Making Good Schools …Better November 14, 2008 Joe PalumboJoe Palumbowww.focusonresults.net READING LEADERSHIP INSTITUTE EXPECTATIONS ACTIONS CHANGE BELIEFSText Box: COMMUNICATE RELENTLESSLYMAKING GOOD SCHOOLS …BETTER Focus On Results helps schools and districts get results. Focus On Results has worked as a turn-around partner helping low and underperforming schools meet AYP and demonstrate significant gains in student learning. Currently, we serve a diverse group of school districts, foundations and State Departments of Education throughout North America and internationally. FOCUS ON RESULTS has supported schools and districts implement a targeted plan and achieve impressive gains in student achievement with challenging student populations. Check out these and other impressive gains in student learning at: www.focusonresults.net/results The Seven Areas of FocusA Strategic Framework for Whole School Improvement AREA 1: Identify and Implement a Schoolwide Instructional Focus Based on every student’s learning needs as evidenced by multiple sources of data that have been disaggregated by various student groups Touches the whole school - every professional, every classroom, every day Principal and staff hold each other AREA 2: Develop Professional Collaboration Teams To Improve Teaching and Learning for All Students Entire staff is involved and they meet on a regular basis Educators look at student work and teacher assignments in relation to the instructional focus and academic standards Hold high expectations for all regardless of student differences AREA 3: Identify, Learn and Use Effective Evidence-based Teaching Practices to Meet the Needs of Each Student Find them at school, in your district and beyond Select a small set (3-5) teaching practices that are tied to your instructional focus Ensure they promote good teaching and model rigorous, challenging work and meet the needs of a diverse student AREA 4: Create a Targeted Professional Development Plan That Builds Expertise in Selected Best Practice Co-ordinate the plan around the small set of identified practices, that are tied to the instructional focus and linked to results for every student Ensure that it is site-based, ongoing, with frequent opportunities for practice and coaching AREA 7: Create an Internal Accountability System Growing Out of Student Learning Goals that Promotes Measurable Gains in Learning for Every Student and Eliminates Achievement Gaps Use a school-based measure to check the progress of all students every 6 to 8 weeks in your area of instructional focus Use the data to drive continuous adjustment to daily instruction with special attention to any gaps in achievement revealed Copyrighted 2008 –The Goddard School Staff Grade K All apples up on top! Copyrighted 2008 –The Goddard School Staff Grade 1 Sailing to Paradise! Grade 2Watch our Reading Soar Copyrighted 2008 –The Goddard School Staff Grade 3 Right on Target! Grade 4 No Chutes, Just Ladders Copyrighted 2008 –The Goddard School Staff Grade 5 How high can we fly? Copyrighted 2008 –The Goddard School Staff Grade 6 Speeding to Success Copyrighted 2008 –The Goddard School Staff AREA 5: Re-align Resources (People, Time, Talent, Energy and Money) to Support the Instructional Focus Look at all you have… start the hard conversation… place all items on the table Make decisions around what all students need, not what makes adults comfortable Target your resources on your area of instructional focus Tie re-alignment of resources AREA 6: Engage Families and the Community in Supporting the Instructional Focus Create two-way communication with families, treating them as valued clients and partners Focus communication on ideas that will help all students show growth in the area of the instructional focus, irrespective of individual student differences Using the note taker onpages 11-A and 11-B, investigate ARTIFACTS A thru G to look for evidence of any of theSeven Areas of Focus LOOKING FOR EVIDENCE What Is Our Work DISCUSSIONS QUESTIONS FOR THE PHASE CHART ACTIVITY Those bullets you are already working on in your school or district. ? Those bullets you would like to know more about or discuss further. + Those bullets that seem like your next steps as a school or district. GIVE ONE –GET ONE The Role of Leadership SAVE THE LAST WORD FOR ME ..Sit in small groups (4 or fewer). ..From the article, pick out one quote or idea that “struck you most.” ..The first person begins by reading what “struck them the most”from their index card. One thought or quote. But they don’t share the “why”…yet. ..Proceed around the circle, each person responds briefly (1 minute maximum). ..The person that began has the “last word”to respond to what has been said. They share why they picked it. The group “Saved the Last Word”for him or her (1 minute maximum). ..The group then discusses the idea together as it relates to their current work (3 minutes). ..The next person in the circle begins. The Role of Leadership BACK AT SCHOOL “TO DO”CHECKLIST To Do Share key ideas from today’s work that fit your school or district Identify one or two of the Seven Areas of Focus you would like to do more work in Commit to try some of today’s ideas and be ready to share “how it went” at the n TRIAD SHARE and FEEDBACK ..Groups of three (A, B, C) from different workplaces ..A share –B & C listen ..B and C share positive feedback and then “something to think about” ..Process repeats THE MAIN THING, IS KEEPING THE MAIN THING FINAL THOUGHTS Making Good Schools…BetterNovember 14, 2008Joe PalumboJoe Palumbowww.focusonresults.net READING LEADERSHIP INSTITUTE