What Do I Know? What Do I Think? What Do I Believe? What do you know about students? An amazing thing, the human brain. Capable of understanding incredibly complex and intricate concepts. Yet at times unable to recognize the obvious and simple. Jay Abraham, author of the book, Getting Everything You Can Out of All You've Got http://www.woopidoo.com/business_quotes/knowledge-quotes.htm Students are dropped off at school by a new kind of parent. Parents expect our expertise to make the difference in their child‟s life. They expect this because on their job, they are expected to use their expertise to make the difference for their company. The Helicopter Hovers "They have been the most protected and programmed children ever -- car seats and safety helmets, play groups and soccer leagues, cellphones and e-mail. The parents of this generation are used to close and constant contact with their children and vice versa." Mark McCarthy, assistant vice president and dean of student development at Marquette University in Milwaukee as stated in Washington Post. March 21, 2006 The helicopter moves away until the text message goes home. Virginia Commonwealth University: • The single most cited problem is a lack of parental involvement; • 56 percent of Virginians feel that lack of parent involvement is a major problem for local schools Parents, themselves, are nearly as willing to fault a lack of parent involvement. • Nearly half (47 percent) of public school parents say that lack of parent involvement is a major problem for schools in their community. “Instant message me.” Today‟s students expect to live the experience not be told about it or read about it without the virtual tour or the author‟s direct message. Meg Cabot, author of The PrincessDiaries series. "The minute the text-messaging icon went up on my Web site, teens were talking about it on my message boards. Anything that gets kids excited about books is great. This is just reading in a totally different way." USAToday August 24, 2005 http://www.usatoday.com/tech/products/services/2005-08-24-text-message-book_x.htm An investigation into student attendance in 8 Louisiana high schools showed that a greater percentage (82.4%) of high-achieving students disliked school than did average and low achievers together (73.2%). Kids cited boring teachers, uninteresting courses, and busywork as reasons. EJ514741 - Why Do So Many High Achieving High School Students Dislike School? The (Millennials) will be fragmented and difficult to reach. The increasing number of media channels - instant messaging, email, social networks, chat rooms, iPods, mobile phones, MP3 Players, P2P networks, handheld devices, digital video recorders, video games, game consoles and next generation communities and devices - through which this generation communicates and consumes media & entertainment, makes them a highly elusive target for businesses hoping to reach to them. http://www.millennialsconference.com/ny/ Digital Media Wire, Inc. What makes this generation tick? How do you deliver the right message? How do you design a product or service that will enhance and empower their lifestyles as well as allow self-expression? How do you monetize new viral economies like MySpace, Second Life & YouTube? What new business models are emerging for consumer-generated media? http://www.millennialsconference.com/ny/ Digital Media Wire, Inc. The Reality of A Free World Competing Literate People People Competing Literate 14% 30% 56% 56% of literates are in China 30% of literates are in India 14% of literates are in USA Median Age China 33.2 years India 24.8 years United States 36.6 years Low achieving students do not appear to suffer from taking tough, college-prep courses. The evidence indicates that a combination of rigor, relevance, and good instruction can lead to higher student achievement. Toch, Jerarld, and Dillon (February 2007), Surprise High School Reform Is Working, Phi Delta Kappan. Researchers at Johns Hopkins found that enrollment in career and technical education is positively associated with higher graduation rates, but only when tech courses are taken along with challenging academic courses. Toch, Jerarld, and Dillon (February 2007), Surprise High School Reform Is Working, Phi Delta Kappan. What do you think is your school’s improvement plan to handle the millennial student? “We would accomplish many more things if we did not think of them as impossible.” Vince Lombardi, http://www.woopidoo.com/business_quotes/thinking-quotes.htm ‘Restoring Value’ to the High School Diploma: The Rhetoric and Practice of Higher Standards W. Norton Grubb, University of California, Berkeley Jeannie Oakes, UCLA If our society continues to focus only on standards defined in conventional academic ways, it seems destined to continue the cycle of “reforming again and again and again,” with incomplete reforms in one period leading to further critiques and still other reforms… http://epsl.asu.edu/epru/documents/EPSL-0710-242-EPRU.pdf Superintendent State of Washington What Makes a Successful School ? • Clear and Shared Focus • High Standards and Expectations • Effective School Leadership • High Levels Of Collaboration and Communications • High Levels of Parent Involvement http://www.k12.wa.us/SchoolImprovement/Focus.aspx Stranahan High School, Ft. Lauderdale, Florida Ninth Grade Transition Plan Small Learning Communities Heavy emphasis on engineering and related science course work. Inspiration Award recipient for exemplary AP programs by the college board. 25 percent of Stranahan's students took an AP Exam in 2006. 720 exams scheduled to be administered in May of 2007. 