Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org St Strate tegies gies and nd In Inter erventions entions to o Su Supp ppor ort t All ll Le Learne rners-Inc Including luding St Stud udents ents wit ith h Di Disa sabi biliti lities es Metro Area Instructional Leadership Conference February 25, 2016 1
Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Activating Strategy Name three to five school-level, effective practices to improve school completion for all students- including students with disabilities. 2
Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Local schools must have a Framework for implementing effective practices that result in positive outcomes for students. Wh What t do does es th the e resear esearch h sa say? y? 3
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent Effective “Educating Georgia’s Future” Practices gadoe.org Desired Outcome February 2016 4
Wh What t do does es th the e Richard Woods, Richard Woods, resear esearch h sa say? y? Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Increased Efficient Effective Engaging School School Infrastructure Instruction Climate Completion 5
Ef Efficient icient In Infr frastr astructur ucture uti tiliz lizes es da data ta-based based de decision ision mak aking ing. Effective Practices to Improve Sampling of Georgia School School Completion Performance Standards Aligned to Effective Practices Leadership Standard 4; Use Data to support Leadership Planning and Organization Standard 2 Team actions and next steps Professional Learning Standard 1 Provide educators with ongoing professional development Family and Community Engagement Embrace families and Standard 3; Leadership Standard 5 communities as partners 6
Effectiv ective e Ins nstr truction uction cha halle lleng nges es an and activ ively ely in involv lves es stude udents nts wit ithin hin the le lear arning ning process ocess. Effective Practices to Improve Sampling of Georgia School School Completion Performance Standards Aligned to Effective Practices Instruction Standard 2 Provide rigorous and relevant instruction in academic and career skills. Instruction Standard 9 Provide tiered intensive academic interventions in core academic areas 7
En Engaging ging Sc Scho hool ol Cli lima mate te all llows ws all ll stud uden ents ts to o feel eel wel elcome come and nd sup uppo ported ted. . Effective Practices to Improve Sampling of Georgia School School Completion Performance Standards Aligned to Effective Practices Provide tiered intensive social, School Culture Standard 4 emotional, and behavioral interventions Promote regular attendance School Culture Standard 5 Promote a sense of belonging and an School Culture Standard 2 encouraging school climate Provide opportunities for career School Culture Standard 3 development and work based learning Promote culturally responsive learning School Culture Standard 2 environments 8
Wh What t do does es th the e Richard Woods, Richard Woods, resear esearch h sa say? y? Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Increased Efficient Effective Engaging School School Infrastructure Instruction Climate Completion 9
How many of these effective practices did you Richard Woods, Richard Woods, identify during the Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” Activating gadoe.org gadoe.org Strategy? Activating Strategy Name three to five school-level, effective practices to improve school completion for all students-including students with disabilities. 10
Sc School hool Turnar rnaround ound Work Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org • 5 years of school turnaround work • < 10% out of improvement status • > 90% still “in improvement” — Stuit (2011; Are bad schools immortal?) http://edexcellence.net/publications/are-bad-schools- immortal.html District is the point of entry for sustainable school improvement! Continuous Improvement is really about reflecting deeply enough to ask “How is that working for us?”
Pulse lse Chec eck Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org We will never turnaround “flatlining schools” until we “ build lifelines ” in districts. Zelphine Smith-Dixon 12
Sampling Data for 7 Metro Districts with Priority and/or Focus Schools Limited Full No LT-1: Engages and supports all schools in systematic 4 3 processes for curriculum design to align instruction and assessments with the required standards 4 2 1 LT-5: Assesses the impact of PL on staff practices and student learning and make adjustments as needed LT 6: Guides and supports schools in the selection and 4 2 1 implementation of effective strategies, programs, and interventions to improve student learning POM-1: Uses a collaborative, data-driven planning process 6 1 at the district and school levels for improving student learning 4 3 POM-2: Uses protocols and processes for problem solving, decision-making, and removing barriers POM-3: Uses processes to monitor and provide timely 6 guidance, support, and feedback to individual schools as they implement improvement plans Key District Performance Standards (Self-Assessment) Data Per November 15 th Submission as represented in Indistar 13 No = No Development or Implementation
Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org “Pulse Check” 14
Georgia’s Enrollment vs. Elig El igib ibil ility ity for or Free/R e/Reduced educed Richard Woods, Richard Woods, Lu Lunc nch h (FR FRL) L) Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org State Enrollment vs Eligibility for FRL 800000 700000 600000 500000 62% FRL 400000 300000 200000 100000 0 Pacific Two or More American Hispanic White Asian Black Islander Races Indian State Enrollment 244221 1935 720039 56517 3397 63658 638250 State FRL 204316 1257 302342 34620 2120 24821 524355 15
Me Metro o Di Dist strict icts s wit ith h Pr Prio iorit rity y and nd/or /or Foc ocus us Sc Scho hools ols Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Enrollment vs. Eligibility for FRL 700000 600000 61.4% FRL 500000 400000 300000 200000 10.9% 100000 SWD 0 Pacific Two or American Hispanic White Asian Black Islander More Races Indian Metro Enrollment 119426 559 144614 17663 1181 41962 638250 Metro FRL 101012 343 23830 8666 738 16723 524355 16
Resear esearch h Commer mmercial cial Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org These linkages are Poor children are more particularly strong for likely to struggle children whose families academically, drop out of experience school, and have health, deep poverty behavioral, (poor during early and emotional problems . childhood and trapped in poverty for a long time). Child Research Brief 17
Metr etro o Retenti etention on Data ta Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org School District Name Total Enrolled Total Retained FY15 Metro Data: District A 52496 1861 (3.5%) 21,439 District B 110945 4107 (3.7%) (3.5%) District C 98255 4278 (4.4%) District D 93376 2178 (2.33%) District E 172234 4659 (2.7%) District F 16142 847 (5.2%) FY15 State Data: District G 50032 2381 (4.75%) 3.1% District H 8769 385 (4.4%) District I 3859 743 (19.3%) District J 102 TFS Note: Red denotes districts that exceed the state’s retention data. 18
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