PELP Problem of Practice Jane Crawford Leo Ganahl

PELP Problem of Practice Jane Crawford, Leo Ganahl, Aisha Grace, Sean Joyce, Jill Loyet, Staci Price, Suzette Simms Principals Ferguson-Florissant School District

Setting Our Purpose Participants will. . . ● Understand the PELP process and the three year cycle in which our district has engaged. ● Connect the PELP Coherence Framework with the FFSD Framework for Powerful Results. ● Share the Y 19 FFSD Problem of Practice and Theory of Change. 2

The Tragedy of Ferguson-Video

Essential Question How do I define a Problem of Practice (POP) and devise a solution?

Read 12 Case Studies and discussed during class time Facilitator led protocols designed to help us define our POP and theory of action Our Partners: Birmingham & St. Louis Public FFSD Team complete team time work and prepared for upcoming presentations scheduled

Compare and Contrast

Problem of Practice Process

How do we identify the problem of practice? A Strong Problem of Practice e If we were to solve the problem what would that look like? ● Directly linked to the instructional core ● Clear evidence illustrating the importance of the problem (teachers, parents, students, local leaders) ● District office can play a critical role in resolving the problem ● The problem is manageable enough to address at the appropriate level (district, school, classroom) ● Is the evidence strong enough to communicate the urgency to staff and stakeholders?

3 Year Problem of Practice Cycle Year 1 - Y 17 Year 2 - Y 18 Year 3 - Y 19 The manner in which our school staff responds to students’ behavior interferes with instructional time. FFSD district and school staff, especially at the secondary level, have not consistently created, cultivated, nor promoted a positive learning environment for all students, particularly students of color, that would remove the barriers to deeper learning. The FFSD referral data reveals that staff have not created, cultivated, or promoted a positive learning environment, for ALL students, particularly students of color. A positive learning environment would remove barriers to mastering core content, thinking critically, communicating effectively, and learning how to learn.

If we. . . ✓ Create district wide PBIS leadership team to design, and school based PBIS/CI 3 T teams to implement evidencebased strategies to support student behavior ✓ Provide our school community with strategies to build productive relationships between staff and students ❏ Provide ongoing PD to incorporate culturally relevant pedagogy into daily instruction ✓ Provide teachers with accurate, relevant, and timely discipline data that informs ongoing classroom practices Then. . . We will increase instructional time to maximize student achievement. Theory of Change ✓ Engage staff in deep professional development around positive learning environments, equity, and cultural norms ✓ Develop a school-based process reliant upon student data that promotes positive learning environments, which includes students, staff, and families ✓ Hold each other accountable for the cultivation of positive learning environments Then we will create, cultivate and promote a positive learning environment for all students, particularly students of color and remove the barriers to deeper learning. ❏ Calculate student growth in the district teacher evaluation system AND ❏ Provide all school district staff with ongoing equity training AND ❏ School-based administrators use formative data to provide performance feedback to teachers on their student data We will improve student outcomes by decreasing discipline incidents by 10% each year over the next three years, increasing 90/90 attendance by 5% each year over the next three years, attaining 350 MPI in reading and math by the 2021 school year

Y 19 Strategic Problem of Practice The FFSD referral data reveals that staff have not created, cultivated, or promoted a positive learning environment, for ALL students, particularly students of color. A positive learning environment would remove barriers to mastering core content, thinking critically, communicating effectively, and learning how to learn.

Total Referrals – 2014 thru 2018 Incident Type Total 2014 2015 2016 2017 2018 25275 21526 19214 21401 18564 Excessive Tardiness 7086 4314 2676 2467 3758 Disrespectful Speech or Conduct 1258 1583 1522 2263 1735 Skipping Class 4390 2253 2413 2422 2311 Class Disruption 3999 2380 2607 2937 1667 Fighting 859 864 965 1337 1258 Hitting/Pushing 883 795 836 1197 1279 1647 988 1301 1502 1164 Bus Misconduct 557 207 194 630 594 Left Class without Authorization 456 517 839 819 807 Other Inappropriate Behavior 734 541 547 788 596 Insubordination 392 797 992 1175 784 Cell Phone Misuse 369 653 699 850 389 Inappropriate Language 850 366 345 455 356 Caught in Hall Sweep 365 70 18 539 90 3687 1918 596 304 Refusal to Comply with Staff Directions Failure to serve Detention Indicates Highest Year and Lowest Year of Referrals Slide 7

Theory of Change If We: Calculate student growth in the district teacher evaluation system AND School-based administrators use formative data to provide performance feedback to teachers on their student data AND Provide all school district staff with ongoing equity training Then: We will improve student outcomes by: ● decreasing discipline incidents by 10% each year over the next three years ● increasing 90/90 attendance by 5% each year over the next three years ● attaining 350 MPI in reading and math by the 2021 school year

Lack of Accountability Strategies Who For Whom When Determine measurement tools, individual “growth”, weight or percent of required student growth for the evaluation BOE Dr. Davis Cabinet Principals NEA Chair PDC Chair Principals August 2018 Teachers in all August 2020 school buildings Communicate expectations Area Supt. Principals Teachers August 2018 August 2020 Align evaluation tool with intended outcomes BOE All School Buildings August 2018 August 2020

Lack of Urgency Strategy Who To Whom When Training for quick access to all student data. Data Strategists ISLs Principals Teachers September 2018 Create district wide protocol and template for student performance meetings with teachers. Assistant Supts. and Principals Building Principals and Staff January 2019 Simplify parent letter that reports relevant student progress (Math, Reading, attendance, discipline, etc. ) District Communication Team and Principals Technology Parents October 2018 Training for student performance meetings (Principal/ISL: Teacher) on data analysis/sharing protocol. Principals, ISLs, and Data Strategists Teachers May 2020

Equity Training Strategy Who To Whom When All teachers and support Dr. Jamison staff will engage in equity Principals training All Staff By May 2020 (training dates will be assigned) All schools will have established ally groups Dr. Jamison Principals All Staff May 2020 All schools will engage in Dr. Jamison follow up training Principals All Staff May 2020

Practice Changes Beliefs