THE CHALLENGE

NETWORK
July 12, 2010
 WHAT IS HOUSTON A+
CHALLENGE?

 Started in 1997 by The Annenberg Foundation, local

foundations, individual philanthropists and business
leaders
 Since then, more than $90 million raised to help
local public school teachers, principals, and district
leaders improve teaching and learning for Houston’s
students
 Direct grants to schools, leadership training, teacher
development, and innovative ideas for districts
 Did you know? Some of our accomplishments listed
on the bookmark in your materials
 OUR MISSION

The mission of
Houston A+ Challenge
is to serve as a catalyst for change
in the public schools
that educate nine of every ten children
in the region, teaming with
principals and teachers
in targeted schools
to ensure that
every student is prepared
for post-secondary success.
THE CHALLENGE
NETWORK
CH A LLE NG IN G GO O D S C H O O LS TO B E GR EAT!
 THE CHALLENGE NETWORK

 This initiative is the central focus of Houston A+

Challenge’s new Strategic Plan, adopted by our
Board in January 2010
 Five middle schools from five districts will
participate in the two-year pilot, launching today
 If results prove promising, Challenge Network is
projected to grow to reach 50,000 children in 70
schools throughout the Houston area within six
years
 A+ is committed to investing $4.4 million over two
years to this initiative during the pilot phase
 OUR GOAL

The goal of the

Challenge Network
is to build capacity
in targeted middle schools
and significantly increase
the number of students
who are not just proficient,
but who are on track to be
truly ready for
postsecondary success.
 THE NEED

91 The percentage of Texas public school students

who tested “Proficient” in Reading/ELA in 2009
 THE NEED

18 The percentage of Texas’ Class of 1995 who

graduated with a college degree or certificate
 THE NEED

Nationally, current research tells us that fewer than one

in five 8th graders are on target to be ready for college-
level work by the time they finish high school.

Source: “The Forgotten Middle” (2008, ACT, Inc.)

 THE NEED

To have a true chance at postsecondary success …

8th grade students in Texas

need to achieve at or near COMMENDED levels
(above 2300 scale score) in Math and English

Source: “Are Texas Middle School Students Prepared for High School?”
Dr. Ed Fuller, Ph.D., University of Texas, Austin
(2009, for Texas Business and Education Coalition)
 Current 8th Grade Students’
Mathematics Scale Score Distribution
(actual data from a high-performing local district)

* Source: “Are Texas Middle School Students Prepared for High School?”
Dr. Ed Fuller, Ph.D., University of Texas, Austin
(2009, for Texas Business and Education Coalition)
 Student Scale Scores in 8th Grade Math
predict 
Postsecondary Readiness in 11th Grade

* Source: “Are Texas Middle School Students Prepared for High School?”
Dr. Ed Fuller, Ph.D., University of Texas, Austin
(2009, for Texas Business and Education Coalition)
 Impact of Moving
the Middle Group of
Students toward
Commended
Performance

 CHALLENGE NETWORK:
PROJECT GOALS

1. Increase achievement and college readiness of

targeted middle school students in targeted
schools (as measured by a doubling of
commended rates in most schools over two
years)

2. Improve teacher practice and increase teacher

capacity at targeted schools

3. Increase student achievement for all students in

the targeted cohort grades

4. Sustain gains at each campus after the first two

years of intense engagement
 CHALLENGE NETWORK:
PROGRAM COMPONENTS

1. Analysis of baseline data to formulate custom campus plans

2. Campus-based performance coaching to drive targeted

professional development and improvement

3. Assessment for learning process using interim assessments and

data reviews to drive differentiated instruction

4. Extra instructional time and support for students to meet the

higher standards

5. Parent empowerment and engagement

6. Targeted collaboration across districts and teams

Leadership and ‘willingness to push the envelope’

 PROJECT DESIGN:
THE A+ TEAM

Director of School Performance:

Tom Monaghan
Partners with principals and district executive leaders to demonstrate what a middle school
campus looks like when it achieves high standards for postsecondary success.

Communities In
Performance College Culture
Schools
Coaches Coach
Coordinators
 PROJECT DESIGN:
THE A+ TEAM

Performance Coaches
Change teacher practice through working alongside teachers every
day to improve student achievement. Work closely with ~150
targeted students to build relationships and ensure their success.

College Culture Coach

Analyzes best practices from research and informs schools to help
them develop a college-bound culture.

