Every Student Every Day

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• Every Student - Every Day!

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Madison County located in Central Kentucky on US
I-75
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Current Madison County est. Population 77,749
111.7 Growth since 1960
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Two Cities
Richmond
Berea
Lexington is 25 miles north of Richmond.
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Higher Learning
Eastern Kentucky University
Berea College
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Two High Schools
Madison Central
Bellevue Education Center
Kentucky Tech Madison Co. Area Technology Center
Madison Southern
Central is in Richmond and Southern is in Berea.
Independent schools not included.
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Three Middle Schools
Clark Moores
Madison Middle
Red Foley
Independent schools not included
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Ten Elementary Schools
White Hall
Daniel Boone
Kit Carson
Glenn Marshall
Kirksville
Waco
Mayfield
Kingston
Shannon Johnson
Silver Creek
Independent schools not included
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TotalMadison County Schools Membership
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Madison Countys Path to VPAT

• The Madison County Board had been concerned since
  year one of NCLB with achievement gaps.
• The district began initiatives during year of
  Tier I status, but we continued to head toward
  Tier II and now Tier III.
• In 2006, Madison County was invited to be one of
  seven districts to pilot an initiative called the
  Voluntary Assistance Team.
• Madison County was only one of the districts to
  directly involve a Board member on the VAT.
• We made a commitment to be open minded about what
  the process told us about ourselves -Even if it
  made us uncomfortable.

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Scholastic Audit

• Madison County requested a district
• Scholastic Audit from the Kentucky
• Department of Education

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The Scholastic Audit and the Board Self Assessment

• The Audit showed
• District leadership did not show a sufficient
  sense of urgency toward student achievement.
• We were fragmented in our support of academics.
• The superintendent had too many direct reports.
• We were not doing enough to name and claim the
  gap kids.
• Cultural climate issues existed on some of our
  campuses.
• Curriculum alignment and monitoring needed
  improving.
• We needed to build leadership capacity throughout
  the district.
• Our professional development efforts needed more
  user involvement.

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Audit Recommendations

• Among the scholastic audit teams
  recommendations
• Better communication by the district leadership
  of the districts goals and its commitment to
  improving student achievement
• Reorganization of the central office to better
  align to the commitment to instruction
• The addition of an Assistant Superintendent for
  Student Achievement
• Emphasis on holding building level leaders
  accountable for student achievement
• Developing the capacity for more distributed
  leadership

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The Board Self Assessment

• Led us to
• Focus even more on academic achievement.
• Look at every item that comes before us in terms
  of its impact on gap reduction and student
  achievement.
• Close the loop. When proposals come to us for
  approval, we make a requirement for a date to
  report on the results and efficacy of the program
  as a condition of our approval.
• Renew our conviction that our work is about kids
  and not about adults.

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The Role and History of the Voluntary Partnership
Assistance Team

• No Child Left Behind (NCLB) required school
  districts that reached Tier 3 status to begin a
  corrective action process that included state
  level intervention
• The first year that Kentucky districts would hit
  Tier 3 would be 2006-07
• During the 2005-06 school year KDE offered a
  voluntary assistance option to those districts
  that were expected to be Tier 3 in 2006-07

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The Role and History of theVoluntary Partnership
Assistance Team

• Several districts applied for the voluntary
  program and Madison County was one of seven (7)
  districts chosen for this pilot program.
• Each district would receive assistance from a
  team made up of KDE staff and members from other
  KDE partners.

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The VPAT Team

• Voluntary Partnership Assistance Team
• consists of five members
• The district superintendent (Team Leader)
• A superintendent mentor (KASS)
• A school board mentor (KSBA)
• A Highly Skilled Educator (KDE)
• A KDE facilitator

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The VPAT Process

• Once the audit report had been delivered to the
  district, the VPAT team began meeting to develop
  a plan to implement the audit teams
  recommendations.
• The VPAT team is assigned to the district for a
  maximum of two years.
• At the beginning of 2006-07 the Voluntary was
  removed because of NCLB requirements and the team
  continues to provide assistance as a Partnership
  Assistance Team.

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The Team
Even if it made us uncomfortable.

