Date here Kathleen M. Smith, Ed.D. Office of School Improvement Virginia Department of Education In Virginia -Closing the Achievement Gap Means Opening

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Kathleen M. Smith, Ed.D.Office of School Improvement

Virginia Department of Education

Kathleen M. Smith, Ed.D.Office of School Improvement


In Virginia -Closing the Achievement Gap Means Opening Opportunities for

Diverse Students

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First, the DataFirst, the Data

Achievement in America:The Numbers and The Stories They Tell

Kati Haycock & Brooke HaycockThe Education Trust

August 2009

http://www.edtrust.org/dc/presentation/achievement-in-america-the-numbers-and-the-stories-they-tell

http://www.edtrust.org/dc/presentation/achievement-in-america-the-numbers-and-the-stories-they-tell

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Achievement in America:The Numbers and The Stories They TellKati Haycock & Brooke HaycockThe Education Trust

Achievement in America:The Numbers and The Stories They TellKati Haycock & Brooke HaycockThe Education Trust

Chesterfield County Public SchoolsRichmond, VA August, 2009

Chesterfield County Public SchoolsRichmond, VA August, 2009

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4th Grade Reading:Record Performance with Gap Narrowing

4th Grade Reading:Record Performance with Gap Narrowing

NAEP 2008 Trends in Academic Progress, NCESNAEP 2008 Trends in Academic Progress, NCES

*Denotes previous assessment format

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4th Grade Math:Record Performance with Gap Narrowing

4th Grade Math:Record Performance with Gap Narrowing

NAEP 2008 Trends in Academic Progress, NCESNAEP 2008 Trends in Academic Progress, NCES

*Denotes previous assessment format

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8th Grade Reading: Recent Gap Narrowing for Blacks, Less for Latinos

8th Grade Reading: Recent Gap Narrowing for Blacks, Less for Latinos

NAEP 2008 Trends in Academic Progress, NCESNAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format

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8th Grade Math: Progress for All Groups, Some Gap Narrowing

8th Grade Math: Progress for All Groups, Some Gap Narrowing

NAEP 2008 Trends in Academic Progress, NCESNAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format

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Clearly, much more remains to be done in elementary and middle school

Clearly, much more remains to be done in elementary and middle school

Too many youngsters still enter high school way

behind. The Education

Trust

Too many youngsters still enter high school way

behind. The Education

Trust

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Achievement Flat in ReadingAchievement Flat in Reading

NAEP Long-Term Trends, NCES (2004)NAEP Long-Term Trends, NCES (2004)

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Math achievement flat over timeMath achievement flat over time

National Center for Education Statistics, NAEP 2008 Trends in Academic ProgressNational Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format

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African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds


200 250 300 3500%

100%

White 13 Year-Olds African American 17 Year-OldsAverage Scale Score

Perc

ent o

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dent

s

Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

Note: Long-Term Trends NAEP

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African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds


150 200 250 300 3500%

100%

White 13 Year-Olds African American 17 Year-Olds

Average Scale Score

Perc

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s



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Of Every 100 White Kindergartners:

Of Every 100 White Kindergartners:

94 Graduate from high school or get a GED

67 Complete at least some college

37 Obtain at least a Bachelor’s Degree

(25-to 29-Year-Olds)Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf

http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf

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Of Every 100 African American Kindergartners:

Of Every 100 African American Kindergartners:

88 Graduate from High School or get a GED

51 Complete at Least Some College

20 Obtain at Least a Bachelor’s Degree

(25-to 29-Year-Olds)Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf


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Of Every 100 Latino Kindergartners:

Of Every 100 Latino Kindergartners:

68 Graduate from high school or get a GED



(25-to 29-Year-Olds)

Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2008, in The Condition of Education 2009. http://nces.ed.gov/programs/coe/2009/pdf/23_2009.pdf


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Of Every 100 American Indian/Alaskan Native

Kindergartners:

Of Every 100 American Indian/Alaskan Native

Kindergartners:

(25 Years Old and Older)

