School District of South Milwaukee SMART Learning Systems March 19, 2015

Expected Outcome for Curriculum Expectations - Goal #1: Throughout the district, 100% of students will make adequate academic progress to advance to the next grade level. 100% of students graduating from South Milwaukee High School will score a 22 or better on the ACT and/or make adequate progress on their Academic Career Plan.

How do we leverage opportunities to offset the “heavy” demands? educational change open enrollment poverty culturally responsive speed of change community expectations Student Achievement evidence of student learning climate adversity to risk-taking How do we leverage opportunities to offset the “heavy” demands?

Give me a lever long enough and a fulcrum on which to place it, and I shall move the world. ~ Archimedes, ancient Greek scientist and inventor Frontier, T. & Rickabaugh J. (2014) Five Levers on Improving Learning

WHY? We have evidence that our students are not learning what they need to learn

SMMS - Goal Tree 6th Grade MAP Fall 223

Special Ed Subgroup 6th grade Expected outcome: all students score 22 on ACT equates to scoring at the 77th percentile on MAP Academic growth and the rate of growth are most important factors for this subgroup MAP RIT Gain (Fall to Winter; Expected Growth = 2 RIT) Number of Students Percentage of Students 7 or More 12 42.9% 5 - 6 2 7.1% 3 - 4 4 14.3% Less than 2 6 21.4% 28 Students Total Are we okay with reporting groups of only 2 or 4 students in this setting?

With the appropriate lever, no obstacle becomes too heavy to lift student achievement logistics groupings Levers are influence learning expectations “Each lever holds varying degrees of potential for improving student learning.” (Frontier, T. & Rickabaugh, J. 2014) instructional design beliefs Framework of the levers to lift student achievement.

SMART Action Plan: By January 2019, every stakeholder at every school will be fully equipped to describe what a student who meets expectations looks like at each grade level and know what to do to drive personalized instruction, assessments, and curriculum. Professional Development Purpose Statement - The purpose of professional development for the 2015-16 school year is to create conditions for the successful exploration and implementation of strategies and actions that build capacity and increase staff understanding and delivery of effective practices so that student achievement increases measurably. WHY? It is our responsibility to honestly and kindly address student achievement through perseverance in respecting what we know and what we do not know about increasing student achievement.

A historical walk... Focus on STUDENTS and student learning ASW April 2014 December 2014 March 2015 Present Focus on STUDENTS and student learning ASW Support for Effective Professional Practice Redefine Time and Levers that Support Time and Effective Practice

How has coaching helped us facilitate SMART discussions? Learning about our personal coaching styles Building a “coaching team,” based on our styles Assessing our administrative team’s coaching styles Appreciating and leveraging our personal and group strengths Celebrating our successes, planning our next challenges

What next? Continue to analyze “student” work and its connection to curriculum, instruction, assessment and personalized learning Create a coherent and connected plan for transformation at the local level -- using the SMART process and the lens of the five levers Fully utilize Educator Effectiveness to improve teaching and learning “Student” work also includes administrators looking at each others’ evaluations of teachers; are we consistent, are we coherent, are we connected to transformation?

Commitment to continue the journey