achievement gap task force report

COLUMBIA PUBLIC SCHOOLS

ACHIEVEMENT GAP TASK FORCE

2005-06

Report to the Superintendent

July, 2006

Columbia Public Schools Achievement Gap Task Force

Report to the Superintendent, July 2006

ACHIEVEMENT GAP TASK FORCE

Report to the Superintendent

July, 2006

The Achievement Gap Task Force met four times during the 2005-2006 school year: in

October, November, February, and May. Through these meetings, the Task Force continued to pursue its charge of holding Columbia Public Schools accountable for progress by monitoring district processes targeted at the second Board of Education goal:

Eliminating Achievement Disparities.

This document is a report of topics reviewed at these meetings and Task Force recommendations for 2006-2007 “Priorities for Acceleration.”

Table of Contents

Part I: Task Force Program Reviews

Part II: Summary of Progress and

Priorities for Acceleration

Appendices

Page 3

Page 10

Attachment I: Report on District Achievement Data

Dr. Sally Beth Lyon

October, 2005

Attachment II: Eric Cooper’s Presentation to the

Minority Student Achievement Network

October Teacher Conference

Reported to the Task Force by

Mark Janda and Mike Jeffers

November, 2005

Attachment III: “Teaching the Hard Stuff” by Dr. Ronald Ferguson

Presented to the Minority Student Achievement

Network October Teacher Conference

Reported to the Task Force by

Mark Janda and Mike Jeffers

November, 2005

Attachment IV: ACT Preparation Program

Preliminary Results

Presented to the Task Force by Dr. Sally Beth Lyon

May, 2006

Page 15

Page 28

Page 41

Page 46

Page 1



Attachment V: Report on District MSIP Perceptual Data

Dr. Sally Beth Lyon

October, 2005

Attachment VI: Stand By Me: Sharing the Journey

Presented to the Task Force by Jeff and Zona Burke

February, 2006

Attachment VII: Attendance as an Achievement-Driver


February, 2006

Attachment VIII: Draft of revised

Performance Based Teacher Evaluation document

Presented to the Task Force by Dr. Mary Laffey

May, 2006

Page 51

Page 62

Page 77

Page 79

Page 2



Part I: Review of Programs

2005-2006 marked the first year of Columbia Public School district membership in the

Minority Student Achievement Network (MSAN). Dr. Phyllis Chase opened the task force year by announcing the Columbia Public School district’s affiliation with MSAN, an organization whose mission is to “eliminate race as a predictor of academic performance in schools.” The district sent representative teams to conferences in October

2005 and June 2006. Dr. Chase serves with other member Superintendents on the

Network’s Governing Board, and the CPS Director of Research, Assessment, and

Accountability serves on the Network’s Research Practitioners Council. Task Force members agreed that participation in the network provides validation of the district’s

“data-driven” approach to achievement, permits the opportunity to learn from districts similarly committed to change, and expands the district’s access to research.

Information about the Minority Student Achievement Network can be found on their web site, at: http://www.msanetwork.org/

The Task Force continued to organize its work around the “seven questions” that it posed in its original report, which the district and its subsidiaries use to guide work intended to improve the achievement of African American students. The first section of this report summarizes 2005-2006 Task Force discussions within these seven categories.

Where are the gaps in student achievement in our organizational unit? What are we doing about it?

Report on 2004-2005 MAP, Terra Nova, Explore, PLAN, and ACT data to the Task

Force – October 12, 2005

Dr. Sally Beth Lyon presented 2004-2005 student achievement results as measured by

MAP, Terra Nova, Explore, PLAN, and ACT test data. (That presentation is appended in

Attachment I.) The presentation summarized learning progress for the district’s African

American students, even as disparities in achievement remain.

Dr. Lyon emphasized the district’s emphasis upon analyzing growth in learning for individual students, from one assessment to the next, in addition to monitoring

“snapshots” of student proficiency. For instance, the district can use tools such as the

Tetra Data warehouse to identify students who scored below the 50th National Percentile on a test such as the Terra Nova one year, and subsequently scored above the 50th

National Percentile the next. The educational program of these students can be analyzed:

What course of study did they pursue? What instructional strategies did their teachers use? To what do they attribute their progress? The district also monitors student growth from the Explore test, taken in 8th grade, to the PLAN, taken in 10th, to the ACT, taken by 11th and 12th grade students, to evaluate the efficacy of secondary programming.

Additionally, the data revealed the importance of a rigorous core curriculum. ACT data, in particular, suggest that the gap between the achievement of African American and

Page 3


Report to the Superintendent, July 2006 white students in Columbia is narrower when comparing students enrolled in a college preparatory curriculum.

The school district presented these same achievement results in its report to the Board of

Education in November of 2005. Additionally, each school’s School Improvement Plan includes measures of achievement for African American students, which frame building level goals and provide the mechanism for monitoring progress.

The importance of measuring individual student learning growth and the critical role of a rigorous curriculum also inform the Task Force parameters regarding high expectations and a rigorous curriculum:

How will our organizational unit define and communicate high expectations to all stakeholders?

How will our organizational unit ensure that an aligned, well-sequenced, essential curriculum and high quality instruction is consistently delivered to all students?

MAC Scholars and Other Summer Programs – Report to the Task Force, October

12, 2005 and May 9, 2006

In October, 2005, Dr. Cheryl Cozette and Dr. Mary Laffey presented information regarding the 2004-2005 MAC Scholars Summer Academy, which served 37 African

American 10th graders and was held on the university of Missouri campus in June 2005, and the Minority Intern Program, which is intended to increase the district’s minority teacher pool by exposing Columbia Public Schools minority students to the profession.

Task Force members responded that these programs are excellent recruitment and relationship-building programs, as well as vehicles to provide a rigorous framework of instruction so that students are prepared for upper level course work.

In May, 2006, Mrs. Sharon Williams shared plans for the summer 2006 residential program at the University of Missouri. As in the summer of 2005, rising high school

African American sophomores are identified through grades and test performance and invited to participate in the two week residential program and the University of Missouri.

Curriculum includes the study of literature, social studies, and mathematics and is staffed by Columbia Public Schools and University of Missouri faculty. At the time of Mrs.

Williams’s report, 45 students had accepted invitations to participate.

MSAN Conference Report – Report to the Task Force, November 17, 2005:

“Teaching the Hard Stuff” and “Pedagogy of Poverty, Hope, and Confidence”

Mr. Mike Jeffers and Mr. Mark Janda reported to the Task Force regarding Hickman

High School’s participation in the October 2005 Minority Student Achievement Network teacher conference. In particular, they highlighted information shared by Eric Cooper, in his presentation entitled “Pedagogy of Poverty, Pedagogy of Hope” (Attachment II), and upon the research of Dr. Ronald Ferguson regarding the Tripod project and its

Page 4


Report to the Superintendent, July 2006 implications for teacher-student interactions that impact student learning. Dr. Ferguson has identified a construct coined the “patient sage” – teachers who welcome student questions and the need to re-teach, and who also know many different ways to explain concepts to children who do not initially understand. Dr. Ferguson’s research has also produced a protocol for teacher dialogue around student work entitled “Teaching the

Hard Stuff” (Attachment III). Mr. Jeffers and Mr. Janda spoke to the ways in which

Hickman High School is disseminating this information among teachers through professional development activities.

ACT Prep Program for African American Students – Report to the Task Force,

February 1 and May 9, 2006

Although Columbia Public Schools African American students score higher, on average, on the ACT than do students nationally, there is a disparity in scores between African

American and Caucasian students, even for students similarly enrolled in a college preparatory curriculum. In 2005-2006, the District allocated funds for the Princeton

Review to tutor 30 Rock Bridge and Hickman High School African American juniors through 18 hours of instruction and 3 practice ACT tests.

In February, Dr. Wanda Brown announced the program to Task Force members; in May, she and a group of student participants reported on the project. Students spoke positively of their experiences with the program. They stated that the program focused on test taking strategies, but provided a review of mathematical formulas and English rules as well. Strategies learned through the program proved useful when taking tests other than the ACT. Students suggested improvements to the program such as smaller class sizes, more time, covering strategies for one curricular area at a time, and scheduling the program so that it does not conflict with semester final examinations.

Dr. Sally Beth Lyon provided Task Force members with a summary of test results for students who participated in the program and took the ACT in February 2006

(Attachment IV).

Task force discussion highlighted the need to offer such test preparation for all minority students as an integral Columbia Public Schools program. Ann Landes, district Director of Guidance, reported that Columbia Public Schools offers workshops for teachers in order to enable them to prepare students for the ACT. Dr. Cheryl Cozette also spoke to the alignment between Columbia Public Schools curriculum and the Explore, PLAN, and

ACT tests. Task Force members agreed test prep programs, while helpful, are no substitute for participation in a rigorous curriculum.

MAC Scholars student presentation to Board of Education – April 2005 (filmed for

Task Force presentation May 9, 2006)

Each of the district’s middle, junior, and senior high schools has a Minority Achievement

Committee (MAC) Scholars program fully implemented. A panel of students from

Lange Middle School and Oakland Junior High School reported to the Board of

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Education in April about their experiences in the MAC Scholars curricular and cocurricular programs at their schools. This presentation was aired for the Task Force in

May. Members agreed that the wisdom these students shared, about their own achievement, about teacher-student relationships, and about high expectations, should be disseminated through professional development venues for all teachers.

How will our organizational unit ensure high levels of learner engagement and selfefficacy for all students?

How will our organizational unit ensure an inclusive, welcoming atmosphere that supports all students, staff, and families, and that promotes trust and respect among all stakeholders?

Larry Bell visit to Columbia: My Wonderful Ones – September, 2005 (and report to the Task Force – October 12, 2005)

On a Saturday in September 2005, 250 Columbia Public Schools educators, and several

Task Force members, gathered at Smithton Middle School to hear Larry Bell’s presentation about strategies to improve African American student achievement, including relationship-building and energized classrooms. Mr. Steve Calloway, Dr. Carol

Garmon, and Mr. Phil Steinhaus shared their experiences and thoughts regarding the workshop with the Task Force. These reflections highlighted:



The impact such relationship building has on learning;



The relationship between belief and action;



The value of sharing these ideas beyond schools: with community groups,

 churches, and parents.

