This workshop will illustrate the importance of data-driven decision making in creating pathways to academic success. Further it will share insighs as to how to build district leadership buy in and support through integrating academies into a district strategic planning process.
The Importance of School District Leadership and Data Driven Decision Making to Enhance NAF Academies
1. NAF Leadership Summit July 15,2011 San Francisco, CA Lupe Ferran Diaz, Ph.D. Director, School Choice & Parental Options Miami-Dade County Public Schools
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7. General Information-Five Year Trend *Average teacher’s salary excluding fringe benefits (Salary for ten months). Year Schools Pupils Teachers Salary* 2006-07 378 353,283 22,006 47,179 2007-08 392 347,774 22,393 51,561 2008-09 415 345,150 21,260 50,180 2009-10 427 345,458 20,517 50,180 2010-11 435 347,133 20,322 52,440
8. Summary of top ten languages (other than English) Used as primary language by students Source: Assessment, Research, and Data Analysis, Country of Origin and Language Frequencies. Language # students using as home language Spanish 187,481 Haitian Creole 16,789 French 2,011 Portuguese 1,556 Zhongwen (Chinese) 672 Russian 519 Arabic 460 Urdu 409 Vietnamese 310 Hebrew 273
9. High School and Adult-Vocational Enrollment 2010-11 TOTAL Source: High school: Student Data base system; Adult Vocational: Adult ED. Data Systems. High School Adult/Voc.* 101,276 5,656
10. Enrollment In Magnet Programs, 2010-11 Source: School Choice and Parental Options Program Enrollment Career Academies 14,861 International Programs 12,111 Liberal Art 5,063 Math & Science 4,769 Montessori 733 Visual & Performing Arts 5,881 TOTAL 43,418
11. Free/Reduced Price Lunch Source: Assessment, Research, and Analysis. Elementary K-8 Middle Combined Grades* Senior District Average Eligible Students 76.6% 56.4% 75.5% 65.6% 64.7% 70.2%
12. Graduates *Includes regular and exceptional student diplomas, but excludes certificates of completion. Source: High school: Student data base system, October 2010. 2005-06 2006-07 2007-08 2008-09 2009-10 High School* 17,058 17,918 18,770 19,139 20,056
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15. Results of MARC Instrument 11 Low Performing Academies 17 Performing Academies 11 High Performing Academies
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24. Class Time Challenges & Obstacles Different Data Points Teachers: Not Researchers Fear of Retribution Measuring Outcomes Lack of Integrated Data System What’s Next Lack of Comparable Data Lack of Longitudinal Data
29. Common Themes Statement Number of Students Number of Classes Need more hands-on activities and things like field trips. 93 5 Some teachers help more than others, some are just here to get a paycheck. 74 5 The Uniform Policy 110 5 Cell Phones 65 3 What do you like about your school? The academies 98 5 The new principal is too strict about little things 25 6
57. Strategic Alignment for Closing the Achievement Gap Third Grade Promise Middle Years Redesign College Readiness Relevant Curriculum School Design Fidelity Capacity Building Quality Instruction Innovative Leaders College and Career Success CK: 2011-12 Strategic Planning 2011 Family & Community Engagement
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59. “ Hartford Public Schools will serve as the State Capital’s Portfolio District of Excellence” Strategic Vision CK: 2011-12 Strategic Planning 2011
Hinweis der Redaktion
A study by the World Institute for Development Economics Research at United Nations University reports that the richest 1% of adults alone owned 40% of global assets in the year 2000. The three richest people possess more financial assets than the poorest 10% of the world's population, combined [5] [ citation needed ] . The combined wealth of the 10 million millionaires grew to nearly $41 trillion in 2008. [88] In 2001, 46.4% of people in sub-Saharan Africa were living in extreme poverty . [89] Nearly half of all Indian children are undernourished. [90] Tiziana Terranova has stated that globalization has brought a culture of "free labour". In a digital sense, it is where the individuals (contributing capital) exploits and eventually "exhausts the means through which labour can sustain itself". For example, in the area of digital media (animations, hosting chat rooms , designing games), where it is often less glamourous than it may sound. In the gaming industry, a Chinese Gold Market has been established. [124]
Participants in Photolanguage enjoy the experience and we have gotten some very important insights on NAF students and academies. There are still challenges & obstacles to collecting data – including Different data points are required for different entities (District, State, NAF requirements) Teachers in general feel that taking time to collect data – takes time away from teaching and learning Teachers are also not trained researchers – leading to questions about what to collect, what is important, how to be systematic & how to record the data Last, there is a fear of retribution from the administration – imagined or not Once the data is collected – there are even more difficulties in what to do with it Lack of comparable data Lack of longitudinal data No user-friendly and integrated data systems. Most of all – is the question of what to do with it next. I’ve had more than one teacher tell me about their data binder – all their students and all their data – and how they carry it around.
