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Embedding Navigation in School Improvement

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Embedding Navigation in School Improvement. Arcella Hall. Director of Secondary Reinvention ... Autonomy-- a sense of personal power/independence ... – PowerPoint PPT presentation

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Title: Embedding Navigation in School Improvement


1
Embedding Navigation in School Improvement
  • Arcella Hall
  • Director of Secondary Reinvention
  • District and School Improvement, OSPI

2
Nine Characteristics of High Performing Schools
  • A clear and shared focus
  • High standards and expectations for all students
  • Effective school leadership
  • High levels of collaboration and communication
  • Curriculum, instruction and assessments aligned
    with state standards

3
Nine Characteristics of High Performing
Schools(cont.)
  • 6. Frequent monitoring of learning and teaching
  • 7. Focused professional development
  • 8. A supporting learning environment
  • 9. High levels of family and community
    involvement

4
1. Clear and Shared Focus
  • What is your schools clear and shared focus?
  • All students?
  • High Achievement?
  • College, Career and Citizenship ready?

5
2. High standards and expectations for all
students
  • Teachers and staff believe that all students can
    learn and meet high standards.
  • Recognizing barriers, providing support
  • Students are offered an ambitious and rigorous
    course of study.

6
3. Effective school leadership
  • Instructional and Administrative leadership
  • School culture conducive to learning and
    professional growth
  • Distributed leadership teachers, counselors,
    students take leadership roles

7
4. High levels of collaboration and
communication
  • Strong teamwork among teachers across all grades
    and with other staff.
  • Everyone is involved and connected to each other,
    including parents and members of the community to
    identify problems and work on solutions.

8
5. Curriculum, instruction and assess-ments
aligned with state standards
  • The planned and actual curriculum are aligned
    with the essential academic learning
    requirements.
  • Research-based teaching strategies and materials
    are used.
  • Staff understand the role of classroom and state
    assessments, what they measure and how student
    work in evaluated.

9
6. Frequent monitoring of learning and teaching
  • A steady cycle of different assessments identify
    students who need help.
  • More support and instructional time is provided
    (during and outside of the school day.)
  • Teaching is adjusted based on frequent monitoring
    of student progress and needs.
  • Assessment results are used to focus and improve
    instructional programs.

10
7. Focused professional development
  • A strong emphasis is placed on training staff in
    areas of most need.
  • Feedback from learning and teaching focuses
    extensive and ongoing professional development.
  • The support is also aligned with the school or
    district vision and objectives.

11
8. A supporting learning environment
  • The school has a safe, civil, healthy and
    intellectually stimulating learning environment.
  • Students feel respected and connected with the
    staff and are engaged in learning.
  • Instruction is personalized and small learning
    environments increase student contact with
    teachers.

12
9. High levels of family and community
involvement
  • There is a sense that all have a responsibility
    to educate students, not just the teachers and
    staff in schools.
  • Families, businesses, social service agencies and
    community colleges/universities all play a vital
    role in this effort.

13
How Does Navigation 101 Align with the 9
Characteristics of Effective Schools?
  • In pair or groups of 3 discuss which
    characteristics seem to align with aspects of
    Navigation 101?
  • In 7 minutes be ready to share with the larger
    group.

14
School Improvement Planning Process
  • Assess readiness to benefit
  • Collect sort and select data
  • Build and analyze the school portfolio
  • Set and prioritize goals
  • Research and select effective practices
  • Craft action plan
  • Monitor implementation of the plan
  • Evaluate impact on student achievement

15
Collect, sort and select data(connected to
Navigation 101)
  • Data related to student achievement
  • Failure rates
  • Transcript analysiscollege readiness
  • Vocational completers data
  • SAT/ACT scores
  • Gatekeeper course enrollment data
  • WASL scores
  • Etc.

16
Collect, sort and select data(connected to
Navigation 101)
  • Perception data
  • Staff beliefs re All children can achieve at
    high levels
  • Student beliefs re aspirations, goals, respect
    (do they feel respected/do they respect
    teachers), do they have an adult in the school
    who cares about them
  • Parent views of the school do teachers care
    about their child? What are their goals for their
    children
  • Etc.

17
Collect, sort and select data(connected to
Navigation 101)
  • Data around school climate issues
  • Bullying harassment
  • School attendance and discipline
  • Levels of staff trust
  • Personalization of student learning

18
Collect, sort and select data(connected to
Navigation 101)
  • Data around equity and achievement
  • Achievement scores disaggregated by ethnicity
  • By program ELL, Free and Reduced, Special Ed
  • Parent conference attendance by ethnicity
  • Post-secondary education by ethnicity
  • Post-secondary remediation rates by ethnicity
  • HS dropout data by ethnicity/program

19
Set and prioritize goals (connected to
Navigation 101)
  • School Improvement goals should be
  • SSpecific and clearly stated
  • MMeasurable and based on data
  • AAttainable and realistic
  • RRelated to student achievement and performance
  • TTime bound

20
Set and prioritize goals (connected to
Navigation 101)
  • Sample goals aligned with Nav. 101
  • To improve by 10 the supportive and personalized
    learning environment results as measured in
    Spring 2008 EES staff, student and parent surveys
    on specific questions related to Supportive
    Learning Environment.
  • Strategy 1.1 Continue the development and
    implementation of an effective advisory program.
  • Strategy 1.3 partner with the families of our
    students by forming supportive relationships and
    common expectations of school success.

