Transcript Andromeda1 - Natural Professional Development

Data Driven Small Learning
Communities
Richard D. Jones
Senior Consultant
Personality
Data Driven Small Learning
Communities
Richard D. Jones
Senior Consultant
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“Learning is about constructing
relationships in which students
connect with teachers or subjects.
Small schools foster the
personalization strategies to support
those relationships. ”
Tom VanderArk
Why Consider Small Learning
Communities?

Academic Achievement
 Social Benefits
 Attendance and Graduation Rates
 Safety and Discipline
 Preparation for High Education
 Extracurricular Participation
 Financial Benefits
Bringing Best Practices to Scale
1.
Small Learning Communities
2. High Expectations
3. 9th Grade
4. 12th Grade
5. Data
6. Curriculum
7. Relationships / Reflective Thought
8. Professional Development
9. Leadership
Do Small Learning Communities
Make a Difference?
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

Increased Attendance
Increased Student Achievement
Increased Student Participation
Increased Student and Parent Satisfaction
Increased Positive Student Behavior
Greater Focus on Students’ Interests and
Aptitudes
Relevancy Leads to High Achievement
Smaller Strategies
Elementary
Reduced Class Size
 Looping
 Multi-age Groupings
 Expanded Use of Adults
 Learning Centers
 Differentiated Instruction

Smaller Strategies
Secondary
Schools-within-Schools
 House Plans
 Freshman Academy
 Magnet Schools
 Career Academies

Characteristics




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Improved Knowledge of Student
Needs
Longer Term Relationships
Personalization of Learning
Stronger Instructional Focus
Shared Sense of Accountability
Rigorous and
Relevant
Learning
Rigor
Relevance
My only
skill is
taking
tests.
All Students
Creating Small
Learning
Communities
Driven by Data
Improving
Student Achievement
What are the
biggest issues for
teachers?
Work Harder ?
Work Smarter?
Why?
Why ?
Changing Nature of
Work
Accelerating Technology
Employment 1970’s
High Skill
Low Skill
Employment 1990’s
High Skill
Semi Skill
Low Skill
Employment 2010
High Skill
Semi Skill
Low Skill
1970’s
1990’s
2010
Why?
Translating
Standards
Into Teaching
and Learning
Standards
Destination
vs.
Route
vs.
Vehicle
Standards
Standards
vs.
Curriculum
vs.
Student Work
Why?
An Overcrowded
Curriculum
McREL
Needed Time
15,465 Hours
Available Time
9,042 Hours
Teachers struggling to teach an overloaded curriculum!
Why?
Focus on
Student Learning
Teaching
VS.
Learning
Why ?
Tool
For School
Alignment
Language Arts
Need
H
M
L
Language Arts
Standards
Need
Test
H
H or L
M
M
L
L
Language Arts
Standards
Need
Test
Instruction
H
H or L
L
M
M
L-M
L
L
M-H
Alignment for Improving Instruction
Standards
State
Requirements
Instructional
Resources
Instruction
Courses
and
Programs
Teacher
Materials
Content
Assessment
Accountability
Alignment for Improving Instruction
Standards
Instruction
State
Requirements
Courses
and
Programs
Assessment
Accountability
Instructional
Resources
Teacher
Materials
Content
Why ?
Explaining
What’s Important
Ask Me.....
“How will I ever
use what I’m
learning today?”
In schools the status quo persists!
Why ?
Prepare for THE test?
New SAT - 2005
• More Application
• New Writing Section
• Expand Critical Reading for Information
• More Achievement
• Base on three years of Math
• Higher Level Math Skills
• Less Aptitude
• Eliminate analogies
• Eliminate simple math reasoning
NYS Math A Question June 2003
NYS Math A Question June 2002
Why ?
Increase
Student Motivation
12th Graders’ Views of School
1983–2000
51
47
60
41
40
Percent
50
40
36
39
35
31
28
29
24
30
1983
21
1990
20
1995
10
2000
0
School work
is meaningful
Courses are
interesting
Source: The Condition of Education 2002, National Center for Education Statistics
School will
be important
in later life
Why SLCs and Data Driven?








Changing Nature of Work
Translating Standards into Teaching
Reduce Overcrowded Curriculum
Way to Focus on Student Learning
Tool for School Alignment
Explain What is Important
Prepare for THE test
Increase Student Motivation
Use of Data
Data Rich
but
Analysis Poor
Types of Data
 Curriculum
 Demographics
 Student
Learning
 School Processes
 Perceptions of Quality
Types of Data Example
Type of Data
Literacy
Curriculum
Demographics
Student Learning
Processes
Perceptions of Quality
Performance on
•State Test
Types of Data Example
Type of Data
Literacy
Curriculum
Level of Reading Comprehension on
•State Test
•Real World
•Postsecondary Learning
Demographics
Incoming Student Reading Levels
Student Learning
Performance on
•State Test
•Local Assessment
Processes
Reading Levels of
•Textbooks
•Teaching Materials
•Success of Reading Practices
Perceptions of Quality
Student Surveys
Relationships
Clearly Important ?
How to Quantify?
How to Develop?
Relationships are Essential to
Student Learning
Result of combination of support from:




Family
Peers
Teachers
Community
Relationship Model
0.
1.
2.
3.
4.
5.
Isolated
Knowing
Assisting
Mentoring
Enduring
Mutually Beneficial
Everyone needs support
when they take new risks
Relationship Model
Key to Student Learning
1. Knowing
Teachers get to know
families
2. Assisting
Some positive support, but
3. Mentoring
Moderate support from
4. Enduring
Fully supported from all
5. Mutually
Mutually supportive learning
Support Behaviors
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
Respect
Being There
Active Listening
Frequent Contact
Encouragement
Avoiding “Put Downs”
??????
“Experience and research
make it very clear that
school size does matter-but they also make it clear
that ‘small’ is no silver
bullet”
Michelle Fine and Janice Somerville
Beginning to Use Data

Ask Questions and Analyze
 Avoid Snap Judgments
 Collect Data to Answer
Questions
 Set Goals Using Data
Staying on the
Cutting Edge
NYS Staff
Development Council
http://www.nyssdc.org
Further Information
http://dickjones.us
Or
http://www.natpd.com