Clara Cceres Contreras School HealthSDFSC

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3 Rs Rigor- Relevance-Relationships for All
Students

• Clara Cáceres Contreras School Health/SDFSC
• Region One ESC
• clara.contreras_at_esconett.org
• 956-984-6125
• www.esc1.net

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• Bill and Melinda Gates point to an obsolete
  educationbuilt for the industrial age, not the
  digital ageas a keystone to the problem.
• "What good is it for kids to graduate in 2006
  from a school system that was designed for 1956?"
  
• Bill Gates

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• "Kids are falling through the cracks and nobody
  notices it. That to me is what's wrong with the
  school system."
• Melinda Gates

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Rigor

• a curriculum and quality instruction based on
  high expectations are necessary for all students
  to meet high standards.
•  

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Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
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Relevance

• programs must be motivating for students and
  responsive to real world needs, where students
  experience direct application of knowledge
  gained.
•  

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Ask Me..... How will I ever use what Im
learning today?
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Relationships

• the school environment must assist students to
  develop a sense of belonging and confidence
  through healthy relationships with faculty, staff
  and other students.

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The Hope Study Survey Components

• Autonomy having choices, setting your own goals
  and timelines, choosing what to study and when,
  viewpoints are accepted.
• Belongingness perceiving high levels of support
  from peers and teachers, in both personal issues
  and academic issues.
• Goal Orientation perceiving high expectations
  from teachers belief that effort will be
  recognized emphasis on deep understanding rather
  than shallow recitation.

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The Hope Study Survey Components

• Engagement a reflection of the student work
  ethic, concentration and attention paid to school
  work behavioral and emotional involvement in
  school.
• Hope an individuals conception of their ability
  to conceptualize goals, develop strategies for
  goal completion, and initiate and sustain
  motivation toward those goals.

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• Students in smaller schools are more motivated,
  have higher attendance rates, feel safer, and
  graduate and attend college in higher numbers.
• Bill Gates

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Performance PlanningBegin with the End in Mind
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In schools the status quo persists!
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• Located in a low-income community in Chicago,
  Harper High School graduates just 40 percent of
  its 1,500 students. Meanwhile, about 35 miles
  away in suburban Naperville, Illinois, Neuqua
  Valley High Schoola 65 million
  facilitygraduates 99 percent of its students.

Located in a low-income community in Chicago,
Harper High School graduates just 40 percent of
its 1,500 students. Meanwhile, about 35 miles
away in suburban Naperville, Illinois, Neuqua
Valley High Schoola 65 million
facilitygraduates 99 percent of its students.
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Rigor

• A curriculum and quality instruction based on
  high expectations are necessary for all student
  to meet high standards.
• To raise student achievement for all students and
  close the achievement gap for under-served
  students.
• Students are provided with rigorous high-level
  assignments in every subject and are encouraged
  to become engaged learners who actively and
  responsibly participate in the learning process.
• Committed to higher standards and measurable
  outcomes that demonstrate content mastery and
  application of skills for all students.

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• Rigor implies that the primary purpose of high
  school redesign is to raise student achievement
  for all students and close the achievement gap
  for under-served students, so that all students
  can adhere to and be exposed to high academic
  standards. Students are provided with rigorous
  high-level assignments in every subject and are
  encouraged to become engaged learners who
  actively and responsibly participate in the
  learning process. Throughout the reform
  initiative, high schools are committed to higher
  standards and measurable outcomes that
  demonstrate content mastery and application of
  skills for all students.
• There is a belief that a rigorous education can
  best be attained in smaller learning communities.
  As a result, an increasing number of districts,
  including New York City, are redesigning high
  schools. (http//www.nycenet.edu/OurSchools/NewSch
  ools/default.htm ) to respond to individual
  needs. Bill Gates, in his message to the National
  Education Summit on High Schools (February 2005)
  states that,  Students in smaller schools are
  more motivated, have higher attendance rates,
  feel safer, and graduate and attend college in
  higher numbers.
• In implementing a more rigorous curriculum,
  schools are engaged in flexible scheduling
  strategies, such as block scheduling, which
  provide greater opportunities for diversified
  student learning. In some schools, ninth grade
  academies or advisories stress supportive
  learning environments for incoming students,
  while other schools have partnership agreements
  with institutions of higher education to support
  students ready for a more advanced curriculum. 
  From Academic Support Services to Advanced
  Placement, schools are offering a continuum of
  services to provide a more rigorous learning
  environment for all students.

