Moving Forward: Let's CHAT Children, High Expectations, Academic Achievement, Teacher Growth

Slide1Moving Forward!

Slide2Let’s C.H.A.T.(Children, High Expectations, Academic Achievement, Teacher Growth) Missouri School Boards’ Association Annual Conference September 26, 2014

Slide3Introductions• Dr. Grayling Tobias – Superintendent, Hazelwood School District • Mr. Karlton Thornton, Master CBM* – Secretary, Hazelwood Board of Education

Slide4Learning Targets• We will be able to: – define “chatting” with stakeholders – explain the purpose for conducting “chats” – analyze the connection between all levels

Slide5The Hazelwood School District• 32 schools – 3 high schools – 6 middle schools – 20 elementary schools – 3 early childhood centers • Approximately 2400 employees • 18,183 students • 1441 teachers – 65.1% with advanced degrees

Slide6The Hazelwood School District• 23.9% Caucasian population • 75.1% Minority population – 71.9 % African American – 2.1% Hispanic – 1.1% Asian • 57.8% Students eligible for free/reduced lunch • 2.8% Dropout rate • 92.8% Graduate and attend higher education

Slide7Compelling Conversations

Slide8Let’s C.H.A.T.THEY ARE… • Monitored frequently • In-time staff development • Based on authentic evidence • Student-centered measures • Predictive of state outcomes THEY ARE NOT… • End of year • Final/one shot only • Terminal diagnoses • Surprising outcomes • A “gotcha” • One size fits all • Optional

Slide9Why C.H.A.T.?• Schools can’t keep starting over every school year! • Discussions, with fidelity, results in learning that is measurable • LEARNING , for students and teachers, is what  CHANGES student achievement

Slide10Embracing Accountability• Conversations (“chats”) are trusted • Focus is student-centered • Capable of guiding instructional decisions • Based on researched principles • Intentional about students’ progress and learning

Slide11Let’s C.H.A.T.Instruction Professional Development Frequent Progress Monitoring Student Achievement

Slide12Purpose• Helps all take ownership of student growth • Increases accountability • Increases expectations of student learning • Monitors what is working and not working • Provides structured time for reflection on student learning and the effects of instruction on student learning • Strengthens relationships

Slide14Levels of Accountability

Slide15Let’s C.H.A.T. with Students• Goal setting opportunities • Ongoing feedback for students – I know where I am. – I know where I want to be. – I know how I want to get there. • Students create visual for progress monitoring • Focused on classroom and district assessments

Slide16Examples of QuestionsTeacher with Students • Let’s look at your graph; what did you score on your last math test? • Where are you right now in math? • Where do you want to be with learning your multiplication facts? • How are you going to learn your 9’s? • Let’s set a goal to help you master your 9’s.

Slide17Let’s C.H.A.T. with Teachers• Connection to progress monitoring • Focuses on progress of each student in reading and math – Diagnostic Reading Assessment – Scholastic Reading Inventory – AIMSweb – eValuate – Missouri Assessment Program/End of Course Exam – USA Test Prep • Monitoring tool • Instructional strategies • Professional Growth Plan

Slide18Elementary School Monitoring Tool

Slide19Examples of QuestionsPrincipal with Teacher • What does the data indicate in regards to the progress of your students as a classroom and/or as individuals? – What evidence do you have to illustrate this progress? – What patterns or trends are evident in the data? • What instructional practices were most effective for you?  Least effective? • What is your plan to address the needs of our Tier 1 students and challenge them academically? • What should I look for as indicators of this when I visit your classroom? • Review your current professional growth goal and share progress towards meeting your goal.

Slide20Let’s C.H.A.T. with Principals• Topics: – Level of delivery of instruction by teachers – Students one or more years below grade level – Patterns, trends and/or building structures hindering academic progress – Instructional interventions and effectiveness – Proof to support what is discussed – Leadership strategies to move staff forward

Slide21Examples of QuestionsAssistant Superintendent with Principal • What is your process for identifying and providing support for students who struggle? • Are there students that are not on track to make a minimum of a year’s growth? • What are you doing specifically to ensure that students on grade level and above are also making a minimum of a year’s growth?

Slide22Let’s C.H.A.T. with Asst. Superintendent• Topics – Instructional focus of school – Academic results/trends – Structures in place for principal and/or staff – Research-based strategies and practices in place – Monitoring process

Slide23Examples of QuestionsSuperintendent with Assistant Superintendent • Are students learning? How do you know? What is the evidence? • What is going to make the difference this month at this school? • What are the interim benchmarks? • What structures do you have in place for principals who need more support? • What specific research-based strategies or practices are responsible for the improvement?

Slide24Connections with Achievement

Slide26Lessons Learned• Begin slow; better to do it right than fast • Share questions prior to meeting • Use questions that build upon previous “chats” • What gets monitored gets done • It’s not an easy challenge, but a worthwhile one • It’s about moving teachers forward, who then move our kids above and beyond

Slide27Results

Slide282013 District Highlights• Four schools earned between 70%  –  79% of the points • Ten schools earned between    80%  –  89% of the points • Seven schools earned between 90% –  98.6% of the points *** Three schools earned  100%  of the points *** District:  82.9%

Slide29Review of Learning Targets• Define “chatting” with stakeholders • Explain the purpose for conducting “chats” • Analyze the connection between all levels

Slide30Questions

Slide31•Ms. Desiree D. Whitlock, Master CBM*, President • Dr. Brenda C. Youngblood Ph.D., Advanced CBM*, Vice President • Mr. Karlton Thornton, Master CBM*, Secretary • Mr. Mark Behlmann, Master CBM*, Treasurer • Mrs. Ann Gibbons, Master CBM*, Director • Mrs. Cheryl Latham, Advanced CBM*, Director • Mr. Chuck Woods, Master CBM*, Director

Slide32Let’s C.H.A.T.(Children, High Expectations, Academic Achievement, Teacher Growth) Missouri School Boards’ Association Annual Conference September 26, 2014

Slide33Moving Forward!