There are some key important aspects that make data in a day different from classroom walk-throughs: 1) teams with representatives of students, teachers and administrators on each time 2) Promotes a dialogue – as the team is walking from class to class & in the de-briefing 3) Sends a message that the school values student input in addition to teacher & administration’s perspectives 4) Most important, this process stimulates critical reflection and discussion about best practices in and out of the classroom. Best practices include Designing user-friendly instruments Participation of the students in data in a day Participation of the administration in data in a day There is a climate of trust There is a receptiveness to student opinion
Questions: How would you calculate positive experience in an academy? For example, in the first class, a required class, the percentage of positive experience could be 100% (6 out of 6) or it could be 32% - 6 out of 19. Which one better reflects the reality in the classroom. Why are the numbers higher for academy classes than for other classes? Why would 50% of students in the NAF Finance Academy @ this particular school willing to leave if external constraints were removed? What is the most important area to improve? Why? How?
Having administrators and teachers participate in this research drives the point home. It is one thing to hear guidance counselors are not accessible from an outside observer, it is a very different thing to hear spontaneous laughter when a question is asked. Uniforms: consistency about the rules Cell phones: especially during lunch is a huge issue and fight with students. Students, when asked, are both serious and thoughtful about good classes, good teachers, what they want to learn. Yes, students mentioned the cafeteria food often, and the strict cell phone rules. But most students, most of the time, focused on academic issues such as learning, hands-on activities, tutoring (such as Saturday school)
Data = way of expressing an idea such as numbers, images but useless unless it’s organized into a meaningful pattern called information, then we need to breakdown this information into knowledge and Michael Fullan in Leading in a Culture of Change says that knowledge emerges through a collaborative process
We identified 10 key performance targets and those data points as our baseline. We compared ourselves to the state average and began to speak to the gap between our students and the students in the rest of the state. We set out to realize improvements in each of our areas by 3 to 4 % points each year so that in the K-12 lifetime of a child who entered Kindergarten in 2006, we would close the achievement gap 12 years later. We used these targets to measure ourselves as a district, but also to set performance gain expectations for each school based on their school’s baseline.
From a bureaucratic, dysfunctional, low performing school system to … … a system of high performing, distinctive schools of choice. The attainment of Hartford students in reading, math, science and college readiness will be reflective of the high educational outcomes of the State of Connecticut. Don McAdams: What School Boards Can Do – Book on Reform, Change Leadership and selecting a Theory of Action
Provide the structure for our work and for significant changes in practice. From a bureaucratic, dysfunctional, low performing school system to … … a system of high performing, distinctive schools of choice. The attainment of Hartford students in reading, math, science and college readiness will be reflective of the high educational outcomes of the State of Connecticut. Don McAdams: What School Boards Can Do – Book on Reform, Change Leadership and selecting a Theory of Action
This is what our matrix looked like this past year. We will continue to look at how each school performs based on expected performance targets.
Portfolio approach was revolutionary in Connecticut – an unknown and little understood approach. So let’s look at how we did relative to each of these areas… design, budgeting, staff selection, SGC, new curriculum as baseline for quality Smaller schools, various designs – such as NAF, school choice within zones, community schools, everyone chooses, SBB Talent Management Office OSI matrix State of Schools; Rising Star Breakfast, Convocation, E-Newsletter, redesing community meetings
High School, Inc. Gains from Weaver to its own Academy
It takes planning, a steady course of action, and a system approach. It also takes innovation and leadership and unpopular decisions. Don’t treat everyone the same!
Sustainability
These 12 years align with the educational lifetime of a Kindergarten student that began with us in 2006
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