2. “Closing The Achievement Gap for All Students” Pat Davenport & Dr. Gerald E. Anderson

3. NO EXCUSES

4. Who’s To Blame? The college professor said: “Such rawness in a student is a shame, lack of preparation in high school is to blame.”

5. Who’s To Blame? Said the high school teacher: “Good heavens! That boy’s a fool. The fault of course is with the middle school.”

6. Who’s To Blame? The middle school teacher said: “From stupidity may I be spared. They sent him in so unprepared.”

7. Who’s To Blame? The primary teacher huffed: “Kindergarten blockheads all. They call that preparation – why, it’s worse than none at all.”

8. Who’s To Blame? The kindergarten teacher said: “Such lack of training never did I see. What kind of woman must that mother be.”

9. Who’s To Blame? The mother said: “Poor helpless child. He’s not to blame. His father’s people were all the same.”

10. Who’s To Blame? Said the father at the end of the line: “I doubt the rascal’s even mine.” Anonymous

11. Building Blocks The Improvement Process is grounded in an integrated system of: ä Effective Schools ä Total Quality Management ä PDCA Instructional Process ä Effective Schools ä Total Quality Management ä PDCA Instructional Process

12. A Quality and Effective School District has... A Quality and Effective School District has... nA belief that they can teach all students nHigh expectations nA Vision nLeadership must focus the organization on the Vision nAn aligned strategic planning process nAn Plan-Do-Check-Act Instructional Process

13. Random Acts Of Improvement = Programs GOALS Improvement Plan

14. Aligned Acts Of Improvement In an aligned system... Student Achievement System Performance GOALS … improvement efforts are integrated and results-oriented

15. The Power of Vision Vision without action is merely a dream; Action without vision just passes the time; Vision with action can change the world. - Joel Barker

16. 3 out of 4 will go on welfare. 68% will commit a criminal offense. If students are not literate, that is, they can not read, write, and do basic arithmetic: Source:National Adult Literacy Survey - 1993

17. Beliefs & Values Leadership must focus all members of the organization on our vision

18. Common Principles of Effective Schools & TQM Proven Management Principles Advances Organizational Aims & Goals Data Driven Continuous Improvement Simple, not easy Commitment, time & resources Thinking “outside the Box”

20. Plan/Do/Check/Act Cycle

21. The PDCA Eight-Step Process 8.Monitoring 7.Maintenance 2.Timeline Development 4.Assessment 3.Instructional Focus 5.Tutorials 6. Enrichment 1. Data Disaggregation 1. Data Disaggregation

22. DEMOGRAPHICS: Economically Disadvantaged86.9% African American 18.5% LEP33.3%Hispanic65.4% Mobility 17.8% White15.8% TAAS Velasco Elementary

23. DEMOGRAPHICS: Economically Disadvantaged86.9% African American 18.5% LEP33.3%Hispanic65.4% Mobility 17.8% White15.8% TAAS Velasco Elementary

24. DEMOGRAPHICS: Economically Disadvantaged86.9% African American 18.5% LEP33.3%Hispanic65.4% Mobility 17.8% White15.8% TAAS Velasco Elementary

25. TAAS Freeport Intermediate DEMOGRAPHICS: Economically Disadvantaged65.1% African American 12.6% LEP 4.4%Hispanic48.5% Mobility 20.1% White38.4%

26. TAAS Freeport Intermediate DEMOGRAPHICS: Economically Disadvantaged65.1% African American 12.6% LEP 4.4%Hispanic48.5% Mobility 20.1% White38.4%

27. TAAS Freeport Intermediate DEMOGRAPHICS: Economically Disadvantaged65.1% African American 12.6% LEP 4.4%Hispanic48.5% Mobility 20.1% White38.4%

28. TAAS Brazosport High School DEMOGRAPHICS: Economically Disadvantaged70.0% African American 14.0% LEP 2.7%Hispanic47.0% Mobility 23.4% White38.4%

29. TAAS Brazosport High School DEMOGRAPHICS: Economically Disadvantaged70.0% African American 14.0% LEP 2.7%Hispanic47.0% Mobility 23.4% White38.4%

30. TAAS Brazosport High School DEMOGRAPHICS: Economically Disadvantaged70.0% African American 14.0% LEP 2.7%Hispanic47.0% Mobility 23.4% White38.4%

31. Economically Disadvantaged Least to Greatest - Elementary BEUTEL14.0100100 BRANNEN23.2100100 ROBERTS27.196.698.0 NEY31.095.697.4 POLK47.097.797.8 AUSTIN53.697.396.2 GRIFFITH66.591.893.5 OGG71.298.798.1 JANE LONG75.894.394.3 FLEMING84.290.190.5 VELASCO86.993.294.6 E.D. % All Students % % E.D. PASSING PASSING READING

