Transforming Schools for Bright Futures

1. Transforming Schools for Bright Futures Lessons Learned from two Communities� Work to Save Kids by Transforming their High Schools Al Rogers, Ed. D., Great Schools Workshop June, 2006 Presenting at Stanford University�s Central Office Institute

2. Urban Education in Sacramento 1999 - Urban Setting: Ethnic and Socioeconomic Diversity 5 comprehensive high schools ranging from 1500 � 3000 students 13,000 students system-wide; 600 teachers 27% Asian, 23% Caucasian, 24% Hispanic, 21% African American 23% English Language Learners

3. A Crisis in Our Own Backyard Crisis Less than 1/3 able to attend college Majority are not proficient in English language arts and math Average 9th grader in the District obtained more than three �D�s� and �F�s� during the first two semesters of high school Poor attendance and violence was common

4. The Road to Change Starts witha Community�s Vision Blue Ribbon Committee (1999 � 2000) 2000 Report Carnegie Corporation of New York � Planning Grant Making the Case for Change Community Engagement Common Vision Graduate ready for work, university-level study, and citizenship

5. Roadmap to Transformation Reform research and best practices New York: Julia Richman Education Complex Boston: Pilot Schools Philadelphia: Superintendent David Hornbeck New York; Chicago: Small Schools Small learning environments, big results Engine of our transformation Relevance in a small setting Higher attendance Fewer discipline problems Increased GPA Less likely to drop out

6. Partners in the Work: Part of the Transformation Partners in the fight Linking Education and Economic Development (LEED) Carnegie Corporation of NY Bill and Melinda Gates Foundation Facilities Bond Federal SLC Grants Charter School Planning and Implementation Grants

7. Portfolio of Opportunity Equity and Excellence One vision Schools have to adapt to the unique needs of the communities served

8. E-21 Students First 7 Essential Principles Small, caring and personalized learning communities Student-centered system Student pathways to the work of career, college, and citizenship Rigorous, relevant, student-driven teaching and learning Culture of continuous learning Collective responsibility School-home-community alliances

9. Two Paths to Big Success Small Learning Communities (SLCs) 6 Comprehensive high schools 36 Themed SLCs Small Schools 5 free-standing, small, charter high schools 1 free-standing, small high school (non-charter) 2 alternative, small high schools (non-charter) 5 small schools-within-a-school (independent charter)

10. Structures of Change Operations Team School Design Team Community Based Organization/Advocacy Principals Learning Network Small Schools Network Teacher Leaders Network Instructional Cadre Youth Congress Parent/Community Liaison

11. Major Lessons Learned in Sacramento Process Start with the vision for a high school graduate that everyone must own �make the case for change No incremental change Cannot live in two worlds Transformation, not Reform Everyone has to own this On-going community engagement Over-communicate if possible; remind people of the ends sought; refer to the map as you traverse the �chasm of fear.�

12. Results in Stockton: SUSD�s Strategic Approach for Sustainable Results There are at least three strategies to permanent transformation: Small Learning Communities Professional Development: Teacher Competencies Community Support Network Alignment with existing transformative initiatives Adoption of proven models as part of the portfolio New high schools; new results beginning September, 2007

13. Results in Stockton: Initial Steps Alignment Why Change? What is our vision of a High School graduate? (What should a graduate of SUSD know and be able to do?) Shared ownership amongst stakeholders: Feasibility Studies Students Teachers Parents Administrators Community

14. Results in Stockton: Organize for Success Stakeholder groups have organized into structures that allow for coordinated responses to these dilemmas and to literally create and disseminate new learning about how to more effectively support SUSD high school student achievement. Design Team Strategic Implementation Teams Teacher Leaders� Network Youth Congress Advisory Team Communications Others�

15. Results in Stockton: Collective Inquiry, Learning, Planning, and Action Inquiry, learn, plan, act: Teaching and Learning Staffing Facilities Scheduling Governance Budget Relationships/Personalization

16. Results in Stockton: SUSD has been busy� Three 2-day study tours with innovative high schools in Sacramento Two Site discussion and learning forums Six District Design Team sessions Five School Design Team sessions Four Executive Operation Team sessions Eleven Focus group interviews Eight Youth Congress/Site Senate sessions One Parent/Community meeting 1 Community Based Organization presentation

17. Results in Stockton: Learning is about asking questions and making connections� 394 teacher contacts 44 administrator contacts 173 student contacts 11 parents 18 central office staff or administrators 85 parent/community members

18. Making the case for change (some of what�s been learned) Adults have low opinions and belief systems about their students. Adults have developed complacency in the face of profound student needs. Adults are disconnected from the students they serve. Teachers anticipate profound opportunity for improvement with the use of small learning communities, increased autonomy and accountability. Teachers distrust central office practices and belief systems. Little to no evidence of a strong culture oriented toward defining and refining best practices of teaching and learning. Students perceive small, specialized district programs as being far better than the regular programs. Adults blame students� culture and home environment for failures at school rather than utilizing culture-based practices as resources for success. Students� aspirations for learning and achievement are higher than those the adults hold for them (though the students may have some misinformation guiding their plans i.e., aspirations that are misaligned with their achievement patterns and study habits). There is a marked absence of community voice and presence in the high schools

19. Key Design Components of an SUSD Small Learning Community (SLC) for Grades 7 - 12