Trends in High School Improvement

Richard Jones Ph. D. Senior Consultant International Center for Leadership in Education

Trends in High School Improvement Best Practices in High School Measuring High School Success Impacts for Agric. Ed.

What is current High School Improvement Small Schools Math, Science and Technology Biotechnology Reading in Content Area Assessment Backlash Increased Accountability

Best Practices for Successful High Schools

Bill and Melinda Gates Foundation Promising High Schools w/ CCSSO

J. “Moms” Mabley If you always do what you always did, you will always get what you always got.

Looking at High Schools Why Do We Need to Change Schools? What Do they look like? How Do We Do It?

Current Characteristics Traditions that have Become Ruts Attendance Required Learning Optional Isolated Teacher Centered Instruction Shining Successes but Some Students “Falling through the Cracks” Some students overwhelmed while some are bored

Discussion Reflect on high school?

Exemplary Characteristics Personalized Learning High Expectations Data - Driven Decisions 9th Grade Transition Challenging 12th Grade Rigorous and Relevant Curriculum Effective Leadership Relationships Driven by Guiding Principles Sustained Professional Development

Personalized Learning Multiple Pathways Early Intervention Disaggregation of Data Leveling w/ Respect Small Learning Communities

Changes That Are Easier in SLC Building Relationships Identifying Student Needs Articulation of Curriculum Staff Collaboration Creating Positive School Culture Contextual Learning

Pitfalls Lack of Specific Goals Failure to Address Literacy Unchanged Curriculum Too Much Emphasis on Belonging Ignoring Staff Concerns Uninformed Student Assignment Bad Timing Focusing only on Teachers

High Expectations

Expectations Expectations are Behaviors Collaborative High Levels of Support

Data is Powerful Assess the current and future needs of students Decide what to change Determine if goals are being met Engage in continuous school improvement Identify root causes of problems Promote accountability

Types of Data Student Learning School Class Demographics School Processes Curriculum and Instruction Core Learning Stretch Learning Student Engagement Personal Skill Development

9th Grade Practices Transition Procedures Social Activities Early Interventions Avoiding Front Loading Differentiation Parent Relationships Adult Advisory Peer Relationships

12th Grade Practices Early College Full Scheduling Advanced Placement Dual Enrollment College Application Support Senior Projects Community Service Internships

Curriculum Focused

Teachers struggling to teach an overloaded curriculum!

Curriculum Focused Standards vs. Curriculum vs. Instruction

Curriculum Focused Standards vs. Curriculum vs. Instruction Constantly raising Rigor and Relevance

Ask Me..... “How will I ever use what I’m learning today?”

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

12345 Application Knowledge

1. Recall Knolwedge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 1. Knowledge of one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations KnowledgeApplication

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework RightAnswer Did Students Get it Right? RationalAnswerRightQuestions RightProcedure High Low

Leadership Problem is more people than Technical Not Charismatic Entrepreneurial vs. Bureaucratic Performance vs. Compliance Department Chairs Focus on Instruction

Guiding Principles Responsibility Contemplation Initiative Perseverance Optimism Courage Respect Compassion Adaptability Honesty Trustworthiness Loyalty

Professional Development Directly related to school goals Ongoing Personalized Culture of Collaboration

Exemplary Characteristics Personalized Learning High Expectations Data - Driven Decisions 9th Grade Transition Challenging 12th Grade Rigorous and Relevant Curriculum Effective Leadership Relationships Driven by Guiding Principles Sustained Professional Development

Action Items - Where to Begin Instruction vs. Structure (Rigor/Relevance) Relationships Start with Special Education Data-based decision Making Transition Years Systems

Focus on Instruction

Rigor/Relevance Interdisciplinary Learning in Context Conceptual Era Skills

Last few decades have belonged to a certain kind of mind: Computer programmers who crank code Lawyers who craft contracts MBA’s who crunch numbers But the keys to the kingdom are changing….

Abundance has produced an ironic result… Lessened the significance of things because you can get it anywhere. (no longer enough to create a product that’s reasonably priced and functional) Products must be more R – Directed beautiful, unique, meaningful, “aesthetic imperative”

Moving from an economy and society built on the logical, linear, computer like capabilities of the INFORMATION AGE to…….. An economy and society built on the inventive, empathetic, big picture capabilities of what’s rising up in its place, the “CONCEPTUAL AGE”.

