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National High School Center Summer Institute Advancing High School Student Success: Building Systems

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Title: National High School Center Summer Institute Advancing High School Student Success: Building Systems


1
National High School Center Summer
Institute Advancing High School Student Success
Building Systems of Support
  • June 11, 2007

2
Feeling Young?
  • The people who will start college this fall were
    born in 1989
  • They have no meaningful recollection of the
    Reagan era and probably do not know he had ever
    been shot.
  • Atari predates them, as do vinyl albums. The
    expression you sound like a broken record means
    nothing to them. They have never owned a record
    player.
  • They may never have heard of an 8 track. The
    Compact Disc was introduced before they were
    born.
  • There have always been VCRs, but they have no
    idea what BETA is.
  • They do not care who shot JR and have no idea who
    JR is.
  • The Titanic was found? They thought we always
    knew where it was.
  • They dont have a clue how to use a typewriter.

3
  • School matters, but only insofar as it yields
    something that can be used once students leave
    school.
  • Howard Gardner, 1997

4
What they do online
Source TBWA/Chiat/Day Research, 2000
  • Send e-mail
  • Surfing around/seeing what is out there
  • Looking up musical groups and artists
  • Chatting with friends online
  • Doing homework or research
  • Listening to music
  • Using instant messaging
  • Checking movies, TV, or concert listings
  • Reading the news or magazines online
  • Playing online games
  • Meeting people who share interests
  • Watching streaming videos
  • Exchanging own creative work with friends
  • Buying stuff
  • Participating in online auctions
  • 100
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  • 38

5
Different World
  • Industrial workers were measured by their
    efficiency
  • Knowledge workers are
  • measured by their effectiveness

6
Academic Growth Grades 4-8, 8-12
7
One Year Dropout Rates by Race, Grades 10-12
Source NCES Drop-out Rates in U.S. 1998 (1999)
8
Students Complete High School At Different Rates
Age 18-24
Source US Bureau of Census, Current Population
Reports, Educational Attainment in the United
States March 2000, Detailed Tables No. 2
9
What Else Do We Know?
  • In 1996, students in special education had
  • Lowest school completion rate
  • Largest unemployment rate
  • Higher arrest rates
  • Less independent living

10
Mission of Public Schools To challenge with
high expectations each child to learn, to
achieve and to fulfill his or her potential…
11
Students can do no better than the expectations
we have for them...
12
  • Since 1998, NAEP scores for students with
    disabilities rose from
  • 231 to 245 (6), 8th grade math
  • Since 1998, gaps in NAEP scores between students
    with and without disabilities narrowed from
  • 42 to 28 points, 8th grade math

13
  • From 1996 to 2004
  • Graduation rates rose from 42 to 54
  • Dropout rates declined from 47 to 31
  • From 1987 to 2003
  • Diplomas/certificates of completion rose from 54
    to 70 (NLTS-1 and 2 data)
  • From 1987 to 2001
  • Postsecondary enrollment rose
    from 15 to 32
  • 4-year college enrollment rose
    from 1 to 9

14
Overcoming Barriers to Low Achievement
  • Students who fail to achieve high standards in
    the early years need to be put into accelerated
    classes that focus on intellectual development
    with rigorous instruction and engaging curriculum
    rather then be sorted into slower paced remedial
    classes that compound their low achievement.

15
How Do We Overcome Low Achievement?
  • Rather than layering one program on top of
    another...(we need to)...focus on redesigning and
    integrating all aspects of a school--curriculum,
    instruction, teacher training and professional
    development, school management, governance,
    assessment, and parent and community
    involvement.
  • 1999 Education Commission of the States

16
How Do We Overcome Low Achievement?
  • Understanding that not all low-performing schools
    are the same
  • Knowing that capacity building must be part of
    the solution
  • Ensuring that districts are essential
    collaborators in efforts to turn around schools
  • Being prepared for the long haul
  • Providing assistance to low-performing schools is
    part of school improvement

17
Not all low-performing schools are the same…
  • SEAs should assist districts in
  • Conducting detailed assessments of its
    instructional programs
  • Analyzing the data gathered
  • Prioritizing and tailoring the districts
    technical assistance resources
  • Effectively communicating its expectations to
    assist its own low-performing schools

18
Capacity-building must be part of the solution…
  • SEAs need to build
  • their own capacity enabling them to assist the
    districts struggling
  • the infrastructure that allows them to provide
    the TA needed by districts
  • Draw on the experience of other states that have
    successfully implemented capacity building
    strategies
  • Greater quality control when selecting and
    monitoring assistance providers

