Breakthrough Performance:

1
2004
Summer Institutes
Breakthrough Performance
Research into Practice
Terry Bergeson, State Superintendent
2
OSPI would like to thank the following
organizations for their collaboration and
support
Educational Service Districts
3
Getting to Breakthrough

• Conference Mission EMPOWERMENT
• Help you decide what you need to do
• Give you the tools you need
• Show you how to use the tools

4
Purpose of Education Reform
to provide students with the opportunity to
become responsible citizens, to contribute to
their own economic well-being, and to that of
their families and communities, and to enjoy
productive and satisfying lives. - Basic
Education Act (Goal)
5
(No Transcript)
6
The Learning Process
Exploring (where I am)
Feedback (How well I did)
7
The Three Basic Learning Principles

• All learning begins with the learner
• All learning culminates with skills objectives
• All learning is experiential

8
ATTENDING

• Eye Contact
• Squaring off
• Leaning toward
• Feet on the Floor
• No distracting behavior

9
LISTENING RESPONDING

• Attend and observe
• Resist internal distractions
• Suspend judgment
• Reflect on the content, feeling and meaning of
  what you hear
• Respond as best as you can
• Youre saying ___________.
• NO QUESTIONS, PLEASE !

10
Listening Activity

• Find Another Person You Do not Know
• The Listener must stay focused on what is being
  shared and help your partner explore his/her
  issues.
• Each person in the pair gets 5 minutes to explore
  the following
• What issues, hopes, and/or fears do you bring to
  this conference?
• How do you want to use the conference as an
  opportunity? What are your goals in the next two
  days?

11
Cultural Competence Whats in A Word?

• Ability to communicate, live, learn and work in
  cross cultural situations (e.g. teaching in
  Washington)
• Respect for differences, eagerness to learn, and
  a willingness to accept that there are many ways
  of viewing the world
• An active, developmental, and ongoing process of
  growth and change

12
Cultural Responsive Teaching

• Uses the cultural knowledge, prior experiences,
  frames of references, and performance styles of
  ethnically diverse students to make learning
  encounters more relevant to and effective for
  them. It teaches to and through the strengths of
  these students. It is culturally validating and
  affirming.

13
The learning process when you do it as group is
called

• School Improvement Planning

14
(No Transcript)
15
Creating a P-16 System
Vision for a P-16 system
Every child ready for school
Every student meeting high standards
Early Learning and School Readiness
K-12 Success from Kindergarten to High School
Every student ready for success in life
Ready for College, Work and Life
16
We Have Much To Celebrate
17
What Have We Accomplished?Taking pride in our
amazing success

• Over the past decade, Washington
  students achievements have moved them into the
  top tier of academic performers in the nation

18
Taking Pride in OurAmazing Success

• SAT ACT
• Advanced Placement
• Career and Technical Education
• Improved reading, writing and mathematics
• NAEP scores up overall black students highest
  improvement in the nation

19
Evaluation of Student Achievement(WSRI)

• Kindergarten
• phonemic awareness and listening knowledge (TPRI)
  up 13 from winter to spring 2003
• First Grade
• Independent reading up 40 to 97 over the year
• Second year -- 49 met 60 words per minute
  fluency target as compared to 35 in first year.
• Second Grade
• Second year 51 met 94 words per minute fluency
  target as compared to 44.3 in first year

20
Evaluation of Student Achievement(WSRI)

• Third Grade
• 2nd year 40.4 percent of students met fluency
  target of 114 wpm.
• Students Subgroups
• Students in all subgroups (ethnicity, gender, ELL
  status, special education, and Free/Reduced
  Lunch) demonstrated improvements
• Statistical significance in achievement for many
  groups but achievement gaps remained when
  compared to other students
• Subgroup students in the program for both years
  significantly outperformed students who
  transferred in sometime during the project.