• Voluntary Partnership Assistance Team consists of
  five members
• - The district superintendent (Team Leader)
• - A superintendent mentor (KASS)
• - A school board mentor (KSBA)
• - A Highly Skilled Educator (KDE)
• - A KDE facilitator

The VPAT Process At work inMadison County
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Achievement Gap Coordinator Dr. Louise Byrd

• Organizes and delivers direct support services to
  schools and districts in response to their needs
• Provide schools and districts with the tools to
  reduce achievement gaps
• Meets monthly to discuss and analyze information

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Achievement Gap CoordinatorWork In Madison County

• New Teacher Orientation
• Work with individual schools
• Silver Creek ES
• Clark-Moores MS
• Madison Central HS

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Essential QuestionsAddressed at Each School

• What are we doing for children in the gap?
• How do we ensure a guaranteed viable curriculum
  is in each classroom?
• How do we know each child has learned the
  curriculum vs. being taught the curriculum?
• What is our CATS goal for school and content
  area?
• Are we achieving our CATS goal? How do we know?
• In what ways can the district support you in
  accomplishing your goal?

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Based on the findings of the Scholastic Audit, a
need for reorganization of district services was
identified.
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Chief Academic Officer

• Daily building presence
• Coordination/Communication/Supervision with (16)
  building principals
• Supervision of Curriculum-Instruction-Assessment
  
• Coordinate effort of MCAT
• Provide direction and follow-up on PAT directives
  and district initiatives through MCAT and
  district personnel
• Focus on all issues affecting teaching and
  learning in Madison County Schools

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Creation of Madison County Achievement Team

• Restructuring of all district personnel
  affecting student achievement
• Relocating Achievement Team to Madison County
  Achievement Center
• Refocusing on delivery of services and
  accountability to all 16 Madison County schools

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Movement of MCAT to Madison County Achievement
Center
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Benefits of Move

• Increase in communication among team members
• Facilitation of collaborative opportunities to
  provide individual school services
• Coordination of efforts and resources
• Reduction of repetition in large district
• Daily focus on enhancement of teaching and
  learning
• Availability of training facility for district
  need

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Benefits of Move continued

• Impromptu meetings constantly improving
  coordination of effort and accountability of team
• Paradigm shift for Madison County Schools
  District Staff members visiting schools DAILY!
• Increase in communication/TRUST among district
  staff and building staff
• Daily presence of district staff in buildings

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MCAT Organization

• Chief Academic Officer
• Elementary Supervisor
• Secondary Supervisor
• Chief Information Officer - Technology
• Building Principals
• Achievement Coaches
• Gifted and Talented
• Assessment
• Federal Programs
• Preschool
• Special Education
• School Psychology

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• The district instructional
• focus divided
• P-5 Elementary and
• 6-12 Secondary

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• ELEMENTARY INITIATIVES
• CLARA PARRISH
• Like other schools in the Commonwealth Madison
  County has in place in all 10 elementary schools
  the following
• 4.1 Curriculum/Program of Studies
• Curriculum Maps (k-5)
• Core Content Checklist with the 4.1 content
  separated for grades K-5
• Core Content Checklists are
• monitored by the Elementary Curriculum
  Coach, Building Principals, and the Elementary
  Supervisor on a regular basis
• Open Response Bank
• Standards Based Units of Study (SBUS)
• Common Assessments

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• Initiatives that have been implemented and
  address sub group populations include
• In 2001 a District Reading Leaders Committee was
  formed.
• This committee addressed reading concerns that
  were common throughout the district.
• At the end of the 2001 school year the committee
  recommended to the Superintendent and the School
  Board, the need for a reading intervention
  program (Reading Recovery) and a district wide
  diagnostic reading assessment (DRA) for K-3.
• The School Board supported and assisted with
  these recommendations.

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• In 2002 Reading Recovery was implemented in all
  elementary schools.
• Over a five year period 990 students have
  received Reading Recovery instruction.
• Discontinuation rate of Reading Recovery students
  has averaged 75 (exceeding the national average)
  with gains on norm referenced tests for 100 of
  students.

