Key To Success: Irving Principals’ Meeting August 2 , 2007
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Key to Success Irving Principals’ Meeting August 2 , 2007
Why Consider a Change? A small group of committed people can change the world; and indeed, it’s the only thing that ever does. -Margaret Mead
Did You Know?
"Insanity: doing the same thing over and over again and expecting different results." Albert Einstein
It Takes a Village - Why do we need to do things differently? • If
we could shrink the earth’s population to a village of precisely 100 people with all existing ratios remaining the same it would look like this:
• • • •
• • • • •
57 Asians, 21 Europeans, 14 from the Western Hemisphere (North and South) and 8 Africans 51 females and 49 males 70 non-Christians and 30 Christians 50% of the wealth would be in the hands of 6 people and all of those people would be in the U.S. 80 would live in substandard housing 50 would suffer from malnutrition 1 would be near death and 1 near birth 1 would be college educated No one would own a computer
Paraphrased from an excerpt by Lisa Brahim, San Francisco
What does this mean for Texas? • • • • • •
• •
4,383,871 students enrolled in Texas public schools More than 2,167,597 are enrolled in elementary schools (about 48%) Ethnic Breakdown – 14% African American, 45% Hispanic, 38% White, 3% Other About 55% are Economically Disadvantaged Only 62% of ALL students met passing standards on all content area TAKS tests in 2004 Overall drop out rate is about 4% (48,641 students) with 61% of those students being Hispanic (29,671 students) 11 of 1229 Districts have an Exemplary rating. 172 Recognized and 989 are academically acceptable 304 of 7908 Campuses have an exemplary rating
How Do You Measure Success? School 2003
2004
2005
2006
Change
Irving ISD All Tests
44%
50%
53%
58%
+14
Reading
70%
74%
79%
84%
+14
Math
57%
60%
64%
67%
+10
Writing
72%
86%
88%
89%
+17
Social Studies
77%
82%
85%
88%
+11
Science
34%
44%
51%
61%
+27
Irving Cluster Irving Cluster
Subject
2003
2004
2005
2006
Change
All
43
53
58
61
18.25
Reading
67
74
81
83
15.62
Math
61
68
73
75
12.75
Writing
74
89
90
93
18.57
SS
80
83
88
89
9
Science
24
32
47
58
33.57
L.F. Smith Elementary School 2003
2004
2005
2006
Change
L.F. Smith All Tests
50%
59%
70%
81%
+31
Reading
67%
72%
90%
88%
+21
Math
66%
74%
77%
88%
+16
Writing
90%
97%
95%
96%
+6
Social Studies
*
*
*
*
*
Science
26%
38%
88%
91%
+65
Rick Schneider Middle School • •
•
Five Feeder Campuses Transitioned Teachers to RSMS from Intermediate and Elementary Campuses New Concept of 5/6 Campus
•
•
Lost Math Teacher Mid Year – Sub for the remainder of the year – Most Challenging Team Lost AP Mid Year to Open New School
What does the research say? •
•
• • •
Comprehension is not increasing, but high school graduates are expected to read complex, technical material in order to be successful in the workforce. Secondary students in the U.S. are scoring lower than students in other comparable nations. This is especially evident as secondary students deal with understanding discipline-specific content. There continues to be an achievement gap. Secondary teachers are not prepared to teach literacy strategies that are necessary for students’ comprehension of content-specific text. There is little empirical data to support some of the programs that are being implemented within many of the secondary schools.
RAND 2002 – Reading Study Group Excerpts
How do we find the answers? All Classrooms need… • Access to a variety of reading material • Skill building instruction that creates an interest in more complex reading material. • Highly quality assessments that indicate weaknesses and strengths of students and the professional learning needs of teachers. • Highly skilled teachers who model and explicitly teach reading comprehension and study strategies across content areas. • Reading specialists who apply explicit instructional strategies for the struggling reader.
