1. Student Achievement Framework: Adoption
Eric Hoppstock
Director of Learning and Leadership
July 01, 2011

2. Student Achievement Framework
Capacity for Instruction
Capacity for Leadership
Capacity for Data Use
Student
Achievement

3. Why is Student Achievement Framework Important?
Simple – students do better

5. Capacity for Leadership Capacity for Instruction
Data Use
High Quality Instruction matched to Student Need
(Curriculum, Evidence-based instruction, Schedule)
Rate of Learning over Time
(Data system, monitoring implementation & effectiveness)
Educational Decision-Making
(Data-based, consistency)
Do I have AGREEMENT? – Everyone understands the why.
Is the INFRASTRUCTURE ready? – The existing elements or skills have been identified verses needed elements or skills.
Ready for IMPLEMENTATION? – Supports, stabilization, institutionalize.
ASK YOURSELF?

6. Our Challenge…
We must begin to think differently.
And to think differently, we must start by asking the right questions.

7. The Wrong Questions…
How do we raise our test scores?
How do we implement RtI?
How do we stay legal?

8. The Right Questions…
What do we want for our children?

9. The Right Questions…
What do we want for our children?
What do our children need?

10. Today, a child who graduates from school with a mastery of essential skills and knowledge is prepared to compete in the global marketplace, with numerous paths of opportunity available to lead a successful life.
Yet, for students who fail in our educational system, the reality is that there are virtually no paths of opportunity.

11. To assure high levels of learning for ALL students
Our Mission…
To assure high levels of learning for ALL students

12. What do we mean by high levels of learning?
High School + Plus

13. The Right Questions…
What do we want for our children?
What do our children need?
What do we need to do?

14. What worked yesterday is the gilded cage of tomorrow.
-- Peter Block

15. “Formula for Learning” TI + T = L
(Targeted Instruction + Time = Learning)

16. Fundamental Assumption:
There is no way a single teacher has all the time, all the knowledge, and all the skills to meet the needs of every child.

17. Student Achievement Framework Goal:
To create a systematic process that ensures every child receives the additional time and support needed to learn at high levels.

18. 5 Essential Elements

19. Essential Elements:
Focus on Learning

20. Fundamental Assumption:
To have a mission of learning for all
You must believe all students can learn at high levels
You must take responsibility to ensure that all students learn.

21. Restructure
vs.
Reculture

22. Essential Questions:
Do you believe all students can learn at high levels?
Do you accept responsibility to ensure that all students learn?

23. But does “all” really mean “all”?

24. Essential Elements:
Focus on Learning
Create a collaborative culture

25. Starting a collaborative culture:
Creating frequent, collaborative time during the professional work day.
Creating teams that support each person’s “day job.”
Creating & following team norms

26. Essential Elements:
Focus on Learning
Create a collaborative culture
Clearly define what all students must learn.

27. What do we expect students to learn?
SAF Critical Questions:
What do we expect students to learn?

28. But don’t we already have state standards?

29. “To cover all of this content, you would have to change schooling from K-12 to K-22…The sheer number of standards is the biggest impediment to implementing standards.”
-Scherer. “How and What Standards Can Improve Student Achievement: A conversation with Robert J. Marzano.”
Educational Leadership (September 2001) p. 15

30. Most teachers provide a “self-selected jumble” of standards.
- Rosenholtz

31. Most schools have a “wild variation” from teacher to teacher.
- Berliner/Walberg

32. Criteria for Selecting Essential Standards:
Endurance
Leverage
Prepare for the next level
- Doug Reeves

33. College Knowledge (David Conley):
Analytical reading and discussion
Persuasive writing
Drawing inferences/conclusions from texts
Analyzing conflicting source documents
Supporting arguments with evidence
Solving complex problems with no obvious answer

34. Essential Standards Chart
Standards Description
Example Rigor
Prior Skills Needed
Common Assessment
When Taught
Enrichment/Extension Skills

35. Have you clearly defined what all students should learn?
Essential Question:
Have you clearly defined what all students should learn?

36. Essential Elements:
Focus on Learning
Create a collaborative culture
Clearly define what all students must learn.
Constantly measure your effectiveness.

37. SAF Critical Questions: What do we expect students to learn?
How do we know when they have learned it?

38. Which students did or did not master specific essential standards?
What we need to know…
Which students did or did not master specific essential standards?
Which instructional practices did or did not work?
(Easy, efficient data)

39. Essential Question:
Do you have frequent, common formative assessments to measure student learning and to target interventions?

40. Essential Elements: Focus on Learning Create a collaborative culture
Clearly define what all students must learn.
Constantly measure your effectiveness.
Systematically respond when students don’t learn.

41. SAF Critical Questions: What do we expect students to learn?
How do we know when they have learned it?
How will we respond when students don’t learn?

42. Traditional Interventions:
Up to each teacher
Remedial classes
Summer school
Retention
Special education

43. Why adopt an RtI model?
Look back in history PL
Child Find and FAPE
Procedural Safeguards

44. Response to Intervention Response to Instruction
a.k.a.
Response to Instruction

45. SAF is not “regular ed”
Nor is it “special ed”…
It is just “ed”!

46. Implementing SAF
SAF instructional groups are flexible and frequently changing based on the data.
What all students need
What targeted
students need
What individual
students need

47. Are at least 75% of our students succeeding at grade-level curriculum after core instruction?

48. What if we would…
Determine student learning outcomes, and share with students?
Plan one common formative assessment during instruction?
Plan one day to re-teach after analyzing common assessment?

49. Final thoughts…

50. Do the work for the right reasons.

51. Materials available at:
Thank You!
Eric Hoppstock
ext. 1342
Materials available at: