TurnAround Schools

Presented byDamen Lopez

damen@turnaroundschools.comFounder, TurnAround Schools

Founder, No Excuses University

Creating Cultures of Universal Achievement

by Karin Chenoweth by Jay Mathews by King & Lopez by Paul Tough

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" The key, for the teacher as well as for the student, is hard work. When hard work is combined with love, humor, and ganas, the stereotypes and the barriers begin to crumble."

Jaime EscalanteCalculus Teacher, Garfield High School

Los Angeles, California

"You've already lost if you begin making excuses, so our school culture is different. . . We believe all children can learn. And they do."

Nancy Ichinaga Bennett-Kew Elementary School

Ingelwood, California

“ The greatest danger for most of us is not that our aim is too high and we miss it, but that our aim is too low and we reach it.”

Michelangelo

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TurnAround Schools

Creating Cultures of Universal Achievement

Presented byDamen Lopez

Founder, TurnAround SchoolsFounder, No Excuses University

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6 Exceptional Systems

Culture of Universal Achievement

Collaboration

Standards Alignment

Assessment

Data Management

Interventions

What makes a system

exceptional?

1. They are created by the critical mass of a staff in a highly collaborative way.

2. They are unique solutions to important challenges.

3. They are documented, endorsed, and reviewed annually.

4. They are driven by results!

Culture of Universal Achievement

Every member of the staff believes

that each child is capable of meeting

academic standards in reading,

language arts, and math, AND that

the school has the power to make that

opportunity a reality.

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Belief # 1Every student will be proficient in reading,

writing and math.

Belief # 2The academic

accomplishment of every student is an

obsession.

Belief # 3The school can

neutralize many challenges that kids

bring to the classroom.

B ___________________

H ___________________

A ___________________

G ___________________

“ I donʼt even wear a watch. The time

is always _________.”

Ban the statement:

_____________________

_____________________

_____________________

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Belief # 4Student achievement

is the number one topic of conversation.

Belief # 5A maverick spirit is

leading the way.

Belief # 6There are no excuses

for poor effort.

A staff must decide which academic results are

most important and then focus with a

s___________ m___________p___________.

A Maverick Spirit Means:1) Fighting the __________ ______

2) Displaying an _______________ drive.

3) Creating systems that are ____________ of ____________.

No Excuses begins with the ____________.

Fight the tendency to ____________.

Reasons can be overcome. Excuses are made when defeat

is accepted and hope is lost.

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Collaboration

1. Based on action oriented

commitments

2. Scheduled well in

advance

3. Driven by professional

attitudes

4. Focused on results

Standards Alignment1. Aligning standards is not

something that you’ve “done”

it’s something that you do

2. Collaboration is key

3. Alignment must be

practical, hence a four part

system: Skills, Assessments,

Instructional Methods, and

Resources

Plan for Assessment1. Assessment is NOT about

the teacher, it is about the

student

2. There is a balance between

assessments of and for

learning

3. Scheduling,

benchmarks, and

continuous improvement

are crucial

Data Analysis

1. Easily accessible

2. Openly shared

3. Deliberately

arranged

4. Speak the

same language,

the language of

data

Data Driven Interventions

1. Academic

interventions

2. Social and emotional

interventions

3. Always data

driven

NEU Endorsement6

“We are committed to creating a school that knows no limits tothe academic success of each student.”

No Excuses University Pledge

Los Pen Collaboration Commitment

As staff members of Los Pen, we are committed to collaborating with one another in avariety of ways. We understand that the greatest academic and social gains for ourstudents come as a result of quality instruction from the classroom teacher and highlyeffective measures of collaboration among team members. Los Pen staff members workinterdependently with their teams in many ways. The following are examples ofindividual commitments that we are all willing to make as we collaborate as a staff:

Clarity of Purpose: Team members remain driven by our one goal to ensure that each student isproficient or advanced in reading, writing, and math. They meet with a purpose and deviseagendas and timelines to ensure success at every collaborative meeting. They take the time todecide upon meeting topics in advance. After meeting, they follow through with collectiveagreements as a team.

