No Child Left Behind

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No Child Left Behind

• This is the most sweeping education legislation
  ever enacted. It changes the basic mission of
  public schools in all 50 states. It will guide
  the transformation of public education for the
  next 10 years!

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In times of crisis and in times of change, we are
the most powerful and influential.
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We are part of a historic educational journey

• From an effort to achieve ACCESS
• From an effort to achieve QUALITY
• From an effort to achieve EQUITY in QUALITY

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The first leg of the journey ACCESS FOR ALL

• Education not only for the wealthy
• Education not only for males
• Education not only for whites
• Education not only for the full-bodied
• Everyone goes to school!

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The second leg of the journey ACCESS TO QUALITY

• Nation at Risk Report condemned public education
• Push for greater accountability
• Launched the era of regulation
• Education became politically center-stage
• Higher standards implemented

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The third leg of the journey EQUITY IN QUALITY

• All children must graduate with basic skills.
• These skills must be developed regardless of
  poverty, race, gender, or certain handicaps.
• There is a level of performance below which no
  child may fall.

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Key Dates in the Journey

• 1647
• 1790
• 1820
• 1830
• 1851

• Mass. establishes schools if 50 or more families.
• Free public education for the poor.
• First public high school.
• Southern laws forbid teaching slaves to read.
• Mass. enacts compulsory education.

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Key Dates in the Journey

• Plessy vs Ferguson establishes separate but
  equal.
• Supreme Court requires Chinese immigrants access
  to education.
• Brown vs Board of Education outlaws separate but
  equal.
• A Nation at Risk launches the accountability
  movement.
• No Child Left Behind requires equity and quality
  in learning.

• 1896
• 1905
• 1954
• 1983
• 2002

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Education for all is one of the defining
promises of our American democracy.
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How students are educated today will
substantially determine the kind of society we
all will live in tomorrow.
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EQUITY IN QUALITY What must we accomplish?
GOAL 1 Implement strategies to catch up
students who are currently behind. GOAL 2
Build the system that prevents students from
falling behind in the future regardless of
background variables
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Across the United States, the majority of efforts
to address accountability have been in the first
category.
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Will this approach of remediating students below
mastery work for us in the long haul?
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To determine the answer, lets think about the
current crisis in medical care
30 of Americans are without medical
coverage. Why? The cost of medical care has
skyrocketed. Business and industry cannot
absorb the cost.
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How has the medical field and business and
industry reacted?

• FOCUS ON PREVENTION

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The answer seems clear that we will not have the
resources to continue this approach nor is it in
the best interest of students.
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It seems clear that we must build a different
system than what we currently operate.
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Building a New System
From this 70 Mastery 30 Non-Mastery
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Building a New System
From this White Middle Class Non-Handicapped Po
or, Black, and Handicapped
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Building a New System
To this All Students Despite Background
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THE BIG NEWS!
There are some systems that have implemented all
these practices and increasingly more that are
working toward them.
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• When must we have this accomplished?
• Proposed AYP Trajectory

12-13
11-12
10-11
03-04
04-05
05-06
06-07
07-08
08-09
09-10
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• Lets take a look
• WEST VIRGINIA FRAMEWORK FOR HIGH PERFORMING
  SCHOOL SYSTEMS

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• Premises
• Quality cannot be mandated.
• Quality must be built. through structures,
  learning, support and monitoring.
• Schools do not control all the variables to bring
  about necessary change.
• Effective districts break down the cellular
  nature of the organization.

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FRAMEWORK ORIGIN

• 100 RESA WVDE Staff met in Eight Consensus
  Meetings.
• Studied High Performing Systems and Reviewed the
  Literature
• Framework Submitted to Nationally Recognized
  Experts

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Framework
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High Performing Systems Focus on Three Broad
Areas

• SYSTEM-WIDE CULTURE AND BELIEFS
• SYSTEM-WIDE IMPLEMENTATION OF HIGH YIELD
  STRATEGIES
• USE OF A SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS
  IMPROVEMENT PROCESS

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A Word about Culture
All High Performing School Systems Focus on
Developing and Communicating Core Values
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• What do we stand for?
• What do we care most about?
• What principles should guide our school system?

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Framework
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Variables Affecting Student Achievement
School Systems control 3 out of 4 of the critical
variables that determine student success and
influence the fourth.
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Organizational Basis for High Yield Strategies

• EXAMPLES
• Mapping and Benchmarking
• Integrating Writing to Inform
• Consistent School Improvement Cycle
• Proactive Parent Involvement Process

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Framework
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A Better Approach Past
Future

• Reactionary (fix)
• Singular Solutions
• Compliance Driven
• Short Term (1 year)
• Preserve the Status Quo/Managing what is
• External Locus of Control
• Resignation

• Proactive (create)
• Design Inter-related
• Components
• Long Term (3-5-Year)
• Changing the Status Quo/Transformational
• Leadership
• Internal Locus of Control
  Hope/Action/Efficacy

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Systemic Continuous Strategic
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The Basic Elements of Systems Thinking

• Aim of the System

Instructional practices
Curriculum
Values and beliefs
Assessment
Resources
Leadership
Parent Student Involvement
Data analysis
School Effects
Professional development
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A system based on systemic improvement can help
us move from random acts of improvement to
aligned acts of improvement.
Aim of the System
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10 Essential Elements

• Systemic Approach
• Data Driven
• Understand the Interrelatedness
• Use Plan, Do,
• Study, Act Cycle
• Collaborative Long Term Strategic Plan

• Transformational leadership
• Commitment to Continuous Change
• Core Beliefs
• Mission for ALL
• Study of External and Internal Data to Create
  Urgency

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• Discussion of WVDE Support Activities
• Training
• Materials
• Tools

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Strategic Plan Format

• Section I Planning Committee Membership and
  Operation
• Section II A Foundation of Core Beliefs
• Section III Clear and Focused Mission
• Section IV Creating the Urgency for
  Change/Internal and External Data Analysis

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Strategic Plan Format

• Section V Goals, Evidence and Objectives
• Section VI Five-Year Phase In
• Section VII Year I Activities and Timelines
• Section VIII Professional Development
• Section IX Budget
• Section IX Appendix

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Urgency?

• Approximately one in three WV students is below a
  mastery level as presently defined.
• 44 of 55 School Systems did not meet the new
  accountability standards.
• 40 schools did not meet AYP as currently
  defined.
• A disproportionate number of the lowest achieving
  students are poor, African American, or
  handicapped.

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We stand today on the edge of a new frontier
the frontier of the 1960s, a frontier of unknown
opportunities and perils, a frontier of
unfulfilled hopes and threatsThe new frontier of
which I speak is not just a set of promisesit is
a set of challenges. John Fitzgerald Kennedy
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Isnt this too much to ask?

• It has been done before by people who are no
  more virtuous nor more intelligent than you and
  I.
• -Ron Edmonds

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