Leading for Success
Leading for LearningSession 1June 2015Setterlund Consulting
LLCIntroductionsIn pairs, introduce yourself (your partner will
introduce you to the group)Name, job title, job responsibilities,
length of time in job, etc.One core belief that you possess
regarding public educationOne core belief that you possess about
leadership and your role as a leaderOne significant professional
achievementBiggest challenge for next year
Setterlund Consulting LLCIntroductionsIntroduce your partner to
the whole group as if he or she were a guest speaker to your
faculty.Setterlund Consulting LLCStrategic Plan
February 20154Tennessee has made major strides in improving
educational outcomes.
Elementary and Middle SchoolsHigh SchoolsFastest improving state
in the nation on 4th and 8th grade NAEPConsistent gains on TCAP
every year since new assessments in 2010Fastest growing graduation
rate of any stateACT statewide average has increased to 19.35At the
same time, the world has changed and todays students need much more
to be able to succeed.By 2025, 55% of all new jobs will require
postsecondary educationPostsecondary graduates are more likely to
be employed and have higher earnings than high school graduates.The
gaps in employment and earnings between these groups have grown
substantially over time. 6Tennessee students are struggling in the
early years after high school.72,865 Students2007 Cohort of High
School Freshmen10,545 students did not graduate from high
school22,334 students graduated from high school and entered the
workforce and earn an average salary of $9,030 annually40,235
students enrolledin postsecondary.
58 percent were still enrolled in one year (or 20,418 of the
35,055 who enrolled immediately after graduation).
3,514 had completed a certificate or degree within three
years.10,545 students did not graduate from high school: This is
the number of students who did not graduate on-time with a regular
diploma (the parameters we use for all of our graduation rate
calculations).
22,234 students graduated from high school and entered the
workforce: This is based on students who graduated from high school
with a regular, on-time diploma, and have no postsecondary
experience to date.
Earn an average salary of $9,030 annually: We have labor/income
data on 14,745 of the 22,234 students listed above; this group
makes an average salary of $9,030 and has a 16 percent chance of
earning above minimum wage for the year. The other approx. 7,500
individuals for whom we dont have data could be unemployed out of
state, working out of state, in the federal government, in the
military, self-employed, or in a job that otherwise does not pay
into unemployment insurance. - This is data for the first year
after graduation. This is calculated by looking at actual earnings
over four quarters (or one year). The business rules are set to
give students two quarters after high school graduation in which to
look for a job, and then looks at their actual earnings over the
next four quarters.
40,235 students enrolled in postsecondary: This figure includes
public and private institutions, in-state and out-of-state,
four-year, two-year and technical colleges (TCATs and some out of
state ones as well). There is only a small number of institutions
not picked up in our data, primarily small, private, proprietary
schools and out-of-state community colleges. Of these students, 60
percent are enrolled in four-year programs, 36 percent in two-year
programs, and 4 percent in technical colleges.
58 percent were still enrolled in one year: Of the 35,055
students who enrolled immediately after graduation, 58 percent are
still enrolled one year later. This pulls out the students who
already earned a degree or certificate from both the numerator and
denominator.
