NSBA presentation

Spokane Public Schools  A System for Learning: 

Spokane Public Schools A System for Learning Rocco Treppiedi Sue Chapin School Board Members Dr. Brian Benzel Superintendent Dr. Nancy Stowell Associate Superintendent Presented at the National School Boards Association Conference on April 15, 2007

SPS Student Demographics: 

SPS Student Demographics Total student population – 30,309 35 elementary schools, 6 middle schools, 6 high schools 4 specialty schools (The Enrichment Cooperative, Bancroft, Skills Center, and Libby Center) District Free/Reduced Lunch rate– 49.4% Transitional Bilingual – 3.2% Students of Color – 20% African American – 4% Asian – 2% American Indian – 4% Hispanic – 4% Pacific Islander – 1% Multi-racial – 4%

A Foundation for Action: 

A Foundation for Action State Legislature adopted education reform plan in 1993. District adopted the Qualifying Foundations Program and initial strategic plan. Initial Washington Assessment of Student Learning exams: Grade 4: 1997 Grade 7: 1998 Grade 10: 1999 Law links high school diploma to meeting standard on WASL plus other requirements for graduation.

A Systems Focus Begins: 

A Systems Focus Begins December 2001 Board of Directors seeks to move from silos to system and move to a higher level of learning for all students. Board sets goal that 90% of all students would meet the Washington state standard in reading and mathematics by 2007. Academic improvement initiative builds on solid foundation. Move from good to great.

Mission of Spokane Public Schools: 

Mission of Spokane Public Schools Mission shifts from meeting student potential to all students learning to standard: It is the mission of Spokane Public Schools to develop the skills and talents of all students through rigorous learning experiences, relevant real-life applications, and supportive relationships.

SPS Strategic Plan: Goals 2004-2007: 

SPS Strategic Plan: Goals 2004-2007 All students succeed at each grade level and graduate from high school well prepared for a variety of post-secondary pursuits in our democratic society. All district resources, programs, and departments are aligned to achieve high levels of student achievement and instructional excellence. Parents and community are actively engaged in supporting high levels of student achievement and instructional excellence.

Theory of Action: 

Theory of Action Powerful teaching is vital to student success. Policy, leadership and systems supports must focus on the classroom. To that end, we are aligning the written, taught and tested curriculum with rigorous standards.

Our Journey in Review 2002-2003: 

Our Journey in Review 2002-2003 August 19, 2002, 1:30 p.m.–-A Culture Shift Urgency created by Board’s 90% goal– all students to standard required a focus on the classroom. Emphasis on being accountable for each student’s progress and success. New Director Assignments – emphasis on being in schools. Principals as Instructional Leaders – emphasis on being in classrooms. Introduction of principal learning conferences – emphasis on building the capacity of administrators to improve instruction. Shift from political organization to learning organization - leadership is a learning activity. Commitment to walk-through strategy to focus on the classroom.

Curriculum Alignment: 

Curriculum Alignment Taught Curriculum Differentiation of teaching with assessment for learning Tested Curriculum ASSESSMENT of Learning Multiple measures of student learning of the written curriculum Written Curriculum STANDARDS District Curriculum and Program Guides Based on State’s Grade Level Expectations (GLEs) Student Achievement

Slide10: 

District Curriculum Policy The primary goal of Spokane Public Schools is to prepare all students to succeed at each grade level and graduate from high school well prepared for a variety of post-secondary pursuits. The Board of Directors affirms the need to establish and maintain high academic standards that lead to high achievement for all students. Spokane Public Schools is committed to aligning the written, taught, and tested curriculum to ensure that all students engage in rigorous and relevant learning.

Twin Pillars of Reform: 

Twin Pillars of Reform Capacity building is Serious support, intentionally delivered Accountability is Gentle pressure, relentlessly applied

Major Learning Accomplishments: 

Major Learning Accomplishments Expanded high school mathematics requirements for class of 2008 and beyond. Collaborative time for all teachers. Board policy requiring that the district’s curriculum be taught. Enriched support for teachers with curriculum materials, technology, and instructional coaching. Focused principal priority on teaching with central office support.

SPS Strategic Plan: Goals 2004-2007: 

SPS Strategic Plan: Goals 2004-2007 All students succeed at each grade level and graduate from high school well prepared for a variety of post-secondary pursuits in our democratic society. All district resources, programs, and departments are aligned to achieve high levels of student achievement and instructional excellence. Parents and community are actively engaged in supporting high levels of student achievement and instructional excellence.

Supporting Teaching and Learning: 

Supporting Teaching and Learning Align budget decisions with educational goals: Enrollment decline. Fiscal discipline by the school board. Interest based bargaining. Unfunded state and federal mandates. Hiring practices: Staff evaluation practices applied related to goals for student achievement. Recruitment and retention of diverse staff. Sustained and enriched relationship with SEA. Capital construction program implemented: $165 million bond issue approved by voters in March 2003. Three elementary schools replaced; two high schools re-built. Team work among district’s leadership.

SPS Strategic Plan: Goals 2004-2007: 

SPS Strategic Plan: Goals 2004-2007 All students succeed at each grade level and graduate from high school well prepared for a variety of post-secondary pursuits in our democratic society. All district resources, programs, and departments are aligned to achieve high levels of student achievement and instructional excellence. Parents and community are actively engaged in supporting high levels of student achievement and instructional excellence.

