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Just for the Kids School Improvement Model

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Just for the Kids School Improvement Model

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    1. Just for the Kids School Improvement Model June 2004 Presented to: Education Commission of the States Leader Forum on Educational Accountability By Susan Bonesteel and Jean Rutherford

    2. 8/28/2012 NCEA Sponsoring Organizations

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    8. 8/28/2012 After seeing bar #3, people always ask . . . “Just who are those schools and how do they achieve that level of success?!”

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    11. 8/28/2012 Data Acquisition: Mexico

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    14. 8/28/2012 Data Acquisition Status

    15. 8/28/2012 Data Acquisition Status

    16. 8/28/2012 ii. “Opportunity Gap” bar graphs compares Talahi’s performance on a particular test to the average performance of the ten top comparable schools in the state with similar or more challenging demographics; the difference between the two bars is the “opportunity gap” which demonstrates Talahi’s opportunity for improvement – if Talahi improves 14.1 points on the Math tests it would be among the top performers in the state ii. “Opportunity Gap” bar graphs compares Talahi’s performance on a particular test to the average performance of the ten top comparable schools in the state with similar or more challenging demographics; the difference between the two bars is the “opportunity gap” which demonstrates Talahi’s opportunity for improvement – if Talahi improves 14.1 points on the Math tests it would be among the top performers in the state

    17. 8/28/2012 The “Top Comparable Schools” chart compares some of Talahi’s demographic and performance data to the same data for the ten top comparable schools in the state If you are wondering how Just for the Kids selects its “Top Comparable Schools,” the “Selection Criteria” tab on the right of the screen explains Just for the Kids’ methodology for determining the “Top Comparable Schools” The “Top Comparable Schools” chart compares some of Talahi’s demographic and performance data to the same data for the ten top comparable schools in the state If you are wondering how Just for the Kids selects its “Top Comparable Schools,” the “Selection Criteria” tab on the right of the screen explains Just for the Kids’ methodology for determining the “Top Comparable Schools”

    18. 8/28/2012 iii. “Multi-Year Summary” graph shows the difference between Talahi’s performance and the performance of the Top Comparable Schools over the past two years – shows how successful Talahi is at closing the “Opportunity Gap”; as we get more years of data, this graph will be expanded v. Hopefully, the principals will use Better Performers and the Opportunity Gap tools to identify higher performing schools and then use the benchmarking guidelines on the site to start a conversation with the higher performing schools to find out which effective practices could be imported to help the Talahi improve the performance of its 3rd grade Economically Disadvantaged students on the Math tests iii. “Multi-Year Summary” graph shows the difference between Talahi’s performance and the performance of the Top Comparable Schools over the past two years – shows how successful Talahi is at closing the “Opportunity Gap”; as we get more years of data, this graph will be expanded v. Hopefully, the principals will use Better Performers and the Opportunity Gap tools to identify higher performing schools and then use the benchmarking guidelines on the site to start a conversation with the higher performing schools to find out which effective practices could be imported to help the Talahi improve the performance of its 3rd grade Economically Disadvantaged students on the Math tests

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    23. 8/28/2012 Executive Committee: Tom Luce, Chairman Founder, Just for the Kids Terry Kelley, Vice-Chairman Former Bank One Regional Chairman and CEO Dr. Barbara Byrd-Bennett Chief Executive Officer of the Cleveland Municipal School District Dr. Larry Faulkner President of The University of Texas at Austin The Honorable Jim Hunt Former Governor of North Carolina Dr. Ted Sanders President of the Education Commission of the States Board Members: John Anderson Former IBM Exec. and Vice Chairman of New American Schools Carolyn Bacon Executive Director of The O’Donnell Foundation Lee Blitch Former AT&T Executive and President of the San Francisco C.O.C. The Honorable Bill Brock Former U.S. Secretary of Labor and Chairman of Bridges Learning Systems Ken Duberstein President of The Duberstein Group, Inc. and Former Chief of Staff for President Reagan The Honorable Jim Edgar Former Governor of Illinois Charley Ellis Managing Partner, Partners of ‘63 Tom Engibous Chairman and CEO of Texas Instruments John Hitt President of the University of Central Florida Dr. G. Thomas Houlihan Executive Director, Council of Chief State School Officers Roberts Jones President Education & Workforce Policy, LLC Dr. Manuel J. Justiz Dean of School of Education at The University of Texas at Austin Kerry Killinger President, Chairman and CEO Washington Mutual Charles B. Reed Chancellor, California State University System Marilyn Reznick Vice President of Education Programs for the AT&T Foundation The Honorable Richard Riley Former Secretary of Education Ed Rust Jr. Chairman and CEO of State Farm Insurance Companies Dr. Sara Martinez Tucker President of the National Hispanic Scholarship Fund Robin Willner Director of Corporate Community Relations, IBM Corporation Larry Yost Chairman and CEO of ArvinMeritor, Inc. NCEA Board of Directors