Respectful of Time: Los Pen staff members are action-oriented professionals who value oneanother’s time. They are prompt to staff and team meetings. They make the most of their time bycollaborating during the school day with colleagues as they creatively group students in an effortto meet every student’s needs.

Wednesday Time-Banking: Every Wednesday afternoon from 2:15–3:40, we set aside time forteams to work closely as they design instruction that translates into academic achievement for all.This time is held sacred by all members of the team, and should not be used for personal

appointments or individual work time. This time may be used for staff meetings once every othermonth.

Professional Growth: Los Pen staff members are open to learning new methods, ideas, andstrategies that will lead to greater academic success for all. They participate in on-site ThursdayCollaboration workshops. They seek ways to learn from one another, and are committed togrowing professionally together.

Building Candid Professional Relationships: Los Pen staff members are committed todeveloping strong professional relationships with each other. They praise one another during timesof individual, team, and school-wide success. They are honest with one another as theyrespectfully confront concerns through “Candid Collaboration”. They support one another duringtimes that are challenging both professionally and personally. They celebrate with one another asfriends and colleagues outside of the school community.

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California State Fourth Grade Reading Standards

1.0 Word Analysis, Fluency, and Systematic DevelopmentStudents understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Components of the standards

Specific Skills Assessments Instructional Methods

Resources

Word Recognition

1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

•pacing•accuracy•intonation•expression

•IRI’s•DIBELS•Fluency Timings•Fluency Rubric

•Informal observations•anecdotal notes during guided reading•conferences•Lit Circles•Poem of the week•Books on Tape•Oral Presentation

•DIBELS•Words Their Way•6-Min. Solutions•Phonics They Use•Rewards

Vocabulary and Concept Development

1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

•Base Words (s,es,ed,ing,er,est)•Idioms•Synonyms•Antonyms

•Theme Skills Test-HM (pages 14,15,44,60)•HM Practice Sheets•CA Summative Test (pages 4,25,47)•Conferences•Guided Reading•Observation

•Guided reading•think aloud•idiom a day, discuss, post on chart•kids raise hand•games•use idioms in writing

•The King that Reigned•Boss of the Plains-HM•Internet - Google•Book of Lists•Frindle•Wordly Wise Lesson

1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.

•Roots (tele, rupt, sign, spect, graph, tract)•Compound Words

•Theme Skills Test -HM (pages 39,58,127)•Use in Writing•HM Practice Pages

•Root word trees (involve parents)•Word Splash (Kids make dictionaries in journals)•Games memory•Teach physical signals•Compound Word Pics

•Words Their Way•Writer’s Express•HM•puzzlemaker.com

1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international).

•Roots- See Above•Prefixes ( re, mis, pre, con, com, dis, un, inter)•Suffixes ( ment, less, ly, y, er, or, ist, able, ible, ion, ness, ful)

•Theme Skills Test -HM (Pages 40,59,82-84, 104,126,)•Spelling Tests•Guided Reading•Meaning of Prefixes and Suffixes

•Spelling Book•Word Sorts•Prefix/Suffix Trees•Word Hunt

•Red Hot Root Words•Words Their Way•Scholastic-Prefix/Suffix Cards•Rewards

1.5 Use a thesaurus to determine related words and concepts.

•Teach all about how to use a thesaurus

•Use Thesaurus•HM-Overheads•Make overhead of words - ask questions - mini lesson

1.6 Distinguish and interpret words with multiple meanings.

Prefix Root Suffix

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“We are committed to creating a school that knows no limits to the academicsuccess of each student.”

