Transcript Document

Richard DeLorenzo
reinventingschools.org
Scott, You’ve been watching too much TV.
“I hope those of you who turn out to be failures won’t blame us!”
Today’s Goals
• What are the components of a high
performing organization?
• Knowledge of best practices in
education systems (Chugach Story)
• Awareness of the RISC components
• Introduction to some cool tools and
processes
Affinity Chart
What are the characteristics
of high performing
organizations?
1.
2.
3.
4.
Individually brainstorm a list on sticky notes
As a group organize the sticky notes into like categories
Label each group (data, processes, etc.)
Share back with the rest of the group
Presenters Scoring Guide
Not So Good
Nice Job
Conversion
Experience
Consistent
yawning,two
or more
people are
sleeping at all
times and
people get up
to leave
during the
presentation
Attentive
audience,
active
listening
skills,good
participation,
some laughter
when
appropiate and
nice comments
are made
Audience on
the edge of
their seats,
conversion
experience for
a majority and
standing
ovation at the
conclusion of
the
presentation
The highest performance score card
Baldrige Criteria
(Core values and beliefs)
-Visionary leadership
-Learning-centered organization
-Organizational and personal learning
-Valuing faculty, staff, and partners
-Agility
-Focus on the future
-Managing by innovation
-Management by fact
-Social responsibility
-Focus on results
-Systems perspective
Baldrige Categories
(using clear process and being systemic in nature)
-Leadership
-Strategic Planning (annual, stretch, break
goals)
-Student, Stakeholder, and Market Focus
-Information Analysis
-Faculty and Staff Focus
-Process Management
-Organizational Performance Results
PDER Process
• Plan (students, staff, community and
business input)
• Do (design and delivery)
• Evaluate (results and analysis)
• Refine (needed changes)
What are the components of the
RISC Model?
• Shared Vision
• Leadership
• Standards-Based Design
• Continuous Improvement
What is the purpose of the
RISC Model?
•
•
•
•
•
To meet the individual needs of every child
Deploying best practices in a systematic way
Moving from a TIMED to PERFORMANCE system
Preparing students for the 21st century
Sustained positive trends in student and organizational
results
CRIS Process
Using the Self Assessment Tool
Score your organization in the 4
components
•
•
•
•
Clarify: the question or activity
Reflect: individually and proceed
Impact: on you and your system
Share: your thoughts within your
group
Begin the change process
with questions
• According to current research, how are our
students nationwide doing in the new global
economy?
• What will students need to know in the 21st
century?
• If needed, what and how do we change our
current system to meet the needs of all
students?
CRIS Process
•
•
•
•
Clarify: the question or activity
Reflect: individually and proceed
Impact: on you and your system
Share: your thoughts within your
group
How are our
students doing
nationally?
Our Educational Crisis
Houston Chronicle
Viewpoint
April 3, 2006
Think reform, reinvent and reinvest for academic success
“There is little debate that our education
system in Texas is broken. Our dropout
rate is more than 40%. The number is
even larger among our Latino and
African-American students. It is very
clear that something is very wrong with
public education.”
“Rising Above the
Gathering Storm”
WILLIAM J. BROAD
Published: October 13, 2005
• Last year, more than 600,000 engineers graduated from
institutions of higher education in China, compared to
350,000 in India and 70,000 in the United States.
• The cost of employing one chemist or engineer in the
United States is equal to about five chemists in China and
11 engineers in India.
National Governors Association/Achieve
Summit (February 26, 2005) Prepared Remarks
by Bill Gates, Co-chair
"When we looked at the millions of
students that our high schools are not
preparing for higher education—and we
looked at the damaging impact that has on
their lives—we came to a painful conclusion:
America’s high schools are obsolete."
Chugach Profile 1994
• REAA school district which covers 22,000
square miles
• Unemployment = 52.3%
• Poverty level = 75.7%
• 90% of our students could not read at grade
level
• One college graduate in 20 years
• 50% teacher attrition rate
“Gee, where to start? First of all my
mother is an alcoholic and drug user –
she’s been doing this as long as I can
remember. Now I find myself following in
her steps even though I know I don’t
need to, I continue to go along with it.”
Anchorage House Student
What skills do our
students need for
the 21st century?
Skills Desired by
Fortune 500 Companies
(In order of Importance)
•
•
•
•
Teamwork
Problem Solving
Interpersonal Skills
Oral
Communications
• Listening
• Personal/Career
Development
• Creative Thinking
•
•
•
•
Leadership
Goal Setting/Motivation
Writing
Organizational
Effectiveness
• Computation
• Reading
What is CSD’s Shared Vision and
what evidence can you find to
support we do things better?
•
•
•
•
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Individual needs of students
Personal / Social development
School to life transition
Technology
Basic skills
Accountability
RISC School Districts Level 5
Traditional System
World Class System
•Timed System
•Performance System 24/7
•Graded System
•A, B, and try again
•Step and Column Pay
•Performance Pay (35+ days
inservice training)
•Traditional Strategic
Plan driven by central
office
•Traditional Courses
•Textbook Driven
•Shared Vision with stretch
and break goals
•21st Standards, instruction,
assessments and reporting
•Standards Driven(Local,
State, National,and
International Standards)
How do we change
our system?
