How old do you think she is? What do you think her race/ethnicity is? Where do you think she is from/where

was she raised? What language(s) do you think she

speaks? What do you think her greatest

accomplishment is? What do you think her professional

goals are?

Erin Jones

Assistant Superintendent for Student Achievement, OSPI

Who are you? Who am I?

Share your name, school, current role. What made you decide to pursue your

superintendent’s credentials?

Take a step forward and raise your hand every time you hear a statement that is true for you.

Debrief.

Erin’s story

The numbers tell a story.

High school students fall into four enrollment categories:

(1) graduates, those who complete their education with a regular diploma;

(2) dropouts, those who drop out of school for any reason, finish their schooling with any credential other than a regular diploma (e.g., General Educational Development, or GED credential), or leave school and have an “unknown” status;

(3) students who are continuing their schooling; and

(4) transfers/deceased, those who exit their school and/or district and confirmation of enrollment in another educational facility is received or, those students who become deceased during the school year.

Annual Dropout rate – This is the total number of students that drop out of school from grades 9 through 12, divided by the total number of students, less the number of students that transferred out of the district/school.

More information about graduation and dropout rates in Washington State can be found online at: http://www.k12.wa.us/dataadmin

16,415 students dropped out in Washington State.

9,841 Caucasian 2,976 Latino 1,371 African American 847 Native American 785 Asian 124 Pacific Islander 471 Unknown

http://www.k12.wa.us/dataadmin/

Special education students Honors/advanced placement/IB students Students in foster care Students who are homeless Students who have health needs Students who participate in

extracurriculars

And there are answers…

Data – what we collect, how we organize, how we provide access, and how we share data.

Educators – the quality of the educators (certificated and classified) who work with students.

Family/community engagement- the way we partner with families and community members/organizations.

Student support – the way we support the academic, physical, social-emotional, and cultural needs of students.

Transitions – creating a seamless continuum for students from birth to post-secondary.

Your district MUST provide access to more than merely the data on School Report Cards (state assessments, attendance, demographics, etc.);

Your district must create ways to gather data points around health and emotional well-being as well, in a way that is accessible to educators, students, and families.

The data MUST be organized in a way that is usable to people reading it.

Educators must be given training on what to do with data to create a better learning environment.

Every adult who interacts with our students should be of the highest quality.Do you model how to engage/build relationship

with students from a variety of backgrounds?Do you model to others that EACH AND EVERY

student is capable of success, no exceptions?Do you strive to be excellent in all things?

Educators (including you) need to be provided with the training necessary to be successful with today’s students.Literacy/language acquisition strategiesDifferentiated instruction

We need to create an environment in which educators are respected for the difficult work they are expected to do.

For every statement you hear that is true for you, give yourself a point

Tally up your total points Wait for further instructions

How do you communicate with educators in your district that engagement must go beyond PTA and parent-teacher conferences?

How do you help families understand the public school system BEFORE they enter it?

How do you model for all educators (including educational leaders) that all families are an asset for children and must be partners in education?

How do you plan to determine what assets your community has that could serve children?

Schools need systems to determine a way to support the diverse academic needs of students (RTI is one suggestion).

Every school/district should have a resource guide for educators and families to connect students to necessary support systems.

Students need connections to adults outside the classroom (children who are most successful have 3 adults in their lives who believe in them).

Students with unmet “needs” have a difficult time being successful in the classroom.

Go to the corner that best describes your response to the scenarios given.

Families need to be given resources to understand the expectations of the public schools system so they know how to prepare their students for success.

School districts need to collaborate with early childcare providers and higher ed to ensure smooth transitions from one system to another.

Districts need to have a plan for alignment of curriculum from one level to the next within building and from school to school.

Center for the Improvement of Student Learning

“Let’s Talk About It” “Your Child’s Progress” “Eliminating the Gaps”

www.yourlearningcenter.org

Center for the Improvement of Student Learning (CISL)

Phone: (360) 725 – 6503 E-mail: cisl@k12.wa.us Website: www.yourlearningcenter.org