Source: U.S. Census Bureau, We the People: American Indians and Alaska Natives in the United States. Data source: Census 2000, www.census.gov/population/www/socdemo/race/censr-28.pdf

71 Graduate from high school



http://www.census.gov/population/www/socdemo/race/censr-28.pdf

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Virginia in a National ContextVirginia in a National Context

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2007 NAEP Grade 4 Reading Average Overall Scale Scores by State

2007 NAEP Grade 4 Reading Average Overall Scale Scores by State

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

Proficient Scale Score: 238Virginia

National Average

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2007 NAEP Grade 4 Reading Average African American Scale Scores by

State

2007 NAEP Grade 4 Reading Average African American Scale Scores by

State



National Average

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2007 NAEP Grade 4 Reading Average Latino Scale Scores by State

2007 NAEP Grade 4 Reading Average Latino Scale Scores by State

Proficient Scale Score: 238


Virginia

National Average

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2007 NAEP Grade 4 Reading Average Low Income Scale Scores by State

2007 NAEP Grade 4 Reading Average Low Income Scale Scores by State



Virginia

National Average

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2007 NAEP Grade 8 Math Average Overall Scale Scores by State

2007 NAEP Grade 8 Math Average Overall Scale Scores by State



National Average

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2007 NAEP Grade 8 Math Average African American Scale Scores by

State

2007 NAEP Grade 8 Math Average African American Scale Scores by

State



VirginiaNational Average

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2007 NAEP Grade 8 Math Average Latino Scale Scores by State

2007 NAEP Grade 8 Math Average Latino Scale Scores by State



Virginia

National Average

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2007 NAEP Grade 8 Math Average Low Income Scale Scores by

State

2007 NAEP Grade 8 Math Average Low Income Scale Scores by

State



VirginiaNational Average

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1250 H Street N.W. Suite 700Washington, D.C. 20005202/293-1217

For more information, visit www.edtrust.org

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The Context of the District in VirginiaThe Context of the District in Virginia

• In 2007-2008, there was a concern that districts with persistently low-performing schools in the process of implementing reconstitution plans approved by the State Board of Education would not be able to “self-correct.”

• Recognition that more schools—and more districts—might face the prospect of developing and implementing reconstitution plans.

• The Virginia Department of Education (VDOE) needed to address these concerns within limitations of staff time and other resources.

• In 2007-2008, there was a concern that districts with persistently low-performing schools in the process of implementing reconstitution plans approved by the State Board of Education would not be able to “self-correct.”

• Recognition that more schools—and more districts—might face the prospect of developing and implementing reconstitution plans.

• The Virginia Department of Education (VDOE) needed to address these concerns within limitations of staff time and other resources.

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“The Virginia Partnership”“The Virginia Partnership”• The U.S. Department of Education repurposed

the regional comprehensive centers to build state capacity.

• The Appalachian Regional Comprehensive Center (ARCC) was looking for a way to help VDOE.

• The Center on Innovation and Improvement published the Handbook (CII) on Restructuring and Substantial School Improvement and was looking for a place to test its efficacy.

• The Virginia Foundation for Educational Leadership (VFEL) wanted to expand its role in building leadership capacity.

• The U.S. Department of Education repurposed the regional comprehensive centers to build state capacity.

• The Appalachian Regional Comprehensive Center (ARCC) was looking for a way to help VDOE.

• The Center on Innovation and Improvement published the Handbook (CII) on Restructuring and Substantial School Improvement and was looking for a place to test its efficacy.

• The Virginia Foundation for Educational Leadership (VFEL) wanted to expand its role in building leadership capacity.

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Elements of Support from the Virginia Partnership


• Use of the research-based CII’s Handbook on Restructuring and Substantial School Improvement for development and implementation of the Web conference program and online virtual planning tool.

• Emphasis on district support for school improvement. • Leadership support provided at the school-level both

for the principal and lead teachers.

• http://www.centerii.org/survey/

• Use of the research-based CII’s Handbook on Restructuring and Substantial School Improvement for development and implementation of the Web conference program and online virtual planning tool.

