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Research into Reality ~
Have I Got Some Answers for You!
+
Dr. Rhonda J. Roos Director of Middle SchoolsNew Albany Floyd County SchoolsNew Albany, [email protected]
+The Research
“An Examination of Principals in High-Poverty Middle Schools with High Achievement”
Guidelines for selection of schools:
All Indiana public middle schools that include seventh grade (did not include jr/sr high schools)= 282 schools
Schools with 50% or more of students qualifying for free/reduced lunch = 130 schools
The average ISTEP+ E/La score of the 130 schools = 68% and the average math score was 75%
Schools with 80% or higher on 2013 ISTEP+ E/La AND math = 20 schools
+The Research
Consideration factors for selection of two schools:
ISTEP+ 2011 and 2012 E/La and math scores
Percentage of students passing both
No Title I funding in these schools
Degree of poverty
Tenure of the school principal
Ethnicity of the student population
Setting of the schools (urban, rural, suburban)
Grade configuration
Student population size
+School A - rural86.3 White, 7.2 Hispanic, 3.5 Multiracial, 1.5 Asian & 1.3 Black
Poverty Grades School Day Enrollment
54.4 (2103) 6-8 7:30-2:45 935
59.0 (2014) 6-8 7:30-2:45 932
ISTEP+ E/La% Math% Both%
2014 84.6 91.8 81.8
2013 82.9 87.5 78.8
2012 83.6 86.6 77.7
2011 81.7 74.7 74.7
+School B - urban46.5 White, 26.6 Black, 17 Hispanic, 7.8 Multiracial & 1.3 Asian
Poverty Grades School Day Enrollment
64.2% (2013) 6-8 7:25-2:40 617
66.0% (2014) 6-8 7:25-2:40 622
ISTEP+ E/La% Math% Both%
2014 80.8 84.9 76.5
2013 82.2 83.4 78.0
2012 83.1 85.0 74.2
2011 81.1 80.0 74.1
+June 2015 NAFC
Middle Schools’ Data
School Enrollment Free/Reduced
Ethnicity
Hazelwood 971 75% White-68%Black-16%Multiracial-10%
Highland Hills 1548 18% White-93%
Scribner 856 57% White-67%Black-13%
+New Albany Floyd County ISTEP+ DATA
E/La‘14
‘13
‘12 ‘11 ‘10 ‘09
Math‘14
‘13 ‘12 ‘11 ‘10 ‘09
HMS 71 70 71 69 63 55 86 85 84 78 66 54
SMS 74 73 80 78 72 65 87 86 88 84 77 63HHMS
89 89 88 88 84 80 96 96 95 92 87 83
E/La ‘14 ‘13 ‘12
‘11
Math ‘14
‘13
‘12 ‘11
5 81 82 86 80 94 93 94 92
6 80 82 83 80 93 93 91 86
7 81 77 82 83 88 90 88 83
8 77 78 74 75 88 88 88 83
+MIDDLE SCHOOL MATTERSFive Things We MUST Get Right!
Principal Leadership – July 21
Strategic System with Academic Core – September 21
Daily Schedule of Students & Staff – February 9
Teacher-led Professional Development – February 9
Team Essentials for a Relational Learning Environment February 9
Overview of All Five – November Fall Conference
+PRINCIPAL LEADERSHIPThat’s you.
+The Research on Principal
Leadership
Wallace Foundation, 2013 – “sense of urgency to provide students with effective teachers & quality principals”
Lewis, Leithwood, Wahlstrom & Anderson, 2010 – “the school principal is the essential factor influencing school success”
Whyte, 1956 – no longer is the principal the “overseer of buses, boilers and books”
Collins, 2001 – today’s “instructional leader draws from contemporary corporate life that focuses on greater clarity for the organization with an emphasis on what is essential and how to get it done”
+The Research on Principal
Leadership
Jesse, Davis & Pokorny, 2004 – the “principal’s leadership style is less important than his or her ability to be an instructional leader who is capable of building a culture of trust whether using a hierarchical approach or a more collaborative style.”
DuFour, 1999 – five critical principal qualities
Develops school beliefs & sets goals alongside staff
Focuses on learning
Works hard to build a collaborative environment
Involves staff in decision-making with worthy PD & time for collaboration
Makes decisions based on reviewed data
+Principal Leadership ~“Clarity is the antidote to anxiety.”
`Marcus Buckingham, The One Thing You Need to Know
Leading his/her staff in high expectations by creating & embedding a system for the academic core by using all resources
Observing teachers and facilitating critical conversations (including lots of data) with each staff member to “nudge the building forward”
Hiring the right people, getting them ready and supporting them in critical aspects
Building relationships and creating leaders within the building
+
+ Leading his/her staff . . .
“He’s the glue that holds us together because we respect him.”
“We’ve learned from our principal that it’s only an opinion if there’s not data to back it up. So you better know your data. If not, you can’t participate in the discussions. And then he’ll call on you! You have to know your stuff.”
