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Students Can’t Wait: Schools Must Turn Knowledge into Action to Raise Achievement and Graduation Rates

Students Can’t Wait: Schools Must Turn Knowledge into Action to Raise Achievement and Graduation Rates. Leading Change. Gene Bottoms gene.bottoms@sreb.org. Why the concern?. Too many unprepared students to: Succeed in high school and postsecondary studies Compete for a good job

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Students Can’t Wait: Schools Must Turn Knowledge into Action to Raise Achievement and Graduation Rates

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  1. Students Can’t Wait:Schools Must Turn Knowledge into Action to Raise Achievement and Graduation Rates Leading Change Gene Bottoms gene.bottoms@sreb.org

  2. Why the concern? • Too many unprepared students to: • Succeed in high school and postsecondary studies • Compete for a good job • Declining graduation rates • Rising workplace requirements • Shortage in science, technology, engineering and mathematics (STEM) Idaho 10-20-06

  3. Leading Change Eighth-Grade Students Algebra I ReadyNAEP 2005 - Idaho Source: NCES NAEP 2005. Idaho 10-20-06

  4. Leading Change Preparing all groups of students for challenging high school work requires teaching all students the same curriculum taught to the best students and to the same high standards. It requires the courage to lead to turn knowledge into action and teach everyone an accelerated curriculum. Idaho 10-20-06

  5. Leading Change On Freshmen Requiring Remedial Courses – 2000 Idaho 10-20-06

  6. Leading Change ACT Achievement - Idaho Source: ACT, Inc. 1996; 2006. Idaho 10-20-06

  7. Leading Change Achievement Gains (ACT) Source: ACT, Inc. 1996; 2006. Idaho 10-20-06

  8. Leading Change College and Career Readiness Percent of Seniors Meeting ACT College-readiness Benchmarks (2006) Source: ACT, Inc. 2006 Idaho 10-20-06

  9. Leading Change High School Graduation Rates Source: National Center for Education Statistics (NCES 2006-606). Idaho 10-20-06

  10. Leading Change Income Differences between High School Graduate and a Dropout – $260,000 Lifetime • For 2004 dropouts, this converts to a national lost lifetime earnings of $325 billion • For Idaho $1 billion • For Washington $8 billion Source: Rouse, Cecilia. Social Costs of Inadequate Education, 2005. Idaho 10-20-06

  11. Leading Change The barriers to turning knowledge into changed school practices are not outside the school. They are inside it. We are too wedded to old practices and beliefs suited for another time. Today, they are like a millstone around our neck holding students back. How long will poor and minority students have to wait, before we lead to shed our old beliefs and practices? Idaho 10-20-06

  12. Leading Change • Name one characteristic of high schools and middle grades schools that are both raising reading, mathematics and science achievement and completion rates. Idaho 10-20-06

  13. Leading Change Improving Achievement and Completion Rates 1. Rigorous Curriculum with a Focus • College-preparatory core for all • Academic or career focus beyond the core • Focus is on mastery of subject matter not state test • Use common end-of-grading period exams in grades 9 and 10 Idaho 10-20-06

  14. Leading Change Improving Achievement and Completion Rates 2. Relevant and Meaningful Learning Experiences for Students • Access to high-quality career/technical studies • Use academic skills to complete real tasks • Theme-based and career-focused small learning communities • Postsecondary-like in quality • Early access for at-risk students Idaho 10-20-06

  15. Leading Change To turn knowledge into practice, the message is clear. If school leaders and teachers do not lead to develop a plan for enrolling more students in challenging academic courses in high school and in middle grades, it will not happen. Idaho 10-20-06

  16. Leading Change School and teacher leaders who lead to act on research evidence that many students learn best through challenging, real-world assignments create career/technical courses that become places where students use academic skills to address adult-like problems, projects and tasks. Idaho 10-20-06

  17. Leading Change Getting Students to Basic and Above and to Proficient and Above Levels in Mathematics Source: 2006 HSTW Assessment Improvement of Instruction Idaho 10-20-06

  18. Leading Change • What can a state do to support schools to have more students complete an upgraded college-preparatory academic core and either more academics or a career focus or both ? Idaho 10-20-06

