1. International Center for Leadership in Education
How to Achieve Adequate Yearly Progress While Still Providing a Well-Rounded Education
Jim Warford
International Center for Leadership in Education

2. Lessons Learned The story of America’s public schools is
NOT a story of failure
We educate more students today to a higher standard than ever before in our history
But the world is changing even faster than we are
Today’s students are wired differently

3. My Story…
Mary Kay Jones

4. Accountability System
Florida’s
Accountability System
Began grading all schools “A–F” in 1999…
based solely on FCAT scores
Vouchers available to students in “F” schools
Rapid expansion of Charter Schools

5. Marion County 8 “F” schools “D” schools “A” school 48 schools
58% Free and Reduced Lunch
34% minority
Business Community up in arms!

6. Key Decisions
Embrace Accountability
Data would drive everything
Publish all student data on front page
Redesign principal evaluation

7. Continuous Improvement Model
Development
of the
Continuous Improvement Model
or…
C I M

8. Based on:
Data-Driven
Decision making
And the belief that
What gets measured,
gets done

9. CIM is Research Based 8 Step Process- Brazosport, Texas
• Effective Schools- Research
• TQM – Tools and Processes

10. In Brazosport ISD, Texas
Supt. Gerald Anderson
Pioneered the
8-Step Process
In Brazosport ISD, Texas
in the early 1990s…
The Continuous Improvement Model was developed in the Brazosport Independent School District in Texas during the early 1990’s.
The CIM Model was created as an intervention to stop the slide in test scores and address a widening achievement gap between white and minority students.
In such a stressful situation it would have been easy to assign blame for the failures. The educators in Brazosport realized that this would be anti-productive.
Instead, they were determined to find a way to fix the their system so that all students in their district would get a high quality education.

11. Why
Brazosport, Texas?

12. No other school district has Ever accomplished what Brazosport did during the 1990’s…

13. Brazosport
didn’t just close the Achievement gap between all Student demographic groups…
They eliminated it!

14. The Continuous Improvement Work you’ve been doing…
The learning Criteria
Builds on
The Continuous Improvement
Work you’ve been doing…
It is the next generation of
School improvement

15. Effective Schools Research
Strong instructional leadership
High expectations for student achievement
Instructional focus on reading, writing and mathematics
Safe/orderly climate
Frequent assessment

16. Continuous Improvement
CIM
Is based upon
Dr. Deming’s work
In Systems Theory

17. TQM Made Us:
Data-Driven
Process Oriented

18. Plan Do Check Act Cycle Dr. Deming developed the
“Systems Theory of Variation”
Based on his work with Dr. Shewhart at Bell labs in the 1920’s.
Plan Do Check Act
Cycle

19. Schools, as systems, produce the results they are designed to produce
If you want different results, you must change the system, not just work harder

20. Random Acts Of Improvement
GOALS
Improvement
Plan
= Programs

21. Aligned Acts Of Improvement
In an aligned
system ...
Student Achievement
System
Performance
GOALS
… improvement
efforts are integrated
and results-oriented
Knowing and managing the relationships helps align efforts toward desired results. This makes the best use of improvement efforts, resources, and time, ensuring that people and the system are working together to achieve desired results, such as improved student test scores, or better support services.

22. Only when alignment occurs, is Breakthrough Performance possible
This means something other than
Random variability has caused the
Change in the system

23. Plan Do Check Act School Improvement!
Supt. Gerald Anderson’s
Breakthrough came when he
Applied the Shewhart PDCA Cycle:
Plan Do Check Act To
School Improvement!