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Relevance

• Programs must be motivating for students and
  responsive to real world needs, where students
  experience direct application of knowledge gained.

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• Relevance to real world experiences brings new
  meaning to a high school curriculum. A challenge
  for high schools is preparing students for both 
  postsecondary education and careers.
  High-achieving schools not only teach all
  students a rigorous academic core, but also show
  students the relationship between high school
  studies and future success in an ever-changing
  world. Breaking Ranks II (www.nassp.org)
  describes relevance as personalized learning that
  ensures that all students not only meet high
  standards but also acquire the knowledge they
  need to pursue their own aspirations. Engagement
  in learning occurs when students are actively
  applying what they know.
•  
• The Oregon Department of Education further
  defines career-related learning experiences as
  those connecting academic learning with real life
  experiences in school, in the community, or in
  the workplace. Examples include internships,
  service learning, mentorships, field-based
  investigations, school-based enterprises, student
  leadership activities, and project-based
  learning.
•  
• Several schools, such as the Saunders School
  (http//www.yonkerspublicschools.org/Inside_pages/
  shs.htm) in Yonkers combine a rigorous education
  with relevant career training. Each student at
  Saunders Trades and Technical High School not
  only fulfills comprehensive school, district and
  state academic requirements, but also completes a
  three-year technical, vocational or occupational
  major along with related courses in order to earn
  a specialized Saunders diploma. Over 80 percent
  of Saunders graduates attend college. The linkage
  prepares students both for the world of work and
  a postsecondary educational program.
•  

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Rigor

• Schools engaged in flexible scheduling
  strategies, such a block scheduling
• Greater opportunities for diversified learners
• Advisories provide supportive learning
  environments.
• Partnerships agreements with institutions of
  higher education to support students re

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Relationships

• The school environment must assist students to
  develop a sense of belonging and confidence
  through healthy relationships with faculty, staff
  and other students.

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• Relationships mean that every student is known,
  respected, and appreciated. Students from diverse
  backgrounds and varying abilities are also valued
  for their cultural background and experiences.
  Relationships can be student-to-student, where
  positive interactions are built through programs
  such as youth leadership and peer mentoring or
  teacher-to-student, where personalized learning
  environments make every student feel a part of a
  learning community.
•  
• Personalized learning environments build
  recognition, acceptance and trust, and foster a
  commitment to learning. A teacher said, You cant
  motivate a student you dont know. When teachers
  and students work together to create a common
  vision and create common learning goals, students
  can demonstrate their competency and achieve at
  higher levels.
•  
• Relationships also involve the larger community
  with parents recognized as partners in
  education.  Partnerships with businesses and
  higher education bring the greater community into
  the educational process and can result in more
  authentic learning and opportunities for
  students.
•  
• Relationships among teachers also foster a more
  rigorous learning environment. When teachers have
  common planning times and a team approach to
  learning, students can know what to expect in
  each classroom and excel. A shared responsibility
  for literacy across content areas is an example
  of educators working together to support students
  in gaining the reading, writing and listening
  skills central to academic success across
  subjects. 
•  As Destination Diploma participants explore high
  school reform and its key components, it is
  evident that no one single strategy provides the
  answer.  Tom Vander Ark, from the Bill and
  Melinda Gates Foundation, sums it up in the
  following words, If you work or spend a lot of
  time in high schools like I do, youre struck by
  the incredible energy that exists in the hallway
  and how quickly that energy level goes into sleep
  mode in the classroom. So how do we create a
  challenging and engaging curriculum so that
  students are able to connect their studies with
  their lives and their futures?
•  
• In addition to being challenging and
  interesting, we have to build really strong
  support systems powerful, sustained adult
  relationships. We see these three Rs rigor,
  relevance, and relationships in every good
  school that we visit.