“He’s not afraid to put it out there and ask the tough questions. Then he follows up. Darn! He follows up every time. He holds us accountable. But it’s a transparent system and it makes me feel professional.”
“We’re done with outside presenters here! He uses us. It’s so much better and worth our time. No more ‘one stop shop’ – we know what needs to be done here.”
“Our principal is driven. He wants every student to grow. So if you don’t want to work hard on the right things, this isn’t the place for you to teach. People know that in our district.”
+Leading his or her staff . . .
“I know the focus of this building. So I say ‘no’ a lot. I’ve got to keep us on the right track.”
“It’s not about you or me. It’s about these kids. You’re struggling in this one area, so I have a sub for you to go observe two of our other teachers. We can get this right together.”
“I point out the areas of growth. I don’t give them the answers. I make certain they understand exactly what I’m looking for (that’s only fair) and then I give them time to figure it out. If they don’t, I’ll put my plan in place.”
“We’ve been told to let students struggle a bit in their learning & work toward the answers. That’s exactly what he’s doing with us.”
+Principal Leadership
SCHOOL A
Sets high expectations for academic core
Is data-driven
Develops leadership
SCHOOL B
Understands the school’s specific challenges & opportunities
Has high expectations for academic core
+ Observing teachers and facilitating critical conversations (including evaluations) with each staff member to “nudge the building forward.”
Whatever instrument you’re using, there must be a clear (and continually clarified) Academic Core. When we make observations, teachers should be fully aware of the expectations and what we are looking for in effective instruction and “best practices” in our schools.
Barkan, 2011 – “Evaluating teachers is not rocket science and it shouldn’t be!”
Marshall, 2013 – “Principals should make enough visits to see daily reality and continually polish feedback skills, always focused on student learning.”
+Ten QuestionsYou choose two and I’ll pick one!
Talk with me about your latest discussion with our Literacy Coach about Guided Groups in your classroom. Share two things you’re working on with students in those small groups.
What’s the most difficult part of the Problem-Solving Poster Method you’re facilitating every other Friday? Bring a few student papers to share with me.
Bring a 4-5 minute video clip of your lesson on state indicator 7.3 and let’s discuss your strategies.
Tell me about a book you’re reading for professional growth. Share something that has caused you to change your practice.
Explain the difference in a bell curve theory compared to an “L to J” curve. Discuss your thoughts on allowing students to make up any zeros earned on tests or assignments.
+The IrreplaceablesLow-cost Retention Strategies answering the question – What did your principal do that made you stay?
1. Provided me with regular, positive feedback
2. Helped me identify areas of development
3. Gave me critical feedback about my performance informally
4. Recognized my accomplishments publicly
5. Informed me that I am high-performing
6. Identified opportunities or paths for teacher leader roles
7. Put me in charge of something important
8. Provided me with access to additional resources for my classroom
+New Teacher Induction Program
2-5 years
Monthly meetings
Two Meeting Goals: best classroom practices & school procedures
Provide a mentor in building
+New Teacher Meetings for
2015-168:00-8:50 – Principal’s Office
AugustClassroom Management/Open House with 3 Big Ideas and 4 Essential
Questions
September Special Education/ IEP Review / 504
October Unit Essentials / Marzano’s Notetaking Strategy
November Counselor Chat (Suicide, DCS referral, etc.)
December Discussion Questions / Evaluation Review/ ½ Day Observation Review
+New Teacher Meetings
January Student Writing at Scribner
February CFA Data Day – Your Role
March Department Partner Day
April ½ Day Observation Review
May Strut Your Stuff!/ Close of School Procedures
+Building relationships
Three Signs of a Miserable Job by Patrick Lencioni
SIGN #1 Anonymous – People cannot be fulfilled in their work if they are not known. All human beings need to be understood and appreciated for their unique qualities by someone in a position of authority.
+Three Signs of a Miserable Job
SIGN #2 Irrelevance – Everyone needs to know that their job matters, to someone. Without seeing a connection between the work and the satisfaction of another person or group of people, an employee simply will not find lasting fulfillment.
+Three Signs of a Miserable Job
SIGN #3 Immeasurement – Employees need to be able to gauge their progress and level of contribution for themselves. Without tangible means of assessing success or failure, motivation eventually deteriorates as people see themselves as unable to control their own fate.
+STRATEGIC SYSTEM with ACADEMIC CORE
+ Alignment – “Let’s be the most highly-reliable middle school in our state!”
+ACADEMIC CORE = 80% of
students successful
SCHOOL A SCHOOL B
+ACADEMIC CORE
“a strategic system is in place for a solid academic core in each and every subject”
Pacing Guides
Enhanced Pacing Guides for math/conceptual learning
Literacy Program in place at each grade level
Engaging Units with rigorous performance tasks
CFAs – Common Formative Assessments
Effective Interventions
+Three Types of Students
The “Cant’s”
Need more time and more support
The “Cans”
Need more enriching, deeper opportunities
The “Wont’s”
Need motivation, relevance and engagement
+Gump Video here?
