2. Vernal Elliott, Principal Eastern Hills Elementary FWISD Fort Worth, TX Tyrone Olverson, Principal Waggoner Road Junior High School Reynoldsburg City Schools Reynoldsburg, OH 1 Presenters

3. Revised with permission of Tyrone Olverson 11- 18-08 2

4. . Which One Best Describes You?

5. Does Style Make a Difference? Mastery General Population 35% Interpersonal General Population 35% Understanding General Population 10% Self Expressive General Population 20% 12% 65% 1%22% At Risk

6. District /Campus Direction “If you don’t know where you are going, you can’t be sure where you will end up.” 5 Revised with permission of Tyrone Olverson 11-18-08

7. 1 Where we were going 2 Why we changed directions 3 Where we are going now 6 Revised with permission of Tyrone Olverson 11-18-08

8. Historical Prospective: Where were we going? Systemic direction unclear Multiple non connected program changes Top down reform Inconsistent procedures with no assurance that standards were taught 7 Revised with permission of Tyrone Olverson 11-18-08

9. Historical Perspective: Why did we change directions? Concerns about flat test scores in Math and Science Inability to provide Focused Instruction to accelerate at-risk students Reflection of Campus Survey Lack of Sustained Effort and Support by All Staff Lack of Commitment to a Shared Mission and Vision Lack of Perceived Support of Principal and Leadership Team Lack of Training to Enhance Teaching and Learning Teachers Negative Beliefs About Students Ability to Learn 8 Revised with permission of Tyrone Olverson 11-18-08

10. To a car enthusiast there is nothing quite like the sound and power of a well tuned high performance V-8 engine hitting on all cylinders. It’s not hitting on all cylinders… 9 Revised with permission of Tyrone Olverson 11-18-08

11. What’s Next? ….Cylinders, I just need the thing to w-o-r-k! Accelerate Learning Enhance the Probability of Success Additional Quality Instructional Time 10 Revised with permission of Tyrone Olverson 11-18-08

12. EIGHT CYLINDER REFORM To a the professional educator there is nothing quite like the aura of an educational program hitting on a cylinders where teaching and learning result in all children achieving. 11 Revised with permission of Tyrone Olverson 11-18-08

13. 1. Develop and adopt a Building Level Continuous Improvement Plan 2. Prioritize the Curriculum 3. Develop Grade Level Intervention Plans 4. Schedule school-wide grade level intervention periods 5. Complete Intervention Notebook 6. Create a new majority 7. Regularly Monitor Implementation 8. Measure Results A Systematic Plan to Accelerate Achievement, Especially in School with a High Percentage of At-risk Students 12 Revised with permission of Tyrone Olverson 11-18-08

14. 1. Develop and Adopt a Continuous Campus Improvement Plan(CIP) Assess Current Reality Be brutally honest Be objective Determine a realistic starting point Identify the essential content of the assessment task Establish task by writing a first draft that take thinking processes, products and context into account Analyze and select assessment criteria Solidify the plan by writing a final draft 13 Revised with permission of Tyrone Olverson 11-18-08

15. 1. Develop and Adopt a Continuous Campus Improvement Plan(CIP) Determine What the Plan Should Be Smart Goals Specific + Strategic Measurable Attainable Results-oriented Timebound DuFour and Eaker 14Revised with permission of Tyrone Olverson 11-18-08

16. *1. Develop and Adopt a Continuous Campus Improvement Plan (CIP) Determine the Discrepancies What will have the greatest impact on instruction? What resources are necessary? Which ones are attainable? 15 Revised with permission of Tyrone Olverson 11-18-08

17. 2. Prioritize the Curriculum Determine What is Most Essential to At-Risk Students What factors should be used to prioritize? Which content or skills are the most critical? How long should the curriculum model stay in effect? 16 Revised with permission of Tyrone Olverson 11-18-08

18. 1 st 2 nd 3 rd 4 th 5 th Math 2. Prioritize the Curriculum Which content areas need the most time? What basic skills are vital to school success? What is necessary to navigate the information age? What basic literacy skills are need to be functional? Academic Success 1 st 2 nd 3 rd 4 th 5th Reading 4 th Writing 5 th Science 17 Revised with permission of Tyrone Olverson 11-18-08

19. 3. Develop Grade Level Intervention Period Common intervention time for each grade level Collaborative intervention strategies Student groups are flexible 18 Revised with permission of Tyrone Olverson 11-18-08

20. 4. Daily Scheduled School-Wide Intervention Periods Intervention strategies must be observable Results of strategies must be measureable Use methods/ materials that yield the best results Individual student objectives should be short term Long term objectives should measure program success 19 Revised with permission of Tyrone Olverson 11-18-08

21. 5. Create An Intervention Notebook Individual Student Achievements Utilize Support Staff Test Intervention Prerequisite Skills Enrichment /Accelerated Achievement Purpose Measure Achievement Objective Specific Start Date Materials Used Ending Date Lea dership & Teachers 20 Revised with permission of Tyrone Olverson 11- 18-08

22. District Staff Teaching Staff Support Staff Understand building needs Be committed to student achievement Provide resource support Included in the planning Provide support in new Techniques and materials Need majority committed to succeed Work smarter not harder Included in the planning Understand that they are apart of the team and process 6. Create New Majority 21 Revised with permission of Tyrone Olverson 11-18-08

23. 6. Create New Majority Focus Collaboration ReflectionAdaptability Common Vision Clear vision Procedures Schedules Communication Current Goals Monitor Progress Organize Teams Set Goals Develop Plans Assess Progress Research Based Tool for Instruction, Assessment and Decision Making 22 Revised with permission of Tyrone Olverson 11-18-08

24. 7. Regularly Monitor Implementation Year-Long Grade-Level Interventions CIP Classroom Observations 23 Revised with permission of Tyrone Olverson 11-18-08

25. 8. Measure Results Campus Benchmarks District Assessments Report Cards Evaluate Gains by Content Proficiency Results Sub Groups Commended Performance District State Evaluate State Achievement Overall Success Components to Continue, Add or Abandon Reflect on Decisions Review, Revise, and Reform CIP 24 Revised with permission of Tyrone Olverson 11-18-08

26. 25 Revised with permission of Tyrone Olverson 11-18-08

27. What will you and your staff pay more attention to in 2008-2009? 26

28. Thoughtful Reflection in Your Learning Style Three ideas from the High Octane Performance: 8 Cylinder Reform presentation: One thing I would tell a friend about the High Octane Performance: 8 Cylinder Reform and how it can be applied to my work: Before the High Octane Performance session, I thought _____ : Now I think ___ about 8 Cylinder Reform session: A newspaper HEADLINE for the 8 Cylinder Reform presentation would read: