IMPROVING GRADUATION OUTCOMES FOR BLACKS LATINOS AND ECONOMICALLY

IMPROVING GRADUATION OUTCOMES FOR BLACKS, LATINOS AND ECONOMICALLY DISADVANTAGED STUDENTS Link to Dropbox for Files

BREAKING DOWN THE BUZZ WORD – “PROBLEM OF PRACTICE” A PROBLEM OF PRACTICE IS THE SPECIFIC STUDENT-FOCUSED PROBLEM OR ISSUE. ADDRESSING THIS PROBLEM WILL MAKE SIGNIFICANT PROGRESS TOWARD THE AIM.

THE PROBLEM OF PRACTICE IS OFTEN CONFUSED WITH CAUSE AND EFFECT- NOT AS A PROBLEM (EFFECT) AND THEN OF STUDENT CENTERED PRACTICE (ACTION) Problem (Effect, Outcome) Practice (Action) � Student engagement � Graduation Rate for all students is 92% while the rate for Black students is 78%, Latino students is 70%, economically disadvantaged students is 68%, and undocumented students is 34%. � Relationship building � Parental involvement � Relevant coursework � Rigor at earlier grades � Opportunities for differentiating instruction � All of the above � None of the above

IDENTIFYING THE PROBLEM OF PRACTICE COMES AFTER A CAREFUL ANALYSIS OF ACTIONS THAT MIGHT OR MIGHT NOT BE CONTRIBUTING TO THE PROBLEM. DON’T PUT THE HORSE BEFORE THE CART!

HOW DO WE KNOW WHAT ACTIONS ARE CAUSING THE PROBLEM? ANALYZE DATA REGARDING THE ACTIONS …… • REVIEW LESSON PLANS AND CLASSROOM WALKTHROUGH FOR EVIDENCE OF WHAT STUDENTBENGAGEMENT LOOKS LIKE • REVIEW CLIMATE AND CULTURE SURVEY DATA • PROVIDE AND ANALYZE STUDENT ENGAGEMENT SURVEYS • REVIEW PAST MASTER SCHEDULES FOR EVIDENCE OF EQUITABLE OPPORTUNITIES FOR RIGOROUS COURSES • REVIEW ATTENDANCE DATA TO DETERMINE SIMILAR TRENDS IN SPECIFIC CLASSES • HOW OFTEN WERE PARENTS CALLED FOR MINORITY STUDENTS?

IMPROVEMENT CYCLE Form a Community of Practice and establish roles and responsibilities Monitor the interventions based on data, modify when needed. Assign and provide interventions based on the problem of practice Analyze data. Interpret and determine the problem of practice. Research how to improve the problem of practice

ANOTHER MODEL OF CONTINUOUS IMPROVEMENT – GATES FOUNDATION An understanding of the problem and the systems that produce current inequitable outcomes, and the opportunities and assets of the community and their students A clear and specific aim centered on achieving equitable outcomes for Black, Latino, and/or lowincome students An equity-centered theory of practice improvement for how to reach the aim Disciplined inquiry cycles to test interventions and collect and analyze data to assess if changes are an improvement Collaborative and diverse teams comprised of people with time, expertise, experience, and will to tackle the problem. Use of locally relevant and valued data from multiple sources, relevant research, and measurement as keys to improvement

� Network is focused on addressing a problem of practice and reaching a measurable, time-bound aim that is shared by all network schools. An NSI’s aim is related to improving one or more predictive outcomes for Black, Latino, and low-income students. NETWORKS FOR SCHOOL IMPROVEMENT LED BY AN INTERMEDIARY- GATES FOUNDATION � Network comprises an intermediary and multiple school teams from one or more districts. � Network is structured to support school teams to reach their aim and build their capacity to use a continuous improvement process. � School teams are guided by a working theory, informed by research and practice, of how to reach the aim (e. g. logic model, network theory of action, or driver diagram). � School teams engage in rapid inquiry cycles to develop, test, and refine interventions. � Network has the necessary data, research, measurement, and analytic skills to drive improvement, surface learning within and across sites, and uncover meaningful variance. � Network is organized to spread and accelerate learning and improvement.

WHAT DATA CAN HELP DETERMINE IF THERE IS A PROBLEM OF PRACTICE – OUTCOME DATA? � 8 th Grade GPA � HS Advanced Course-taking � 8 th Grade Attendance � HS GPA � 8 th Grade Course Failures � On-Time HS Graduation � 8 th Grade Suspensions � Secured Postsecondary Plan � 8 th Grade Math Proficiency � Senior Summer On-track � 8 th Grade ELA Proficiency � PS Credit Momentum � 9 th Grade Course Credits � PS Gateway Course Momentum � 9 th Grade Course Failures � Program Momentum � 9 th Grade Attendance � Survey Data regarding Student Engagement � 9 th Grade GPA � Survey Data regarding School Climate � 9 th Grade Suspensions � Classroom Observations and Lesson Plan Review � HS Math Proficiency � Teacher Evaluation � HS ELA Proficiency � Disciplinary Actions/ Incidents

LET’S TAKE A LOOK AT SOME REAL DATA FROM A HIGH SCHOOL IN ANOTHER STATE � What does the data tell us? � Accountability � Advance Courses � Absenteeism � Graduation Rate (Federal) � Safe Schools � Learning Environment Equity � What is going on in this school? � 440 students (9 -12) � 100% F and R Lunch

DON’T PUT THE HORSE BEFORE THE CART…. THE DATA ONLY IS THE OUTCOME. IT DOESN’T ALWAYS TELL WHY.

A FEW OF MANY QUESTIONS THAT PROMOTE A CAREFUL DATA ANALYSIS AND CAN HELP DETERMINE CAUSE AND EFFECT. � Does leadership ensure that the institution’s vision, mission and purpose are clear? � Do staff share the vision, mission and purpose? � Are instructional staff held to high standards for pedagogy and knowledge? � Do parents share the same vision, mission and purpose? � Do staff’s actions, words and attitudes demonstrate their belief that all learners can meet high standards? � Do learners have supportive relationships with their peers? � Are parents and families involved in setting high expectations? � Do learners participate in programs that attend to their social/emotional needs? � Do learners monitor their progress? � Are staff provided relevant, targeted support and training to reach high standards? � Do staff collaborate with each other and share collegial learning? � Do staff determine how to monitor the impact of instruction on learner engagement, outcomes, and overall success? � Do students demonstrate active engagement in their own learning. � Do students collaborate with each other? � Do learners experience minimal disruptive behavior and other negative actions in learning? � Do instructional staff have relationships with learners that are supportive, caring and collegial? � Do instructional staff implement deliberate actions to improve teaching and learning ? � Do parents and families perceive the learning environment is safe and supportive of their children? � Does the instructional staff and leadership have the capacity to implement actions to improve culture and effectiveness? � Do learners experience rigorous and challenging tasks, activities and projects that focus on developing problem-solving? � Do instructional staff have the content knowledge and pedagogical skills to implement high quality learning experiences?

Which of these do you think needs a deeper dive? What would you look for? � Clear direction, vision, mission � Resource management SEVEN CORRELATES OF EFFECTIVE SCHOOLS � Healthy culture, relationships, school safety � Implementation capacity (teacher capacity) � Efficacy of engagement (efforts of adults to improve or engage in school) � Student engagement, personalized learning � High expectations, rigor, relevance

� If we do this, what might happen? � What can we expect in a year? � In two years? � In three years? � What are our current Strengths, Weaknesses, Opportunities, and Threats? WHAT WORKS FOR IMPROVING THE GRADUATION RATE FOR BLACKS, LATINOS AND ECONOMICALLY DISADVANTAGED STUDENTS? � What does the research say about our reality and what we want to change? � What might work for us? � What might it look like? � Do we have the resources?

