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CONCURRENT SESSIONS
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Friday, November 3, 2006 |
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Friday,
November 3, 2006
3:15 PM – 4:30 PM
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Session 1: The Kids Left Behind: Catching Up the Underachieving Children of Poverty
Teaching underachieving children of poverty presents a daunting challenge for educators, schools and districts. A recent synthesis of 18 state and national studies on high-poverty/high-performing schools clearly documents that with appropriate school and classroom intervention dramatic achievement gain for these students will occur. This session will provide participants with compelling research, program and policy recommendations, and effective classroom strategies. K-12 high-achieving schools with significant populations of low SES students will be featured.
Presenters:
William Parrett, Director; Robert Barr, Senior Analyst, Center for School Improvement & Policy Studies, Boise State University, ID
Strand 2: Accelerating the Learning of Students Who Arrive Behind
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Friday,
November 3, 2006
3:15 PM – 4:30 PM
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Session 2: Moving the Rock Slowly: Elmont Memorial Junior-Senior High School
Back by popular demand! Winner of the 2005 Dispelling the Myth Award, Elmont Memorial Junior-Senior High School is an urban-suburban school in Nassau County, New York. Seventy-five percent of Elmont’s students are African-American, and most of the rest are either Latino or Asian. All seniors graduate, most with the prestigious New York Regents diploma. Ninety-six percent of graduates go on to college, most to four-year colleges. Elmont’s faculty members have achieved these results by setting ambitious but achievable annual goals (its principal, John Capozzi, calls this “moving
the rock slowly”) and by the relentless pursuit of better instruction. Hear Capozzi talk about the 13-year effort to improve Elmont, and how those efforts have paid off for students.
Presenters:
John Capozzi, Principal; Brian Burke, Assistant Principal, Elmont Memorial Junior-Senior High School, Elmont, NY
Strand 3: Transforming Secondary Schools
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Friday,
November 3, 2006
3:15 PM – 4:30 PM
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Session 3: Co-Investigation: Using Classroom Data and Collaborative Reflection to Increase Teacher Effectiveness
“Co-investigation” is a reflective problem-solving model that Teach for America teachers use to focus their professional development. The approach uses student achievement data as the lens through which to examine teacher performance; it calls for teachers and observers to collaborate in order to develop theories rooted in observational data and bolstered by the teacher’s emerging understandings about the reasons behind their current actions. The session will include video examples of the approach in practice and an opportunity to engage in a sample co-investigation.
Presenters:
Andrew Mandel, Vice President of Design, Teacher Support & Development Team, Teach for America, New York, NY; Rachel Schankula, Managing Director of Design, Teacher Support & Development Team, Teach for America, New York, NY
Strand 1: Building and Strengthening the Teacher Corps
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Friday,
November 3, 2006
3:15 PM - 4:30 PM
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Session 4: Teaching Inequality: How Poor and Minority Students are Shortchanged on Teacher Quality
For years, national data have shown conclusively that poor and minority students are not given their fair share of quality teachers. This session will provide new state and district data on the distribution of teacher quality, especially for low-income and minority children. The Education Trust and local stakeholders recently completed an analysis of the distribution of teacher quality in Ohio, Illinois, and Wisconsin and the largest districts in each state. The report reveals a continued pattern of inequity. Participants will learn about what data to collect on the distribution of teacher quality and the questions to ask, understand the federal and state policies that we can use in order to improve teacher quality, and gain specific ideas for moving the teacher quality agenda forward at the state, district, and school level.
Presenters:
Heather Peske, Senior Associate; Candace Crawford, Research Associate, the Education Trust, Washington, DC
Education Trust Workshop
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Friday,
November 3, 2006
3:15 PM – 4:30 PM
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Session 5: Five Crucial Elements of Raising Student Achievement
This presentation describes how critical elements, such as innovative courses, parent teacher collaboration, resource identification, and effective teachers, raise student achievement in math and reading. Participants will learn about the reading program, science-math course, parent involvement, textbook selection and resources, and the effect of highly qualified teachers in raising student achievement. All students benefit from the incorporation of these elements, as indicated by our high scores on state standardized tests.
