“Closing The Achievement Gap for All Students” Pat Davenport & Dr. Gerald E. Anderson

NO EXCUSES

Who’s To Blame? The college professor said: “Such rawness in a student is a shame, lack of preparation in high school is to blame.”

Who’s To Blame? Said the high school teacher: “Good heavens! That boy’s a fool. The fault of course is with the middle school.”

Who’s To Blame? The middle school teacher said: “From stupidity may I be spared. They sent him in so unprepared.”

Who’s To Blame? The primary teacher huffed: “Kindergarten blockheads all. They call that preparation – why, it’s worse than none at all.”

Who’s To Blame? The kindergarten teacher said: “Such lack of training never did I see. What kind of woman must that mother be.”

Who’s To Blame? The mother said: “Poor helpless child. He’s not to blame. His father’s people were all the same.”

Who’s To Blame? Said the father at the end of the line: “I doubt the rascal’s even mine.” Anonymous

Building Blocks The Improvement Process is grounded in an integrated system of: ä Effective Schools ä Total Quality Management ä PDCA Instructional Process ä Effective Schools ä Total Quality Management ä PDCA Instructional Process

A Quality and Effective School District has... A Quality and Effective School District has... nA belief that they can teach all students nHigh expectations nA Vision nLeadership must focus the organization on the Vision nAn aligned strategic planning process nAn Plan-Do-Check-Act Instructional Process

Random Acts Of Improvement = Programs GOALS Improvement Plan

Aligned Acts Of Improvement In an aligned system... Student Achievement System Performance GOALS … improvement efforts are integrated and results-oriented

The Power of Vision Vision without action is merely a dream; Action without vision just passes the time; Vision with action can change the world. - Joel Barker

3 out of 4 will go on welfare. 68% will commit a criminal offense. If students are not literate, that is, they can not read, write, and do basic arithmetic: Source:National Adult Literacy Survey

Beliefs & Values Leadership must focus all members of the organization on our vision

Common Principles of Effective Schools & TQM Proven Management Principles Advances Organizational Aims & Goals Data Driven Continuous Improvement Simple, not easy Commitment, time & resources Thinking “outside the Box”

Plan/Do/Check/Act Cycle

The PDCA Eight-Step Process 8.Monitoring 7.Maintenance 2.Timeline Development 4.Assessment 3.Instructional Focus 5.Tutorials 6. Enrichment 1. Data Disaggregation 1. Data Disaggregation

DEMOGRAPHICS: Economically Disadvantaged86.9% African American 18.5% LEP33.3%Hispanic65.4% Mobility 17.8% White15.8% TAAS Velasco Elementary

DEMOGRAPHICS: Economically Disadvantaged86.9% African American 18.5% LEP33.3%Hispanic65.4% Mobility 17.8% White15.8% TAAS Velasco Elementary

DEMOGRAPHICS: Economically Disadvantaged86.9% African American 18.5% LEP33.3%Hispanic65.4% Mobility 17.8% White15.8% TAAS Velasco Elementary

TAAS Freeport Intermediate DEMOGRAPHICS: Economically Disadvantaged65.1% African American 12.6% LEP 4.4%Hispanic48.5% Mobility 20.1% White38.4%

TAAS Freeport Intermediate DEMOGRAPHICS: Economically Disadvantaged65.1% African American 12.6% LEP 4.4%Hispanic48.5% Mobility 20.1% White38.4%

TAAS Freeport Intermediate DEMOGRAPHICS: Economically Disadvantaged65.1% African American 12.6% LEP 4.4%Hispanic48.5% Mobility 20.1% White38.4%

TAAS Brazosport High School DEMOGRAPHICS: Economically Disadvantaged70.0% African American 14.0% LEP 2.7%Hispanic47.0% Mobility 23.4% White38.4%

TAAS Brazosport High School DEMOGRAPHICS: Economically Disadvantaged70.0% African American 14.0% LEP 2.7%Hispanic47.0% Mobility 23.4% White38.4%

TAAS Brazosport High School DEMOGRAPHICS: Economically Disadvantaged70.0% African American 14.0% LEP 2.7%Hispanic47.0% Mobility 23.4% White38.4%

Economically Disadvantaged Least to Greatest - Elementary BEUTEL BRANNEN ROBERTS NEY POLK AUSTIN GRIFFITH OGG JANE LONG FLEMING VELASCO E.D. % All Students % % E.D. PASSING PASSING READING

Economically Disadvantaged Least to Greatest - Elementary BEUTEL BRANNEN ROBERTS NEY POLK AUSTIN GRIFFITH OGG JANE LONG FLEMING VELASCO MATH E.D. % All Students % % E.D. PASSING PASSING

Economically Disadvantaged Least to Greatest - Elementary BEUTEL BRANNEN ROBERTS NEY POLK AUSTIN GRIFFITH OGG JANE LONG FLEMING VELASCO WRITING E.D. % All Students % % E.D. PASSING PASSING

Economically Disadvantaged Least to Greatest - Intermediate LAKE JACKSON CLUTE FREEPORT MATH LAKE JACKSON CLUTE FREEPORT WRITING LAKE JACKSON CLUTE FREEPORT READING E.D. % All Students % % E.D. PASSING PASSING

Economically Disadvantaged Least to Greatest - High School BRAZOSWOOD BRAZOSPORT MATH BRAZOSWOOD BRAZOSPORT WRITING BRAZOSWOOD BRAZOSPORT READING E.D. % All Students % % E.D. PASSING PASSING

District 10-Year Comparisons Percentage of BISD Students Passing Academic Excellence Indicator System Assessment Summed Across Grades 3-8 & 10

AEIS READING COMPARISON

AEIS MATH COMPARISON

AEIS WRITING COMPARISON

Comparison of Special Education % Tested

TAAS Special Education Students % Passing Grades 3-8 & 10

Percent of Average Daily Attendance

Annual Drop-Out Rate

Algebra I End-of-Course Comparison

Biology I End-of-Course Comparison

College Admissions Test Average SAT Score

College Admissions Test Average ACT Score

Marion County State Grade Rating

Martin County, FL State Rating Breakdown

Focus on Achievement Three Focus on Achievement Schools

Lindsay Unified School District Academic Performance Index Growth

Lindsay Unified School District Socioeconomically Disadvantaged

Center Unified School District (Sacramento, CA)

Puesta del Sol Elementary CTBS Scores th Grade Rio Rancho Public Schools, NM

Glenn Elementary School Nashville, TN Terra Nova Growth in Reading

Glenn Elementary School Nashville, TN Terra Nova Growth in Language

Glenn Elementary School Nashville, TN Terra Nova Growth in Math

College Park Elementary School Fulton County, GA CRCT Fourth Grade Growth 100 % Economically Disadvantaged

Camp Creek Middle School Fulton County, GA CRCT Eighth Grade Growth 66 % Economically Disadvantaged

Wood Elementary School, AZ Mean Percentile Ranks for Total Math on the Stanford Achievement Test

Wood Elementary School, AZ Mean Percentile Ranks for Total Reading on the Stanford Achievement Test

“How many effective schools would you have to see to be persuaded of the educability of poor children? If your answer is more than one, then I submit that you have reasons of your own for preferring to believe that basic pupil performance derives from family background instead of school response to family background. Whether or not we will ever effectively teach the children of the poor is probably far more a matter of politics than of social science and that is as it should be.

We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” - Dr. Ron Edmonds

THE CHALLENGE: Our challenge is to provide an education for the kind of kids we have. Not the kind of kids we used to have or want to have or the kind that exists in our dreams. Every Child Counts!