Key Elements to Improve Middle and High School Adolescent Literacy Programs
Bianca -rosa and Snow, 2004
Instructional Improvements
Infrastructure Improvements
Direct, Explicit Comprehension Instruction
Extended Time for Literacy
Effective Instructional Principles Embedded in Content
Professional Development
Motivation and Self Directed Learning
Ongoing Summative Evaluation of Students and Programs
Text Based Collaborative Leaning
Teacher Teams
Strategic Tutoring
Leadership
Diverse Texts
A Comprehensive and Coordinated Literacy Program
Intensive Writing A Technology Component Ongoing Formative Assessment of Students
What is Balanced Literacy? • • •
• •
4 key Components Gradual Release Workshop Approach (Reading, Writing and Word Study) Rigorous and Relevant Teacher is the most important element!
Gradual Release Model •
Four kinds of reading/writing and Four levels of support.
TO
WITH BY
What is a Workshop Approach? An organized set of language and literary experiences (typically, a mini-lesson, variety of grouping (small, large, individual, conferring and sharing with peers/teacher) designed to help students to become more effective readers and writers in any content area.
Translate effective instruction into a classroom framework Workshop Approach Explicit Instruction in Reading Strategies that facilitates greater access to content objectives. Continuing opportunities for teacher and peer response
Immersion of print of every genre Accessible Resources including: organized books baskets, charts, computers, pens, clipboards, sticky notes, journals, notebooks
Large Blocks of time for extended reading and writing Opportunities for readers to read and practice strategies in self selected text that they are able to read.
Components of Balanced Literacy Reading Framework • Think Aloud / Read Aloud / Interactive Read Aloud / Book Talks • Shared Reading • Guided Reading • Independent Reading • Reader’s Notebooks • Reading Response Journals • Literature Circles • Literacy Workstations / Workboard
Components of Balanced Literacy Writing Framework • • • • • • •
Writer’s Talks Modeled/Shared Writing Interactive Writing Independent Writing Writer’s Notebooks Investigations Poetry
Components of Balanced Literacy Word Work / Word Study • Phonological Awareness (Constituent Sounds of words in learning to read and spell) • Orthographic Awareness (Symbols within a writing system) • Semantics (Derivation of meaning; could be context clues) • Syntax (Structure of language and Sequence; grammar)
Create a Narrow Focus • • •
Balanced Literacy in All Content Areas Safe and Civil Schools Effective Technology Instruction
Building a Strong Literacy Leadership Team Essential Questions
• What are the characteristics of a successful curriculum focus on your campus? • What does it look like? • What does it sound like?
• How do you communicate that focus to your team?
Building Strong Cross Curricular Teams Successful Teams… • Discuss curriculum and instruction and view literacy and an integral part of their content area.
Traps that Negate Success When the campus stakeholders… • Believe that time will fix all problems. • Refuse to acknowledge that teaming is a process not an event. • Have unreasonable expectations. • Resist change and/or refuse to compromise. • Allow personality conflicts or personal needs to dictate the team focus.
Traps that Negate Success, cont. When the campus stakeholders… • Display an inability/unwillingness to work collaboratively. • Are inconsistent in meeting or in holding team responsibilities and deadlines. • Refuse to commit adequate time and attention for planning, organizing, and preparing. • Allow inequities.
Timeline for Training and Implementation • •
•
•
•
Year 1: The Training Year Year 2: Non Negotiable and Negotiable List created and Implemented by Staff Year 3: Increase Non Negotiable List and Deepen Understanding of Literacy at Given Level Year 4: Integrate Across Content for Concept Based Instruction Year 5: Needs Assessment and Begin Improvement Cycle
What do we observe in our classrooms? Curriculum & Instruction • Do we know what is going on in each core classroom? • How can we integrate instruction? • How are we differentiating? • What strategies (reading, writing, listening and speaking) should be consistent across the curriculum? • How can we plan together for more effective delivery?
Who is accountable on your campus? Accountability • What do we need to know about our students? • What do we need to know about our team practices? • Where and how can we get this data? • How will we know if we are successful?
212° - The Extra Degree At 211 degrees, water is hot… At 212 degrees,
IT BOILS!!
212° - The Extra Degree What will the extra degree look like at Your campus?
