"We cannot waste our precious children. Not another one, not another day." Nelson Mandela & Graca Machel

There are apologists for this achievement gap who try to wish it away by saying we shouldn't expect as much from children who come to school with disadvantaged backgrounds. They would prefer that ‘poor’ schools be compared to only other ‘poor’ schools. Thus a school could be rated excellent if it is the best of the worst, even if 70% of its students can’t read. To rate such schools only amongst themselves would be to create ghettos of low-performing schools. --Editorial, Guest Commentator Gov. Bill Owens, The Denver Post, 1/27/02

Strategic Plan Increase academic achievement for all students Close student achievement gaps Attract, develop, and retain an excellent multicultural workforce to provide students with successful role models. Provide students with a healthy, safe, and secure learning environment

Strategic Plan (cont) Provide stable and adequate funding to assure that students will receive a high quality and consistent education Meet diverse student and parent needs to attract and retain students in our District G schools Decrease the Digital Divide

We must let go of the Mantras 1. The first mantra we have to release is that there is something wrong with the children. 2. The second mantra we have to release is that there is something wrong with the parents 3. The third mantra we have to release is that there is not enough talent, money, time, etc Janice E. Hale, Learning While Black

High Expectations Clear expectations and regulations High levels of student participation Alternative resources Emphasis on core curriculum (college core curriculum in HS) Resiliency

High Expectation & Resiliency Is infused with multicultural content throughout curriculum –their own and others Teaching to a broad range of learning styles Values the unique strengths and intelligences of each individual

Standards 1. What are they? 2. Where did they come from? 3. What is their purpose? 4. Are they challenging? 5. How are they changing education?

Clear & High Expectations Rigor Data Standards Accountability

What needs to be evident Standards and rubrics posted in classrooms & instruction aligned with identified standards Activities and resources are developed as part of a long-range plan to ensure student attainment of standards over time

What needs to be evident Multiple opportunities to demonstrate mastery of standards Students work with portfolios that contain the Standards and rubrics Students ability to describe the substance of what they are learning

Leadership Leadership is about learning together toward a shared purpose or aim.

Language can Hurt 1. How pervasive is the use of degrading Language? 2. What is the toll students suffer from their exposure to derogatory language?

Interrupt the Language We must, in consistent, firm, but low-key ways, confront the use of these words  So students know that we do not condone this language  So we protect the known and unknown targeted students  So students will begin to have the strength and Courage to do the same

Open Court Reading Full Implementation  Fluency Instruction  Fluency Practice  Fluency Assessment

Open Court Reading (cont) What should you see in classrooms?  Sound by Sound Blending Sound Spelling Cards in Students’ clear view  Dictation Sound Spelling Cards in students’ clear view  Decodable Books Not used as an echo read Sound Spelling Cards in students’ clear view

Open Court Reading (cont) Grade Level Meetings  Regularly scheduled  Focus on Fluency  Coach provide demonstration lesson  Teachers Practice and Plan next lessons

Open Court Reading (cont) Reading First Experts  Value their time and expertise  Support their work with your grade level team

Secondary Literacy Periodic Assessments Inform Instruction Reciprocal Teaching Effective use of Anchor Classrooms Standard based Textbooks

A Comparison of Constructivist Teaching and Leading Constructivist TeachersConstructivist Leaders Seek and value students’ point of view Seek and value teacher’s point of view Structure lessons to challenge students’ suppositions Structure the concept of leadership to challenge teacher’s belief systems Recognize that students must attach relevance (meaning) to curriculum Construct meaning through reflection and dialogue Structure lessons around big ideas, not small pieces of information Structure the life of the school around the Big Picture, not a singular event or small piece of information Assess student learning in the context of daily classroom investigations, not performances or isolated events Assess teacher learning in the context of the complexity of the learning organization, not outcomes of isolated events

Empowerment Takes More Than A Minute Ken Blanchard & others

3 Keys to Empowerment 1. Share Information with Everybody 2. Create Autonomy through Boundaries 3. Replace the Hierarchy with Teams

Role of Leadership Being the organization’s architect Provide stewardship Being a teacher Senge