Chugach Profile

1. Chugach Profile • Covers 22,000 square miles • High Unemployment = 52.3% • High Poverty level = 75.7% • 50% minority • 214 students • 30 teachers • Must fly to all but one school

2. The answers prior to 1994 • 90% of our students could not read at grade level as measured by the Woodcock Reading Test • Our students scored in the bottom quartile in reading, language and math on California Achievement Tests • Only one student had ever graduated from college • No integration of 21st Century skills(SCANS)

3. Obstacles to High Achievement 1994 • Dysfunctional Family/Community • Student Apathy • Lack of Meaningful Curriculum • Specific Needs of Students • Funding • No Site Plan • Poor Professional Development • Teacher Burnout • Poor Teacher Housing

4. Who are your customers and stakeholders?Take 2 minutes

5. Comprehensive Shared Vision School Community Business

6. Similar goals identified by stakeholders • Individual needs of students • Personal / Social development • School to life transition • Technology • Basic skills • Accountability

7. Name the top 4 skills that fortune 500 companies want in their employees

8. Leadership Goal Setting Writing Organizational Effectiveness Computation Reading Teamwork Problem Solving Interpersonal Skills Oral Communications Listening Personal/Career Development Creative Thinking Skills Desired by Fortune 500 Companies(In order of Importance)

9. Where do we see our students in the future? • Vocational program • Post secondary school • Service Learning Occupation • Full Time Employment • Entrepreneurial endeavor

10. Stakeholders Values and Beliefs (Please Listen Closely as I Read)

11. Content or Standard Areas READING WRITING MATHEMATICS PERSONAL DEVELOPMENT SOCIAL DEVELOPMENT SERVICE LEARNING CAREER DEVELOPMENT CULTURAL AWARENESS AND EXPRESSION SOCIAL SCIENCES TECHNOLOGY DEVELOPMENT SCIENCE

12. CRIS Model • Clarify: the question or topic • Reflect: individually • Impact: on you and your system • Share: your thoughts within your group

13. Assessments • Multi-type Assessments; • Skills-Based • Self Assessment • Analytical • Contextual • Aligned to standards in all levels • Must be perceived as reliable!

14. Major Shift in Staff Development • 30 days of staff development annually • Staff identify the training needs • Include stakeholders in the training • Change continuum • Teachers are often the trainers • Focus is on student performance

15. CRIS Model • Clarify: the question or topic • Reflect: individually • Impact: on you and your system • Share: your thoughts within your group

16. School to Life Transition • Integrated into our standards, performance levels and assessments • Anchorage House supports the vision of preparing students for their future • Five phases from 3 days to 3 months • 24/7 instruction • Personal, Social, Career and Service Learning Standards • Field trips, job shadowing, internships and full time employment that support the five outcomes

17. “Search“ Phase 1 • One week in duration • Personal/Social Development Skills • Career Development Skills • Service Learning Skills • Urban Survival Skills

18. “Earn to Return” Phase 2 • One month in duration • Personal/Social Development • Career/Service Learning Development • Life Skills • Job shadowing and Career Exploration

19. Credits vs Performance • Credits - Time is the constant and learning is the variable. • Performance - Learning is the constant and time is the variable.

20. State Waiver Move from Carnegie Units (Credits) To Performance Standards

21. CRIS Model • Clarify: the question or topic • Reflect: individually • Impact: on you and your system • Share: your thoughts within your group

22. Student Focus/Individual Needs • Developmental Report Card (DRC) • Individual Learning Plans (ILP) • Student Learning Profile (SLP) • Chugach Instructional Model (CIM) • School to Life Transition Program (AH) • Youth Area Watch (YAW) • Life Skills Portfolio • Student Scholarship Program • Longitudinal Studies • Five Outcomes

23. PDER Process Plan + Do + Evaluate + Refine = Continuous Improvement

24. Meaningful Reporting Effective Instruction Relevant Standards Multiple Assessments Continuous Improvement Cycle

25. Results Have our students improved performance?

26. Chugach School District Standardized Test Scores Comparison*All scores are National Percentile CAT Testing Total Reading Total Language Total Math Total Spelling 1994/1995 28.4% 26.5% 35.6% 22.0% 1995/1996 43.5% 44.2% 54.3% 32.0% 1996/1997 56.0% 50.0% 58.0% 35.0% 1997/1998 62.5% 59.6% 65.8% 46.0% 1998/1999 71.1% 71.9% 78.1% 65.0%

27. Credit or “Seat Time” Performance-Based System Graded System Developmental Levels Disconnected Reporting P-14 Report Card (DRC) Traditional Assessments Skills-Based, Self, Analytical and Contextual Assessments Text Book Curriculum Standards-Based Resources Poor Transition System Electronic Student Profile P-14 No School to Life Plan Comprehensive School to Life Individual needs not met Individual Learning Plans (ILP) Reactionary System Continuous Improvement Institutionally Centered Student Centered 21st Century ChugachSchool District Original ChugachSchool District

28. High School DiplomaChugach School District KEY Mathematics Technology Social Science Reading Writing Cultural Awareness/Exp Personal/Social/Health Career Development Service Learning Science Required Proficiency Level Student’s Level of Performance

29. CRIS Model • Clarify: the question or topic • Reflect: individually • Impact: on you and your system • Share: your thoughts within your group

30. Reasons Change Occurs • Great Opportunity • Crises

31. The Baldrige / Chugach Merger Shared Vision For Student Success Plan - Do - Evaluate - Refine CSD Continuous Improvement 7 Baldrige Criteria of Excellence CSD 5 Focus Areas and Student Learning Goals 11 Baldrige Core Values CSD Values & Beliefs

32. Curriculum Staff Development Instruction Assessment Reporting Budget Board Policy What We Learned Very Early Must support each other

33. Strategic Planning The Baldrige / Chugach Merger Leadership Staff Focus Student / Market Focus Process Management Info. & Analysis Performance Results

34. Skills + Incentives + Resources + Action Plan = Confusion Holland-Davis Change Model Managing Complex Change Vision + Skills + Incentives + Resources + Action Plan = Change Vision + Incentives + Resources + Action Plan = Anxiety Vision + Skills + Resources + Action Plan = Resistance Vision + Skills + Incentives + Action Plan = Frustration + Skills + Incentives + Resources = Vision Treadmill

35. Six Steps to School Improvement • Develop a school profile with the focus on: student performance and characteristics • Define what you expect students to know and be able to do • Determine school’s instructional practices • Create connected assessments to those targets • Communicate what students work should look like • Implement a continuous improvement model that pursues excellence in all facets

36. What’s Missing in American Education • Clear vision of what should be taught (shared by stakeholders) • Contextual and analytical assessments aligned to instructional content • Staff development and training aligned to instruction and assessment • Reporting that reflects what is being taught and how students are performing • Alignment of board policy, labor agreements, and state and federal regulations so they support the shared vision • Systematic and on going evaluation process of all major functions of education

37. “Change is inevitable, but growth is optional.” Michael Fullan

38. If you think you are to small to make a difference….. Try sleeping in a room with a mosquito!

39. Chugach School District WWW.chugachschools.com