“Change Forces with a Vengeance”
New Horizons for System Change
Horizon #1
Horizon #2
Large-scale
improvement of
literacy and numeracy
that is not sustainable
System change that results
in unleashing energy,
commitment, resources and
learning on a very large
scale to accomplish things
never done before that is
sustainable.
Missing force:
moral purpose & passion
- Michael Fullan, 2003
Change Readiness
L
B
+
>
P
+
R
S
V
to =C
+
1st S
Change Readiness
Shared
Burning
Platform
+
Leadership +
Vision
(crisis/opportunity)
>
=
Resistance to Change
+ 1st Successes
Shared Vision
How did Highland Tech
High change their
system?
Leadership for Incremental
Change
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•
•
•
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Emphasize relationships
Establish strong lines of communication
Be an advocate for the school
Provide resources
Maintain visibility
Protect teachers from distractions
Create culture of collaboration
Look for and celebrate successes
Marzano 2006
Leadership for Second
Order Change
•
•
•
•
•
•
•
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Shake up the status quo
Expect some things to seem worse
Propose new ideas
Operate from strong beliefs
Tolerate ambiguity and dissent
Talk research and theory
Create explicit goals for change
Define success in terms of goals
Marzano 2006
Richard DeLorenzo
Managing Effective Change
Shared
Strategic
Leader +
Vision +
Plan
Shared
Strategic
+ Vision +
Plan
Leader +
Strategic
+
Plan
Shared
Leader +
Vision +
Shared
Strategic
Leader +
Vision +
Plan
Shared
Strategic
Leader +
Vision +
Plan
+
Right
People
+ Baldrige/CIM =
+
Right
People
+ Baldrige/CIM = Hour
+
Right
People
+ Baldrige/CIM = Ranger
+
Right
People
+ Baldrige/CIM =
Happy
Lone
Scarecrow
Alice in
+ Baldrige/CIM = Wonderland
+
+
Utopia
Right
People
+
=
Heisman
Winner
DeLorenzo’s Top Eight Excuses
to Guarantee No Change
•
•
•
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•
We tried that before
Our district is different
We don’t have the money
Our organization is too small or big
Micro management is our friend
If only you really understood our situation
It’s impossible with our bus schedule!
If only we didn’t have any students I think we
could change a few things!
Possible Models of
Implementing Standards
Approaches That Rely on
External Assessments
(Student must score proficient
on a region high-stakes assessment)
Advantages:
Disadvantages:
• Unchanged system
(e.g.course,
scheduling, and
record keeping)
• Parents are used to
this approach
• Limited to the core
subject areas
• Limited connection to
daily classroom
activities
• High anxiety at specific
grade levels
Approaches that use core courses
(State standards are embedded in specific, required courses)
Advantages:
Disadvantages:
• Easy transition into current • Does not accommodate
system
many standards
• Course grade indicate
• Does not lend itself to
student performance
• Easy to identify what
integration of multiple
standards are being
standards
addressed
• Specific needs of
students aren’t being
addressed
Approaches that rely on projects,
exhibitions, and portfolios
(Students must score proficient on performance tasks that
are connected to standards)
Advantages:
Disadvantages:
• Performance tasks are
concrete representations • Difficult to address all
standards through
of specific standards
projects
• Connected to daily
classroom activities
• Time needed for staff
• Variety of ways to
to create the projects
demonstrate standards
• Concerns about
validity and reliability
Approaches that redesign their systems to
meet the needs of each individual student
(Students progress through developmental levels at their rate to meet
specific standards this includes aligned standards, assessment,
instructional best practices, and reporting)
•
•
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Advantage:
Research strongly
supports this model
Meets the individual needs
of every student
Everyone knows the
expectation
Highly accountable/aligned
Support multiple ways to
reach standards
Disadvantage:
• Massive paradigm shift
for education
• Scheduling, reporting,
assessments and
resource allocation are
redesigned
• Advil, Mallox, and
Rogaine will be your best
friends
Effective
Instruction
Relevant
Standards
Multiple Assessments
Meaningful
Reporting
Technology
STANDARD:
Students will operate
technology based tools
to manage information,
solve problems, and
express ideas in a
responsible manner.
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KEY ELEMENTS:
Use a computer to enter and
retrieve information.
Use technological tools for
learning, communication, and
productivity.
Manage and maintain
technology tools.
Diagnose and solve common
technology problems.
Use technology to observe,
analyze, interpret, and draw
conclusions.
Examine the role of technology
in the workplace and explore
careers that require the use of
technology.
Use ethics when using software
and hardware.
Level I
• Introduction to the
keyboard as
students learn the
alphabet.
• Stamp or type
letters as
students learn the
alphabet.
• Use appropriate
software
independently
and
collaboratively to
support learning
across the
curriculum.