High Concept / High Touch GM’s top leader… I see us being in the art business. MBA’s becoming the blue collar worker for the conceptual age. Graphic designers have increased ten fold in the last decade. Since 1970, 30% more people are earning a living as writers. More Americans today work in art, entertainment and design than lawyers, accountants and auditors.

The future belongs to a very different kind of mind.. Creators Empathizers Pattern recognizers Designers Story tellers Meaning makers And more……….

Action Items - Where to Begin Instruction vs. Structure (Rigor/Relevance) Relationships Start with Special Education Data-based decision Making Transition Years Systems

International Center for Leadership in Education Build Relationships

A hundred years from now, it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove,---but the world may be different because I was important in the life of a child.

“In the years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

RIGORRIGOR RELEVANCE A B D C Increasing Rigor/Relevance High Low

Everyone needs support when they take new risks when they take new risks

Essential Relationships In Schools Learning Staff Professional Community

Relationships are Essential to Student Learning Result of combination of support from: Family Teachers Peers Community

Relationships Clearly Important ? How to Quantify? How to Develop?

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

Learning Relationships Support for Students 0 Isolation Students feel significant isolation from teachers, peers, or even parents. Students lack any emotional, social connection to peers and teachers. 1 Known Students are known by others; frequently called by name. Teachers know students and their families, their interests, aspirations and challenges. Students are known by peers that they interact with in school. 2 Receptive Students have contact with peers, parents, and teachers in multiple settings. Teachers exhibit positive behaviors of “being there” that show genuine interest and concern. 3 Reactive Teachers, parents, and peers provide help to students when requested, but support may be sporadic and inconsistent among support groups. 4 Proactive Others take an active interest in a student’s success. Teachers take initiative to show interest and provide support. Students and others express verbal commitment for ongoing support and validate this commitment with their actions. 5 Sustained There is extensive, ongoing, pervasive and balanced support from teachers, parents and peers that is consistent and sustained over time. 6 Ubiquitous Positive relationships are everywhere and common place among the way that students, teachers and parents interact and support the student as learner.

Research on Relationships

Metlife Survey of the American Teacher New students are bullied or teased? very often/often 18% sometimes 33% New students are helped by other students ? very often/often 52% sometimes 37%

Survey of 10-12th Grade Students on Relationships Metlife Survey of the American Teacher 2005

Quality of School’s Role Encouraging Parental Involvement My school does a good job of encouraging parental involvment. Metlife Survey of the American Teacher 2005

HESSE - Survey 2005 More that half (52%) had not discussed ideas with a teacher outside of class during the year. Three fifths (60%) had not communicated with a teacher by . However, 70% agreed they had many opportunities to ask questions about their work. Less than half (48%) had frequently discussed grades or assignments with a teacher. Half never or only sometimes received feedback from teachers on assignments.

Responses to “I Feel Supported and Respected by Teachers.”

The special importance of encouragement highlights the likely importance of strong teacher-student relationships in affecting achievement, especially for African American and Hispanic students. Ronald Ferguson

Extend Your Relationships Introduce yourself to someone you don’t know. Ask them to tell you about the most important year old they care about?

Supportive Relationships Successful Practices Behaviors Activities Structures

Model Schools

Junction City (KS) High School

AJ Moore Academy Waco, TX

MENTORING: Helping kids grow ! KENWOOD ACADEMY CHICAGO, ILLINOIS KENWOOD ACADEMY CHICAGO, ILLINOIS

What most people need to learn in life is how to love people and use things instead of using people and loving things.

Supportive Behaviors Showing Respect Taking Interest Active Listening Frequent Contact Encouragement Avoiding “Put Downs Displaying Student Work Writing Encouraging Notes Identifying Unique Talents

Supportive Behaviors cont’d. Celebrating Accomplishments Serving As Role Model Using One-to-One Communication Encouraging Students to Express Opinions/Ideas Creating Inviting Classroom Climate Exhibiting Enthusiasm Using Positive Humor Students Praising Peers

Supportive Activities Character Education Beginning of the Year Student Social Activities Team Building Mentoring Rewards, Recognition, Incentives Student Advocacy Advisement Program

Supportive Initiatives, cont’d. Peer Mediation Students as Teachers Family, Community, Business Partnerships Service Learning Extra and Co-curricular Activities Sports Programs

Supportive Structures Small Learning Community Alternative Scheduling Team Teaching Teacher Continuity School-based Enterprise Professional Learning Community

Each school has its own DNA.