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Learning Services Division
25
Districts are essential collaborators in efforts
to turn around schools…
  • SEAs must
  • Develop partnerships between and among program
    providers, technical assistance providers and
    higher performing districts
  • Partner with districts to build their capacity to
    assist low performing schools
  • Encourage districts to develop systems of
    instructional support to serve schools

26
Be prepared for the long haul…
  • SEAs must
  • Build an infrastructure that will stand the test
    of time
  • Provide technical assistance and support for
    multiple years to sustain turn-around efforts
  • Offer support to districts with schools no longer
    designated as in need of improvement
  • Ensure that its accountability system has the
    ability to identify when and how schools are
    improving and provide support to those that need
    it

27
Assistance to low-performing schools should be
part of a larger strategy of school improvement…
  • SEAs will need to
  • Increase their capacity to provide meaningful
    assistance to districts
  • Develop a comprehensive policy strategy that
    supports district capacity building
  • Marshal all of the education policies and
    resources to enhance and expand their capacity to
    lead districts in its school improvement efforts

28
Whats Needed?
  • Communication
  • Cooperation
  • Coordination
  • Collaboration

29
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31
What Did IDEA Do (NLTS-1 and 2 data)
  • Ensured rigorous, challenging standards
  • Provided skills based on
  • Problem-solving
  • Collaboration
  • Technology
  • Provided intense interventions, not remediation
  • Foundation skills through application in more
    complex activities

32
What Did IDEA Do (NLTS-1 and 2 data)
  • Increased the percent of students taking academic
    classes (98.6 of students with disabilities
    average 60 academic classes)
  • One in five SWDs take a foreign language
  • From 1993 to 2003, a dramatic increase in SWDs
    taking challenging courses
  • Almost 9 of 10 secondary school SWDs participate
    in at least one general education class

33
What Did IDEA Do (NLTS-1 and 2 data)
  • 3 in 4 SWDs actually keep up with the rest of the
    class
  • Almost 2/3rds of SWDs received differentiated
    instruction in general education classes
  • More time to take tests
  • More time to complete assignments
  • Progress monitored
  • Individualized instruction
  • Use computers, books on tape

34
What Other Examples Exist?
  • Mapping a Course for Improved Student Learning
  • Diploma Plus
  • Providence, Rhode Island
  • Aiming High
  • Creating a High School Diploma that Counts
  • Youth at the Crossroads
  • Supporting Principals Who Break Ranks/Breaking
    Ranks II
  • Expecting Success A Study of Five High
    Performing High Poverty Schools
  • Crisis or Possibility Conversations About the
    American High School
  • Dispelling the Myth Revisited High Flying
    Schools
  • Opening Doors Promising Lessons from Five Texas
    High Schools

35
Mapping a Course for Improved Student Learning
  • CPRE found high schools that used internal
    datadata that provided feedback on student
    progress to inform teacher practiceimproved
    student performance. Data were used to
  • Inform instruction
  • Identify low-performing students
  • Plan professional development
  • Set targets and goals
  • Celebrate accomplishments
  • Reinforce priorities
  • Support evidence

36
Diploma Plus
  • Operated by community-based organizations
  • Alternative programs
  • Academies
  • Charter schools
  • Program at community colleges
  • Program has two stages
  • Preparation in core academic competencies, other
    foundation skills, career pathways, and
    preparation for college
  • Each student creates a Personal Development
    Plan and a final portfolio

37
Providence Rhode Island
  • The Providence, Rhode Island high schools engaged
    in an intensive redesign process that included
  • Individualized learning plans for every student
  • High school diplomas awarded based on
    achievement, not hours
  • No grouping or moving students by grade levels
  • Certificates of Mastery
  • A restructured school day and year to meet
    individualized learning needs
  • Strong and continuous professional development
  • Multiple methods of assessing student learning

38
Creating a High School Diploma that Counts
  • Achieve recommended that states should
  • Align academic standards in high schools with
    whats required for college and workplace
    success
  • Back-map standards
  • Define specific course-taking requirements and
    specify the core content
  • Insist that all students are held to the same
    standards
  • Hold post-secondary institutions accountable for
    the academic success of the students

39
Youth at the Crossroads
  • Education Trust recommended
  • Get up front agreement on the central goal of
    high school education
  • What should a high school diploma enable a
    student to do?
  • Eliminate curricular paths that do not equip
    students with the skills needed to obtain the
    post-secondary education they need
  • Assure teachers are masters of their subject
    matter
  • Require a high level of rigor in assignments
  • Break large schools into smaller learning
    communities

