© National Center for Educational Accountability National Center for Educational Accountability San Jose, California March 30, 2004 Jean Rutherford, Ed.D., Director of Educational Initiatives, NCEA Institute on Accountability, Best Practices, and Comprehensive School Reform

© National Center for Educational Accountability California State University Institute on Accountability, Best Practices, and Comprehensive School Reform California State University Institute on Accountability, Best Practices, and Comprehensive School Reform National Center for Educational Accountability National Center for Educational Accountability The National Center for Educational Accountability Just for the Kids

© National Center for Educational Accountability California State University Institute on Accountability, Best Practices, and Comprehensive School Reform California State University Institute on Accountability, Best Practices, and Comprehensive School Reform National Center for Educational Accountability

© National Center for Educational Accountability California State University Institute on Accountability, Best Practices, and Comprehensive School Reform California State University Institute on Accountability, Best Practices, and Comprehensive School Reform National Center for Educational Accountability Mississippi New Hampshire New Mexico New York Arizona Georgia Hawaii Illinois Arkansas California Colorado Tennessee Texas Washington States on the JFTK website: States committed to the model: Florida Massachusetts New Jersey Louisiana Michigan Minnesota North Carolina Oklahoma Virginia Alabama Connecticut Delaware States in discussion: Idaho Maryland Pennsylvania Oregon The National Center for Educational Accountability Just for the Kids

© National Center for Educational Accountability California State University Institute on Accountability, Best Practices, and Comprehensive School Reform California State University Institute on Accountability, Best Practices, and Comprehensive School Reform National Center for Educational Accountability In 2004, ten state best practice studies have been completed or are underway Arkansas California Colorado Florida Illinois Massachusetts New Jersey Tennessee Texas* Washington* Arkansas California Colorado Florida Illinois Massachusetts New Jersey Tennessee Texas* Washington* JFTK Best Practice Study Process

© National Center for Educational Accountability California State University Institute on Accountability, Best Practices, and Comprehensive School Reform California State University Institute on Accountability, Best Practices, and Comprehensive School Reform National Center for Educational Accountability University Partners University of Arkansas The California State University System Colorado State University :Research and Development Center Florida Atlantic University Illinois State University: School of Education Tennessee State University The University of Texas at Austin Washington School Research Center –Seattle Pacific University Current partners in statewide research projects: Potential research partners in development: The University of Alabama at Birmingham Rutgers University (New Jersey) Harvard University (Massachusetts) State University of New York (SUNY) at Albany JFTK Best Practice Study Process

© National Center for Educational Accountability California State University Institute on Accountability, Best Practices, and Comprehensive School Reform California State University Institute on Accountability, Best Practices, and Comprehensive School Reform National Center for Educational Accountability Identifying HP and AP Schools JFTK Best Practice Study Process

© National Center for Educational Accountability California State University Institute on Accountability, Best Practices, and Comprehensive School Reform California State University Institute on Accountability, Best Practices, and Comprehensive School Reform National Center for Educational Accountability What school system practices influence student learning? Who must be responsible for assuring each practice is present? Avoidable GAP The Themes JFTK Best Practice Study

© National Center for Educational Accountability California State University Institute on Accountability, Best Practices, and Comprehensive School Reform California State University Institute on Accountability, Best Practices, and Comprehensive School Reform National Center for Educational Accountability What school system practices influence student learning? Avoidable GAP Avoidable GAP Avoidable GAP Avoidable Gap Recognition, Intervention, and Adjustment The Themes JFTK Best Practice Study Staff Selection, Leadership, and Capacity BuildingCurriculum and Academic Goals Monitoring: Compilation, Analysis, and Use of Data Instructional Programs, Practices, and Arrangements

© National Center for Educational Accountability California State University Institute on Accountability, Best Practices, and Comprehensive School Reform California State University Institute on Accountability, Best Practices, and Comprehensive School Reform National Center for Educational Accountability Who must be responsible for assuring each practice is present? Staff Selection, Leadership, and Capacity Building Monitoring: Compilation, Analysis, and Use of Data Instructional Programs, Practices, and Arrangements Curriculum and Academic Goals Recognition, Intervention, and Adjustment DistrictSchoolClassroom The Themes JFTK Best Practice Study