• Emphasis on district support for school improvement. • Leadership support provided at the school-level both

for the principal and lead teachers.

• http://www.centerii.org/survey/

http://www.centerii.org/survey/

http://www.centerii.org/survey/

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• Integration with VDOE coaching model, already in place, for schools and districts.

• Requirement for the district to lead monthly “alternative governance” meetings at the school.

• Reports regarding district and school progress were sent directly to the Virginia Board of Education’s Committee on School and District Accountability.

• Integration with VDOE coaching model, already in place, for schools and districts.

• Requirement for the district to lead monthly “alternative governance” meetings at the school.

• Reports regarding district and school progress were sent directly to the Virginia Board of Education’s Committee on School and District Accountability.

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How many schools?How many schools?

First year….. 19 districts, 30 schools, mostly chronically low-performing

middle schools.

Second year…. 36 schools, both middle and elementary, all Title I eligible,

most in school improvement and/or low-performing. In this

group 13 were in state or No Child Left Behind (NCLB) restructuring.

First year….. 19 districts, 30 schools, mostly chronically low-performing

middle schools.

Second year…. 36 schools, both middle and elementary, all Title I eligible,

most in school improvement and/or low-performing. In this

group 13 were in state or No Child Left Behind (NCLB) restructuring.

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Results for the First Two InitiativesResults for the First Two Initiatives

2007-2008 Of the 30 schools, 20 or 66% moved out of

restructuring sanctions by the state or NCLB.2008-2009

Of the 36 schools, preliminary data shows that 26 or 72% moved out of state and/or NCLB sanctions (including corrective action and restructuring). Twelve of the 13 schools in state restructuring status and/or NCLB restructuring status moved out of sanctions or made Adequate Yearly Progress (AYP).

2007-2008 Of the 30 schools, 20 or 66% moved out of

restructuring sanctions by the state or NCLB.2008-2009

Of the 36 schools, preliminary data shows that 26 or 72% moved out of state and/or NCLB sanctions (including corrective action and restructuring). Twelve of the 13 schools in state restructuring status and/or NCLB restructuring status moved out of sanctions or made Adequate Yearly Progress (AYP).

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Finding # 1 District Support Matters

Finding # 1 District Support Matters

The districts had to have a district improvement

planning process to support their lowest performing

schools and the districts had to be involved in the

school’s improvement planning process through the

implementation of the monthly alternative

governance meetings. These processes had to be

documented on the district and school on-line tool.

http://www.doe.virginia.gov/support/school_improvement/huntington.wmv



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Finding # 2 Focus on the Student

NOTon Making AYP ………What does that mean?

Building rigor, relevancy and relationships with students that have failed the Virginia Standards of Learning (SOL) assessment

more than one year in elementary grades or who are at-risk of failing for the first time will

close the achievement gap, making AYP will not.

Finding # 2 Focus on the Student

NOTon Making AYP ………What does that mean?

Building rigor, relevancy and relationships with students that have failed the Virginia Standards of Learning (SOL) assessment

more than one year in elementary grades or who are at-risk of failing for the first time will

close the achievement gap, making AYP will not.

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If the school is at 85% or 90% pass rate on state assessments for all students and is

not making AYP, it usually means that the school is:

If the school is at 85% or 90% pass rate on state assessments for all students and is

not making AYP, it usually means that the school is:

Demonstrating progress for most students, at least, in the all students category.

In most cases, doing what is needed for the “bubble” students.

Not meeting the needs of a very limited number of students who often fall in more than one subgroup.

Demonstrating progress for most students, at least, in the all students category.

In most cases, doing what is needed for the “bubble” students.

Not meeting the needs of a very limited number of students who often fall in more than one subgroup.

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What do the other 10% to 15% of the students who are

not meeting with success look like?

What do the other 10% to 15% of the students who are

not meeting with success look like?

Did they fail the state assessment in reading or mathematics more than once?

Did they fail the state assessment in reading or mathematics more than twice?

