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Saint Paul Public Schools
Putting Schools AtThe Heart Of The Community
Presentation to the McNeely FoundationNovember 5, 2010
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We MUST Make A Difference
To improve, we have to BELIEVE that we can improve
We can:• Continue to turn schools around• Improve academic performance for
all students
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We MUST Make A Difference
We must be:• System-wide thinkers• Leaders for racial equality
– Do not let race be a predictor of student success
• Believe we will succeed
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Our Job
• Making a difference every day
• For every student
• In every classroom
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New Vision for Saint Paul Public Schools
• Putting Schools at the Heart of the Community
• We must:– Reinvent ourselves to better
serve our students, our families, our business partners and our communities
– Take action
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Failure Is NOT An Option
• The underlying foundation of an effective PLC is relational trust.
• Six principles guide effective PLCs: – common mission, vision, values, and goals – ensured student achievement for all– collaborative teaching and learning– data-based decision making– gaining active engagement from family and
community– build sustainable leadership capacity
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Putting Schools at the Heart of the Community
•SServe•PPartner•PPrioritize•SSucceed
2010-11 SPPS
Priorities
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Putting schools at the Heart of the Community
SERVEGoal: Respond to the mission of our work. Meet the
needs of our students, families and community by delivering our services accordingly
How will we do it?• Invest on our human capital
– Teacher quality– Re-shape cultural proficiency – Expand and replicate what currently is working well– Implement with fidelity– Make yourself and others accountable for quality work
• Improve customer service every day with every person– We exist for our families
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Putting schools at the Heart of the Community
PartnerGoal: Build stronger partnership with city, county, universities,
business, and faith communities, to maximize our resources and better support students and families
How will we do it?• Engagement is everyone’s job• Create Office of Family and Community Engagement and
Partnerships– Support schools with access to community resources and
partnerships – Partner more with families, provide parent education - Parent
University– Collaborate with government agencies to align our services to
maximize results from limited resources– Work more with Minneapolis Public Schools to share services
and use best practices
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Putting schools at the Heart of the Community
Prioritize
Goal: Focus on a few initiatives and implement them with fidelity
How will we do it?PreK-Adult Academics• Fidelity of implementation• Creating the individualized interventions - intervene early to
prevent remediation• Continue our work on cultural proficiency• Extended time for students who are not performing at grade
level– Before and after school– Saturday school
• Continue building on PLCs and job-embedded coaching• Utilize data to re-align instruction that meets the needs of the
learner
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Putting schools at the Heart of the Community
Succeed
Goal: Prepare our students for post-industrial, 21st century workplaces
How will we do it?• Focus on instructional practices that engage students• Create relationships• Invest in technology • Accountability for our results
– Autonomy does not equal results– Use best practices– Teaching = Learning– Positive and welcoming image– Student needs drive instruction and staffing
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The Heart of Our Mission
• It’s all about our students• We need each other• Everything we do is with a mind
toward supporting the magic that happens when a teacher inspires a student
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A Vision of SPPS Schools
All SPPS SchoolsAll SPPS Schools– Art, music, PE, gifted and talented, special
ed, technology in the classroom, multiple languages and cultures, nurse and library
– A goal and accountability for Level 3 + learning for ALL students by teachers, principal and employees
– Development, recognition and retention of highly effective teachers and principals
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A Vision of Community Schools
SPPS Specialty SchoolsSPPS Specialty Schools– Sustainable over time
– Articulation beyond the individual school
– Aligned in strategy and structures to the district plan…are not justified by ability to get a grant, specialized funding or staff interests.
– Clear image, identity and theme yet under the SPPS “brand” family
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A Vision of SPPS Schools
SPPS SchoolsSPPS Schools• Equity = Differentiation
– Staffing– Funding– Resources and Supports
• E – 12 Feeder Schools Systems– Boundary and program alignment– Principal Leadership Teams– Student Services Teams
• District Guiding Coalition
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A Time to Change
We can, whenever and wherever we choose,
successfully teach all children whose schooling is of interest to us.
We already know more than we need to do that.
Whether or not we do it must finally depend on
how we feel about the fact that we haven’t so far.
