Data to Close Gaps

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American Student Achievement Institute ASAI
School Improvement Planning Using Data to Close
Achievement Gaps
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COMMITMENT TO REAL CHANGE
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Real Change
Gut-Level Systemic Beliefs Actions Cultural
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Real Change
Adding On One More Strategy
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Asa Hilliard
Current educational reforms are nothing more than
rearranging the technical and logistical chairs
on the educational Titanic. Source
Hilliard, A. (1991). Do we have the will to
educate all children?, Educational Leadership,
49(1), 31-36.
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Peter Senge
ORGAN-IZATION
VALUES BELIEFS
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Sandy Hillman Center Grove High School
Real change is real hard.
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Metropolitan Nashville Public Schools Mission
Statement
Whatever it takes.
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Samuel Casey Carter
No Excuses Lessons from 21 High-Performing,
High - Poverty Schools
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CORE CONVICTIONS
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DEFINITION
The beliefs we hold in our hearts ? about
students, learning, and education.
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EXAMPLE
All students deserve to master the Indiana
Academic Standards.
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EXAMPLE
All students deserve to be engaged in learning.
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EXAMPLE
All students deserve a caring adult in their
lives to guide them.
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PURPOSE
Local core convictions drive the change process.
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PURPOSE
Work from the heart. Fire in the belly!
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The Lorraine Monroe Doctrine
What do the teachers at Frederick Douglas Academy
believe about kids, learning, and education?
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OUR CORE CONVICTIONS
What does our community believe about kids,
learning, and education?
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COMMON VISION
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VISION
A lofty, bold statement of the way our school
will be if all of our dreams for kids come true.
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VISION
Painting of your ideal school using words to
describe your students teachers, school, and commu
nity.
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Jerry Bamberg
Without a common vision, the school becomes a
collection of cottage industries operating in
isolation under the same roof. Source Jerry
Bamburg, North Central Regional Educational
Laboratory
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THE PRACTICAL BENEFITS OF VISIONING

• Provides common direction
• Focuses on students
• Focuses on the future
• Raises expectations
• Energy for change
• Human glue

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The Vision Statement
CORE CONVICTIONS What do we believe in our hearts
? that all kids deserve?
If the ADULTS were living by these core
convictions every day, what would they be doing?
If the adults are living by their core
convictions, what would our STUDENTS be doing?
If the students were doing these things, what
would be our schools STATISTICS?
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DATA DRIVEN DECISIONS
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Charlie Jackson Borden Jr. Sr. High School
Wed never dream of coaching basketball without
keeping stats. Stats tell us if our efforts are
having the desired impact.
WHY HAVE WE BEEN TEACHING WITHOUT KEEPING STATS?
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DISAGGREGATED DATA - ASAP
OTHER WAYS TO DISAGGREGATE Zip Codes Sending
Schools Teams Program Participation
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INDIANAGAPS passing 6th grade ISTEP
Language Arts 2002-2003
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FOUND A GAP?
Premise All students can learn. WHAT IS
CAUSING THE GAP?
School / Community Expectations? Teaching? Envir
onment? Guidance?
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FORCE FIELD ANALYSIS
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Force Field Analysis
WHY IS THE DATA WHERE IT IS? Discovering the
forces or factors that are interfering with
achievement. No hunches.
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The Domino Effect
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The Domino Effect
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(No Transcript)
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DISCUSSING THE DATA
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CLOSED DOORS
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CONGENIALITY
Isolated Few New Ideas No Synergy Little
Organizational Learning
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Collegiality as a Norm

• Spirit of inquiry
• Common goals
• Peer coaching
• Study groups
• Talk about practice
• Professional reading
• Collaborative problem solving

Attica Jr-Sr HS
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Peter Senge Learning Organizations
Source Senge, P. (1990). The fifth discipline
The art and practice of the learning
organization.
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Structure for Collegiality
SCHOOL IMPROVEMENT TEAM
FACILITATE GUT-LEVEL DISCUSSIONS

• FULL FACULTY

• STUDENT BODY

COMMUNITY
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FINDING TIME
U. S. students and teachers are victims of
inflexible and counterproductive school
schedules. Prisoners of Time National Education
Commission on Time and Learning
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Professional Development Days
Student Release Maximum of Six Occasions 30
150 Minutes Each Time
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CREATING TIME
Collaborative Problem Solving
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TECH SUPPORT
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INDIANA APPROVED PLANNING MODELS
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CLOSING THOUGHTS
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The Balance of Tension Peter Senge
TENSION
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THE CHANGE FORMULA
Change occurs when ( D x V x K ) x B gt R D
Dissatisfaction V Vision K Knowledge of
the First Few Steps B Belief in Self R
Resistance
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American Student Achievement Institute ASAI
Contact Sue Reynolds reynolds_at_asainstitute.org h
ttp//asai.indstate.edu
Achievement Institute Video www.doe.state.in.us/
media/video/ipla/200301.html