21
What are Our Challenges and How are We
Addressing Them?

• Inadequate money
• Troublesome policyNCLB design
• Achievement gap and the system expectations that
  perpetuate it
• Knowledge and skills to rethink how we do our
  work with kids
• Too much obsession with the WASL scores versus
  skills
• Negative emotional climate

22
Funding

• I-728 is scheduled to increase
• 300/student in 2005-06
• 375/student in 2006-07
• I-884 (Trust Fund) may or may not- pass
• 520/student in 2005-06,
• additional 346/students for each FR and ELL
  student
• Learning Assistance Program Funds allocation to
  change in 2005-06
• 50 test scores/50 poverty
• Expanded to grades 10 and 11 (Grade 12 in 2007-08)

23
Changes in AYP Rules

• Increase to N of 40 for special education and
  LEP kids
• Districts of 3000, N 1 of total
• Margin of error (standard error of proportion
  increased to 99 confidence level
• Shifts for special ed kids level tests, on-time
  graduates
• Create stair step goals v. straight line
• Lower on-time graduation rate to 66 and increase
  in increments to 85

24
GRADE 4 YEARLY TARGETS
AYP can be made if the percent meeting standard
is below the yearly target either via safe harbor
or when the standard error is included in the
total.
(Increments are rounded)
25
(No Transcript)
26
The Diploma must be Meaningful

• New graduation requirements backed by skills and
  knowledge
• Certificate of Mastery
• Applied Learning Project
• Connections between school and real world
• Personal plan for 13th year

27
Student Success Plans
High School Beyond Plan

• Student Driven
• All Students
• Includes 13th Year

Certificate of Academic Achievement Plan

• School Driven
• Some Students

Special Education The Certificate of Academic
Achievement and High School and Beyond Plan
requirements may be met by the IEP if it includes
the transition component and addresses all of the
required content areas. If a required
content area is not addressed, a separate CAA
Plan will be needed.
28
Schoolwide Reading Initiatives to Drive Student
Learning Plans

• Define and gather necessary data for reading
  skill profile of all students
• Fluency data, grade level performance from
  norm-referenced test and WASL scores
• Combine data by student and generate functional
  skill level groups
• Group students by reading level and intervene
  with research-based materials to accelerate
  learning
• Analyze existing staff skills and put most
  skilled reading teachers with most needy groups
• Monitor progress and share plans and outcomes
  with parents

29
Pyramid of Strength Schoolwide Reading Program
Standards
7 Components Oral language, phonemic awareness,
decoding, fluency, vocabulary/background
knowledge, comprehension, writing

• Programs
• Core reading programs
• Supplemental programs
• Intense interventions
• Content-area expectations
• Independent reading

• Assessment
• Screening for placement
• Progress monitoring
• Outcome measures
• (collect, analyze, adjust)

Effective instruction and professional development
Leadership, common vision, shared commitment to
excel

• Source Anita Archer, Ph.D. and Mary Gleason,
  Ph.D.

30
Washington K-12 Reading Model
31
Mathematics Initiative

Student, Parent, Community Awareness
Vision of High Quality Mathematics Teaching
and Learning
Coherentprograms Betterpreparedteachers More
supportfor content and Curriculum
Increased student Learning success in life
High qualityteaching
K-8 Intensive Support Whole Schools
High School Support
High School/College Alignment
32
Essential Academic Learning Requirements (EALRs)
andGrade Level Expectations (GLEs)
33
(No Transcript)
34
Mathematics Initiative

• Improving student achievement in math
• Math Initiative legislation
• Transition Math legislation
• Review instructional materials
• Develop K-12 mathematics comprehensive program
  model
• Create guidelines for math mentor programs

35
Professional Certification Existing Program
Elements

• Standards/criteria established in WAC
• 3 standards with 17 criteria
• Must show evidence of meeting criteria
• 10 products with 53 components 66 rubrics

36
Pro Cert By the Numbers
3 Standards
17 Criteria
10 Performance Indicator Products
53 Components
66 Rubrics
37
Candidate Needs

• Clarify expectations refine process
• Ensure meaningful work (vs make work)
• Sharpen focus on student learning
• Clear up the language (e.g. CLIP Unit)

38
System Needs

• Align programs
• Build capacity of university and district
  programs
• Streamline process
• Increase equity (access, support, transition)
• Restructure funding/incentives

39
Initial Recommendations

• Retain
• Collaboration among colleges
• College/district partnerships
• Individualized goal-setting
• Reflective process

40
Initial Recommendations

• Refine Standards
• Realign Rubrics
• Tie rubrics to standards/criteria (vs rubrics
  tied to products)
• Revisit Products
• e.g. CLIP

41
ContinuingEducation(gt5th yr)
Continuum of TeacherCertification in Washington
NBPTS CertProgramoptional(gt3rd yr)
Prof CertProgram(3rd-5th yr)
Development
TAPProgram(lt1 yr)
Residency Program(lt0 Yr)
Time
42

• Are they worth it?

Absolutely!