Are they counted in multiple subgroups? Can you say that the interventions in place have

worked for these students? What evidence do you have of this?

Did these students make more than one year’s gain in reading and mathematics last year?

Did they fail the state assessment in reading or mathematics more than once?

Did they fail the state assessment in reading or mathematics more than twice?

Are they counted in multiple subgroups? Can you say that the interventions in place have

worked for these students? What evidence do you have of this?

Did these students make more than one year’s gain in reading and mathematics last year?

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More importantly, if you do not intervene or if the interventions are not successful……

Will these students become part of the flat line for academic achievement in middle and high school?

Will their academic achievement look like this?

More importantly, if you do not intervene or if the interventions are not successful……

Will these students become part of the flat line for academic achievement in middle and high school?

Will their academic achievement look like this?

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200 250 300 3500%

100%


Average Scale Score

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150 200 250 300 3500%

100%


Average Scale Score

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What counts is not talking about building rigor, relevance

and relationships, but the actions leaders must take to

make that talk real – especially for these students.

What counts is not talking about building rigor, relevance

and relationships, but the actions leaders must take to

make that talk real – especially for these students.

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What We Know About Closing the Achievement Gap

What We Know About Closing the Achievement Gap

We must support communities and schools and classrooms and students that are underserved.

Capital equals resources needed to close the gap between the haves and have nots.

Declining support equals declining human, economic and social capital provided to the most needy.

Declining capital equals wider achievement gap.

We must support communities and schools and classrooms and students that are underserved.

Capital equals resources needed to close the gap between the haves and have nots.

Declining support equals declining human, economic and social capital provided to the most needy.

Declining capital equals wider achievement gap.

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Building RigorBuilding Rigor Access to higher level courses and higher level thinking is

critical. We have to determine the “gatekeepers” and open those gates when those keys are denying students entry for reasons that can be easily overcome.

Access not only builds rigor, it builds relationships with the student, the parent and the community.

Access raises expectations. Understand that rigor doesn’t start in high school, it begins with

a solid foundation in the four core subjects in grades K-8. Rigor is increased when … high-quality teachers that deeply

know the content use effective pedagogy…. so that all students, and that means these students, reach high levels of understanding and mastery.

Access to higher level courses and higher level thinking is critical. We have to determine the “gatekeepers” and open those gates when those keys are denying students entry for reasons that can be easily overcome.

Access not only builds rigor, it builds relationships with the student, the parent and the community.

Access raises expectations. Understand that rigor doesn’t start in high school, it begins with

a solid foundation in the four core subjects in grades K-8. Rigor is increased when … high-quality teachers that deeply

know the content use effective pedagogy…. so that all students, and that means these students, reach high levels of understanding and mastery.

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Building RelevanceBuilding Relevance

Content and curriculum must be rigorous but also connected to the student’s needs and dreams.

High school reform will provide students with many different opportunities to connect what they are learning to their own personal world, but if they enter high school unprepared, they stand no chance of graduating.

Cultural competence builds social capital. Cultural competence is understanding what a relevant education means to every student.

It is important to understand why learning what is being taught will be beneficial….or why learn it?

Content and curriculum must be rigorous but also connected to the student’s needs and dreams.

High school reform will provide students with many different opportunities to connect what they are learning to their own personal world, but if they enter high school unprepared, they stand no chance of graduating.

Cultural competence builds social capital. Cultural competence is understanding what a relevant education means to every student.

It is important to understand why learning what is being taught will be beneficial….or why learn it?

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Building RelationshipsBuilding Relationships Understanding and working with parents so that if parents can

not be actively involved, then others in the school, such as teachers, can and must be involved with the student’s life.

Listen and listen and listen. Not about money, but about the personal resources, human

resources, that are brought to the table. Know, understand, and accept what parents and students do

bring to the table. Live with it – good or bad, it can not be changed.. It is what it is.

Understand the other side of a lop-sided playing field. Equal has not always meant fair.

Understanding and working with parents so that if parents can not be actively involved, then others in the school, such as teachers, can and must be involved with the student’s life.

