I.R.I.S.E. Training

1. I.R.I.S.E. Training “Accelerating the Achievement of African American Males” ABLUEPRINT FOR ACTION Implementation Model National Council on Educating Black Children New Orleans - April, 2014

2. IRISE Students @ Dictionary Roll Call

3. PREDICATES “We can, whenever and wherever we choose, teach all children whose schooling is of interest to us. We already know more than we need in order to do this. Whether we do it or not, finally depends on how we feel about the fact that we haven’t so far.” Dr. Ron Edmonds

4. “Black Children are the proxy for what ails American children in general. And so, as we fashion solutions to help Black children, we fashion solutions to help all children.” Augustus F. Hawkins, Author of the Elementary and Secondary Education Act, Title I

5. IRISE Goals • To provide competent professional development • To elevate and accelerate student achievement • To foster outstanding community support

6. Literacy is our goal. Mastery is our method. We only “infuse” one thing: “Responsibility” We only expect one outcome: EXCELLENCE.

7. ORGANIZATION • Design Team • Implementation Team • Stakeholder Team

8. Three Key Strategies • Rigorous & Relevant Curriculum • Engaging Learning Environment • High Quality Relationships

9. Three Dimensions • LANGUAGE ACQUISITION • MATHEMATICS FLUENCY • CULTURAL AWARENESS

10. KEY PERFORMANCE METRICS • Individual and school-wide gains in standard test scores • Improved attendance • Reduced disciplinary referrals • Improved performance (GPA)

11. SUPPORTING RESEARCH • Effective Schools • Opportunity to Learn • Black Board Configuration (BBC) • Achievement Motivation • Language Acquisition • Effective Teaching / Best Practice

12. IRISE Assumptions 1. Schools have the best opportunity and a social obligation to mediate learning and development, particularly regarding mathematics and language literacy.

13. IRISE Assumptions 2. “Effective Schools” research is a powerful intervention, particularly when implemented by people who understand thoroughly the cultural dynamics of the children they are serving and the children with the greatest needs.

14. IRISE Assumptions 3. Every teacher wants to see their students succeed, but simply may not always know how to accomplish it.

15. IRISE Assumptions 4. “We can, whenever and wherever we choose, teach all children whose schooling is of interest to us. We already know more than we need in order to do this. Whether we do it or not, finally depends on how we feel about the fact that we haven’t so far.” Dr. Ron Edmonds

16. IRISE Assumptions • 5. We are savvy enough to design curriculum, build environments, and heighten the quality of relationships between the teacher and the student, between the teachers and the principals, and between home and school – to effectively educate children and garner support from the “stakeholders” in the school community.

17. Goal Attainment Strategies • A. Establish profile and data baseline for each child and family • B. Establish and maintain database of community organizations and agencies • C. Bring the school community together for the purpose of clarifying and interfacing responsibilities through “exchange forums.”

18. Goal Attainment Strategies • D. Measure the schools progress and general health against criteria such as: • A clear, visible and shared mission • High expectations for student performance • Curriculum focused on core subjects with culturally relevant pedagogy • Safe and orderly climate • Instructional leadership from principal • Frequent monitoring of student progress and performance • Meaningful engagement of parents & families

19. Goal Attainment Strategies Deliberate and appropriate praise and encouragement of student achievement. Blended phonetic and whole language approach to language mastery Library in every classroom and school and public library use by every student Arts education Emphasis on applied mathematics

20. Goal Attainment Strategies Tutoring, mentoring, and study groups Reading aloud Providing parents and families skills in academic support Regular and effective communication with families Feedback Innovations and Formative Evaluation

21. Goal Attainment Strategies P. Daily warm-up exercises in academic classes • Review of “test-taking” strategies • Individual and group goal setting • Journal writing • Letter writing • Visits to off-campus learning sites • Read and compare maps

22. Goal Attainment Strategies P. Daily warm-up exercises in academic classes • Review of “test-taking” strategies • Individual and group goal setting • Journal writing • Letter writing • Visits to off-campus learning sites • Read and compare maps

23. Goal Attainment Strategies Read and compare daily and weekly local, regional and national newspapers Emphasize “systems” i.e. plants, animal, human, mechanical, analog, digital, etc. Study and dramatize historic events Photo-document goal attainment strategies

24. PRIORITIES FOR PROFESSIONAL DEVELOPMENT • IRISE classroom teachers are convened on-site at regular intervals to review, share, and build pedagogy. • Teachers visit other classrooms, and substitute teachers are provided to support common planning. • Community, business, and other stakeholders visit classrooms.

25. PRIORITIES FOR PROFESSIONAL DEVELOPMENT • Key and contemporary research articles are required reading. • Teachers are acquainted with standards and discuss the range of options to meet standards. • A range of test-taking preparation options are provided to teaching staff. • Decisions are informed by relevant data.

26. Classroom Management and Student Achievement Protocols • The Protocols Achievement Model and Classroom Management System is a simple “values-centered” student responsibility model that attempts to enhance the teachers’ effectiveness by providing better “tools” to do the job; and accelerate student achievement by helping students better understand their roles as learners and their opportunities as citizens.

27. Classroom Management and Student Achievement Protocols The “Protocols” Achievement Model and Classroom Management System has several components that enable teachers to reduce the amount of time that, too often, must be devoted to “managing and disciplining” students. This is lost instructional time.

28. Classroom Management and Student Achievement Protocols • THE “VIRTUES” PROTOCOL • THE CALL AND RESPONSE PROTOCOL • THE HANDSHAKE PROTOCOL • THE 30-DAY CALL PROTOCOL

29. Classroom Management and Student Achievement Protocols • THE DICTIONARY PROTOCOL • THE STAND AND SPEAK PROTOCOL • THE “BLACKBOARD CONFIGURATION” PROTOCOL

30. Classroom Management and Student Achievement Protocols • THE NOTE-MAKING PROTOCOL • THE AFFIRMATION PROTOCOL • THE LETTER-WRITING PROTOCOL • THE BULLETIN BOARD PROTOCOL

31. Classroom Management and Student Achievement Protocols • THE LIBRARY USE PROTOCOL • THE CLASSROOM DOOR PROTOCOL • THE STUDY GROUP AND SCHOLARSHIP PROTOCOL

32. Effective Instruction Characteristics TEACHER-DIRECTED INSTRUCTION • Teacher led learning activities • Asking questions • Calling on specific students versus volunteers

33. Effective Instruction Characteristics • Demonstration – Practice – Feedback • Model the lesson • Supervise first efforts • Give specific, immediate, abundant… … feedback.

34. Cure for the Common Classroom References • A Blueprint for Action, NCEBC.org • Family Life and School Achievement by Reginald Clark • Other People’s Children by Lisa Delpit • The Measure of Our Success by Marian Wright Edelman • The Black Man’s Guide to Parenting by C.F. Gipson • Empowering African American Males to Succeed by Mychal Wynn

35. Cure for the Common Classroom THANK YOU. Other presentations:

36. Cure for the Common Classroom • The Protocols… an achievement motivation strategy that incorporates rigorous and relevant curriculum, engaging learning environment, and high quality relationships between teachers and students, students and school, and school and home. These three, converge to reduce classroom management issues significantly and yield higher achievement

37. Cure for the Common Classroom • Accelerating Student Achievement in Special Education… introduces “Instrumental Enrichment” as a demonstration of cognitive modifiablility in students labeled “special ed.” The “Organization of Dots” and “Orientation in Space” are but two “instruments” that enable students to reduce impulsive behavior, focus, analyse, and seek solutions to challenging non-verbal problems… using formal strategies. Mathematics concepts and reading vocabulary go “through the roof.”

38. Cure for the Common Classroom • Accelerated Achievement: Writing through Arts Education…is a short course in exploring visual art – painting, sculpture, architecture, photography, collage, etc. – as a vehicle to improve writing. Students write about their legitimate responses to the work of great artists in varying styles, tempos, lexicon, and forms against state writing standards. Additional frequency will generate commensurate new and improved writing skills.

39. Cure for the Common Classroom • School Improvement through “Effective Schools” Research… draws on several sources of solid and recent research to detail the features and the benefits of the “Correlates” of Effective Schools. Leadership, rigor, climate, frequency, and cultural agency chart a course toward “Expectations” as the most powerful variable in the equation of improving achievement and ultimately schools.

40. Thank you, again. • Michael Chappie Grice • 6330 N.E. Cesar Chavez Blvd. • Portland, Oregon 97211 • Phone: 415.722.4348 • Fax: 503.288.5976 • E-mail: mcg@nothingbutquality.com • Web: www.wafi.org