Public Engagement: 

Public Engagement Active volunteer program with over 14,000 community members working in schools. Public engagement in budgeting and program development: Citizen Advisory Committees for strategic plan work, equity and human growth and development. Public forums on budgets, strategic plan and levy/bond renewal elections. Created Spokane Public Schools Foundation. School options for parents: Home school program…The Enrichment Cooperative. Spokane Virtual Learning. Montessori and APPLE programs. Tessera and Odyssey programs for gifted students.

What Have We Accomplished?: 

What Have We Accomplished?

90% Goal – 2006 WASL: 

90% Goal – 2006 WASL We are on the road to meeting this goal, but have many mountains yet to climb. Reading – at or above 90% 9 elementary schools 1 high school Reading –80-89% 14 elementary schools 3 high schools Math – at or above 90% 1 elementary school Math – 80-89% 3 elementary schools

2006 Grade 4 WASL Reading Performance by SES: 

2006 Grade 4 WASL Reading Performance by SES

2006 Grade 7 WASL Reading Performance by SES: 

2006 Grade 7 WASL Reading Performance by SES

2006 Grade 10 WASL Reading Performance by SES: 

2006 Grade 10 WASL Reading Performance by SES

2006 Grade 4 WASL Math Performance by SES: 

2006 Grade 4 WASL Math Performance by SES

2006 Grade 7 WASL Math Performance by SES: 

2006 Grade 7 WASL Math Performance by SES

2006 Grade 10 WASL Math Performance by SES: 

2006 Grade 10 WASL Math Performance by SES

Other Evidence of Growth: 

Other Evidence of Growth SAT scores have improved in reading, writing and mathematics; scores above the state and nation. Increased number of students taking Advanced Placement courses with average test scores above those for the nation and the state. Increased the number of students moving into rigorous mathematics courses in grades 7 through 12. Apprenticeship Program developed to support students moving into the trades. Student internships and public service sustained.

Support for Learning Systems: 

Support for Learning Systems We’ve moved from silos to systems. The racial diversity of staff exceeds work force availability, but still doesn’t match our students’ diversity. Financial management awards; strong audits: Sustained bond rating. 5% fund balance maintained in face of declining enrollment. Low administrative costs; focus on teaching for student learning. Effective capital construction program brings millions of dollars into region. Sustained public engagement and support.

Challenges Ahead: 

Challenges Ahead Continuing shift in regional living patterns are changing the demographics of Spokane Public Schools: More enrollment decline. Moving in to high schools. Tension in moving from teacher based curriculum to systemic management of curriculum. Mis-match between what we want and what we are willing to fund: Special education. Transformation of the school system. Public Perception vs. Reality.

Powerful Instruction in Communities of Learning: 

Powerful Instruction in Communities of Learning A Community of Learning Where all students feel connected to the teacher, connected to each other, and connected to the content. Student Achievement Taught (how) Written (what) Tested (what and how) + Whom we teach Where we teach

The Moral Imperative: 

The Moral Imperative “…the most devastating factor contributing to the lowered achievement of students of color is institutionalized racism, which we recognize as the unexamined and unchallenged system of racial biases and residual White advantage that persist in our institutions of learning.” Glenn E. Singleton and Curtis Linton, Courageous Conversations, (2006), p. 33.

WASL Performance Trend by EthnicityGrade 4 READING: 

WASL Performance Trend by Ethnicity Grade 4 READING

WASL Performance Trend by EthnicityGrade 4 MATH: 

WASL Performance Trend by Ethnicity Grade 4 MATH

WASL Performance by Ethnicity Grade 10 READING: 

WASL Performance by Ethnicity Grade 10 READING

WASL Performance by EthnicityGrade 10 MATH: 

WASL Performance by Ethnicity Grade 10 MATH

AP Course Completion by RaceAll Spokane High Schools, All Grade Levels, Spring 2006: 

AP Course Completion by Race All Spokane High Schools, All Grade Levels, Spring 2006 % of Enrollment 3.8 2.3 1.2 2.2 0.7 0.1 89.5

Who graduates?: 

Who graduates? Entered 9th Grade 2001-2002 Caucasian 2414 American Indian 141 African American 124 Hispanic 93 Asian 67 Graduated from HS 2004-2005 1658 68.7% 46 32.6% 65 52.4% 55 59.1% 66 98.5%

The Road Ahead: 

The Road Ahead Closing the gap to standard: Focus on classroom instruction and use of formative assessment. Improvement in mathematics achievement at all levels. Addressing evidence of racial inequities. Community engagement. Revision and update to the strategic plan. Funding issues, especially unfunded mandates. Leadership transitions: Superintendent changing. School Board elections in November.

Shifts in the District’s Culture: 

Shifts in the District’s Culture From the academic success of some to the academic success of ALL. From isolation and privacy to collaboration and “going public.” From a focus on teaching to a focus on learning. From cardiac assessment (I know in my heart they are learning) to performance- based assessment and using the results with research to guide decision making.

Slide38: 

From using “averages” and single school scores to dis-aggregation of data by gender, race, poverty, classroom, and special programs. From teacher-developed curriculum to district-designed and supported curriculum. From teachers as “generalists” to teachers as experts in content and pedagogy. From random professional development to intentional, job-embedded instructional coaching for teachers and administrators. Shifts in the District’s Culture

Thank You: 

Thank You Thank you for your questions and your attention. Spokane Public Schools 200 N. Bernard Spokane, WA 99201 509-354-7364 www.spokaneschools.org