Listen and listen and listen. Not about money, but about the personal resources, human

resources, that are brought to the table. Know, understand, and accept what parents and students do

bring to the table. Live with it – good or bad, it can not be changed.. It is what it is.

Understand the other side of a lop-sided playing field. Equal has not always meant fair.

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The enabling school community is one that..

The enabling school community is one that..

Fosters collaboration. Limits red tape. Enables teachers to do their jobs effectively and holds all

teachers accountable for doing their jobs effectively Ensures that the mission of the school is evident all the time

and for every single student without failure. Promotes innovation. Honors professional judgment. (Wayne Hoy, Ohio State University)

Fosters collaboration. Limits red tape. Enables teachers to do their jobs effectively and holds all

teachers accountable for doing their jobs effectively Ensures that the mission of the school is evident all the time

and for every single student without failure. Promotes innovation. Honors professional judgment. (Wayne Hoy, Ohio State University)

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Questions you must consider as a LEADER who can help

determine the destiny of children who are not making it

like other children……

Questions you must consider as a LEADER who can help

determine the destiny of children who are not making it

like other children……

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Are collaboration and communication supported?


Do teachers in your building spend their planning period communicating with other teachers about instruction?

Do teachers in your building work together to find solutions for students who are not learning before they convene a child study meeting?

How many times during the week does a teacher stop by your office to discuss the content of their lesson plans or the progress of a student?

How many times during the week do you stop by to ask a teacher how they are making progress in supporting the progress of a student?

Do teachers in your building spend their planning period communicating with other teachers about instruction?

Do teachers in your building work together to find solutions for students who are not learning before they convene a child study meeting?

How many times during the week does a teacher stop by your office to discuss the content of their lesson plans or the progress of a student?

How many times during the week do you stop by to ask a teacher how they are making progress in supporting the progress of a student?

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How many times have you visited a home to talk with a parent in the past six months?

How many times have you called a parent or visited a parent’s home or work when a student was doing good work?

How many times have you asked a student who was not earning good grades what he or she thought about school and what you could do to help him or her? If yes, did you do what he or she asked you to do?

Have you established professional learning communities in your building?

Have you included yourself in the professional learning communities established in your building?

How many times have you visited a home to talk with a parent in the past six months?

How many times have you called a parent or visited a parent’s home or work when a student was doing good work?

How many times have you asked a student who was not earning good grades what he or she thought about school and what you could do to help him or her? If yes, did you do what he or she asked you to do?

Have you established professional learning communities in your building?

Have you included yourself in the professional learning communities established in your building?

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In your school is “red tape” a problem?

In your school is “red tape” a problem?

If a teacher needs a resource for a student in need that costs more than $50, on a scale of 1-3, how difficult is it for him or her to get immediately? $100? $50

When parents need to talk to a teacher, is the process open and friendly?

When teachers need to talk to you, is the process easy? Do they have immediate access to you?

If a parent requests a different teacher, is the request granted? If it were your child, would this annoy you?

When data shows that the pacing guide needs changing, is it changed easily or is it a steadfast rule that it can not be changed?

If a teacher needs a resource for a student in need that costs more than $50, on a scale of 1-3, how difficult is it for him or her to get immediately? $100? $50

When parents need to talk to a teacher, is the process open and friendly?

When teachers need to talk to you, is the process easy? Do they have immediate access to you?

If a parent requests a different teacher, is the request granted? If it were your child, would this annoy you?

When data shows that the pacing guide needs changing, is it changed easily or is it a steadfast rule that it can not be changed?

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Does leadership enable teachers to do their job and enhance student

achievement?

Does leadership enable teachers to do their job and enhance student

achievement? If a teacher needs to work with another teacher on a unit that

you know will foster student achievement, would it be difficult for you to find a time for them to meet during the work day?

Have you ever said – “That teacher needs to deal with him, I have enough to do!” and sent the student back to the teacher?

If a teacher asks for help – do you always, always help? Do you often visit classrooms and intervene before students

are disruptive? Do you know every disruptive student? Have you established

a working relationship with their parents? Do both the teacher and you have a plan for every disruptive

student? Has the parent been included on the plan for every disruptive student?

If a teacher needs to work with another teacher on a unit that you know will foster student achievement, would it be difficult for you to find a time for them to meet during the work day?

Have you ever said – “That teacher needs to deal with him, I have enough to do!” and sent the student back to the teacher?

If a teacher asks for help – do you always, always help? Do you often visit classrooms and intervene before students

are disruptive? Do you know every disruptive student? Have you established

a working relationship with their parents? Do both the teacher and you have a plan for every disruptive

student? Has the parent been included on the plan for every disruptive student?

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Is the mission of the school evident in day-to-day activities?

Is the mission of the school evident in day-to-day activities?

If your mission states “all children can learn”, do your teachers support that mission?

Do teachers in your building make arrangements to provide support to students who are not meeting mastery of the SOL?

Do teachers work with other teachers to help support learning of targeted students who are having difficulty?

Do the principal, assistant principal, department chairs, team leaders, non-core teachers and other administrators know the specific skills that targeted students are not mastering?

When there is a problem, is there a team approach to solve that problem? Or is it , every man for himself?

If your mission states “all children can learn”, do your teachers support that mission?

Do teachers in your building make arrangements to provide support to students who are not meeting mastery of the SOL?

Do teachers work with other teachers to help support learning of targeted students who are having difficulty?

Do the principal, assistant principal, department chairs, team leaders, non-core teachers and other administrators know the specific skills that targeted students are not mastering?

When there is a problem, is there a team approach to solve that problem? Or is it , every man for himself?

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Is innovation promoted and are solutions to problems honored?Is innovation promoted and are solutions to problems honored?

How often are “new” solutions attempted? Are there creative “solutions” to discipline referrals

or is it “one size fits all?” When teachers have solutions to problems, are they

discussed as “doable or not doable” in faculty meetings or team meetings?

Do experienced teachers volunteer to work with inexperienced teachers?

When something is tried for the first time, is it looked at as a glass half full or half empty?

How often are “new” solutions attempted? Are there creative “solutions” to discipline referrals

or is it “one size fits all?” When teachers have solutions to problems, are they

discussed as “doable or not doable” in faculty meetings or team meetings?

Do experienced teachers volunteer to work with inexperienced teachers?

When something is tried for the first time, is it looked at as a glass half full or half empty?

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Is professional judgment honored?

Is professional judgment honored?

Can you provide an example in your school when your professional judgment was honored? Others?

Are teachers given an opportunity to make both “on-the-spot” instructional decisions as well as “long-term” instructional decisions?

Do you ever ask teachers and guidance staff for their opinion in helping solve instructional and disciplinary problems?

Can you provide an example in your school when your professional judgment was honored? Others?

Are teachers given an opportunity to make both “on-the-spot” instructional decisions as well as “long-term” instructional decisions?

Do you ever ask teachers and guidance staff for their opinion in helping solve instructional and disciplinary problems?

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Most importantly, focus on the data for the students who are

not doing well as much as you focus on the data for the

students who are doing well.

Most importantly, focus on the data for the students who are

not doing well as much as you focus on the data for the

students who are doing well.

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It’s not about the bubble children, serving only these children will not make a difference in closing

the achievement gap.

It is about the children that we know are doing poorly and

we do not successfully intervene soon enough.

It’s not about the bubble children, serving only these children will not make a difference in closing

the achievement gap.

It is about the children that we know are doing poorly and

we do not successfully intervene soon enough.

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Monitor the progress of the

interventions for targeted students.Monitor the progress of the

interventions for targeted students. Monitor the progress of the



interventions for targeted students.

Monitor the progress of the

interventions for targeted students.Monitor the progress of the




interventions for targeted students.

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My Last Thoughts…My Last Thoughts…

Here is Johnny. He is in 3rd grade and is reading on a 2nd grade level.

Here is Johnny. He is in 3rd grade and is reading on a 2nd grade level.

