Hebrew proverb

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Hebrew proverb

• Do not confine your children to your own
  learning, for they were born in another time.

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International Center for Leadership in Education
Best Practices in High School Reform

• Dr. Richard D. Jones

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International Center for Leadership in
Educationand Council of Chief States School
Officers30 Exemplary High Schools
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Looking at High Schools
Why Do We Need to Change Schools? What Needs to Be Done? How Do We Do It?
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What does it feel like to be a Superintendent
that proposes high school reform?
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What is the reaction of the Board of Education?
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Looking at High Schools
Why Do We Need to Change Schools? What Needs to Be Done? How Do We Do It?
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Video Students
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International Center for Leadership in
Educationand Council of Chief States School
Officers30 Exemplary High Schools
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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

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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

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Looking at High Schools
Why Do We Need to Change Schools? What Needs to Be Done? How Do We Do It?
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Personalized Learning

• Multiple Pathways
• Early Intervention
• Disaggregation of Data
• Small Learning Communities

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Changes That Are Easier

• Building Relationships
• Identifying Student Needs
• Articulation of Curriculum
• Staff Collaboration
• Creating Positive School Culture
• Contextual Learning

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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

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Small Learning Communities
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High Expectations
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Expectations

• Expectations are Behaviors
• Collaborative
• High Levels of Support

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Data Driven - especially about reading
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Lexile Framework

• Semantic Difficulty
• Syntactic Complexity

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Medical Academy
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Visual Arts Design Academy
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9th 12th Grades
MS HS HE
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9
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Curriculum

• Focused

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Teachers struggling to teach an overloaded
curriculum!
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PSSA English LABenchmarks Tested
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PSSA MathematicsBenchmarks Tested
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Pennsylvania Career and Technical Education
Pennsylvania Mathematics Standards/Benchmarks Grade 11 PSSA Agriculture, Food and Natural Resources Agriculture, Food and Natural Resources Agriculture, Food and Natural Resources Agriculture, Food and Natural Resources Architecture And Construction Architecture And Construction Arts Communications Arts Communications
Pennsylvania Mathematics Standards/Benchmarks Grade 11 PSSA Ag Production Ag Mechanics Ag Services (Ag Business) Natural Resources Architecture and \ Drafting Construction Performing Arts Communications
A. Use operations (e.g., opposite, reciprocal, absolute value, raising to a power, finding roots, finding logarithms). M H H H H H H H H
F. Demonstrate skills for using computer spreadsheets and scientific and graphing calculators. H M M H M H M M H
B. Measure and compare angles in degrees and radians. H H H H H H H H M
D. Use truth tables to reveal the logic of mathematical statements. M M M M M M L M M
E. Demonstrate mathematical solutions to problems (e.g., in the physical sciences). M H H H H H H H H
J. Demonstrate the connection between algebraic equations and inequalities and the geometry of relations in the coordinate plane. H L L L L H M L L
B. Identify, create and solve practical problems involving right triangles using the trigonometric functions and the Pythagorean Theorem. M H M H H H M L L
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Pennsylvania Arts Education
Pennsylvania English Language Arts Standards/Benchmarks Grade 5 PSSA Visual Arts Dance Music Theatre
A. Establish the purpose for reading a type of text (literature, information) before reading. H H H H H
H. Demonstrate fluency and comprehension in reading. L L L L L
A. Read and understand essential content of informational texts and documents in all academic areas. H H H H H
B. Use and understand a variety of media and evaluate the quality of material produced. H H H H H
C. Produce work in at least one literary genre that follows the conventions of the genre. L L L L L
A. Read and understand works of literature. H H H H H
B. Compare the use of literary elements within and among texts including characters, setting, plot, theme and point of view. H H H H H
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Curriculum

• Focused
• Standards vs. Curriculum vs. Instruction

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Curriculum

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

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Ask Me..... How will I ever use what Im
learning today?
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In schools the status quo persists!
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Rigor
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Relevance
My only skill is taking tests.
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All Students
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Rigor/Relevance Framework
Text
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Thinking Continuum
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Knowledge Taxonomy
Knowledge Taxonomy

• 1. Knowledge
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

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Basic Nutrition
Knowledge Taxonomy

• 1 Label food by nutritional groups
• 2 Explain nutritional value of foods
• 3 Use nutrition guidelines in planning meals
• 4 Examine success in achieving nutrition goals
• 5 Develop personal nutrition goals
• 6 Appraise results of personal eating habits over
  time

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Application Model
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Action Continuum
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Application Model

• 1 Knowledge in one discipline
• Application within discipline
• Application across disciplines
• 4 Application to real-world predictable
  situations
• 5 Application to real-world unpredictable
  situations

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Basic Nutrition
Application Model

• 1 Label food by nutrition groups
• 2 Rank foods by nutritional value
• 3 Make cost comparison of foods considering
  nutritional value
• 4 Develop nutritional plan for a health problem
  affected by food
• 5 Devise a sound nutritional plan for a group of
  3 year-olds who are picky eaters

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Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
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Rigor/Relevance Framework
6
5
4
3
2
1
1
2
3
4
5
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Rigor/Relevance Framework
6
5
4
3
2
A
1
1
2
3
4
5
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Rigor/Relevance Framework
6
5
4
3
2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
6
C
5
4
3
2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
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D
C
5
4
3
2
B
A
1
1
2
3
4
5
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Skill

• Identify, collect or sort pertinent information
  while reading.

