1. The Standards-Based Change Process: Where We’ve Come From, What We’ve Learned, and Prospects for the Future Kathy Au SNOH Meeting August 15, 2006

2. Overview  Where we’ve come from Roots in KEEP  What we’ve learned From Hawai‘i to Chicago SBC Process Developmental Model of School Change  Prospects for the future Sustaining progress at Level 7

3. Where We’ve Come From: Lessons from KEEP

4. Chronology  Kamehameha Elementary Education Program (KEEP) 1971-1989  Culturally responsive instruction  Comprehension discussions 1989-1995  Standards  Student ownership of literacy  Readers’ workshop, writers’ workshop  Portfolio assessment

5. What Worked  Emphasis on higher level thinking Reading comprehension Writing process  Clear targets for student learning Grade level benchmarks  Formative assessment leading to evidence-based teaching  Student ownership

6. What Didn’t Work  K-3 intervention with volunteer teachers Need for schoolwide approach  Curriculum, assessment, and instruction developed by outsiders Need for development by insiders  Over-reliance on external partner Need for gradual release of responsibility  Control by outsiders Control/ownership by insiders

7. Conceptual Framework  Social constructivism as applied to school change and teachers’ professional development  Community of practice, discourse community Classroom as a community of learners ->  School as a professional learning community Change in the culture of the school  Understanding as constructed, not transmitted; higher level thinking Students able to self-assess ->Teachers as reflective practitioners Teacher-developed curriculum and assessment  Ownership

8. Spread of the SBC Process  1997 – Kipapa Elementary School  To 6 schools then the whole district of 42 schools  1999 – Holomua Elementary School  To 10 schools then a neighboring complex of 6 schools  2002 – Island of Hawaii  40 schools  2002 – Partnership READ, Chicago

9. Contrasting Approaches to School Change Conventional Wisdom SBC Process Training in implementing the program with fidelity Professional development that allows educators to devise solutions that fit their school Set program developed by outsiders Change process adapted to the school by insiders Start from scratchBuild upon existing strengths, correct weaknesses Dependent on outsidersGradual release of responsibility to insiders, plus networking

10. Approach to Change: The Standards-Based Change Process  Provides steps a school can follow to implement a system for improving student achievement through standards Focus on higher level thinking  Establishes an ongoing conversation about what everyone is doing to improve student achievement Professional learning community  Develops a staircase curriculum Curriculum coherence

11. Staircase Curriculum vs. Fragmented Curriculum Desired Outcome

12. Hawai‘i Schools Progressed Through Four Levels in the SBC Process.  Initial implementation of the To Do List  Three times per year reporting of results  Curriculum guides  Student portfolios

13. To Do List  Philosophy  Vision statement  Grade level benchmarks  I Can statements  Evidence  Procedures for collecting evidence  Rubrics  Bar graphs  Instructional improvements

14. Three Times a Year Reporting of Results

15. Teacher-Developed Curriculum Guides

16. Student Portfolios with Self- Assessment, Three-Way Conferences

17. SBC Process Results  Results of HLM analysis for Cohort I Students who had state reading test results for grade 3 (2002) and grade 5 (2004) Significant finding for grade 5 reading test results in high-poverty schools  Mean score 2.7 points higher  Results occur when schools  Reach 3 x per year reporting of results  Have moved forward through the process for several years

18. Kipapa’s State Assessment Results, Students Meeting/Exceeding Proficiency

19. What We’ve Learned: From Hawai‘i to Chicago

20. Sharing Curriculum Guides through a Videoconference

21. Taffy Raphael with Holomua Staff

22. Chicago Colleagues

23. Partnership READ Staff in Hawai‘i

24. Contrasts Between Sites HawaiiChicago School poverty level of 50%School poverty level of 85% Schools initiated contact; committed to the SBC Process University initiated contact; no advance commitment Many with professional learning community established Few with professional learning community established Up to 9 years of experience with SBC Process Up to 3 1/2 years of experience with SBC Process Advanced levels in SBC ProcessBeginning levels in SBC Process

25. The Difference of Opinion Between Kathy and Taffy  Kathy “The SBC Process is not for every school.”  Taffy “It is for every school. Some just aren’t ready for it yet.”  It turns out that Taffy is right.