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Here is Johnny. He is now in 4th grade and reading on a 2nd

grade level

Here is Johnny. He is now in 4th grade and reading on a 2nd

grade level

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Here is Johnny. He repeated fourth grade and is now in 5th

grade and reading at a 3rd grade level.

Here is Johnny. He repeated fourth grade and is now in 5th

grade and reading at a 3rd grade level.

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Here is Johnny at 17.Here is Johnny at 17.

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What if Johnny was your child?

What if Johnny was your child?

What do you say to Johnny’s principal at the first PTA meeting of his fifth grade year, the year when the school is celebrating the success of the school making AYP the previous year?

What do you say to Johnny’s principal when you meet him/her in the grocery store when he is 17 and has dropped out of school and has absolutely no chance of success?

What do you say to Johnny’s principal at the first PTA meeting of his fifth grade year, the year when the school is celebrating the success of the school making AYP the previous year?

What do you say to Johnny’s principal when you meet him/her in the grocery store when he is 17 and has dropped out of school and has absolutely no chance of success?

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Thank YouThank You

Kathleen M. Smith


Office of School Improvement

(804) 786-5819

[email protected]

Kathleen M. Smith


Office of School Improvement

(804) 786-5819

[email protected]

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What Does the Virginia Initiative Look Like for the

District and School?

What Does the Virginia Initiative Look Like for the

District and School?

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District RequirementsDistrict Requirements

District representative will develop a district support team to include

district staff members from:

Title I

Instruction

Special Education

ESL and/or other relevant instructional area (if needed)

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District Requirements(continued)


District support team will:

Attend seven district-level Web conferences during

the year.

Develop and implement a district plan to support schools in

improvement using the CII tool.

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District team members will:

Meet with the schools in improvement planning team at

least monthly.

Serve as the liaison between the central office and the schools in

improvement.

Note: A ratio of one district liaison per three schools is required.

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School RequirementsSchool Requirements

Principal and coach will develop a school support team to include assigned district team

member and school staff members from:

Title I

Instruction

Special Education

ESL and/or other relevant instructional area (if needed)

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School RequirementsSchool Requirements(continued)

School support team will:

Develop and implement a

school plan to support schools in improvement using

the CII tool.

Meet at least monthly with the district

representative and will maintain minutes of

the meetings using the CII tool.

Submit quarterly reports to the

VDOE.

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Quarterly Reports Focus on Students Who Failed the Standards of Learning Assessment in 2008-2009

or At Risk of Failing in 2009-2010

Quarterly Reports Focus on Students Who Failed the Standards of Learning Assessment in 2008-2009

or At Risk of Failing in 2009-2010

http://www.vassp.org/Mentor%20Coach%20Resources.htmhttp://www.vassp.org/Mentor%20Coach%20Resources.htm

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School RequirementsSchool Requirements(continued)

Principal will:

Attend seven school-level Web conferences

during the year.

_________________________________

Coach and other team members should attend if

possible.

Attend Breaking Ranks in the Middle/Elementary training offered by VFEL.

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Grant funds can be used to pay for this training.

Training will be offered regionally.

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School and DistrictTeacher Training

School and DistrictTeacher Training

Coach and district contact will:

Attend a week-long institute and three additional meetings and will be trained by VFEL as teacher training leaders.

Be grouped by districts by VDOE (according to proximity and likeness of districts) to provide teacher trainings to principals and at least two teachers from each school in the group four times during the year.

Note: Teachers selected for training sessions must be good at what they do and capable of serving in a leadership capacity at the school.

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Coach and District Contact Attend Four Teacher Leader Trainings:

One at the Coaches Institute and three others heldin November, January, and March

Coach and district contact join district groups pre-determined by VDOE

Teacher Training 1 Teacher Training 2 Teacher Training 3 Teacher Training 4

VDOE staff deployed to assist training

Documents

Date here Kathleen M. Smith, Ed.D. Office of School Improvement Virginia Department of Education In Virginia -Closing the Achievement Gap Means Opening