Communities In Schools Coordinators

Support parents and families to help push their children toward
higher levels of achievement.
CHALLENGE NETWORK 2010 :
THE SCHOOLS

Carraway Intermediate School

Principal: Alfred James

A+ Performance Coach: Jennifer Fowler

Focus: 5th Grade Literacy

CHALLENGE NETWORK 2010:
THE SCHOOLS

O’Donnell Middle School

Principal: Janie Saxton

A+ Performance Coach: Jennifer Mascheck

Focus: 7th Grade Numeracy

CHALLENGE NETWORK 2010:
THE SCHOOLS

Horace Mann Junior School

Principal: Michael Coopersmith

A+ Performance Coach: Torrey Conerly

Focus: 6th Grade Numeracy

CHALLENGE NETWORK 2010:
THE SCHOOLS

Atascocita Middle School

Principal: Karl Koehler

A+ Performance Coach: Mike Webster

Focus: 6th Grade

Advanced Coursework
CHALLENGE NETWORK 2010:
THE SCHOOLS

YES Prep West

Principal: Ellen Winstead

A+ Performance Coach: Cicely Greene

Focus: 6th and 7th Grade

English Language Arts
 CHALLENGE NETWORK:
FINANCIALS

 A+ is committed to investing $4.4 million over two

years during the pilot phase
 Direct costs per school run about $280,000 per year
 Primary cost is personnel: Campus-based Performance
Coach and Communities in Schools coordinator
 Districts in pilot phase are contributing in-kind
resources such as sub time for teachers to attend
professional development, after-school transportation,
etc.
 If pilot is successful, intent is to go to a cost-sharing
model that includes some fee-for-service
SETTING THE STAGE: A SHARED
VISION
Tom Monaghan
Booklet pages 8-11
IN TERMS OF THE WORK “TO, FOR,
AND WITH” SCHOOLS AS HIGH
FUNCTIONING LEARNING
COMMUNITIES …

 What is Our Purpose?

 What is our moral, ethical
and professional
responsibility?
 ALL KIDS CAN LEARN

 Do you believe/endorse the “All kids can learn”

statement?
 Do you know of any teachers and/or administrators
who too believe all kids can learn BUT also subscribe to
underlying exceptions to this belief?
 Let’s look at the 4 types of schools most represented in
North America who too would endorse this “all kids
can learn” theme.
Handouts available in the resources section of your binder.
 SCHOOL #1

We believe that all students can learn, but the extent of their
learning is determined by their innate ability and aptitude. This
aptitude is relatively fixed, and as teachers we have little influence
over the extent of student learning. It is our job to create multiple
programs or tracks that address the different abilities of students,
and then guide students to the appropriate program. This
ensures that students have access to the proper curriculum and
an optimum opportunity to master material appropriate to their
ability.
How does this school respond to a student(s) not learning?
 SCHOOL #1

How does school #1 respond?

We do not create winners, we just identify them. We believe
that all kids can learn, but the extent of their learning is
determined by their innate ability and aptitude. It is our job to
create programs or tracks that address the different abilities of
students and then guide them to appropriate programs. If a
student is experiencing difficulty in getting over the proficiency
bar that has been established in a course, the school responds
by lowering the bar.
(Charles Darwin Model: all kids can learn based on their ability)
 SCHOOL #2

We believe that all students can learn IF they take advantage of

the opportunities we give them. It is our job to provide all
students with an opportunity to learn, and we fulfill our
responsibility when we attempt to present lessons that are both
clear and engaging. In the final analysis, however, while it is our
job to teach, it is the student’s job to learn. We should invite
students to learn, but honor their decision if they elect not to do
so.
How does this school respond to a student(s) not learning?
 SCHOOL #2

How does school #2 respond?

My job is to teach; your job is to learn. We believe they can
learn if they put forth the effort. We should invite students to
learn, but honor their decision if they elect not to do so. We
hold the student accountable for not doing what was necessary
to learn by failing the student. The hope is that a student who
suffers the logical consequences of irresponsibility (that is,
failure) will learn the error of his or her ways and become more
motivated in the future.
(Pontius Pilot Model: All kids can learn if they take advantage of the opportunities we give them)
 SCHOOL #3

We believe that all students can learn and that it is our

responsibility to help all students demonstrate some growth as
a result of their experience with us. The extent of the growth
will be determined by a combination of the student’s innate
ability and effort. It is our job to encourage all students to learn
as much as possible, but the extent of their learning is dependent
on factors over which we have little control.
How does this school respond to a student(s) not learning?
 SCHOOL #3

How does school #3 respond?

It is our job to encourage students to learn as much as possible,
but the extent of their learning is dependent on factors over
which we have little control (not our fault). We adjust the goals
for individual students within the course or grade level, assuming
that low-performing students lack the ability, motivation, or
developmental readiness to learn at high levels. The priority in
the school becomes ensuring that students feel good rather
than ensuring that they have learned.
(Chicago Cub Fan Model: learn something in warm environment)
 SCHOOL #4

We believe that all students can and must learn at relatively

high levels of achievement. We are confident that students can
master challenging academic material with our support and help.
We establish standards all students are expected to achieve, and
we will do whatever it takes to ensure students achieve the
agreed upon standards.
How does this school respond to a student(s) not learning?
 SCHOOL #4

How does school #4 respond?

Even with barriers, they will succeed. We devote extra time to students
who experience difficulty in learning and to continue to seek new
strategies until every student has achieved the intended academic
goals. Teachers never give up and simply work harder at meeting the
needs of individual students.
(Henry Higgins-My Fair Lady Model: all kids will learn and we will ensure students
achieve high standards)
 AT YOUR SCHOOL

Do you have classrooms that

represent all 4 types of schools?