Review of Perceptual Data and its impact on Achievement: Report to the Task

Force – October 12, 2005

The Columbia Public School district administers a perceptual survey to students, parents, and teachers every year. In 2004-2005, the district amended its student and faculty surveys to include questions directed at perceptions of self-efficacy, teacher support and encouragement, and learning expectations that research by Dr. Ronald Ferguson at

Harvard University (The Tripod Project) suggests are pivotal in driving achievement gains for African American students. Dr. Sally Beth Lyon presented an analysis of 2004-

2005 survey results, juxtaposed against student learning results (Attachment V).

Task force members agreed that such analyses can promote changes in values and beliefs, as well as in practice, by highlighting the relationship between attitude and achievement in such areas as:

 Teachers’ confidence in student ability

 Family’s confidence in student ability



Talking to parents regularly about school



Student understanding of the relationship between tenacity, hard work, and achievement

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

Peer perceptions

How will our organizational unit collaborate with its community and parents to plan and implement programs that address family needs and promote student achievement?

Pre-School Update – November 17, 2005

Dr. Jack Jensen presented information about the three basic Columbia Public Schools preschool programs: Parents as Teachers, Early Childhood Special Education, and Title I

Early Childhood Education.



Parents as Teachers: o Services began in 1985-86 with 230 families; today PAT serves 2,496 families o PAT+: works with other community organizations to support low income families



Early Childhood Special Education: Services provided with Stephens College and in home settings



Title I Early Childhood Education o Services provided in a classroom setting: morning or afternoon half day programs o CPS ratio of 2 teachers to 15 students. o Partnership with Head Start at Park Avenue – program provided with transportation, hot breakfast and lunch, at no cost o Jumpstart partnership with West Boulevard and Field Elementary Schools

– college students partnered with preschoolers

Dr. Jensen’s report highlighted national data which demonstrates how investments in early childhood initiatives result in positive outcomes for children as they enter public school and grow into adulthood. Task force discussion around this presentation focused on the need to provide additional resources in Early Childhood programming, including transportation for all students.

Stand By Me: Sharing the Journey – February 1, 2006

Jeff and Zona Burke reported on the function, structure, and philosophy of the Stand By

Me Mentoring Program at West Boulevard Elementary School (Attachment VI). This three-year project matches every 4th and 5th grade student with an adult volunteer mentor. Each mentor “follows” his or her mentee to middle school, easing this key transition. The program is funded through a U.S. Department of Education grant. Task force reflections regarding the presentation focused on the need to expand the program to other schools, sustain it once grant funding expires, and track its efficacy for students over time. The need to recruit additional men to serve as mentors was also noted.

Page 7



Parent Participation/Outreach (African American Pastors) – Report to the Task

Force, February 1, 2006

In early 2006, Dr. Phyllis Chase initiated a meeting with African American ministers, in order to disseminate accurate information through community leaders to parents, and to solicit the support of the faith community in the district’s efforts to engage parents as partners in student academic success. Task Force members encouraged the district to continue these contacts, and to partner with the faith community in communicating the importance of family-school partnership, attendance, and participation in a rigorous curriculum.

MAC Scholars Parent Group – Report to the Task Force, February 1, 2006

Several African American parents whose children are participants in the MAC Scholars programs at Rock Bridge and Hickman High Schools have formed a Parent Group, in order to share information and to promote the program. Dr. Wanda Brown reported on this welcome initiative.

Parent Support Data (Attendance) – Report to the Task Force, February 1, 2006

The task force reviewed data presented by Dr. Sally Beth Lyon that correlates attendance to student achievement on standardized tests (Attachment VII). Attendance is an important “achievement-driver.” The test scores of students with poorer attendance are lower, regardless of race, but there is a troubling “attendance gap” between African

American and white students. Task Force members encouraged the district to share this information with community, parents, and students, and to make attendance a focus for accountability of all stakeholders.

How will our organizational unit ensure that highly qualified personnel instruct every student?

Review of Performance Based Teacher Evaluation Process and Student

Achievement – Report to the Task Force, May 9, 2006

During the 2005-2006 school year, Columbia Public Schools administrators collaborated to create a revised statement of performance expectations for teachers to be used in the district’s Performance Based Teacher Evaluation process. Expectations for teacher performance are now more clearly and explicitly aligned with Board of Education goals and with Achievement Gap Task Force parameters (the “seven questions”) (Attachment

VIII). Dr. Mary Laffey reported to the Task Force about the status of these changes:

Teachers are reviewing the proposed document in building meetings and the district anticipates adopting the new statement of performance expectations for the 2006-2007 school year.

Page 8



Achievement Gap Study Team Report: Gentry Middle School – Report to the Task

Force, May 9, 2006

Dr. Shelli Adams of Gentry Middle School shared information with the Task Force about professional development activities among Gentry faculty over the past three years, including book studies of Why Are All the Black Kids Sitting Together in the Cafeteria?

by Beverly Daniel Tatum, Closing the Achievement Gap by Belinda Williams, Bridging the Literacy Achievement Gap Grades 4-12 by Dorothy Strickland and Donna

Alvermann, and dissemination of Larry Bell’s ideas and materials. Dr. Adams shared ways in which the faculty have implemented strategies gleaned from this learning. Task

Force discussion centered upon the importance of extending teacher learning into classrooms and the importance of values and beliefs as well as strategies and actions.

Page 9



Part II: Summary of Progress and Priorities for Acceleration

The Task Force reached the following conclusions as a result if its work throughout the year reviewing district data and processes intended to eliminate achievement disparities based on race:



While progress is being made in some areas, our data continue to show a persistent and unacceptable gap in performance between African American and white students.



Early Childhood interventions remain non-negotiable.



Students must enroll in a college-prep curriculum.



Targeted interventions, such as MAC Scholars and the ACT Prep Program, are promising practices.

 Perceptions matter: The data show that students’ beliefs about themselves, and teachers’ beliefs about students, are strongly related to student achievement.



Attending school is non-negotiable. The data show a strong relationship between attendance and standardized test performance.



Community involvement, such as cultivating faith-based allies and expanding mentoring programs, holds great promise for progress.

The following is a summary of Task Force members’ additional observations, organized by each of the seven parameters:

Where are the gaps in student achievement in our organizational unit? What are we doing about it?

District Accomplishments:

The district has recognized the gap and identified the indicators in student performance by developing reporting mechanisms for all schools. We have acknowledged the problem and put strategies in place to address it.

The district faces reality, using data, more clearly:



African American students score below others on standardized tests and on virtually every other measured used.



Fewer minorities enroll in AP and

Honors classes.



Students whose families qualify for

Free/Reduced Lunch assistance score below “Paid Lunch” students, but even within similar socio-economic circumstances, a “black-white” achievement gap is evident.

Priorities for Acceleration:

Analyze data regarding drop-outs and use evidence to explore ways to intervene.

Define “high expectations” and clearly communicate to all stakeholders. What are the measures of a successful student?

Continue to teach teachers about the gap.

Share and communicate the data relentlessly.

Ensure that data is used diagnostically for individual students at the building level.

Use more stories: they put a “face” on the data.

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

Many minority students begin at a disadvantage when they enter school.

 An “attendance gap” is evident between black and white students, and attendance appears to be a key achievement driver.



There do not seem to be marked differences in student perceptions based on race, but positive perceptions do seem correlated with higher achievement.

How will our organizational unit define and communicate high expectations to all stakeholders?


The district has focused on African

American stakeholders, by engaging parents, students, and at-risk populations to emphasize achievement.

Principals have shared the data.

Professional development around “gap” issues has occurred.

There is more open communication about data and minority issues.

MAC Scholars and Princeton Review are examples of programs that communicate high expectations.


Define “high expectations” explicitly, and hold teachers and students accountable for meeting them.

Add “high expectation” language to the revised PBTE and PBAE documents.

Open honors curriculum to all students who want to take these courses and do the work. Eliminate structural “gate-keeping.”

Involve parents and the community in expecting the most of all students.

Engage the Hispanic population.

Increase awareness of MSAN work.

Share the ideas of MAC Scholars K-12.

Help one another.

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How will our organizational unit ensure that an aligned, well-sequenced, essential curriculum and high quality instruction is consistently delivered to all students?


The district has adopted a standardsfocused curriculum and promotes its use through professional development and tools such as Curriculum Tracker.

The district’s Program Evaluation process for curriculum review and revision holds curriculum areas responsible for delivering a standards-based curriculum.

The PBTE revisions align our teacher evaluation process with district expectations regarding curriculum delivery and instructional methods specifically intended to eliminate achievement disparities.

Classroom Walkthrough processes provide observational data to ensure that teachers are meeting district expectations for curriculum delivery and instructional methods.


Focus on data at the building level to address students in need, so that teachers develop and implement appropriate academic support interventions.

Enhance inter-building communication and coordination. Specifically, create more effective cohesion and alignment of MAC

Scholars programming between middle, junior, and senior high schools.

At a minimum, ensure that all students have access to honors coursework by eliminating structural “gate-keeping.”

Evaluate the proposal to eliminate honors course designations through 10th grade and heterogeneously group students, ensuring that all students experience an honors curriculum.

Expand early childhood offerings.

How will our organizational unit collaborate with its community and parents to plan and implement programs that address family needs and promote student achievement?

District Accomplishments :

MAC Scholars have involved parents and have begun to organize them into a support network for all parents.

The district has involved the African

American community through its pastors.

The district has entered into promising community partnerships regarding the delivery of early childhood education.


Focus on actively, consistently involving parents at the school level.

Reach out to the community through

Partners in Education, other faith-based organizations, and community groups.

