Innovation: Secondary Strand

1. Innovation: Secondary Strand Rebecca Sarlo, Ph.D. HolliePettersson, Ph.D.

2. The Why: High Expectations for All Students “All students need to develop the knowledge and skills that will give them real options after high school. No student’s choices should be limited by a system that can sometimes appear to have different goals for different groups. Educating some students to a lesser standard than others narrows their options to jobs that, in today’s economy, no longer pay well enough to support a family of four.” ACT, Ready for College and Ready for Work: Same or Different?(2006)

3. The Why: High Expectations for All Students “All students, ready for college and career, by the end of high school. Period.” • Students must possess higher level skills than ever before to be competitive in our global economy - “On the Road to Implementation.” Achieve, August 2010

4. High Expected Outcomes for All Students “The highest level of mathematics reached in high school continues to be a key marker in precollegiate momentum, with the tipping point of momentum toward a bachelor’s degree now firmly above Algebra 2. . . . The world has gone quantitative: business, geography, criminal justice, history, allied health fields—a full range of disciplines and job tasks tells students why math requirements are not just some abstract school exercise.” Clifford Adelman, The Toolbox Revisited, March Feb. 2006

5. High Expected Outcomes for All Students “The levels of readiness that high school graduates need to be prepared for college and for workforce training programs are comparable.” ACT, Ready for College and Ready for Work: Same or Different? (2006) “An estimated 85% of current jobs and almost 90% of the fastest growing and best paying jobs now require postsecondary education.” Alliance for Excellent Education, (September 2007) “An estimated 40% of all students who enter college must take remedial courses.” Gates Foundation, Toward a More Comprehensive Conception of College Readiness.

6. US Global Competiveness Our relative performance is weak and declines dramatically the longer our students are in school

7. Our high school graduation rate lags nearly all other OECD countries.

8. College Completion Rate Of 36 OECD countries, the U.S. is one of only three countries to show no gain in the past 30 years, dropping from 3rd in the world to 12th.

9. Wage Trends for Men by Education Level A high school diploma used to be sufficient to have a fair shot at the American dream, but no longer. A college degree is required. Source: Inherited Opportunity for Higher Education, Association for Institutional Research, 5/16/06.

10. NAEP DATA 2009 8th Grade Reading Performance: • 2% Advanced • 28% Proficient • 43% Basic • 26% Below Basic 69% scored Below Proficient

11. NAEP DATA 2009 8th Grade Math Performance: • 7% Advanced • 25% Proficient • 39% Basic • 29% BELOW Basic 68% scored Below Proficient

12. The Why- Dropouts are Costly • High school dropouts and ill prepared graduates are incredibly costly to our society and to their students as individuals • Cost to our nation is more than $325 billion in lost wages, taxes, and productivity

13. “In a global economy where the most valuable skill you can sell is knowledge, a good education is no longer just a pathway to opportunity -- it is a prerequisite. The countries that out-teach us today will out-compete us tomorrow.” President Barack Obama (2/24/09)

14. Education is also highly correlated with employment and workforce participation.

15. A lack of education is literally deadly.

16. Academic Achievement? • More than one in five young people who graduate from high school do not meet the minimum academic standard required to enlist in the U.S. Army. • Employers estimate that 45 percent of recent graduates who have entered the workforce lack the academic preparation they need to advance beyond entry-level jobs.

17. The Why- What educators do matters • The quality of instruction students receive in their classrooms is the most important variable in student achievement • Same studies also noted the wide disparity in quality of that instruction within the same school Hattie, 2009; Marzano, 2003

18. Variables Contributing to Student Learning Student Teacher Peer Effects Homes Schools 50% 30% 5-10% 5-10% 5-10% John Hattie, Visible Learning “Meta-Meta-Analysis” (800 Meta-Analyses)

19. Effective Teacher vs. Ineffective Teacher • On average, the least effective teachers (Q1) produce gains of about 14 percentile points during the school year. By contrast, the most effective teachers (Q5) posted gains among low-achieving students that averaged 53 percentile points Vol. 3, Issue 2 A Publication of The Education Trust Summer 1998

20. Effective Teacher vs. Ineffective Teacher

21. Effective Teacher vs. Ineffective Teacher

22. Long range effects

23. Instructional Quality “The major message is simple—what teachers do matters… the greatest source of variance in our system relates to teachers…” Hattie, Visible Learning (2009)

24. Variability by Educational System

25. National Research Council publication, “Engaging schools: Fostering high school students’ motivation to learn” I can, I want to, I belong Competence, Autonomy, Belonging The other “ABCs” URL: http://www.nap.edu/catalog/10421.html Educators Impact Student Engagement Baumeister & Leary, 1995; Connell & Wellborn, 1990; NRC, 2004; Ryan & Deci, 2000

26. Educators Impact Student Engagement

27. Educators Impact Dropout Rates • 47% said a major reason for dropping out was that classes were not interesting • 69% said they were not inspired to work hard • 35% said that “failing in school” was a major factor for dropping out • 45% said they started high school poorly prepared by their earlier schooling. The Silent Epidemic, 2006

28. Educators Impact Dropout Rates • 29% expressed significant doubts that they could have met their high school’s requirements for graduation even if they had put in the necessary effort. • 50%-65% missed class often the year before dropping out. • 38% believed they had “too much freedom” and not enough rules The Silent Epidemic, 2006