Ronald EdmondsEducational Leadership
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Vision 2014 Key Goals
• Achievement– Design, Delivery, Partnership,
Performance
• Alignment
• Sustainability
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Leadership and Learning Center
A brief overview of the partnership of Saint Paul Public Schools
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Instruction: RTIFES
WTL Strategies
Instruction: RTIFES
WTL Strategies
Assessment: RTI
DT Process for PLCSECAs
Assessment: RTI
DT Process for PLCSECAs
Prin
cipa
l’s L
eade
rshi
p
RTI: Response to Intervention
FES: Five Easy Steps to Math
WTL: Writing to Learn--Nonfiction Writing
RTI: Response to Intervention
DT: Data Teams
ECAs: Engaging Classroom Assessments
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Engaging Classroom Assessments
Identify Power Standards• “Unwrap” the Power Standards and
determine “Big Ideas” contained within those standards
• Write thee “Big Ideas” as “Essential Questions” to guide instruction and assessment
• Create performance assessment that includes: – standards, – engaging scenarios, – 3 or 4 performance tasks that Common Formative
Assessments (CFAs) measuring incremental knowledge of priority standard,
– task-specific rubrics or scoring guides
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Five Easy Steps to a Balanced Math Program
• Step One: Math Review and Mental Math
• Step Two: Problem Solving• Step Three: Conceptual
Understanding• Step Four: Mastery of Math Facts• Step Five: Common Formative
Assessments
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Five Easy Steps: Successful and Popular because…
• Sharpens instructional focus• Balances computational skills,
conceptual understanding, and problem solving
• Can be utilized with any math series and supplemental materials
• Aligns with school, district, and state assessments
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Write to Learn: Non-fiction Writing Strategies
• Used across all content areas• Short, impromptu, or otherwise
informal writing tasks that help students think through key concepts or ideas presented in a course.
• Often, these writing tasks are limited to less than five minutes of class time or are assigned as brief, out-of-class assignments.
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Response to Intervention (RTI)
• Using Data Teams Approach to help identify strategies for all learners
• Tier I strategies are identified to ensure at least 80-85% all students are proficient
• Tier 2 and 3 strategies are provided for effective intervention based on the school resources and individual student needs
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Data Teams Approach for PLCs
• Find the data (“Treasure Hunt”)• Analyze the data• Make inferences from data and
prioritize needs• Set, review, revise SMART goals• Determine strategies to support
goals• Establish results indicators to
measure student success based on adult (teacher) actions
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Battle Creek Middle School
What is new at BCMS?• Co-located with Hazel Park Academy• Enrollment increase from 520 to 850• Continuation of Single Gender
Academies - Sisterhood and Brotherhood and Core Values (monthly)
• Focus on instruction and assessment within Professional Learning Communities (PLC's)
• Panther Extended Program – 4 days/week
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Identification of Students
• MCA II Data• MAP tests (3 times annually)• Common Formative
Assessments within PLC's• Interdisciplinary Teams
identifying students with failed classes
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Interventions• Tier I interventions (85%): Teachers meet
individual needs of all students within classroom
• Tier II Interventions (10%): Students identified as needing periodic, intensive support (Read 180, AMP Reading, 1:1 tutoring)
• Tier III Interventions (5%): Students identified as needing intensive, consistent support (Full time class with math and reading tutoring, organization, social work, study skills)
• Additional support during and outside the school day: Panther Extended Program, Saturday Tutoring, Advisory Program
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Washington Technology Magnet School
What’s new at Washington?Everything
• New Building – the former Arlington High School building
• New grades – from 7-8 to 7-10• Enrollment increase from 750 to 1140• Interdisciplinary Teams complementing
Professional Learning Communities (PLCs)
• Extended Day: Every Day Every Student
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Identification of Students
• Interdisciplinary Teams meet weekly to identify failing students
• MAP testing 3 times annually• PLC Common formative
Assessments
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Strategies
• Developed at the Team Level• Specific for each student• Homeroom – Intervention time
daily• Extended Day Opportunities• Attention from counselor
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Saint Paul Public Schools
Putting Schools AtThe Heart Of The Community