to address Attendance? • Data Use: • How do you sustain your efforts and results? • Challenges: • External partners/supports: OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

16. Graduation Equity Initiative • 1. Find districts who are experiencing success • Success = High graduation rates; Low gap • 2. IdentifyEssential Elements – Through interviews, site visits, and district gatherings we find common themesand practices • 3. Pair Highlight Districts with districts who want to address graduation equity 4. Share best practices through presentations and briefing documents

17. Essential Elements • Transformational Leadership – creating purpose and relational trust that engages staff and students. • Collaborative Inquiry – Practices that involves staff in action research to improve student learning. • Tiered Support System – Integrated supports for behavior, achievement, and social emotional needs. • Data – Evidence based processes that monitor and connect staff and students to a system of supports

18. Multi-Tiered System of Supports The vision of OSPI is ever student ready for career, college, and life. MTSS is a theory of action framework that structures services to help all students achieve that goal. MTSS offers three levels of academic and no-academic instruction and supports, depending on individual student needs. • Key components: • Transformational Leadership • Collaborative Inquiry • Tiered Support System • Data • www.k12.wa.us/MTSS

19. Polling / Questions • What I want to know about… • What did the action research find? • Tell me more about these themes • What does this look like in a real district? • What system supports can I put in place to make sure 100% of my students graduate?

20. Dr. Chuck Salina • Who I am • What we attempted - purpose • How we did it – methodology (1 SIG-4 outliers/cohort 1-cohort 2) • Common Language, simplicity, commonalities within unique contexts

21. A Conceptual Framework is Foundational • Social Supports • Academic Press • Relational Trust Formal leaders model this with staff.

22. Social Supports Supports are grounded in structures that support students, parents and staff, in being successful in meeting goals as articulated by external standards.

23. Academic Press Academic press is grounded in the belief and the related expectations that parents, staff, and students are capable and are involved in doing the work.

24. Relational Trust • Feeling Safe • Having Something to Offer • Putting in Time to Help When teachers feel supported through systems that lead to actions, they are more likely to engage in the real work of teaching and learning.

26. A Culture For Learning is Developed through the interaction of Leadership, Data, Systems and Collaboration

27. Clarifying the WHATBefore moving to the HOW • Culture: • Establish an environment with a clear belief that through a collaborative process and systematic supports each student and staff will be successful in doing the work. • Leadership: • Implement a vision of success for staff and students by reengaging them in their missions through the use of data, collaboration, systems of supports, and resources. • Data: • Continuously collect, analyze, and report evidence using an inquiry process to inform the work at all levels of the district in implementing change that aligns to the mission of helping each student in being successful. • Systems: • Provide supports to students and teachers by meting the academic, social-emotional, and behavioral management needs in an integrated and leveled manner. • Collaborative Inquiry: • Engage in collaborative action research to improve teaching and learning through the inquiry process.

29. Leadership Action Planning • Intentional – identifies the leaders’ work • Short periods of time (45 Calendar days) • Built on quick wins and grounded in evidence

30. Beliefs (Conceptual Framework) Behaviors (Action Framework) NEW BEHAVIORS CONSISTENT MESSAGE (Integrity) BELIEF

31. To Learn More www.k12.wa.us/GATE/GraduationEquity OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

32. Questions?

33. Reardan-Edwall SD Marcus Morgan, Superintendent

34. Transformational Leadership What started your focus on this work? A realization we may not be as good as we think we are! A deep look at data. How do you create a common vision and a culture of trust? We continually work on it! • Stop the continual rotation of building leadership. • Does all really mean all? • Growth Mindset.

35. Collaborative Inquiry How do you create an environment that values continuous improvement? We utilize PLC teams across the district every Monday. Professional development opportunities for everyone. Part of the TPEP goal setting for teacher and admin. Who is involved in the process? PLC teams, administrative team District leadership teams (WSLA) Success Now teams (building level school improvement)

36. Tiered Support System How are key supports managed? School wide Title I model at K-6. Student Services Director, Dr. Effie Dean, manages all paras for LAP, Title, special education, and general classroom aides K-12. She coordinates meetings, in-service, and schedules of these employees. What are your key supports, tier 1,2,3, across academic and non-academic Targeted support (software, para help, instruction mod. Remediation Intervention

37. Data What data? Graduation rate, MAPS, state testing, classroom based, Data Dashboard, student crisis list at HS, attendance, etc. Who has access? All classroom centered employees review assessment data during PLCs and building staff meetings. How often is it used? Quarterly or as needed.

38. We’re Most Proud of… What actions / results are you most proud of? 5 of the last 6 years = academic achievement awards. 3-year on-time graduation rate of 100%. One of the lowest discipline rates in the state. Passing our first bond in 40 years after 11 attempts! What makes your district special? Our students – they are well behaved, compassionate and accepting towards our special education students, and respond well when asked to do something by an adult.

39. Our Next Steps What are you working on next? Sustaining the current work. Gaining more understanding of adverse childhood trauma Response to Intervention This group can be a resource - are you looking for feedback on anything they might be able to help you with? Great curriculum - both online, traditional, and blended. Adequate funding to support our work.

40. Polling / Questions Type in the questions box: Next month’s topic is Career Ready. Are there any subtopics you would like to learn more about?

41. Graduation Resources Graduation Equity Analytics: Get a visual of what equity looks like in your district. Graduation Equity Initiative • Overview of the Graduation Equity Initiative: A 1-page briefing on the goals, key performance indicators, activities, and support for the work. • Graduation Reflection Questions: A document to help navigate the features of the data analytic tool and record data. • Current Reality Instrument: A tool to reflect on the status of key framework areas, and promote change in the school/district. • 45-Day Action Plan: A strategy to create transparency by: clarifying a vision, collecting information, developing goals, and creating an action plan.

42. For More Information For Questions on Data and the Analytic Tool: Lance Sisco Senior Research Analyst - Assessment and Student Information 360-725-0421 | Lance.Sisco@k12.wa.us For Questions on Strategies and Support: Dixie Grunenfelder Director Secondary Education and K-12 Supports 360-725-0415 | Dixie.Grunenfelder@k12.wa.us Kefi Andersen Graduation and Equity Specialist 360-725-0429 | Kefi.Andersen@k12.wa.us For Action Research Dr. Charles Salina Gonzaga University • salina@gonzaga.edu For Practical Advice Marcus Morgan Superintendent Reardan-Edwall School District • mmorgan@reardan.net

43. Next Month • Join us: • April 12, 2017 • 10-11a.m. • What is Career Ready?