24. PDCA: Instructional Cycle

25. 8-Step Process
Data Disaggregation
2. Instructional Calendar
3. Direct Instructional Focus
4. Assessment
5. Maintenance
6. Monitoring
7. Enrichment
8. Tutorials

26. Marion CIM Results
Went from three “F”, eight “D” and only one “A” school in 1999 to twenty “A”, sixteen “B” and no “F” schools by 2003
Moved Marion from a low-performing district to an “A” district and above state average for first time in its history
Helped close the achievement gap between student demographic groups

27. Reduced African-American students failing FCAT from 50% to 30%
Reduced Hispanic students failing FCAT from 38% to 29%
Cut the dropout rate almost in half…
from 5.7% to 2.8%

28. Results Documented in:
“Educators in Action:
Strategic Improvement Efforts”
Published by
American Productivity and Quality Center
2007

29. No good deed
Goes unpunished…

30. Appointed Florida’s First
In 2003 I was
Appointed Florida’s First
Chancellor
of Public Schools…

31. …And given responsibility Lowest Performing Schools
For over 300 of
Florida’s
Lowest Performing Schools

32. Continuous Improvement Model was implemented
Between the
Continuous Improvement Model
was implemented
in over 300 of Florida’s lowest-performing D and F Schools
Through the
“Assistance Plus Program”

33. Results Within two years… over 80% of all Assistance Plus Schools
Moved off Florida’s low-performing list.

34. U.S. Dept. of Education recognized Florida as one of only three states
closing the achievement gap
between low and high income students
in reading
and one of two states closing the gap
in math.

35. CIM raised the test scores for
Lessons learned
CIM raised the test scores for
schools in crisis

36. What gets measured,
gets done…

37. What gets measured,
gets done…
So be very careful
what you measure!

38. Greatest gains in elementary 4th Grade Data Dropout Rate not improving
Lessons learned
Greatest gains in elementary
4th Grade Data
Dropout Rate not improving

39. Produces success on the test But… Does it produce success in life?
Lessons learned
Teaching to the Test
Produces success on the test
But…
Does it produce success in life?

40. We must close the “Engagement Gap”
Big Lesson Learned…
We must close the “Engagement Gap”
Before we can
Close the
“Achievement Gap”

41. Lessons learned
We needed an
accountability tool
that is more holistic

42. But we still must have
Data
To Drive
School Improvement
Because…

43. you're just another person
"Without data
you're just another person
with an opinion."
W. Edwards Deming

44. In God we trust.

45. In God we trust.
Everybody else better
Bring me data!

46. We need an
Accountability tool
For the 21st Century

47. Collecting/Analyzing Data
Quality Data/Measurable
Availability
Sustained
Disaggregated
Benchmarked

48. The Learning Criteria is the Next generation of accountability
Lessons learned
The Learning Criteria is the
Next generation of accountability
Because we believe…

49. Multiple criteria to measure learning
School success is measurable
beyond the state test!
We need
Multiple criteria to measure learning

50. Based upon what works! Model Schools and the Successful Practices Network

51. The Learning Criteria helps you solve the Right problem…

52. Solve the Right Problem Measure what Matters Achieve what you Believe
Learning Criteria for 21st Century Learners
Solve the Right Problem Measure what Matters Achieve what you Believe

53. The Learning Criteria helps you put into action what you believe about learning.

54. Sustainable Results
In many cases, hard data is the total focus at the exclusion of soft data in our systems.
This results in a short-term solution but a long-term mistake!!!!!

55. “Promising to Proven” National Summit – February 2005
Purpose - “How to Identify Proven High Schools”
14 National Education Organizations

56. Participating Organizations
Achieve
AASA
AFT
AIR
ASCD
Gates Foundation
CCSSO
International Center
NASSP
NASBE
NEA
NSBA
U.S. DOE
Education Trust

57. Measuring Student Learning
Four Dimensions:
Core Academics
Stretch Learning
Student Engagement
Personal Skills Development

58. Success Beyond the Test
Core Academics
Stretch Learning
Learner Engagement
Personal Skill Development
Rigor
Relevance
Relationships
International Center for Leadership in Education, Inc.

59. Learning Criteria to Support 21st Century Learners
Based upon…
Every school has its own unique DNA!

60. The Learning Criteria To Support 21st Century Learners
Is NOT:
Another form to fill in the boxes
and send to ???
This is a thoughtful, collaborative process to improve student learning!

