Closing the Achievement GapNO EXCUSES

Tribal Education, Inc.Patricia W. Davenport

TQM

Defined as “an operational theory of management and set of process tools for implementation.”

Do it right the first time!

Continuous ImprovementCycles - PDCA

Don’t fix blame, fix the system!

Who’s To Blame?

The college professor said:

“Such rawness in a student is a shame, lack of preparation in high school is to blame.”

Who’s To Blame?

Said the high school teacher:

“Good heavens! That boy’s a fool. The fault of course is with the middle school.”

Who’s To Blame?

The middle school teacher said:

“From stupidity may I be spared. They sent him in so unprepared.”

Who’s To Blame?

The primary teacher huffed:

“Kindergarten blockheads all. They call that preparation – why, it’s worse than none at all.”

Who’s To Blame?

The kindergarten teacher said:

“Such lack of training never did I see. What kind of woman must that mother be.”

Who’s To Blame?

The mother said:

“Poor helpless child. He’s not to blame. His father’s people were all the same.”

Who’s To Blame?

Said the father at the end of the line:

“I doubt the rascal’s even mine.”

Anonymous

“Effective Schools” Philosophy Characteristics Of Effective Schools:

Strong instructional leadership High expectations of student achievement for

ALL students Pervasive and broadly understood instructional

focus Safe and orderly school climate conducive to

teaching and learning Measures of pupil achievement as a basis of

program evaluation

District Enrollment - 13,500

Economically Disadvantaged - 52.6%

ElementarySchools 11

MiddleSchools 2

IntermediateSchools 3

HighSchools 2

AlternativeSchools 1

White Hispanic AfricanAmerican

Other

Student Population56.8%

32.7%

9.1%

1.4%

Brazosport ISD

One DistrictOne District’’s s Journey From Low Journey From Low

Performing to Performing to ExemplaryExemplary

Texas Texas Accountability SystemAccountability System

Historical BackgroundHistorical Background1991-92 Concern regarding campuses with low TAAS scores. 9 of 18 Low Performing.

TQM training began.

1992-93 Researched individual teacher TAAS results to determine those demonstrating success with economically disadvantaged students. Continued TQM training.

1993-94 Principal identified a teacher to coordinate process campus-wide - elementary school that had been accredited/warned received Significant Gains award from TEA.

1994-95 Second year of program - same school received Recognized rating from TEA.

1995-96 Process implemented in schools with high numbers of economically disadvantaged - District received Recognized rating from TEA.

1996-97 Process/Variation implemented in all district schools. Recognized status maintained, close to goal of Exemplary.

1997-98 District received Exemplary rating. 18 of 18 Recognized/Exemplary. Received TQM Award.

1998-99 Exemplary status for district maintained with inclusion of Special Education and Spanish. Received site visit for Malcolm Baldrige Award.

MATH 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01

All Students 37.0% 69.5% 83.8% 92.4% 96.2% 95.6% 94.6% 93.9% 96.7%

African American 8.3% 50.0% 76.0% 82.4% 100% 87.5% 92.0% 79.3% 91.7%

Hispanic 33.3% 76.4% 87.1% 91.5% 94.1% 98.7% 97.7% 97.4% 97.3%

White 64.7% 69.0% 83.1% 97.6% 97.5% 94.6% 87.8% 94.1% 100%

Eco. Disadvantaged 35.5% 72.2% 84.6% 90.1% 97.0% 95.1% 93.5% 95.2% 96.6%

TAAS Velasco Elementary

DEMOGRAPHICS:

Economically Disadvantaged 80.4% African American 19.6% LEP 36.5% Hispanic 59.8%Mobility 25.6% White 20.1%

MATH 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01

All Students 36.6% 55.9% 55.0% 76.9% 92.0% 97.3% 96.2% 98.5% 99.1%

African American 19.9% 40.6% 36.6% 67.9% 83.8% 96.2% 95.3% 98.4% 95.7%

Hispanic 33.3% 44.9% 48.7% 69.3% 91.3% 96.3% 95.8% 98.2% 99.5%

White 45.8% 70.8% 69.7% 90.1% 95.5% 98.9% 96.9% 98.9% 99.4%

Eco. Disadvantaged 22.0% 49.0% 46.5% 66.1% 88.9% 96.2% 95.5% 97.3% 98.9%

TAAS Freeport Intermediate

DEMOGRAPHICS:

Economically Disadvantaged 62.9% African American 10.4% LEP 4.2% Hispanic 51.3%Mobility 20.2% White 37.8%