Presenters:
Liz Wynne, Principal; Rachel Singer, Teacher, Twin Cities Academy, Saint Paul, MN
Strand 2: Accelerating the Learning of Students Who Arrive Behind
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Friday,
November 3, 2006
3:15 PM – 4:30 PM
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Session 6: Closing the Gap Early: The K-2 Project
Administrators of the K-2 Project in the Fort Wayne Community Schools, a successful early reading intervention, share how multiple data sources contribute to its design, evaluation, and effectiveness. The project includes the use of Indiana Division of Exceptional Learners Continuous Improvement Monitoring, scientifically based reading research recommendations, and Dynamic Indicators of Basic Literacy Skills (DIBELS). The intervention provides targeted reading instruction for students with disabilities and other students at risk of being identified as a student with disabilities. Early results are promising.
Presenters:
Carol Lindquist, Chief Academic Officer; Theresa Oberley, Director, Special Education
Sandy Sunderland-Willis, Specialist, Special Education, Fort Wayne Community Schools, Fort Wayne, IN
Strand 2: Accelerating the Learning of Students Who Arrive Behind
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Friday,
November 3, 2006
3:15 PM – 4:30 PM
Download PowerPoint Presentation |
Session 7: Eliminate the Achievement Gap: A Model for Middle School Mathematics Improvement
This session will highlight a model for middle school mathematics improvement developed through a collaboration between Texas Instruments and the Richardson Independent
School District. The model includes eight research-based components designed to function as a system in order to eliminate the achievement gap between African American and Hispanic and white students. The results of the project will be shared and a discussion about systemic rather than curriculum reform will be facilitated. Participants in the session will actively participate in a discussion related to improving schools from within using best practices strategies.
Presenters:
Paula Moeller, Senior Consultant, Texas Instruments, Johnson City, TX
Lisa Brady-Gill, Director, Office of Educational Policy, Texas Instruments, Inc., Dallas, TX
Bill Gammons, Director of Secondary Curriculum, Richardson ISD, Richardson, TX
Strand 3: Transforming Secondary Schools
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Friday,
November 3, 2006
3:15 PM – 4:30 PM
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Session 8: Putting Parents Front and Center
Putting parents in the forefront of the educational process is essential to effective collaboration between home and school. Learn how the Education Trust is helping parents to be informed advocates not only for their own children, but for all children in our nation’s public school systems. Through a hands-on interactive experience, participants will gain a greater understanding of the importance of parental involvement in ensuring successful schools. Parents and all stakeholders must know what the data are telling us and how to use data to improve student achievement and school performance. Learn how the Education Trust brings data to life.
Presenter:
Zattura Sims-El, Community Liaison, Education Trust, Washington, DC
Education Trust Workshop
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Friday,
November 3, 2006
3:15 PM – 4:30 PM
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Session 9: Illinois School District U-46 and the Stupski Foundation: An Aligned Instructional System to Close the Gap
In 2004-05, Illinois School District U-46, a large suburban district located just outside of Chicago, realized dramatic improvement in English Language Learner (ELL) achievement across its elementary schools. This session will explore the success that has come as a result of a collaboratively developed Curriculum Roadmap, which aligns materials,
instruction, and assessments to grade-level standards for both English proficient and English learning students; it will also address the leadership’s strong equity-driven vision and focus on meeting the needs of the most challenged schools, along with the creation of a temporary implementation team, which enabled the Roadmap to drive improvement.
Presenters:
Kiley Walsh, Knowledge, Learning and Results Manager, Stupski Foundation, Mill Valley, CA
Connie Neale, Superintendent, Illinois School District U-46, Elgin, IL
Strand 5: Elementary Schools that Work for All Kids
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Friday,
November 3, 2006
3:15 PM – 4:30 PM
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Session 10: Enhancing the Community: Strategies for First-Year and Transfer Student Success
Florida International University’s Title V (Hispanic-Serving Institutions) Grant Project affords a variety of interventions and educational enhancements to improve persistence and graduation rates for minority and low-income students by providing support beyond traditional school hours.