Eleanor Roosevelt Every effort must be made in childhood to teach the young to use their own minds. For one thing is sure; If they don’t make up their own minds, someone else will do it
Why Consider a Change? A small group of committed people can change the world; and indeed, it’s the only thing that ever does. -Margaret Mead
Did You Know?
"Insanity: doing the same thing over and over again and expecting different results." Albert Einstein
It Takes a Village - Why do we need to do things differently? • If
we could shrink the earth’s population to a village of precisely 100 people with all existing ratios remaining the same it would look like this:
• • • •
• • • • •
57 Asians, 21 Europeans, 14 from the Western Hemisphere (North and South) and 8 Africans 51 females and 49 males 70 non-Christians and 30 Christians 50% of the wealth would be in the hands of 6 people and all of those people would be in the U.S. 80 would live in substandard housing 50 would suffer from malnutrition 1 would be near death and 1 near birth 1 would be college educated No one would own a computer
Paraphrased from an excerpt by Lisa Brahim, San Francisco
What does this mean for Texas? • • • • • •
• •
4,383,871 students enrolled in Texas public schools More than 2,167,597 are enrolled in elementary schools (about 48%) Ethnic Breakdown – 14% African American, 45% Hispanic, 38% White, 3% Other About 55% are Economically Disadvantaged Only 62% of ALL students met passing standards on all content area TAKS tests in 2004 Overall drop out rate is about 4% (48,641 students) with 61% of those students being Hispanic (29,671 students) 11 of 1229 Districts have an Exemplary rating. 172 Recognized and 989 are academically acceptable 304 of 7908 Campuses have an exemplary rating
How Do You Measure Success? School 2003
2004
2005
2006
Change
Irving ISD All Tests
44%
50%
53%
58%
+14
Reading
70%
74%
79%
84%
+14
Math
57%
60%
64%
67%
+10
Writing
72%
86%
88%
89%
+17
Social Studies
77%
82%
85%
88%
+11
Science
34%
44%
51%
61%
+27
Irving Cluster Irving Cluster
Subject
2003
2004
2005
2006
Change
All
43
53
58
61
18.25
Reading
67
74
81
83
15.62
Math
61
68
73
75
12.75
Writing
74
89
90
93
18.57
SS
80
83
88
89
9
Science
24
32
47
58
33.57
L.F. Smith Elementary School 2003
2004
2005
2006
Change
L.F. Smith All Tests
50%
59%
70%
81%
+31
Reading
67%
72%
90%
88%
+21
Math
66%
74%
77%
88%
+16
Writing
90%
97%
95%
96%
+6
Social Studies
*
*
*
*
*
Science
26%
38%
88%
91%
+65
Rick Schneider Middle School • •
•
Five Feeder Campuses Transitioned Teachers to RSMS from Intermediate and Elementary Campuses New Concept of 5/6 Campus
•
•
Lost Math Teacher Mid Year – Sub for the remainder of the year – Most Challenging Team Lost AP Mid Year to Open New School
What does the research say? •
•
• • •
Comprehension is not increasing, but high school graduates are expected to read complex, technical material in order to be successful in the workforce. Secondary students in the U.S. are scoring lower than students in other comparable nations. This is especially evident as secondary students deal with understanding discipline-specific content. There continues to be an achievement gap. Secondary teachers are not prepared to teach literacy strategies that are necessary for students’ comprehension of content-specific text. There is little empirical data to support some of the programs that are being implemented within many of the secondary schools.
RAND 2002 – Reading Study Group Excerpts
How do we find the answers? All Classrooms need… • Access to a variety of reading material • Skill building instruction that creates an interest in more complex reading material. • Highly quality assessments that indicate weaknesses and strengths of students and the professional learning needs of teachers. • Highly skilled teachers who model and explicitly teach reading comprehension and study strategies across content areas. • Reading specialists who apply explicit instructional strategies for the struggling reader.