Core Beliefs about Teaching and Learning Organizational Knowledge Resource Allocation Local Influences, Relationships, Communication Define and Unpack Specific Academic Objectives by Grade and Subject Provide Strong Instructional Leaders, HQ Teachers, and Aligned PD Provide Scientifically Based, Evidence-Based Instructional Programs Develop Student Assessment and Data Monitoring Systems: Monitor School Performance Recognize, Intervene, or Adjust Based on School Performance Focus School Plan on Explicit Improvement of Performance on Academic Objectives Select, Develop, and Allocate Staff Based on Student Learning Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Monitor Teacher Performance and Student Learning Recognize, Intervene, or Adjust Based on Teacher and Student Performance Ensure Teaching Content is based on Specified Academic Objectives Collaborate in Grade/Subject Level Teams focused on Student Work Use Scientifically Based, Evidence-Based Programs, Practices, and Arrangements Monitor Student Learning Recognize, Intervene, or Adjust Based on Student Performance

Core Beliefs about Teaching and Learning Organizational Knowledge Resource Allocation Local Influences, Relationships, Communication Define and Unpack Specific Academic Objectives by Grade and Subject Provide Strong Instructional Leaders, HQ Teachers, and Aligned PD Provide Scientifically Based, Evidence-Based Instructional Programs Develop Student Assessment and Data Monitoring Systems: Monitor School Performance Recognize, Intervene, or Adjust Based on School Performance Focus School Plan on Explicit Improvement of Performance on Academic Objectives Select, Develop, and Allocate Staff Based on Student Learning Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Monitor Teacher Performance and Student Learning Recognize, Intervene, or Adjust Based on Teacher and Student Performance Ensure Teaching Content is based on Specified Academic Objectives Collaborate in Grade/Subject Level Teams focused on Student Work Use Scientifically Based, Evidence-Based Programs, Practices, and Arrangements Monitor Student Learning Recognize, Intervene, or Adjust Based on Student Performance

Core Beliefs about Teaching and Learning Organizational Knowledge Resource Allocation Local Influences, Relationships, Communication Define and Unpack Specific Academic Objectives by Grade and Subject Provide Strong Instructional Leaders, HQ Teachers, and Aligned PD Provide Scientifically Based, Evidence-Based Instructional Programs Develop Student Assessment and Data Monitoring Systems: Monitor School Performance Recognize, Intervene, or Adjust Based on School Performance Focus School Plan on Explicit Improvement of Performance on Academic Objectives Select, Develop, and Allocate Staff Based on Student Learning Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Monitor Teacher Performance and Student Learning Recognize, Intervene, or Adjust Based on Teacher and Student Performance Ensure Teaching Content is based on Specified Academic Objectives Collaborate in Grade/Subject Level Teams focused on Student Work Use Scientifically Based, Evidence-Based Programs, Practices, and Arrangements Monitor Student Learning Recognize, Intervene, or Adjust Based on Student Performance Local Influences, Relationships, Communication Resource Allocation Organizational Knowledge Core Beliefs about Teaching and Learning

CURRICULUM/ ACADEMIC GOALS © National Center for Educational Accountability DISTRICT SCHOOL CLASSROOM National Center for Educational Accountability Define and Unpack Specific Academic Objectives by Grade and Subject Focus School Plan On Explicit Improvement of Performance on Academic Objectives Ensure Teaching Content is based on Specified Academic Objectives Theme: Curriculum and Academic Goals JFTK Best Practice Framework Critical Attributes and Evidence

CURRICULUM/ ACADEMIC GOALS © National Center for Educational Accountability DISTRICT SCHOOL CLASSROOM National Center for Educational Accountability Performance Level Low High Middle Havent we already done this? We use the state standards. They are clear. We trust our teachers enough not to have to spell them out any more specifically. There is ALWAYS work to be done to further understand and interpret the standards especially in terms of the rigor and student work expectations for each standard. Theme: Curriculum and Academic Goals JFTK Best Practice Framework