26. 1. Recognizing a need 2. Organizing for change 3. Working on the building blocks 4. Moving as a whole school* 5. Establishing the system* 6. Implementing the staircase curriculum* 7. Fully engaging students and families* Citation: Raphael, T., Goldman, S., Au, K., & Hirata, S. (2006, April). A developmental model of the Standards-Based Change Process: A case study of school literacy reform. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco CA. Levels in the SBC Process Developmental Model of School Change

27. Clusters in the Developmental Model of School Change Student Outcomes Classroom Practices Infrastructure

28. Application of the Model  Helps to explain why three-quarters of Hawai‘i schools introduced to the SBC Process did not succeed  The original approach worked for schools at Levels 3 and above.  It could not help schools with infrastructure needs.

29. Infrastructure Issues  Adequate time for teachers to work together The equivalent of 8 full days  Vertical (cross-grade) as well as horizontal (grade level) meetings  Focused professional development Mapping out work with the SBC Process through yearlong and multi-year plans  A strong and knowledgeable curriculum leader Who is your Kitty Aihara?

30. Classroom Practice Issues  Staircase curriculum Developed by the teachers  Evidence-based teaching Assessment leads to targeted, differentiated instruction  Focus on higher level thinking Reading comprehension, mathematical thinking, scientific reasoning

31. Student Outcome Issues  Student ownership Commitment to their own learning Cognitive engagement (Taylor et al.)  Higher level thinking  Generalization Far (as opposed to near) transfer  Metacognition Self-assessment and goal setting

32. Constructivism in Action  Teachers must construct their own curriculum, assessment, and instruction.  When the curriculum becomes transparent to teachers Teachers can make the curriculum transparent to students (and parents).

33. SBC Process Used Across Reading Programs  Schools at Level 6 (implementing the staircase curriculum; teacher- developed curriculum guides) Home-grown literature = 2 Basal reading = 8 Direct Instruction = 1 Success for All = 1  Latest school - Helemano  Culture of the school

34. Balanced Literacy Instruction  It doesn’t matter what reading program or philosophy a school starts with.  What makes a difference is that the school ends up with balanced instruction, including Students’ ownership of literacy Higher level thinking with text

35. Prospects for the Future Helping more schools to succeed

36. Benefits of the Developmental Model  Description Identifies the school’s level on each of the 9 dimensions  Needs assessment Overall level Areas of relative weakness Areas of relative strength  Long-term planning

37. We know now that we need to slow the process down and start with a needs assessment. Take care of infrastructure issues, if any, before moving on.

38. Kapolei Elementary School SBC Process Long-Range Plan School YearWritingReadingMathScienceSocial Studies 2005-06Level 4 Level 5 Level 6 Level 4 Level 5 Level 4 Level 5 Level 6 2006-07Continue above Level 7 Continue above Level 7 Continue above Study group 2007-08Continue above Level 7Level 4 Level 5 2008-09Level 6Level 4

39. Recommendations  Gain a historical perspective. Trace your school’s progress beginning with the first year.  Start doing a needs assessment, based on the Developmental Model, at the beginning of every school year.  Create or adjust your school’s multi-year plan.

40. Customized Services  Services tailored to the goals, strengths, and needs of each individual school  A trainer-of-trainers model doesn’t work!  We need to work with you at your school.

41. Leadership “On the Ground”  Fullan’s view of change in schools Technically simple Socially complex  Value of a combined perspective Outsider Insider

42. A Better Understanding of Staying the Course Over the Long Term  Level 7 schools are those that are able to sustain the SBC Process in the face of significant changes. New principal New curriculum coordinator Teacher turnover All of the above!

43. Keeping the Culture Alive  What sustains innovation is not the “school” but the professional learning community. Why key individuals are so important in sustaining the SBC Process  Renewing and rebuilding the professional learning community  Successful schools have a deep bench.

44. Conclusions  School improvement as the process of building a professional learning community  The increasingly challenging work at each level in the Developmental Model serves to increase the knowledge and strength of the PLC.  Improving student learning depends on sustaining innovation over the years. Rebuilding the professional learning community