2013 ,..,Learning, Leadership, Servicen doe . sd . go v ~ s o u t h - PDF document

~ Supplemental Presentation - DOE Friday, January 18, 2013 12:33 PM s o u t h d a k o t a ~\ DEPJ\RTMEt'~T OF EDUCAT I ON .£__ Learm-,,,9 Lecd•nh1p S•rvoc.o -- --~ --- ------- . - -- - Department of Education 2013 ,..,Learning, Leadership, Servicen doe . sd . go v

~ s o u t h d a k o t a ~\ DEPARTMENT OF EDUCAT I ON .2__ L.-arnw,,g. L..odenJ.up . S.- vwc: • ------------------------------ What is "delivery" and how does it impact our Deliverology work? What is our aspiration for all students? Aspiration What does the research say ? Research What does the data tell us? Data What are we doing about it? Action Next steps? Next Steps? Outcomes for today ... doe . ad gov

~ s o u t h d a k o t a ~\ DEPARTMENT OF EDUCAT I ON .2__ L.-arnw,,g. L..odenJ.up . S.- vwc: • ------------------------ The heart of delivery is rigorously and regularly asking and answering these four questions: • What is our system trying to do? • How are we planning to do it? • At any given moment, how will we know whether we are on track? • If not, what are we going to do about it? We believe it is our obligation to support educators and districts to be focused on student outcomes. Deliverology doe . ad gov

~ s o u t h d a k o t a ~\ DEPARTMENT OF EDUCAT I ON .2__ L.-arnw,,g. L..odenJ.up . S.- vwc: • --------------------- A "results driven" approach requires back- mapping from the goal to the setting of ambitious but achievable targets and timelines, using data to set baselines and track progress, making reasonable adjustments in both targets and strategies as the situation demands, and holding everyone accountable for the results, not just their effort. Deliverology doe . ad gov

~ s o u t h d a k o t a ~\ DEPARTMENT OF EDUCAT I ON .2__ L.-arnw,,g. L..odenJ.up . S.- vwc: • ------------------------------------ South Dakota Elementary\Middle School Performance Index (SPI) 2011-2012 Academic Year, Phase 1 Implementation 10.00 Focusing on the Data doe . ad gov

~ s o u t h d a k o t a ~\ DEPARTMENT OF EDUCAT I ON .2__ L.-arnw,,g. L..odenJ.up . S.- vwc: • ------------------------------------ South Dakota High School Performance Index (SPI} 2011-2012 Academic Year, Phase 1 Implementation 100.00 90.00 60.00 +----------------- -- ~--- 50.00 +------------------ ~ --- 20.00 10.00 Focusing on the Data doe . ad gov

~ s o u t h d a k o t a ~\ DEPARTMENT OF EDUCAT I ON .2__ L.-arnw,,g. L..odenJ.up . S.- vwc: • -------------------- All students graduate college, career, and life ready. Aspiration doe . ad gov

~ s o u t h d a k o t a ~\ DEPARTMENT OF EDUCAT I ON .2__ L.-arnw,,g. L..odenJ.up . S.- vwc: • ------------------------------------------------- College, Career and Life Ready All sfudents gradua te college, career and life ready. e . ad gov

~ s o u t h d a k o t a ~\ DEPARTMENT OF EDUCAT I ON .2__ L.-arnw,,g. L..odenJ.up . S.- vwc: • ------------------- Students enter 4th grade proficient or advanced in reading. Student Outcome 1 doe . ad gov

~ ,\ s o u t h d a k o t a DEPARTMENT OF EDUCAT I ON _E.__ L.-arnang. t.Gdenhip . S-vwc• . --------------------- Students who don't read at grade level by 4th grade are four times more likely to leave high school without a diploma than students who are proficient readers. Research doe . ad go v

~ ,\ s o u t h d a k o t a DEPARTMENT OF EDUCAT I ON _E.__ L.-arnang. t.Gdenhip . S-vwc• . ---------------------------- • Providing common core training • Developing and deploying practical and scalable solutions to two of the most significant contributors to the under- achievement of students in becoming proficient readers - Chronic absence from school, and - Summer learning loss • Continuing to expand formative assessment tools to monitor student progress & provide feedback • Providing targeted reading interventions for students who fall behind What are we doing? doe . ad go v

~ ,\ s o u t h d a k o t a DEPARTMENT OF EDUCAT I ON _E.__ L.-arnang. t.Gdenhip . S-vwc• . ------------------- Students enter 9th grade advanced or proficient in math. Student Outcome 2 doe . ad go v

~ ,\ s o u t h d a k o t a DEPARTMENT OF EDUCAT I ON _E.__ L.-arnang. t.Gdenhip . S-vwc• . ------------------------- Students who have fallen furthest behind by 8th grade are the ones who are most likely to continue to fall behind two years later. Students who are successful in post secondary are classified at higher mathematics proficiency levels at the 8th grade level. Research doe . ad go v

~ ,\ s o u t h d a k o t a DEPARTMENT OF EDUCAT I ON _E.__ L.-arnang. t.Gdenhip . S-vwc• . ---------------------- • Providing statewide common core training • Continuing and expanding SD Counts support and training statewide • Providing assessment tools which can be used to determine student progress and gaps What are we doing? doe . ad go v

