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Presentation to Leadership Arlington March 1, 2007

Presentation to Leadership Arlington March 1, 2007. Arlington Students. White: 47% Hispanic: 27% Black: 14% Asian: 11%. Arlington Students. 34% Receive free/reduced-priced meals 42% Second language learners

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Presentation to Leadership Arlington March 1, 2007

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  1. Presentation toLeadership ArlingtonMarch 1, 2007

  2. Arlington Students • White: 47% • Hispanic: 27% • Black: 14% • Asian: 11%

  3. Arlington Students • 34% Receive free/reduced-priced meals • 42% Second language learners • 29% Limited English proficiency (20% K-12 ESOL/HILT Classes) • 105 Languages spoken • 127 Countries of origin

  4. Arlington Students PreK-12 Enrollment Projections 2006-2012 20,000 18,451 19,000 18,358 Students 18,000 17,213 17,000 16,000 1998 2000 2003 2005 2011 1999 2001 2002 2004 2006 2007 2012 2008 1996 2010 1995 1997 2009 Year

  5. The 2005-11 Strategic Plan Goals • Raising Achievement • Eliminating Gaps • Responsive Education • Effective Relationships

  6. Ensuring Strategic Progress: Implementing Goals Teacher Professional Development Plans Schools Improvement Plans Management Plans Administrative Department (Central Office) Plans Strategic Plan Administrator Work Plans Administrator Work Plans

  7. Year Asian Black Hispanic White Total 2006 90 72 78 95 87 % Passed SOLs 2005 93 73 82 96 89 2004 90 70 75 96 86 2003 89 67 74 95 85 2002 87 63 69 93 82 2001 82 57 66 91 78 2000 79 50 57 89 75 1999 73 46 52 86 71 1998 69 37 47 82 65 Rising Achievement

  8. Year Year Asian Asian Black Black Hispanic Hispanic White White Total Total 2006 2006 xx 90 xx 72 78 xx 95 xx xx 87 % Passed % Passed SOLs 2005 2005 91 93 73 71 75 82 96 96 88 89 2004 2004 90 90 70 70 75 75 96 96 86 86 2003 2003 89 89 67 67 74 74 95 95 85 85 2002 2002 87 87 63 63 69 69 93 93 82 82 2001 2001 82 82 57 57 66 66 91 91 78 78 2000 2000 79 79 50 50 57 57 89 89 75 75 1999 1999 73 73 46 46 52 52 86 86 71 71 1998 1998 69 69 37 37 47 47 82 82 65 65 % Point Gap 2006 5 23 17 2005 3 23 14 2004 6 26 21 2003 6 28 21 2002 8 30 24 2001 9 34 25 2000 10 39 32 1999 13 40 34 1998 13 45 35 Eliminating Gaps

  9. Black White Hispanic Strategic Progress: Combined Results for Black, Hispanic & White Students Gr. 3, 5, 8, and End of Course SOL Pass Rates 1 0.8 0.6 0.4 Percent Passing 0.2 0 1998 1999 2000 2001 2002 2003 2004 2005 2006

  10. Addressing Achievement Gaps • Must admit that you have a problem • Put data front-and-center and present in a form that all can understand • Measure and report progress consistently • Goal must be a priority for everyone • Must be addressed by every school and every teacher • Must be reflected in system, school, department, administrator and teacher plans • Interventions must be early, consistent and address key variables

  11. Key Variables in Eliminating Achievement Gaps • Expectations • Quality of teaching & classroom interactions • Access to opportunities • Support, involvement of parents & community

  12. Algebra I successful completion by Grade 8 increased by 127%. • 22% in 97-98 • 50% in 05-06 • Students enrolled in one or more AP or IB Classes (Grades 9-12) since 2000-01 increased by 48%. • 23% in 00-01 • 34% in 05-06 • Enrollments in advanced classes (Grades 6-12) rising for all groups: • 43% enrolled in and 98% passing advanced courses

  13. SAT - participation increases, average scores maintained, APS scores above averages in state and nation 65% decrease in the proportion of 2nd graders reading below grade level (17% to 6% since 1998)

  14. Responsive Education • Prepare each student to succeed in a diverse, changing world through instruction and other school experiences responsive to each student’s talents, interests, and challenges.

