Worst to First

1. Worst to First Overcoming the Achievement Gap by addressing core instruction (or forget about it!)

2. OBSERVATION Of the 120 sessions presented at the Closing the Achievement Gap Summit, how many address the effective delivery of instruction in the school�s core program? 26 2 of 6 Keynote speakers 5 of 37 Featured speakers 19 of 77 Practitioner speakers

3. Don Davis, Principal Waterford High School FACTORS CONTRIBUTING TO SUCCESS Educational Program College Preparatory Scheduling One-Year Algebra Support Intervention Courses CAHSEE Prep Time: Block Schedule Culture Mission / Vision / Beliefs / Pillars Progressive Professional Community Instruction Instructional Norms / Instructional Tours / Instructional Development

4. Taking Responsibility Over what do have we control? What do teachers really have control over? Content Standards: (Over what is essential) Curriculum: (Over what is implemented) Time: (Over what is wasted) DELIVERY OF INSTRUCTION! (Though we have the most control over this factor we address it the least)

5. �Bottom of the Barrel� State school rankings in� �JOAN BARNETT LEE/THE BEE � Last Updated: February 22, 2003, 05:47:59 AM PST Sonoma Elementary School in Modesto got two 10s, a perfect score. Waterford High School was at the bottom of the barrel, with a pair of 1s. And other schools in the region were in between when the state Department of Education released two rankings Thursday that show how California's 8,801 schools stack up on a scale of 1 to 10. The rankings, meant to give parents an easy-to-understand report card about their children's schools, are a key part of the Academic Performance Index, the state's 5-year-old testing program. "Sometimes it's eye-opening to parents," California Education Secretary Kerry Mazzoni said. The API assigns a score between 200 and 1,000 to every school in the state based on the results of standardized tests. The state has set a target of 800 and expects all schools to improve each year.

6. DATA / OBSERVATIONS BASE API 2002 (475) RSSDS � SJCOE Visit (1st SWIPS) BASE API 2003 (562) 2nd SWIPS FORM BASE API 2004 (631) WASC Process (Faculty Proclamation �Scores rise as instruction improves�) Instructional Norms BASE API 2005 (702) Site Visitations � Broadening the Sphere of Influence BASE 2006 API (755) 2007 Growth API (761)

7. During our WASC Self-Study, We Cemented our COMMITTMENT CRITICAL ACADEMIC AREAS OF NEED Based on the outcome data analyzed in this chapter, and in accordance with the accreditation process outlined in the Focus On Learning (FOL) manual, the three identified critical areas of academic need at Waterford High School are described as follows: IMPROVED INSTRUCTION Though there has been significant improvement in student performance on state-mandated exams, all population sub-groups continue to have significant numbers of students achieving in performance bands below the �proficient� level. This is true in all academic areas. Efforts have been made to align curriculum with adopted standards, select essential standards for instructional emphasis and create benchmark exams. To continue to see improved achievement and realize these gains over time, the consensus of the stakeholders is to improve the effective delivery of teacher-directed instruction; this instruction will utilize assessment data to drive lesson development leading to all students producing grade-level work every day. READING COMPREHENSION All students must be able to comprehend what they are reading, synthesizing textual content to meet the rigorous requirements of coursework. Since a significant number of students at Waterford High School are reading below grade level, the existing intensive reading intervention program must be expanded. Furthermore, adopting a schoolwide approach to reading improvement will assist all students struggling with deficiencies. The Reading Fundamentals class and the Home Room period are two of the programmatic areas that will be targeted to bring improvement in this matter. PERFORMANCE GAPS The data illustrates significant performance gaps in all content areas between Economically Disadvantaged students and their peers. There also exist performance gaps between English Learners (EL) and their peers, and between Hispanic/Latino students and their peers. Strategies to address the needs of these subgroups are necessary, particularly as these performance gaps will have impact on the proficiency levels on the California High School Exit Exam (CAHSEE). CAHSEE preparations for all students, and targeted interventions for underperforming sub-groups, are prime strategies to be addressed.

