Transcript The World is Flat

The World is Flat
Group Work Norms
• We are going to be doing some group work
today.
• For us to be able to discuss but also stay on
track, when your time is up on a topic, I will
raise my hand. As soon as you see me or
someone else raise a hand and quit talking, you
raise your hand and quit talking.
• We should be able to do this in less than 5
seconds.
• You have sticky notes on your table so you can
jot down important things to talk about later.
It’s time to meet people
• When I give you the topic, each SLC must line
themselves up according to the topic.
• Which SLC is the fastest? We’ll see.
• The topic is:
• Go!
Team Interview
• Each person write 5 things you’d like to know
about your teammates summer.
• One person stand and everyone interviews for
60 seconds.
• Remaining teammates are interviewed.
Norms
• Large-group Learning
• \\briana\kgarrett$\My Documents\Leadership
Team\BHS Leadership Team Norms0910.docx
• What do you need from others in the room to
enhance your learning?
Today’s Outcomes:
• To understand how the world has changed and
how schools must keep up with the changes.
• To understand the cost of failure.
• To understand the purpose and reason for
Professional Learning Communities (PLCs) and
Small Learning Communities (SLCs).
The likely pathways for students
who struggle in school are:
• 1. Poverty
• 2. Welfare
• 3. Incarceration
• 4. Death
Poverty
• Dropouts on average earn about $12,000 per
year, nearly 50 percent less than those who
have a high school diploma.
• 50 percent less likely to have a job that offers a
pension plan or health insurance.
• They are more likely to experience health
problems.
• - Rouse/Muenning, 2005:
www.centerforpubliceducation.org
Poverty
• 43 percent of people with the lowest literacy
skills live below the government’s official
poverty line.
• Larry Roberts, Illiteracy on the Rise in America
• http://www.lwsws.org
Welfare
• 75% of those claiming welfare are functionally
illiterate.
• http://www.convinaliteracy.org/facts.htm
Incarceration
• Across the United States, 82% of prison
inmates are dropouts.
 Ysseldyke, Algozzine, & Thurlow 1992
• 3rd grade Reading scores are the most
consistent predictor for the number of future
prison beds.
Incarceration
• According to the report, Literacy Behind Prison
Walls, 70 percent of all prison inmates are
functionally illiterate or read below a fourthgrade level.
 http://www.proliteracy.org
• 85% of juvenile offenders have reading
problems.
 http://www.literacybuffalo
Incarceration
• Youth in Correctional Facilities
• Average age: 15
• Average Reading Level: 4th grade (30% below
this level)
 www.edjj.org
Incarceration and Special
Education
• The incidence of learning disabilities among the
general population based on U.S. Dept. of
Education and local service providers is around
5%. This is in sharp contrast with the number
of LD students in the criminal justice system,
estimated to be as high as 50%.
 Bell, 1990
Incarceration & Special
Education
• Only 57% of youth with disabilities graduated
from high school in the 2001-2002 school year,
according to the U.S. Department of Education
(2002).
 http://www.ncset.org
Incarceration Costs
• For every 1% we raise the national graduation
rate equals 1.8 billion we save in incarceration
costs.
Talking Chips (pens)
• Participants place your chip (pen) in the center
before talking.
• Participants cannot talk once their pen is placed
in the center.
• When all of the pens are in the center, the
process repeats.
• Discuss – What surprises you the most from
this data?
20th Century Educational System
• Was created to sort students
 Only select few went to college for advanced
degrees
 Many didn’t even finish school
• What happened to the drop-outs
 Farming was a major employer in the early
1900s
 Then Factory jobs employed 1/3 of the workforce
21st Century Reality
• Farming jobs are very few and require
advanced skills and knowledge to be successful
• Manufacturing jobs have gone overseas
• We are now in the Information Age
• http://www.youtube.com/watch?v=cL9Wu2kWw
SY
Is a high school diploma EVEN
enough in the global marketplace?
• “The high school diploma has become the ticket
to nowhere.”
 James Waller, Face to Face: The Changing
State of Racism Across America
Education and Lifelong Earning
• High School Drop Out:
$608,000
• High School Graduate:
$802,000
• Some College:
$922,890
• Associate Degree:
$1,062,130
• Bachelor’s Degree:
$1,420,850
• Master’s Degree:
$2,142,440
• Doctorate:
$3,012,300
 James Waller, Face to Face: The Changing
State of Racism Across America
Our Mission is not to:
• Raise Test scores
• Win another Blue Ribbon Award
But what do we really want to do?
• 4 types of schools
 Charles Darwin School
 Pontius Pilate School
 Chicago Cub Fan School
 Henry Higgins School
• Which school do you think that we have?
