south kitsap presentation

South Kitsap School District

Data AND HopeData AND Hope

District Improvement in

South Kitsap Schools

Believing…Knowing…Doing!

WSU – Vancouver

October 24, 2009


From Barriers to BridgesFrom Barriers to Bridges

We must have the courage to seek solutions rather than blame


Do You Believe?Do You Believe?

School systems are not responsible for meeting every need of their students. But when the need directly affects learning, the school must meet the challenge.Carnegie Task Force on Education of Young Adolescents (1989)


Beliefs and Basic NeedsBeliefs and Basic Needs


It Starts with a Vision….It Starts with a Vision….Vision is the gift of seeing clearly what may be. Vision expands our horizons. The more we see, the more we can achieve; the grander our vision, the more glorious our accomplishment. – Unknown

Nurturing Growth, Inspiring Achievement, Building Community


A A REAL REAL VisionVision

A vision that is not consistent with values by which people live continuously will fail to inspire and often will foster cynicism (Senge, 1990). Miles (1987, cited in Fullan, 1991)


Organizational CultureOrganizational Culture• “.. The attitudes and beliefs of persons in the school shape

that culture.”• “School culture does affect the behavior and achievement of

(all) students.”• “School culture does not fall from the sky; it is created and

thus can be manipulated by people within the school.”• “.. culture becomes the cohesion that bonds the school

together as it goes about its mission.”• “.. culture can be counterproductive and an obstacle to

educational success.”• “.. the relationships between students and their peers,

teachers, and the school as a whole can help or hinder school improvement efforts.”


Institutionalizing Institutionalizing Our VisionOur Vision

•NIB Bracelets•“Caught Being a NIB” Program•Monthly Recognition and Presentations at Board Meetings•Web Link for Nominations and Recognition•NIB Shirts to Recipients•NIB Catcher Buttons to those who nominate•Staff from every school, every association, every department recognized.•Parents and Students nominated as well


Cliché or Cliché or Calling?Calling?

“It takes a village to raise a child.”


The Village…The Village…

“There can be no keener revelation of a society’s soul than the way in which it treats its children.”

Nelson Mandela


Redefine the Village Redefine the Village

http://www.skitsap.wednet.edu/14551032716343267/site/default.asp


Straight A School DistrictStraight A School District• AND

• ALL

• ALIGNED


““AND” & “ALL”AND” & “ALL”

ALL Kids are Capable of Success

Ensuring High Levels of Learning for ALL Students

Reaching ALL Takes ALL: Whole Community + Whole District = Whole Child

Student AND Adult Centered

Compliant AND Compelling

Visionary AND Urgent

Hope AND Evidence

Beliefs AND Data

Art AND Science

Curriculum AND Culture


ALIGNED: CHARACTERISTICS OF ALIGNED: CHARACTERISTICS OF IMPROVED SCHOOL DISTRICTSIMPROVED SCHOOL DISTRICTS

This review of research studies illustrates that school districts can improve over time. When they do, they improve because they understand and work with the many interrelated parts of the educational system that impact student achievement. Shannon, G. S., & Bylsma, P. (2004).


High Levels of Collaboration & High Levels of Collaboration & CommunicationCommunication

15% 36% 7%4%8%28%

0% 20% 40% 60% 80% 100%

Collaborationbetween districtand schools is

based upon trustand respect

Almost Always True Often True Sometimes True

Seldom True Almost Never True Missing

Collaboration between district and schools is based upon trust and respect

Copyright © The Center for Educational Effectiveness, Inc., 2004


Collaboration between district and Collaboration between district and schools is based upon trust and schools is based upon trust and

respectrespect

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High Levels of Collaboration & High Levels of Collaboration & CommunicationCommunication

16% 32% 7%4% 15%26%

0% 20% 40% 60% 80% 100%

There iseffective, 2-waycommunication

between thedistrict and our

school



There is effective, 2-way communication between the district and our school



There is effective, 2-way There is effective, 2-way communication between the district communication between the district

and our schooland our school

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District Support for ImprovementDistrict Support for Improvement