32. Economically Disadvantaged Least to Greatest - Elementary BEUTEL14.0100100 BRANNEN23.293.598.1 ROBERTS27.198.798.7 NEY31.010097.5 POLK47.096.798.7 AUSTIN53.698.799.4 GRIFFITH66.593.794.1 OGG71.298.699.1 JANE LONG75.897.397.5 FLEMING84.294.594.3 VELASCO86.996.696.7 MATH E.D. % All Students % % E.D. PASSING PASSING

33. Economically Disadvantaged Least to Greatest - Elementary BEUTEL14.085.797.7 BRANNEN23.2100100 ROBERTS27.110098.7 NEY31.087.092.7 POLK47.0100100 AUSTIN53.695.795.6 GRIFFITH66.590.591.3 OGG71.2100100 JANE LONG75.891.591.4 FLEMING84.297.197.4 VELASCO86.991.492.8 WRITING E.D. % All Students % % E.D. PASSING PASSING

34. Economically Disadvantaged Least to Greatest - Intermediate LAKE JACKSON16.391.497.8 CLUTE43.492.693.6 FREEPORT65.197.498.1 MATH LAKE JACKSON16.398.398.6 CLUTE43.499.699.0 FREEPORT65.198.999.1 WRITING LAKE JACKSON16.394.496.9 CLUTE43.487.892.9 FREEPORT65.195.796.9 READING E.D. % All Students % % E.D. PASSING PASSING

35. Economically Disadvantaged Least to Greatest - High School BRAZOSWOOD14.494.798.3 BRAZOSPORT70.194.697.1 MATH BRAZOSWOOD14.493.898.3 BRAZOSPORT70.199.199.1 WRITING BRAZOSWOOD14.491.096.9 BRAZOSPORT70.190.093.7 READING E.D. % All Students % % E.D. PASSING PASSING

36. District 10-Year Comparisons Percentage of BISD Students Passing Academic Excellence Indicator System Assessment Summed Across Grades 3-8 & 10

37. AEIS READING COMPARISON 82 98 70 97 64 92 94 57 94 60

38. AEIS MATH COMPARISON 79 70 58 55 54 98 96 97 92

39. AEIS WRITING COMPARISON 80 70 60 59 57 97 98 95 93 94

40. Comparison of Special Education % Tested

41. TAAS Special Education Students % Passing Grades 3-8 & 10

42. Percent of Average Daily Attendance

43. Annual Drop-Out Rate

44. Algebra I End-of-Course Comparison

45. Biology I End-of-Course Comparison

46. College Admissions Test Average SAT Score

47. College Admissions Test Average ACT Score

48. Marion County State Grade Rating

50. Martin County, FL State Rating Breakdown

51. Focus on Achievement Three Focus on Achievement Schools

52. Lindsay Unified School District 2001-2002 Academic Performance Index Growth

53. Lindsay Unified School District 2001-2002 Socioeconomically Disadvantaged

54. Center Unified School District (Sacramento, CA)

55. Puesta del Sol Elementary CTBS Scores 2000-01 4th Grade Rio Rancho Public Schools, NM

56. Glenn Elementary School Nashville, TN Terra Nova 2000-2001 Growth in Reading

57. Glenn Elementary School Nashville, TN Terra Nova 2000-2001 Growth in Language

58. Glenn Elementary School Nashville, TN Terra Nova 2000-2001 Growth in Math

59. College Park Elementary School Fulton County, GA CRCT 2000-2001 Fourth Grade Growth 100 % Economically Disadvantaged

60. Camp Creek Middle School Fulton County, GA CRCT 2000-2001 Eighth Grade Growth 66 % Economically Disadvantaged

61. Wood Elementary School, AZ Mean Percentile Ranks for Total Math on the Stanford Achievement Test

62. Wood Elementary School, AZ Mean Percentile Ranks for Total Reading on the Stanford Achievement Test

63. “How many effective schools would you have to see to be persuaded of the educability of poor children? If your answer is more than one, then I submit that you have reasons of your own for preferring to believe that basic pupil performance derives from family background instead of school response to family background. Whether or not we will ever effectively teach the children of the poor is probably far more a matter of politics than of social science and that is as it should be.

64. We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” - Dr. Ron Edmonds

65. THE CHALLENGE: Our challenge is to provide an education for the kind of kids we have. Not the kind of kids we used to have or want to have or the kind that exists in our dreams. Every Child Counts!