Proficient Child, Whole Child

1. Proficient Child, Whole Child Oregon Proficiency Conference “It’s About Time” April 30, 2012

2. PBTL Cornerstone “It works on the base expectation that all students - given the right learning environment – can achieve the high standards of proficiency required for work citizenship and life.” BEC, Proficiency-Based Teaching and Learning: An Overview

3. Barriers to All We must have the courage to seek solutions rather than place blame

4. Clarity for ALL Students

5. Closing the Clarity Gaps Alignment between what we say we value and what we actually practice What do we measure? What do we celebrate? What do we confront?

6. What We Know, What We Believe and What We Practice “…If decisions about education policy and practice started by asking what works for the child, how would resources – time, space and human – be arrayed to ensure each child’s success? If the student were truly at the center of the system, what could we achieve?”From ASCD’s The Whole Child Compact

7. Student Voice • Where there’s smoke….. • Better late than…. • Two’s company… • Don’t bite the hand that…. • A penny saved…. • No news is…. • A miss is a good as… • Kid’s should be seen…

8. CLARITY OF PURPOSE “It works on the base expectation that all students - given the right learning environment – can achieve the high standards of proficiency required for work citizenship and life.”

9. Are We Clear? A vision that is not consistent with values by which people live continuously will fail to inspire and often will foster cynicism. (Senge, 1990). Miles (1987, cited in Fullan, 1991)

10. Our Fundamental Purpose TO ENSURE HIGH LEVELS OF LEARNING FOR ALL STUDENTS. ALL. EACH. EVERY. PERIOD.

11. What Does “All” Really Mean? ALL

12. What is Success? “Our current definition of success is too narrow. It is time to put students first, align resources to students’ multiple needs, and advocate for a more balanced approach.”From ASCD’s Making the Case for Educating the Whole Child

13. So What do we REALLY believe? All Kids are Capable of Success… No Exceptions?

14. The Proficient Child, The Whole Child • SAFE • HEALTHY • CARED FOR AND SUPPORTED • ENGAGED AND CONNECTED • CHALLENGED • HOPEFUL

15. Proficiency and Basic Needs

16. Assets and Proficiency The asset concept is simple and based on common sense: young people need positive external supports and internal strengths in order to succeed in life. And, most important, they need people to help nurture these assets. And EVERYONE can be an “Asset Builder.”

17. Health and Proficiency • Health and education are linked • Every health risk can affect academic success • Interventions can narrow disparities • Health interventions can improve learning and health Research Review: School-based Health Interventions and Academic Achievement Julia Dilley, 2009

18. The Hopeful, Proficient Child • Children who succeed do so when they have people in their lives who believe they can succeed. • Children who succeed have meaningful relationships with caring adults. • Children who succeed are nurtured by a culture that is focused on success and strengths. • Children who succeed have “Treasure Hunters” in their lives who have and hold them to high expectations

19. A Pledge of Hope I am a Kid at Hope. I am talented, smart & capable of success. I have dreams for the future and I will climb to reach those goals & dreams everyday. All Children are Capable of Success, No Exceptions!

21. Why Hope? “…research has shown that hope, engagement and wellbeing are positioned as actionable targets and indicators for future success…” Dr. Shane Lopez, Conclusions from the 2009 Student Gallup Poll

22. Why Hope? “Hope drives attendance, credits earned, and academic performance of high school students.” Students with hope are: • Engaged, highly involved and enthusiastic about school • Arrive at school prepared and eager to learn • Promote excitement about learning in those around them

23. I am scared I am sad I am pinned I am lost I am motionless I am forgot I am unhappy I am stuck I am trapped I am hopeless I am a nobody. -Morgan, 5th Grade

24. Failure is NOT a Choice Absolute Fact: Not a single child CHOSE to be hungry, to be sick, to be in foster care, to not have a Dad, to have a disability, to move multiple times, to be homeless, to be hopeless….

25. “Kids should be seen….. and not be invisible.”

26. CLARITY OF PEOPLE “It works on the base expectation that all students - given the right learning environment – can achieve on the high standards of proficiency required for work citizenship and life.”

27. - given the right learning environment -

28. The Treasure Hunter Pledge As an adult and a Treasure Hunter I am committed to search for all the talents, skills and intelligence that exists in all children and youth. I believe all children are capable of success, No Exceptions!

29. Treasures, Locks and Keys It’s not about finding the treasure…it’s about opening it… CURIOSITY UNCONDITIONAL LOVE TRUSTING HAPPINESS DEPENDENCE AFFECTIONATE EXPRESSIVE DREAMS POTENTIAL HOPE

30. UNCERTAINTLY FEAR DISTRUST ANGER LONLINESS HUNGER PAIN GUILT BLAME BULLIED NO OPPORTUNITIES HOPELESSNESS Locks reflect not what was done FOR our kids… They symbolize what has been done TO them

31. The Keys to “I Can” I Believe in Me…Because YOU first Believed in Me!

32. The Thing about Keys…..

33. Treasure Hunter?

35. Treasure Hunter!

36. CLARITY OF PRACTICE “It works on the base expectation that all students - given the right learning environment – can achieve on the high standards of proficiency required for work citizenship and life.”

37. Systems of Practice for ALL THE Four Critical Questions What do we want kids to know (what can they not afford to know) How do we know if they do What do we do if they don’t What do we do if they do

38. Collaboration is Key “A PLC is composed of collaborative teams whose members work interdependently to achieve common goals linked to the purpose of learning for all.” (R. DuFour; 2006) Instead, if students are to show measurable and sustained improvement, schools must also foster what sociologists label “social capital”—the patterns of interactions among teachers. - Carrie R. Leana, School Reform – The Missing Link

39. Practicing Together “The relationship among the adults in the schoolhouse has more impact on the quality and the character of the schoolhouse – and on the accomplishments of youngsters – than any other factor.” – Barth, 2001

40. Collective Impact Further, when the relationships among teachers in a school are characterized by high trust and frequent interaction—that is, when social capital is strong—student achievement scores improve. -Carrie R. Leana, School Reform – The Missing Link

41. Interdependence vs. Independence “Your address should not determine your achievement”

42. Straight A’s • AND • ALL • ALIGNED

43. “AND” & “ALL” Student AND Adult Centered Compliant AND Compelling Visionary AND Urgent Proficient AND Whole Beliefs AND Data Art AND Science Curriculum AND Culture ALL Kids are Capable of Success – Without Exception! Ensuring High Levels of Learning for ALL Students Success for ALL Takes Us ALL

44. Aligning Purpose and Practice “In these improved districts, their change efforts were system-wide rather than program based. Consequently, the efforts superceded specific programs, departments, or operations.” -“Characteristics of Improved School Districts: Themes from Research” Shannon, Bylsma

45. Question 3, Part II What do we do if they don’t? We Must First Answer – Why Don’t They? Why are they not proficient, Why are they not WHOLE? What happens if they don’t?

47. The Whole Child Challenge School systems are not responsible for meeting every need of their students. But when the need directly affects learning, the school must meet the challenge. Quoted in ASCD’s Whole Child Compact

48. The Power of “I Can” “I know what is expected of me and I know what I have to do to get there.” - From Praise for Proficiency, by Tim Buckley

49. I Can!

50. Clarity with Conviction “Failure is not an option.”