61. Application of the Learning Criteria
Assessment Tool
Planning Tool
Reflection Tool

62. Four Dimensions Core Academic Learning
Achievement in the core subjects
of English language arts, math and science and others identified
by the school

63. Stretch Learning
Demonstration of rigorous and relevant learning beyond the minimum requirements
of the state test

64. Student Engagement
The extent to which students are motivated and committed to learning, have a sense of belonging and accomplishment, and have relationships with adults, peers, and parents that support learning

65. Personal Skill Development
Measures of personal, social,
service, and leadership skills and demonstrations of positive
behaviors and attitudes

66. Core
Stretch
Student Engagement
Personal Skill Development

67. Personal Skill Development
Dimensions of the Learning Criteria
Core
Stretch
Student Engagement
Personal Skill Development

68. The Four Essential Questions
What is the core learning that you will stand behind for each and every student?
How do you insure that you are stretching each and every learner?

69. How do you know your students are motivated, committed and engaged in their learning?
What evidence supports the development of positive behaviors and attitudes, and how do you measure personal, social, service, and leadership skills?

70. Core Academic Learning
What is the core learning that your school will stand behind for each and every student?

71. Core Academic Learning
Achievement in the core subjects of English language arts, math and science and others identified by the school
Data Indicators [minimum of 2 in addition to required state testing results]
Percentage of students meeting proficiency level of state testing requirements (required)
English Language Arts
Mathematics
Science
Average scores on ACT/SAT
Average scores on PSAT
Achievement levels on standardized tests other than state exams
Percentage of students requiring remediation in college.
Follow-up surveys of academic achievements of graduates
Students graduating high school in four years
Students earning college degree within four years after high school
Military ASVAB score

72. Core Academic Learning
Data Indicators
School Performance
Sustained
Disaggregated
Benchmarked
(Target)
Percent proficient or above on the 2006 Grade 10 Reading NRT FCAT
74.2%
Over 66.2% proficient or above for the past three years
African American-36%
White-84.2%
Hispanic – 59%
Special Ed- 18%
LEP – 20%
Econ. Disadvantaged -27%
State Avg.
African American-39%
White - 67%
Hispanic – 50%
Special Ed- 30%
LEP – 25%
Econ. Disadvantage – 38.37%

73. Stretch Learning
How can your school insure that each and every learner is being stretched?

74. Data Indicators [minimum of 3]
Stretch Learning
Demonstration of rigorous and relevant learning beyond minimum requirements (e.g., achievement and participation in higher level courses, specialized courses)
Data Indicators [minimum of 3]
Number of credits required to graduate
Average number of credits earned at graduation
Interdisciplinary work and projects ( e.g., Senior Exhibition)
Participation/test scores in International Baccalaureate courses
Average scores on AP exams
Percentage of students achieving >2 on AP
Average number of college credits earned by graduation (dual enrollment)
Enrollment in advanced math or science courses
Enrollment in Advanced Placement courses
Completion of career and technical education programs
Completion four or more credits in a career area
Completion four or more credits in arts
Completion of three or more years of foreign language
Follow-up studies of graduates
Value of scholarships earned at graduation
Percent of students completing career majors
Achievement of specialized certificates such as Microsoft or Cisco Academy

75. Stretch Learning Percent of AP exams with scores of 3 or higher
Data Indicators
School Performance
Sustained
Disaggregated
Benchmarked
(Target)
Percent of AP exams with scores of 3 or higher
All exams = 74%
Increased by 7% over 5 years
White – 91%
African American – 5%
Hispanic – 4%
Econ. Disadvantaged – 3.8%
2005 – 71.4

76. Student Engagement
How can schools know if their students are motivated, committed and engaged in their learning?

77. Student Engagement
The extent to which students are motivated and committed to learning;
have a sense of belonging and accomplishment; and have relationships
with adults, peers, and parents that support learning.
Data Indicators [minimum of 5]
Student surveys: satisfaction, risk behaviors (asset survey), enrollment in higher education (two-year/ four-year colleges), positive peer relationships
Surveys on degree to which teachers know their students
Programs that improve:
Dropout rate, attendance rate, tardiness rate, graduation rate,
Discipline referrals
Techniques for improving student motivation
Advisory programs
Programs that create role models for students
Activities that encourage students to voice opinions
Peer tutoring programs
Student recognition programs/activities
Events that promote involvement in co-curricular and extracurricular activities
Strategies to increase number of students taking ACT/SAT or other high-level exams

