10/1

Formative assessment.final from Glenn E. Malone, EdD

2015 ed psy 510 #6 from Glenn E. Malone, EdD

In transforming Toppenish High School into a high-performing place of learning, Trevor Greene brought a renewed sense of hope to rural Washington. Nestled on the Yakama Indian Reservation, Toppenish serves a high-minority (95%), high-poverty (100%) student population. Because he grew up on the reservation, Greene saw the consequences of generational poverty, and he made it his personal mission to return to the area and bring the community together to support students’ education.

Greene made parental engagement a priority, reaching out to migrant families and families from the Yakama Nation. A migrant advocate on-staff ensures that the needs of students from that special population are being met. Greene also brought in a graduation specialist who keeps students on track to graduate, and with the help of his staff, he spent the last four years directing resources to the students who need them most.

“Trevor Greene played a central role in helping Toppenish achieve significant and sustained improvement among students who are affected by poverty and its associated issues,” said NASSP Executive Director JoAnn Bartoletti. “Trevor’s relentless effort to increase rigor and provide opportunities for all students, regardless of socio-economic status, ensures a personalized learning environment where every student feels valued.”

Knowing the importance of establishing a culture of high expectations, Greene expanded academic opportunities for his students, many of whom had never been expected to succeed, let alone graduate. He added rigorous courses, including 27 high-profile engineering and biomedical classes, a Microsoft IT Academy class, and a robotics class. To give students an opportunity to pursue postsecondary education, he made it possible for them to earn 30 college credits by the time they graduate from high school.

Thanks to Greene’s encouragement, participation in rigorous STEM courses skyrocketed, the school’s dropout rate decreased, and state science scores increased by 67% over a three-year period. In addition, special education students now have access to adaptive physical education and music courses, increasing engagement across the board.

“We applaud Trevor Greene for his leadership in engaging the teachers, parents, and all stakeholders in the transformation of Toppenish High School,” said Derrick Kelson, vice president, MetLife. “His efforts empower students to fulfill their potential and create a brighter future for the community.”

“It is important to recognize outstanding school leadership,” added Dennis White, vice president of Corporate Contributions for MetLife. “The MetLife/NASSP National Principal of the Year Program acknowledges the crucial role of principals as leaders and individuals who go above and beyond to make their schools the best they can be for students, teachers, and communities.”

9/24

2015 ed psy 510 #5 from Glenn E. Malone, EdD

9/17

2015 ed psy 510 #4 from Glenn E. Malone, EdD

School Law on School Improvement Plans

Here's the link to the WAC

9/10

Resources for Principals:

Success at the Core  ~ The Teaching Channel
Using Data ~ TERC
School Improvement Planning Process Guide   ~ OSPI

2015 ed psy 510 #3 from Glenn E. Malone, EdD

9/3

2015 ed psy 510 #2 from Glenn E. Malone, EdD

8/27

Ed psy 510 2015 class 8.26 from Glenn E. Malone, EdD

Resource ~ AWSP Criterion 3 Rubric | Planning with Data

AWSP Leadership Framework & User's Guide

Criterion 3 Rubric | Planning with Data 

Leading the development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements. 

Data refers to any type of information. Information or data can be represented numerically; data is also qualitative, the result from a relevant conversation with any stakeholder. Effective leaders rely on data to promote improvement in multiple aspects of school and across all of the eight Criteria. A leader influences others to achieve mutually-agreed upon purposes for the improvement of teaching and learning through consistent use of data. Acting on knowledge achieved through data becomes a cultural norm across the school.

Elements	UNSATISFACTORY	BASIC	PROFICIENT	DISTINGUISHED
3.1 Recognizes and seeks out multiple data sources	Does not recognize multiple sources or quality of data or has a limited understanding of the power and meaning of data	Seeks multiple sources of data to guide decision making; emerging knowledge of what constitutes valid and reliable sources of data and data integrity	Systematically collects valid and reliable data from at least three sources to be used in problem solving and decision making; builds capacity of staff to recognize information as data by providing examples of using data throughout the building and in staff meetings; systematically gathers data on grades, attendance, behavior and other variables to inform efforts	Is proficient AND explores and uses a wide variety of monitoring and data collection strategies; responds to an identified need for timely data by putting new data collection processes in place to collect reliable and valid data
3.2 Analyzes and interprets multiple data sources to inform school-level improvement efforts	Reviews and shares limited school-level data only as required; interpretation of data may be incorrect or incomplete; misuses data	Uses numerous data analysis methods and eager to broaden knowledge of data analysis and interpretation; uses school-level data to inform improvement across eight criteria	Analysis includes multiple years of data, including state, district, school and formal and informal classroom assessments; interprets available data to make informed decisions about strengths and areas of need; provides teacher teams with previous year’s data and asks them to assess students’ current needs	Is proficient AND consistently leads in data interpretation, analysis, and communication; links multiple years of student data to teachers and builds capacity of staff to understand and use their data for improved teaching and learning; practices a high standard for data reliability, validity and fairness and keeps these concepts in the forefront of conversations with staff
3.3 Implements data driven plan for improved teaching and learning	Plan is limited, not data driven and/or not aligned with the needs of the school; little stakeholder involvement and commitment	Plan is monitored, evaluated and revised resulting in data driven changes; works to build stakeholder involvement and commitment; models data-driven conversations in support of plan	Provides leadership such that plan is clearly articulated and includes action steps and progress monitoring strategies, and strategies in the plan are directly aligned with the data analysis process and are research based; leads ongoing review of progress and results to make timely adjustments to the plan; data insights are regularly the subject of faculty meetings and PD sessions	Is proficient AND creates a school culture of using data for decisions and continuous improvement in aspects of school life; orchestrates high-quality, low-stakes action planning meetings after each round of assessments; data driven plan specifically documents examples of decisions made on the basis of data analysis and results are documented to inform future decisions; provides assistance or coaching to other school administrators to improve their data driven plan and analysis

3.4 Assists staff to use data to guide, modify and improve classroom teaching and student learning	Does not assist staff to use data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction, and to determine whether re-teaching, practice or moving forward is appropriate	Occasionally assists staff to use multiple types of data to reflect on teaching to determine whether re-teaching, practice or moving forward is appropriate; strategies result in incomplete relationship between the actions of teachers and the impact on student achievement	Regularly assists staff to use multiple types of data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction (highly achieving as well as non-proficient) and to determine whether re-teaching, practice or moving forward with instruction is appropriate at both the group and individual level; strategies result in clear relationship between the actions of teachers and the impact on student achievement	Is proficient AND demonstrates leadership by routinely and consistently leading teachers to use multiple types of data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction, and to determine whether re-teaching, practice or moving forward with instruction is appropriate at both the group and individual level
3.5 Provides evidence of student growth that results from the school improvement planning process*	School improvement planning process results in no improvement in student academic growth	School improvement planning process results in minimal improvement in student academic growth	School improvement planning process results in measurable improvement in student academic growth	School improvement planning process results in significant improvement in student academic growth