Celebrate our achievements in the community.

Page 12



How will our organizational unit ensure that highly qualified personnel instruct every student?


The district’s interview processes include screening tools that focus on relationships in hiring decisions.

The district hires earlier, gets contracts out earlier, and has implemented recruiting programs, including the Minority Intern

Program.

All teachers are certified.

The revised its PBTE document and

Classroom Walkthrough observational practices to align with expectations regarding eliminating achievement disparities.

The Board of Education implemented a minimum starting salary.


Require appropriate professional development for all staff.

Revise Performance Based Administrator

Evaluation (PBAE) to align with board goals and Achievement Gap Task Force expectations.

Recruit and retain minority staff.

Re-examine teacher assignments to reflect student needs (i.e. most effective teachers assigned to at-promise populations).

Ensure that the new PBTE document leads to a focus on student learning results within teacher evaluation.

How will our organizational unit ensure high levels of learner engagement and selfefficacy for all students?


Programs such as MAC Scholars communicate to students that they are special.

Larry Bell’s visit to Columbia provided useful suggestions that are being implemented in classrooms district-wide.

Increasingly, teachers and program sponsors are involving role models from the African American community with students.


Create the expectation that all teachers communicate to all students that they are smart and can be successful.

Increase efforts to develop personalization approaches such as advisory, tutoring, and more support staff to engage learners.

Create additional alternatives to traditional school structures.

Increase African American student involvement in extra-curricular and cocurricular activities.

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How will our organizational unit ensure an inclusive, welcoming atmosphere that supports all students, staff, and families, and that promotes trust and respect among all stakeholders?


The West Boulevard Model School and

Stand By Me Mentoring program has implemented practices that increased family involvement.


Increase efforts to help schools become more parent friendly and to engage and involve African American families.

Share best practices used by staff that result in success with achievement gap issues.

Increase transition efforts, to build relationships between buildings and develop system-wide efforts.

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Attachment I: Report on District Achievement Data

Dr. Sally Beth Lyon

October, 2005

Slide 1

Slide 2

Scores for each subgroup identified by “No Child Left Behind”

(NCLB) will demonstrate achievement growth equal to or greater than achievement of the non-minority population.


Eliminate

Achievement

Disparities

 Missouri Assessment

Program 2001-2005



Terra Nova Tests in

Reading and Mathematics



ACT



Growth



Course of Study - Curriculum

Page 15



Slide 3

Columbia Public Schools

Missouri Assessment Program

Third Grade Communication Arts

Slide 4

10

0

30

20

60

50

46.9

40

38.8

11.6

2001-2002

47.6

40.3

9.9

2002-2003

48.9

41.5

16.8

2003-2004

51.1

42.4

15.3

2004-2005

60

50

40

30

20

10

0

48.4

41.9

9.6

2001-2002



Seventh Grade Communication Arts

50.3

49

51.7

42 42.1

40.6

8.4

2002-2003

9.8

2003-2004

13.2

2004-2005

Total

White

Black

Total

White

Black

Page 16



Slide 5

Slide 6

35

30

25

45

40

20

15

10

5

0

41.3

37.6

11.6

2001-2002



Eleventh Grade Communication Arts

40.8

38.3

38.4

37.2

33.2

32.2

8.5

2002-2003

6

2003-2004

7.6

2004-2005

60

50

40

30

20

10

0

55

44.5

11.4

2001-2002



Fourth Grade Mathematics

53.3

47.5

46.2

39.5

53.2

46.1

10.6

2002-2003

14.5

2003-2004

17.7

2004-2005

Total

White

Black

Total

White

Black

Page 17



Slide 7

30

25

20

15

10

5

0

27.3

22.3

1

2001-2002

Slide 8



Eighth Grade Mathematics

24.1

22.8

20.3

20

25.7

22.7

3.4

2002-2003

1.2

2003-2004

2.6

2004-2005



Tenth Grade Mathematics

32.1

26.9

27.1

24

32.9

28

15

10

5

0

35

30

25

20

24.7

21.6

0

2001-2002

1.9

2002-2003

2.3

2003-2004

4.5

2004-2005

Total

White

Black

Total

White

Black

Page 18



Slide 9

Columbia Public Schools -Terra Nova Reading

Percent of Students Performing Above 50th National Percentile

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Grade 4 Grade 5 Grade 6

2003-2004

2004-2005

Grade 8 Grade 9

Slide 10


Percent of Students Performing Above 50th National

Percentile

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

2003-2004

2004-2005

Black White

Grade 4

All Black White

Grade 5

All Black White

Grade 6

All Black White

Grade 8

All Black White

Grade 9

All

Page 19



Slide 11


Percent of Students Performing Above 50th National

Percentile

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

2003-2004

2004-2005

Black White

Grade 4

All Black White

Grade 5

All Black White

Grade 6

All Black White

Grade 8

All Black White

Grade 9

All

Slide 12

Page 20

Slide 13



Slide 14

Page 21

Slide 15



Slide 16

Growth is Our

Arrow

Proficiency is our Target

Page 22



Slide 17

20

15

10

5

0

30

ACT

2005

25

20

16

24

23.3

23.8

23.3

16.6

24.3

23.7

23.8

23.2

17.8

17 17

24.1

23.5

15

10

Slide 18

African American Students (59)

White Students (609)

All CPS Students (802)

5

0

English Mathematics Reading Science Composite


Explore/PLAN/ACT Growth for

Eighth Graders in 2001-2002

Composite

25

Black

White

Explore PLAN ACT

Page 23



25

20

15

10

5

0

Slide 19

25

20

15

10

5

0

Slide 20

Explore




English

PLAN




Mathematics

Explore PLAN

ACT

ACT

Black

White

Black

White

Page 24



25

20

15

10

5

0

Slide 21

25

20

15

10

5

0

Slide 22

Explore




Reading

PLAN




Science

Explore PLAN

ACT

ACT

Black

White

Black

White

Page 25



Slide 23

15

25

20

20.8

17.1

ACT 2005

Core + Curriculum

African American Students - Columbia

African American Students - National

21

19

17.4

20.7

17.7

17.9

20.5

17.7

10

5

0

English Mathematics Reading Science Composite

Slide 24

15

ACT 2005 – Impact of Curriculum

30

25

25

20

20.8

25.1

19

25.2

20.7

24.6

25.1

21

20.5

21.5

21

22.2

22.1

21.8

13.7

15.4

15.4

16.6

15.4

10

African American Students - Columbia

White Students - Columbia

5

0

En gl is h

M at he m at ic s

R ea di ng

Sc ie nc e

C om po

Core + Students si te

En gl is h

M at he m at ic s

R ea di ng

Sc ie nc e

C om

Less Than Core po si te

Page 26



Slide 25

Slide 26

How will our organizational unit ensure that an aligned, well-sequenced, essential curriculum and high quality instruction is consistently delivered to all students?


Page 27



Attachment II: Eric Cooper’s Presentation to the Minority Student Achievement Network

October Teacher Conference

Reported to the Task Force by Mark Janda and Mike Jeffers

November, 2005

Slide 1

1

Slide 2

48% of high schools in the nation's 100 largest districts, less than 50% of entering ninth graders graduate in 4 years.

From 1993 to 2002, the high schools which have graduated less than half their ninth grade class in 4

2

Page 28

Slide 3



“ The Pedagogy of Poverty vs. Good

Teaching ”

Slide 4

3

Literacy rich environment

4

Page 29



Slide 5

A Pedagogy of Hope (cont ’ ’ d)

Connecting school with home, culture & community

Problem focused learning

Collaborative & applied work on issues of deep concern to the students & the community

Engagement in substantive dialogue, discussion

& debate about the substance of content among students

5

Slide 6

79% Free Lunch – 11% Reduced Priced Meals

1997 1998 State Average Pass rate on ISTEP was 66.6%

Florence Fay ’ ’ s Pass Rate was 28.9%


Florence Fay ’ ’ s Pass Rate was 89.0%

6

Page 30



Slide 7




7

Slide 8

IPS Stephen Foster K 8


1997 1998 State Average Pass rate on ISTEP K

8 was 66.6%

-


8

Page 31



Slide 9

Slide 10




9




Blue Ribbon School

for 2003.

10

Page 32



Slide 11




11

Slide 12

Four Year Data from 15 th

S.Y. 03 04

S.Y. 02 03

S.Y. 01 02

S.Y. 00 01

12

Page 33



Slide 13

Cityview Performing Arts Magnet

Middle School, Minneapolis

Before intervention --

After intervention --

13

Slide 14

between 2002 2003 have shown an average combined total of 5.2%, or the district ’ ’ s

14

Page 34



Slide 15

Newark, NJ Public School (cont ’ ’ d)

Most notably, with the last year (2004 2005),

15

Slide 16

16

Page 35

Slide 17



Slide 18

Universal Themes (cont ’ ’ d)

Hubris vs. humility – “ God like ”

17

18

Page 36



Slide 19

Universal Themes (cont ’ ’ d)

19

Slide 20

Spirituality pervades the traditional African &

African American ethos. It is based on the belief that all elements in the universe are of one substance (Spirit) & that all matter, animate or inanimate are merely different manifestations of the Godforce (Spirit)

Resilience is the conscious need to bounce back from disappointment & disaster & to have the tools of humor & joy to renew life ’ ’ s energy.

Humanism describes the African view of the whole word as vitalistic (alive) & this vitalism as grounded in a sense of goodness.

20

Page 37



Slide 21

Nine African American Cultural Themes

(cont ’ ’ d)

Communalism denotes awareness of the interdependence of people.

Orality & Verbal Expressiveness refers to the special importance attached to knowledge that is passed on through word of mouth & the cultivation of oral virtuosity.

Realness refers to the need to face life the way it is without pretense

Slide 22

Nine African American Cultural Themes

(cont ’ ’ d)

Personal Style & Uniqueness refers to the cultivation of a unique or distinctive personality or essence & putting one ’ ’ s own brand on an activity.