The Charles Darwin School
• “We believe all kids can learn…based on their
ability.”
• We believe that all students can learn, but the
extent of their learning is determined by their
innate ability or aptitude.
The Pontius Pilate School
• “We believe all kids can learn…if they take
advantage of the opportunity we give them to
learn.”
• If they elect to put forth the necessary effort.
The Chicago Cub Fan School
• “We believe all kids can learn…something, and
we will help all students experience academic
growth in a warm and nurturing environment.”
• All students should demonstrate some growth
as a result of their experience with us.
The Henry Higgins School
• “We believe all kids can learn…and we will
work to help all students achieve high
standards of learning.”
• All students can and must learn at relatively
high levels of achievement.
Corners
• Think about which school we are OVERALL.
• Go to that corner.
• Now go to the corner where you want to send
your children.
Our Mission must be
• To assure high levels of learning for all
students.
The beginning of “our fundamental
mission” statement:
• “We believe all kids can learn…and we will
work to help all students achieve high
standards of learning.”
• All students can and must learn at relatively
high levels of achievement.
If our mission is high levels of
learning for all students,
• The question is:
 Is it possible?
• Video – Geese
• What do we take from that video?
 Paraphrase Passport – A responds while B
listens. B must correctly restate A’s ideas. B
shares ideas while A listens. A must correctly
restate B ideas. Take 10 seconds to jot ideas.
Is it possible?
• “There are simple, proven, affordable structures
that exist right now and could have a dramatic,
widespread impact on schools and
achievement – in virtually any school. An
astonishing level of agreement has emerged on
this point.”
 Mike Schmoker, 2004
Schools DO Make a Difference
• Effective Schools Research of Ron Edmonds,
Larry Lezotte, Wilbur Brookover, Michael
Rutter, and others concluded that:
 All Children can learn.
 Schools control the factors to assure that
students master the core of the curriculum.
• (Not demographics and not language.)
Schools DO Make a Difference
• An analysis of research conducted over a 35year period demonstrates that schools that are
highly effective produce results that almost
entirely overcome the effects of student
backgrounds.
 Robert Marzano, What Works in Schools, 2003
Schools DO Make a Difference
• 90/90/90 Schools
 (90% minority/90% economically disadvantaged/
90% test scores)
• Douglas Reeves
What do we do?
• “We embrace explicitly the proposition that
effective practice and popular practice are very
likely two different things.”
 Dr. Douglas Reeves
• Because most teachers were good students,
we don’t see the flaw in our current system.
A New Model for our Educational
System:
• 1. A focus on learning not teaching
• 2. Build a collaborative culture not teach in
isolation and leave remediation to chance
• 3. Focus on results instead of not knowing if
what you are doing is really working
This model is the PLC model
• And we work together to answer the four basic
questions?
 What do we want students to learn?
 How will we know when they learn it? (What
does it look like?)
 What will we do when they don’t learn it?
 What will we do when they already know it?
So what do we want to become?
• Leadership Group said this should be our
vision:
What is our Vision?
• BHS will have a broader definition of success
with more options for all students.
• BHS will utilize interventions for student
success.
• BHS will make education relevant.
• BHS will strengthen SLCs.
• BHS will increase student connections with
school.
• BHS will have better communication with all
stakeholders.
• BHS will be safe.
And how will we make that
happen?
• These are our values. This is how we will act
so that our vision will take place.
What are our Values to create
our Vision?
• We will have respect for ALL people.
• We will maintain true transparency.
• We will trust each other and extend trust.
• We will be honest and genuine.
• We will display integrity and credibility.
• We will create a sense of belonging.
• We will be courageous.
• We will display self-assurance and loyalty.
So now it’s time for Goals
• And they need to be SMART Goals!
 Strategic
 Measureable
 Attainable
 Results- Based
 Timely
Let’s start at the top and work
down:
• District Goals
• School Goals
• PLC Team Goals
• Individual Goals (PGP)
District Goals that apply to BHS
• Sub population categories testing data will
improve.
• AP: the number of students taking the exam,
the number of exams taken, and the passing
scores of 3, 4, or 5 will all increase.
• ACT testing data – both general pop and “core
completer” will improve
• Extra-curricular involvement will increase
• EOC data will improve
• IB will grow and increase each year.
