Trends in High School Improvement

International Center for Leadership in Education Richard Jones Ph. D.

Senior Consultant

Trends in High School Improvement Best Practices in High School Measuring High School Success Impacts for Agric. Ed.

What is current High School Improvement Small Schools Math, Science and Technology Biotechnology Reading in Content Area Assessment Backlash Increased Accountability

Best Practices for Successful High Schools

Bill and Melinda Gates Foundation Promising High Schools w/ CCSSO

www.successfulpractices.org

Current Characteristics Traditions that have Become Ruts Attendance Required Learning Optional Isolated Teacher Centered Instruction Shining Successes but Some Students “Falling through the Cracks” Some students overwhelmed while some are bored

Exemplary Characteristics Personalized Learning High Expectations Data - Driven Decisions 9th Grade Transition Challenging 12th Grade Rigorous and Relevant Curriculum Effective Leadership Relationships Driven by Guiding Principles Sustained Professional Development

Personalized Learning

Multiple Pathways Early Intervention Disaggregation of Data Leveling w/ Respect Small Learning Communities

Changes That Are Easier in SLC Building Relationships Identifying Student Needs Articulation of Curriculum Staff Collaboration Creating Positive School Culture Contextual Learning

Data is Powerful

• • • • • •

Assess the current and future needs of students Decide what to change Determine if goals are being met Engage in continuous school improvement Identify root causes of problems Promote accountability

Types of Data

Student Learning School Class Demographics School Processes Curriculum and Instruction Core Learning Stretch Learning Student Engagement Personal Skill Development

9th Grade Practices

Transition Procedures Social Activities Early Interventions Avoiding Front Loading Differentiation Parent Relationships Adult Advisory Peer Relationships

12th Grade Practices

Early College Full Scheduling Advanced Placement Dual Enrollment College Application Support Senior Projects Community Service Internships

Curriculum Focused

Teachers struggling to teach an overloaded curriculum!

Curriculum Focused Standards vs. Curriculum vs. Instruction

Curriculum Focused Standards vs. Curriculum vs. Instruction Constantly raising Rigor and Relevance

Ask Me.....

“How will I

ever use what I’m learning

today?”

K N O W L E D G E

Rigor/Relevance Framework

C D A A P P L I C A T I O N B

6 5 4 3 2 1

Rigor/Relevance Framework

Knowledge

1 2 3

Application

4 5

Rigor/Relevance Framework

Knowledge

1. Recall Knolwedge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

Application

1. Knowledge of one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations

K N O W L E D G E

Rigor/Relevance Framework

C D A A P P L I C A T I O N B

R I G O R

High Low

Rigor/Relevance Framework

Teacher/Student Roles

C

Student Think

D

Student Think & Work

A

Teacher Work

B

Student Work

Low

RELEVANCE

High

R I G O R

High Low

Rigor/Relevance Framework

Did Students Get it Right?

C

Rational Answer

D

Right Questions

A

Right Answer

B

Right Procedure

Low

RELEVANCE

High

Leadership

• • • • • •

Problem is more people than Technical Not Charismatic Entrepreneurial vs. Bureaucratic Performance vs. Compliance Department Chairs Focus on Instruction

Professional Development

• • • •

Directly related to school goals Ongoing Personalized Culture of Collaboration

Exemplary Characteristics

Personalized Learning High Expectations Data - Driven Decisions 9th Grade Transition Challenging 12th Grade Rigorous and Relevant Curriculum Effective Leadership Relationships Driven by Guiding Principles Sustained Professional Development

• • • • • •

Action Items - Where to Begin Instruction vs. Structure (Rigor/Relevance) Relationships Start with Special Education Data-based decision Making Transition Years Systems

International Center for Leadership in Education

Build Relationships

“In the years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

R I G O R

High Low

Increasing Rigor/Relevance

C D A B

Low

RELEVANCE

High

Everyone needs support when they take new risks

Essential Relationships In Schools Learning Staff Professional Community

Relationships are Essential to Student Learning

Result of combination of support from:

Family Teachers Peers Community

Relationships

Clearly Important ?

How to Quantify?

How to Develop?

Relationship Model

0.

1.

2.

3.

4.

5.

6.

Isolation Known Receptive Reactive Proactive Sustained Ubiquitous

Learning Relationships Support for Students

0 Isolation 1 Known 2 Receptive 3 Reactive 4 Proactive 5 Sustained 6 Ubiquitous Students feel significant isolation from teachers, peers, or even parents. Students lack any emotional, social connection to peers and teachers.

Students are known by others; frequently called by name. Teachers know students and their families, their interests, aspirations and challenges. Students are known by peers that they interact with in school. Students have contact with peers, parents, and teachers in multiple settings. Teachers exhibit positive behaviors of “being there” that show genuine interest and concern.

Teachers, parents, and peers provide help to students when requested, but support may be sporadic and inconsistent among support groups.

Others take an active interest in a student’s success. Teachers take initiative to show interest and provide support. Students and others express verbal commitment for ongoing support and validate this commitment with their actions. There is extensive, ongoing, pervasive and balanced support from teachers, parents and peers that is consistent and sustained over time.

Positive relationships are everywhere and common place among the way that students, teachers and parents interact and support the student as learner.

Research on Relationships

Metlife Survey of the American Teacher

New students are bullied or teased?

very often/often 18% sometimes 33% New students are helped by other students ?

very often/often 52% sometimes 37%

Survey of 10-12th Grade Students on Relationships Metlife Survey of the American Teacher 2005

Quality of School’s Role Encouraging Parental Involvement

My school does a good job of encouraging parental involvment.

