An examination of Strategies and Practices in Selected Maine Schools David L. Silvernail Erika Stump Maine Education Policy Research Institute University of Southern Maine October 2011

  In the Maine Legislature requested that the Maine Education Policy Research Institute (MEPRI) at the University of Southern Maine conduct a study of higher performing, more efficient Maine public schools. Study Goals:  To identify strategies and practices schools are using effectively to support all learners.  To disseminate this information to all Maine schools and communities statewide. 2 Study Overview: DRAFT

 1 Develop profiles of Maine schools in terms of academic performance and return on spending. 2 Identify Maine schools that qualify as producing both higher performance and higher returns on spending, thereby acquiring the status as a More Efficient school. 3 Study a sample of the more efficient Maine schools at different grade levels. 4 Disseminate the school profiles as well as the distinguishing strategies and practices found in Maine’s more efficient schools. The study is being conducted in four phases: 3 DRAFT

 perform better than the statewide average and better than predicted,  be helping all students perform better,  and, in the case of high schools, have a graduation rate above the state average. To qualify as a More Efficient school, a school must:  meet the performance criteria,  have a return on spending better than the statewide average and better than predicted. 4 To qualify as a Higher Performing school, a school must: DRAFT

 Met Criterion? Academic Performance and Return on Spending Criteria YesNo Efficiency Performance P1. Average school score on statewide assessment compared to state comparison score.  P2. Average school score on statewide assessment compared to expected score.  P3. School percent of students that Meet or Exceed standards on statewide assessment compared to state percentage.* P4. School percent of students that Partially Meet, Meet, or Exceed standards on statewide assessment compared to state percentage.*  Return R1. School's return on spending ratio compared to state ratio. R2. School's return on spending ratio compared to expected ratio.  *This study uses the Maine Department of Education standards-based proficiency levels: “Does Not Meet,” Partially Meets,” “Meets,” and “Exceeds.” 5 SAMPLE Anytown Elementary School Efficiency Profile DRAFT

 maine-public-school-efficiency-profiles 6 Link to School Efficiency Profiles DRAFT

 Table 1: Schools Meeting Selection Criteria School Level Schools Evaluated Higher Performing (HP) More Efficient (ME) K-8 Schools9616 (16.8%)10 (10.5%) Grade Schools (K-5)22867 (27.8%)54 (23.6%) Middle Schools (6- 8) 9322 (23.7%)17 (17.9%) High Schools (9-12)10714 (13.3%)9 (8.6%) Total (22.7%)90 (17.2%) 7 DRAFT

 Table 2: Higher Performing and More Efficient Maine Public Schools by Superintendent Region K-8 School Grade School (K-5) Middle School (6-8) High School (9-12) Total Schools HPME Total Schools HPME Total Schools HPME Total Schools HPME Aroostook Penquis Washington Hancock Mid-coast Western Maine Cumberland Kennebec York Total DRAFT

 A culture of a learning community systematically: 1.engaged in focused intellectual work; 2.implementing rigorous curriculum and intellectually engaging instruction driven by assessment; 3.holding pervasive high expectations and high standards focused around intellectual work in the culture and community of the school; 4.led by teachers and administrators who are intellectual agents and believe they have the moral responsibility to help children become intellectual thinkers who can contribute to the greater good of society. 5.efficiently using available resources to maximize learning opportunities for students and staff. Distinctive Culture in More Efficient Maine Schools 9 DRAFT

 Preliminary Findings: Distinguishing Characteristics of More Efficient Maine Public Schools 10 Student Focused Intellectual Work High Standards & High Expectations Teachers & Leaders as Intellectual Agents Efficient use of Resources Rigorous Curriculum & Intellectually Engaging Instruction DRAFT

 Preliminary Findings: Defining Intellectual Work 11 Transform: Constant inquiry using various reasoning processes and all levels of higher order thinking to work with information and concepts. Share: Clear communication of invigorating conclusions that enhance existing ideas. Understand: Focused, sustained and thorough academic and social/behavioral learning. Understand Transform Share DRAFT