8. Believe in your students �Highly effective schools produce results that almost entirely overcome the effects of student background.� Bob Marzano, 2003

9. MISSION Our Mission is to provide an excellent comprehensive educational program for the students of Waterford High School.

10. VISION To become wholly focused on student learning, teacher-directed instruction, and professional collaboration, so that Waterford High School serves as a demonstration site for other educational professionals.

11. BELIEFS The mission and vision are achieved by commitment to the following: High quality teacher-directed instruction raises student achievement. Academic content standards and assessments offer clear direction for instruction. An organizational culture characterized by professionalism promotes excellence. Outstanding Curricular, Co-Curricular and Extra-Curricular programs advance student development.

12. PILLARS Pillar 1: Pursuing Excellence Improve instruction, programs and operations so that students achieve countywide and statewide excellence in academics (API, AYP and college admission), athletics and the Arts. Pillar 2: Personalization Ensure that students become well-known by faculty and staff, and commit to professional peer relationships among teachers, administrators and classified employees. Pillar 3: Purpose Driven The mission is advanced through data-driven decisions, explicit direct instruction, and a commitment to teaching as a personal calling. Each student graduates with choices. Pillar 4: Standards Based Curriculum and Instruction The California Content Standards are embraced when seeking and developing curriculum and when preparing well-crafted lessons. Each student has opportunity to learn each day. Pillar 5: Block Schedule Time is utilized as a resource maximizing student productivity.

13. Attributes of an Instructional Leader Can recognize the core principles of effective instruction in practice. �I know it (good teaching*) when I see it� ��excellent schools (leaders) must monitor teaching, and, develop the planning, effective instructional strategies and reflective characteristics of good teaching� Dufour and Eaker, 1992 Often times we are asked to come and observe this �great teacher.� Only to discover not greatness, but a lack of effective teaching. When the principal becomes grounded in a few core principles of instruction then he or she will �know it when I see it.�Often times we are asked to come and observe this �great teacher.� Only to discover not greatness, but a lack of effective teaching. When the principal becomes grounded in a few core principles of instruction then he or she will �know it when I see it.�

15. Other Ideas for �Norms� Meaningful Interactions between students Cornell note-taking Interactive notebook Student �forward questioning� Concept Development (�Big Idea�) Goal Setting (Individualized by student) Daily warm-up problems in each lesson Periodic Review occurs each day �Bell-to-Bell� expectations Congruence (matched lessons) Non-fiction writing

16. REFLECTION Why do some teachers and administrators deflect responsibility for student outcomes? What risk is there in taking the stance that, �Scores will rise as instruction improve?� Take two minutes and share with a partner.

17. From �Worst to First� in Stanislaus County

18. WATERFORD HIGH SCHOOLACADEMIC GROWTH with SUB-POPULATIONS2002 - 2007

19. WATERFORD HIGH SCHOOLPERCENT OF 10TH GRADE STUDENTS PASSING CAHSEE

20. Attributes of an Instructional Leader Focused on and committed to a few core principles of instruction that are supported with research and lead to student learning. ��operating from a well-articulated and visible set of ideals and beliefs regarding schooling teaching and learning� ��seeking out and keeping abreast of research and theory on effective practices in curriculum, instruction and assessment.� 21 Responsibilities Marzano (2005) The idea here is to internalize a few core principles of instruction that you can articulate over and over to your staff. The same idea regarding non-negotiable beliefs about the culture of your school. Take an honest appraisal of how well you are staying abreast of effective practices and if or how they are being implemented at your site.The idea here is to internalize a few core principles of instruction that you can articulate over and over to your staff. The same idea regarding non-negotiable beliefs about the culture of your school. Take an honest appraisal of how well you are staying abreast of effective practices and if or how they are being implemented at your site.