78. Student Engagement
Data Indicators
School Performance
Sustained
Disaggregated
Benchmarked
(Target)
% of students attending 2 and 4 year colleges/universities
87 %
Increase of 4% over 5 years
White – 54%
African American – 17%
Hispanic – 16%
Special Ed. – 6%
ELL – 3%
Econ. Disadvantaged – 15%
85.2% in

79. STUDENT ASPIRATIONS SELF WORTH RELATIONSHIPS ACTIVE ENGAGEMENT
RELEVANCE
PURPOSE
RIGOR
Belonging
Heroes
Sense of Accomplishment
Fun & Excitement
Curiosity & Creativity
Spirit of Adventure
Leadership & Responsibility
Confidence to Take Action

80. NATIONAL DATA SELF WORTH Belonging Heroes Sense of Accomplishment
47% I am proud of my school.
48% I enjoy being at school.
40% Teachers care about my problems and feelings.
45% Teachers care about me as an individual.
44% Teachers care if I am absent from school.
20% I have never been recognized for something positive at school.
47% If I have a problem, I have a teacher with whom I can talk.
51% Teachers respect students.
36% Students respect teachers.
28% Students respect each other

81. NATIONAL DATA ACTIVE ENGAGEMENT Fun & Excitement
Curiosity & Creativity
Spirit of Adventure
48% School is boring.
53% At school I am encouraged to be creative.
35% My classes help me understand what is happening in my everyday life.
53% Teachers enjoy working with students
36% Teachers have fun at school.
27% Teachers make school an exciting place to learn.
70% My teachers present lessons in different ways

82. NATIONAL DATA PURPOSE Leadership & Responsibility
Confidence to Take Action
63% I am a good decision maker.
58% I see myself as a leader.
34% Other students see me as a leader.
91% I believe I can be successful.
76% Teachers expect me to be successful.
63% I believe I can make a difference in this world.
65% I put forth my best effort at school.
35% I know the goals my school is working on.
28% Students council represents all students at school.

83. NATIONAL DATA I am proud of my school. T = 81 S = 47
Delusional Discrepancies
I am proud of my school. T = 81 S = 47
I am excited to be working with students. T = 94
Teachers enjoy working with students. S = 53
Students have fun at school. T = 78
School is boring. S = 48
Students make school an exciting place to work. T = 88
Teachers make school an exciting place to learn. S = 27
I have fun at school. T = 83
Teachers have fun at school. S = 36
Learning can be fun. T = 99
S = 64

84. Personal Skill Development
What evidence supports the development of positive behaviors and attitudes, and how can schools measure personal, social, service, and leadership skills?

85. Personal Skill Development
Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes.
Data Indicators [minimum of 2]
Participation/hours in service learning
Students holding leadership positions in clubs or sports
Development/assessment of personal skills:
Time management — ability to plan and organize work
Leadership/followership
Problem solving/decision making
Programs/activities that promote:
Respect for diversity
Peer mediation/conflict resolution
Working as a member of a team
Development/assessment of good character:
Trustworthiness, perseverance, honesty, compassion, other character traits
Reduction in incidences of student conflict
Follow-up survey of graduates on development of personal skills

86. Personal Skill Development
Data Indicators
School Performance
Sustainable
Disaggregated
Benchmarked
(Target)
Hours in service learning
85 % graduates complete 60 hours +
At same level for 3 years
No significant difference among subgroups
Highest of schools in network

87. How many of you are parents?
Why is this Important?
How many of you are parents?
I have a question…

88. Why is this
Important?

90. International Center for Leadership in Education, Inc.
Karen Wilkins
1587 Route 146
Rexford, NY
Phone (518) x 206
Fax (518) –
Website –
PowerPoint -