Criteria Grid

Core Academic Learning Achievement in the core subjects of English language arts, math and science and others identified by the school Data Indicators [minimum of 2 in addition to required state testing results]  Percentage of students meeting proficiency level of state testing requirements (required) o English Language Arts o Mathematics o Science  Average scores on ACT/SAT  Average scores on PSAT  Achievement levels on standardized tests other than state exams  Percentage of students requiring remediation in college. o English Language Arts o Mathematics  Follow-up surveys of academic achievements of graduates  Students graduating high school in four years  Students earning college degree within four years after high school  Military ASVAB score

Stretch Learning Demonstration of rigorous and relevant learning beyond minimum requirements (e.g., achievement and participation in higher level courses, specialized courses) Data Indicators [minimum of 3]  Number of credits required to graduate  Average Number of credits earned at graduation  Interdisciplinary work and projects ( e.g., Senior Exhibition)  Participation/test scores in /International Baccalaureate courses  Average scores on AP exams  Percentage of students achieving >2 on AP  Average number of college credits earned by graduation (dual enrollment)  Enrollment in advanced math or science courses  Enrollment in Advanced Placement courses  Completion of career and technical education programs  Completion four or more credits in a career area  Completion four or more credits in arts  Completion of three or more years of foreign language  Follow-up studies of graduates  Value of scholarships earned at graduation  Percent of students completing career majors  Achievement of specialized certificates such as Microsoft or Cisco Academy

Student Engagement The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning. Data Indicators [minimum of 5] Student surveys: satisfaction, risk behaviors (asset survey), enrollment in higher education (two-year/ four-year colleges), positive peer relationships Surveys on degree to which teachers know their students Programs that improve: o Dropout rate, attendance rate, tardiness rate, graduation rate, o Discipline referrals Techniques for improving student motivation Advisory programs Programs that create role models for students Activities that encourage students to voice opinions Peer tutoring programs Student recognition programs/activities Events that promote involvement in co- curricular and extracurricular activities Strategies to increase number of students taking ACT/SAT or other high-level exams

Personal Skill Development Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes. Data Indicators [minimum of 2] Participation/hours in service learning Students holding leadership positions in clubs or sports Development/assessment of personal skills: oTime management — ability to plan and organize work oLeadership/followership oProblem solving/decision making Programs/activities that promote: oRespect for diversity oPeer mediation/conflict resolution oWorking as a member of a team Development/assessment of good character: oTrustworthiness, perseverance, honesty, compassion, other character traits Reduction in incidences of student conflict Follow-up survey of graduates on development of personal skills

J. “Moms” Mabley If you always do what you always did, you will always get what you always got.

Ag Ed Opportunities Relevance Math, Science, Tech Integration Student Leadership /Relationships Partnership Building Project-based Learning

Ag Ed Strategies Create schedules that expand capacity Look for Academy development opportunities Interdisciplinary courses/projects Post-secondary articulation Reading/Reading/Reading High Standards Lead rather than follow

Transition

9th Grade Transitions Relationship Building PersonalizationParents Facility Issues Programming Civility/ Character Education Academic Intervention Staff Support and Decision-making

Small Group Reflection

What are examples of 9th grade personalization?

REFLECTION What will you do in your classroom/school as a result of today’s session?

ACTION PLAN Activity

Center Web Site Dick Jones Web Site SPN

Love your children more than your programs and practices.

Lovers never send form letters.

10 Key Components 1. Culture of High Expectations and Support 2. Articulated Curriculum 3. Personalized Learning 4. Rigorous and Relevant Instruction 5. Positive School Climate 6. Leadership 7. Data-driven Decisions 8. Accountability 9. Partnerships 10. Professional Learning Communities

Dick Jones PO Box Loudonville, NY

International Center for Leadership in Education, Inc Route 146 Rexford, NY Phone (518) Fax (518)