21. Research based responses: The direct instruction approach is especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English. Carnine, Silbert, Kame�enui, & Tarver, 2004

22. Research based responses (cont.): �children who were taught with direct instruction, a highly structured teacher-centered approach to education, did significantly better academically than those who were taught by any other means. The results were especially true for poor children. Jeanne S. Chall, 2000

23. Overview of monitoring instruction Purposeful monitoring of instructional practice Focused on core principles* (direct instruction phases) Informal Ongoing Provides information for feedback to teachers and coaches Provides opportunities for praise and affirmation Focus your monitoring of instruction on the aspects of Direct Instruction. Frame feedback in such a way that it remains focused on the instructional norm, avoid non-instructional issues. Always praise positive signs of implementationFocus your monitoring of instruction on the aspects of Direct Instruction. Frame feedback in such a way that it remains focused on the instructional norm, avoid non-instructional issues. Always praise positive signs of implementation

24. Ideas for �core principles� Time on Task T.A.P.P.L.E. Objective Alignment Independent work aligned w/instruction Instruction aligned w/ Objective Objective aligned w/content standard Establish one or more specific instructional expectations�and than observe accordinglyEstablish one or more specific instructional expectations�and than observe accordingly

25. What�s wrong with this picture? Objective: Students will explain details and compare and contrast 3 major battles of the Civil War. Standard 11.1.4 Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.

26. INSTRUCTION Well articulated expectations regarding the delivery of instruction. Process for peer observation and coaching Frequent monitoring and evaluation Commitment to professional development

27. Overview of monitoring instruction Structure is useful Have a tool(s) for the drop in observations Don�t always go in alone* (Instructional Tours) Discuss your overall impressions with the instructional coaches (single out exceptional practice*). Determine the focus of the next professional development session Don�t despise �baby steps.� What I try to do is stay with in a construct for the informal observation� I value their efforts and commit to them the drop in observations are not for the purpose of formal evaluation but to serve as tool for them and others to stay the course. I have found that bringing other teachers with me on a �walk around� to be the single most effective way to establish an instructional norm.What I try to do is stay with in a construct for the informal observation� I value their efforts and commit to them the drop in observations are not for the purpose of formal evaluation but to serve as tool for them and others to stay the course. I have found that bringing other teachers with me on a �walk around� to be the single most effective way to establish an instructional norm.

29. INSTRUCTIONAL TOURS The long-standing professional norm of teacher isolation is the number one obstacle to overcome in the process of building a collaborative school culture. (Fullan) Professionals learning from professionals Limited to the implementation of the norms Focuses professional discussion Provides meaningful feedback Expanded �beyond our walls�

30. REFLECTION What value is there in having teachers observe the instruction of other teachers? What items would you include on an informal observation instrument? Take 2 Minutes to share with your partner.

31. Recent Email Hello Don, I just wanted let you know how appreciative I am that you allowed some of my teachers to visit your campus.� They can not stop talking about the program at Waterford. They said your presentation was outstanding and you and the high school staff really made a positive impression on them. All the best, Steve Charbonneau Assistant Principal, Curriculum Creekside Middle School Patterson, CA

32. Disconnected Improvements  Vision: Every Student Achieving A school without a cohesive vision can very easily look like the above graphic � the school is working on many things � not all supporting the same vision/mission. This is an opportunity to make the connection here to Module 1 and the reading that administrators did on the concept of Instructional Coherence (Chicago study) and the Academic Program Survey. Remember from Module 1the Chicago�s Schools Project showed that strong instructional coherence is evident when there are 3 major conditions: A common instructional framework guides curriculum, teaching, assessment and learning climate. Staff working conditions support implementation of this framework. The school allocates resources such as materials, time and staff assignments to advance the school�s instructional framework and to avoid diffuse and scattered improvement efforts. A school without a cohesive vision can very easily look like the above graphic � the school is working on many things � not all supporting the same vision/mission. This is an opportunity to make the connection here to Module 1 and the reading that administrators did on the concept of Instructional Coherence (Chicago study) and the Academic Program Survey. Remember from Module 1the Chicago�s Schools Project showed that strong instructional coherence is evident when there are 3 major conditions: A common instructional framework guides curriculum, teaching, assessment and learning climate. Staff working conditions support implementation of this framework. The school allocates resources such as materials, time and staff assignments to advance the school�s instructional framework and to avoid diffuse and scattered improvement efforts.

