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MY STORY
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YOUR STORY
How will gap elimination create a better world?
Who inspires you?
3
OUR STRATEGIC PLANEvery Student. Every Classroom. Every Day.
GOAL 1: Ensure Educational Excellence and Equity for Every Student
GOAL 2:Improve systems district-wide to support academic outcomes
and meet students’ needs
GOAL 3: Strengthen school, family and community engagement
THREE KEY MESSAGES
• Seattle Public Schools
consistently
outperform our peer
districts
• Significant
achievement gaps
continue to exist
• Each year more SPS
schools outperform
their peers statewide
71%72%
74%
77%76%
68%67%
70% 71% 70% 63%
55%
2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
Proficiency in Reading/ ELA (Grades 3-8 Combined)
Seattle
WA State
New
Assess
men
t
State Assessment Results: ALL Students
63%65%
68%
71% 71%
55%
58%
61% 61%60%
60%
50%
2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
Proficiency in Mathematics (Grades 3-8 Combined)
Seattle
WA State
New
Asse
ss
men
t
State Assessment Results: ALL Students
Smarter Balanced
White-Black Achievement Gaps in ELA
(Grades 3-8 Smarter Balanced)
59% 59% 61%
67%
64%
60%
85%
58%55%
61%
52%
64%
61%
69% 68%
28%31%
33% 33% 33% 34% 34%
38% 38% 39%42% 43% 43% 44%
52%
ELA Proficiency Rate for
White Students
ELA Proficiency Rate for
Black Students
(Districts w/ Largest Black Student Populations)
54%50%
54%
62% 62%60%
50%
55%
80%
55% 56%59%
49%
67%
60%
19%
23%26% 27% 28% 29% 30% 30%
31% 32% 32% 33%36%
39%41%
Math Proficiency Rate
for White Students
Math Proficiency Rate
for Black Students
White-Black Achievement Gaps in Math
(Grades 3-8 Smarter Balanced)
(Districts w/ Largest Black Student Populations)
Disproportionate DisciplineStudent Suspension Rates (Grades 6-12)
Every Student. Every Classroom. Every
Day.
20.3% 19.9%
16.3% 16.0%
5.2%4.1% 3.7% 2.9%
2011-12 2012-13 2013-14 2014-15
AfricanAmerican(English)
Overcome the
challenges and emerge
stronger than ever
“This is THE
issue of our
time.”
- SPS Superintendent Larry Nyland
SPS Theory of ActionIf We:
Purpose
• Have teacher clarity around standards (.75 effect size)
Focus on Results
• Use formative assessment to drive instruction (.90 effect size)
Collaborate
• In PLCs work together, using data to learn, make decisions, and plan (1.57 effect size)
Then we will eliminate gaps
Results from 2014-15 Districtwide School Staff Surveys (Percent of School Staff who Agree or Strongly Agree with each statement)
Positive Outlier School Research
66%
64%
71%
67%
89%
84%
90%
90%
Staff use common formative and interim
assessments to help plan and improve instruction
Staff meet regularly and often to review and
discuss student data/ student work
Staff share a common understanding of
instructional best practices
This school has a consistent process for identifying
students who struggle academically
Positive Outlier Schools (Elementary)
District Average (Elementary)
Positive Learning
Positive Beliefs
Positive Relationships
Positive Partnerships
Revised SPS Theory of ActionIf We:
Purpose• Have teacher clarity around standards
Focus on Results
• Use formative assessment to drive instruction
Collaborate
• In PLCs work together, using data to learn, make decisions, and plan
Strength based
• Teach from strengths to need (.58 effect size)
Relation-ships
• Create positive teacher-student relationships (.72 effect size)
Then we will eliminate gaps
15
When kids feel a sense of belonging at school….
Receive the right kind of messages from an adult
who believes they can succeed…..
They are more likely to show up….
Persevere…..
And be more resilient…
- Paul Tough, Helping Children Succeed
Seattle Public Schools
Every Student. Every Classroom.
Every Day.
.