1. Schools of Distinction What Makes Them Distinct? Greg Lobdell Co-founder & Director of Research Center for Educational Effectiveness [email_address]

7. For Example Level Index of 2.5 LI= (1 x .25) + (2 x .25) + (3 x .25) + (4 x .25) WASL Math- % of Students by Level

8. Another Example Level Index of 3.0 LI= (1 x .10) + (2 x .10) + (3 x .50) + (4 x .30) WASL Math- % of Students by Level

9. Elementary Schools RMLI 2002-03

10. Elementary Schools RMLI 2008

11. Middle Schools RMLI 2002-03

12. Middle Schools RMLI 2008

13. High Schools RMLI 2002-03

14. High Schools RMLI 2008

16. In the field this looks like… East Port Orchard Elem South Kitsap SD Poverty: 48.4% Students of color: 28% ELL: 2%

17. 49% NOT meeting standard to 77% MEETING standard All Schools of Distinction accelerated Reading and . . .

18. . . . accelerated Math as well . 65% NOT meeting standard to 63% MEETING standard

21. Stack Rank Your School Stack Rank the following-- from 1 (Best) to 10 Step 1 Step 2 Step 3 Characteristic My Building- Positive Reflection by our Staff Repeat Schools of Distinction- Positive Staff Reflection Where's the Largest GAP between My Building and Schools of Distinction Notes Clear and Shared Focus Collaboration for Student Learning Community & Parent Involvement Effective Leadership Focused Professional Development High Quality Curriculum, Instruction, and Assessemnt High Standards and Expectations Monitor Teaching and Learning Readiness to Benefit Supportive Learning Environment

22. Stack Rank Your School Stack Rank the following-- from 1 (Best) to 10 Step 1 Step 2 Step 3 Characteristic My Building- Positive Reflection by our Staff Repeat Schools of Distinction- Positive Staff Reflection Where's the Largest GAP between My Building and Schools of Distinction Notes Clear and Shared Focus Collaboration for Student Learning 1 Community & Parent Involvement Effective Leadership Focused Professional Development 2 High Quality Curriculum, Instruction, and Assessemnt High Standards and Expectations Monitor Teaching and Learning Readiness to Benefit Supportive Learning Environment

23. Schools of Distinction? Stack Rank the following-- from 1 (Best) to 10 Step 1 Step 2 Step 3 Characteristic My Building- Positive Reflection by our Staff Repeat Schools of Distinction- Positive Staff Reflection Where's the Largest GAP between My Building and Schools of Distinction Notes Clear and Shared Focus Collaboration for Student Learning Community & Parent Involvement 1 Effective Leadership Focused Professional Development High Quality Curriculum, Instruction, and Assessemnt High Standards and Expectations Monitor Teaching and Learning Readiness to Benefit Supportive Learning Environment

24. Where are the gaps? Stack Rank the following-- from 1 (Best) to 10 Step 1 Step 2 Step 3 Characteristic My Building- Positive Reflection by our Staff Repeat Schools of Distinction- Positive Staff Reflection Where's the Largest GAP between My Building and Schools of Distinction Notes Clear and Shared Focus Collaboration for Student Learning Community & Parent Involvement Effective Leadership Focused Professional Development High Quality Curriculum, Instruction, and Assessemnt High Standards and Expectations Monitor Teaching and Learning Readiness to Benefit Supportive Learning Environment

33. Before we get into the findings… “ Bummer of a birthmark” Reflection and sharing without the bullseye

35. Distinction: Repeat Schools of Distinction demonstrate significant strength in ALL of the Nine Characteristics (further out from center is better)

36. Distinction: The Instructional Core Matters

39. Distinction: Monitor Teaching and Learning

41. Distinction: High Quality Curriculum, Instruction, and Assessment

43. Distinction: Collaboration & Communication

44. Application of Findings A Quick View by School Level Why do we see significantly different improvement results in Reading and Math?

45. Elementary Staff- Top 10 Differences

46. Secondary Staff- Top 10 Differences

50. Personal Side of Change Directions : For each of your two changes, enter a score of 1 to 10 (in each column), with 1 representing no evidence of the characteristics described, and 10 representing an exceptional reflection of that characteristic. CHANGE Describe PLANNING: I planned in advance the steps I would take and knew clearly how to make the change Sense of URGENCY I know that the price of failing to change was much greater that the price of changing (and could identify each) Personal SUPPORT Family and friends knew I was making this change and supported me Personal FOCUS I devoted time to initiating and maintaining the change despite my busy schedule Effect on RESULTS I can measure the results of the change, and they are clear and significant

51. Organizational Side of Change Directions : For each of your two changes, enter a score of 1 to 10 (in each column), with 1 representing no evidence of the characteristics described, and 10 representing an exceptional reflection of that characteristic. CHANGE Describe PLANNING: Plans were clear, data-driven, detailed, and effectively communicated Sense of URGENCY Widespread sense of immediate need for the change was apparent Stakeholder SUPPORT Critical stakeholders, staff, and leadership understood and supported the change Leadership FOCUS Senior leadership made the change their clear and consistent focus long after initiation Effect on RESULTS The change had a measurable and significant effect on results

52. Creating Change- Where are You and Your School? Organizational Change High High Readiness for Learning Ready for Change Ready for Resistance Ready for Frustration

53. [email_address] Comments? Questions?

55. Poverty and Improvement

56. Poverty and Improvement

57. Poverty and Improvement

58. [email_address] Background Material