Kim Banta
Brennon Sapp
The Kenton County School District
University of Louisville
ASCD
The Ripple Effect




An overview—Video (DVD)
Why did we do this? What were we like?
Where did this approach come from?
Details of Treatments/Behaviors:




Summer meetings
Snapshots
Data Reviews
QIR Document
 Outcomes
 Unintentional Outcomes
 Finally – Kim describes what it is like working with an
obsessive compulsive technology workaholic.
Why did we do this?
What were we like?
 Pretty Good School
 Scores are Flat-Lining
 Student Demographics Changing
 Schools of Study/Small Learning Communities
 LEHHS (Law Education Health Human Services)
 STEM (Science Technology Engineering & Math)
 VPAM (Visual Performing Arts & Media)
Total Enrollment
1352
1400
1350
1300
1250
1200
1150
1100
1050
1000
1288
1189
1206
1215
1127
20032004
20042005
20052006
20062007
20072008
20082009
Enrollment Trends
2006-2007
Enrollment Trends
2004-2005
12%
Enrollment Trends
2008-2009
17%
19%
5%
5%
6%
Free
Lunch
Red.
Lunch
83%
78%
Paid
Lunch
75%
Family Makeup
Single
Parent
Families,
31%
Two Parent
Families,
69%
Bachelor's
Degree,
14.4%
Some
College,
11.5%
Graduate
Degree, 2.5%
Below High
School Ed,
10.2%
Parent's
Educaton Level
High School
Diploma,
61.4%
Dixie KPR-Total
100.0
95.0
90.0
85.0
80.0
75.0
70.0
65.0
60.0
2003
77.2
2004
79.8
81.3
2005
2006
83.5
83.1
2007
2008
Reading
Math
Science
Social Studies
Arts & Humanities
Pract. Living/Voc Stud
Writing Portfolio
On-Demand Writing
Total
2009
2004
79.9
81.0
71.5
82.4
83.1
89.1
2005
86.8
80.1
74.6
82.4
79.0
89.2
2006
86.0
86.3
73.2
83.9
84.9
87.8
62.1
70.8
71.9
77.2
79.8
81.3
2007
93.9
88.1
77.8
87.4
99.5
90.6
67.2
50.4
83.5
2008
90.2
78.9
77.2
82.1
94.7
92.2
76.6
76.9
83.1
RANKING
SCHNAME
DISTNAME
Academic Ind
1
Dupont Manual High School
Jefferson County
109.7
2
Beechwood High School
Beechwood Independent
106.3
3
Brown School
Jefferson County
103.8
4
Louisville Male High School
Jefferson County
103.2
5
Highlands High School
Fort Thomas Independent
99.6
6
North Oldham High School
Oldham County
97.9
7
Frederick Fraize High School
Cloverport Independent
95.8
8
South Oldham High School
Oldham County
95.1
9
Walton-Verona High School
Walton-Verona Independent
94.4
10
Model Laboratory High School
Madison County
93.8
48
Dixie Heights High School
Kenton County
83.1
232
Knox Central High School
Knox County
59.3
233
Providence Elementary School
Providence Independent
57.4
234
Iroquois High School Magnet Career Aca
Jefferson County
57.3
235
Shawnee High School Magnet Career
Academ
Jefferson County
56.4
236
Western MST Magnet High School
Jefferson County
44.3
Dixie & Other Schools
100
Ryle
95
90
Dixie
85
Simon
Kenton
80
Boone
75
70
Scott
65
Cambell
County
60
2003
2004
2005
2006
2007
2008
2009
Composite ACT Scores
30
25
20
15
10
5
0
Dixie
State
Dixie
State
National
(2003)
20.7
20.2
20.8
(2004)
21
20.3
20.9
(2005)
21
20.4
20.9
(2006)
21.1
20.6
21.1
Grad Year Composite Verbal
(2007)
22.2
20.7
21.2
(2008)
21.2
20.9
21.1
Math
Writing
(2003)
144
47
48
48.5
(2004)
153
49.5
51.5
51.5
(2005)
146
47.4
50.3
48.3
(2006)
144
47.4
49.3
47.2
(2007)
147
48.9
51.2
46.7
(2008)
165
50.6
52.5
48.5
National
Where did this approach come
from?
 A review of hundreds of interventions/
strategies
 Walkthroughs?
 e-walks
 Observations (predictable in their uselessness)
 Why not use a more “student-centered” model?
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Where did this approach come
from?
 A review of hundreds of interventions/
strategies
 Walkthroughs?
 e-walks
 Formal Observations (predictable in their uselessness)
 Why not use a more “student-centered” model?