Level VII
• Strive for 30 WPM
speed and
accuracy goal on
keyboard.
• Publish a
document using
basic editing
software and skills
to revise.
• Create multimedia
projects using
increasingly
sophisticated
linking of ideas
and media.
• Locate specific
info on Internet
and log onto a
shared network
folder.
Level II
• Learn and use
the basic function
keys.
• Type in a short
story or
description and
save it.
• Create at least 1
page of several
classroom
multimedia
projects.
• Use appropriate
software
independently
and
collaboratively to
support learning
across the
curriculum.
Level VIII
• Proficient at 30
WPM speed and
accuracy.
• Explore uses of
technology in the
workplace and
examine careers
that require the
use of
technology.
• Demonstrate
ethical and legal
use of
technology.
• Diagnose and
solve common
technology
problems.
• Quickly locate
info on Internet
for use in class
projects.
• Use appropriate
software
Level III
• Begin to use
new keys and 2
handed typing.
• Type in larger
projects with
several
sentences and
begin editing.
• Create pages for
class multimedia
projects using
variety of media.
• Work with
teacher to locate
information on
the Internet.
• Use appropriate
software
Level IX
• Use appropriate
keyboarding skills
at all times.
• Publish a
document
incorporating
appropriate page
design and
formatting tools.
• Create a minimum
of 3 crosscurricular
multimedia
projects for public
presentation.
• Create a
spreadsheet that
allows student to
analyze
Level IV
• Develop
keyboarding skills
that are quicker
and as accurate
as handwriting.
• Create and
publish a product.
• Create simple
multimedia
projects which
contain hacked
ideas.
• Work with the
teacher to access
info on the
Internet.
• Use simple
programs to
record and graph
data.
Level X
• Use appropriate
keyboarding at
all times.
• Create a simple
WWW page
including at
least one
graphic, text,
and link to
another Internet
site.
• Access info from
various
databases for
class projects.
• Begin a
personal
electronic
portfolio for job
or university
placement.
Level V
• Strive for 25 WPM
speed and
accuracy goal on
keyboard.
• Publish a
document using
an accepted
format.
• Create multimedia
projects linking
key ideas through
variety of media.
• Use simple
spreadsheet to
solve problems.
• Navigate
independently
through Internet
to locate
resources.
Level XI
• Use appropriate
technology to
access info and
evaluate learning
in the academic
and vocational
areas of interest.
• Develop a
working
knowledge of
specific
technology for
interest areas
such as
programmable
calculators,
subject specific
software and
hardware,
CAD/CAM
Level VI
• Proficient at 25
WPM speed and
accuracy goal on
keyboard.
• Publish a
document that
uses info imported
from variety of
sources.
• Identify various
formats of writing.
• Create multimedia
projects containing
3 media
components
minimum.
• Navigate through.
Level XII
• Present personal
electronic
portfolio to public
while explaining
career and
schooling
options.
• Demonstrate
competency in
technological
area of interest
by instructing
younger students
in that area.
• Complete
personal
electronic
portfolio while
Student Performance
Snapshot
Standard Areas
1 Mathematics
2 Technology
3 Social Science
4 Reading
5 Writing
6 Cultural Awareness/Exp
7 Personal/Social/Health
8 Career Development
9 Service Learning
10 Science
1
2
3
4
5
6
7
8
9
10
11
12
High School Diploma
Chugach School District
Competencies 1 2 3 4 5 6 7 8 9 10 11 12
Reading
Writing
Communication
Personal Development
Social Development
Service Learning
Career Development
Cultural Heritage
Social Sciences
Science
Technology
Mathematics
KEY
Required
Proficiency
Level
Student’s
Level of
Performance
Today’s Goals
• What are the components of a high
performing organization?
• Knowledge of best practices in
education systems
• Awareness of the RISC components
• Introduction to some cool tools and
processes
CRIS
•
•
•
•
What was one “aha” and what
can you take with you to build a
better organization
Clarify: the question or topic
Reflect: individually
Impact: on you and your system
Share: your thoughts within your group
“Maybe it’s just me, but I can’t shake the feeling
we’re being used as pawns.”
“We begin our WASLs tomorrow.”
“This system provides a clear road map of
what students need to know and do in each
content area. Besides mastery of basic skills, the
needs of the whole child are considered
including character development, career
development, service learning, and technology.
All the skills we need to be successful in the 21st
century.”
Baldrige Acceptance Speech
By Nathaniel Moore
Chugach School District Student
QuickTime™ and a
Photo - JPEG decompressor
are needed to see this picture.
“Courage,
Passion and
Vision”
Nathaniel Moore
Acceptance Speech
2001 Baldrige Award
Celebration
Re-Inventing Schools Coalition
(RISC)
• Making Standards Work in the Classroom
by Bob marzano ASCD (November, 2006)
• 1,000 districts 1,000,000 kids
• Join us in Anchorage October 27-29, January, April and
June in Denver
• www.reinventingschools.org