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Hebrew proverb. Do not confine your children to your own learning, for they were born in another time. Dr. Richard D. Jones. International Center for Leadership in Education. Best Practices in High School Reform.
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Hebrew proverb Do not confine your children to your own learning, for they were born in another time.
Dr. Richard D. Jones International Center for Leadership in Education Best Practices in High School Reform
International Center for Leadership in Educationand Council of Chief State’s School Officers30 Exemplary High Schools
What does it feel like to be a Superintendent that proposes high school reform?
International Center for Leadership in Educationand Council of Chief State’s School Officers30 Exemplary High Schools
Characteristics • Personalized Learning • High Expectations • Data - Driven Decisions • 9th Grade Transition • Challenging 12th Grade • Rigorous and Relevant Curriculum • Effective Leadership • Relationships Driven by Guiding Principles • Sustained Professional Development
Characteristics • Personalized Learning • High Expectations • Data - Driven Decisions • 9th Grade Transition • Challenging 12th Grade • Rigorous and Relevant Curriculum • Effective Leadership • Relationships Driven by Guiding Principles • Sustained Professional Development
Personalized Learning • Multiple Pathways • Early Intervention • Disaggregation of Data • Small Learning Communities
Changes That Are Easier • Building Relationships • Identifying Student Needs • Articulation of Curriculum • Staff Collaboration • Creating Positive School Culture • Contextual Learning
Pitfalls • Lack of Specific Goals • Failure to Address Literacy • Unchanged Curriculum • Too Much Emphasis on Belonging • Ignoring Staff Concerns • Uninformed Student Assignment • Bad Timing • Focusing only on Teachers
Expectations • Expectations are Behaviors • Collaborative • High Levels of Support
Lexile Framework • Semantic Difficulty • Syntactic Complexity
Lexile Range Medical Academy
Lexile Range Visual Arts & Design Academy
9th & 12th Grades MS HS HE 9 12
Curriculum • Focused
Curriculum • Focused • Standards vs. Curriculum vs. Instruction
Curriculum • Focused • Standards vs. Curriculum vs. Instruction • Constantly raising Rigor and Relevance
Ask Me..... “How will I ever use what I’m learning today?”
Relevance My only skill is taking tests.
Assimilation of knowledge Thinking Continuum Acquisition of knowledge Thinking Continuum
Knowledge Taxonomy Knowledge Taxonomy 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
Knowledge Taxonomy Basic Nutrition 1 Label food by nutritional groups 2 Explain nutritional value of foods 3 Use nutrition guidelines in planning meals 4 Examine success in achieving nutrition goals 5 Develop personal nutrition goals 6 Appraise results of personal eating habits over time
Action Continuum Acquisition of knowledge Application of knowledge Action Continuum
Application Model 1 Knowledge in one discipline • Application within discipline • Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations
Application Model Basic Nutrition 1 Label food by nutrition groups 2 Rank foods by nutritional value 3 Make cost comparison of foods considering nutritional value 4 Develop nutritional plan for a health problem affected by food 5 Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters
6 5 4 3 2 1 Rigor/Relevance Framework Knowledge Application 1 2 3 4 5
Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5
Rigor/Relevance Framework 6 5 4 3 2 A 1 1 2 3 4 5