No Excuses University Pledge

Los Pen Assessment Plan 2008-2009This assessment plan was generated by the Los Penasquitos Elementary School Staff. It expresses acollective commitment to participate in specific assessments throughout each school year. Theprocess of generating this plan started with individual commitments by teachers to specificassessments within the classroom. Grade levels later came together to endorse a plan that wouldaddress the detailed assessment needs that they have as a team. Finally the Curriculum andAssessment committee, comprised of teachers, classified staff, and support team members, took adetailed approach to ensure that we as a school participate in assessments that:

• Support with Mission, SharedCommitment, and Goal of Los Pen

• Correlate to Academic Success• Align with State Standards

• Encourage Student ParticipationThrough Individual Goals

• Focus on Assessment “FOR” Learning• Facilitate Differentiated Instruction

We believe that careful follow through on the assessments and goals within this plan will result inhigher achievement for all students. All student data will be stored in a site database that is easilyaccessible. Data will be openly shared through articulation meetings three times a year. Theinsightful interpretation of specific student data will allow teachers to tailor their instruction to theunique needs of each student. This document is more than words on paper, it represents the hardwork and commitment of this staff as we continue to strive for academic excellence.

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September February MayKindergarten • Letter I.D. (40)

• Phonics Skills (15)• Running Record (1)• Math Skills Checklist (5)

* Letter I.D. (52)* Phonics Skills (21)* Word Recognition (17)* Sentence Dictation (18)• Running Record (2)• Math Skills Checklist (10)• On Demand Writing (3)*DIBELS (LNF:27, PSF 18, NWF: 13)

* Letter I.D. (52)* Phonics Skills (26)* Word Recognition (22)* Sentence Dictation (22)• Running Record (4)• Math Skills Assessment (75%)• On Demand Writing (3)* DIBELS (LNF:40, PSF 35, NWF: 25)

First • On Demand Writing (3)• Spelling Inventory (ELN)• Running Record (4-6)• Math Skills Assessment 1 (80%)• DIBELS (LNF:37, PCF 35, NWF: 24)

• On Demand Writing (3)• Spelling Inventory (LLN)• Running Record (14)• Math Skills Assessment 2 (80%)* DIBELS (PSF:35, NWF: 50, ORF: 20)

• On Demand Writing (3)• Spelling Inventory (EWW)• Running Record (18)• Math Skills Assessment 3 (80%)* DIBELS (PSF:35, NWF: 50, ORF: 40)

Second • On Demand Writing (3)• Running Record (18)• Everyday Math Beg. Assessment (80%)• Spelling Inventory (LLN)• MAP (Read 178, Lang 180, Math 179)• DIBELS (Fluency 44, Nonsense 50)

• On Demand Writing (3)• Running Record (20)• Everyday Math Mid-year (80%)• Spelling Inventory (WW)• MAP (Read 188, Lang 193, Math 185)* DIBELS (Fluency 68)

• On Demand Writing (3)• Running Record (23)• Everyday Math End Year Assessment (80%)• Spelling Inventory (WW)• MAP (Read 188, Lang 193, Math 185)* DIBELS (Fluency 90)

Third •On Demand Writing (3)• Spelling Inventory (EWWP)• Spelling :No Excuses Words• Everyday Math Beg. Assessment (75%)• MAP (Read 194, Lang 194, Math 193)• DIBELS (77)• Running Record (23)

•On Demand Writing (3)• Spelling Inventory (WWP)• Everyday Math Mid-year (80%%)• MAP (Read 200, Lang 203, Math 200)* DIBELS (92)* Running Record (24/25)

•On Demand Writing (3)• Spelling Inventory (LWWP)• Everyday Math End of Year Assessment(80%)• MAP (Read 203, Lang 206, Math 202)* DIBELS (110)* Running Record (26)

Fourth • On Demand Writing: Narrative (3)• Everyday Math Beg. Assessment (80%)• Spelling Inventory (ESJ)• MAP (Read 203, Lang 206, Math 202)• DIBELS (94)