40
Supporting Principals Who Break Ranks
  • NASSP calls on high school principals to increase
    the academic achievement of all students. Whats
    needed include
  • Capacity building
  • Common beliefs about the goals for reform
  • Tools to improve teaching and learning
  • Experience with high school reform
  • Knowledge on best practice
  • Skill in implementing reform strategies
  • Persistence

41
Breaking Ranks II Strategies for Leading High
School Reform
  • Seven Cornerstone Strategies to Improve Student
    Performance
  • Establish the essential learnings
  • Increase the quantity and improve the quality of
    interactions between students, teachers and other
    personnel
  • Implement a comprehensive advisory program
  • Ensure that teachers use a variety of
    instructional strategies and assessments
  • Implement flexible schedules
  • Institute structural leadership changes
  • Align schoolwide comprehensive professional
    development with individual learning plans

42
Expecting Success A Study Of Five High
Performing High Poverty Schools
  • Strategies identified by these schools
  • The best teachers with the students who need them
    most
  • Time and support
  • Continuous diagnosis
  • Professional development
  • Working collaboratively
  • A focus on standards
  • A continuous invitation to parents
  • A focus on accountability

43
Crisis or Possibility Conversations About the
American High School (NGA, CCSSO, National
High School Alliance)
  • Connecting K-12 and postsecondary education
  • Making college preparation the default curriculum
  • Improving teacher preparation and professional
    development
  • Ensuring all students can read at or above grade
    level
  • Addressing the high dropout rate
  • Fostering smaller, more personalized environments
  • Revisiting state academic content standards so
    that they are more flexible and give students a
    variety of options for meeting them

44
  • capacity building

restructured school day and year
inform teacher practice
variety of instructional strategies
assure teachers are masters
reform
diplomas awarded on achievement
  • best practice

feedback
align high schools with college and workplace
rigor in assignments
data
flexible schedules
all students same standards
  • Persistence

back-map standards
essential learnings
student progress
quality
core academic competencies
smaller learning communities
professional development
post-secondary institutions accountable
45
High Schools as Sorting Machines
  • Every year hundreds of thousands of 9th graders
    make a decision (or have the decision made for
    them) that sorts them for years…
  • They decide not to take Algebra I.
  • This decision, made at the age of 14, lowers
    their chances of attending college and raises
    their risk of forfeiting the future.

46
Opening Doors Promising Lessons from Five Texas
High Schools
  • Strategies identified by effective high schools
  • Set goals establish high expectations
  • Use data to guide instruction
  • Focus on improving instruction and on individual
    learning
  • Support teachers and enhance collaboration
  • Foster an environment of respect

47
We take the adage all kids can learn
seriously. Its not just words, (we) believe it.
You have to accept it. You can have all the
goals in the world and theyre just words unless
somebody internalizes them, and this school
did. Brazosport teacher
48
I have a roadmap now for each of my students. I
know where theyre at, and I know where I need to
take them. And with the data thats provided me,
now I know the most efficient way to get
there. Brazosport testing coordinator
49
Students can do no better than the assignments
they are given...
50
Grade 10 Writing Assignment
A frequent theme in literature is the conflict
between the individual and society. From
literature you have read, select a character who
struggled with society. In a well-developed
essay, identify the character and explain why
this characters conflict with society is
important.
51
Grade 10 Writing Assignment
Write a composition of at least 4 paragraphs on
Martin Luther Kings most important contribution
to this society. Illustrate your work with a
neat cover page. Neatness counts.
52
Many times people think at this age group
theyre too old, too mature for kindness and
love, but thats not true. They all still need
someone to say, Youre a good kid. Keep it
up. Brazosport assistant principal
53
The teachers, if they notice you need help,
theyre here before school, theyre here after
school, during lunch, during the SAT class.
There is always help. Thats what makes us
better because there is no way you cant pass,
because there is always help. Mountain View
student
54
We teach students we dont teach
classes. Uvalde High School teacher
55
If student achievement is truly to be redefined
as a constant rather than a variable, we have the
obligation to re-examine the array of conditions,
contexts, attitudes, and excuses we have come to
accept as educational norms. . .
we need
to figure out ways
to restructure or
reinvent the routines of
teaching and learning. Donna
Marriott - Education Week - 2-21-01
56
Success is that old ABC Ability, Breaks
Courage. Charles Luckman
Every job is a self-portrait of the person who
did it. Autograph your work with
excellence.
57
Every job is a self-portrait of the person who
did it. Autograph your work with
excellence.
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