  19. Leading Change The Essential Core • 4 Years English • 4 Years Math • 3 Years Science • 3 Years Social Studies • Algebra I • Geometry • Algebra II • One course beyond Idaho 10-20-06

  20. Leading Change Beyond the Essential Core • More academic courses • Career Pathway Idaho 10-20-06

  21. Leading Change The Essential Core Requiring Four Years of Mathematics leads to gains on the SAT, 1996 to 2005 CompositeMath Georgia 32 19 North Carolina 34 25 South Carolina 39 25 Virginia 27 18 Idaho 10-20-06

  22. Leading Change Eliminating the “General” Track Beyond the Essential Core Five SREB states • eliminated the “general track” in the mid-1990’s and • made the greatest gains on ACT and SAT from 1996 to 2005. GA, NC, SC, TN, WV Idaho 10-20-06

  23. Leading Change One State Proposed Accountability Plan for High Schools Idaho 10-20-06

  24. Leading Change Improving Achievement and Completion Rates 3. High Classroom Expectations – Rigorous • Teachers define A and B work • Students redo work until it meets standards • Teacher assignments, students’ work and classroom assessment aligned to college- and career-readiness standards • Frequent assessment and feedback Idaho 10-20-06

  25. Leading Change Students’ behavior and attitude toward school changes when school leaders agree to do whatever it takes to get students to grade-level standards, prepared for challenging high school studies and for postsecondary studies and careers. Achievement goes up, graduation rates increase and students become more engaged when leaders lead to set higher expectations and support students to meet them. Idaho 10-20-06

  26. Leading Change Improving Achievement and Completion Rates 4. Relevant – Teachers use engaging instructional strategies • Reading and writing for learning in all classes • Use real-world problems and materials • Cooperative learning • Stress study skills and other habits • Integrate technology into instruction • Research-based independent study Idaho 10-20-06

  27. Leading Change School and teacher leaders who turn knowledge into action confront rather than ignore negative data. For example, they act when 50 percent of students say they are enrolled in classes where they seldom have to read or write for learning. They lead to engage the faculty in developing a school-wide literacy plan and they support teachers in learning classroom strategies to engage students in reading and writing activities that enhance achievement in all classes. Idaho 10-20-06

  28. Leading Change Students’ interest and achievement in mathematics and science increases when blending with applied technology studies. Effective schools lead to act on this knowledge and support their teachers with training and time to plan blended standards-based instructional lessons. Idaho 10-20-06

  29. Leading Change • How can states support schools to improve quality of instruction. Idaho 10-20-06

  30. Leading Change State Actions: ImprovingAchievement and Completion Rates • Create a state leadership academy • Align curriculum and instruction to college- and career-readiness standards • Improve literacy and numeracy instruction • Support schools to improve quality of instruction SouthernRegionalEducationBoard Idaho 10-20-06

  31. Leading Change Improving Achievement and Completion Rates 5. Relationship/Support: Extra Help • Every student counts • Full-court press to get students to meet standards • Required extra time support • Extra help that motivates students • A system for grade and credit recovery Idaho 10-20-06

  32. Leading Change Teachers who invest in extra help believe their students are worth the effort. Having a teacher as a mentor and coach increases a student’s desire to work hard, perform at a higher level and understand the value of a middle grades and high school education. How can the state support schools to meet course standards? Idaho 10-20-06

  33. Leading Change State Actions:Improve Achievement and Completion Rates • Support schools to develop an extra-help system when students fail courses or grades • Extended day, week, year • Special tutoring • Credit recovery classes • Reteach strategies Idaho 10-20-06

  34. Leading Change Improving Achievement and Completion Rates 6. Relationship: Guidance and Advisement • Every student connected to an adult • Intrusive advisement and support • Engage parents in planning students’ program of study • Every student has a goal and a plan • Frequent contact between student and advisor Idaho 10-20-06

  35. Leading Change We know that students who are not connected to an adult, who do not have a goal beyond high school and who are not in some extra curricular activity are less likely to finish high school. We know that school becomes meaningful for students when they set a goal and follow a plan to achieve their goal. Leaders lead in taking action to link every student to an adult, to help every student form goals with parent involvement and connect students to some activity and group beyond the classroom. Idaho 10-20-06