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• . Two of our design essentials are project-based
  learning and advisory grouping. Project-based
  learning emphasizes individual and collaborative
  projects as the foundation for learning and
  includes very little of the whole-class
  instruction typically found in traditional
  secondary schools (Newell, 2003). Advisory
  grouping provides a stable sense of support for
  adolescents by matching them with an adult and a
  group of peers over an extended period of time
  (Newell, 2003).

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The Hope Study Survey Components

• Autonomy having choices, setting your own goals
  and timelines, choosing what to study and when,
  viewpoints are accepted.
• Project-based learning enables students to pursue
  their own interests and passions, what is in the
  moment rather than imposed. Autonomy affects
  motivation and has a direct relationship to
  persistence and engagement, as well as graduation
  rates.
• Among the 3 Rs, autonomy is directly related to
  Relevance in EdVisions schools, students are
  encouraged to pursue those academic interests
  that are most relevant.

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• Belongingness perceiving high levels of support
  from peers and teachers, in both personal issues
  and academic issues.
• The need for strong, mutually supportive
  relationships is a fundamental human need
  (Baumeister Leary, 1995). In the school
  setting, belongingness refers to the quality of
  interpersonal relationships with teachers and
  peers. High levels of belongingness lead to
  increases in motivation, positive social behavior
  and academic achievement (Wentzel, 1994, 1997,
  1998 Wentzel, Barry, Caldwell, 2004 Wentzel
  Caldwell, 1997). In contrast, socially rejected
  students show lower levels of engagement, have
  higher levels of academic and behavioral problems
  (DeRosier, Kupersmidt, Patterson, 1994), and
  can be at significant risk of dropping out of
  school and eventually running afoul of the law
  (Parker Asher, 1987). Belongingness can also
  enhance school adjustment, perceived competence,
  and self-esteem (Barrera, Chassin, Rogosch,
  1993 Cauce, 1986 Kurdek Sinclair, 1988).
• Belongingness is a direct measure of
  Relationships. EdVisions schools foster these
  positive relationships through the practice of
  advisory grouping.

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• Goal Orientation perceiving high expectations
  from teachers belief that effort will be
  recognized emphasis on deep understanding rather
  than shallow recitation.
• Students who perceive a positive or task goal
  orientation in school will seek challenges and
  show persistence in the face of adversity, use
  more effective learning strategies, have more
  positive attitudes and demonstrate more
  engagement in learning (Roeser, Midgley, Urdan,
  1996). On the other hand, students who perceive
  a negative or performance goal orientation seek
  to avoid challenge and, in the face of failure,
  attribute their results to lack of ability and
  exhibit a learned helplessness response, which
  refers to a negative emotional response and a
  defeatist attitude (Eccles Midgley, 1989).
• Goal orientation is a good measure of the Rigor
  of an educational environment schools that are
  uniformly rigorous and emphasize deep
  understanding will see high scores in task goal
  orientation, whereas schools that favor some
  students over others or who emphasize shallow
  understanding will see high scores in
  performance goal orientation. In EdVisions
  schools, both project-based learning and advisory
  grouping come together to inspire a positive
  task goal orientation.

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• Engagement a reflection of the student work
  ethic, concentration and attention paid to school
  work behavioral and emotional involvement in
  school.
• A higher level of engagement is a reflection of
  the amount of effort and passion a student will
  put into learning (Fredricks, Blumenfeld,
  Paris, 2004). A lower level of engagement
  usually means a student will not complete work on
  time and will not learn much of value. An engaged
  learner will do superior work, obtain a deeper
  level of understanding, and retain the knowledge
  and skills for a longer period of time.

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• Hope an individuals conception of their ability
  to conceptualize goals, develop strategies for
  goal completion, and initiate and sustain
  motivation toward those goals.
• Higher hope students set more challenging goals
  for themselves and tend to perceive they will be
  more successful at attaining those
• goals, even if at first they do not succeed
  (Snyder, et al., 1991). Hope can predict college
  grade point averages, higher graduation rates,
  optimism about life, more physical health, more
  self-esteem, and greater levels of happiness
  (Snyder, 2002 Snyder, et al., 2002).