Which schools and how many

classrooms?
 ALL KIDS CAN LEARN
THE FOUR SCHOOLS
●
Take
●
Based on
advantage of
ability
opportunities

1 2

3 4

●
The standards,
●
Something to
whatever it
be nurtured
takes
 AT YOUR SCHOOL

Which school would you

choose for your own
child’s classroom?
 THE NEED

91 The percentage of Texas public school students

who tested “Proficient” in Reading/ELA in 2009
 THE NEED

18 The percentage of Texas’ Class of 1995 who

graduated with a college degree or certificate
 THE NEED

Nationally, current research tells us that fewer than one

in five 8th graders are on target to be ready for college-
level work by the time they finish high school.

Source: “The Forgotten Middle” (2008, ACT, Inc.)

 A FOCUS ON
LEARNING
We embrace high levels of learning for all students as both the reason
our organization exists and the fundamental responsibility of those who
work within it. We acknowledge students learn at different rates and
with different levels of support. Therefore, we are willing to examine all
practices in light of their impact on learning. Consequently, every adult
member of our learning community is committed to getting every child
that sits before us SMARTER and STRONGER by doing whatever
it takes to be sure failure is not an option for any child. We have said we
are truly committed to helping all students learn at relatively high levels
so they will be successful in high school and ready for college.
We must now put our words into actions.
TARGETED COLLABORATION
Scott Van Beck
Booklet page 12
 Impact of Moving
the Middle Group of
Students toward
Commended
Performance

 THE PURPOSE

 Is this project about getting 150

kids to commended?
 Is this project about getting 15
teachers better at their craft?
 Is this project about 800 kids
getting smarter and more
college ready?
 CHALLENGE NETWORK

In 6 years
the Challenge Network is
projected to reach
50,000 students
in 70 schools
 TOMORROW

Targeted
Collaboration
revisited
ASSESSMENT FOR
LEARNING
Tom Monaghan
Booklet pages 20-21
ASSESSMENT FOR LEARNING

Definition:
Assessment FOR Learning is the
continuous work in every classroom “of
and between” the teacher, individual
students and entire groups serving to
inform students about themselves and
what progress is being made toward
meeting each standard while the learning
is still happening.
 ASSESSMENT FOR LEARNING

Research:
 Gains of a ½ to 1 ½ standard deviation
(Black and William, 2004)
For example: 1.0 standard deviation gain equates to 4 grade level
equivalents, 100 SAT points, or 6 ACT points
 The expected achievement score gains will rival in
their student achievement the implementation of
one on one tutorial instruction, with largest gain by
lowest achievers (Stiggins)
 FORMATIVE ASSESSMENT VS.
ASSESSMENT FOR LEARNING

Formative A4L
 More Frequent  Continuous
 Inform students
 Inform Teachers
with evidence
 Who is/is not  Progress toward
meeting the the standard while
standard? in the learning
 IMAGINE THIS
POSSIBILITY

 Strong quantitative results in every

classroom for every child
 Students and teachers engaged in
learning powerfully side by side
 Classrooms where students actually
want to be
 COMMITMENT TO THIS BELIEF

Our work:
 Always and Only
 SMARTER and STRONGER
 Kids and Adults
 SUPPORT IN EVERY
CLASSROOM

 How would we support this in every classroom?

 What teacher behaviors support this work?
 What administrator behaviors support this
work?
 SMARTER AND STRONGER

How does a track, soccer, football coach or

a choir director get to SMARTER and
STRONGER for all athletes or performers?

Should it be different for a core content,

elective, homeroom, advocacy classroom
teacher?
 THE ONLY CLASSROOM THAT
HAS A CHANCE:

 Must be absolutely sure that all

kids are learning on a daily
basis
 Will require a shift in behaviors
and actions of and between
teachers and students.
 THE IDEAL SCHOOL

FROM… teacher as instructor/teller of

WHAT/deliverer/director, who
HERE’s monitors/manages and is often a
the bystander and/or even cheerleader
SHIFT: (“I am here to help as needed.”)
 THE IDEAL SCHOOL

TO… teacher as leader of learners who

teaches students HOW and in a way
HERE’s that sets the stage for thoughtful
the learning (thinking and doing), THEN
SHIFT: systematically and strategically leans-
in to confer with individuals/small
groups and makes a move to COACH or
TEACH.
 THE IDEAL SCHOOL

Self-Assessment Guiding Questions:

 What am I doing right now in order to get my students (whole groups, small
groups, pairs, individuals) to know, understand and be able to “think into” the
learning target or teaching point?
 Right now, is there evidence in my classroom of deepening or advancing the
TEACHING OF HOW rather than the TELLING OF WHAT (what is the
evidence?)
 Right now, am I self-initiating on behalf of the student(s), OR am I waiting for
the “I need help” signal from my student(s)?
 What am I/are we saying and doing in order to support, monitor, protect and
celebrate assessment for learning in every classroom?
THE CHALLENGE
NETWORK
July 12, 2010