The Kennewick StoryThe story of one district

What are some similarities between your district and Kennewick?

Where are you in this process?Where do you want to be?

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What is our story?We all have a story. Is our story worth telling?Are we drifting through our story or are we

taking on challenges?Are we overcoming challenge and conflict?

Donald Miller “A Million Miles In A Thousand Years”

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Topics for todayFocusLeadership

ImplementationAssessmentTime/Resources

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Learning CommunitiesWhat we want for our children … we should

also want for their teachers (and administrators) that schools should be places for learning for both of them, and that learning should be suffused with excitement, engagement, passion, challenge, creativity, and joy.Andy Hargraves

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Performance Growth Curves for Quartile 1-4.

160170180190200210220230240250

2 3 4 5 6 7 8 9 10Grade

RIT

Sco

re

WASL 4th Quartile 3rd Quartile2nd Quartile 1st Quartile

5

1.7

1.71.3

1.7

3

1.5

3.7

3

3+

Change

Improvement

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What is your school or district focused on?

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The 90% Reading Goal90% of our third grade students will read at

or above grade level

BACKGROUNDStudy of high school grades found a correlation to English

classes and failure rates1996 literacy became the district focusEstablish the 90% reading goal for third gradersWhite Paper Expectations for Schools and PrincipalsSchool Board sets aside a reading fund Implemented a reading and math assessment system Implemented professional development for reading

instruction Increase time for reading instructionReceiving the Gates Foundation grant expanded our focus

on instructional leadershipExternal coaches – Hoffman and HugeHarvard Institute for School Leadership (HISL) Instructional Conferences

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FocusWhat are you focused on in your school or

district?Can you name just one or two things that are

a focus?Does the staff agree?How will you know when you get there?

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The key to success

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LeadershipLeadership is a systems issue

Do all levels of the organization agree on the mission or the goals?

LeadershipA school will not outperform the principal

Most schools are set up to get the results they are currently achieving

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The 90% Reading Goal90% of our third grade students will read at

or above grade level

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Leadership is notSlogans, “Readers are leaders”Plans that are written down, but never

actually get implementedA philosophy

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Leadership is …A clear, practical, actionable vision

Action

Results

Success

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ImplementationTips from Successful Principals

Have plan

Have clear expectations

Take Action/Make Action

Relationships

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ImplementationTips from Successful Principals

Have plan Simple Actionable Not a philosophy

“Build the box”

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ImplementationTips from Successful Principals

Have clear expectations You get what you inspect Provide feedback

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You get what you inspectInspection

Yearly school board presentation Scores Strategies

Mid Year PredictionsPublic sharing of strategies and scoresData analysis at principals meetingsSchool Visits by groups of principalsTime and Focus reports

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ImplementationTips from Successful Principals

Take Action/Make Action Have clear expectations Well communicated Inspect what you expect Be willing to reward those who follow the plan and

to confront those who do not

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ImplementationTips from Successful Principals

Be prepared to hold staff accountable to those expectations

use “gentle pressure relentlessly applied” to implement the plan

Vicki Phillips

To chose not to reinforce expectations is the same as not having expectations

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ImplementationRelationships

Be fairBe consistentBe respectful

* Listen

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ImplementationRelationships

Leadership is not about one person, it’s about building a shared commitment and building a leadership team.

Wallace Foundation, Becoming a Leader: Preparing School Principals for Today’s Schools

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Instructional Expectations• Top Ten Instructional Strategies•  • 1.   Clear purpose focused on specific skill.• 2.   Purposeful use of a variety of engagement strategies.• 3.   High level of questioning techniques.• 4.   Use of informal and formal assessments.• 5.    Use of different teaching modalities.• 6     Fidelity to the curriculum.  • 7.    Evidence of mutual trust, respect and relationships.• 8.    Actively and enthusiastically engaged learners.• 9.    Great classroom management.• 10.  Bell to bell teaching and learning. •  

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Expectations for a Principal Expectations for a Principal  The principal is solely responsible for the school