 Preliminary Findings: Distinguishing Characteristics of More Efficient Maine Public Schools 12 Student Focused Rigorous Curriculum & Intellectually Engaging Instruction DRAFT

 Preliminary Findings: Guiding Practices of More Efficient Maine Public Schools 13 There is rigorous curriculum and intellectually engaging instruction informed by assessment. DRAFT

 Preliminary Findings: Guiding Practices of More Efficient Maine Public Schools 14 Rigorous Curriculum & Intellectually Engaging Instruction Data-informed actions focus on improving instruction and providing sustained, early and focused interventions for promoting intellectual work. Common, concise focus in curriculum development and professional learning, often surrounding literacy (reading, writing and numeracy). Collective expertise surrounding data: collection > knowledge > action. DRAFT

 Preliminary Findings: Distinguishing Characteristics of More Efficient Maine Public Schools 15 Student Focused High Standards & High Expectations DRAFT

 Preliminary Findings: Guiding Practices of More Efficient Maine Public Schools 16 There are pervasive high expectations and high standards focused around intellectual work in the culture and community of the school. DRAFT

 Preliminary Findings: Guiding Practices of More Efficient Maine Public Schools 17 High Standards and High Expectations Structured communication and support systems used with the community at large to maintain focus on student learning. Collective responsibility and accountability among all members of school community to stay focused on intellectual work and continued learning. Pervasive academic focus evident in various facets of the school. DRAFT

 Preliminary Findings: Distinguishing Characteristics of More Efficient Maine Public Schools 18 Student Focused Teachers & Leaders as Intellectual Agents DRAFT

 Preliminary Findings: Guiding Practices of More Efficient Maine Public Schools 19 Teachers and administrators are intellectual agents who believe they have the moral responsibility to help children become intellectual thinkers who can contribute to the greater good of society. DRAFT

 Preliminary Findings: Guiding Practices of More Efficient Maine Public Schools 20 Teachers and Leaders as Intellectual Agents Collective professional expectations and accountability for continued learning. Focused, collaborative and guiding leadership. DRAFT

 Preliminary Findings: Distinguishing Characteristics of More Efficient Maine Public Schools 21 Student Focused Efficient Use of Resources DRAFT

 Preliminary Findings: Guiding Practices of More Efficient Maine Public Schools 22 There is an efficient use of available resources to maximize learning opportunities for students and staff. DRAFT

 Preliminary Findings: Guiding Practices of More Efficient Maine Public Schools 23 Efficient Use of Resources All staff is trained and held accountable for implementing strategies that result in efficient and effective practices. Learning time (school day, class time, professional meetings, independent study time, etc.) is resourcefully organized and orchestrated to provide sufficient opportunities for focused intellectual work. External resources (volunteers, grant funding, community collaborations, etc.) are purposefully selected and integrated to clearly support the school’s academic focus and directly enhance student learning. DRAFT

 Preliminary Findings: Distinguishing Characteristics of More Efficient Maine Public Schools 24 Student Focused Intellectual Work High Standards & High Expectations Teachers & Leaders as Intellectual Agents Efficient use of Resources Rigorous Curriculum & Intellectually Engaging Instruction DRAFT

  Compton, Robert. The Finland Phenomenon: Inside the World's Most Surprising School System. (2011) Memphis: True South Studios.  New South Wales Department of Education and Training. (2003) Quality Teaching in NSW public schools (Discussion Paper). Sydney: Department of Education and Training.  Newmann, F. M. & Associates. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.  Papert, Seymour, Ph.D. (2002) Hard Fun. Bangor Daily News. Preliminary Findings: Literature References 25 DRAFT

  Complete case study analyses and prepare reports.  Disseminate findings for Stage I of the study.  Conduct Stage II of study: Focus on Improving Schools, particularly high schools (contingent upon funding). 26 Next Steps DRAFT

  Erika (Kika) Stump at: (207)  David L. Silvernail at: (207) Questions? DRAFT