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*Believe**Achieve**Succeed*
Salem Public Schools Community MeetingSeptember 26, 2012
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Today’s PresentationCore BeliefsWhere we’ve been
Where we’re headed
Spotlight on three efforts
Stay informed
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Our Core Beliefs
We believe that every child in Salem can and will achieve at high levels.
We must collectively establish the conditions necessary to make this possible.
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Our focus is on what matters most
STUDENT SUCCESS
Effective Educators
Tools and supports
High standards for
learning
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Major accomplishments to date Added assistant principals at elementary schools Initiated work with Achievement Network to provide system
of quarterly assessments and professional development Received $1.5 million School Redesign Grant Extended the school day at Bentley Engaged Harvard Ed Labs to create culture of high
expectations for all students Implementing new educator evaluation system Implemented new state program (WIDA) and assessment
(RETELL) for English language learners Investigating ways to extend school day for staff, students
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Early signs of change New staff→2 new principals→43 new teachers
Community partnerships, involvement Well-received summer professional development Successful start to the school year Preliminary MCAS results show no further decline in
performance
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The dozens of suggestions and ideas we received last spring …
… have been honed into three key areas of focus:
We have set our priorities
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School Improvement Plans Align Well to Priorities
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Year II Goals & Objectives Anchor the District Improvement Plan Have a demonstrable impact on our classrooms and students
1. A greater focus on teaching and learning district-wide- owning the learning for every student
2. Use of data to improve instruction intended to meet all students’ learning needs
3. Quality leadership- build a culture of high expectations and accountability
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Greater Focus on Teaching and Learning
Key Elements: New educator evaluation system Align curriculum and assessments with the Massachusetts Curriculum Frameworks District-wide model for teaching and student interventionsProfessional development to support instructional improvement
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Spotlight: New Evaluation System Our educators & administrators will be evaluated on
Evaluation Area Examples of What Teachers Will Be Asked to Demonstrate
Curriculum, Planning and Assessment
Rigorous standards-based unit design Variety of assessment methods Adjustment to practice based on assessments
Teaching All Students Student engagement Safe and collaborative learning environment Clear and high expectations
Family and Community Engagement
Parent/family engagement Culturally proficient communication
Professional Culture Reflective practice and goal setting Professional Learning and Growth
Source: MA Department of Elementary and Secondary Education. Guide to Rubrics and Model Rubrics. January 2012. Available: http://www.doe.mass.edu/edeval/
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Use Data to Improve InstructionKey Elements: Ongoing A-Net assessments and coachingHigh school common assessments District and school data teamsUse of student performance data to improve instructionUse of technology to support the integration of data across schools and subject areas
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Spotlight: Achievement Network
Job Embedded Professional
Development to build effective data-use routines
Interim assessments and reports to support routines with actionable,
real-time data
School and system consulting aligns
priorities, structures and resources to support
instruction
Membership in the network reinforces
routines and offers access to best practices from other
schools
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Build a Culture of High Expectations and Accountability
Key Elements: Culture of public accountability to support improved student performance Establish a system of “no excuses” Leadership opportunities for administrators and teachersEnhanced communications
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Our progress will be closely monitored
ESE evaluation on DIP progress
Quarterly ANET assessment
Bentley progress reviewed and assessed by state
ESE evaluation on DIP progress
Sept2012
Oct Nov Dec Jan 2013
Feb March April May June
District Improvement Plan due to state
Quarterly ANET assessment
Quarterly ANET assessment
2012 MCAS results released
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No More Excuses
Roland G. Fryer, Jr.Robert M. Beren Professor of Economics
Harvard UniversityEdLabsNBER
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CONFIDENTIAL
“If an unfriendly foreign power had attempted to impose on America the mediocre education performance that exists today, we might well have viewed it as an act of war.”
A Nation at Risk (1983)
Why EdLabs Was Founded
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CONFIDENTIAL 18
Source: OECD, Program for International Student Assessment (PISA), 2009
Source: Education at a Glance 2010: OECD Indicators
United States vs. OECD Countries
Why EdLabs Was Founded
OECD Average
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CONFIDENTIAL
Among cities that participate in NAEP, the magnitude of racial differences in educational achievement is startling.
Overview The Achievement Gap
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CONFIDENTIAL 20
Based upon Calculations from McKinsey (2009)
The international achievement gap cost $1.3 -$2.3 trillion in lost GDP in 2008
What if we could have closed the
international achievement gap
By 1998?
Why EdLabs Was Founded
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CONFIDENTIAL 21
Based upon Calculations from McKinsey (2009)
The racial achievement gap cost $310 -$525 billion in lost GDP in 2008
---------------------------------------------------------And $1.5 – $2.5 trillion
cumulatively from 1998-2008
What if we could have eliminated the racial achievement
gap by 1998?
is
and
Why EdLabs Was Founded
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CONFIDENTIAL 22
Why EdLabs Was Founded
Accounting for educational achievement drastically reduces racial and socioeconomic inequality across a wide range of important life outcomes.
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CONFIDENTIAL 23
Why EdLabs Was Founded
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CONFIDENTIAL
Conventional Wisdom Has Failed
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CONFIDENTIAL
The Achievement Gap
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CONFIDENTIAL
Results From High-Performing Charters
Harlem Children’s
Zone
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CONFIDENTIAL
Charter Results
A. Broad Surveys B. High Performers
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CONFIDENTIAL
Correlation of “Traditional” Inputs and Math Effectiveness
The key goal is to translate charter schools’ successful policies into common principles and then transplant them into traditional public schools. To this end, EdLabs initiated a multi-year study of NYC charters to determine which policies and practices are the most correlated with student achievement.