Before we can set goals,
• Let’s look at our data:
Number of Students Taking AP
Exams
Series 1
1000
900
800
700
600
500
400
300
919
825
513
504
04-05
05-06
625
630
06-07
07-08
241
200
100
0
03-04
08-09
09-10
Percent of BHS students taking
an AP Class
30%
28%
26%
25%
21%
21%
19%
20%
20%
15%
11%
10%
5%
0%
03-04
04-05
05-06
06-07
07-08
08-09
09-10
Total AP Exams Taken at BHS
1600
1395
1400
1162
1200
1063
1000
795
800
600
1471
849
462
400
200
0
03-04
04-05
05-06
06-07
07-08
08-09
09-10
AP Exams of 3 or Higher
3, 4, 5
60%
53%
50%
52%
53%
56%
47%
43%
40%
30%
3, 4, 5
20%
10%
0%
03-04
04-05
05-06
06-07
07-08
08-09
Newsweek Poll Rating
• Ratio is #of AP & IB Exams divided by # of
graduates. This is top indicator
• #1 School 16.109
• #2 School 14.89
• #3 School 13.403
• #4 School 11.462
• #5 School 11.35
• #6 School
9.638
• Bentonville 1.902
• Fayetteville 2.29
AP Equity and Excellence
E&E
40.00%
35.00%
32%
30.00%
25.00%
34.40%
27.70%
25.10%
23.50%
20.00%
E&E
15.00%
10.00%
5.00%
0.00%
2005
2006
2007
2008
2009
Top 10 High Schools E&E Score –
2nd Newsweek Indicator
#1
65%
#9
94%
#2
100%
#10
100%
#3
100%
BHS
34.4%
#4
100%
#5
100%
#6
79%
#7
87%
#8
32%
Why Promote AP?
• Taking an AP Class is the biggest indicator of
successful college graduation. (College Board)
 AP Exam Score of 3,4,or 5 – Hispanic is 26%
higher chance of graduating college than
Hispanic not scoring. White – 33%, Low Income
– 26%
 Took an AP Course, not exam – Hispanic – 10%
higher, White- 20%, Low Income – 12%
 AP Literature has stood out as single class that
is the biggest indicator for college graduation
 Taking 1-3 AP classes increases your chance at
graduation for each AP class up to 3 classes.
IB
18
16
14
16
16
13
12
10
11
10
1st year
2nd year
Diploma
8
6
4
4
2
0
Cohort 1
Cohort 2
Cohort 3
2008 ACT Composite Scores
23.5
23.3
23
22.8
22.6
22.5
22.2
22.1
23.4
23.2
22.7
22.6
22.3
Avg. Overall
Core Completer
22
21.5
21
03-04
04-05
05-06
06-07
07-08
BHS Algebra I EOC
100%
N=731
82%
90%
80%
70%
60%
N=620
87%
N=563
90%
49%
51%
N=223
66%
18%
42%
Advanced
Proficient
50%
40%
30%
20%
48%
40%
38%
39%
2007
2008
2009
10%
0%
2006
Algebra I EOC Sub Populations
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
90% 92%
90%
83% 81%
71%
58%
2007
2008
2009
2009 Literacy EOC
90%
80%
70%
N = 561
69%
1%
N = 714
71%
4%
N = 728
74%
N = 724
85%
5%
3%
60%
50%
40%
30%
68%
67%
71%
2006
2007
2008
80%
20%
10%
0%
2009
Advanced
Proficient
Literacy Sub Populations
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
85%
92%
65%
31%
18%
62%
2007
2008
2009
2009 Geometry EOC
100%
90%
N= 449
83%
N= 607
88%
N= 831
89%
N= 906
90%
80%
70%
30%
60%
47%
45%
41%
Advanced
Proficient
50%
40%
30%
53%
20%
41%
43%
2007
2008
49%
10%
0%
2006
2009
Geometry Subpopulations
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
90%
92%
80%
79%
74%
47%
2007
2008
2009
2009 Biology EOC
P&A
80%
71%
70%
60%
52%
50%
40%
P&A
30%
20%
10%
0%
2008
2009
Biology Subpopulations
P&A
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
71%
77%
55%
61%
39%
12%
P&A
Total F’s by semester
Students with at least one F
16%
16%
16%
16%
16%
15.50%
15%
15%
15%
Students with at
least one F
15%
15%
15%
14%
1st Semester
2nd
Semester
Year Avg.
Potential Graduates Lost
• Students who left to get their GED – 12
• Students who left to be “Homeschooled” – 91
• Students who were dropped for lack of
attendance – 33
• 136/3140 = 4% left in one year. When we lose
this much each year, it greatly affects our
graduation rate.
Potential Graduates Last Grade
in School at BHS
50
46
45
41
40
35
31
30
25
20
18
15
10
5
0
9th grade
10th grade
11th grade
12th grade
Stephenson High School Data
• 2008 ACT Average 25.7 (99% of graduating
seniors – 1,061 scores)
• 2008 National Merit Scholarship Program – 27
semifinalists plus 39 commended students
• 2008 AP – 3601 exams, 84.3% of exams were
3s, 4s, or 5s, 1510 students taking AP
• 2008 AP – 27% sophomores, 33% juniors, 56
seniors took at least one exam. 70% of the
graduating class have taken at least one exam.