CURRICULUM/ ACADEMIC GOALS © National Center for Educational Accountability DISTRICT SCHOOL CLASSROOM National Center for Educational Accountability K Grade Level Teacher Impact 100% 50% 33.6% 25% 20% 16.6% 14.3% 12.5% 11% 10% 9% 8% 7.7% Teacher Accountability 7.7% 15.4% 23.1% 30.8% 38.5% 46.2% 53.9% 61.6% 69.3% 77% 84.7% 92.4%100% 46.2%23.1%30.7% School Impact 100% District Impact Theme: Curriculum and Academic Goals JFTK Best Practice Framework

CURRICULUM/ ACADEMIC GOALS © National Center for Educational Accountability DISTRICT SCHOOL CLASSROOM National Center for Educational Accountability Houston Independent School District Houston Independent School District Houston, Texas The CLEAR Curriculum Content Specifications Detailed expectations for student learning for each objective Alignment to adopted textbook Prerequisites Instructional Considerations Assessment Considerations Connections to Other Objectives Modifications for Special Populations Exemplars of Student Work Jane Kouchar Director of Curriculum, HISD

CURRICULUM/ ACADEMIC GOALS © National Center for Educational Accountability DISTRICT SCHOOL CLASSROOM National Center for Educational Accountability Provide Strong Instructional Leaders, Highly Qualified Teachers, and Aligned Professional Development Select, Develop, and Allocate Staff based on Student Learning Collaborate in Grade/Subject Level Teams focused on Student Work Theme: Staff Selection, Leadership, and Capacity Building JFTK Best Practice Framework Critical Attributes and Evidence

CURRICULUM/ ACADEMIC GOALS © National Center for Educational Accountability DISTRICT SCHOOL CLASSROOM National Center for Educational Accountability Rich and Deep Staff Selection Systems Specific programs to develop quality teacher and principal candidates Heavy emphasis on internal development of future leaders Extensive partnerships with colleges and universities to encourage students to pursue teaching careers Identification of staff who are right for school JFTK Best Practice Framework Theme: Staff Selection, Leadership, and Capacity Building

CURRICULUM/ ACADEMIC GOALS © National Center for Educational Accountability DISTRICT SCHOOL CLASSROOM National Center for Educational Accountability Rich and Deep Induction and Support Systems Extended and progressive induction programs designed for 1 st, 2 nd, and 3 rd year administrators and teachers Curriculum and instruction-focused mentoring and support Mentor teachers/principals chosen based on proven effectiveness in terms of student performance Layered/scaffolded mentoring and support, i.e., mentor teachers, content-area specialists, instructional specialists, assessment specialists, etc. JFTK Best Practice Framework Theme: Staff Selection, Leadership, and Capacity Building

CURRICULUM/ ACADEMIC GOALS © National Center for Educational Accountability DISTRICT SCHOOL CLASSROOM National Center for Educational Accountability Aligned Professional Development Data-driven Content-and process-oriented Job-embedded/Individualized Classroom-based/Collaborative Continuous and ongoing Heavily aligned to standards and to chosen instructional resources JFTK Best Practice Framework Theme: Staff Selection, Leadership, and Capacity Building

CURRICULUM/ ACADEMIC GOALS © National Center for Educational Accountability DISTRICT SCHOOL CLASSROOM National Center for Educational Accountability Supporting Strong Instructional Leaders Staff Development Driven by Data Principal Study Groups Principal Advisory Groups New Principal Support Programs Instructional Specialists Partnering with Outside Providers Supporting Strong Teachers and Teacher Leaders Literacy Implementation Teams Site Coaches Vertical and Horizontal Collaboration New Teacher Support Program Instructional Specialists Research Based Sustained Staff Development Growth Opportunities Revise and Revisit Instructional Topics Garden Grove Unified School District Garden Grove Unified School District Garden Grove, California Sherry Franklin Asst. Supt. of Elementary Instruction, GGUSD