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CONFIDENTIAL
Correlation of Within-School Inputs and Math Effectiveness
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CONFIDENTIAL
The key goal is to translate charter schools’ successful policies into common principles and then transplant them into traditional public schools. To this end, EdLabs initiated a multi-year study of NYC charters that determined that the following five policies and practices have the greatest correlation with student achievement:
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CONFIDENTIAL
ImplementationIncreased Time in School
The school day was extended in Apollo schools during the 2010-11 school year: 7:45am – 4:15pm Monday through Thursday, and 7:45am – 3:15pm on Fridays. This was an average of an hour longer per school day.The school year was extended by five school days. Apollo students reported for school on August 16, 2010, while the rest of the district began on August 23, 2010.
Bottom line: The difference between instructional time in 2009-10 and 2010-11 amounts to approximately 30 school days – that’s 6 additional weeks of school for students.
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CONFIDENTIAL
ImplementationHuman Capital
In addition to finding nine new principals, teacher turnover spiked to 53% in Apollo schools over the summer of 2010. Value-added data shows that teachers who returned as Apollo teachers had a much stronger history of increasing student achievement in every subject, relative to those who left.
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CONFIDENTIAL
ImplementationHigh Dosage Differentiation: Tutoring and Double-Dosing
•All sixth and ninth grade students received daily 2:1 tutoring in math
•Seventh, eighth, tenth, and eleventh graders received an extra reading or math course if they had tested behind grade level in the previous year
• All told, middle school students received approximately 215 hours of tutoring/double-dosing, and high school students received 189.
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CONFIDENTIAL
ImplementationData-Driven Instruction
•In addition to required HISD assessments, Apollo schools administered two additional comprehensive benchmark assessments in four core subjects: math, reading, science, and social studies.
•After each assessment, teachers received student-level data and used this to have one-on-one goal-setting conversations with students.
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CONFIDENTIAL
ImplementationCulture and Expectations
At the end of the 2009-10 school year, The New Teacher Project interviewed all teachers in what would become Apollo schools. Those who returned for the 2010-11 year showed a demonstrably stronger commitment to the Apollo 20 philosophy.
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CONFIDENTIAL
ImplementationCulture and Expectations
Reports from student focus groups provide a lens into the culture shift.
1.Pre-Treatment: There were lots of fights and “wilding out” all the time. Teachers didn’t give homework. People just showed up and basically went through the motions. Observers noted rowdy hallways, messing around, not taking school very seriously.
2.Treatment Fall: The extended school day was a big shift. Constant complaints of exhaustion. Everyone’s tired. The students are tired. The teachers are tired.
3.Treatment Spring: “The food in the cafeteria sucks.” “I had a hamburger that wasn’t any good.”
• Student: “The apples taste like soap.”• Project Manager: “Next time I visit I’ll figure out why the apples
tasted like soap.”
From a teacher in Fall 2011: “The sixth graders from last year who are seventh graders now have started to shift the whole school culture. The climate is really changing – it’s calmer everywhere, and there are no more fights.” 36
CONFIDENTIAL
Apollo 20 In Context
Pooling all grades together, the results are strikingly similar to those achieved by the Harlem Children’s Zone Promise Academy Middle Skill and KIPP – two of the country’s most recognized charter operators.
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CONFIDENTIAL
Cost-Benefit Analysis
Initiative Cost/Student IRR
Apollo 20 (Houston) $1,837 21.66 %
DSSN Turnaround (Denver) ~$2,500 15.20 %
“No Excuses” Charter School $2,496 18.50 %
Early Childhood Education $8,879 7.6 %
Reduced Class Size $3,501 6.20 %
Using an estimate of the correlation between test scores and future earnings, we can calculate a rough rate of return for the first year of the Apollo experiment and compare it to other popular education interventions.
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CONFIDENTIAL
•Lottery winners are 5.5 times less likely to get pregnant•We identified 7 lottery losers who are currently incarcerated, compared to 1 lottery winner (more complete stats are forthcoming)
Long-Term HCZ EffectsPreliminary Survey Findings
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We will keep our community informed and engaged
Mayor and Superintendent host meetings at each school
Mayor and Superintendent host meetings at each school Also:
•Weekly news series•Website and Facebook updates•More visibility for good news
Also: •Weekly news series•Website and Facebook updates•More visibility for good news
Sept Oct Nov Dec Jan 2013 Feb March April May June
Community meeting Community meeting
Community survey Community survey
Community meeting Community meeting
Community meeting Community meeting
Regular meetings with community groups including Rotary, Partnership, Ed Foundation, Latino Leaders, etc.
Regular meetings with community groups including Rotary, Partnership, Ed Foundation, Latino Leaders, etc.
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Stay informed and involved Stay informed:
→Read updates as they are distributed→www.salemk12.org→www.salem.com→www.facebook.com/SalemPublicSchools
Attend school and community meetings Send us questions, feedback and suggestions:
→[email protected]→[email protected]
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Appendix
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Spotlight: Professional Development High-quality PD is the common link across all three strategies We will provide educators with ongoing training and
coaching:→ Instructional improvement→ Differentiated and adaptive instruction→New curriculum, standards and expectations→ The data-analysis and assessment cycle (A-Net)→WIDA and RETELL →Leadership
This work will result in additional opportunities for common planning and collaboration for all educators in support of student success.
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