33. Connected Improvements Vision: Every Student Achieving With a clearly articulated, focused vision and mission statement, it is much easier for a school community to align all its efforts and goals. Connection to APS: The Academic Program Survey is an example of a system in which all components support one another to achieve the goal of increased student achievement. Schools implementing the APS, sometimes find themselves supporting conflicting programs. Give some examples of how a school can have competing goals � for example: Implementing the core program instructional minutes goal (EPC#2) can run against the school-wide goal of implementing Accelerated Reader program because teachers decide to use AR during the core minutes. Improve support for intensive intervention students (EPC #1) by purchasing appropriate intervention adoption versus the belief that all students must be in grade level curriculum. Also remind participants that once they find the �random arrows� they need to take them off � the plate� � they become � not do�s� as the school only has so much time and resources. Doug Reeves says �pull the weeds before you can plant the flowers.� With a clearly articulated, focused vision and mission statement, it is much easier for a school community to align all its efforts and goals. Connection to APS: The Academic Program Survey is an example of a system in which all components support one another to achieve the goal of increased student achievement. Schools implementing the APS, sometimes find themselves supporting conflicting programs. Give some examples of how a school can have competing goals � for example: Implementing the core program instructional minutes goal (EPC#2) can run against the school-wide goal of implementing Accelerated Reader program because teachers decide to use AR during the core minutes. Improve support for intensive intervention students (EPC #1) by purchasing appropriate intervention adoption versus the belief that all students must be in grade level curriculum. Also remind participants that once they find the �random arrows� they need to take them off � the plate� � they become � not do�s� as the school only has so much time and resources. Doug Reeves says �pull the weeds before you can plant the flowers.�

34. EVALUATION Collective Bargaining Agreement (How does the language define formative observations?) Develop Observation Instrument that reflects the norms (not the CSTP). Focus pre and post observation conversation on the delivery of instruction as it relates to the norms. Summative evaluations: marry norms w/ CSTPs.

37. A Professional Culture Based on �core� beliefs; central themes; and, guided by a meaningful mission and vision. Progressive Collaborative In my view, here are aspects of a healthy professional culture.In my view, here are aspects of a healthy professional culture.

38. Leadership: Shaping the Culture Can you define, or rate, the professional culture at your school? Where does the culture lie on the �extremely toxic to extremely healthy� continuum? Extremely Toxic Extremely Healthy Discuss in your group how you define your school�s professional culture.Discuss in your group how you define your school�s professional culture.

39. Learning by Doing Capacity building�is not just workshops and professional development for all. It is the daily habit of working together, and you can�t learn this from a workshop or course. You need to learn it by doing it and having mechanisms for getting better at it on purpose. Michael Fullan 9:129:12

40. Our School #1

41. Waterford High School

42. 2006 & 2007

43. TRUTH No school is limited to the constraints of its demographics, but no school, or district, can overcome the constraints of its leadership. Everything rises and falls on leadership John Maxwell John Maxwell said the �Everything rises and falls on leadership�John Maxwell said the �Everything rises and falls on leadership�

44. The Impact of Leaders Principals, for better or worse, set the emotional tone of their school, and one of the most significant responsibilities of the principal is to portray a positive attitude about the ability of the staff to accomplish substantive things. Marzano, Waters, & McNulty, 2005 School Leadership That Works. Stop here and reflect on this statement. Do you agree? In my view, reform happens at the sites�if not at a site, where? And the extent to which you have a culture that is healthy enough to investigate reform may will determine your ability to lead change School Leadership That Works. Stop here and reflect on this statement. Do you agree? In my view, reform happens at the sites�if not at a site, where? And the extent to which you have a culture that is healthy enough to investigate reform may will determine your ability to lead change

45. Where to get help Regional Systems of District and School Support.