CURRICULUM/ ACADEMIC GOALS © National Center for Educational Accountability DISTRICT SCHOOL CLASSROOM National Center for Educational Accountability Long Beach Unified School District Long Beach Unified School District Long Beach, California Learning from the Best LBUSD completes case studies of the highest-performing teachers classrooms. The case study includes: video clips, an outline of instructional materials used, a review of instructional strategies, and intervention activities. These case studies are then used for teacher support purposes. Additional Support Opportunities Curriculum Leaders Instructional Materials Lab Literacy and Math Coaches Essential Elements of Instruction Coaches Lindamood Bell Coaches Cynthia Terry Cabrillo High School Co-Principal, LBUSD

© National Center for Educational Accountability National Center for Educational Accountability Provide Scientifically Based, Evidence- Based Instructional Programs Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Use Scientifically Based, Evidence- Based Programs, Practices, and Arrangements JFTK Best Practice Framework Theme: Instructional Programs, Practices, and Arrangements Critical Attributes and Evidence

© National Center for Educational Accountability National Center for Educational Accountability Mixture of Prescription and Autonomy Tight and Loose Governance Instructional Time Grouping Models Instructional Planning Time/Collaboration Basic Instructional Programs Instructional Strategies Use of Data for Decision-Making Specific and Measurable Improvement Goals JFTK Best Practice Framework Theme: Instructional Programs, Practices, and Arrangements

© National Center for Educational Accountability National Center for Educational Accountability Monitor Teacher Performance and Student Learning Develop Student Assessment and Data Monitoring Systems: Monitor Student Performance Monitor Student Learning JFTK Best Practice Framework Theme: Monitoring: Compilation, Analysis, and Use of Data Audit your Practices

© National Center for Educational Accountability National Center for Educational Accountability Strong Instructional Leaders Highly-Qualified Teachers Aligned Professional Development Evidence-Based Tools and Resources …and then assuring that we have provided the necessary staff, tools, and resources for them to learn it, we must ask: After determining WHAT it is that all children are expected to learn by grade and subject, How will we know if they have learned it? JFTK Best Practice Framework Theme: Monitoring: Compilation, Analysis, and Use of Data

© National Center for Educational Accountability National Center for Educational Accountability State: Assessment District: Benchmark Assessments School: Unit Tests Teacher: Daily Monitoring State: Assessment Teacher: Daily Monitoring JFTK Best Practice Framework Theme: Monitoring: Compilation, Analysis, and Use of Data

© National Center for Educational Accountability National Center for Educational Accountability Long Beach Unified School District Long Beach Unified School District Long Beach, California Hour-by-Hour and Minute-by-Minute You are catching us in the middle of a marathon. Were just beginning to run. We can stop and reflect, but we are focused on what additional things we can begin to do to bridge the learning gaps we have. Christine Dominguez Asst. Supt. of Curriculum, Instruction, and Professional Development, LBUSD

© National Center for Educational Accountability National Center for Educational Accountability Recognize, Intervene, or Adjust Based on Teacher and Student Performance Recognize, Intervene, or Adjust Based on School Performance Recognize, Intervene, or Adjust Based on Student Performance JFTK Best Practice Framework Theme: Recognition, Intervention, or Adjustment staging.just4kids.org/bestpractice/self_audit_master_report.cfm

© National Center for Educational Accountability National Center for Educational Accountability Strong Instructional Leaders Highly-Qualified Teachers Aligned Professional Development Evidence-Based Tools and Resources What are we going to do if a student does not learn what we said he or she would learn in any particular grade or subject? The most important question of all… JFTK Best Practice Framework Theme: Recognition, Intervention, or Adjustment

© National Center for Educational Accountability National Center for Educational Accountability Time to Learn Resources and Support to Learn If learning the stated objectives is NOT going to vary among students, then what must vary? The Intervention JFTK Best Practice Framework Theme: Recognition, Intervention, or Adjustment