Treatments/Behaviors
 Summer meetings
 One hour (yes a full hour each)
 One on one . . . Or. . . Four on one
 Deliberate, honest, straight forward
(see handout)
 Snapshots (the backbone)
 Become a part of the classroom
 5 to 10 minutes
 Often - Tracking Document
 Calibration Meetings/Expert Review – Calibration Document
 Student Interviews
 Data Reviews – Samples
 Periodically, (at least three times a year)
 Grades, discipline, state scores. . .
 Get to see everyone's data
 QIR Document (see handout)
Teachers
Teacher 1
Teacher 2
Teacher 3
Teacher 4
Teacher 5
Teacher 6
Teacher 7
Teacher 8
Teacher 9
Teacher 10
Teacher 11
Teacher 12
Teacher 13
Daily Totals
Standard Dev for Daily
Mean Visits for year
Standard Dev for year
Kim
Larry
Tom
Brennon
Total visits
19
19
21
12
38
30
30
45
26
23
20
22
25
17.3267
10.0011
25.9313
9.79159
k kl
k
k
b
k L
lk
kL
b b
Lb lkb b
k
L kb bL
k
L
k k
34 32 29
9/5/2008
9/4/2008
9/3/2008
9/2/2008
M T W Th F
9/1/2008
8/29/2008
8/28/2008
8/27/2008
8/26/2008
M T W Th F
8/25/2008
8/22/2008
8/21/2008
8/20/2008
8/19/2008
M T W Th F
8/18/2008
8/15/2008
8/14/2008
8/13/2008
of Visits
#8/13/2007
8/14/2007
MTW Th F
b
L
L
L
L
b
b Lt
L
k
b
k
b tb
kb b
k
k
b
kb b
Lb k
k
b
k
24 28 33 32 9
k
k
b
Lt
b
t
b
b
k
k
k
kL
k
b
L
k
b
k
30 15 3 14 21
k
31 23 5 18
480
510
109
554
1653
Current Data on Snap Shots
Treatments/Behaviors
 Summer meetings
 One hour (yes a full hour each)
 One on one . . . Or. . . Four on one
 Deliberate, honest, straight forward
(see handout)
 Snapshots (the backbone)
 Become a part of the classroom
 5 to 10 minutes
 Often - Tracking Document
 Calibration Meetings/Expert Review – Calibration Document
 Student Interviews
 Data Reviews – Samples
 Periodically, (at least three times a year)
 Grades, discipline, state scores. . .
 Get to see everyone's data
 QIR Document (see handout)
See
Handout
Down Page
Up Page
See
Handout
Treatments/Behaviors
 Summer meetings
 One hour (yes a full hour each)
 One on one . . . Or. . . Four on one
 Deliberate, honest, straight forward
(see handout)
 Snapshots (the backbone)
 Become a part of the classroom
 5 to 10 minutes
 Often - Tracking Document
 Calibration Meetings/Expert Review – Calibration Document
 Student Interviews
 Data Reviews - Samples
 Periodically, (at least three times a year)
 Grades, discipline, state scores. . .
 Get to see everyone's data
 QIR Document (see handout)
Grade Distribution 07/08 3rd Tri
50%
40%
30%
20%
10%
0%
% of A
Males
34%
Females 46%
% of B
28%
26%
% of C % of D
20%
11%
16%
7%
Grade Distribution
07/08 3rd Tri
% of F
8%
5%
50%
40%
30%
20%
10%
0%
% of A
Freshman
39%
Sophmores 35%
Juniors
37%
Seniors
50%
% of B
24%
30%
28%
28%
% of C
18%
19%
20%
14%
% of D
10%
9%
11%
5%
% of F
9%
8%
5%
3%
60%
Grade Distribution 07/08 3rd Tri
50%
40%
30%
20%
10%
0%
% of A
Teacher 1
Bernzott
51%
Department 38%
School
40%
% of B
20%
27%
27%
% of C
9%
18%
18%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Teacher 14
Saunders
Department
School
% of D
3%
10%
9%
% of F
16%
7%
6%
Grade Distribution 07/08 3rd Tri
% of A
25%
36%
40%
% of B
29%
29%
27%
% of C
14%
17%
18%
% of D
16%
8%
9%
% of F
17%
8%
6%
Discipline Infractions – Most to Least
% of A
34%
34%
54%
46%
25%
41%
41%
27%
52%
% of B
28%
24%
29%
19%
29%
30%
25%
28%
20%
% of C
20%
15%
5%
16%
14%
15%
14%
20%
13%
% of D
14%
9%
8%
6%
16%
2%
15%
13%
9%
% of F
4%
18%
5%
13%
17%
13%
5%
12%
7%
Discipline
Infractions
(Total)
47
31
28
28
25
24
24
24
22
33%
34%
19%
9%
5%
22
Teacher 10
32%
29%
15%
15%
10%
20
Teacher 11
30%
30%
23%
8%
9%
19
Teacher 12
37%
34%
10%
11%
10%
17
Teacher 13
37%
27%
25%
6%
6%
16
Teacher 14
23%
40%
17%
12%
9%
16
Teacher 15
14%
23%
20%
34%
9%
15
