Anderson Community School Corporation

1
Anderson Community School Corporation

• 8-Step Process Training
• 3/14/11 3/18/11

2
Closing the Achievement GapNO EXCUSES

• Patricia W. Davenport

3
8-Step Process TeamAnderson High School

• Greg Guffey Randy Harrison
• Carol Hill Barb Hitz
• Doc Hines Jim Jackson
• Lucinda McCord Mary Beth Myers
• Ellen Finney Pickett John Skipper
• Joan Susko Kay Winter

4
8-Step Process TeamHighland Junior High School

• Pat Fassnacht Andrea Gale
• Denise Harvey Diane Hird
• Mark Hodson Lynn Marlatt
• Krystal McCorkle Melanie Mecham
• Angela Sellers Kathy Stecher
• Lucinda Weatherford Myron Taylor

5
Whos To Blame?

• The college professor said
• Such rawness in a student is a shame, lack of
  preparation in high school is to blame.

6
Whos To Blame?

• Said the high school teacher
• Good heavens! That boys a fool. The fault of
  course is with the middle school.

7
Whos To Blame?

• The middle school teacher said
• From stupidity may I be spared. They sent him
  in so unprepared.

8
Whos To Blame?

• The elementary teacher huffed
• Kindergarten blockheads all. They call that
  preparation why, its worse than none at all.

9
Whos To Blame?

• The kindergarten teacher said
• Such lack of training never did I see. What
  kind of woman must that mother be.

10
Whos To Blame?

• The mother said
• Poor helpless child. Hes not to blame. His
  fathers people were all the same.

11
Whos To Blame?

• Said the father at the end of the line
• I doubt the rascals even mine.
• Anonymous

12
Effective Schools Philosophy

• Characteristics Of Effective Schools
• Strong instructional leadership.
• High expectations of student achievement for ALL
  students.
• Pervasive and broadly understood instructional
  focus.
• Safe and orderly school climate conducive to
  teaching and learning.
• Measures of pupil achievement as a basis of
  program evaluation.

13
Random Acts Of Improvement
Programs
14
Aligned Acts Of Improvement
In an aligned system...
improvement efforts are integrated and
results-oriented
15
8-Step Process

• What can we control?
• Whats in the best interest of kids?

16
A New Narrative for the Anderson Federation of
Teachers

• The Anderson Community School Corporation
  employs highly trained professional educators who
  demonstrate high expectations for themselves and
  for their students.

17
A New Narrative for the Anderson Federation of
Teachers

• ACS teachers are experts in their subjects and
  in the methods of passing on that knowledge to
  students.

18
A New Narrative for the Anderson Federation of
Teachers

• Because of their unique connection with
  students, our teachers make constructive and
  appropriate decision regarding the learning
  environment.

19
Brazosport, Texas Velasco Elementary
DEMOGRAPHICS Economically Disadvantaged 80.4
African American 19.6 LEP 36.5 Hispanic 59.
8 Mobility 25.6 White 20.1
20
Brazosport, Texas Freeport Intermediate
DEMOGRAPHICS Economically Disadvantaged 62.9
African American 10.4 LEP
4.2 Hispanic 51.3 Mobility 20.2
White 37.8
21
Brazosport, Texas Brazosport High School
DEMOGRAPHICS Economically Disadvantaged 54.1
African American 12.1 LEP
6.6 Hispanic 50.2 Mobility 25.8 White 35.7
22
ISTEP ScoresNew Castle Community School
CorporationWilbur Wright Elementary School
23
ISTEP ScoresMuncie Community SchoolsLongfellow
Elementary School
24
ISTEP ScoresSouth Bend Community School
CorporationWilson Primary Center
25
Warren Central High SchoolIndianapolis, Indiana

• 8-Step Process 2 Years
• 8 improvement in graduation rate at the end of
  the 1st year.
• 13 improvement in graduation rate at the end of
  the 2nd year.

26
Warren Central High SchoolIndianapolis, Indiana

• 8-Step Process
• Structural Changes
• Monitoring and Supervision
• Data Walls
• Interventions and Credit Recovery

27
8 STEP INSTRUCTIONAL MODEL
28
Plan/Do/Check/Act Cycle
29
From Theory To Practice

• What the PDCA Cycle offers
• A proven track record for success.
• A step-by-step methodology for improving schools.
• A process built on the foundation of Effective
  School Characteristics.
• An alignment of planning, instruction, and
  assessment.
• An emphasis on the core curricula of reading,
  writing, and mathematics.

30
PLAN
Disaggregate Data

• Arrange test scores to identify instructional
  groups.
• Define weak and strong objectives.

31
TEST TALK
32
PLAN
Timeline Development

• Develop a campus calendar for all objective areas
  and time allocations based on the needs of the
  student groups and the weight of the objective.
• The timeline is subject to change due to mastery
  of target areas.

33
DO
Instructional Focus

• Using the timeline, create a schedule of focused
  instructions to be followed by teachers.

34
CHECK
Assessment

• After the instructional focus has been taught,
  administer an assessment to identify
  mastery/non-mastery students.

35
ACT

• Tutorial time should be devoted to the reteaching
  of non-mastered target areas.

36
ACT

• Target related enrichment is provided for mastery
  students.

37
CHECK
Maintenance

• Provide materials for ongoing maintenance and
  reteaching.

38
CHECK
Monitoring
The principal assumes the role of instructional
leader and is continuously involved in the
teaching and learning process.
39
Benefits

• Gives teachers flexibility in how to teach by
  focusing on what to teach.
• Emphasizes key skills for every student.
• Allows students to retain skills in order to
  build higher skills.

40
Benefits CONTINUED

• Aligns planning, instruction, assessment, and
  support toward student performance.
• Removes subjectivity and replaces it with a focus
  on results.
• Test scores validate standards instruction.
• It is a proven approach that achieves results.

41
ACTION PLANShort Term End of School Year 10-11

• Eight Step Process Implementation

Short Long Term Actions

Done
Who When
Task
42
ACTION PLANLong Term School Year 2011-2012

• Eight Step Process Implementation

Short Long Term Actions

Done
Who When
Task
43
(No Transcript)