3,514 had completed a certificate or degree within three years:
Because these students graduated high school in 2011, we only have
data from three years out at this moment in time (this summer, we
would have data from four years out). There are many students who
could still be working toward a four-year degree, but note that 40
percent of students attending postsecondary enrolled in either
two-year programs or technical colleges. 7Tennessee Promise gives
students an incredible, new opportunity.Free, Public K-14
SystemGrades K-12Grades 13-14Tennessee PromiseAdditional
Postsecondary Education and Career Opportunities8It's now our
responsibility to set students up for success. Given our progress,
the changing world, and the opportunity of Tennessee Promise, we
must reorganize around a new vision:ProgressChanging WorldTN
PromiseSUCCESS AFTER GRADUATIONGrades K-12Grades 13-14Tennessee
Promise9To ensure our students are ready for postsecondary success,
we must meet the following goals. SUCCESS AFTER GRADUATIONGoal
#1Goal #2Goal #3Goal #4Tennessee will continue its rapid
improvement and rank in the top half of states by 2019.Tennessees
high school seniors will improve faster than any other states.The
average ACT score in Tennessee will be a 21, allowing more students
to earn HOPE scholarships.A majority of high school graduates will
go on to earn a certificate, diploma, or degree.MEASUREMENTWe will
rank in the top half of states on 4th and 8th grade NAEP in
2019.MEASUREMENTWe will be the fastest improving state on 12th
grade NAEP in 2017.MEASUREMENTTennessee will have an average public
ACT composite score of 21 by 2020.MEASUREMENTThe class of 2020 will
be on track to achieve 55% post secondary completion within six
years.10Share success and plansWhat has worked in your school and
what do you have planned for Improving student ACT
scores?Increasing participation in AP?Increasing participation in
Dual Enrollment/Credit?Enhancing college going culture and
enrolment in post secondary learning experiences?Utilizing the
school counselor to promote goals?Setterlund Consulting
LLCACTChallenging course offerings/placementAligned
curriculumAuthentic practiceTest prep
coachingRecognition/IncentivesCommunication/CultureBenchmarking/Data
AnalysisSetterlund Consulting LLCEPSOStrategically expand
offeringsCommunication/CultureCollege Talk, PK 12Reaching down
& pulling up Culture/BeliefsSetterlund Consulting LLCCollege
Going CultureCommunication/CultureCollege Talk, PK 12Economic
impactCareer ExplorationProcess
assistancewww.college4tn.orgSetterlund Consulting LLCRole of the
CounselorBest point of contactStudentsParentsTeachersAcademic
pathwaysMotivatorNOT testing coordinatorSetterlund Consulting
LLCRTI2Where are you in the implementation process?What challenges
do you anticipate?How have you scheduled intervention time? Tier II
& III?What about enrichment?Setterlund Consulting LLCRTI2 High
School WorkbookSetterlund Consulting LLCSetterlund Consulting
LLCConnections to a Tennessee High School: Elizabethton High School
Data Meeting ProtocolsMeeting NormsAll decisions are
data-based.Collaboration is key.Students are at the center.
Elizabethton Rules of the Road (for Data Teams)1. FIRST, do no
harm. Students must be able to graduate. 2. Universal Screening
Scores weigh the heaviest in the Early Warning System.3. Previous
testing information are next consideration.4. Attendance and course
grades are also factored in.5. Additional needs such as special
education and socio-economic status are discussed regarding
students on a case-by-case basis. 6. Behavior needs are addressed
separately. Alternative school options rather 7. Guidance
counselors review every schedule before changes are made to ensure
graduation requirements are aligned to supports for students.
Additional Data Team Recommendations: First, a high school needs to
create a culture shift to be data-driven. The best members are your
motivated and excited teachers. Principals, teachers and guidance
counselors are essential members of the team. Ensure that the
pieces of data that are most essential are present in the data
decision-making process. Include graduation plans, plans of study,
special education status, and economic status in conversations.
Setterlund Consulting LLCQuestions to Ask Before High School RTI2
SchedulingWhat does RTI2 need to look like at your school?Tier II
What does Tier II look like? Who does it serve? When does it
happen?Tier III Am I using a scheduled credit bearing class? Who
teaches this class? How long is this class? How many times can
student take this class? How will the schedule change to allow
RTI2?See the time inventory to support these decisions. (See
Appendix A)How can I use a staff inventory to determine which
personnel will be used during RTI2?Tier IIWho will teach math and
reading intervention classes?Who will teach content remediation
classes? (Which content areas will be included?)Who will teacher
enrichment classes? Tier IIIWho will teach math and reading
intervention classes?See personnel inventory to support these
decisions. (See Appendix A)How will Special Education services fit
into the schedule?What does my screening/EWS data tell me about the
number of Tier II intervention/remediation/enrichment groups
needed? How many Tier III math and reading intervention classes
will be needed?