Emotional Vitality expresses a sense of aliveness, animation, and openness conveyed in the language, oral literature, song, dance, body language, folk poetry, and expressive thought.

Musicality/Rhythm demonstrates the connectedness of movement, music, dance, percussiveness, and rhythm, personified through the musical beat.

demonstrates the connectedness of movement, music, dance, percussiveness, and rhythm, personified through the musical beat.

21

22

Page 38



Slide 23 they so choose, a university or college of their choice. highest levels of intellectual performance -avoiding

Slide 24

Educators understand, use and adapt with instruction aligned the culture, language and cognitive experiences students bring to school communities -culturally

23

Educators avoid use of labels such as: “ low performing, ” “ at risk, ” “ academically challenged, ”

“ emotionally disturbed, ” “ disabled, ” and “ mentally retarded.

”

24

Page 39



Slide 25

“ skills in use ” so that the students learn to internalize the skills applied to real world situations, & learn in a stereotypes or “ snap judgments ” about student ability based on the race, immigrant status or socio economic

25

Page 40



Attachment III: “Teaching the Hard Stuff” by Dr. Ronald Ferguson, presented to the

Minority Student Achievement Network October Teacher Conference

Reported to the Task Force by Mark Janda and Mike Jeffers

November, 2005

This a joint publication of FreshPond Education and the Tripod Project Winter 2004-

2005

Teaching the Hard Stuff:

A Collaboration of the Tripod Project and FreshPond Education

What is “Hard Stuff” and what is a “Cycle of Inquiry”?

“Hard stuff” consists of material that at least part of the class finds difficult to master. In a “cycle of inquiry,” teachers are organized into teams to generate and share ideas about how to address a particular assignment (called an “Item of Hard Stuff”). One member has selected that assignment to present, because some students have had trouble. Possible diagnoses are grouped under two headings: feasibility (whether success on the assignment was indeed feasible) and focus (whether students were sufficiently focused and engaged). Page 3 describes how to prepare for participating in a cycle of inquiry and what to expect.

What is the Tripod Project?

The Tripod Project is an initiative spearheaded by Dr. Ronald F. Ferguson at the Wiener

Center for Social Policy Research within Harvard University’s John F. Kennedy School of Government. The initiative is aimed at increasing communication and building knowledge among teachers about ways of achieving success in the classroom by attending to all three legs of the instructional tripod—content, pedagogy and relationships—with the aim of helping all students, but especially students of color, to achieve at higher levels. In addition, the project collects data during the school year and provides feedback to schools and teachers to help inform school-level efforts.

How does a Teaching the Hard Stuff Cycle of Inquiry fit into the Tripod Project?

The Tripod Project encourages teachers to attend more carefully to how each leg of the tripod interacts with five key tasks of social and intellectual engagement in their own classrooms:

1) Establishing trust between students and teachers;

2) Achieving an appropriate balance between teacher control and student autonomy;

3) Collaborating with students to commit to ambitious learning goals and to overcome ambivalence by either party;

4) Working industriously to achieve goals for learning and to recover from any disengagement or discouragement due to setbacks;

Page 41



5) Helping students to master and consolidate what they have learned and to connect goals and understandings forward in positive anticipation of future classes and life experiences where what they have learned will be applicable.

The Teaching the Hard Stuff cycle of inquiry is a professional learning activity specifically situated within tasks 3 and 4. It aims at helping both teachers and students to be ambitious and industrious, because success with hard stuff becomes more feasible and classroom conditions promote focus.

What is FreshPond Education and what is its role in the project?

FreshPond Education is a professional development organization that uses team-based approaches to improve instruction and student learning. The Tripod Project collaborated with FreshPond Education to design the Teaching the Hard Stuff cycle, support services, and materials. FreshPond.net is an online toolbox designed to facilitate communication within and across teams of teachers working through cycles of inquiry. For more information see The Tripod Project (www.TripodProject.org) or FreshPond Education

(www.freshpond.com).

©2004 FreshPond Education and the Tripod Project

Page 42



Teaching the Hard Stuff Cycle of Inquiry: How to Prepare and What to Expect

Preparation for the Group Discussion (4-7 colleagues participate)

One person will present an “Item of Hard Stuff” that will be the focus of an hour-long discussion. If you are the presenter, please bring items A, B, C and D as listed below

(under step one) and think through your responses for steps one, two and three, as outlined below. If you are not the presenter, bring paper and pen to take notes. (At least one person should be the official note taker.)

STEP ONE: The “Item of Hard Stuff” and Relevant Background -

Approx. 15 minutes of discussion

The Item of Hard Stuff

What is the Item of Hard Stuff? This is the performance task, test question, or assignment on which some students failed to perform well. If possible, present the exact instruction(s) to which you asked students to respond. Ideally, you should bring (A) one photocopy of the assignment for each discussion member.

Purpose

Briefly describe the purpose of the assignment – in other words, the skills, content or understandings that you were trying to test.

The Lesson(s)

Briefly describe the lesson(s) or activities you used to prepare the students for the assignment.

Student Performance

Briefly describe the typical range of student performance (e.g., high, middle, low) on this item. Note any interesting patterns. What are the characteristics of the students who performed well and not so well? Characteristics to consider may include your students’ prior academic experiences, gender, race or ethnicity, and socio-economic background. If possible, bring (B) examples of high, middle and low quality student work on the assignment. In addition, please bring (C) any rubric or criteria used to evaluate the student work. (D) Information on the distribution of student performance on the assignment.

Context

Briefly describe any key issues that you want to highlight for your team. For example, where does the Item of Hard Stuff fall in the curriculum? What comes before and after?

Why it is important for students to perform well on this item? What is the general proficiency level (e.g., SPED, “regular,” “gifted”) of the students?

Page 43



STEP TWO: Brainstorm Diagnoses & Instructional Responses . For each question below, ask: “Is there a chance that this was a problem for some students (for example, skills, vocabulary, concepts, facts, strategies, or anxiety)?” Then, discuss instructional responses (including, when appropriate, revisions to the assignment).

Feasibility of Success.

Approx. 20 minutes of discussion.

1. Did students have the necessary skills to succeed with this Item of Hard Stuff?

2. Did students understand the vocabulary in this Item of Hard Stuff?

3. Did students have sufficient command of required concepts and background facts?

4. Did students understand and apply effective strategies to complete the work?

5. Did students suffer from excessive self-doubt and anxiety while trying to complete the work?

Student Focus.

Approx. 20 minutes of discussion.

1. Did students perceive the material as relevant to their lives?

2. Did students experience lessons as interesting and enjoyable, not boring?

3. Did teachers & parents provide an appropriate blend of encouragement and press?

4. Were the students’ peers supportive, or at least neutral?

5. Were there special circumstances that distracted students?

STEP THREE: Complete Columns 1 and 2 of the Summary Table (sample is on page 4) as preparation for re-teaching the lesson and sharing insights with colleagues outside the team.

Page 44



©2004 FreshPond Education and the Tripod Project

Page 45



Attachment IV: ACT Preparation Program Preliminary Results


May, 2006

Slide 1

ACT Preparation Program

Columbia Public Schools

Report to Achievement Gap

Task Force

May 2006

Slide 2

Columbia Public Schools

Program Monitoring and Evaluation Plan

School Name(s)

Program/

Strategy Name

Rock Bridge High School

Hickman High School

Princeton Review ACT Prep Project

Date

Contact Person(s)

March 13, 2006

Wanda Brown, Betsy Monoco-Jones, Symone Thomas

Program Goals:

1.

Ensure that students served are admitted to the colleges of their choice.

2.

Increase ACT scores for students served.

3.

Increase the number of African American students who take the ACT.

4.

Increase the number of times African American students take the ACT.

5.

Close the gap in ACT scores between African American and white students.

6.

Establish an academic cohort to mentor and role model for other African

American students.

Monitoring/Evaluation Plan:

Demographic Data (Enrollment, Participation)



See attached list of 15 RBHS and 15 HHS students enrolled in the program, winter 2006.



See attached attendance in program sessions and the number of practice tests taken by participating students.

Process Data

This is where you would refer to descriptions of the program – how students were recruited, the curriculum they were provided, vendor contact information, etc. Include whatever descriptions of program processes would be necessary to replicate the program.

Perceptual Data

See attached results of ACT Prep Pilot survey administered to students.

Achievement Data



See attached spreadsheet with Explore – PLAN – ACT scores of participating students.

(ACT scores from February 11, 2006 administration of the ACT). This report includes an indictor of whether each student’s PLAN and ACT score represented progress that was below, at, or above expected progress given the scores of students nationally.