Performance matters Safety Staff Academic progress Strategic plan Discipline

Be visible to the school community Manage the building Be engaged with students, staff, and parents

Be responsive to them Follow on requests and questions Listen to the school community Participate in school training and activities Know the social network of the school Know the social network of the community

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Expectations for a Principal• Develop and implement a shared vision for the school• Know the achievement data

– Own the data– Confront the facts

• Know the curriculum• Develop relationships

– Listen a lot, speak little– Be situationally aware

• Have clear, well communicated expectation for staff – Instructional expectations– Management expectations– Curriculum expectations

• Have clear well communicated expectations for students– Academic standards– Behavioral standards

• Use common sense

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ExpectationsWhat are your expectations of your school in

relation to reading instruction?Does your staff know what those expectations

are?How do you know where school is in relation

to your expectations?

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Third Grade Reading Percent to Standard

School 1999 2000 2001 2002 2003 2004 2005 2006 2007

2008 2009

Amistad 52% 44% 47% 51% 68% 80% 71% 80% 82% 85% 76 Canyon View 65% 83% 76% 90% 90% 90% 88% 93% 92% 90% 94 Cascade 83% 88% 91% 99% 96% 93% 97% 95% 97% 90% 95 Eastgate 40% 53% 54% 67% 68% 80% 68% 85% 86% 80% 80 Edison 54% 53% 55% 53% 46% 74% 51% 80% 82% 62% 92 Hawthorne 78% 73% 87% 90% 92% 80% 82% 85% 90% 93% 81 Lincoln 85% 87% 86% 78% 99% 92% 94% 92% 93% 92% 92 Ridge View 88% 79% 84% 94% 90% 92% 91% 92% 85% 88% 99 Southgate 86% 88% 82% 90% 95% 91% 86% 94% 91% 97% 92 Sunset View 85% 84% 87% 89% 95% 93% 94% 90% 92% 91% 89

Vista 79% 80% 93% 91% 95% 94% 100% 94%

98%

93% 94

Washington 78% 94% 96% 99% 94% 98% 99% 98% 95% 99% 95 Westgate 51% 57% 49% 55% 76% 81% 82% 85% 84% 91% 75 District 72% 77% 78% 82% 86% 88% 85% 90% 89 88% 88

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The Brutal Truth

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AccountabilityWho is responsible for school achievement?

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The Principals (Coaches) Role• Know the data• Share the data• Know where all students are in their

progress• Be sure that staff members know the

progress of students• Be sure that students are receiving the

appropriate interventions• Implications for the reading program• Have a plan• Be a part of the plan

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Kennewick School District Third Grade Percentage of Students at Grade LevelSpring MAP Reading Scores

0

10

20

30

40

50

60

70

80

90

97 98 99 0 1 2 3 4 5 6 7 8 9

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Percent of Third Graders Reaching a Fall RIT of 188 and a Spring RIT of 194 on Reading Level Tests

56%

69%

44%

62%58%

78%

58%

73%70%

87%

74%

90%84%

92%

70%80%

61%

84%

62%

85%

62%

90%

57%

93%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

F9

6

S9

7

F9

7

S9

8

F9

8

S9

9

F9

9

S0

0

F0

0

S0

1

F0

1

S0

2

F0

2

S0

3

F0

3

S0

4

F0

4

S0

5

F0

5

S0

6

F0

6

S0

7

F0

7

S0

8

F0

8

36Percents are based on total enrollment.