27% 33% 4%2% 15%18%

0% 20% 40% 60% 80% 100%

There is aconsistent vision

of schoolimprovement

throughout thisdistrict



There is a consistent vision of school improvement throughout this district



There is a consistent vision of There is a consistent vision of school improvement throughout school improvement throughout

this districtthis district

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90

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16


District Support for ImprovementDistrict Support for Improvement

20% 36% 6%3% 15%20%

0% 20% 40% 60% 80% 100%

This districtfacilitates

systems andprocesses to

support schoolimprovement



This district facilitates systems and processes to support school improvement



This district facilitates systems and This district facilitates systems and processes to support school processes to support school

improvementimprovement

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16


THE Common ThemeTHE Common Theme“A precondition for doing anything to strengthen our

practice and improve a school is the existence of a collegial culture in which professionals talk about practice, share their craft knowledge, and observe and root for the success of one another. Without these in place, no meaningful improvement—no staff or curriculum development, no teacher leadership, no student appraisal, no team teaching, no parent involvement, and no sustained change—is possible.” (Barth, 2006, p. 13)


Whole SchoolsWhole Schools

“The relationship among the adults in the schoolhouse has more impact on the quality and the character of the schoolhouse – and on the accomplishments of youngsters – than any other factor.” – Barth, 2001


ALIGNED: CHARACTERISTICS OF ALIGNED: CHARACTERISTICS OF IMPROVED SCHOOL DISTRICTSIMPROVED SCHOOL DISTRICTS

• EFFECTIVE LEADERSHIP• QUALITY TEACHING AND LEARNING• CLEAR AND COLLABORATIVE RELATIONSHIPS• SUPPORT FOR SYSTEM-WIDE IMPROVEMENT

“Ensures system-wide district improvement efforts supersede specific programs, departments, building or individual preferences.”


AssessmentAssessment

Prof.Learning

Communities

Prof.Learning

Communities

SchoolImprovement

Plans

SchoolImprovement

Plans

Core Curriculum

Core Curriculum

Professional Development

Plan

Professional Development

PlanDistrict Action

Plan

District ActionPlan

A System for A System for EVERY CHILDEVERY CHILD

District Goals

District Goals

District Improvement

Team

District Improvement

Team


Dual Track LeadershipDual Track Leadership

COMPELLING AND

COMPLIANT


Compelling/Vision Track:• Ensure High Levels of Learning for ALL Students

• Meeting the Developmental Needs of the Whole Child

• Engaging Families and Community is Essential to Student Success

Bridge Goal: Student Success

Compliant/Action Track:• Reach “Safe Harbor” Status at all schools and District-Wide

• Increased Math WASL achievement: Special Ed & Low Income Students

• Intimate Intervention Plans for our Neediest Students (Our 1’s and 2’s)

Evidence: The Whole Story

District Improvement Plan Submitted to StateWASL/Achievement Scores for Special Education and Low Income Students

Common Assessment Data (as developed by grade level/departmental data teams)

Formal Partnerships to Address Basic Needs:Extended Learning Programs – Needs Based

Job Embedded Professional Development: Math and Literacy

Institutionalize Kids at Hope/PALS; Wellness Center;PLC and RTI Training and Implementation

Parent and Community Engagement Data: CEE, etc.


Levy Success 08-09Levy Success 08-09Compelling Track:

Enhanced Levels of Family/Community Trust

and Engagement

Compliant/Action Track:

High voter turn-out for the February Election

Levy Election Validated and Approved


Family Engagement andFamily Engagement andCommunity Partnerships 09-10Community Partnerships 09-10

Compelling Track: Enhanced Levels of Family/Community Trust

and EngagementMeeting the Needs of the Whole Child Takes an

Investment from the Whole CommunityEngaging Families and Community is Essential to Student

SuccessCompliant/Action Track:Increase and enhance formal, strategic partnerships to address

student and family needs


ReadyFor K

ReadyFor K

PALSPALS

Back to School

Celebration

Back to School

Celebration

WellnessCenter

WellnessCenter

B&G Club

B&G Club

SummerLunch

SummerLunch

A System for A System for EVERY CHILDEVERY CHILD

Back Packs for Kids

Back Packs for Kids

Kids atHope

Kids atHope


Resourceful and Responsible 08-09Resourceful and Responsible 08-09Compelling Track:

Creating and Nurturing a Culture of Needs Based Investment of Resources

A trusting and collaborative “family” organizationCompliant/Action Track:

Adjustments to “Family Budget” 08-09Ongoing Savings & Efficiency Plan with monthly updates

Collaborative Process for 09-10 BudgetLong Range Budget for 2 Years

Internal Audits: Return on current Investments


Values-Based InvestmentsValues-Based Investments

“Don't tell me where your priorities are. Show me where you spend your money and I'll tell you what they are.”