See attached spreadsheet and graph comparing the mean ACT scores of students enrolled in the program to the mean ACT scores of other African American students who took the

ACT on February 11, 2006, and to African American students who took the ACT in

2005, in CPS and nationally

Page 46



Slide 3

25.0

20.0

20.1

Average ACT Scores: Princeton Review Project

ACT Prep Pilot Students

2004-2005 CPS African American Students (59)

Other African American Students Testing 2/11 (15/7 Seniors)

African American Students Nationally 2004-2005

20.2

19.4

19.4

19.8

15.0

10.0

5.0

0.0

MATH SCIENCE READING ENGLISH COMPOSITE

Slide 4

MATH SCIENCE READING ENGLISH COMPOSITE

Student Name

Student

ID

BADRESINGH, KIMBERLY ANNALISE 46411

BROWN, WHITNEY NADINE 35881

BUNYECHA, YANDE

CHOUDHRY, AQUIB ALI

49900

71445

PLAN

Math

17

16

15

9

ACT

Math

DEVESE, SECILY DEMIA

EDWARDS, JASMINE JANEE

FONVILLE, ALICIA CAPRICE

GORDON, KEYONNA DE TRICE

HORNE, JESSIKA JANEE

JONES, SEVANYE QUENTEL

LEYSHOCK, CLARK SPENCER

37447

37249

42088

33976

38689

35856

36741

17

17

16

17

18

19

16

14 LUCAS, KAYLA CHEIRE

Maxwell, Isaiah

MCDONALD, VICTORIA MARIE

MEUIR, VANESSA M.BALTIMOR

MONROE, ALYSSA RENEE

MONROE, CHRISTINA MARIE

NUNNELLY, ARIEL RAE

35188

77020

37726

42750

43020

42999

66164

15

16

22

21

17

Olive, Dexter

PAGE, CHELSEA ALLEGRA

PARKER, MAY ELICE

RAINEY, ANTONIO JAMAAL

SQUARE, BRITTANY NICOLE

TATUM, CIARA MONIQUE

TEZAK, JAZMINE MARIE

WHITE, ARON GEOFFRY

WILLIAMS, LATOYA LEE

WOODS, BLAIR MICHAEL

WRIGHT, DEJA A

Wright, Jazzmine

76965

37394

65086

30753

36532

36387

62919

65356

36100

37620

73400

75979

17

15

19

31

19

16

18

15

16

13

14

18

29

22

25

15

16

14

24

18

27

30

21

17

17

25

24

16

16

15

25

19

19

14

PLAN to

ACT

Progress: Scien

Math*

PLAN ce

ACT

Science

A

E

E

A

19

15

15

18

20

19

21

11

PLAN to

ACT

Progress: Readi

Science*

PLAN ng

E

E

A

B

20

15

15

13

ACT

Reading

16

17

17

11

PLAN to

ACT

Progress: Englis

Reading*

PLAN h

ACT

English

B

E

E

B

17

15

19

14

23

21

19

8

PLAN to

ACT

Progress: Composit

English*

PLAN e

ACT

Composit e

E

A

E

B

18

15

16

21

19

19

11

A

A

E

B

E

B

E

E

19

20

21

16

19

18

16

14

25

22

18

18

25

25

19

17

A

E

B

E

A

A

E

E

20

25

14

15

22

16

14

15

24

26

19

18

22

21

19

16

E

E

E

E

E

E

E

E

16

22

19

16

22

22

16

15

24

24

14

14

28

23

20

9

A

E

B

B

A

E

E

B

18

21

18

16

20

19

16

15

24

22

19

25

24

17

17

14

20

23

B

E

A

E

A

E

A

A

E

A

E

E

E

E

17

18

22

16

20

21

20

20

18

18

20

21

18

19

17

11

23

24

23

21

20

19

19

20

23

26

20

21

16

B

E

E

A

E

E

E

E

E

E

E

E

E

E

13

21

18

15

17

17

20

19

17

16

19

23

10

15

16

13

20

21

22

21

20

21

18

18

20

28

16

26

15

E

E

E

E

E

E

E

E

E

E

A

E

A

E

9

18

23

16

21

19

17

17

19

16

23

20

14

16

16

11

29

25

20

23

17

20

24

13

23

28

16

14

14

E

A

E

E

E

B

E

E

B

E

A

E

B

B

14

18

21

17

19

18

16

20

24

19

18

19

21

19 April test

14

17

16

17

19

14

21

17

23

28

12

23

25

22

23

April test

Page 47



Slide 5

90.0%

80.0%

70.0%

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%

Columbia Public Schools PLAN/ACT Progress 2003 - 2005

M athematics

CPS - 2005 National 2005

77.0%

70.0%

25.0%

14.0%

Above Expected

5.0%

10.0%

Below Expected Expected Progress

Math

Slide 6

Columbia Public Schools PLAN/ACT Progress 2003 - 2005 by Ethnicity

M athematics

African American - CPS 2005 White - CPS 2005 National 2005

90.0%

80.0%

70.0%

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%

16.3%

25.0%

14.0%

Above Expected

76.7%

70.9%

77.0%

Expected Progress

Math

7.0%

4.1%

10.0%

Below Expected

Page 48



Slide 7

Slide 8

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%


M athematics

ACT Prep Pilot Students

90.0%

African American - CPS 2005 White - CPS 2005 All Races - National 2005

80.0%

76.7%

70.9%

77.0%

70.0%

34.6%

16.3%

25.0%

14.0%

53.8%

11.5%

7.0%

4.1%

10.0%

Above Expected Expected Progress

Math

Below Expected

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%


Reading


90.0%


84.6%

80.0%

81.4%

72.6%

75.0%

70.0%

60.0%

7.7%

2.3%

21.0%

14.0%


Reading

7.7%

16.3%

6.4%

12.0%

Below Expected

Page 49



Slide 9

40.0%

30.0%

20.0%

10.0%

0.0%


English


80.0%


72.1% 71.7%

75.0%

70.0%

60.0%

50.0%

50.0%

19.2%

16.3%

21.6%

12.0%

30.8%

11.6%

6.8%

8.0%


English

Below Expected

Slide 10

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%


Science


90.0%


80.0%

70.0%

69.2%

69.8%

71.1%

77.0%

19.2%

11.6%

25.0%

12.0% 11.5%

18.6%

3.9%

11.0%


Science

Below Expected

Page 50



Attachment V: Report on District MSIP Perceptual Data

Dr. Sally Beth Lyon

October, 2005

Slide 1

Perceptual Data


Slide 2

How will our organizational unit ensure an inclusive, welcoming atmosphere that supports all students, staff, and families, and that promotes trust and respect among all stakeholders?

How will our organizational unit ensure high levels of learner engagement and selfefficacy for all students?

Page 51



Slide 3

CPS Perceptual Data

Elementary Student Scales

POSITIVE SCHOOL ENVIRONMENT

TEACHER VARIABLES

I am treated fairly at school.

Discipline is handled fairly in my school.

I like going to this school.

I have fun learning.

This school is a good place to learn.

Teachers in my school really care about me.

If a student has a problem there are teachers who will listen and help.

Teachers treat me with respect.

My teachers think I can learn.

My teachers are good teachers.

My teachers make learning interesting.

My teachers make clear what I'm supposed to learn.

My teachers expect very good work from me.

Slide 4

5.00

4.75

4.50

4.25

4.00

3.75

3.50

3.25

3.00

2.75

2.50

2.25

2.00

1.75

1.50

1.25

1.00

ELEMENTARY STUDENT SCALES 2005, BY RACE

BLACK (714) WHITE (2325) CPS ALL (3039)

4.486

4.496

4.494

4.108

4.235

4.205

POSITIVE SCHOOL ENVIRONMENT TEACHER RELATED VARIABLES

Page 52



Slide 5

SELF EFFICACY

Secondary Student Survey

MSAN/Tripod Project Research

HIGH LEARNING EXPECTATIONS

TEACHER SUPPORT & ENCOURAGEMENT

19) My teachers make clear what I'm supposed to learn.

46) In my classes, really understanding the material is the main goal.

48) In my classes, you must re-do some assignments on which you do poorly.

50) If you don’t like your grade on an assignment, you can re-do work to raise it.

55) All students have an equal opportunity to take the courses they want.

56) My teachers expect very good work from me.

22) In most classes, if I am having trouble learning something, my teacher usually finds another way to help me understand.

23) Most of my teachers inform me about my progress in their class.

26) My teachers want me to contribute my thoughts in class.

28) There is good communication between teachers and students.

33) Teachers in my school really care about me.

41) My teachers believe I can do well even when the subject is hard.

43) My teachers think I can learn.

34) Even if the work in this class is hard, I can learn it.

35) I’m certain I can master the skills taught in this class.

36) I can do almost all the work in this class if I don’t give up.

59) Differences among students are valued in this school.

STUDENT DIFFERENCES VALUED

Slide 6

SECONDARY ANNUAL QUESTIONNAIRE 2005, BY RACE

BLACK (1262) WHITE (4902) CPS ALL (6164)

3.00

2.75

2.50

2.25

2.00

1.75

1.50

1.25

1.00

5.00

4.75

4.50

4.25

4.00

3.75

3.50

3.25

3.563

3.495

3.509

HIGH LEARNING

EXPECTATIONS

3.664

3.713

3.703

TEACHER SUPPORT

ENCOURAGEMENT

3.941

3.995

3.984

3.382

3.550

3.516

SELF EFFICACY DIFFERENCES AMONG

STUDENTS ARE

VALUED IN THIS

SCHOOL.

Page 53



Slide 7

Teacher

Support and

Encouragement

65

60

55

50

45

40

35

30

80

75

70

25

20

15

10

5

0

8.2

My teachers want me to contribute my thoughts in class.

6.9

STRONGLY DISAGREE / DISAGREE

BLACK (901)

72.6

WHITE (3219)

72.1

AGREE / STRONGLY AGREE

Slide 8

Teacher

Support and

Encouragement

80.00

75.00

70.00

65.00

60.00

55.00

50.00

45.00

40.00

35.00

30.00

25.00

20.00

15.00

10.00

5.00

0.00

17.99

In most classes, if I am having trouble learning something, my teacher usually finds another way to help me understand.

BLACK (1688) WHITE (6275)

16.95


54.62

55.29


Page 54



Slide 9

Teacher

Support and

Encouragement

80.00

75.00

70.00

65.00

60.00

55.00

50.00

45.00

40.00

35.00

30.00

25.00

20.00

15.00

10.00

5.00

0.00

My teachers believe I can do well even when the subject is hard.


79.18

72.58

6.39

4.52

STRONGLY DISAGREE / DISAGREE AGREE / STRONGLY AGREE

Slide 10

70

My teachers believe I can do well even when the subject is hard.

TERRANOVA READING TERRANOVA MATH

65

60

61.0

58.7

59.0

57.5

58.7

56.8

55

54.3

52.7

51.7

49.1

50

48.3

49.0

45

40

STRONGLY

DISAGREE (63)

DISAGREE (116) NEUTRAL (574) AGREE (1565) STRONGLY

AGREE (1084)

CPS ALL (3400)

Page 55

30

25

20

15

10

5

0

80

75

70

65

60

55

50

45

40

35



Slide 11

Teacher

Support and

Encouragement

90.00

85.00

80.00

75.00

70.00

65.00

60.00

55.00

50.00

45.00

40.00

35.00

30.00

25.00

20.00

15.00

10.00

5.00

0.00

4.16

3.74


My teachers think I can learn.