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• During the Fall of 2004 the Kentucky Department
  of Education offered Read to Achieve Grants.
• Amy Smith, Madison County Schools Reading
  Recovery Teacher Leader, led an intense effort
  with the 5 elementary curriculum coaches and
  submitted nine (9) Read to Achieve Grants.
• Seven (7) grants were awarded and since the
  initial first round the remaining (3) elementary
  schools have received the Reading Intervention
  grant funding.

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• In the spring of 2006 Amy Smith and Krista
  Althauser wrote Math Intervention Grants for 9
  elementary schools.
• Six MIT grants were received. Math Recovery
  which mirrors Reading Recovery is currently being
  implemented in the 6 grant schools as well as
  Math Intervention groups in grades 2-3. Two
  additional elementary schools will be receiving
  MIT grant funding for the 2007-08 school year.

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• Primary students in grades 1-3 who qualify for
  intervention reading and math services are
  receiving individual as well as small group
  support from a highly trained teacher.
• FASTT Math 2006-07
• FASTT Math is a supplemental researched based
  math fact program. The software provides
  individualized math fact drill in a sequential
  order.

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• READ ABOUT 2006-07
• All 4th and 5th grade teachers are beginning to
  implement during this semester a supplementary
  reading program titled Read About. Read About,
  by Scholastic, Inc., offers electronically
  individualized content reading in Social Studies
  and Science.
• Madison County is the first district in the
  state to implement the Read About software.

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• In conclusion, the reason we believe our
  elementary schools are showing progress is due to
  the additional grant funding. The grant funding
  has provided salaries for Intervention Teachers
  in Reading and Math as well as assisted the
  District in fully implementing Reading Recovery.
• All Intervention Teachers receive intense
  training as required by the grants. The
  Intervention Teachers in turn offer their
  knowledge and expertise on a daily basis to other
  classroom teachers in their individual buildings.

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SECONDARY INITIATIVES

• Standards-based unit training (Wiggins)
• Curriculum Map refinement
• CATS calculator/KCCT-like templates
• Transitions Plans

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SECONDARY INITIATIVES

• School Snapshots
• Vision Teams District
• Student Voice
• District E-walk teams (over 1200 classroom
  walkthroughs in middle/high by a district team)

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Sample Report
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Madison County E-Walk
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Achievement Coaches

• (3) Secondary daily assisting five Secondary
  Schools
• (1) Elementary daily assisting 10 elementary
  schools with Elementary Supervisor
• (1) Math Intervention Consultant
• Working regularly with Middle Schools
• Algebra 2 mapping process 7th grade
• Madison County Differentiated Math
  Training for Summer of 2007

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Madison County initiatives underway from
Partnership Assistance Team meetings

• Nine Week Snapshots
• Increase in building level/district level
  communication and accountability on Student
  Achievement for all stakeholders
• Current status of curriculum map progress
• Formative Assessment data results (PAS, KCCT like
  with sub-population excel calculator
• Grade Level/Departmental periodic meeting results
  (PLC)
• Intervention plans for Mikes Kids based on data
  
• Identification of formative school/grade strength
  and area for growth - based on formative data
• Building principal discussions on eWalk results
• Identification of items eWalk team and faculty
  look fors
• Transition plans and updates among feeder schools

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Initiatives underway in Madison County Schools as
a result of VPAT Now PAT involvement

• Curriculum mapping for elementary and secondary
  schools monitored by MCAT
• District utilization of formative assessments
  and periodic decisions on achievement impact to
  classrooms in all schools
• Establishment of Mikes Kids concept and
  personal staff accountability for each!
• Professional Learning Communities utilizing
  student achievement data periodic team meetings
  to ask Hard Questions affecting student
  achievement progress
• Nine week snapshots resulting from direct
  questions asked by VPAT team -

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Initiatives underway in Madison County Schools as
a result of VPAT Now PAT involvement, continued

• Instructional picture provided with eWalk
  software to all schools
• Elementary and Secondary eWalk teams established
• Expectations of building leadership and eWalk
  software
• Expectation of communication of snapshot data
• Results utilized in ongoing building decisions

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• Every Student - Every Day!