The ResultsKennewick School District’s

Third Grade Reading Results Test Period

Number of Students Tested

Number Enrolled Number at or Above

Standard Percent Tested

Passing Percent Total Enrolled

Passing

Fall 2000 1027 1055 660 64% 63% Spring 2001 1047 1060 820 78% 77%

Fall 2001 1005 1026 662 66% 65%

Spring 2002 1012 1022 835 83% 82%

Fall 2002 1016 1022 728 72% 71%

Spring 2003 1031 1036 891 86% 86%

Fall 2003 996 1006 786 68% 67%

Spring 2004 998 999 880 88% 88%

Fall 2004 969 989 640 66% 65%

Spring 2005 952 954 815 85% 85%

Fall 2005 1059 1063 735 69% 69%

Spring 2006 1059 1061 952 90% 90%

Fall 2006 1067 1064 704 66% 66%

Spring 2007 1041 1044 929 89% 89%

Fall 2007 1104 1106 738 67% 67%

Spring 2008 1101 1119 973 88% 87%

Fall 2008 1115 1138 688 62% 60%

Spring 2009 1144 1170 1001 88% 86%

Spring 2005 3rd Grade

Spring 2006 4th Grade

Spring 2007 5th Grade

Control Group

Building

District

Control Group

Building

District

Control Group

Building

District

Percent Reaching

Goal 84% 82% 86% 76% 77% 85% 71% 63% 76%

Number of

Students 38 66 954 38 71 986 38 70 989

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Goal: 3rd Grade RIT of 194 4th Grade RIT of 199

5th Grade RIT of 207

The Control Group is a set of students tracked from 3rd to 5th Grade

Spring 2005 3rd Grade

Spring 2006 4th Grade

Spring 2007 5th Grade

Control Group

Building

District

Control Group

Building

District

Control Group

Building

District

Percent Reaching

Goal 100% 99% 86% 93% 93% 85% 95% 96% 76%

Number of

Students 60 92 954 60 88 986 60 81 989

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Goal: 3rd Grade RIT of 194 4th Grade RIT of 199

5th Grade RIT of 207

The Control Group is a set of students tracked from 3rd to 5th Grade

Effective InterventionsGrade Intervention

Average MAPGrowth (RIT pts.)

3 All students 16.5District Reading 24Waterford 29.6After-School Program 20Rdg. Focus 18% above 50th %ile 62.5% Met Personal Growth 73%

4 All students 6.8District Reading 8Waterford 19After-School Program 9.5Rdg. Focus 11.5% above 50th %ile 40% Met Personal Growth 61%

5 All students 6.2District Reading 6.7Waterford 12.7ESL 12.3% above 50th %ile 53% Met Personal Growth 57%

3 All students 16.33District MathMet Personal GrowthMet District Growth

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Assessment HistoryLiteracy

S98 S99 S00 S01 S02 S03 S04 S05 S06 S07 S08 S09

Kinder Spring Assessment * * 92 90 94 94 97 98 98 97 98  

1st Grade DRA   * * 61 75 78 94 87 76 90 83 91  

2nd GradeDRA   * * 72 94 93 87 93 94 96 100 98  

2nd Grade Reading MAPS * 90 97 99 94 87 88 93 85 95 86  

3rd Grade Reading MAPS 68 78 94 96 99 94 98 99 98 95 99  

3rd Grade WASL Reading * * * * * * * * 86 85 87  

4th Grade Reading Maps 69 67 82 87 93 94 93 96 93 95 94  

4th Grade WASL Reading 66 60 78 76 79 84 91 92 94 98 91  

4th Grade WASL Writing 26 34 44 56 56 80 66 71 83 80 92  

5th Grade Reading MAPS 70 77 71 77 88 82 89 88 83 96 91  

5th Grade WASL Reading * * * * * * * * 93 84 90  

* Assessment not administered this year

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MAP Growth By Quartile3rd Grade ReadingFall 2008 – Spring 2009

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Program Evaluation Questions• What is the end of year goal for each student or

group?• Did they make that goal?• What are the patterns?• Within each pattern

– What was the treatment the students received?– What was the effect of the treatment?– What changes need to be made to improve student

performance?• Pacing• Instruction• Materials• Grouping

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Program Effectiveness QuestionsThe 4 Questions

1. Are we teaching the right thing?2. Are we teaching enough of it?3. Are they learning it?4. Are they generalizing and applying the

information?