BLACK (1688)

78.98

WHITE (6275)

82.20


Slide 12

I wish my teachers in this school would push me harder to do my best.


22.4

29.7

48.4

31.7


Page 56



Slide 13

Self

Efficacy

90.00

85.00

80.00

75.00

70.00

65.00

60.00

55.00

50.00

45.00

40.00

35.00

30.00

25.00

20.00

15.00

10.00

5.00

0.00

I can do almost all the work in this class if I don’t give up.

4.49

4.18


BLACK (1688)

80.58

WHITE (6275)

82.15


Slide 14

2005 ADVANCED QUESTIONNAIRE AND 2005 TERRANOVA

FOR ALL SECONDARY STUDENTS

SELF EFFICACY:

I can do almost all the work in this class if I don’t give up.

70 TERRANOVA READING TERRANOVA MATH

65

60

59.6

57.0

60.7

59.5

58.6

56.8

55

51.0

49.0

52.7

51.1

50

48.1

49.1

45

40

STRONGLY

DISAGREE (69)


AGREE (1383)

CPS ALL (3390)

Page 57

50

45

40

35

30

25

20

15

10

5

0

80

75

70

65

60

55



Slide 15

Self

Efficacy

80.00

75.00

70.00

65.00

60.00

55.00

50.00

45.00

40.00

35.00

30.00

25.00

20.00

15.00

10.00

5.00

0.00

9.58

7.06

Even if the work in this class is hard, I can learn it.


BLACK (1688)

66.45

WHITE (6275)

74.03


Slide 16

I sometimes hold back from doing my best in school, because of what others might say or think.


66.5

59.2

24.6

17.9


Page 58



Slide 17

I could do a lot better in school.

BLACK (902)

78.6

WHITE (3222)

50

45

40

35

30

25

20

15

10

5

0

80

75

70

65

60

55

8.6

19.4

53.9


Slide 18

30

25

20

15

10

5

0

80

75

70

65

60

55

50

45

40

35

8.1

5.5

NOT AT ALL

Talk to one of your parents about your experiences in school.


24.2

16.6

RARELY

34.8

37.7

OCCASIONALLY

32.9

40.2

REGULARLY

Page 59



Slide 19

How often talk to parents about school experiences.


65

62.7

60.5

60

55

58.0

56.4

58.5

56.8

54.5

52.6

50

48.2

47.4

45

40

NOT AT ALL (216) RARELY (621) OCCASIONALLY

(1240)

REGULARLY (1333) CPS ALL (3409)

Slide 20

My family believes that I can do well in school.


65

60

60.5

58.1

58.6

56.8

55

50

45

46.2

50.0

49.1

44.7

48.4

49.9

55.5

54.1

40

STRONGLY

DISAGREE (39)


AGREE (2491)

CPS ALL (3402)

Page 60



Slide 21

2005 ADVANCED QUESTIONNAIRE AND 2005 TERRANOVA

FOR ALL SECONDARY STUDENTS

IMPORTANCE OF AT-RISK FACTORS

Time spent watching TV; time spent doing homework; days of school missed last month


65 63.8

65.2

61.6

59.7

60

58.5

56.8

54.4

55

51.9

50

48.1

45.0

45

40

0 RISK FACTORS

(499)

1 RISK FACTOR

(1521)

2 RISK FACTORS

(1153)

3 RISK FACTORS

(244)

CPS ALL (3416)

Slide 22

Perceptual Data


Page 61



Attachment VI: Stand By Me: Sharing the Journey

Presented to the Task Force by Jeff and Zona Burke

February, 2006

Slide 1

STAND BY ME

Sharing the Journey

A school-based developmental mentoring program at

West Boulevard Elementary School with UMC, Minority Men’s Network, Altrusa, Columbia Police

STAND BY ME

Sharing the Journey

Slide 2

OVERVIEW OF SESSION

 Introduction

 Quick Snapshot

 Goals and Evaluation

 Research on Mentoring/Links to

Learning

 Logistics and Systems/Processes

 What do mentors and students do

STAND BY ME

Sharing the Journey

Page 62



Slide 3

Slide 4

CORE VALUES

 LEARNING is the most important work of young people

 We can ’t put STUDENT SUCCESS on hold

 RESILIENCY, SELF-DIRECTION, HOPE,

OPTIMISM, + SOCIAL SKILLS enable students to be successful

 LONG-TERM RELATIONSHIPS count

STAND BY ME

Sharing the Journey

CORE VALUES





CARING and COMPETENT ADULTS mentors help students feel connected

Helps students feel they “FIT HERE”

 Matched w/all 4 TH + 5 TH graders,

CONTINUING to middle school 6 TH + 7 TH

 Meeting about 1 hour/week

 Using SOCIAL SKILLS curriculum

 Funded by 3-year FEDERAL GRANT-$750K

STAND BY ME

Sharing the Journey

Page 63

Slide 5



WHAT’S YOUR MENTORING IQ?

PRE-QUIZ

•

•

•

•

What is the value of mentoring?

What is its link to learning?

What is the purpose of STAND BY ME?

What outcomes can we expect?

STAND BY ME

Sharing the Journey

Slide 6

West Boulevard Model School

Persistent

Leadership/

Shared Vision

Collaboration and

Professional

Development

Fast

Forward

Tutoring

High-Performing

Faculty Team

Extended

Faculty Contract

Focus

On

Literacy

Literacy

Lab

Ongoing-Assessment used for mid-course corrections

Parent Partners

 Home Hour

 Family School

Agreement

STARR

Behavior

Program

STAND BY ME

Mentoring

STAND BY ME

Sharing the Journey

Page 64

Slide 7



West Boulevard Model School

STUDENT GROUPS ACADEMIC NEEDS

Black

Hispanic

Asian

31 male

17 female

Caucasian 13 male

9 female

2 male

•

•

•

•

AIM-Achieve grade-level proficiencies and beyond

Gain 1 or more years growth each year

Close the achievement gap

Deal with loss and other mental health issues

1 male

STAND BY ME

Sharing the Journey

Slide 8

STAND BY ME STUDENTS

Black

Caucasian

Hispanic

Asian

Female

ALL

MENTORS

25

WEST

STUDENTS

47

SMITHTON

STUDENTS

23

GENTRY

STUDENTS

2

LANGE

STUDENTS

1

81

2

2

72

22

2

1

26

10

1

0

19

0

1

0

2

0

0

0

0

Male 38 46 19 1

STAND BY ME

Sharing the Journey

1

Page 65

Slide 9



ACHIEVEMENT GAP

•

•

•

•

•

•

•

•

Mentoring Builds on Best Practices from Research

Restore hope and value of hard-work

Build resiliency-don’t give up: “I know I can…”

Clear and shared expectations

Students work together as a group cooperatively

Students manage and solve “problems”, not adults

Recognize cultural influences

Skill-based, step-by-step planning ahead activities

Families have desks for their child and set aside times for study-parents involved

The Learning Gap, Dr. Harold Stevenson

STAND BY ME

Sharing the Journey

Slide 10

GOALS AND PERFORMANCE

The overall goal of the project is to make a positive difference in the lives of each student by linking them with caring, supportive mentors who will support, challenge, and provide vision for them during a shared three-year journey .

STAND BY ME

Sharing the Journey

Page 66

Slide 11




1) D evelop a sustained relationship between mentors and students

2) I ncrease academic achievement of mentored students in core subject areas

3) D ecrease unexcused absences among mentored students

4) I ncrease confidence, optimism, social skills, and emotional well-being in mentored students

5) I ncrease strength and resiliency in mentored students

6) Improve mentored students ’ vision of their futures

STAND BY ME

Sharing the Journey

Slide 12


•

•

•

•

•

•

Measurement Methods

MU-Columbia role

Pre- and post- surveys

Correlated w/student data

Compared nationally and over time

Teachers, students, mentors

Other sales/service counts-SCORECARD

•

•

•

•

•

•

Measurement Cycles

BASC, CA Healthy Kids

Survey, + Bonding

Survey

Fall and Spring

Interim “Dash Boards”

Summer Report to USDE

September 30 Final

Reports

Quarterly Scorecardfinancial, recruitment, match counts,and other

STAND BY ME

Sharing the Journey

Page 67

Slide 13








Results for Year 1

 Targets for recruiting were exceeded – 100% matched

+ 98% retained.

 Targets for academic achievement gains were exceeded.



Targets for reduction in absences were exceeded.

Baselines for behavioral competencies, resilience, and hope for the future were established.

Number of students who were satisfied with their 3-4 month student-mentor relationship (86.4%) was slightly below the projected target of 90%. (6-8 months is norm for duration vs. 3-4 months available last year.)

STAND BY ME

Sharing the Journey

Slide 14










Results to date for Year 2

 Students in program grew from 75 to 110

 Recruitment targets achieved-114 mentors;

96 % retained from Year 1 to Year 2

109 of 110 students have at least 1 mentor

Mentor quality, as observed = high

Mentor attendance/contacts-good - very good

Challenges = space and time at Smithton

STAND BY ME

Sharing the Journey

Page 68

Slide 15



WHAT CHANGES ARE WE SEEING











¨ She seems more focused; she stays with me 60% of the time now, without reminders. She used to want to wander around the room our whole time together.

¨ He talks more often. Last year, he did not talk, barely acknowledged me. He was insecure about his speech and maybe about me. Now, we can have small conversations. He seems more confident. Just sitting together also comforts him.

¨ She is less clingy and dependent on attention from adults, the teachers report. She appears more confident and self-directed. You can even see it in her walk.

¨ He was so sad, even writing about suicide. On the outside, he was big and boisterous, almost a bully at times. At other times, he whined he was a victim. I feel that I am an important link in helping him sort out these behaviors.

