What is Atypical about Schools that Achieve Atypical Results?

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What is Atypical about Schools that Achieve
Atypical Results?

• Joseph F. Johnson, Jr., Ph.D.
• Executive Director
• National Center for Urban School Transformation
• FASFEPA/ECTAC Conference
• February 22, 2008

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National Center for Urban School Transformation
Dedicated to identifying, studying, and promoting
the best practices of Americas highest achieving
urban schools in a manner that supports urban
districts in transforming teaching and learning
http//www.ncust.org
3rd Annual Symposium May 8th 9th, 2008 in San
Diego
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Typical Schools Get Some Students to Achieve
Challenging Standards

• Students from affluent families
• Students who speak English at home
• Students with parents who have high levels of
  education
• Students who are White
• Students who do not have disabilities
• Students whose families rarely move

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Often However, Typical Schools Have Difficulty
Ensuring the Success of

• Students from low-income families
• Students who speak languages other than English
  at home
• Students whose parents have little education
• Students who are Black or Latino
• Students with disabilities
• Students from highly mobile families

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Most Title I Schools That

• Use typical programs
• Provide typical instruction
• Teach typical curricula, and
• Relate to students and parents in typical ways

Achieve Typical Results!
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NCUST Studies Schools that Achieve Atypical
Results

• Majority of students meet low-income criteria, no
  selective admissions criteria, and in an urban
  district yet
• Higher achievement than state average and higher
  than 90 percent of similar schools
• Small or no achievement gaps
• Exceed AYP criteria for at least two years
• Low suspension/expulsion rates
• High attendance rates
• High graduation rates
• No disproportionate racial/ethnic enrollments in
  gifted or special education
• Other evidence of high achievement

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Recent NCUST Award Winners

• Community Day Charter, Lawrence, MA (2006)
• Ginter Park Elementary, Richmond, VA (2006)
• Linwood Elementary, Oklahoma City, OK (2006)
• Muller Elementary, Hillsborough County, FL (2006)
• Whittier Primary School, Peoria, IL (2006)
• Cecil Park Elementary, Mt. Vernon, NY (2007)
• Columbus Alt. High School, Columbus, OH (2007)
• Detroit Edison Academy, Detroit, MI (2007)
• Edison Elementary, Long Beach, CA (2007)
• Gideons Elementary, Atlanta, GA (2007)
• Pillow Elementary, Austin, TX (2007)
• Rancho Cucamonga Middle, Cucamonga, CA (2007)

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Gideons Elementary School Atlanta, GA

• Enrollment 550
• 96 African American
• 88 Low-Income
• 96 proficient in reading/language arts
• 94 proficient in mathematics
• 48 EXCEED state standards in reading/language
  arts

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Cecil H. Parker Elementary Mount Vernon, New York

• Enrollment 450
• 99 African American
• 78 Low-Income
• 91 proficient in reading (increased from 27 to
  91 over six years)
• 96 proficient in mathematics

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Thomas Edison Elementary Long Beach, CA

• Enrollment 1,000
• 95 Latino
• 88 Low-Income
• 808 Academic Performance Index (state target is
  800)
• 802 Academic Performance Index for English
  learners

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Columbus Alternative High SchoolColumbus, OH

• Enrollment 611
• Grades 9-12
• 60 African American
• 59 low-income
• 97 proficient in reading
• 95 proficient in mathematics
• 82 proficient in science

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2008 Finalists

• From Bakersfield, Birmingham, Cleveland, El Paso,
  Ft. Lauderdale, Houston, Long Beach, Miami,
  Newark, Norfolk, Philadelphia, Richmond,
  Sacramento
• 13 elementary schools
• 4 middle schools
• 3 high schools

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Schools that Achieve Atypical Results Do So

• Not by accident
• Not simply by hard work
• Not by gaming the system
• They develop programs, systems, and structures
  that are resulting in atypical --
• Curricula (rigor)
• Instruction (relevance)
• School cultures (relationships)

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Every High-Performing School is Different

• There is no simple formula
• There is no checklist
• Their strengths vary, but they generally include
  characteristics that are atypical for Title I
  schools (particularly related to curriculum,
  instruction, and/or school culture)

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What is Atypical About Curriculum and Instruction
in High-Performing Title I Schools?
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Most Title I Schools with Atypical Results Dont
Try to Teach Everything

• Many Title I schools have used curriculum
  alignment processes and pacing charts to ensure
  that all standards are covered well.
• In contrast, many high-performing schools reduce
  the number of objectives that are the focus of
  instruction. Educators identify critical
  standards and focus attention on teaching them
  well.

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Most Title I Schools with Atypical Results Dont
Try to Teach Everything

• Schools with atypical results establish objective
  ways to determine that students have learned key
  concepts to a level that is at least as rigorous
  as required by their state assessment.
• By ensuring that students are learning the most
  critical standards well, educators reduce the
  amount of drive-by teaching and help students
  develop a depth of understanding. Educators feel
  a greater sense of efficacy when they arent
  pressed to cover so much.

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Most Title I Schools with Atypical Results Have
Timely Systems of Support

• Many Title I schools have few systematic ways of
  identifying students who need extra assistance in
  a timely manner. Even fewer have structured
  systems that have a high likelihood of providing
  tailored assistance promptly and effectively.
• In contrast, in high-performing schools, systems
  guarantee that student learning needs are
  identified promptly. As well, systems have been
  structured to ensure that identified needs will
  be addressed in a timely, effective manner.

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In Most Title I Schools with Atypical Results,
Teachers Constantly Adapt Instruction

• In typical schools, teachers acquire little
  feedback to gauge student understanding of the
  content of instruction. Even when feedback
  suggests that students do not understand,
  teachers typically proceed with the lesson as
  designed.
• In contrast, teachers in high-performing schools
  are more likely to seek considerable student
  feedback during each lesson, especially from
  students with greater needs.

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In Most Title I Schools with Atypical Results,
Teachers Constantly Adapt Instruction

• In response to the feedback they receive,
  teachers adapt methods, examples, and strategies
  frequently. They modify teaching techniques in
  ways that are more likely to build upon the
  backgrounds, prior knowledge, cultures, and
  interests of students. They make learning
  exciting for students.
• No chicken feeding!

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Teaching Cycle in Atypical Schools
Present
Notice
Adapt
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In Most Title I Schools with Atypical Results,
Leaders Promote Instructional Improvement

• In typical Title I schools, principals spend most
  of their time involved in paperwork, meetings,
  discipline, and other in office activities.
  Little time is left to spend in classrooms.
• In most high-performing schools, principals are
  in classrooms 40 or more of the school day.
  Teachers see that good instruction is valued and
  expected. Leaders constantly seek opportunities
  to support teachers by acknowledging good
  instruction and by helping teachers consider ways
  to make instruction more effective.

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In Most Title I Schools with Atypical Results,
Collaboration Leads to Better Instruction

• In many Title I schools, collaboration time has
  become fashionable. Professional learning
  communities and other group structures are
  common however, they often do not lead to
  improvements in teaching.
• In most high-performing Title I schools,
  collaboration time is devoted to solving problems
  related to improving student learning. Teachers
  and school leaders come together with an
  impressive openness to change. They openly share
  student work and invite each other to critique
  their teaching. They share their best ideas and
  build upon each others strengths.

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In Most Title I Schools with Atypical Results,
Professional Development is Focused

• In many Title I schools, random acts of
  professional development are common. Teachers
  commonly spend time learning about a variety of
  topics. Rarely are teachers able to answer the
  question, What are you doing differently now
  because of the professional development you
  received?
• In most high-performing Title I schools,
  professional development has a clear focus over
  an extended period of time. Systems are
  structured to work toward mastery in classroom
  implementation before moving to the next
  initiative.

