Characteristics of High Achieving Schools

1. Edison Elementary2005-2008After reading Accountability in Action teachers at Edison agreed to implement common characteristics of high achieving schools.

2. Characteristics of High Achieving Schools • Laser-like focus on academic achievement • Clear curriculum choices (time allocation) • Frequent assessment of student progress & multiple opportunities for improvement • Emphasis on non-fiction writing • Collaborative scoring of student work

3. 2005- Whywe didwhatwe did… • It’s important to set goals and to develop a plan for achieving those goals (Reeves). • School improvement is a moving mosaic with many things happening simultaneously (Hargreaves). • Communication is an essential part of the culture of a school (Fullan) • There are 3 parts of school improvement…

4. Structure / Process / Culture(Design) (Environment) (Behavior)(Fullan, 1994)

5. Edison’s Basic Goals for Improvement… • Design a structureto support changes that enable the common characteristics of high achieving schools. • Establish processesthat ensure effective communication and high quality instructional practices. Expected ways of doing business… • Culture- Establish basic rules for communication and behavior to achieve a cohesive & collaborative work environment. A culture of learning and continuous improvement for staff & kids…

6. School Planning Team Includes all staff- not a separate isolated team Happens at Faculty Mtgs. Power Standards (Ainsworth) Portfolio Evidence of Learning Schedule Common Planning Time Minimum 90 min. Literacy Blocks common through grade level 60 min. Math Blocks Daily Writing “on demand” with a purpose Weekly Grade Level Meetings Push in service model Integration of content areas Use of technology Communication Weekly bulletin Edison Eagle –newsletter Weekly grade level meetings bullets emailed to principal by liaison Monthly Liaison meetings District Committee info. Faculty / Learning Meetings 2 x month PTA Meetings monthly Special Ed teachers 1xmonth Psych / Soc Worker 1xmonth Special Area Teachers- 1 mo. Parents-Principal 2xyear Math Night Curriculum Night Coffee & Conversation with the Principal 2 x year Structure Organizational Design

7. ProcessesOrganizational Environment • Discipline • School-wide expectations for behavior / consequences / rewards • Character Education Rewards – partnership Texas Roadhouse • Second Step – common language & goals (In-house training new teachers) • Communicating with parents for support/partnership • Discussion Topics for meetings relating teaching and learning… • How do we assess if kids are learning? How often do we assess? Probes Swat Team K-2 (New) Indicators of Basic Early Literacy Skills Writing Portfolios- work samples for each student based on Power Standards • How do we respond when kids don’t learn? Multiple opportunities for success? • How does student performance data drive instruction? LASW, CASL, NYS assessments, NY Starts • What will we do personally and as a team to reach building & district goals? • Collaborative scoring of student work – common rubrics per grade level

8. Processes(Expected ways of teaching and learning…) • Daily non-fiction writing (on-demand)– Anchor charts displayed & samples collected in portfolios weekly • Weekly grade level mtgs. based on implementation of common characteristics facilitated by liaisons • Common planning at each grade level with rdg., special ed teachers, speech, library, art, music • Collaborative Scoring (reflection) on Student Work to inform teaching and learning -Choose 2 focus students per teacher to CASL • Focus on academic achievement • Cohort Meetings • Visitations to other classrooms – collaborative reflection

9. CultureOrganizational Behavior • The Human Factor… (Often Forgotten) • Rebuilding • Confront the brutal facts (Collins) & say what you think in a professional manner. It’s not personal but… (Wiggins) • Have the difficult conversations and move forward • Respect & encourage diversity in search of greatness • Be worthy of trust / loyalty • Have a sense of humor- make learning fun! • Shared goals / vision • Common Characteristics of High Achieving Schools • Document “noticing & adjusting” • All grade levels work in teams for a common purpose • Character education- Second Step program • Celebrate Success • Kids First

10. Why we will be successful… As a building, we agree to have the difficult conversations… “It’s not personal, but…” (Wiggins) We want to be positive with kids and with each other so when issues arise, we talk about them and resolve them.

11. Learning Activities at Edison • Faculty / Learning Meetings 2005 Reviewed 90-90-90 article and discussed Common Characteristics of High Achieving Schools (Center for Performance Assessment, 1995-1998) 2006 Collaborative Analysis of Student Work, weekly meetings 2007 Power Standards, portfolio samples 2008 CASW, Power Standards, Common formative assessments Implications for our school… Agreed on a common vision that we will work to achieve- • Connect all teaching & learning to the common characteristics of high achieving schools • Develop Power Standards & evidence of student learning • Develop ways to evaluate teaching & learning (evidence of..)

12. Important Conversations… • Grade Level Meetings • How much time in your schedule is devoted to reading & writing? • What does balanced literacy look like in your classroom? At your grade level? • Assessment- how often? Many opportunities for success? Common Assessments used? • Homework…why? Individualized? Does it relate to our goals? • How will we communicate with each other?

13. Looking At Student Work Schools that engage in collaborative inquiry develop a sense of collective efficacy that helps educators reconnect with their original point of passion: ensuring student success. Other Reasons: LASW is an antecedent of excellence & a common characteristic of high achieving schools (Reeves, 2005)

14. Collaborative Scoring of Student Work 2007-8 Weekly Collaborative Inquiry Placing the student at the heart of the endeavor… Collaborative inquiry is most powerful when teachers look at an individual learner’s progress over time.

15. LASWLooking at Student Work STEP 1- Start with Power Standards for reading & writing STEP 2- Create a classroom assessment to determine students’ entry-level skills in each area (reading / writing) consistent for the GL STEP 3- Record details of each student’s performance to identify common strengths & concerns Keep this information with the student’s writing portfolio

16. LASW CONTINUED… STEP 4- Each teacher will select 2 focus students from the class and will save work samples to discuss with the grade level team. NEXT- Teachers should experiment with various instructional practices (try cohort and RTI strategies) and analyze the resulting student work (based on the focus students) to determine next steps. Document the changes in instruction and resulting student learning response.

17. Why focus on 1 or 2 students? • The student’s learning issue represents a cluster of students with similar learning challenges. • You, as the teacher, will remember what you discover because you will connect your new learning to this student rather than just a concept.

18. 2007-2008Where we are headed…. Power Standards What kids should know and be able to do when leaving each grade level Common Formative Assessments To benchmark this learning “The Core of the Core” curriculum Reeves, 2005

19. Expectations • Weekly meetings at each Grade Level (bullets to Mary) • Common planning- time in daily schedule • Timely communication with parents • Learning together • Analysis of student work as a team • Portfolios- evidence of student learning • Daily writing practice- purposeful- expository • Visit other classrooms • Personal & Professional goals developed to increase personal and professional capacity

20. All kids…. • will learn their math facts • will write sentences and paragraphs • will read by the end of grade 2 • will practice writing every day in school • will practice responding to questions • will have opportunities to pursue learning that interests them