29. Effective Dropout Prevention Services Effective Schools and Teachers Promote: • Students’ understanding of what it takes to learn • Confidence in their capacity to succeed in school • Asense of belonging by personalizing instruction, showing an interest in students’ lives, and creating a supportive, caring social context. • High expectations for all students And, Provide: • Challenging instruction • Support for meeting high standards • Opportunities for choice and control • Curriculum and instruction that is relevant to adolescents’ experiences, cultures, and long-term goals National Research Council, 2004

30. What Schools Do Matters! • Freshman with weak academics entering high school who reported having a positive 9th grade year were almost twice as likely to graduate from high school than students who entered with strong academics but reported a negative 9th grade academic experience • Dropout prevention strategies which focus on improving school climate, academic rigor, and student support and monitoring have been found to reduce dropout rates by as much as 50%

31. The Why: We Have the Power We can meet the needs of all students through targeted strategic planning, multi-tiered service delivery, progress monitoring, and early identification

32. 90-90-90 Schools • Same union contracts • Same teacher and administrator time • Same budget • Same facilitators • Same teacher and administrator assignment polices • Same attention from district office • Same materials and standards • Same social and home challenges Doug Reeves, 2004

33. 90-90-90 Schools Despite these common challenges… • 90% or more of students met grade level expectations • Significant gains made over 2 years and sustained over more than 10 years • Gains maintained even with staff and leadership turnover Doug Reeves, 2004

34. Quick Write • Jot down your WHY for systematic renewal in your school/system to increase college and career readiness for students. • Your WHY sums up your reasons for your commitment to school improvement and effective instruction for ALL students.

35. The How: Focus on What Matters “Let’s focus on behaviors, not just test scores. In other words, measure what the grownups do. We need to set as many standards for the adults … as we do for kids.” Douglas B. Reeves, in Harvard Education Letter, March/April 2002

36. Unproductive Question What about the student is causing the performance discrepancy?

37. Productive Question What part of the interaction of the curriculum, instruction, learner, and learning environment should be altered so that the student will learn?

38. Quick Write • What are the key features of high quality instruction? • What curricular variables are most critical to achieving high student achievement? • What environmental conditions most critical to achieving high student achievement?

39. Table Talk • Get in groups of 3 to 4 • 1-4, 5-8 • Discuss your quick write ideas • Poster your group agreement of TOP 5 features of effective/high quality instruction and critical curricular variables and environmental conditions • Each BLT will have at least two groups

40. Focus on What Matters • Capacity for Continuous Improvement • Standards Based Instruction • Student Engagement • Differentiation and Intervention

41. Focus on What Matters Capacity for Continuous Improvement • Established Mission and Vision: A laser-like focus on student achievement continuous improvement • Effective School-Based Leadership Team • Distributed leadership • Sets clear expectations for professional practice and provides high quality feedback • Allocates sufficient resources for school improvement efforts (time, instructional and assessment resources, feedback)

42. Focus on What Matters Capacity for Continuous Improvement • Teaming Structure and Effectiveness • All teams essential and aligned with school improvement goals • Established norms, communication plans • Effective use of data-based problem solving process

43. The How- How do we do it? Establish a laser like focus on the end in mind FULL OPTION GRADUATION FOR ALL STUDENTS Align all resources toward accomplishing this goal including the use of: • Time • Personnel • Space • Materials

44. Targeting the End in Mind Effective District Leadership… • Establish and communicate a K-12 vision • Sunshine State School District creates a sound educational environment that provides allstudents the academic and social emotional competencies and skills necessary to become full option graduates • And, support all schools in redefining their own mission statements to align with the K-12 vision • Redefining Elementary, Middle and High School’s mission to include preparing students to successfully transition to the next school level will help to strengthen vertical articulation and the effectiveness of feeder patterns

45. Establishing a Clear Vision Ridgewood High School creates a sound educational environment that provides all students the opportunity to develop their individual talents, to meet and exceed graduation requirements, and to become productive citizens in an increasingly complex and global society

46. Establishing a Clear Vision Ridgewood High School creates a sound educational environment that provides all students the opportunity to develop their individual talents, to meet and exceed graduation requirements, and to become productive citizens in an increasingly complex and global society

47. Establishing a Clear Vision Ridgewood High School creates a sound educational environment that provides allstudents the skills and habits of mind to meet and exceed graduation requirements and to become full option graduates

48. A Call to Action

49. District First Steps… Schools will be empowered to prevent engagement/skill gaps and readily respond to them when they occur when the District establishes… • A K-12 vision and aligns the curriculum and instructional goals of each school level with the vision • Communication plans, protocols and practices for vertical and horizontal articulation of student needs, gaps, and strengths • A data system which allows for the integration and fluid analysis of engagement and academic data AND the vertical articulation of both engagement and academic data between grade/school levels

50. Table Talk • Does your system/district/school mission statement accurately communicate the purpose of your organization? • Does your system/district/school vision statement communicate the student results your team is striving to achieve? • Can progress toward the vision be measured through the analysis of student outcome data? • Is the mission and vision of your system/district/school understood and owned by all stakeholders? • Does your mission and vision drive instructional and intervention planning and evaluation?