MATH 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01

All Students 65.5% 57.5% 53.5% 82.0% 85.8% 90.9% 94.0% 98.6% 99.1%

African American 14.3% 29.4% 28.0% 75.0% 75.0% 82.4% 96.2% 95.8% 96.2%

Hispanic 57.5% 50.0% 50.7% 74.7% 83.5% 91.6% 93.1% 98.9% 99.1%

White 81.0% 71.8% 63.9% 91.3% 95.2% 91.7% 94.3% 97.9% 100%

Eco. Disadvantaged 53.2% 45.5% 44.8% 81.7% 81.2% 87.4% 91.7% 97.2% 99.1%

TAAS Brazosport High School

DEMOGRAPHICS:

Economically Disadvantaged 54.1% African American 12.1%LEP 6.6% Hispanic 50.2%Mobility 25.8% White 35.7%

8 STEP INSTRUCTIONAL MODEL

8.8.

Mo

nito

ring

Mo

nito

ring

7.7.

Mai

nte

nan

ceM

ain

ten

ance

2. Timeline Development2. Timeline Development

4. Assessment4. Assessment

3. Instructional Focus3. Instructional Focus

5. Tutorials5. Tutorials 6. Enrichment

6. Enrichment

1. Data Disaggregation1. Data Disaggregation

Plan/Do/Check/Act CyclePDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

From Theory To Practice

What the PDCA Cycle offers… A proven track record for success A step-by-step methodology for improving

schools A process built on the foundation of

Effective School Characteristics An alignment of planning, instruction, and

assessment An emphasis on the core curricula of

reading, writing, and mathematics

Arrange test scores to identify instructional groups.

Define weak and strong objectives.

Arrange test scores to identify instructional groups.

Define weak and strong objectives.

Disaggregate DataDisaggregate Data

PLAN

TEST TALK

Develop a campus calendar for all objective areas and time allocations based on the needs of the student groups and the weight of the objective.

The timeline is subject to change due to mastery of target areas.

Develop a campus calendar for all objective areas and time allocations based on the needs of the student groups and the weight of the objective.

The timeline is subject to change due to mastery of target areas.

Timeline DevelopmentTimeline Development

PLAN

Using the timeline, create a schedule of focused instructions to be followed by teachers.

Using the timeline, create a schedule of focused instructions to be followed by teachers.

Instructional FocusInstructional Focus

DO

After the instructional focus has been taught, administer an assessment to identify mastery/non-mastery students.

After the instructional focus has been taught, administer an assessment to identify mastery/non-mastery students.

AssessmentAssessment

CHECK

Tutorial time should be devoted to the reteaching of non-mastered target areas.

Tutorial time should be devoted to the reteaching of non-mastered target areas.

TutorialsTutorials Enrichment

Enrichment

ACT

Target related enrichment is provided for mastery students.

Target related enrichment is provided for mastery students.

TutorialsTutorials Enrichment

Enrichment

ACT

Provide materials for ongoing maintenance and reteaching.

Provide materials for ongoing maintenance and reteaching.

CHECK

Maintenance

The principal assumes the role of instructional leader and is continuously

involved in the teaching and learning

process.

The principal assumes the role of instructional leader and is continuously

involved in the teaching and learning

process.

CHECK

Monitoring

Benefits

Gives teachers flexibility in how to teach by focusing on what to teach.

Emphasizes key skills for every student.

Allows students to retain skills in order to build higher skills.

Benefits CONTINUED

Aligns planning, instruction, assessment, and support toward student performance.

Removes subjectivity and replaces it with a focus on results.

Test scores validate standards instruction. It is a proven approach that achieves

results.

= Programs

Random Acts Of Improvement

GOALSStudent AchievementSystem Performance

In an alignedsystem...

… improvementefforts are integratedand results-oriented

Aligned Acts Of Improvement

GOALSStudent AchievementSystem Performance

ACTION PLAN

TaskShort & Long Term

ActionsWho & When $$ Done

Eight Step Process Implementation

“It is perfectly all right to teach students curricula over which they will not be tested, but in this day of accountability for results, it’s fool-hardy to test students on curricula they have not been taught and taught to mastery...

Teaching one thing and testing another tends to discriminate against the socioeconomically poor and disadvantaged students, since they are the most dependent on the school as the source for their academic learnings.”

Dr. Larry Lezotte

Closing the Achievement Gap

No Excuses

Patricia Davenport & Gerald Anderson

Order at : admin@ education.com

832 721 6202