    24. 8/28/2012 Best Practice: State Studies

    25. 8/28/2012 This is the structure we currently use to show our framework. You have copies in your packet. The themes are shown on the left column and the school levels in the top row. Although we will not have time to discuss them today, I would like to point out that the framework has underlying sheets that represent the local and organizational characteristics that may impact how the practices are enacted in your district. The level of resources, parental involvement, preparedness of your system for change must all inform how you enact the practices, but they are not practices in and of themselves. The chicken and the egg debate wages on …do core beliefs about the capacity of children for learning precede the enactment of the practices or are they an outcome of them? High- performers have indicated they got to where they are via both routes—it appears that if enacted practices change behavior—then at a certain “tipping point” the organization begins to embrace new beliefs. Another aspect of the framework we will not have time to discuss today is the development of diagnostic tools so that you can compare your own practices and beliefs to those of high-performers. Look for more information on any of these additional materials at our website. We are ready to consider the actual practices that differentiate high-performing systems from others. It is important to note that examples of each practice are critical to true understanding. We have yet to present the framework but that participants all assure us that they “do” each thing. Yet we know that the data does not bear this out. If there is a performance gap, there is a practice gap. It could well be the degree to which the practice is institutionalized or developed—but understanding that if there is a performance gap there is a practice gap must shift thinking from “we do that” to “let’s discover where we are ‘off’ in our practices.”This is the structure we currently use to show our framework. You have copies in your packet. The themes are shown on the left column and the school levels in the top row. Although we will not have time to discuss them today, I would like to point out that the framework has underlying sheets that represent the local and organizational characteristics that may impact how the practices are enacted in your district. The level of resources, parental involvement, preparedness of your system for change must all inform how you enact the practices, but they are not practices in and of themselves. The chicken and the egg debate wages on …do core beliefs about the capacity of children for learning precede the enactment of the practices or are they an outcome of them? High- performers have indicated they got to where they are via both routes—it appears that if enacted practices change behavior—then at a certain “tipping point” the organization begins to embrace new beliefs. Another aspect of the framework we will not have time to discuss today is the development of diagnostic tools so that you can compare your own practices and beliefs to those of high-performers. Look for more information on any of these additional materials at our website. We are ready to consider the actual practices that differentiate high-performing systems from others. It is important to note that examples of each practice are critical to true understanding. We have yet to present the framework but that participants all assure us that they “do” each thing. Yet we know that the data does not bear this out. If there is a performance gap, there is a practice gap. It could well be the degree to which the practice is institutionalized or developed—but understanding that if there is a performance gap there is a practice gap must shift thinking from “we do that” to “let’s discover where we are ‘off’ in our practices.”

    26. 8/28/2012 Best Practice: State Studies Studies currently at website: Florida Council for Educational Change, Florida Atlantic University Massachusetts Mass Insight Education New Jersey Business Coalition for Educational Excellence, New Jersey Chamber of Commerce, Rutgers University Texas The University of Texas at Austin Washington Washington School Research Center

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    28. 8/28/2012 Best Practice: State Studies Alabama Arkansas California Colorado Florida Illinois Louisiana Massachusetts Michigan Minnesota New Jersey New York North Carolina Ohio Oklahoma Pennsylvania Tennessee Texas Virginia Washington

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    31. 8/28/2012 Best Practice: The Audits The Website

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