21
Set and prioritize goals (connected to
Navigation 101)
  • Sample goals aligned with Nav. 101
  • Students will demonstrate taking responsibility
    for their own learning through the development of
    their own Student Learning Plan as demonstrated
    by improvement of 10 in school-wide baseline
    data for attendance, tardies, discipline, grades,
    credits, etc. for each of the next three years.
  • Strategy 2.2 Implement and support Student
    Learning Plans in advisory classes.

22
Set and prioritize goals (connected to
Navigation 101)
  • Sample goals aligned with Nav. 101
  • Maintain 95 of the students in each grade level
    cohort group during the 2007-8 school year.

23
Set and prioritize goals (connected to
Navigation 101)
  • Sample goals aligned with Nav. 101
  • The parent survey results from the EES regarding
    collaboration and communication with our high
    school will increase by 30 by 2009.
  • Strategy 2 To implement an advisory curriculum
    that culminates in student-led conferences to
    foster more collaboration and communication with
    parents.

24
Set and prioritize goals (connected to
Navigation 101)
  • Sample goals aligned with Nav. 101
  • Improve student achievement through a supportive
    learning environment as measured by the
    Educational Effectiveness Survey (from 61-85 on
    staff, student and parent), graduation rate from
    74 to 80) and attendance (from 89 to 92 by
    2009.
  • Strategies include advisories and student-led
    conferences

25
Research and select effective practices
26
The Silent EpidemicA 2006 Study of High School
Dropouts
  • Why Students Drop Out
  • 47 -- Classes not interesting
  • 69 -- Not motivated to work hard
  • 80 -- did less than 1 hour of homework/day
  • 66 -- would have worked harder if more were
    demanded of them

27
Reasons for Dropping Out (continued)
  • 32 -- Needed to get a job and make money
  • 26 -- Became a parent
  • 22 -- Care for a family member
  • 35 -- Academic failure
  • 43 -- Attendance problems
  • 45 -- Not academically prepared for high school
  • 32 -- Had to repeat a grade before dropping out

28
What Might Help Students Stay in School
  • Most dropouts blame themselves for dropping out,
    but..
  • Make school more relevant and engaging
  • Enhance connection between school and work
  • Improve support for struggling students
  • Smaller classes, individualized instruction
  • Tutoring, summer school, extra time with teacher
  • Build school climate fostering academics
  • Strong relationship with at least 1 adult in
    school

29
What Might Help Students Stay in School
  • Improve school/home communication
  • Letting students/parents know about certificate
    programs leading to high wage jobs
  • Schools that meet student interests
  • Early warning system for students at risk of
    dropping out
  • Adult advocates for students
  • Graduation coaches (Georgias model)
  • Academic supports

30
Research and select effective practices
  • Effective Parent Involvement
  • Parent involvement needs to be learning-focused
  • Needs to be positive about the individual student
  • Needs to create a partnership with teacher/school
  • Needs to be scheduled for parent convenience
  • Needs to teach parents about school requirements,
    expectations, available supports,
    graduation/post-secondary systems, homework
    supports, etc.

31
Research and select effective practices
  • Personalization
  • Breaking Ranks II Recommendations
  • Develop advisories
  • Promote opportunities for student voice
  • Implement conferences where students take the
    lead
  • Freshman orientation
  • Students remain with the same group of peers over
    time
  • Peer mentors
  • Personal adult advocates
  • Students participate in establishing learning
    goals

32
Research and select effective practices
  • Resiliency research successful high risk
    students
  • Social Competencepro-social attitudes/behaviors
  • Problem-solving skillsa set of effective
    strategies
  • Autonomy-- a sense of personal power/independence
  • Sense of purpose and futureoptimistic/goal
    directed
  • Relationship with a meaningful adult who holds
    the child in high regard

33
Monitor Implementation
  • Navigation 101 data collection supports School
    Improvement Plan implementation requirements
  • Parent conference attendance numbers and rates
  • Parent, student and staff satisfaction with
    student led conferences
  • Enrollment in gatekeeper courses
  • WASL student achievement data
  • Graduation rates
  • Post-secondary remediation rates

34
Navigation 101 and School Improvement
  • Questions?
  • Arcella Hall
  • Director of Secondary Reinvention, OSPI
  • Arcella.hall_at_k12.wa.us
  • 253-593-2078 (w)
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