Teacher 16
Teacher
Teacher 1
Teacher 2
Teacher 3
Teacher 4
Teacher 5
Teacher 6
Teacher 7
Teacher 8
Teacher 9
Failures-Most to Least
% of A
25%
34%
25%
51%
19%
46%
41%
27%
23%
23%
37%
32%
23%
30%
21%
14%
41%
% of B
20%
24%
29%
20%
34%
19%
30%
28%
23%
26%
34%
29%
40%
30%
29%
23%
29%
% of C
23%
15%
14%
9%
25%
16%
15%
20%
29%
24%
10%
15%
17%
23%
21%
20%
18%
% of D
13%
9%
16%
3%
8%
6%
2%
13%
14%
16%
11%
15%
12%
8%
19%
34%
4%
Discipline
Infractions
% of F
(Total)
Teacher
19%
3
Teacher 43
18%
31
Teacher 2
17%
25
Teacher 5
16%
0
Teacher 55
14%
6
Teacher 35
13%
28
Teacher 4
13%
24
Teacher 6
12%
24
Teacher 8
10%
12
Teacher 21
10%
7
Teacher 32
10%
17
Teacher 13
10%
20
Teacher 11
9%
16
Teacher 15
9%
19
Teacher 12
9%
11
Teacher 22
9%
15
Teacher 16
8%
8
Teacher 31
Back Treatments & Behaviors
Treatments/Behaviors
 Summer meetings
 One hour (yes a full hour each)
 One on one . . . Or. . . Four on one
 Deliberate, honest, straight forward
(see handout)
 Snapshots (the backbone)
 Become a part of the classroom
 5 to 10 minutes
 Often - Tracking Document
 Calibration Meetings/Expert Review – Calibration Document
 Student Interviews
 Data Reviews - Samples
 Periodically, (at least three times a year)
 Grades, discipline, state scores. . .
 Get to see everyone's data
 QIR Documents (see handout)
Outcomes
 Improve teacher awareness
 Improved teacher performance
 Improved student performance
 Improve school culture
QIR Excel Sheet
How teachers are enhancing and upgrading the
curriculum mapping began on June 3 throughout the
2008-2009 school year
(Curriculum Development #1)
30
# of Teachers
25
20
15
10
5
0
Unsatisfactory
Beginning
Developing
Proficient
Teacher Perceptions
Adminstrative Review
Exemplary
How teachers are moving the focus of instruction from
memorizing details & facts to teaching skills/using
information
(Curriculum Development #2)
30
# of Teachers
25
20
15
10
5
0
Unsatisfactory
Beginning
Developing
Proficient
Teacher Perceptions
Adminstrative Review
Exemplary
How teachers are progressing on the use of their
Smartboard
(Past Performance #3)
25
# of Teachers
20
15
10
5
0
Unsatisfactory
Beginning
Developing
Proficient
Teacher Perceptions
Adminstrative Review
Exemplary
How teachers use past discipline to adjustment their
behavior and interaction with students
(Past Performance #2)
30
# of Teachers
25
20
15
10
5
0
Unsatisfactory
Beginning
Developing
Proficient
Teacher Perceptions
Adminstrative Review
Exemplary
Use of "best practices" strategies with movies/movie
clips in class
(Past Performance #4)
30
# of Teachers
25
20
15
10
5
0
Unsatisfactory
Beginning
Developing
Proficient
Teacher Perceptions
Adminstrative Review
Exemplary
Intergration of School of Study Startegies into classroom
instruction
(Schools of Study)
35
# of Teachers
30
25
20
15
10
5
0
Unsatisfactory
Beginning
Developing
Proficient
Teacher Perceptions
Adminstrative Review
Exemplary
Teacher utilization of KCCT-like assessments to help you
develop a thinking classroom and drive your instruction
(Assesment Development #1)
30
# of Teachers
25
20
15
10
5
0
Unsatisfactory
Beginning
Developing
Teacher Perceptions
Adminstrative Review
Proficient
Exemplary
Planning & Preparation
30
# of Teachers
25
20
15
10
5
0
Unsatisfactory
Beginning
Developing
Proficient
Teacher Perceptions
Adminstrative Review
Exemplary
Learning Environment
30
# of Teachers
25
20
15
10
5
0
Unsatisfactory
Beginning
Developing
Proficient
Teacher Perceptions
Adminstrative Review
Exemplary
Instruction
35
# of Teachers
30
25
20
15
10
5
0
Unsatisfactory
Beginning
Developing
Proficient
Teacher Perceptions
Adminstrative Review
Exemplary
Assessment
30
# of Teachers
25
20
15
10