Have I surveyed my students to determine what enrichment options
should be offered? Have I surveyed my teachers to determine what
remediation should look like?Setterlund Consulting LLC
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Professional DevelopmentSetterlund Consulting LLC
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What about Tier I?Setterlund Consulting LLCPLCs in
ActionSystematic instructional practice to improve learning for ALL
students.Why?Setterlund Consulting LLCType of School and Type of
TeacherPercentile after Two Years (starting at 50%)Ineffective
School and Ineffective TeacherEffective School and Ineffective
TeacherAverage School and Average TeacherIneffective School and
Effective TeacherEffective School and Average TeacherEffective
School and Effective Teacher3rd
37th
50th
63rd
78th
96th
Jim CollinsGood is the enemy of great.PLCSetterlund Consulting
LLCWhat is a Professional Learning Community?An ongoing process in
which educators work collaboratively in recurring cycles of
collective inquiry and action research to achieve better results
for the students they serve.What is a Professional Learning
Community?The very essence of a learning community is a focus on
and a commitment to the learning of each student.Critical
QuestionsWhat is it that we expect them to learn?How will we know
when they have learned it?How will we respond when they dont
learn?How will we respond when they already know it?Why Are We
Here?What is the purpose of public education?What is our role in
our community, state, and nation?Do the mission, vision, values,
and beliefs of your school support this?
What Type of School are We?
Charles Darwin School The extent of student learning is
determined by their innate ability or aptitude. Aptitude is
relatively fixed and teachers have little influence over the extent
of student learning. Curriculum should be developed in tracks to
meet the students ability levels. Pontius Pilate School All
students can learn if they put forth the effort required. Teachers
create lessons to provide all students with the opportunity to
learn and have fulfilled their obligation when they teach the
lesson. Students should be held accountable (failed) when they
choose not to learn. The Chicago Cub Fan Club School All students
can learn according to their ability and effort. Teachers teach
lessons and students should try to learn. All students will be
praised for learning something and each students self esteem will
be maintained. Henry Higgins School Teachers are confident that all
students can master challenging academic material with the
appropriate amount of time and support. Teachers establish
standards of learning that all students are expected to master and
continue to work with students until they have done so. How will
each respond when students do not learn?Charles Darwin School
Pontius Pilate School The Chicago Cub Fan Club School Henry Higgins
School
Which is the most prevalent in public education?
MissionWhat is your schools mission statement?MissionWhat should
it be?
What must be included in the beliefs??All students can
learn.willSo what?Is it important that all teachers and staff
within a building share the belief that everyone within the
building is responsible for ensuring that every student within the
building learn the agreed upon curriculum?So what?Is it vital that
each school develop consistent, systematic procedures that ensure
that each student is guaranteed additional time and support when
needed?So what?How do we make that happen?The BIG Ideas of a PLCThe
purpose of our school district is to ensure all students learn at
high levels.Helping students learn requires a collaborative and
collective effort.
Why should we collaborate?Gains in student achievementHigher
quality of solutions to problemsIncreased confidence among all
staffMore peer support of strengths and accommodation of
weaknessesAbility to test new ideasMore support for new
teachersExpanded pool of ideas, material, and methodsGroup IQThere
is such a thing as group IQ. While a group can be no smarter than
the sum total of the knowledge and skills of its members, it can be
much dumber if its internal workings do not allow people to share
their talents.SternbergTeam Norms are a MUST.What is
Collaboration?A systematic process in which we work together,
interdependently, to analyze and impact professional practice in
order to improve our individual and collective results.What is
Collaboration?A systematic process in which we work together,
interdependently, to analyze and impact professional practice in
order to improve our individual and collective results.TeamsUnited
we stand, divided we fall.
The BIG Ideas of a PLCThe purpose of our school district is to
ensure all students learn at high levels.Helping student learn
requires a collaborative and collective effort.To assess the
effectiveness of helping all students learn we must focus on
results evidence of student learning and use results to inform and
improve our professional practice and respond to students who need
intervention or enrichment.What do they need to know?What are the
essential standards for learning?How do we know?