James W. Frick quotes


Student Success 09-10Student Success 09-10Compelling Track:

Ensure High Levels of Learning for ALL StudentsMeeting the Developmental Needs of the Whole Child

As a Professional Learning Community our Systems will Ensure Success for Every Child

Compliant/Action Track: Increase Success in Mathematics for All Students

Reach “Safe Harbor” Status at all schools and District-WideIncreased achievement with Special Education

and Low Income StudentsIntimate Intervention Plans for our Neediest Students (lowest

quartile; 1’s and 2’s)


Call To Action 09-10Call To Action 09-10Compelling Track:A Values – Based Organization with a Compelling

Mission, Vision and SK School-Community Compact

ALL Kids are Capable of Success…No Exceptions!Compliant/Action Track:

On-going Development and Ultimate Adoption of Policy Governance

Telling the Whole Story: Collection and Promotion of All Evidence of Success


Schools as Case ManagersSchools as Case ManagersKnow Our KidsKnow Our CommunityKnow Our Strengths/ResourcesKnow Our NeedsConnect Our Resources to Our Needs

Being all things to/for all kids does not mean provide every service – it means developing purposeful partnerships with

agencies who do provide the services our kids need!


The Village is The SystemThe Village is The System

School systems are not responsible for meeting every need of their students. But when the need directly affects learning, the school must meet the challenge.

“It takes a village”


Our System/VillageOur System/Village• Juvenile Detention• Helpline• Homeless Liaisons• Seniors• Military Family Resources• Big Brothers, Big Sisters• PAL’s/CHAMPS Mentoring• Dental Services• Dept. Child and Fam.

Services• Indian Education• PTA’s

•Harrison Hospital•3 Church Leaders•County Agencies•Child Protective Services•County Library Officials•Foster Youth Agencies•Probation Officers•Law Enforcement•Lions Club/Rotary Club•Counselors•Nurses•Food and Nutrition Services•School and District Staff•District Programs


A Connected CommunityA Connected Community

http://sksdwholechild.ning.com/


ReadyFor K

ReadyFor K

Visual Arts

Visual Arts

Back to School

Celebration

Back to School

Celebration

WellnessCenter

WellnessCenter

B&G Club

B&G Club

SummerLunch

SummerLunch

A System that Ensures A System that Ensures Success for EVERY Success for EVERY

CHILDCHILD

Back Packs for Kids

Back Packs for Kids

Kids atHope

Kids atHope

AthleticsAthletics

PALSPALS

Performing Arts

Performing Arts

CTECTE

AcademicsAcademics

PLC’sPLC’s


“You can dream, create, design and build the most wonderful place in the world, but it requires people to make the dream a reality.” Walt Disney


HOPE: Believed and HOPE: Believed and PracticedPracticed

“A school can create a coherent environment,” a climate more potent than any single influence—teachers,

class, family, neighborhood—“so potent that for at least six hours a

day it can override almost everything else in the lives of children” (Edmonds, 1986).


The Science of HopeThe Science of Hope

• Children who succeed do so when they have people in their lives who believe they can succeed.

• Children who succeed have meaningful relationships with caring adults.

• Children who succeed are nurtured by a culture that is focused on success and strengths.

• Children who succeed have “Treasure Hunters” in their lives who have and hold them to high expectations


Treasure HuntersTreasure Hunters

As an adult and a Treasure Hunter

I am committed to search for all the talents, skills and intelligence

that exists in all children and youth.

I believe all children are capable of success,

No Exceptions!


Closing the Believing – Doing GapClosing the Believing – Doing Gap

“Do you believe in what you do? Every day? It turns out that belief happens to be a brilliant strategy.”

- Seth Godin in Tribes

south kitsap presentation

Education

school culture

school systems

school shape

district support

hope district improvement

systemwide improvement

student achievement

child student