+English Pacing Guide
+Enhanced Math Pacing Guide
+
LITERACY5 Levels of Literacy
+
LITERACY90 Minute Literacy Block
+Rigorous Curriculum Design
UnitsRCDs
GEOGRAPHY
History of Sub-Saharan Africa
Modern Sub-Saharan Africa
History of Northern Africa/Middle East
Modern Northern Africa/Middle East
History of South Asia
Modern South Asia
East Asia
UNITED STATES HISTORY
The Worlds Meet
Colonization
Ind/Revolutionary Era
Early Gov/Constitution
The Presidency
Growth & Expansion
Build Up to War
Civil War
+RCD Units for Science 7 & 8
SCIENCE 7
“Method to the Madness”
“We Reach for the Stars”
“It’s Electric”
“Catch the Wave”
“Feel the Earth Move”
“We Will Rock You”
“It’s Alive”
SCIENCE 8
“She Blinded Me With Science”
“Physical”
“Radioactive”
“The Heat is On”
“It’s the End of the World”
“Brown-eyed Girl”
“Riders on the Storm”
+RCD Units in English 7 & 8 (one each quarter with WRITING!)
GRADE 7
“Tell Me A Story”
“Compassion”
“Sneeches to Speeches”
“Greek Mythology”
GRADE 8
Anne Frank
“Suspense – Strange & Mysterious”
Argumentative
Poetry & Figurative Language
+7th GRADE GEOGRAPHY
Unit Title Length Performance Task Highlights(writing prompt with rubric)
Engaging Scenario
History of Sub-Saharan Africa
3 weeks -colonization/claim countries-add slavery complex text-Task 3 Writing is awesome!
Modern Sub-Saharan Africa
6 weeks -comparing 4 complex texts-”Cry Freedom” video
History of Northern Africa/Middle East
5 weeks -religions/create children’s book!-archeological dig!!-3 complex texts
+RCD Unit Template Components
Essential Standards / Unwrapped Indicators
Unwrapped Concepts
Essential Questions
Corresponding Big Ideas
Supporting Standards-Common Core Literacy Standards
Performance Tasks and Scoring Guides
Engaging Scenario!
+Does the Teacher Matter. . . in
the midst of the “hormone river” coming through your classroom door each day?
+Reading
Teacher School District Student
P50 P50 P50 P50
P84 P50 P50 P60
P98 P50 P50 P70
P50 P84 P84 P57
P50 P98 P98 P63
+Mathematics
Teacher School District Student
P50 P50 P50 P50
P84 P50 P50 P64
P98 P50 P50 P76
P50 P84 P84 P59
P50 P98 P98 P67
+Effect Size.4 = 2 to 3 years of growth
+Highest Effect Size.4 = 2 to 3 years of growth
Kids must own their own learning.
Clear and specific goals must be set for each student for each unit or topic of instruction.
“Here’s what I’m supposed to know at the end of this unit.”
Self-reported grades and goals are paramount.
Each student must have high expectations for himself/herself with a very clear understanding of where he/she is headed.
+Math in the MIDDLE-Phenomenal Results!
Five Easy Steps to a Balanced Math Program (they’re not so easy)
DMRs
CFAs
Math Fact Mastery (5th Grade – Toolkits made & ready)
Problem-solving
CONCEPTUAL LEARNING
+Assessment System in Place
Data Rooms – time to have real conversations
Meaningful data discussions about students
Collaboration time by department
Common Formative Assessment Results (CFAs)
Unit Assessments
Acuity Results
SRI (Scholastic Reading Inventory) – lexile levels
+Intervention System in Place
Bruce’s slide of Steven’s growth here
+DAILY SCHEDULE of STUDENTS & STAFF
+TIME Department time together
Collaborative weekly time
Layers of Literacy / Double Periods
Acceleration time at each grade level
Additional time in math and E/La Core for 5th & 6th grades (90 mins each)
Instructional aides trained and used critically
After-school interventions if daily embedded interventions are in place first
Looping of teacher to next grade
Goals and clear focus established for each department
+Teacher-led Professional Development
+Professional Development
Teacher-driven
Coaches – Teachers coaching teachers
Timely and meaningful
Embedded in the day
Strong Teacher Leaders for each department
+TEAM ESSENTIALS for aRelational Learning Environment
+Five Dysfunctions of a Team
Trust
Accountable
Results
+Brittany
+Dr. Rhonda J. RoosDirector of Middle Schools
2813 Grant Line Road
New Albany, IN 47150
812.542.2141
+New Albany Floyd County
Middle Schools ~ Grades 5-8
HIGHLAND HILLS MIDDLE
Enrollment = 1535
F/R = 17%
HAZELWOOD MIDDLE
Enrollment = 977
F/R = 73%
SCRIBNER MIDDLE
Enrollment = 850
F/R = 55%