5
0
Unsatisfactory
Beginning
Developing
Proficient
Teacher Perceptions
Adminstrative Review
Exemplary
Overall Teacher Performance
35
# of Teachers
30
25
20
15
10
5
0
Unsatisfactory
Beginning
Developing
Proficient
Exemplary
Teacher Perceptions
Adminstrative Review
Administrative
Perception
Instruction
Assessment
Assessment
Instruction
T-test
Planning &
Preparation 0.0001
Learning
Environment
Learning
Environment
Planning &
Preparation
Teacher Perception
0.0000
0.0000
0.0000
Outcomes
 Improve teacher awareness
 Improved teacher performance
 Improved student performance
 Improve school culture
QIR Excel Sheet
Total Population
Spring 02-03
Fall 03-04
Spring 03-04
Fall 04-05
Spring 04-05
Fall 05-06
Spring 05-06
Fall 06-07
Spring 06-07
1st Tri 07-08
2nd Tri 07-08
3rd Tri 07-08
1st Tri 08-09
2nd Tri 08-09
A
31.40%
31.30%
34.20%
31.50%
34.00%
31.70%
32.60%
33.20%
37.60%
36.20%
33.20%
39.50%
41.80%
39.11%
B
26.60%
29.10%
25.00%
28.60%
28.20%
28.00%
27.40%
28.70%
28.30%
29.90%
28.00%
27.20%
29.30%
27.48%
C
23.00%
20.30%
20.20%
21.80%
20.40%
20.60%
20.00%
20.60%
17.00%
18.20%
20.40%
17.80%
15.90%
18.08%
D
F
10.90% 7.90%
10.90% 8.20%
8.80% 11.50%
9.60% 8.10%
9.30% 7.70%
9.70% 9.40%
10.40% 8.90%
9.10% 8.00%
7.50% 8.70%
9.10% 6.70%
10.80% 7.60%
9.00% 6.50%
7.60% 4.40%
8.33% 6.99%
Unintentional Outcomes
 Drop in discipline
 Much more enjoyment in job
 You learn things are not as you thought they were (good
and bad)
 Culture
 Teachers ask for you to come in
 Students expect you to interact




Parent discussions are much different
The observation process becomes more real
Professional development becomes passé
The “unmentionables”
Discipline
Infractions
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009*
Aggressive
Attendance to School
Letters
Employee
460
3
435
18
202
37
978
25
736
28
266
13
Failure to
Comply with
Defiance
Discipline
378
251
132
292
138
292
211
357
191
150
108
104
Fights
35
26
31
46
47
17
Harassment
51
16
13
86
41
22
*Data as of April 13th of given year
Discipline
Infractions
Profanity
Tardies &
Skipping
Tobacco
Disorderly
Conduct
Repeat
Violations
2003-2004
122
1083
50
77
2004-2005
72
1002
29
153
16
2422
2005-2006
76
767
39
153
62
1994
2006-2007
46
739
92
268
127
2976
2007-2008
60
765
34
203
193
2565
2008-2009*
44
348
45
73
197
1436
Total
2370
Profanity
Disorderly
Conduct
Total
Aggressive
Discipline
292
292
357
150
104
Harassment
378
132
138
211
191
108
Fights
Defiance
3
18
37
25
28
13
Failure to
Comply with
Discipline
Aggressive
to School
Employee
Discipline
Infractions
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009*
35
26
31
46
47
17
51
16
13
86
41
22
122
72
76
46
60
44
77
153
153
268
203
73
666
709
740
1039
720
381
*Data as of April 13th of given year
Discipline
Infractions
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009*
Male
1521
1438
1298
1749
1738
818
Female
849
984
696
688
827
618
Fresh
675
715
549
887
824
557
Soph
625
698
52
625
679
396
Jr
591
513
453
446
467
282
Sr
478
496
460
479
595
201
Unintentional Outcomes
 Drop in discipline
 Much more enjoyment in job
 You learn things are not as you thought they were (good
and bad)
 Culture
 Teachers ask for you to come in
 Students expect you to interact




Parent discussions are much different
The observation process becomes more real
Professional development becomes passé
The “unmentionables”
Kim describes what it is like
working with an obsessive
compulsive technology workaholic
 Wonderful
 Great
 Fun
 Love
 Harmony
 “I see skies . . Of blue. . . “
Contact Info
Dixie Heights High School
3o10 Dixie Highway
Crestview Hills, KY 41017
Kim.banta@kenton.kyschools.us
Brennon.sapp@gmail.com
www.bsapp.com