Presenters:
Jeffrey Knapp, Director; Lidia Tuttle, Associate Vice President for Undergraduate Education, Florida International University, Miami, FL
Strand 6: The Role of Higher Education in Closing the Gap
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Friday,
November 3, 2006
3:15 PM – 4:30 PM
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Session 11: Strengthening High-Need School Teachers through Communities of Practice: Project Learning in Communities (LinC)
This presentation describes activities supported by grants from the U.S. Department of Education and the National Science Foundation. The session will demonstrate how one district used grant-funded, data-driven changes to effect large scale policy changes, especially in improving pre-service teacher preparation programs; increasing teacher retention; increasing teacher success in high-needs schools; and building strong
partnerships with institutions of higher education (both two and four year), public school systems, and the business community. The session will address how states can leverage grants to effect sustainable change in K-16 policies and practices.
Presenter:
Nancy Shapiro, Associate Vice Chancellor of Academic Affairs, University System of Maryland, Adelphi, MD
Strand 1: Building and Strengthening the Teacher Corps
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Friday,
November 3, 2006
3:15 PM – 4:30 PM
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Session 12: Making the Most of Education Trust Web Tools: College Results Online
This workshop will introduce participants to College Results Online, an interactive database that provides graduation rates for all four-year public and private non-profit colleges and universities in the country. With College Results, users can see how the graduation rate of a selected institution compares to those of similar institutions; how graduation rates among different groups of students within institutions compare; and how institutional graduation rates have changed over time. Space is limited and seating is available on a first-come, first-served basis.
Presenters:
Education Trust Staff
Cyber Café
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Friday,
November 3, 2006
4:45 PM - 6:00 PM
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Session 13: It’s Time to Get Back to Basics
Granger High School was classified by the State of Washington as a failing high school based on student academic achievement in 2001. The graduation rate was
58 percent, reading proficiency was 20 percent and writing was 10 percent. Only 23 percent of parents attended parent conferences. Fast-forward to 2005 and you will find Granger High School listed with 61 percent of its students meeting reading standards, 51 percent meeting writing standards, and an 88 percent graduation rate. Parent conferences now have 100 percent attendance, which has proven to make a major difference with parental involvement and student academic success. The session will focus on specific strategies that can be used by all schools to help students close the academic achievement gap.
Presenter:
Richard Esparza, Principal, Granger High School, Granger, WA
Strand 3: Transforming Secondary Schools
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Friday,
November 3, 2006
4:45 PM - 6:00 PM
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Session 14: When Doing the Same Thing Doesn’t Work: A New Approach to Professional Development
Does professional development in your school or district need a boost? Do you need strategies to empower and retain teachers? Our Math Works model can help. This presentation will summarize the teacher-to-teacher model of math professional development that was created and implemented in the Baltimore City Public School System. Learn how this teacher-centered, standards-based model can be implemented and modified to fit your professional development needs. Data analysis comparing the success of this new professional development will be shared, in addition to the scope and sequence of topics covered in the Math Works program.
Presenters:
Linda Eberhart, Fifth Grade Math Teacher, Baltimore City Public Schools, Baltimore, MD
Tara Barnes, Math Works Director, Math Works/BCPSS, Baltimore, MD
Keith Dysarz, Teacher, Baltimore City Public School System, Baltimore, MD
Strand 1: Building and Strengthening the Teacher Corps
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Friday,
November 3, 2006
4:45 PM - 6:00 PM
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Session 15: What Community College Policies and Practices are Effective in Promoting Minority Student Success? Evidence from High and Low-Impact Institutions
This session will present findings from the most rigorous recent study of community college policies and practices effective in enabling minority students to succeed in postsecondary education. Following a summary of the research findings and their implications for practice by the study’s principal investigator, President Edwin Massey will describe the initiative he has led over the past five years to change the culture of his college in order to achieve student success.