Last year, he was quiet, very quiet. We focused on doing projects together, building things. This year, he sometimes won ’t even look me in the eye. I know he is doing this with other adult females as well. But, we

Sharing the Journey

Slide 16

WHAT CHANGES ARE WE SEEING

¨ He still has outbursts of inappropriate behavior, especially when he thinks someone has slighted him. He is still very demanding, but he is now able to delay gratification about 20% of the time. He is able to talk rather than act on his dissatisfaction.

She was slow to trust me. At the end of last year, she was doing so well-able to make eye contact with other people, allowing people to touch her, and much less fighting. When she started middle school, it was hard for her. She was withdrawn again, running out of the classrooms, bullying and trying to intimidate teachers, refusing to get on the bus to go home. There have been some major changes at home. She is improving again, and she continues to trust and rely on me and her other mentor. It is still uphill for her, but I won ’t give up.

STAND BY ME

Sharing the Journey

Page 69

Slide 17



WHAT THE RESEARCH SAYS

•

•

•

Critical Factors

Infrastructure for

Mentors

•

•

•

Duration Matters

•

Consistency

Counts •

•

•

Critical Challenges

Pedagogy of Poverty

Achievement Gap

Lowered Expectations

Hopelessness

Unmet Basic Needs

Unmet childhood emotional steps

Emotional atmosphere of acceptance, cooperation

STAND BY ME

Sharing the Journey

Slide 18

CRITICAL FACTORS

•

•

•

•

•

•

Infrastructure for Mentor Volunteers

Monitored implementation

Structured Activities

Ongoing training and support

Frequency of contacts – student/mentor

Systems and processes for recruiting, screening/ interviewing, placing, supporting, retaining, evaluating, recognizing

REMEMBER: Volunteers have over 500 other places they can volunteer: we need to respect the time, talents, and treasures they give to Stand By Me

STAND BY ME

Sharing the Journey

Page 70

Slide 19



DURATION MATTERS

 6 months minimum to gain trust, bond

 11 months-positive effects start to emerge

- Less likely to start using drugs, alcohol

- Increase school attendance

- Less violence/less likely to use hitting to solve problems

- Show care and concern for others

- Improve academic performance

STAND BY ME

Sharing the Journey

Slide 20

CONSISTENCY COUNTS

 Weekly sessions

 Predictable and regular

 Connectedness to an adult

 Connectedness to other adults, ie teachers

 Social support felt by student

 Social support reduces behavior and emotional problems

STAND BY ME

Sharing the Journey

Page 71

Slide 21



IMPLEMENTING BEST PRACTICES

 Mentor Volunteer Personnel System-formal processes in place for recruitment, placing, supporting, retaining, recognizing

 Structured Activities via KOOLKITS and specialized consults w/teachers

 Developmental Mentoring Approaches

 Ongoing Supports = Just-In-Time training, on-site support, observations, consultations

 Matches based on mutual interests, complimentary skills, career interests and race, gender as possible: interviews with students, parents, teachers





Schedules allowing consistent sessions

Space = comfortable, private, safe

STAND BY ME

Sharing the Journey

Slide 22


•

•

•

Developmental

Mentoring

Focuses on social skills, relationships

Delivered via casual conversation and structured activities

Acknowledges + behavior

INCREASES

CONNECTEDNESS

•

•

•

•

Academic

Mentoring

Focuses on kid ’s “bad” behavior

Tutoring, homework

Academic areas

Viewed as remedial

DECREASES

CONNECTEDNESS

STAND BY ME

Sharing the Journey

Page 72

Slide 23




Discuss Social Issues,

+ Personal Strengths

Social Connections

“Casual” Conversation

Games, sports, creative activities

DEVELOPMENTAL MENTORING

Connectedness to

Adults!!!

STAND BY ME

Sharing the Journey

Slide 24

RESEARCHED BEST PRACTICES

ENVIRONMENT OF ACCEPTANCE,

CONNECT TO ADULTS

DEVELOP SOCIAL STRENGTHS,

+ HOPE, OPTIMISM

INCREASES POTENTIAL

FOR ACADEMIC SUCCESS

Pathway to Success

STAND BY ME

Sharing the Journey

Page 73

Slide 25



IMPLEMENTING

DEVELOPMENTAL MENTORING

KOOL KIT ACTIVITIES

Greeting Rituals

Activity/Optimism

Conversation

Reflection

Departing Transition/Calendar

Recording in Notebook

STAND BY ME

Sharing the Journey

Slide 26

DOING A KOOLKIT ACTIVITY

HAND-IN-HAND

Purpose: Continue to get acquainted, build trust; demonstrate optimism

Welcome transition: What 5 things made you happy today?

Starts here marker or pen.

2. Talk to the student about how small and simple things can make a person happy. Provide some examples, such as enjoying the sun after a rainy day, finding your favorite food for school lunch, wearing your favorite socks, having a new pencil in class, petting your dog or cat, and others.

3. On each finger of your hands, write 5 things that have made you happy so far today or last evening. Share these things with each other.

4. Cut out the hands.

5. Paste the hands on the next page in the student's binder. Remind the student to date the page.

STAND BY ME

Sharing the Journey

Page 74

Slide 27



DOING A KOOLKIT ACTIVITY

HAND-IN-HAND CONTINUED

Departing Transition

1. Let the student know that it is almost time for her/him to return to class and for you to go - a 5-minute alert will work.

2. Review the calendar in the front of the student's binder. Mark which days and times you will be coming. If there is ever a change in your schedule, let the student know as soon as you know, and mark that date on the calendar.

3. Come down to the Mentoring Room with your student to return materials and to sign out. Say good-by to each other.

4. The student should return her/his binder and then sign-out to depart from there to class.

De-brief with Coordinators

What worked; what didn ’t; questions; suggestions, record in notebook.

STAND BY ME

Sharing the Journey

Slide 28

PARTING WORDS

I have lots of courage, I always feel so strong and as if I can bear a great deal, I feel so free and young! I was glad when I first realized it, because I don't think I shall easily bow down before the blows that inevitably come to everyone.

Anne Frank, 1944

"I can't believe that ", said Alice.

"Can't you? The Queen said in a pitying tone. "Try again: draw a long breath and shut your eyes."

Alice laughed. "There's no use trying", she said: "one can't believe impossible things."

"I daresay you haven't had much practice," said the Queen. "When I was your age, I always did it for half an hour a day. Why, sometimes I've believed as many as six impossible things before breakfast."

Lewis Carroll: Through the Looking Glass

STAND BY ME

Sharing the Journey

Page 75

Slide 29





THE FINAL SAY!

He ’s the best mentor anyone could have. He sits and listens to my conversations. We play games ….I like my mentor so much.

 My mentor is happy. Every time I see him, he has a smile on his face, and when we work on our model car, if we mess up, we re-do it and start over. We laugh together. That is why I call him happy.

 My mentor …would bend over backwards to see me happy, knowing my past history with my brother. He got us a model car, and we ’re even starting an airplane from scratch.

STAND BY ME

Sharing the Journey

Slide 30

THE FINAL SAY!

 Me and my mentor do things that will make me a better person. When I have a problem, my mentor helps me fix it the right way.

 My mentor and I read books about certain things like dental care and Black history. My mentor is more like a friend than a mentor.

 My mentor always has a smile on her face. We play four-square, jump rope, and build things. We bake stuff like cookies. We have so much fun.

STAND BY ME

Sharing the Journey

Page 76



680

660

640

620

600

580

560

780

760

740

720

700

Attachment VII: Attendance as an Achievement-Driver


February, 2006

Slide 1

MAP Mathematics 2004-2005

Student Performance and Attendance

Greater than 90% ADA Less than 90% ADA


Slide 2

MAP Communication Arts 2004-2005

Student Performance and Attendance


740

720

700

680

660

640

620

600

580


Page 77



Slide 3

Attendance by Ethnicity 2004-2004


100.00%

90.00%

80.00%

70.00%

60.00%

50.00%

40.00%

78.38%

89.47%

30.00%

20.00%

10.00%

21.62%

10.53%

0.00%

Black Students White Students

Slide 4

Attendance by Ethnicity and Level 2004-2005

Less than 90% ADA - Black Students

45.00%

Less than 90% ADA - White Students

40.00%

35.00%

30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%

Elementary Middle School Junior High High School

Page 78



Attachment VIII: Draft of revised Performance Based Teacher Evaluation document

Presented to the Task Force by Dr. Mary Laffey

May, 2006

STANDARD I – STUDENTS DEMONSTRATE APPROPRIATE PROGRESS

THAT RESULTS IN INCREASED ACHIEVEMENT AND

ELIMINATION OF ACHIEVEMENT DISPARITIES.

Criterion A. Student results reflect achievement and growth.

Descriptors



Student performance on assessments provides evidence of learning growth and achievement of curriculum objectives. Assessments include, for example: o Common school or district assessments o Portfolios o Formative and summative classroom assessments o Standardized tests



Teachers continuously assess student achievement levels and differentiate instruction, resulting in appropriate progress for individual students and elimination of achievement disparities.



Students use assessment to evaluate and guide their own learning.

 _____________________________________________________________



_____________________________________________________________

Criterion B. Student work shows evidence of higher level thinking, self-efficacy, and metacognition.

Descriptors



Students know and can verbalize learning expectations.



Student work provides evidence of higher order thinking.



Students demonstrate confidence as learners through classroom engagement, walkthrough interviews, or survey responses.



Students use reflection to improve performance.



Students set learning goals, create strategies to reach them, and self-monitor learning.



Students are involved in the assessment process.



_____________________________________________________________



_____________________________________________________________

Page 79



STANDARD II

– TEACHERS DELIVER THE DISTRICT CURRICULUM

UTILIZING EFFECTIVE INSTRUCTIONAL STRATEGIES

Criterion A. Teachers demonstrate effective planning to implement district curriculum and support student achievement and growth

Descriptors



Teachers access and use district curriculum.

