Whole school focus

Document Sample
Whole school focus Powered By Docstoc
					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
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
   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
    “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

USAToday August 24, 2005
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
       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
    Competing Literate 14%


   56% of literates are in China
   30% of literates are in India
   14% of literates are in
              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

Vince Lombardi,
        ‘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…

             Superintendent State of

   What Makes a Successful School ?
    • Clear and Shared Focus
    • High Standards and Expectations
    • Effective School Leadership
    • High Levels Of Collaboration and
    • High Levels of Parent Involvement

       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.
     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
   35 high schools were found to be
    ineffective based on test scores.
   Judge Manning ruled that this must
    change based on “principal
   Schools wondered how this could be
     What worked in 33 schools that
   Shared vision became focus of schools.
   Focused instruction and classroom
    assessment on expected learning
   Established collaborative work
   Provided professional development with
    accountability in observations.
   Empowered parents.

    Dr. Doug Eury, interview on October 27, 2007
What do you believe could “fix”
   “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
                   Fear saying yes
             to all legitimate requests.
      Dare to stay on track with your
       • “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
     • 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%

Douglas Reeves, The Learning Leader, 2006, ASCD
Norfolk, Virginia High Schools
• Nonfiction writing occurred in all
• 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

   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
   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
   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,
                    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,
                     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
       • the ability to apply learning in unfamiliar
„Restoring Value‟ to the High School Diploma: The Rhetoric and Practice of Higher Standards
W. Norton Grubb, University of California, Berkeley Jeannie Oakes, UCLA
              What is a
    college preparatory program?

“If students can read, write,
  calculate and think, I can teach

(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?