California Educator

December 2013

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Teacher-Driven Reform SEPTEMBER 2013 QEIA studies show more at-risk student success PATHWAYS CHANGE TO LEARNING FROM EXEMPLARY QEIA SCHOOLS THE PATHWAY TO SUCCESS CTA &You Once low-performing schools uncover pathways for change Courtney L. MaLLoy, Ph.D. anDrea K. nee, M.a. The new research report, based on data from stakeholders at 10 QEIA-supported schools, offers several key pathways to change: Reducing class sizes: Smaller class sizes "opened the door to instructional opportunities that would not exist otherwise," the research found. It paved the way for differentiated instruction, increased small group teaching and time for reteaching, and provided more one-on-one time with students. Leveraging collaboration time: Educators used vital collaboration time to plan together, align instruction and share practice tips that work. Responding to student needs: QEIA program resources showed stakeholders "the significance of changing school structures to find more instructional time for student intervention," such as adjusting master schedules, providing intensive tutoring, and grouping students according to their learning needs for reteaching.  Building local accountability: To improve a school, teachers, administrators, parents and students must all understand they're "responsible for the effectiveness of teaching and learning." STORY AND PHOTOS BY MIKE MYSLINSKI C A L I F O R N I A' S P U B L I C S C H O O L S of greatest need have great lessons to share that all schools can learn from. New research shows dramatic gains in academic performance for California schools with at-risk students that reduced class sizes, provided more time for teachers to collaborate and share ideas, and focused on classroom data to improve student learning. This latest research was unveiled Nov. 7 at a lively CTA symposium in Sacramento about the CTA-backed Quality Education Investment Act (QEIA) of 2006. Some 160 educators, parents and administrators from QEIA-supported schools shared notes and listened to colleagues' revelations about what can work everywhere. State Superintendent Tom Torlakson and CTA President Dean E. Vogel noted how proven reforms are working despite high poverty and other challenges facing the campuses supported by QEIA resources. "As evidence continues to grow that the reforms we enabled with QEIA have been successful, it's time for the next step — spreading those successes to more and more schools," Torlakson said. "Every student in California deserves to graduate with the experience, knowledge and skills they need to succeed in college and careers." He said this school improvement program is showing the public how revenue should be spent. "This grand experiment with QEIA points the way to how we can invest those dollars: lowering class sizes (go figure!), more counselors helping students with the problems they have." These reforms are working. "This offers a great pathway on several fronts on how we can invest in a stronger education for all California's students." The largest school turnaround program of its kind in the nation, the internationally acclaimed QEIA is investing nearly $3 billion over eight years in 400 high-pov- Recognizing and rewarding students: A few QEIA schools found that publicly rewarding students for academic success actually changed the culture of the school and sparked a better academic focus. Using student data to intervene: Using student data effectively leads to timely interventions and greater awareness of student needs. Strengthening school leadership: Highly effective principals "infused schools with new ideas" and supported plans to use collaboration as a force for change. Participants in a QEIA symposium panel were (from left) CTA staff moderator Jane Robb, educators Dean McGee (not visible), Jeanne Contreras, Noah King and David Nevarez, and parent Maria Ponce. D ECEMBER 201 3 | JANUARY 2014 Educator 12 Dec 2013 v2.0 int.indd 49 www.cta.org 49 12/14/13 3:33 PM

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