 Teachers’ lesson plans reflect specific objectives, learning targets, or course competencies.



Teachers align lessons with curriculum standards and assessment results.



Teachers collaborate with grade level, departmental, and building level colleagues to plan for instruction.



Teachers utilize tools to plan for instruction (e.g. curriculum mapping, backward planning, task analysis, formative assessments).



Teachers develop and use plans for individual students (e.g. IEP, Literacy

Plans, 504, SAT, EEE) that result in achievement of curriculum objectives



Teachers attend district content curriculum professional development in assigned area.



Teachers collaborate with all individuals responsible for the education of the child



Teachers have materials ready for instruction.

 _____________________________________________________________



_____________________________________________________________

Criterion B. Teachers utilize effective instructional strategies to implement the lesson objectives and support student growth and achievement.

Descriptors



Teachers connect new knowledge to prior learning



Teachers make the lesson objectives and learning targets clear for students in advance of the lesson.



Teachers use instructional strategies to connect lesson objectives with diverse student needs.



Teachers integrate technology into instruction.



Teachers use active engagement strategies.



Teachers clearly communicate and actively listen.



Teachers use district-supported research-based practices about learning and teaching. (e.g. Bloom, Marzano, Stiggins)



Teachers maximize the use of instructional time.

 Teachers connect curriculum to real life applications and to students’ experiences with family, culture, and community.

 Teachers differentiate instruction based on students’ learning styles.

 Teachers use examples and models to instruct to the learning target.

Page 80





Teachers are engaged with students.



_____________________________________________________________



_____________________________________________________________

Criterion C. Teachers design and use assessments to inform instruction and to evaluate student learning.

Descriptors



Teachers create classroom assessments for learning aligned to learning objectives.

 Teachers use assessment to monitor each student’s mastery of curriculum objectives.



Teachers analyze data from formative and summative assessments to inform instruction.



Teachers design assessments that parallel the formats used in state and national standardized assessment instruments.



Teachers assist in developing and implementing departmental and school

SMART goals to monitor student achievement.



Teachers properly implement district common assessments.



Teachers provide students with specific, descriptive feedback.

 Assessment methods match learning targets



Teachers teach students to self-assess and set goals.



Teachers utilize district technology to assess student achievement.



_____________________________________________________________



_____________________________________________________________

Page 81



STANDARD III

– TEACHERS CREATE AN EFFECTIVE LEARNING

ENVIRONMENT THAT RESULTS IN STUDENT ENGAGEMENT

Criterion A. Teachers create an effective classroom learning community.

Descriptors



Students actively participate in lessons and are authentically engaged in learning.



Students initiate and take responsibility for their own learning.



Students can articulate lesson goals or objectives and/or purposes of activities.



Students enjoy an appropriate element of choice in learning processes.



Teachers create mutually respectful learning environments through the use of positive language, eye contact, body language, and tone of voice.



Teachers maintain an organized, safe, functional classroom.



Teachers effectively manage time, space, materials, transitions and activities.



Rubrics, student work, and work expectations are posted throughout the classroom.



Teachers are actively engaged with students in learning and assessment activities.



Teachers make themselves available to work with students outside the classroom as necessary to assist students.



_____________________________________________________________



_____________________________________________________________

Criterion B. Teachers effectively plan and implement strategies to manage student behavior.

Descriptors



School-wide and classroom expectations and routines are clear, posted, taught, and well practiced.

 Teachers support and actively practice school-wide management systems such as Positive Behavior Support or BIST.



Teachers clearly communicate student behavioral expectations to students and parents/guardians.



Teachers recognize and reinforce appropriate student behavior.



Teachers collaborate with parents and colleagues to resolve student behavioral issues.



Teachers encourage student responsibility for behavior.



Teachers model respect for others.

Page 82





Teachers use appropriate communication (PBS, BIST Language) when dealing with behavioral disruptions in all settings.



Teachers make effective use of preventative strategies (e.g. proximity, precorrects, safe seat, eye contact, non-verbal cues, position, and movement).

 Teachers manage discipline infractions in accordance with school policies and guidelines.



Teachers post/teach the PBS matrix.



Teachers implement consequences fairly, consistently, and without bias.



_____________________________________________________________



_____________________________________________________________

Criterion C. Teachers build relationships with all students as individuals in order to increase student achievement.

Descriptors



Teachers handle confidential information discreetly and ethically.



Teachers utilize information to assist in the identification and referral of students for additional resources and services.



Teachers demonstrate sensitivity and knowledge regarding how race, culture, gender, or disability relates to learning.



Teachers demonstrate an awareness and appreciation of individual differences.



Teachers use effective active listening skills (e.g. affirmation of understanding, eye contact, attentiveness, restating, paraphrasing).



Teachers participate in and promote student involvement in extracurricular activities.

 Teachers interact with all students and families in a manner that promotes dignity and mutual respect.



Teachers initiate and maintain appropriate two-way communication with families.



Teachers are proactive with parent communications.



_____________________________________________________________



_____________________________________________________________

Page 83



STANDARD IV

– TEACHERS DEMONSTRATE REFLECTIVE AND POSITIVE

COLLABORATIVE PRACTICES RESULTING IN

IMPROVED INSTRUCTIONAL PRACTICE, AND

ATTAINMENT OF BOARD OF EDUCATION GOALS AND

POLICIES

Criterion A. Teachers collaborate in the development, and support the implementation, of building and district vision, mission, and goals.

Descriptors



Teachers actively and positively participate in team and school-wide collaborative work.



Teachers actively and positively participate in appropriate district-wide collaboration and professional development.



Teachers share their learning with colleagues to improve student achievement.



Teachers access technology to promote professional growth and facilitate student learning.



Teachers utilize resources and data to inform instruction and support building and district goals.



Teachers support and participate in school, district, and community activities.

 _____________________________________________________________



_____________________________________________________________

Criterion B. Teachers demonstrate positive interpersonal relationships that enhance the learning environment.

Descriptors



Teachers make themselves approachable and available.



Teachers interact respectfully and professionally with students, colleagues, parents, and patrons.



Teachers provide and receive feedback in a professional manner.



Teachers handle confidential information discreetly and ethically.



Teachers exhibit a professional demeanor in all situations.



Teachers use effective active listening skills (e.g. affirmation of understanding, eye contact, attentiveness, restating, paraphrasing) with students, colleagues, parents, and patrons.



_____________________________________________________________



_____________________________________________________________

Page 84



Criterion C. Teachers participate in and implement professional development experiences to improve daily instructional practices resulting in increased student achievement.

Descriptors



Teachers actively and positively participate in required professional development experiences.



Teachers actively and positively implement practices learned through professional development experiences and monitor their effect upon student achievement.

 Teachers demonstrate a commitment to ongoing professional learning.



Teachers reflect upon instructional experiences, leading to positive change in practice.



Teachers reflect upon and share professional development experiences

(book studies, on-line courses, seminars) that have improved student learning.



_____________________________________________________________



_____________________________________________________________

Criterion D. Teachers adhere to and support the policies, procedures, and regulations of the department, building, and district.

Descriptors



Teachers know and comply with school and district policies and procedures, as well as state and federal laws applicable to their positions.



Teachers support and implement the district technology plan.



Teachers complete paperwork, documentation, and other assigned responsibilities promptly and accurately.



Teachers comply with copyright policies and guidelines.



Teachers comply with confidentiality policies and guidelines.



Teachers follow appropriate channels for resolving concerns and problems.

 Teachers perform school supervisory tasks as assigned.



Teachers exercise responsibility for student management on school property and at school activities.



Teachers communicate safety issues to appropriate individuals.



Teachers observe and follow safety and security procedures.



Teachers provide appropriate lesson plans when absent.



Teachers consistently observe school and class start and end times and fulfill the responsibilities of the contract day.



Teachers are responsible users of the Subfinder and Sonitrol systems.



Teachers exercise responsibility for school property.

 Teachers are professional and appropriate in dress and appearance.

Page 85





____________________________________________________________



____________________________________________________________

Page 86

achievement gap task force report

ACHIEVEMENT GAP TASK FORCE

2005-06

Eliminate

Achievement

Disparities

Growth is Our

Arrow

Proficiency is our Target

ACT 2005

Core + Curriculum

A Pedagogy of Hope (cont ’ ’ d)

IPS Stephen Foster K 8

Blue Ribbon School

Cityview Performing Arts Magnet

Middle School, Minneapolis

Before intervention --

After intervention --

between 2002 2003 have shown an average combined total of 5.2%, or the district ’ ’ s

Newark, NJ Public School (cont ’ ’ d)

Most notably, with the last year (2004 2005),

ACT Preparation Program

Perceptual Data

CPS Perceptual Data

Elementary Student Scales

Secondary Student Survey

MSAN/Tripod Project Research

Perceptual Data

STAND BY ME

Sharing the Journey

OVERVIEW OF SESSION

CORE VALUES

CORE VALUES

WHAT’S YOUR MENTORING IQ?

West Boulevard Model School

West Boulevard Model School

STAND BY ME STUDENTS

ACHIEVEMENT GAP

GOALS AND PERFORMANCE

GOALS AND PERFORMANCE

GOALS AND PERFORMANCE

GOALS AND PERFORMANCE

GOALS AND PERFORMANCE

WHAT CHANGES ARE WE SEEING

WHAT CHANGES ARE WE SEEING

WHAT THE RESEARCH SAYS

CRITICAL FACTORS

DURATION MATTERS

CONSISTENCY COUNTS

IMPLEMENTING BEST PRACTICES

IMPLEMENTING BEST PRACTICES

IMPLEMENTING BEST PRACTICES

RESEARCHED BEST PRACTICES

IMPLEMENTING

DEVELOPMENTAL MENTORING

DOING A KOOLKIT ACTIVITY

DOING A KOOLKIT ACTIVITY

PARTING WORDS

THE FINAL SAY!

THE FINAL SAY!

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