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“I thrive under a lack of accountability”

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In organizations goals erode because of a low tolerance for emotional tension. Nobody wants to be the messenger of bad news. The easiest path is to pretend there is no bad news, or better yet, “declare victory”- to redefine the bad news as not so bad by lowering the standard against which it judged”Peter Senge

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Dancing With the Politicians

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Time and Focus ReportsMonitor Individual and School Progress

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Time and Focus ReportsSchool: Edison Elementary SchoolGrade: 3Date:

NameStudent

IDTeacher

Fal

l R

IT

Fal

l P

ctl

Win

ter

RIT

Win

ter

Pct

l Intervention #1

Tim

e in

m

inu

tes

# D

ays

per

w

eek Interventi

on #2

Tim

e in

m

inu

tes

# D

ays

per

w

eek Interventi

on #3

Tim

e in

m

inu

tes

# D

ays

per

w

eek

Sp

rin

g

RIT

Sp

rin

g

Pct

l

A 826225 Trautman, Ron183 27

B 5344 Flores, JanetImagine It - ELL Guide 40 4

C 836941 Trautman, Ron173 9R.

Mastery 40 4Team Read 30 2

W 741846 Trautman, Ron190 45

E 4068 Taylor, Martha173 9Team Read 30 2

G 741861 Flores, Janet 174 10 Imagine It 40 4F 741811 Taylor, Martha192 51G 741812 Trautman, Ron207 88H 741815 Trautman, Ron197 65I 741813 Trautman, Ron202 78J 781417 Flores, Janet 210 92

K 721732 Flores, Janet 178 17R.

Mastery 40 4L 741854 Flores, Janet 210 92M 741818 Taylor, Martha207 88N 741853 Flores, Janet 209 91O 5292 Flores, Janet 161 1 Imagine It 40 4

P 741862 Flores, Janet 178 17

Imagine It - Read

Naturally 40 4

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Reading ScheduleTeacher 1st 2nd 3rd 4th 5th

8:45-9:00 Rdg. Skills Rdg. Skills Math

9:00-9:15 Rdg. Skills Rdg. Skills Math

9:15-9:30 Rdg. Skills Rdg. Skills Math

9:30-9:45 Rdg. Skills Rdg. Skills Math

9:45-10:00 Rdg. Lit. Rdg. Lit. Rdg. Lit Math

10:00-10:15 Rdg. Lit. Rdg. Lit. Rdg. Lit Math

10:15-10:30 Rdg. Lit. Rdg. Lit. Rdg. Lit Math

10:30-10:45 Rdg. Lit. Rdg. Lit. Rdg. Lit Math

10:45-11:00 Math Rdg. Skills Recess

11:00-11:15 Math Rdg. Skills

11:15-11:30 Math Rdg. Skills Block

11:30-11:45 Lunch Math Rdg. Skills Block

11:45-12:00 Lunch Lunch Lunch Block

12:00-12:15 Lunch Lunch Lunch Lunch Lunch

12:15-12:30 Lunch Lunch Lunch Lunch Lunch

12:30-12:45 Decodables Lunch Lunch Lunch specials

12:45-1:00 Decodables Math Lunch specials

1:00-1:15 Math Rdg. Skills Rdg. Lit.

1:15-1:30 Math Rdg. Skills Rdg. Lit.

1:30-1:45 Math Rdg. Skills Rdg. Lit.

1:45-2:00 Recess Recess Recess Rdg. Skills Rdg. Lit.

2:00-2:15 Math Rdg. Lit. Rdg. Skills

2:15-2:30 Math Rdg. Lit. Rdg. Skills

2:30-2:45 Math Rdg. Lit. Rdg. Skills

2:45-3:00 Math Rdg. Lit. Rdg. Skills

3:00-3:12

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Topics for todayFocusLeadership

ImplementationAssessmentTime/Resources

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What do we want our story to be?Maybe once in our career we get to be part of

something special as a group.

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FootprintsYou can’t leave footprints in the sands of time

by sitting on your butt

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FootprintsYou can’t leave footprints in the sands of time

by sitting on your butt,And who wants to leave buttprints in the sands

of time?

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