• On Demand Writing (3)• Everyday Math Mid-year (80%)• Spelling Inventory (SJ)• MAP (Read 206, Lang 208 , Math 207)* DIBELS (112)

• On Demand Writing (3)• Everyday Math End Year Assessment (80%)• Spelling Inventory (LSJ)• MAP (Read 208, Lang 210, Math 212)* DIBELS (123)

Fifth • On Demand Writing: Persuasive Essay (3)• Everyday Math Beg. Assessment (80%)• Spelling Inventory (LSJ)• MAP (Read 208, Lang 210 , Math 212)• DIBELS (110)

• On Demand Writing (3)• Everyday Math Mid-year (80%)• Spelling Inventory (EDR)• MAP (Read 213, Lang 217, Math 224)* DIBELS (127)

• On Demand Writing (3)• Everyday Math End Year Assessment (80%)• Spelling Inventory (DR)• MAP (Read 218, Lang 217, Math 224)* DIBELS (139)

* = Assessments only given to at-risk students RED = Grade Level Benchmarks

Los Penasquitos Assessment Plan 2008-2009

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2nd Grade’s Collective Commitment to Involving Students in the Assessment ProcessAssessment Commitment

On Demand Writing The teachers and students will use On Demand Writing papers to create a class rubric basedon the CSR rubric criteria. We will display the class-created rubric in our classroom for thechildren to refer to as they write. Students will use the class-created rubric to evaluate theirown writing. Students will use the class-created rubric to evaluate their peers’ writing and toguide their suggestions for improvement. After the first On Demand Writing assessment isgiven and we have created the class rubric, teachers will guide students in setting individualwriting score goals. After the 2nd On Demand Writing test is given, the students and teacherswill reflect on writing score goals, and adjust them if necessary. At the end of the year, thestudents and teachers will reflect on individual writing score goals.

Running Record We will analyze running records to identify areas of need (based on three cueing systems:meaning, structure, visual information as well as comprehension). Teachers will verballycommunicate to each student strengths and weaknesses observed. Based on the results, thestudents will be grouped for needs-based instruction.

DIBELS Students will practice a fluency passage reading and individually track their progress duringthe repeated readings by graphing words per minute.

Spelling Inventory Students will be grouped by spelling stage for specific needs-based instruction. In theseneeds-based groups, the students will participate in adding words to the spelling list that fitthe spelling pattern their teacher selects for the week.

Math Skills Assessment Based on the results of the first Everyday Math Skills tests and MAP the teacher andindividual students will select 1 goal area on which to focus improvement. The students willlist strategies for improving in those standards on a student-teacher-parent contract. Afterthe 2nd Math Skills test and MAP are given, the students and teachers will reflect on the mathgoals, and adjust them if necessary. At the end of the year, the students and teachers willreflect on individual math goals.

MAP Teachers will share scores with their students and will set goals with students. Teachers willshare lexile range with students to use at home.

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Academic System Behavioral System

NEU RTI ModelIntensive, Individual Interventions

Increased group time and smallerteacher/student ratios•Fluency•Comprehension•Phonics

Targeted Group InterventionsSmall Groups•Fluency•Comprehension•PhonicsIncreased instructional time

Universal InterventionsCore CurriculumDifferentiation of InstructionMaster ScheduleAssessmentsArticulationClass Placement

Intensive, Individual Interventions

Behavior Intervention Plan

Possible Referral to IAT

Targeted Group Interventions

Social Stories

Referral to Counseling/Caring Connections

Behavior Support Plan

Referral to SST

Universal InterventionsCode of Conduct/School Rules

Universal Classroom Management PlansMorning MeetingsResource Manual

Reinforcement SystemVisual Schedule

Whole Class Social Skills LessonsBehavior ContractsStaff Development

Admin Connections/Check-insStudent Service Recess Alternative

Class Placement

80-90%

5-10%

80-90%

5-10%

1-5%1-5%

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TurnAround SchoolsCreating Cultures of Universal Achievement