Defining Essential LearningEndurance: Are students expected to
retain the skills or knowledge long after the test is
completed?Leverage: Is this skill or knowledge applicable to many
academic disciplines?Readiness: Is this skill or knowledge
preparing students for success in the next grade or
course?Curriculum AuditTennessee State StandardsACT tested
standardsNAEP tested standardsVertical planning conversationsTest
resultsAnnual process with continual evaluation
Setterlund Consulting LLCHow will we know when they have learned
it?Common Formative AssessmentsvsSummative Assessments
How will we know when they have learned it?Check upvsAutopsy
How will we know if they have learned?Multiple CFAsSpecific
target or benchmark score. What does success look like?Analyze
results
Essential Writing Skills: CFA Results (Target score 3/4)Focus on
Central ClaimOrganization & SupportSentence Fluency & Word
ChoiceConventionStudentClass 1Class 2Class 3TotalClass 1Class
2Class 3TotalClass 1Class 2Class 3TotalClass 1Class 2Class
3Total1434224324443234434334434434444334332444133122234244542422232333462431331433437433342342433842322332333392234124124321044433343343311233323324333122332333344441342332232343314243322323433151331331442431643332343343317233133133243182342233243431923423424434320423312313432Mean2.933.43.12.32.62.82.62.82.83.333.23.63.23.3Essential
Writing Skills: CFA Results (Target score 3/4)Focus on Central
ClaimOrganization & SupportSentence Fluency & Word
ChoiceConventionStudentClass 1Class 2Class 3TotalClass 1Class
2Class 3TotalClass 1Class 2Class 3TotalClass 1Class 2Class
3Total1434224324443234434334434434444334332444133122234244542422232333462431331433437433342342433842322332333392234124124321044433343343311233323324333122332333344441342332232343314243322323433151331331442431643332343343317233133133243182342233243431923423424434320423312313432Mean2.933.43.12.32.62.82.62.82.83.333.23.63.23.3%
Prof50751005050677550908010090% Not Prof5025050503325501020010Where
are we?Learning as our Fundamental Purpose in a Professional
Learning Community at Work(Part 1)
Individually, silently, and honestly assess the current state of
your school
Where are we?Using the Where do We Go From Here worksheet
determine the action steps to meet the target conditions in your
school.
The Questions to Guide the Work of Your PLC may help clarify to
status and work to be done.
How sharing your experienceTime for PLCs?Keeping teams focused
on the right work?Overcoming traditional thoughts and beliefs?Other
advice?Setterlund Consulting LLCDesigning for LearningLearning has
nothing to do with what the teacher covers.Learning has to do with
what the student accomplishes.
Teaching without learning is presenting.The idea - vacation
Where are you going?Where are you starting?How will you get
there?How will you get there?How will you determine your
progress?What about detours?Effective TeachersDetermine essential
learningSet performance expectations and measuresDesign effective
learning activitiesCreate effective assignmentsAssess student
learningEnhance student learningTraditional Lesson DesignBackward
Lesson DesignLearning CycleWhat do I want my students to be able to
know or do?Endurance: Are students expected to retain the skills or
knowledge long after the test is completed?Leverage: Is this skill
or knowledge applicable to many academic disciplines?Readiness: Is
this skill or knowledge preparing students for success in the next
grade or course?
What do I want my students to be able to know or do?Write the
learning objective in simple easy to understand languageGive to
student (and parents)Inform what success looks like
Examples Biology, mold interactionTLW read and outline chapter
seven and be able to answer the questions at the end of the
chapter.Given two different molds growing in the same plate, the
student will be able to describe the inhibiting reaction at the
interface of the molds.The student will describe what happens when
two mold grow together.How will I know if they have mastered the
objective?When to develop the testWhy give a test?How to create a
testWhen to grade a test
When to develop a testAS SOON AS YOU HAVE IDENTIFIED THE
LEARNING GOALS!Spot checks along the way (CFAs)
Why Give a Test?The purpose of every assessment is to measure
specific student learning in order to prescribe the next course of
action.Formative vs SummativePhysical vs AutopsyHow to create a
testLook at the objectivesWhat is the most effective and efficient
way for the student to demonstrate mastery?How many items?Multiple
choice, matching, fill in the blank, essay, ????When to grade a
testWhat does the grade reflect?
What should the grade reflect?Grades the researchGrading and
reporting are not essential to learningGrades have some value as
rewards but no value as punishmentsGrading and reporting should
always be done in reference to learning objectives, never on a
curveWhat do we do when they havent learned or already know
it?Interventions that are timely and specificYour TeamsComplete the
Critical Issues for Team Consideration form based upon the primary
PLC Team of which you are a member.
Where are the strengths?
Where does the team need to improve?
Now what?How can we ensure a high quality guaranteed curriculum
for every student?How can we ensure that all students learn?How can
we support collaborative teams within our schools to achieve the
above?July - Leading for LearningFocus practices of highly
effective leadersSetterlund Consulting LLC