235 Freshmen are enrolled in AP Human Geography this year. http://www.collegeboard.com/press/releases/157010.html?print=true Deborah Owens, Principal 1,750 students 88 percent from minority backgrounds 57 percent who qualify for free or reduced-price lunch. Data driven by individual data. Personalization plan using mentorship of 13 students per teacher. Encouraging AP course very early so students learn to have confidence that it can be done. North Carolina’s “Judge Manning Initiative” 35 high schools were found to be ineffective based on test scores. Judge Manning ruled that this must change based on “principal leadership”. Schools wondered how this could be done. What worked in 33 schools that improved? Shared vision became focus of schools. Focused instruction and classroom assessment on expected learning outcomes. Established collaborative work environment. Provided professional development with accountability in observations. Empowered parents. Dr. Doug Eury, interview on October 27, 2007 What do you believe could “fix” schools? “When reason and emotion collide, we go with our gut-roughly four out of five times.” Ellis Cose, Newsweek, Obama: Go on Offense, October 29, 2007, p. 39 1. Leadership “Leadership today is about moving an organization away from the status quo and toward a new order, to envision life as it might be versus life as it could be.” Stephen Davis “Influencing Transformative Learning for Leaders” , The School Administrator, September 2006 1930’s Eight Year Study 30 selected high schools were freed from the traditional college entrance requirements and were allowed to develop their own “home grown” goals. • Agreed with colleges to waive traditional entrance requirements and use alternative evidence of achievement. • Studied the students for eight years through college and in first four years beyond college. • Students performed at higher levels both in academics and civic involvement. James Nehring, Phi Delta Kappan, February 2007, P.425 Conspiracy Theory Lessons for Leaders from Two Centuries of School Reform Fear saying yes to all legitimate requests. Dare to stay on track with your goals. • “The danger of our tendency to try to be all things to all people is that we end up doing nothing well.” (Nehring, 2007) James Nehring, Phi Delta Kappan, February 2007, P.425 Conspiracy Theory Lessons for Leaders from Two Centuries of School Reform Leaders Use Data To alleviate fear. To justify decisions. To determine the validity of the risk. To support the changes. 2. Defined Focus John Wooden never talked about winning. The focus was on skills not scores. • He coached “hands” after shooting. • He coached, but did little scouting. • He coached core values and actions. • He coached how to put on your socks. Wooden and Jamison, (2007) The Essential Wooden: A Lifetime of Lessons on Leaders and Leadership. McGraw Hill, and Norfolk High Schools • 1998 only one of six high schools had more than 80% of students passing state English graduation requirements • 80% of students-free or reduced lunch • 68% minority • 40+ languages • 2004 all six high schools achieved 80% passing. Douglas Reeves, The Learning Leader, 2006, ASCD Norfolk, Virginia High Schools • Nonfiction writing occurred in all subjects. • Frequent common assessments. • Embraced holistic accountability. • Immediate intervention was decisive. • Constructive use of data. Douglas Reeves, The Learning Leader, 2006, ASCD 3. Collaborative Effort The average of a group estimate is superior to almost all individual estimates. The Wisdom of Crowds by David Surowiecki Believing together Define the real problem, not the low test scores. Allowing for dissent and discussion within a changing framework of confidence. Defining the core social and learning needs of students. Booker T. Washington HS, Memphis, Tennessee Elsie Bailey as principal established interdisciplinary teams to focus on how challenges could be turned to accomplishments. Teachers selected for teams: • committed, • intelligent, • had fresh ideas, • confident that students could learn. Rosa Beth Kanter, (2004) Confidence How Winning Streaks and Losing Streaks Begin and End. Corwin Business The change in 2006 Reading Proficiency was 88%. Math proficiency was 73% 4. Integrated learning Alvin Toffler suggests in Edutopia, February 2007 that the culture, the technology, and all things should be integrated. He says: “If I were putting together a school, I might create a course, or a group of courses, on sports. But that would include the business of sports, the culture of sports, the history of sports-and once you get into history of sports, you then get into history more broadly.” Alvin Toffler Instead of assuming that every subject taught today is taught for a reason, we should begin from the reverse premise: nothing should be included in the required curriculum unless it can be strongly justified in terms of the future. If this means scrapping a substantial part of the formal curriculum, so be it. Page 130 Wiles and Bondi 2007, Curriculum Development: A Guide to Practice. Integrated Performance Collaborate to determine essential knowledge for all students. Integrate the understanding of performance skills prior to integrating the content. Determine the “Power Standards” for your school. Assess based on performance not simply right or wrong. 5. Rigor Rising to the Challenge notes approvingly that 77% of non-college students report they would have worked harder if they had been challenged more. ‘Restoring Value’ to the High School Diploma: The Rhetoric and Practice of Higher Standards W. Norton Grubb, University of California, Berkeley Jeannie Oakes, UCLAhttp://epsl.asu.edu/epru/epru_2007_Research_Writing.htm 20th Century Rigor Two conceptions of rigor • test-based rigor, requiring higher scores on conventional tests; • course-based rigor, requiring more demanding courses. „Restoring Value‟ to the High School Diploma: The Rhetoric and Practice of Higher Standards W. Norton Grubb, University of California, Berkeley Jeannie Oakes, UCLAhttp://epsl.asu.edu/epru/epru_2007_Research_Writing.htm 21st Century Rigor The conventional academic conceptions neglect several other conceptions of rigor: • depth rather than breadth; • more sophisticated levels of understanding including "higher-order skills"; • the ability to apply learning in unfamiliar settings. „Restoring Value‟ to the High School Diploma: The Rhetoric and Practice of Higher Standards W. Norton Grubb, University of California, Berkeley Jeannie Oakes, UCLA http://epsl.asu.edu/epru/epru_2007_Research_Writing.htm What is a college preparatory program? “If students can read, write, calculate and think, I can teach them.” (James Brock, Ph. D., Susquehanna University, chair of the Sigmund Weis School of Business.) A message to parents from Trish Millines Dziko, speaker at the Emerging Leaders in the African American Community Conference as seen on CSPAN February 25, 2006 “If students are not using technology, not doing project based learning, and getting A’s, the students are in trouble.” Rigor is not more coursework. Rigor is necessitating literacy and providing structured engagement for literacy activities. Rigor is expecting the inclusion of qualified and quantified data to support ideas. Rigor is providing processing time for thinking aloud, sharing ideas, and working in teams. Rigor is writing what is known and composing in written form how to do what is done. Rigor is expecting students to ask the questions when problem solving. What Do You Know? What Do You Think? What Do You Believe?