Enhancing Student Growth and Achievement: Meeting the Needs of Each and Every Child In Dearborn. Part 2 Glenn Maleyko, Superintendent, Ph. D and Team Dearborn General Administrators Meeting October 1 and 2, 2015 Many of the Slides and Statistics were referenced from Dufour (2015).

Students interests must be the number one priority. We will meet the needs of each and every student. Reflected in: 90 Day Plan, Superintendent Interview, District Goals, and How we do Business on a Daily Basis.

Non-Negotiable In order to be successful, professional learning communities must be embedded in the culture of our school. Teamwork and collaboration at Dearborn Public Schools is not an option, it is who we are and what we do as a part of our daily routine. Glenn Maleyko

Norms Activity ▪Review Norm Brainstorming from Last meeting. Discuss at Tables. ▪Make Comments before Finalization. ▪You can hand in any notes on the sheets. ▪We will finalize after a review of final comments and feedback today.

Norms Activity ▪Replication at Buildings? PLC meetings, staff, late start meetings. ▪Cabinet to attend late start and faculty meetings providing support.

Statistical Walk And Sharing Activity ▪We will divide into several groups and rotate throughout the room. Look at the Statistics and make comments on the chart paper. You will get approximately 2.5 minutes per sheet. You can move earlier if you. ▪If you like a previous comment then add a check mark

Statistical Walk And Sharing Activity ▪What are the implications for K-12? ▪How could the Feeder Track model assist with addressing perceived concerns within the statistics? ▪Other Thoughts?

Table Discussion ▪FYI: The Strategic Plan will need to be renewed at the end of this school year. ▪What can we do to solve the issues that have been identified? ▪What should our goals be? ▪Thoughts or suggestions?

Food for Thought and the Feeder Track Model: ▪In 1973 only 28 percent of jobs required post secondary education. ▪By 2020, 65 percent will require post secondary education ▪1970, 74 percent of the middle class was comprised of high school graduates and dropouts ▪2007, only 23 percent of middle class composed of high school graduates and dropouts.

We must Prepare Students for their Future: Not our past. -Between 1970 and 2007 the percentage of upper class workers with postsecondary education increased from 44% to 81%

Statistics on Job Limitations ▪by /10 workers with a high school education or less will be limited to occupations in food and personal service, sales and office support, or blue collar jobs that either pay low wages or are in decline ▪Next Five Years 60 Million Americans at Risk of being locked out of middle class and placed in low wage jobs ▪Those with less than post secondary will be locked out of middle class

Importance of Learning ▪In the 20th century illiterates were those that could not read. ▪In the 21st century illiterates will be those that have not learned how to learn or continue their learning beyond k-12.

We must Prepare Students for their Future: Not our past. ▪A child born in the bottom 20 percent of family incomes is 10 times more likely to state there than a child in the top 20 percent is of falling to the bottom 20 percent ▪A child born in the top 20 percent of family incomes is five times more likely to stay there than a child in a lower 20 percent is to rise to the top 20 percent

Income and Poverty ▪More than 80 percent of children in the top 20 percent of family incomes earn a bachelor’s degree.

Income and Poverty ▪Education is the most powerful tool for helping students of poverty rise

Current System is not working ▪Potential Dropouts can be predicted as early as first grade and identified with accuracy by 3rd Grade (APA, 2012; Sparks, 2013). ▪More than ⅓ of students entering college need a remedial course ▪34% of students entering college drop out in the 1st year

Issues with the Current System ▪Only 36 percent of students who enter a four year public college earn a bachelor’s degree within 5 years. ▪Only 29 percent of those pursuing a 2 year degree earn it within 3 years.

Implications for Students that Fail ▪Students who drop out of school are three times more likely to be unemployed ▪Those students are likely to live in poverty(earn $21,000 or less.) ▪High school Dropouts earn 34 cents for every dollar a college graduate earns and 60 cents for every dollar a high school graduate earns

Implications for Students that Fail ▪The US has one of the largest discrepancies in income between dropouts and college graduates vs. all major economies in the world. ▪Female dropouts will live an average of 10 years less than female college graduates ▪Male drop out will live 13 less years than male college graduates.

Implications for Students that Fail ▪Male drop out will live 13 less years than male college graduates. ▪High School Dropouts are 63 times more likely to be incarcerated.

Implications for Students that Fail ▪Male drop out will live 13 less years than male college graduates. ▪High School Dropouts are 63 times more likely to be incarcerated.

GRADUATION RATES

Feeder Track Components Revisited ▪Feeder Track teams must participate on school improvement teams for feeder schools. ▪We would also like for you to bring a teacher to the SIP visits. All Administrators should sign up for 2 sip visits per semester. ▪Norms and goals at building levels are Improvement. ▪Cabinet will attend building meetings and late starts to provide support and visibility

90 Day Plan Update Continued ▪ELL Model – Rose –Current Staff 25% ELL certified but students at 49% of district population ▪Co-Teaching enhancement ▪Student teaching ▪Home Visit Model ▪Student Advisory Committee to the Superintendent.

Blogs ▪Superintendent Blog: I will lead by Example. ▪We must provide training and support.

“People want to be part of something larger than themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice for, trust.” — Howard Schultz

"Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization." Reeves, Douglas (2006). The Learning Leader. Visionary Leaders