CULTURE : Creating High Performance, High Accountability Systems to Maximize Student Achievement

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• CULTURE Creating High Performance, High
  Accountability Systems to Maximize Student
  Achievement
• Presentation to Louisiana Technical College
  Region 8
• Michael Kemp
• October 8, 2009

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An Hour of PowerWhat we will cover

• Creating a culture of C.A.R.E! Success at every
  school!
• Belief Systems Are you really standards-based?
• The Power of Expectations (90/70/100)
• The Plan
• Increasing District/Principal/Teacher
  Accountability
• Increasing Student Accountability
• Creating Incentives for Student Achievement
• Developing Safety Nets and Alternative Options
  for Student Success

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A culture of C.A.R.E !Caring About Rs Everyday!

• System - CARE? You better- A symbol and mission
  that defines us!
• Teachers
• RELATIONSHIPS
• RELEVANCE
• RIGOR
• Students
• RESPECT
• RESTRAINT
• RESPONSIBILITY

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CARE -Where it will take you?

• Creating a culture of success at every school
• Eliminate the two-system system
• Belief System shift
• Understand it is NOT our students faultvictims
  of low and sometimes no expectations!
• Attack accountability issues social
  promotion/grade inflation/lack of adult
  accountability!!!
• Forces a standards-based operation!
• Forces continual improvement
• Understand culture is only a reflection of what
  WE TOLERATE!
• Provide every student with the opportunity to
  maximize his/her potential.
• GOAL All graduates prepared for post-secondary
  education and/or the workforce without need for
  remediation in the academic core.
• K-12 effort!

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• Going deeper with standards-based reform and
  data-driven instruction 4 step model.
• Identify standards by grade, subject and term
• Pre-test and analyze data
• Differentiate instruction and support
• Post-test and analyze data
• Capitalize on our greatest asset diversity.
• To aggressively close the opportunity gap
  existing between identifiable subgroups
• All, W, AA, H, ED, ELL, SWD
• Safety Nets (Internal and External) including
  credit recovery labs to increase
  promotion/graduation rates
• Professional Learning/Accountability Committees

GLISI.ppt
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BELIEF SYSTEMS Are You Really
Standards-Based?Tough questions

• Do you believe all students can learn?
• Should there be separate expectations for our
  students?
• Are we really standards-based?
• Are we internally aligned?
• What role does transfer play in your teaching
  equation?
• Who is accountable for eliminating opportunity
  gaps between students?

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BELIEF SYSTEM SHIFTS

• Shift from Bell Curve to Standards Based
• Shift from Fixed Time/Varied Standards to
  Fixed Standards/Varied Time

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Time is fixedStandards are variable
Bell Curve-Based Belief System
Standards-Based Belief System
quartiles

NO LOW SKILL JOBS AVAILABLE!
HIGH STANDARD
x
-1
1
Time is variableStandards are fixed
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• When it comes to the academic expectations of
  our students, especially minority and/or
  economically disadvantaged students in urban,
  inner city settings, we are more segregated now
  than we were prior to Brown vs. Board of
  Education physical segregation
• Jonathon Kozol, Shame of the Nation

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The Power of Expectations

• Kids, our students, are NOT the problemthey
  typically will do what we expect them to do.
  (minimum?)
• What do we expect of the big kids the adults
  in the equation? (minimum?)
• What is our minimum?
• What do we tolerate in our culture?
• What do we EXPECT?

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2010-2011 Student Achievement Expectations

• 90 of all subgroups will meet performance
  expectations
• 70 of all subgroups will exceed performance
  expectations
• 100 C.A.R.E. demonstrated by all employees
  everyday!

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OUR GRADE 11 MINIMUM-AMOALL SUBGROUPSALL,AA,W,H,
ED,ELL,SWD
NCLB THE PERFECT STORM!
AMOs Presentation.ppt
90/70
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OUR GOAL 90/70/100

• What will it take?
• COURAGE to tell it like it is
• Attacking Belief Systems, Grade Inflation, Social
  Promotion
• VISION to see how it could be
• LEADERSHIP to make it happen
• Creating High Accountability ILTs!
• Accountability Goals Objectives
• Monitoring through 45-Day Action Plans
• Designing student achievement incentives
• PLUS Proactivity, Hard Work, Focus, Strategic
  Planning, Knowing Your Students, Data Analysis,
  Prescriptive Intervention, Creating Incentives,
  and HAVING FUN!!!