by Damen Lopez and Jeff King

Damen Lopez began his career as a long-term substitute in 1994 at Los Peñasquitos Elementary School in San Diego California. Seven years later, he was named the principal of that same school. Damen’s road to the principal’s office would include experience as a second grade teacher, fourth grade teacher, and assistant principal of the largest elementary school in the Poway Unified School District. Twice named as both Assistant Principal and Principal of the Year in his district, Damen’s success as a leader has helped to showcase Los Peñasquitos Elementary School as an exemplary model for others to follow. During five of the six years that Damen was principal, he and his staff earned the coveted 10-10 ranking by performing within the top ten percent of all schools within the state of California.

In 2004, Damen Lopez founded the No Excuses University Network of Schools. This endeavor helps to build a bridge for all students to attend college as it begins promoting a comprehensive college readiness model starting in kindergarten. After just two years of sharing this message with thousands of educators across the country, there are currently 37 schools participating as part of the No Excuses University revolution. To date this work, which is now influencing the lives of nearly 25,000 students in five different states, has received national attention and has been featured in numerous television and newspaper stories.

In 2006, Damen co-founded TurnAround Schools and now works with schools, districts, and educational organizations throughout the country. In his new book, TurnAround Schools: Creating Cultures of Universal Achievement, Damen and co-author Jeff King describe six exceptional systems that promote academic results for all students. Damen’s enthusiasm for providing leadership so every student, especially those living in poverty, will be both academically successful and college ready is widely respected.

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3

CHAPTER ONE

THE REVOLUTION

You don't believe all your students can learn. Simple words, but they began a learningrevolution that is spreading across America.

Los Penasquitos Elementary School in 1997 was like many of today’s elementary schools. Itwas a happy place, but its low-income students struggled to be academically successful. LosPen, as the school is affectionately called, was the lowest performing elementary school in thePoway Unified School District, and it had been for the previous 26 years. Everyone knew thatmost of the poor kids did not achieve well, and very few people expected anything different.

There were reasons most people accepted the dismal achievement of those many Los Penstudents. You've heard these reasons yourselves. After all, many of the students at Los Penwere those kids. You know whom I'm referring to. Those kids spoke 35 languages. A largenumber of those kids lived in federally subsidized housing across from the school. Those kidswere brown and black, which made it far too convenient for some to make excuses. Many ofthose kids came from homes where parents had little interest in their education, neglect was adaily occurrence, and the benefit of two parents was rare. Those kids were easy to love, buttough to teach.

On an August morning that year, two days before the kids returned to school, the new principaland his staff gathered together in the cafeteria for the annual event all elementary teachers knowso well – the welcome back meeting. The arrival of a new principal always creates an air ofanticipation, and the tone was friendly and polite. The staff sat in folding metal chairs arrangedin three semi-circles, and that morning the always-delicate relationship between staff andprincipal began to form.

At the end of the agenda, the new principal took a deep breath and said, "Now, I want to tell yousomething about you. Actually, I want to tell you two things. Can I do that?" What could theysay other than ‘sure’? "First, you are some of the hardest working, kindest, most loving peopleI’ve ever met. That's the truth. Every day you come to school and shower your students withlove and compassion, and your students appreciate that more than you will ever know." Thestaff smiled, because it's always great to hear something nice about you, especially when thosewords are true.

"And there's something else I want to tell you about you. You don’t believe all your students canlearn."

Those simple words hit like a bombshell. The room was hushed. No one had ever before spokenthe truth about the belief of Los Pen teachers concerning the potential of their low-incomestudents. After an uncomfortable silence, Karon, one of the most respected teachers on staff,raised her hand and asked, "Jeff, you've been here for exactly one hour. Some of us have taughthere for 26 years. How can you say we don't believe all our students can learn?" The principalresponded simply by saying, "Karon, I can say that because they don't."