Welcome & Please Participate

• Ask a question when you have one.

• Feel free to share an illustration.

• Request an example if a point is not clear.

• Search for ways in which you can apply a general principle.

• Concentrate on the “hows?”

• Think of ways you can pass ideas and strategies to others.

Evaluation, Effectiveness, and Excellence

Riverside Publishing Leadership Summit 2012

Tyrone Olverson – Principal,

Licking Heights High School

Thomas Tucker – Superintendent, Worthington City Schools

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Collaborative Norms

• Equity of Voice

• Active Listening

• Safety to Share Perspectives

• Assume Positive Intentions

• Celebrate, Celebrate, Celebrate!

Learning Target for Today

You will learn how some administrators have created a culture for systematic professional learning that has increased teacher learning and student achievement.

Welcome to Licking Heights

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Accelerating Student Achievement in an Urban Setting

Demographics of Licking Heights 2011-12

• 850 Students (9-12)

• 40% Free-Reduced Lunch

• 40% Minority Population

• 10% Somali Population

• 2nd Fastest Growing District in Central Ohio (39% over the past 10 years)

• 188 Graduates / 350+ 2nd Grade students

• School is classified as Rural & Urban 6

Math and Science Direction Unclear

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“If you don’t know where you are going, any road will get you there.” – Lewis Carroll

Historical Perspective

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Where we were going Why we

changed direction Where were

going now

Historical Perspective

• Systemic direction was unclear

• Multiple teachers teaching non-connected courses

• Multiple teachers not teaching the content standards (ODE)

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Where we were going

Historical Perspective

Lacked:

• Vision for Success

• Plan of Action

• Purposeful Data (DRIP)

• Collaboration Time (Coblaboration)

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Where we were going

Is what I am doing taking me closer to our purpose? – Michael McMillan

The range of what we think and do, is limited by what we fail to notice;

And because we fail to notice, that we fail to notice;

There is little we can do to change,

Until we notice how failing to notice shapes our thoughts and deeds. - Timothy Kanold, 2012

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Tucker’s Charge

• What did our school need to pay more attention to?

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Prioritize and Focus on the Essentials

know?

be able to do? (skills to focus on)

Nice to Know

Important to Know

Essential to Know

Tucker’s Charge: Focused/ Data Driven Instruction

• Establish procedures to ensure standards are taught with fidelity i.e. Classroom Walkabouts, Data Teams, PLC’s, Professional Learning opportunities

• Establish procedures to ensure students developed a deep understanding of the standards i.e. CFA, Weekly student feedback forms

• Establish procedures to intervene with students not mastering the standards i.e. OGT Club, REACH

• Establish procedures to ensure mastery and retention - Thomas Tucker, 2010

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Olverson’s “I’m possible” Mission: What Marzano’s Research Shows

Teacher School Exit Percentile

Highly effective

Highly effective 96 %ile

Highly effective

Highly ineffective

63 %ile

Average Average 50 %ile

Highly ineffective

Highly effective 37 %ile

Highly ineffective

Highly ineffective 3 %ile

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However, not everyone can be a Highly Effective Teacher, at least not all the time, everyday!

The most important data in Marzano’s research is not on the previous charts:

Teacher School Exit %ile

Average Highly Effective

73%ile

No Blame, No Shame, No Excuses!

• Prioritize the curriculum, do a few things well. – Content

• Improve the effectiveness of classroom instruction. – Process

• Provide year-long sustained staff development opportunities. – Context

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The Eight

Cylinder ReformModel

Develop and Adopt a Building Level Continuous Improvement Plan

Prioritize the Curriculum

Develop Grade-Level Intervention

Plans

Schedule School-Wide Grade-Level

Intervention Periods

Measure Results

Monitor Implementation

Regularly

Create New Majority

Complete Intervention Notebooks

Knowing-Doing Gap “The difference between successful

organizations and underperforming ones was not what they know, but what they do with what they know.”

- Pfeffer and Sutton

What did we do? Our next steps?

Administrators & Teachers • Designed Weekly Formative Assessments (5 – 13 Questions each week)

• Teachers developed weekly diagnostic and prescriptive assessments.

• Weekly assessment data utilized to improve student outcomes. Immediacy of feedback is essential. (Jeff Boyer vs. Jeff Squires)

Enhance the Probability of Success • Collaboration: amongst staff about individual students

is pivotal.

• Accountability: all student achievement must begin with the regular class teacher.

• Managing the process: Data “Detector” was utilized

• At-risk children need additional quality teaching time.

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Additional Quality Teaching Time

More is not always better. If what we are doing isn’t working, we need to do something different. Any question with less than 70% proficiency was re-taught the next Monday as a class warm-up. Time on task and quality teaching time are vastly different. Quality teaching time is the time students are actively involved in learning developmentally appropriate materials. (Standards Based Learning)

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Performance Index 2010 - 2011

80

85

90

95

100

105

110

2005 2006 2007 2008 2009 2010 2011

Licking Heights High School

High School Performance Index Over Time Cont

inuo

us Im

prov

emen

t Ef

fect

ive

Exce

llent

Performance Index Two Years Ago 95.5 This Past Year 104.8

PI points based on student scores at each performance level. Highest PI recorded in the State of Ohio is 110!

Were Closing the Learning Achievement Gap

Reading Math

Percentage of students scoring Proficient or above, by ethnicity

Steps to continue in 2012 - 2013

Review concepts of Professional Learning Communities (PLC’s)

Weekly / Monthly Professional Development

Unit Planning / Quarterly Syllabus

Formative Weekly Assessments

Monthly department meetings to discuss student achievement.

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Success For All

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Group Review Three ideas from this presentation: * * *

One thing I would tell a friend about this presentation and how it can be applied to my work:

Before this session, I wondered _____ about this presentation: Now I think ___ about this presentation:

A newspaper HEADLINE for this presentation would read: