Public Education Day October 11, 2005

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Stephen Daeschner Superintendent Jefferson
County Public Schools Louisville, Kentucky
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Jefferson County Public Schools

• 26th largest school district in U.S.
• 97,600 students (slightly increased over last 5
  years)
• 34.7 African-American (½ of all
  African-American students in KY)
• 1/7 of all students in KY
• 57.6 White
• 7.7 Other
• 150 Schools
• Preschool.3- and 4-year-olds
• K-5 (Elementary). 86 schools
• 6-8 (Middle).. 22 schools
• 9-12 (High). 19 schools
• Special Education. 3 schools
• Alternative/Other. 20 schools

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Jefferson County Public Schools

• Homeless students
• 4,900 (5) students
• 315 growth since 1993
• Single-parent households
• 54 of total JCPS population
• 82 of the JCPS African-American population
• Free or reduced-price lunch
• 61 of Elementary students
• 4 increase since 2002-03

• Proportion of school-aged children
• 78.2 - JCPS
• 21.8 - Private/Parochial
• Non-English Language Background students
• 4,128 (4.2) students
• 823 growth since 1990
• 40 of state NCLB
• Exceptional Child Education
• 13,792 students ages 3-21
• Home/Hospital students

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What Makes JCPS Unique?

• Improving through Accountability
• Comprehensive School/District Improvement Plans
• Data-driven decisions disaggregated data PAS
  testing
• District-level systems
• 19 quality indicators
• Goal-driven
• Annual dialogues
• 125 administrators on teams visit schools, review
  data/plans, meet with school staff/parents
• 2-day process per school
• Weekly and monthly monitoring/coaching of low
  performing schools

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Every 1 Reads A community-wide effort to have
every child in JCPS reading at grade level

• In 2004-05, JCPS in collaboration with the
  community, established the goal
• Every student reading on grade level by 2008
• 23 additional Early Childhood classrooms
• Ongoing assessments diagnostic and progress
  monitoring
• Three-Tiered Literacy System with research-based
  and prescriptive reading programs and instruction
• Tier I Core Literacy programs
• Middle and High 90 minutes daily
• Elementary 2½-3 hours daily
• Tier II Interventions
• Additional 30-45 minutes daily reading
  instruction
• Tier III Interventions
• Additional 30-45 minutes daily reading
  instruction
• Professional Development Literacy Leaders,
  Instructional Coaches, District- and School-based
• Evaluation District Observation and Surveys,
  District Assessment PAS,
• State Assessment-CTBS/KCCT

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Every 1 Reads A community-wide effort to have
every child in JCPS read at grade level within
four years

• Volunteers 300 ? 5,000 ? 10,000
• Financial Support - 8 million over 4 years
• Specific Reading Program
• Elementary Rigby
• Middle Read XL
• High School - Ramp Up
• Community Support

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Math/Science Priority

• Literacy
• GE Planning Grant
• Orlando trip 70 people
• GE Grant - 25 million 4 years

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Program Components

• Curriculum
• Professional Development
• Constituency Engagement
• Management Capacity
• GE Engagement
• Evaluation (AIR)

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How We Are Organized

• Partners
• GE Foundation
• Jefferson County Board of Education
• Jefferson County Teachers Association
• Greater Louisville Inc
• Steering Committee
• Executive Committee
• Co-Project Directors
• GE Foundation
• Jefferson County Public Schools
• Jefferson County Teachers Association

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Current Headlines

• National Best Seller, The World is Flat, by
  Thomas Friedman
• Students are no longer competing against other
  Americans but against all other countries.
• Business Week
• Half of the 20,000 math grad students in the
  U.S. are foreign born.
• Innovation is the new byword, and India has
  grabbed top billing from China.

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Current Headlines

• Colvin, 2005
• In China, 59 of undergraduates majored in
  science and engineering in Japan, 66 in the
  United States, 32
• In 2004, China graduated 500,000 engineers
  India, 200,000 and United States, 70,000

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Curriculum StrategiesWorld
Class Standards

• Math
• U.S. math textbooks address 75 more topics than
  German textbooks and 250 more topics than
  Japanese textbooks
• Science
• U.S. science textbooks address 800 more topics
  than German textbooks and 300 more topics than
  Japanese textbooks
• U.S. textbooks emphasize spiraling rather than
  mastery

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Curriculum
StrategiesCommon Core Curriculum

• JCPS Elementary Math Programs
• Math Investigations 39 schools
• Trailblazers 12 schools
• Everyday Math 7 schools
• Other Programs 28 schools
• JCPS Elementary Science Programs
• 53 of the schools use science kits
• 47 of the schools use a variety of other
  programs

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World Class in Math and Science Possible Solutions

• A belief and passion that our students can and
  will successfully compete with students from
  other countries high expectations for all
  kids.
• Less is More
• Fewer standards reducing the focus to fewer
  topics in math/science
• Teach to Mastery (Competency)
• Deeper not re-teaching review periodically
• Curriculum
• Standardized, paced, sequenced, follow
  research-based design Marzano different
  teaching

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World Class in Math and Science Possible Solutions

• Effective Use of Time
• Allowing students who need it to have more time
  to master more challenging content
• Fewer Courses in Math/Science
• Robust Professional Development
• Job embedded, long term, collegial, data- driven
• Recruiting and Developing More Math and Science
  Teachers
• Middle School and High School Schedule Changes
• Currently 6 and 7 periods and A/B Block
  Schedules

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World Class in Math and Science Possible Solutions

• End-of-Unit Diagnostic Assessment
• Algebra I in 8th Grade for All
• Intervention Strategies for Students Who Need
  Additional Work

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Curriculum Materials Selection Process

• JCPS teachers, curriculum specialists,
  administrators, JCTA leadership, and community
  leaders attended the G.E. College Bound District
  Program conference in Orlando, Florida.
• ?
• Dr. William Schmidt presented TIMSS findings and
  data. The District consulted with American
  Association for the Advancement of Science.
• ?
• District requested curriculum materials from
  various vendors.
• ?
• Group of math and science department chairs and
  ECE teachers reviewed curriculum materials,
  completed an evaluation rubric, and provided
  pro/con feedback.
• ?
• Possible programs were aligned based on results
  from department chairs and ECE teachers rubrics
  and pro/con feedback.
• ?
• Curriculum materials available at Gheens Academy
  for review by District teachers. Information
  provided to principals, teachers, and parents.
• ?
• Vendor Fair for 4-5 person teams from each middle
  school. Press activity to gather feedback.
• ?
• Curriculum materials selection presented to
  Steering Committee.

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Rationale for Curriculum Adoption

• Need for fewer, deeply developed topics
• Need for more guided practice to meet mastery
  needs of all students
• Need for more anticipatory sets to provide
  relevance/student motivation
• Opportunity to truly lead educational change

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Curriculum StrategiesJCPS
World Class Standards

• Math
• Elementary Reduction 27
• Middle School Reduction 46
• High School Reduction 2
• Science
• Elementary Reduction 29
• Middle School Reduction 25
• High School Reduction 6

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Committees

• Development of Collaborative Teaching and
  Learning Cultures
• - Theresa Jensen and Nancy Banet
• Setting High Standards and Creating Student
  Motivation
• - Ken Draut and Jessica Freeland
• Teaching and Learning Process
• - Lue Peabody and Kat Crawford
• Assessment for Learning
• - Bob Rodosky and Dennis Wiseman
• Interventions Systems
• - Sharon Davis and Jack Swann
• Student Support Beyond the Classroom
• - Robin Moore and Dennis Wiseman
• Technology Delivery System
• - Buell Snyder and Kat Crawford
• Professional Development
• - Pat Todd and Nancy Banet
• Research and Development for Teacher and
  Principal Manual
• - Ron Freeman and Jessica Freeland

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Tailoring the System

• Textbook selection process
• Dialogue with publishers of textbooks that were
  rated highly by the teachers
• Committee look for
• - Innovation
• - Commitment
• - Available Resources
• - Best Match

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JCPS Requirements

• Custom instructional system that fosters mastery
  of World Class Standards and high achievement on
  CATS for all JCPS students.
• Support Science fidelity of implementation,
  coherence across grades and teacher content
  knowledge
• Aligned formative and summative assessment
• Support to change the teaching culture, build
  implementation capacity and increase content
  knowledge.

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Publishers Preliminary PointsInstructional
Materials

• Student and teacher materials aligned to JCPS
  World Class Standards (WCS) including topics,
  lesson structure and sequence with the depth of
  content and pacing that will teach to mastery
• - Components
• Text with significantly reduced page count
• Guided Practice with significantly increased
  depth
• Leveled Independent Practice delivered
  electronically
• Teachers Edition with classroom management
  support
• Intervention System for Tiers I and II in
  Teachers Edition and for Tier III as a
  supplemental
• Principals manual to support professional growth
  and instructional leadership

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Assessment Performance Analysis

• Core Deliverables
• District Benchmark Assessments (suggested 2)
• Unit Assessments embedded in instructional
  materials
• Bank of Items aligned to WCS and KCC

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Assessment Performance Analysis

• System Capabilities
• Authoring of tests and items
• On-line or paper test delivery with scan sheets
• Scoring and reporting
• Comprehensive performance reports across any
  identified assessments
• Aggregate disaggregate views
• Comparative and longitudinal analysis
• Performance dashboards for district, school, and
  classroom (one-click access, easy to learn and
  use)
• Capture and monitoring of intervention groups
• Performance mailers for parents

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Instructional Improvement System

• Build teacher knowledge and skill
• In-service to support curriculum launch
• Professional development focused on mathematical
  content knowledge and pedagogical strategies
• Strengthen implementation capacity and
  instructional leadership
• Stable settings that focus 100 on improving
  instruction
• Research-based protocols that guide workgroups

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Year One 2006-2007

• Kindergarten through 8th Grade Science
• 87 of 88 elementary schools adopted science kits
• All 24 middle schools adopted science kits
• Foss Science Kits
• Aligns with World Class Standards
• 3 modules per grade hands-on-materials
• Centralized delivery and restocking of kits
• Assessments need improvement
• Principal manual needs to be created

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Year One 2006-2007

• Develop cadre of K-8 mathematics teacher experts
  1 per grade level per school (609)
• 6 full days (Saturdays or Gold Days) plus three
  site-based meetings (1 hour) over the school year
• Focus on core concepts and lesson analysis
• Introduction to draft curriculum materials
• Strengthen implementation capacity
• IL Institutes plus support of ILTs and teacher
  workgroups (Schedule TBD)
• Work with key principals and ILTs to develop
  mathematics roll-out strategy and field-test
  draft materials

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Year Two 2007-2008

• Summer 2007
• Curriculum in-service training for all K-8 math
  teachers in summer institutes (supported by JCPS
  math teacher experts, Schedule TBD by 12/06)
• IL teams meet to plan launch and train on new
  protocols
• IL Institutes for new teacher leaders and
  principals
• Science Core Concepts and Lesson Analysis PD for
  Middle School teachers
• Fall 2007
• World-class math curriculum launched in ILTs and
  teacher workgroups

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To Be Addressed in Next Report

• Technology for teacher learning and classroom
  delivery
• Pre-K
• High School
• LEP support
• Support Beyond the Classroom
• Intervention
• Principal Training and Support
• Next Pearson Report to be submitted May 5, 2006

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Next Steps

• Critical Friends
• Project Cost and Timelines
• Development of Prototype
• Urgency

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District Consortium of Critical Friends to JCPS

• Atlanta, GA
• Bridgeport, CT
• Cincinnati, OH
• Eugene, OR
• Fairfax County, VA
• Fayette County, KY
• Ft. Wayne, IN
• Ft. Worth, TX
• Houston, TX
• San Diego City, CA
• Springfield, IL
• St. Charles Parish, LA
• Stamford, CT
• Woodstock, IL
• Warren County, KY
• KY Department of Education

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Role of Advisory Districts

• Serve as Critical Friends
• Monitor curriculum development work
• Provide us with feedback (on-site and web)
• Provide your district with ideas about process
  and deliverables

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