~ ,\ s o u t h d a k o t a DEPARTMENT OF EDUCAT I ON _E.__ L.-arnang. t.Gdenhip . S-vwc• . --------------------- The gap for Native American students is eliminated. Student Outcome 3 doe . ad go v

~ ,\ s o u t h d a k o t a DEPARTMENT OF EDUCAT I ON _E.__ L.-arnang. t.Gdenhip . S-vwc• . ------------------------- •Students from poverty are three times more likely to drop out or fail to graduate on time. •Students who are poor readers and live in poverty are the hardest hit: - Six times at a greater risk to drop out than their proficient counterparts. Research doe . ad go v

~ ~ s o u t h d a k o t a ~\ DEPARTMENT OF EDUCAT I ON lAarnang. t.Gdenhip . S-vwc• --------------------------------------- Gr. 3 -5 Reading 100 90 : : : 80 70 " fj 60 C !: -- Al l " c( 50 ...... WH .. oil 'E .,, AMIN 40 30 20 10 0 2 00 8 2009 2010 2011 2012 Reading Gap - Dakota STEP doe . ad go v

~ ~ s o u t h d a k o t a ~\ DEPARTMENT OF EDUCAT I ON lAarnang. t.Gdenhip . S-vwc• --------------------------------------------- -<>- Amer ican Indian 260 250 , 240 230 230 229 228 228 227 227 227 226 225 r 230 r 1 f r l 220 I 24 I 23 I 26 I 23 I 32 1 I 31 1 26 2s I 2s 210 ..J ! L--- ! A I I I 200 206 206 205 204 202 190 197 197 196 196 180 South Dakota National Public 170 160 2003 2005 2007 2009 2011 2003 2005 2007 2009 2011 NOi E TN ME? Rud--ig K-._• r an~1 i"om Oto~ . ObHl'Wd ~n<»~.,. •1.e 1xaly .._v~n:. rio: n.tiuu_"ily SOU~E... U.S. OepAr.matt of :C i.Jea~ l!'\ staa of Edt.est.".on See10H "9tlona.i CEn:~ fcx E ct.icaU>rl Stat-ncs . Na.:on51 AHn!Jlrr.em o! Educatutsl Prog·as Reading Gap - 4th NAEP R!H! aal'ah doe . ad gov

~ ~ ~ s o u t h d a k o t a ~\ DEPARTMENT OF EDUCAT I ON lAarnang. t.Gdenhip . S-vwc• --------------------------------------------- ....(),,,o Ame nc an ln dlan -<>- White 300 290 280 273 273 273 272 272 272 271 270 270 269 r r r r 1 270 i f - ~ ---- I 21 I 21 I 23 I 2s I 29 I 22 1 19 I 22 119 260 1 19 0 .. 250 ~ 253 252 251 248 0 248 246 249 248 240 .. 245 244 u "' ;; 230 u "' 220 South Dakota National Public 210 200 2007 201 1 2003 2007 2011 2003 2005 2009 2005 2009 rE"9ff f'om l to 50J ObHfWd c ..-.r..riou .-. "°' -.c:uur')' , orE. ihe N,t,,EO Rndirv KN •~•:a;:a 11gn:farr ._ s:iona.. AIRSsme!lt ot EC!ucatan.al SOURCE.: U S De:o9J'1mef'\t cf Ed1.;csr:lon , !!i1.te ot :.dxa:.«1 ScenoH . N.stcrs ! Center for :'.d.1C11:.on Str..!i:>a . Reading Gap - gth NAEP doe .a d gov

~ ,\ s o u t h d a k o t a DEPARTMENT OF EDUCAT I ON _E.__ L.-arnang. t.Gdenhip . S-vwc• . -------------------- Graduation Rates 2009 2010 2011 2012 All 89.21% 89.23% 83.3% 83.32% White 91.9% 92.16% 87.9% 88.84% Am. In 66.25% 68.68% 49.36% 46.7% Wh/Am In Gap 25.73% 23.46% 36.54% 42.14% Addressing the Gap doe . ad go v

~ ,\ s o u t h d a k o t a DEPARTMENT OF EDUCAT I ON _E.__ L.-arnang. t.Gdenhip . S-vwc• . ------------------------- • Using our school support teams to help focus reading interventions beginning in the early grades - Frequent monitoring of student progress • Formative assessment tools - Response to Intervention (RTI) • Provides early, systematic assistance to children who are having difficulty learning • JAG - Jobs for America's Graduates What are we doing? doe . ad go v

~ ,\ s o u t h d a k o t a DEPARTMENT OF EDUCAT I ON _E.__ L.-arnang. t.Gdenhip . S-vwc• . ---------------------- We cannot have equity without quality. And we cannot have true quality without real equity. All children, regardless of skin color, ethnicity or socioeconomic status, or zip code deserve access to high-quality education and a fair opportunity to learn. We believe ... doe . ad go v

~ ,\ s o u t h d a k o t a DEPARTMENT OF EDUCAT I ON _E.__ L.-arnang. t.Gdenhip . S-vwc• . -------------------- Students graduate high school ready for postsecondary or the workforce Student Outcome 4 doe . ad go v

~ ,\ s o u t h d a k o t a DEPARTMENT OF EDUCAT I ON _E.__ L.-arnang. t.Gdenhip . S-vwc• . ---------------------- • Surveys consistently show that many high school graduates do not meet employers' standards in a variety of academic areas, as well as in employability skills such as attendance, teamwork and collaboration, and work ha bits. Research doe . ad go v