CAPACITY TO IMPLEMENT WHAT WORKS DEPENDS ON HOW MUCH……HUMAN CAPITAL, MONEY, AND TIME ……ARE AVAILABLE AND ARE REQUIRED TO MAKE SOMETHING WORK WELL

WHEN CONSIDERING RESEARCH OF WHAT WORKS, THINK ABOUT……. . WHAT WE ARE DOING THAT IS YIELDING DATA THAT IT IS WORKING, BUT CAN IMPROVE. WE NEED TO FIX A FEW IMPLEMENTATION CAPACITY PROBLEMS AND NEED TO FIND OUT HOW THESE CAN BE ADDRESSED. WHAT WE ARE DOING THAT IS YIELDING DATA THAT SHOWS IT IS NOT WORKING. WE CAN IDENTIFY WHAT NEEDS TO CHANGE. WE NEED TO FIGURE OUT HOW TO CHANGE WHAT IS NOT MAKING OUR PLAN WORK. WHAT WE ARE DOING THAT IS YIELDING DATA THAT SHOWS IT IS NOT WORKING. WE HAVE NOT IDENTIFIED WHAT NEEDS TO CHANGE. WE NEED TO ANALYZE THE DATA CAREFULLY TO DETERMINE NEXT STEPS. WE NEED TO CHANGE WHAT STAFF DO (KNOWLEDGE OR SKILL SET, PERSONALIZE LEARNING, RELATIONSHIPS, ENGAGE STUDENTS, MORE RIGOR, SUPPORT LEARNING, CHANGING CULTURE, MOTIVATE STUDENTS, ETC. ) WE NEED TO CHANGE WHAT STUDENTS DO (MOSTLY RELATED TO TIME MANAGEMENT IN SCHOOL, FOR EXAMPLE, CREDIT RECOVERY OR AMENDED SCHEDULE)

(MUST READS ARE HIGHLIGHTED) Diversity and/or Equity Links to a Variety of Other Tools, Podcasts or Whitepapers Changing Culture or Climate From a Research Site Dedicated to Improving -Graduation Rates Related to Data Needed for Decision Making Building Relationships and Involving Parents Rigor and Relevance Personalized Learning, Student Engagement or Differentiation Offers a Different or Opposing Point of View Could be Used for a Book or Article to Read in Professional Learning Communities Could be Used for Root Cause Discussions Continuous Improvement Planning Addresses Economically Disadvantaged Students Addresses Minority Students Website Number Referenced RESOURCE INDEX –

What is the discrepancy evaluation model? DISCREPANCY MODEL OF IMPLEMENTATION The Discrepancy Evaluation Model (DEM), developed in 1966 by Malcolm Provus, provides information for program assessment and program improvement. Under the DEM, evaluation is defined as the comparison of an actual performance to a desired standard. “It requires 4 hours of student invested time on a computer program per day, but we only have 2 hours slotted. ” “It requires teacher pedagogical skills in small group teaching and our teachers have had zip training in how to have students work in small groups. ”

AS YOU FIND NEW RESEARCH, ADD IT TO THE LIST. KEEP IT UPDATED

IF YOU NEED TO CONTACT ME OR WOULD BE INTERESTED IN JOINING A NETWORK FOR SCHOOL IMPROVEMENT FOR IMPROVING GRADUATION OUTCOMES FOR BLACKS, LATINOS, OR ECONOMICALLY DISADVANTAGED STUDENTS LED BY THE VIRGINIA FOUNDATION OF EDUCATIONAL LEADERSHIP, EMAIL ME OR LEAVE YOUR EMAIL ADDRESS WITH ME. Kathleen. Smith. Petersburg@gmail. co m 804 -334 -6614 1616 Wilton Road Petersburg, Virginia, 23805