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• Results
• To assess the impact of project-based learning
  and advisory grouping, an Analysis of Covariance
  (ANCOVA) was conducted using data from three
  schools located in the same rural area southwest
  of Minneapolis. The three schools had similar
  students and similar socio-economic conditions.
  One of the schools was a long-term EdVisions
  site, one was a relatively new EdVisions site,
  and one was a typical traditional rural Minnesota
  comprehensive high school. Data at all three
  schools was collected multiple times, so
  longitudinal measures of change could be captured
  for the same students.
• The data indicated that student perceptions of
  autonomy, teacher support, and task goal
  orientation were significantly higher in
  EdVisions sites, while perceptions of a
  performance goal orientation where higher in
  the traditional school. As a result, students in
  the EdVisions schools demonstrated higher levels
  of engagement, and student hope scores grew over
  a relatively short span of time (five months),
  whereas they fell slightly for students in the
  traditional high school. In fact, the levels of
  autonomy and engagement were nearly twice as high
  in EdVisions sites. Only peer support was
  relatively similar, although EdVisions students
  showed slightly higher levels.
• In EdVisions schools, hope grew from an aggregate
  score of 48.87 to 50.69 (1.82) in the older
  EdVisions site, from 47.47 to 49.45 in the newer
  EdVisions site (1.98), and fell slightly from
  48.59 to 48.35 (-.24) in the traditional site.
  This growth in hope among the EdVisions students
  is phenomenal when considering the fact that hope
  index scores are generally quite stable during
  adolescence and adulthood unless a significant
  intervention is introduced.
• The hope score increases were accompanied with
  other indicators of success in EdVisions sites.
  Percentile rank scores in reading and math went
  up in every EdVisions site where data was
  available for three years, increasing in
  aggregate 6.3 percentiles in reading, and 8.7
  percentiles in math. ACT scores at the nine
  oldest EdVisions sites (22.4) averaged higher
  than the Minnesota state average (22.2) in
  04-05. Although there is not enough comparable
  data to make a definitive statement, there is
  indication that as hope scores go up,
  standardized academic measures will follow.

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• The 3 Rs
• As can be seen, all of the above attributes of
  learning communities ultimately are brought
  together in the three Rs (Rigor, Relevance, and
  Relationships). As measurement instruments, the
  Hope Study components can indeed connect the
  three Rs to student outcomes and can provide
  insights into what the learning community does to
  provide students with a challenging, supportive
  and stimulating place in which to learn. By
  measuring the components mentioned above, the
  survey instruments provide educational reformers
  with feedback regarding whether their changes are
  enhancing the ability of students to achieve
  their goals, whether they are able to engage them
  in wanting to learn.
• As previously mentioned, academic results soon
  follow the 3 Rs. We believe that students rarely
  adopt higher academic learning goals in response
  to surface reforms, such as changes in
  curriculum or subject matter however, if the
  reforms permit higher levels of autonomy for
  students, encourage higher levels of peer and
  teacher support, and provide higher levels of
  task goal orientation, then academic results
  will not only appear but will be longer lasting.
• When new school cultures are created, the general
  assessment practice is to immediately look for
  academic gains as measured by grades,
  standardized tests, or criterion referenced
  academic scores. Even when student performance is
  measured, it is more than likely tied to academic
  performances rather than life skills. Generally,
  dispositional goals are dismissed as too
  difficult to discern or as irrelevant.
  Unfortunately, when only academic gains are
  measured, there may be an immediate level of
  growth in response to change in the environment,
  but these gains will be short-lived if not
  accompanied by deeper levels of change in the
  learning community along the lines of the 3 Rs.
  Simply making greater demands on students will
  not ensure long term success, especially for the
  students who have had little success in
  traditional settings.
• But when long term changes in the learning
  community are geared towards Rigor, Relevance and
  Relationships, long-term academic success is more
  likely. By measuring the 3 Rs in the Hope Study,
  EdVisions is able to help build greater capacity
  for reform and therefore have more long-term
  effects on more childrens lives.

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Teachers struggling to teach an overloaded
curriculum!
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Career and Technical Education
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Relationships
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Everyone needs support when they take new risks
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Relationships

• Clearly Important ?
• How to Quantify?
• How to Develop?

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Relationship Model
0. Isolation 1. Known 2. Receptive 3. Reactive 4.
Proactive 5. Sustained 6. Ubiquitous