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What is Atypical about the Culture of
High-Performing Title I Schools?
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In Most Title I Schools with Atypical Results,
Everyone is Goal Driven

• Almost all Title I schools have goals, but
  usually the goals exist to satisfy a requirement
  for goals. Often, there are many goals on paper,
  but no goals that influence the daily work of
  teachers, parents, and students. Sometimes, goals
  are framed around issues that have little meaning
  to teachers.
• In high-performing schools, goals generate
  enthusiasm. There are school goals, grade level
  goals, department goals, classroom goals, and
  student goals. Often, people are focused upon
  only one or two goals at a time. There is
  excitement as people work together to achieve
  important goals.

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In Most Title I Schools with Atypical Results,
Everyone is Goal Driven

• In high-performing schools, leaders make goals
  real by identifying baselines (for all groups)
  and charting progress regularly.
• In these schools, leaders find many ways to
  identify and celebrate small positive steps
  toward the attainment of goals. Celebration is
  part of the culture of the school. As a result,
  teachers come to believe in their capacity to
  teach, parents come to believe in their capacity
  to assist, and students come to believe in their
  capacity to learn and excel.

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In Most Title I Schools with Atypical Results,
School is Fun!

• In many typical Title I schools, leaders have
  squeezed art, music, drama, physical education
  and other elective pursuits out of the
  curriculum. Test prep activities dominate.
• In contrast, in high-performing schools students
  are excited about coming to school to participate
  in a rich, well-rounded curriculum. In many
  cases, teachers have integrated core academic
  content into elective pursuits.

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In Most Title I Schools with Atypical Results,
School is Fun!

• High-performing Title I schools engage in test
  prep activities however, they do not dominate
  the school day or the school year.
• In the highest performing schools, teachers and
  leaders understand that often the best test
  prep is engaging instruction that builds deep
  understanding of content and makes students want
  to learn more.

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In Most Title I Schools with Atypical Results,
Students Are Eager to Work Hard

• Educators in many typical Title I schools
  complain that students are not motivated to
  work to learn challenging academic content.
  Behavior problems often interfere with
  instructional efforts.
• In the highest performing schools, students
  perceive they are valued and respected by caring
  educators. Students are proud of their clean and
  safe schools and the challenging content they are
  learning. They appreciate the fair
  implementation of reasonable rules. They are
  eager to work hard for their teachers.

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In Most Title I Schools with Atypical Results,
Parents Believe Educators Care

• Educators in many typical Title I schools
  complain that parents are not involved. Apathy
  and distrust seem to underlie most parent/teacher
  relationships.
• In the highest performing schools, teachers and
  parents spend time learning about each other.
  They learn that they all have the childrens best
  interest at heart. Parents are eager to find
  ways to support educators who they perceive as
  eager to find ways to support their children.
  Educators in these schools give parents new hope
  for their childrens future.

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In Most Title I Schools with Atypical Results,
Parents Learn How to Engage

• Parents in many typical Title I schools perceive
  that they do not have the capacity to help their
  child succeed in school.
• In the highest performing schools, parents learn
  about the specific standards their children need
  to master. They learn easy strategies for
  supporting their childs learning at home and at
  school.

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In Most Title I Schools with Atypical Results,
Teachers Feel Well Supported

• Teachers in many typical Title I schools feel
  over-burdened, stressed, and under appreciated.
  Attendance rates are often low and turnover rates
  are typically high.
• In the highest performing schools, teachers trust
  that school leaders care sincerely about them.
  They perceive that leaders are providing the
  attention, resources, and expertise they need to
  have a high likelihood of success. Attendance is
  high and turnover is relatively rare.

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In Most Title I Schools with Atypical Results,
Teachers Feel Part of Something Special

• Teachers in many typical Title I schools are
  Lone Rangers. They work solo in their
  classrooms and try to avoid the many adult issues
  that tend to consume both time and energy.
• In the highest performing schools, teachers
  believe they are part of a team that will make a
  powerful difference in childrens lives. Adult
  issues are resolved professionally and promptly
  in a spirit that allows everyone to maintain
  dignity. Teachers believe in their colleagues, in
  part, because they perceive that their colleagues
  believe in them.

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In Title I Schools with Atypical Results, Equity
and Excellence Are Not Dichotomous Goals

• Educators in these schools act as if they believe
  that
• Equity without excellence is mediocrity.
• Excellence without equity is an oxymoron.