Key Elements to Improve Middle and High School Adolescent Literacy Programs
Bianca -rosa and Snow, 2004
Instructional Improvements
Infrastructure Improvements
Direct, Explicit Comprehension Instruction
Extended Time for Literacy
Effective Instructional Principles Embedded in Content
Professional Development
Motivation and Self Directed Learning
Ongoing Summative Evaluation of Students and Programs
Text Based Collaborative Leaning
Teacher Teams
Strategic Tutoring
Leadership
Diverse Texts
A Comprehensive and Coordinated Literacy Program
Intensive Writing A Technology Component Ongoing Formative Assessment of Students
What is Balanced Literacy? • • •
• •
4 key Components Gradual Release Workshop Approach (Reading, Writing and Word Study) Rigorous and Relevant Teacher is the most important element!
Gradual Release Model •
Four kinds of reading/writing and Four levels of support.
TO
WITH BY
What is a Workshop Approach? An organized set of language and literary experiences (typically, a mini-lesson, variety of grouping (small, large, individual, conferring and sharing with peers/teacher) designed to help students to become more effective readers and writers in any content area.
Translate effective instruction into a classroom framework Workshop Approach Explicit Instruction in Reading Strategies that facilitates greater access to content objectives. Continuing opportunities for teacher and peer response
Immersion of print of every genre Accessible Resources including: organized books baskets, charts, computers, pens, clipboards, sticky notes, journals, notebooks
Large Blocks of time for extended reading and writing Opportunities for readers to read and practice strategies in self selected text that they are able to read.
Components of Balanced Literacy Reading Framework • Think Aloud / Read Aloud / Interactive Read Aloud / Book Talks • Shared Reading • Guided Reading • Independent Reading • Reader’s Notebooks • Reading Response Journals • Literature Circles • Literacy Workstations / Workboard
Components of Balanced Literacy Writing Framework • • • • • • •
Writer’s Talks Modeled/Shared Writing Interactive Writing Independent Writing Writer’s Notebooks Investigations Poetry
Components of Balanced Literacy Word Work / Word Study • Phonological Awareness (Constituent Sounds of words in learning to read and spell) • Orthographic Awareness (Symbols within a writing system) • Semantics (Derivation of meaning; could be context clues) • Syntax (Structure of language and Sequence; grammar)
Create a Narrow Focus • • •
Balanced Literacy in All Content Areas Safe and Civil Schools Effective Technology Instruction
Building a Strong Literacy Leadership Team Essential Questions
• What are the characteristics of a successful curriculum focus on your campus? • What does it look like? • What does it sound like?
• How do you communicate that focus to your team?
Building Strong Cross Curricular Teams Successful Teams… • Discuss curriculum and instruction and view literacy and an integral part of their content area.
Traps that Negate Success When the campus stakeholders… • Believe that time will fix all problems. • Refuse to acknowledge that teaming is a process not an event. • Have unreasonable expectations. • Resist change and/or refuse to compromise. • Allow personality conflicts or personal needs to dictate the team focus.
Traps that Negate Success, cont. When the campus stakeholders… • Display an inability/unwillingness to work collaboratively. • Are inconsistent in meeting or in holding team responsibilities and deadlines. • Refuse to commit adequate time and attention for planning, organizing, and preparing. • Allow inequities.
Timeline for Training and Implementation • •
•
•
•
Year 1: The Training Year Year 2: Non Negotiable and Negotiable List created and Implemented by Staff Year 3: Increase Non Negotiable List and Deepen Understanding of Literacy at Given Level Year 4: Integrate Across Content for Concept Based Instruction Year 5: Needs Assessment and Begin Improvement Cycle
What do we observe in our classrooms? Curriculum & Instruction • Do we know what is going on in each core classroom? • How can we integrate instruction? • How are we differentiating? • What strategies (reading, writing, listening and speaking) should be consistent across the curriculum? • How can we plan together for more effective delivery?
Who is accountable on your campus? Accountability • What do we need to know about our students? • What do we need to know about our team practices? • Where and how can we get this data? • How will we know if we are successful?
212° - The Extra Degree At 211 degrees, water is hot… At 212 degrees,
IT BOILS!!
212° - The Extra Degree What will the extra degree look like at Your campus?
Eleanor Roosevelt Every effort must be made in childhood to teach the young to use their own minds. For one thing is sure; If they don’t make up their own minds, someone else will do it
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