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Reaching Our Students: One Kid at a Time

Reaching Our Students: One Kid at a Time. Henry Clay Middle School January 15, 2008 Larry Tash Office of School Redesign 213-241-3798. Outcomes . Why Personalized Learning Environments? How do We Plan for PLEs? What is the Planning Process for PLEs?.

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Reaching Our Students: One Kid at a Time

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  1. Reaching Our Students:One Kid at a Time Henry Clay Middle School January 15, 2008 Larry Tash Office of School Redesign 213-241-3798

  2. Outcomes • Why Personalized Learning Environments? • How do We Plan for PLEs? • What is the Planning Process for PLEs?

  3. Why Personalized Learning Environments?

  4. California Healthy Kids Survey Results

  5. California Healthy Kids Survey 2005

  6. Johns Hopkins University’s 4 Powerful 6th Grade Predictors of ‘Falling Off Track’ • Attending school 80% or less of the time • Receiving a poor final behavior mark • Failing Math • Failing English

  7. Why Look in the Middle Grades? • Students who enter high school two or more years behind grade level in math and literacy have only a 50/50 chance of on-time promotion to the 10th grade. • Ninth grade retention is the single biggest risk factor for dropping out of high school

  8. Low Attending 6th Graders(students absent 36 to 54 school days)Have a 1 in 5 chance of making it to 12th grade on time

  9. 6th Graders withPoor Behavior(students earning an unsatisfactory • final behavior mark) • Have a 1 in 4 chance of making it to the 12th grade on time

  10. 6th Graders who Fail English Have a 1 in 8 chance of making it to the 12th grade on time

  11. What Are Your Barriersto Improving Student Achievement?

  12. Possible Barriers to Reaching Outcomes • SchoolStaff • Lack of ownership for student outcomes • Works in isolation • Content driven • Lack of communication with parents • Unable to provide academic interventions • Unable to engage students in learning • Parent • Child's growing independence • Poor home/school communication • Passing educational values to child • Uncomfortable being at school • Unable to supervise child after school • Student • Lack of long-term goals • Lack of motivation • Feel anonymous at school • Strong peer group not supporting school • Poor attendance • No relevance of content

  13. So? What Are the Fixes?

  14. FIVE STEPS FOR SYSTEMIC CULTURE CHANGE • Building vision, beliefs, and expectations • Improving instructional practice • Creating increased personalization • Developing supporting structures • Providing strong transitional support

  15. LAUSD ATTRIBUTES Unifying Vision/Identity Personalization Accountability & Distributed Leadership Professional Development Rigorous Standards-Based Curriculum, Instruction & Assessment Equity and Access Collaboration/Parent and Community Engagement

  16. Culture Change is Systemic Personalization Curriculum and Instruction Structure Improved Student Achievement

  17. PLE Planning In LAUSD

  18. Components of the Middle School Plan • Review of the middle school research, local school data, and identification of student needs in this community • Develop a school/community vision using the Guide to Middle School Redesign and the Superintendent’s Five Guiding Principles • Plan Personalized Learning Environments supported by the LAUSD Attributes • Implement the PLE plans

  19. Fixing the Barriers(Staff Activity)

  20. No One CaresHow Much You KnowUntil They Know How Much You Care

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