Presenters:
Davis Jenkins, Senior Research Associate, Teachers College, Columbia University, New York, NY
Edwin Massey, President, Indian River Community College, Fort Pierce, FL
Strand 6: The Role of Higher Education in Closing the Gap
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Friday,
November 3, 2006
4:45 PM - 6:00 PM
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Session 16: The University of California Algebra Academies: A Formula for Success
This session brings together a University of California (UC) researcher and two UC directors of college prep programs to discuss the algebra crisis in California schools. They argue that algebra is a major stepping stone for students interested in going to college and discuss how students who enroll in and successfully complete algebra by ninth grade are better prepared to take the higher-level mathematics courses required for college admission. They present effective intervention strategies to increase student mathematics achievement before ninth grade and demonstrate how technology in the form of online instruction and other supplementary academic services provide students and schools with learning supports that may not be available otherwise.
Presenters:
Julie A. Mendoza, Director of Research and Evaluation, UC College Prep Online, Santa Cruz, CA
Blas Guerrero, Special Assistant, Student Affairs, University of California, Office of the President, Oakland, CA
Moises Torres, Director, UC College Prep Online, Santa Cruz, CA
Strand 2: Accelerating the Learning of Students Who Arrive Behind
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Friday,
November 3, 2006
4:45 PM - 6:00 PM
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Session 17: Extending Learning Time: A Successful Strategy for Increasing Achievement
This session will highlight the Knowledge is Power Program (KIPP) DC and An Achievable Dream Academy, two schools successfully implementing programs of extended learning time and increasing student achievement. This session will serve three purposes: to bring attention to the need for innovative, effective strategies of extending learning; to share best practices and model programs of extended learning time; and to address state and federal roles in stimulating the use of such programs in high-poverty and low-performing schools and districts. The audience will engage in dialogue with experts in the field including two practitioners and a policy advocate.
Presenters:
Cynthia G. Brown, Director of Education Policy, Center for American Progress, Washington, DC
Susan Schaeffler, Executive Director and Founding Principal, KIPP DC, Washington, DC
Richard Coleman, Sr., Director, An Achievable Dream Academy at Dunbar-Erwin, Newport News, VA
Strand 2: Accelerating the Learning of Students Who Arrive Behind
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Friday,
November 3, 2006
4:45 PM - 6:00 PM
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Session 18: It Takes a Village
This presentation will outline how a community can take charge of its own educational destiny. Through grass roots organizing, the community can be educated. Then, as educated consumers, the community can elect new representatives to the Board of Education. Finally, the community can then expect its elected leaders to make the appropriate and necessary changes for educational reform. All reform is driven by the use of data and the development and use of rigorous curriculum to meet the needs of all students.
Presenters:
Suzanne Urban Ryan, Community Activist, South-Orange Maplewood School System, Maplewood, NJ
Rowland Bennett, Maplewood, NJ
Wayne Eastman, South Orange, NJ
Strand 4: Engaging Parents, Students, and Communities
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Friday,
November 3, 2006
4:45 PM - 6:00 PM
Download PowerPoint Presentation
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Session 19: Teacher Quality and Preparation: Stories and Statistics from the Field
Join Education Trust staff members for an intimate look at teacher quality, preparation and support through a combination of statistics and the artistic. This session will feature Artist-in-Residence Brooke Haycock’s one-woman play, “Six Degrees of Preparation.” Based on more than 300 interviews, this performance examines belief structures in
schools, districts and schools of education and the stunning impact they have on new teachers and the children they serve. Heather Peske, Education Trust Senior Associate for Teacher Quality will share new data on teacher quality and teacher preparation programs, and facilitate discussion.
Presenters:
Brooke Haycock, Artist-in-Residence, the Education Trust, Washington, DC; Heather Peske, Senior Associate, the Education Trust, Washington, DC
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