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• Control Curricular Sequence
• Examine Promotion Standards- 3rd/5th/8th/11th
  20 month systemic fix
• 4 core (ELA, MA, SCI, SS) plus one to promote
• GUIDE in guidance!
• Earning Stripes ID Program-Safety/Security,
  Responsibility, Psychology, and Incentives
• INCENTIVES
• Platinum Pride
• Make it worth-it to meet and exceed first time!
• Make it worth-it to meet behavioral
  expectations
• All schools will operate for students who are
  making good decisions

Stripes Stepping Up.pdf
Stripes Presentation.ppt
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The Plan?

• Strategic
• SHIFT HAPPENSget OFF of the BELL CURVE!
• Set the same high performance standards for ALL
  students
• Meet them where they are and ramp them up!!!
• TIME
• GIFT of TIME
• Time to meet and exceed performance standards.
• Maximize scheduling options
• AIM Accountability for Instruction Model

EHSAIM.ppt
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45 Day Action PlansAYP-ALL, SWD, AA, ED, ELL

• Specific instructional strategies for making AYP
• What is going to be done?
• When will it be done?
• Who will do it?
• How will you know?
• When will you know and revise?

Altama 45 DAP.ppt
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District Accountability/Role

• Meet with each school ILT every 45 days examine
  student performance data on benchmarks by
  subgroup.
• Ask What barriers can you identify, right now,
  that will keep you from meeting 45 DAP
  objectives?
• Separate barriers Control vs. No Control
• District addresses controllable variables with
  ILT.
• Uncontrolled variables are indentified as such
  and no longer allowed to be excuses for
  performance.
• JOB IS TO ELIMINATE EXCUSES FOR
  PRINCIPAL/TEACHER/STUDENT PERFORMANCE!!!

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Developing Alternative Options for Student Success

• Develop safety nets (internal and external)
• Capitalize on online/E-Learning to provide
  Standards-Based Credit Recovery opportunities to
  students
• CR Product is important, but implementation
  processes are critical!!!

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• Online/E-Learning can be significantly helpful
  in initial credit situations when
• A teacher is not available
• A teacher is weak or not qualified
• Or when we need additional support for students
  and/or teachers
• Online/E-Learning options provides unmatched
  prescriptive treatments and differentiated
  support (despite the traditional setting issues)

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• The product matters/the process matters
• Dont reinvent the wheel, emulate what has proven
  results with the most at-risk/at-promise
  populations.
• www.education2020.com
• I CAN RELATE!!!
• Understand the adult issues associated with
  serving challenged populations
• Understand the student issues associated with
  generational poverty
• Apathy
• Discouragement
• Cultural Capital Deficits
• Relevance

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• Full Scale Attack
• Educational Partner Support
• Business /Community Support
• Political Support
• Faith-based Community Support
• You must CARE enough to create the focus, the
  energy, the urgency needed to break the cycle of
  generational poverty for the students of
  Louisiana.
• CARE works

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IT WORKS! - Summary

• Gainesville, GA
• From 90th to 6th in state in GHSGT first time
  performance
• Grad Rate from 68 to 81
• Title I Distinguished School Greatest Gains!
• Brunswick, GA
• BHSfrom NI1 to AYP
• GAfrom NI3 to AYP
• Double digit gains in GHSGT first time
  performance

2008 GHSGT Comparison to State.ppt
GHSGT_2009.pptx
BHS-GA 1yr Gain.ppt
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Pride Through Excellence!

• Were going to relentlessly chase perfection
  knowing full well that we will not catch it,
  perfection is unattainable!
• But we are going to relentlessly chase it
  because, in the process, we WILL catch
  excellence.
• -Vince Lombardi

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The Plan will work in Louisiana!

• RELATIONSHIPS, RELEVANCE, RIGOR
• RESPECT, RESTRAINT, RESPONSIBILITY
• RESULTS!

Cant Accept Ridiculous Excuses!
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CONTACT INFORMATION

• Michael Kemp
• michael.kemp_at_glynn.k12.ga.us
• [phone] ext. 1540
• Dr. Mike Hall
• mhall_at_drmikehall.com