  36. Leading Change • How can states support schools to help every student have an adult mentor? Idaho 10-20-06

  37. Leading Change State Actions: Improving Achievement and Completion Rates • Strengthen guidance and advisement system that connects every student to an adult mentor. • Support STEM summer camps • Create teachers as advisor program • Engage parents in educational and career planning for their child • Students have a plan of study Idaho 10-20-06

  38. Leading Change Improving Achievement and Completion Rates 7. Relationship/Support: Middle Grades/High School Transition • Align middle grades curriculum to high school readiness standards • Intensive summer experiences for unprepared students • Double-dose/mastery strategy in grade nine Idaho 10-20-06

  39. Leading Change Improving Achievement and Completion Rates 7. Relationship/Support: Middle Grades/High School Transition • Lower student/teacher ratio in grade nine with best teachers as leaders • Reduce failure rates in grade nine • Career and education exploratory opportunities Idaho 10-20-06

  40. Leading Change Middle grades and high school leaders do not ignore the negative numbers showing many students leaving the middle grades unprepared for high school. They do not participate in the “blame game.” They lead by looking for ways to benchmark the middle grades curriculum to high school readiness standards, to ramp up the ninth grade and to build a supportive relationship with students to help them meet rising high school expectations. Idaho 10-20-06

  41. Leading Change Improving Achievement and Completion Rates 8. Transition: Senior to Postsecondary and Career • Make full use of the senior year • Graduate students who make it to the senior year • Jump start for college for those meeting college-readiness standards • Ready start for unprepared students planning to attend college • Job start for those not planning to attend Idaho 10-20-06

  42. Leading Change • What actions can states take to improve transitions – middle grades to high school; high school to postsecondary and careers? Idaho 10-20-06

  43. Leading Change State Actions: Improving Transition • Focus attention on middle grades to ninth-grade transition. • Align middle grades curriculum to high school readiness standards. • Identify at-risk students and provide extra instruction. • Orient students and parents to demands of high school. • Leave grade eight at least ready for Algebra I Idaho 10-20-06

  44. Leading Change State Actions: Improving Transition • Focus attention on ninth grade. • Create improvement plans for ninth to 10th grade promotion. • Introduce at-risk students to career and technical studies. • Balance student-teacher ratio in grade nine with ratios in other grades • Establish schedule that allows more time for critical subjects. Idaho 10-20-06

  45. Leading Change Focus Attention on Ninth Grade • Make greater use of well-planned summer instructional programs • Assigning the most experienced teachers to lead the ninth grade teams • Reduce failure and get students to standards. Idaho 10-20-06

  46. Leading Change State Actions: Improve High School to Postsecondary and Career Transition • Strengthen the senior year. • Encourage qualified students to earn college credit • Enroll students not planning to attend college in a program leading to a recognized employer certificate • Ask schools to mount a “Save the Seniors” campaign Idaho 10-20-06

  47. Leading Change State Actions: Improve High School to Postsecondary and Career Transition • Require a fourth year of mathematics • Inform all junior students and their parents about their readiness for college and career • Develop special senior courses in English/reading and mathematics aimed at getting students ready for the next step • Train teachers to teach these special senior courses Idaho 10-20-06

  48. Leading Change Improving Achievement and Completion Rates 9. School Leadership: Focus on Continuous Improvement • Shared leadership • Goals and priorities are clear • Maintain a demanding but supportive environment • Constantly searching for new ideas • Use data to guide changes in practices • Leadership involved in looking at student work Idaho 10-20-06

  49. Leading Change Courage is needed by school and teacher leaders to lead to turn knowledge into action and to lead to implement well what we know works. Effective leaders know how to water the flowers and not the rocks in their garden. Idaho 10-20-06

  50. Leading Change Improving Achievement and Completion Rates 10. District Leadership: Supportive of Schools’ Efforts • Recognize areas of poor performance and create a vision for change • Align resources to an improvement agenda • Create a system-wide approach to instructional achievement Idaho 10-20-06

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