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Quadrant A

• Read a science experiment and identify the
  necessary materials to perform the experiment.

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Quadrant B

• Locate and read current articles on biotech.

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Quadrant C

• Read and analyze 3 original newspaper articles
  from WW II and identify reasons for opposition to
  US entry into the war.

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Quadrant D

• Read pertinent information related to El Nino
  weather patterns and propose possible summer
  vacation destinations.

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Primary Assessments Rigor/Relevance Framework
Portfolio Product Performance Interview Se
lf Reflection
KNOWLEDGE
Extended Response Product Performance
Multiple Choice Constructed Response
Process Performance Product Performance
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
Adaptation
Assimilation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
Problems
D
C
Projects
Activities
B
A
A P P L I C A T I O N
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Video Kennesaw Mtn.
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Leadership

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

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Guiding Principles
Responsibility Contemplation Initiative Pe
rseverance Optimism Courage
Respect Compassion Adaptability Honesty
Trustworthiness Loyalty
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Relationships

• Clearly Important ?
• How to Quantify?
• How to Develop?

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Relationships are Essential to Student Learning
Result of combination of support from
? Family ? Peers ? Teachers ? Community
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Relationship Model
0. Isolated 1. Knowing 2. Assisting 3. Mentoring 4
. Enduring 5. Mutually Beneficial
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Relationship Model
Key to Student Learning

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Support Behaviors
? Respect ? Being There ? Active
Listening ? Frequent Contact ? Encouragement ? Avo
iding Put Downs ? ??????
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Professional Development

• Directly related to school goals
• Ongoing
• Personalized
• Culture of Collaboration

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Next Steps

• Network
• Work with select group of schools

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Looking at High Schools
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Successful Schools

• What is a proven successful school?

No single measure Include tests, but more
than tests Must be objective Recognize that
schools are different
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Successful Schools

• Criteria

Quantifiable Sustainable Disaggregated Ben
chmarked Exceptional
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Criteria

• Categories

Core Academic Learning Stretch
Learning Student and Community
Engagement Student Personal Development
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Criteria Grid
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Criteria Grid
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Criteria Grid
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Criteria Grid
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Criteria Grid
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Criteria Grid
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Criteria Grid
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Characteristics

• Culture of High Expectations and Support
• Articulated Curriculum
• Personalized Learning
• Rigorous and Relevant Instruction
• Positive School Climate
• Leadership
• Data-driven Decisions
• Accountability
• Partnerships
• Professional Learning Communities

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Characteristics

• Culture of High Expectations and Support - Create
  a culture that embraces the belief that all
  students can benefit from a rigorous and relevant
  curriculum and provides personalized
  relationships between adults and students to
  support high levels of achievement.
• Articulated Curriculum - Use a framework to
  organize curriculum that drives instruction
  toward both rigor and relevance and leads to a
  continuum of instruction between grades and
  across disciplines.

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Characteristics

• Personalized Learning - Create appropriate
  transitions into and from school and multiple
  pathways to rigor and relevance based upon a
  students interests, learning style, aptitude,
  and needs.
• Rigorous and Relevant Instruction - Teach
  students through experiences that are
  challenging stimulate reflective thought and are
  real-world applications of skills and knowledge.
• Positive School Climate - Establish and maintain
  a safe and orderly school.

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Characteristics

• Leadership - Offer effective leadership
  development for administrators, teachers,
  parents, and community.
• Data-driven Decisions - Use data to provide a
  clear, unwavering focus to rigorous and relevant
  curriculum priorities, personalized instruction
  and continuous school improvement.
• Accountability - Set high expectations that are
  monitored, then hold both students and adults
  accountable for students continuous improvement
  in the curriculum priorities

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Characteristics

• Partnerships - Obtain and leverage parent and
  community involvement resulting in positive
  relationships with schools.
• Professional Learning Communities - Foster
  development of a highly collaborative staff and
  provide sustained professional development
  focused on the improvement of instruction.

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International Center for Leadership in Education,
Inc.

• 1587 Route 146
• Rexford, NY 12148
• Phone [phone]
• Fax [phone]
• E-mail - info_at_LeaderEd.com
• www.LeaderEd.com