74% of graduating class has college level
experience.
Stephenson High School
• 2008 – 1st semester F’s – 1.0%
• 2008 – 2nd semester F’s – 1.2%
• 2008 – D & F Averages – 4.6%
• 2008 - Graduation Rate – 96.7%
• 2009 – Rank 121 in Newsweek Poll – 2.967
Index, 61.6 E&E
• 2009 Enrollment – 4,399 – 1,093 seniors, 1098
juniors, 1,113 sophomores, 1095 freshmen
Mix – Pair - Share
• 1. While the music is playing, walk around the
room and “mix.”
• 2. When the music stops, pair up.
• 3. Listen for the topic.
• 4. Each shares for 60 seconds.
• 5. Repeat.
So then we set our building goals
•
SMART – Strategic, Measureable, Attainable,
Results focused, Time Sensitive
1. Sub Pop Gap will reduce 3% in Alg. EOC, 11th
Grade Lit, Bio EOC and will reduce 2% in Geo EOC.
2. AP Gains – 100 more students, 125 more exams,
5% increase in 3,4, or 5’s.
3. ACT – increase to 22.8 and core to 23.5
4. Extra-curricular – increase by 10%
5. EOC exams – Alg to 92% P&A, Lit to 87% P&A,
Geo to 91% P&A, Bio to 80% P&A
More Building Goals
6. IB – 100% of our 4 will receive IB diploma, next
year to 25 students and 2nd year will be 12
minimum.
7. Reduce F’s to 10% or fewer having one F or more.
8. Reduce students leave for GED, homeschool or
lack of attendance to 3% or less.
9. Increase parental involvement.
10. Encourage strategies and activities that promote
a healthier lifestyle and better dietary habits.
(ACSIP)
So let’s take our goals to the
next level…
• Each PLC Group should now choose 1-2
building goals to support and create strategies
and formative assessments to reach those
goals.
• Each SLC Group should choose 1-2 building
goals to support and create strategies and
formative assessments to reach those goals.
• Use the document provided.
\\briana\kgarrett$\My Documents\Leadership
Team\SMART Goal Worksheet.doc
Then the next level of goals…
• PGP Goals.
 Your PGP should directly support one or two of
your PLC or SLC goals.
 You can choose from many ideas or create your
own:
•
•
•
•
•
•
•
Max Literacy Skill Training (Sept. 16th and 17th)
ACT Improvements
Kagan Strategies
Book Studies
Relevance ideas
Rigor Strategies
Thinking or Reading Skills
More PGP Ideas
 College Awareness
 Career Awareness
 Teacher Instructional Coaching
 Reducing Gender or Sub-Pop Academic Gaps
 Increasing Attendance
 Increasing Parental Involvement
 Vertical Alignment
 And Many, many more
 Staff Development money can be asked to be
used for substitutes, books, or other supplies.
Wrap it all up!
• A copy of each team’s SMART Goal Worksheet
will be posted on our website for staff info.
 You’ll be able to visit with your colleagues about
what they are doing and what you’re doing.
• A copy of each team’s SMART Goal Worksheet
will be sent to Jack Loyd for our ACSIP plan
 We’ll have an ACSIP plan that when the state
visits, you won’t have to cram to know your part.
Bringing it all together
• DuFour video
So what about SLCs?
• Small Learning Communities
 Academic Vigor with Curriculum Integration
 Meaningful Instruction that has application in the
real world. (Relevance) The outcome in
uncertain – no set answer; student driven
projects.
 Business partners to develop the integration –
teachers go into the businesses; students go into
the businesses in jobs and internships
 Building deep connections between the purpose
in the classroom and the future and between
students-teachers- community
SLCs
• We’ve got them started.
• We’ve got a lot of work to do.
• But what’s keeping us from doing them?
• Start small and grow the idea as you can.
• Use our current resources:
 Tech-Ed classes, teachers, and partnerships
 Start small and build.
 Chamber of Commerce Partners in Education
Program
 PTO, Wal-mart, Vendors
Placemat Consensus
• Take one of the large butcher sheets of paper.
• Decide what area is yours.
• Write in your area as many items on the topic
as you can (I’ll give you the topic)
• Go around the group announcing an item.
Discuss as a team, record if everyone agrees
that’s a great idea in the middle.
• Repeat until all items are discussed.
• Carousel walk
Today’s Outcomes:
• To understand how the world has changed and
how schools must keep up with the changes.
• To understand the cost of failure.
• To understand the purpose and reason for
Professional Learning Communities (PLCs) and
Small Learning Communities (SLCs).