APlanForRaising StudentAchievement

VincentMcHale AssistantSuperintendentofCurriculumand Instruction,TeaneckPublicSchools , LeeAnneHousley DirectorofSchoolPartnerships,CatapultLearning,LLC

That each may learn

Achieving Beyond Expectations

LearningGoalsforToday Learning Goals for Today

Asaresultoftodayssession,participantswill gainknowledgeofbestpracticesforleading complexinstructionalchangefocusedon improvingstudentachievement. Participantswillunderstandsomeofthe p researchbehindthepracticesthathave maximumimpactonstudentachievement.

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OurStudentAchievementStory Our Student Achievement Story

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LooselyCoupledtoHighlyReliable Loosely Coupled to Highly Reliable

The actions of districts and schools can have a Theactionsofdistrictsandschoolscanhavea profoundimpactonstudentachievement.Yet historically,districtsandschoolshavebeenso looselycoupledthattheyhavehadlittle influenceonwhatoccursinindividual classroomsandconsequentlyhavehadlittle l d l h h d li l influenceonstudentachievement.
Marzano,Robert."VisionDocument:GettingSeriousAboutSchoolReform."SchoolReform Overview.Marzano Research,2009.Web.3Oct2012. http://www.marzanoresearch.com/about/gsasr_intro.aspx

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Whatistherightwork? What is the right work?

SuccessforeveryTeaneckstudent Introduceacommoninstructionalmodelfor thedistrictwithafocusonengagingstudents Goalsettingandstrategicplanning Hold teachers and administrators accountable Holdteachersandadministratorsaccountable forallinstructionaldecisions

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OurPlanBegins. Our Plan Begins.

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Highlyeffectiveschoolssucceedwhereother schoolsfailbecausetheyruthlesslyorganize themselvesaroundonething:helping studentslearnagreatdeal.Thisseemstoo simpleanexplanation,really.But,byfocusing onstudentlearningandthencreating structuresthatsupportlearning,theseschools havedrasticallydepartedfromthetraditional organizationalpatternsofAmericanschools.

Chenoweth,Karin."ItCanBeDone,It'sBeingDone,andHere'sHow."PhiDelta Kappan.91.1(2009):3843.Print.

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Standard Instructional Change g (School Improvement)

Standard Instructional Change: 1. requires limited additional instructional knowledge and skills. 2. results in negligible improvement of student achievement achievement.

Achieving Beyond Expectations

Co p e Complex Instructional Change st uct o a C a ge

Complex Instructional Change requires: 1.administrators and teachers to make a significant break from past instructional knowledge, skills and practices. 2. a change in the building culture from one of teaching to a culture for learning. 3. significant growth in student achievement to eliminate the achievement gaps in all subgroups.
Achieving Beyond Expectations

Complex Instructional Change

People dont know what they dont know!

Complex instructional change requires a special skill set that is not common in principals and district leadership. To develop this skill set requires the collaboration with an external partner with a proven record of success.
Mass Insight Education & Research Institute, 2007 g ,
Achieving Beyond Expectations

No longer is there a question No about the effect of leadership on student achievement t d t hi t

Balanced Leadership Framework, pg 3 McREL Framework pg. 3,

Achieving Beyond Expectations

The SUPERINTENDENCY makes a difference

1. 2. 3.

Non-negotiable achievement goals Non-negotiable instructional model Monitoring f hi M it i of achievement and t d instructional goals Use of resources to support g achievement and instructional goals
Achieving Beyond Expectations

4.

Academic Learning Time (ALT)

1. 1 Student knows and understands

the lesson objective 2. Student actively manipulates content of objective 3. Student experiences at a 75 - 95% success rate during the lesson

ACCELERATES Student Learning

Achieving Beyond Expectations

Anatomy of a Lesson
Begin Lesson

AOL
45% SAP 65%
Active manipulation of content with 75%-95% 75%success rate

End Lesson

20%APK
UNDERSTAND the objective

20% TIP

15% ISS
STUDENTS do this Metacognition

MONITOR student learning and ADJUST instruction