Effective Instruction in a Turnaround School- Instructional Focus REL Appalachia Featuring Ms. Kathy Fields Lead Instructional Administrator Jessamine County Schools

Introduction Dr. Robert Muller, Director of REL Appalachia –About the Regional Educational Laboratory Appalachia –What the research says about using data to inform instruction –Introducing our presenter

Conducting Research and Connecting it to Practice REL Appalachia provides Kentucky, Tennessee, Virginia, and West Virginia with research and technical assistance to:  Raise student achievement, close achievement gaps  Inform policymaking and classroom practice REL Appalachia accomplishes this by:  Conducting research on regional education issues  Providing direct assistance to state and local educators

Bridging Research and Practice Events: Putting Research to Work Participants  Leading Researchers in the Field  Local and State-level Educators and Policymakers Topics of Regional Interest  Dropout Prevention  Turning around Low-Performing Schools  Response to Intervention in Reading  Data-driven Decision Making Research Vetted through Rigorous Review Process  U.S. Department of Education, Institute for Educational Sciences (IES)

Turning Around Chronically Low-Performing Schools Practice Guide The recommendations of the Practice Guide: 1.Signal the need for dramatic change with strong leadership 2.Maintain a consistent focus on improving instruction 3.Provide visible improvements early in the turnaround process (quick wins) 4.Build a committed staff

The Importance of Effective Instruction in School Turnaround Evidence suggests that in order to achieve school turnaround schools must maintain a sharp focus on improving instruction Your role in improving instruction… Principals- school leaders must become the instructional leader Teachers- must change instruction to meet new goals

Successful Implementation… With a focus on improving instruction, teachers and school administrators will: Examine student achievement data Analyze instruction in light of progress towards standards Determine specific areas of weakness in instruction Make themselves highly visible in the classroom (principals) Base professional development analysis of weaknesses Conduct a comprehensive curriculum review Continually monitor data, looking for ways to improve instruction

A little about you… We’d like to know a little more about where our participants today are coming from: –Tell us if you attended:  The event on school turnaround in Gatlinburg, TN on October  The event on school turnaround in Louisville, KY on October 28 –In the question box, type in how many are watching with you if you are watching with a group.

Presenter: Ms. Kathy Fields Currently Lead Instructional Administrator of Jessamine County Schools Led West Jessamine Middle School in a dramatic school turnaround resulting in movement from Tier 4 status to AYP in a two-year period Effectively implemented adolescent literacy model in order to achieve school turnaround

10 Rigorous and Effective Instruction When observing teaching and learning, during a walk-through or during an evaluation, I look for the following: Clear learning targets that are “student friendly” and tied to a standard. Lesson plans aligned to content standards that include assessment that measure objectives. Examples of continuous assessment~ data used to drive instruction. Rigorous student work for all~ differentiated as needed but accelerated for all. Actively engaged learners~ I want to see students “breaking the academic sweat”. A risk-free learning environment that is framed by positive teacher- student relationships. Evidence of collaborative planning (for collaborative classes).

School-wide Content Literacy Model Content literacy model for West Middle: For 5 years, West Middle had struggled and failed to achieve the NCLB reading goal for all students. Third year in tier status, West Middle became part of the Striving Readers grant. Through participation in a research study, “Striving Readers”, West Middle implemented a school-wide literacy model which provided teachers with common language, strategies, and expectations. Through workshops provided by the Collaborative for Teaching and Learning, the entire staff participated in an intense professional development that included internal and external coaching. There was a school-wide emphasis upon “Power Verbs”. The literacy coach modeled strategies in classrooms and provided “mini P.D.’s” during monthly faculty meetings. 11

Using Data to Drive Instruction Using data effectively is critical. Teachers must use assessment data to measure learning and to determine what to do next if learning has not been achieved. This is the real “rocket science” of teaching! Teachers must isolate incidents of “gaps” and determine the individual learning needs of their students. Instructional leaders must monitor data and determine the effectiveness of interventions. It is important that instructional leaders review school-wide and classroom data to measure progress. Teachers must be held accountable for student progress. Data retreats and data reviews help school leaders take the pulse of student performance and to monitor the effectiveness of interventions. 12

Math Literacy Video ( Application of literacy strategies used to build content mastery. Clear content connections. Use of the Frayer model as a consistent strategy across classrooms. Creating a common approach and focus. Rigorous vocabulary and modeling fluent use of terminology. Review of prior of work with direct connection to new learning. 13

Science Literacy Video ( This teacher is creating a print rich environment, and honoring student work by displaying routinely on the wall. (Word Wall) Students are asked to produce work on the board and to reflect on the images/examples they see being portrayed. Student construct their own knowledge. Students are also expected to be able to explain their thinking. The teacher does add more but allows the student to explain first. Rigor use of vocabulary~ Students were interacting with the vocabulary through the Word Wall and the graffiti strategy. Real-life examples were student generated. Teacher modeled example of vocabulary. Teacher acted as facilitator. 14

Closing Thoughts Instructional leaders must observe and evaluate teaching and learning. Use tools such as professional growth, professional support, or corrective action plans as needed. Our students deserve the best teacher, in every classroom, every day. Settle for no less. Data must be used to drive instruction and to plan interventions. A school-wide content literacy model promotes school-wide focus. Literacy coaches are crucial when dealing with teachers who struggle with literacy strategies. Literacy strategies can be applied across all content. Students, not teachers, should break “academic sweat”. 15

16 About this Presentation Kathy Fields Jessamine County Schools REL Appalachia

Thank You For Participating Please remember to answer the questions that will appear on the screen as you log out Get a copy of today’s presentation and find out more about upcoming events on data and other topics at OR Let us know how we can continue to assist you - Please contact us if you have further questions at Get answers to your questions at Upcoming Events: November 30: Webinars about school turnaround - hear from successful principals