  15. Responsive Education: Four big ideas • Educate to ensure ability to make decisions about future • Prepare students to be successful in diverse world • Create conditions to ensure positive experiences each year in school • Achieve above through differentiated experiences responsive to individual talents, interests & challenges

  16. Responsive Education: Initiatives • Initiation of FLES & Strategic Languages • Completion of Cultural Competence Audit • Work on Career Pathways & Career Clusters • Completion of Instructional Inventory • Creation of 4- & 6-year academic plans

  17. Assets as an indicator of responsive education Arlington Partnership on Children, Youth and Families, 2006

  18. Young People Are “Better Off”Comparing survey data from 2001 and 2006 • Significantly more young people reported: • 13 of 40 assets (five of the external assets and eight of the internal assets) • 2 of 8 thriving behaviors (maintaining good health and overcoming adversity) • Significantly fewer young people reported • 3 of 10 high-risk behaviors (depression/suicide, antisocial behavior, and school problems) • 2 of 5 developmental deficits (being left home alone or TV overexposure) • Other indicators showed no significant change Arlington Partnership on Children, Youth and Families, 2006

  19. Key problem with parent involvement is that parents don’t know how to be supportive of older teens – they have grown less supportive over time. • No statistically significant changes in assets from 2001 to 2006 • Did see offsetting changes in questions • Increases for 6th grade • Decreases for 12th grade • Fewer parents helping with school work, all grade levels Parents of seniors Arlington Partnership on Children, Youth and Families, 2006

  20. Central Values • Teaching for meaning situated in a balanced curriculum, and instruction responsive to individual student talents, interests and challenges. • Equilibrium among central, school-based and self-initiated professional development. • Decision-making driven by well developed data and clear values. • A passion for cultural proficiency.

  21. Teaching for Meaning • Making connections with • Student lives • Student cultures • Big ideas of the subject taught • Inquiry processes of the discipline • Prior instruction • Future instruction • In a supportive, well managed environment characterized by intrinsic rewards

  22. A Culturally Competent Organization • Focus on professional development • A multi-cultural curriculum • Continue to engage students in preparation for a diverse world • Commitment to conversations on race and achievement

  23. Teacher Excellence Initiative: Conceptual Framework • Performance varies • Performance can be assessed • Good performance should be rewarded • Compensation is differentiated currently • Question: What is appropriate basis on which to differentiate? • Considered answer: Knowledge, skills & performance

  24. Major Characteristics of CAP • Allows three salary step jumps in course of career • Based on and maintains current salary scale structure • Voluntary • Portfolio based • Trained peer and administrative reviewers / blind review • Natural extension of current evaluation procedures

  25. Ongoing Strategic Initiatives • Pre-K Initiatives • Teacher Excellence • Small Class Size • Teaching for Meaning • Services for English Language Learners

  26. Ongoing Strategic Initiatives • Minority Student Achievement • Systematic & Meaningful Evaluation • Increased Advanced Class Enrollment • Foreign Language Initiatives • Technology • Facilities Improvements

  27. Renewal of Facilities in APS • Renewals and/or Expansion of 24 Schools • Replacement/Reconstruction of 4 Schools • One New Elementary School • Underway: Reconstruction of W-L

  28. Mentoring & Professional Development in APS • Professional Development and influencing teacher behavior key to closing gaps and raising student achievement • Mentoring Program for New Teachers • PDP Process & Annual Research Convocation • Administrative Cohort Program

  29. Ethical Issues in Education: A Case Study English-Language Learners & NCLB • Standards of Learning testing in Virginia • Grade-level testing of beginning English-Language Learners (Levels I & II) who make up about 20% of APS English learners • School Board resolution: • Administer SOL’s to students who can benefit from testing • Test other students on progress and report results • USED reaction

  30. “Outreach is a fundamental part of [the Arlington] school board’s work. In a word, the [Strategic] plan is awesome, but as important as the goals, objectives, indicators, and measures are, the process that the board and the superintendent used was as critical to the outcome as the good, clear thinking inherent in this very comprehensive and data-driven plan.” School Board News Anne L. Bryant Executive Director National School Board Association January 2007

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