Metlife Survey of the American Teacher 2005

HESSE - Survey 2005 •

More that half (52%) had not discussed ideas with a teacher outside of class during the year.

•

Three fifths (60%) had not communicated with a teacher by email.

•

However, 70% agreed they had many opportunities to ask questions about their work.

•

Less than half (48%) had frequently discussed grades or assignments with a teacher.

•

Half never or only sometimes received feedback from teachers on assignments.

Responses to “I Feel Supported and Respected by Teachers.”

The special importance of encouragement highlights the likely importance of strong teacher-student relationships in affecting achievement, especially for African American and Hispanic students.

Ronald Ferguson

Supportive Relationships Successful Practices Behaviors Activities Structures

Supportive Behaviors

Showing Respect Taking Interest Active Listening Frequent Contact Encouragement Avoiding “Put Downs Displaying Student Work Writing Encouraging Notes Identifying Unique Talents

Supportive Behaviors

cont’d.

Celebrating Accomplishments Serving As Role Model Using One-to-One Communication Encouraging Students to Express Opinions/Ideas Creating Inviting Classroom Climate Exhibiting Enthusiasm Using Positive Humor Students Praising Peers

Supportive Activities

Character Education Beginning of the Year Student Social Activities Team Building Mentoring Rewards, Recognition, Incentives Student Advocacy Advisement Program

Supportive Initiatives, cont’d.

Peer Mediation Students as Teachers Family, Community, Business Partnerships Service Learning Extra and Co-curricular Activities Sports Programs

Supportive Structures

Small Learning Community Alternative Scheduling Team Teaching Teacher Continuity School-based Enterprise Professional Learning Community

Each school has its own DNA.

Learning Quantifiable Core Academic Learning Criteria Grid Sustainable Dis aggregated Bench marked Exceptional Stretch Learning Student Engagement Personal Skill Development

Core Academic Learning

Achievement in the core subjects of English language arts, math and science and others identified by the school

Data Indicators

[minimum of 2 in addition to required state testing results]  Percentage of students meeting proficiency level of state testing requirements (required) o English Language Arts o Mathematics o Science  Average scores on ACT/SAT  Average scores on PSAT  Achievement levels on standardized tests other than state exams  Percentage of students requiring remediation in college.

o English Language Arts o Mathematics  Follow-up surveys of academic achievements of graduates  Students graduating high school in four years  Students earning college degree within four years after high school  Military ASVAB score

Stretch Learning

Demonstration of rigorous and relevant learning beyond minimum requirements (e.g., achievement and participation in higher level courses, specialized courses)

Data Indicators

[minimum of 3]  Number of credits required to graduate  Average Number of credits earned at graduation  Interdisciplinary work and projects ( e.g., Senior Exhibition)  Participation/test scores in /International Baccalaureate courses  Average scores on AP exams  Percentage of students achieving >2 on AP  Average number of college credits earned by graduation (dual enrollment)  Enrollment in advanced math or science courses  Enrollment in Advanced Placement courses  Completion of career and technical education programs  Completion four or more credits in a career area  Completion four or more credits in arts  Completion of three or more years of foreign language  Follow-up studies of graduates  Value of scholarships earned at graduation  Percent of students completing career majors  Achievement of specialized certificates such as Microsoft or Cisco Academy

Student Engagement

The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning .

Data Indicators

[minimum of 5] •Student surveys: satisfaction, risk behaviors (asset survey), enrollment in higher education (two-year/ four-year colleges), positive peer relationships •Surveys on degree to which teachers know their students •Programs that improve: o Dropout rate, attendance rate, tardiness rate, graduation rate, o Discipline referrals •Techniques for improving student motivation •Advisory programs •Programs that create role models for students •Activities that encourage students to voice opinions •Peer tutoring programs •Student recognition programs/activities •Events that promote involvement in co curricular and extracurricular activities •Strategies to increase number of students taking ACT/SAT or other high-level exams

Personal Skill Development

Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes .

Data Indicators

[minimum of 2] •Participation/hours in service learning •Students holding leadership positions in clubs or sports •Development/assessment of personal skills: oTime management — ability to plan and organize work oLeadership/followership oProblem solving/decision making •Programs/activities that promote: oRespect for diversity oPeer mediation/conflict resolution oWorking as a member of a team •Development/assessment of good character: oTrustworthiness, perseverance, honesty, compassion, other character traits •Reduction in incidences of student conflict •Follow-up survey of graduates on development of personal skills

Ag Ed Opportunities

Relevance Math, Science, Tech Integration Student Leadership /Relationships Partnership Building Project-based Learning

Ag Ed Strategies

Create schedules that expand capacity Look for Academy development opportunities Interdisciplinary courses/projects Post-secondary articulation Reading/Reading/Reading High Standards Lead rather than follow

Lovers never send form letters.

10 Key Components

1.

Culture of High Expectations and Support 2.

Articulated Curriculum 3.

Personalized Learning 4.

Rigorous and Relevant Instruction 5.

Positive School Climate 6.

Leadership 7.

Data-driven Decisions 8.

Accountability 9.

Partnerships 10.

Professional Learning Communities

Dick Jones

PO Box 11239 Loudonville, NY 12211 518 727 4333 [email protected]

http://dickjones.us

http://leadered.com

International Center for Leadership in Education, Inc

.

1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail - [email protected]

www.LeaderEd.com