90/90/90 Leadership Summit District Leadership Team

The Man behind the Research… Douglas Reeves the founder of The Leadership and Learning Center a global educational leader the author of 30 books and many articles on leadership and organizational effectiveness Other Accolades: Harvard University Distinguished Authors Series Brock International Laureate for his contributions to education Distinguished Service Award from the National Association of Secondary School Principals Parents Choice Award for his writing for children and parents 2010 recipient of the National Staff Development Council’s Contribution to the Field Award

What is a 90/90/90 School? Reeves defines 90/90/90 schools as those which… More than 90 percent of the students are eligible for free and reduced lunch More than 90 percent of the students are from ethnic minorities More than 90 percent of the students met or achieved high academic standards, according to independently conducted tests of academic achievement

The 90/90/90 Approach The main point of the study is that poverty is not destiny and that demographic characteristics are outweighed in importance by teaching, curriculum, and leadership. The #1 influence is quality instruction.

What are the commonalities amongst 90/90/90 Schools? 1. There is a strong emphasis and focus on achievement. 2. There are clear curricular choices. 3. There are frequent assessments and multiple chances for students to show improvement. 4. There is a strong emphasis on writing in all academic areas. 5. There is external scoring of student work. Research Findings

What else is evident in 90/90/90 Schools? Ongoing and focused professional development Modeling of effective teaching and assessment practices Ongoing professional collaboration Effective communication between school staff, parents, and students Visible tracking of student progress on a frequent and regular basis Research Findings

What are our main focus areas as we move forward? Assessment Data Curriculum

Barnwell High School Laser Focus on Achievement -Scheduling – Double Blocking English/Math for At-Risk Students -All Day Learning Lab -Common Planning Periods for Core Subjects -Increase Non-Fiction Writing in All Courses Alternative to Zeros on Assignments -Morning Assignment and Assistance Data Assessment -Data Teams -Data Wall -Types of Data

Guinyard Butler Middle School In order to change the mind set of the faculty and staff at GBMS and instill in them the urgency of a re-focus on student achievement, we: have created an implementation schedule to begin analyzing student performance have designated an area for a data room developed common assessments during the school year. We will make adjustments to the frequency of those assessments. will require teachers to prioritize standards based on the common assessment results

Barnwell Elementary School In order to re-focus on student achievement at BES with an urgency and to establish the mind set that "Demography is not Destiny”, we : will prioritize specific standards for selected content areas have a data room established on each hall for each grade in teacher workrooms. We will use this room for our weekly meetings so that our data wall can be expanded accordingly. have grade level and subject specific weekly meetings to collaborate and analyze student performance have developed common assessments. We will make adjustments to give more formative assessments more frequently. have incentives for student improvement in Math and Reading

Barnwell Primary School In order to provide a quality education to all of our students at BPS and create a climate in our school that is risk-tolerant where collaboration is valued, we will: Create a useable data room with data that is meaningful to each respective grade level and that will be utilized on a regular basis Create and implement effective formative assessments that will guide instruction on a regular basis, including common assessments at the end of units and daily formative assessments written into weekly lesson plans Effectively utilize data from common assessments to enhance curriculum by determining what standards/indicators still have not been mastered, as well as collaborate on strategies to ensure mastery (This data will be displayed on the grade level’s data wall.)

As a District… “We know that school improvement works when everybody learns every day. We also know that professional learning is not an abstract notion, but involves the hands-on partnership of teachers and administrators working side- by-side in schools. Finally, we know that long- term sustainability depends not upon external experts, but on the capacity of local teachers and leaders to implement and monitor best practices.” -Douglas B. Reeves

Barnwell School District 45’s Vision for the Future Continue emphasizing and enforcing the value of data, holding each other accountable that data is being utilized “Effective Data Teams are where the rubber hits the road to increased achievement.” –Tony Flach, The Leadership and Learning Center Professional Development - analyzing formative assessments, using data to make informed decisions about curriculum “Data Teams are literally the most effective professional development in which teachers and leaders can engage.” –Tony Flach, The Leadership and Learning Center

Assessment, Data, Curriculum Barnwell School District 45’s Vision for the Future District Leadership Team- supporting each other and bringing the schools together to focus on the shared district vision, We will meet monthly to share successes and monitor progress of our goals. “The critical variable for professional learning is DEEP IMPLEMENTATION.” –Douglas Reeves, The Leadership and Learning Center District-wide Curriculum Focus