2006 washburn academy increasing rigor and relevance in student learning
TRANSCRIPT
2006 Washburn 2006 Washburn AcademyAcademy
Increasing Rigor and Increasing Rigor and Relevance in Student Relevance in Student
LearningLearning
Richard D. Jones Ph.D.
International Center for Leadership in Education
Senior Consultant Student of Learning
You are what you eat
Fruit JuiceBread, CerealMeat, Dairy, Eggs
You are what you eat
Bread, CerealMeat, Dairy, Eggs
Morning
You are what you eat
Meat, Dairy, Eggs
MorningAfternoon
You are what you eat
MorningAfternoonAll Day
Model Schools ConferenceModel Schools ConferenceSuccessful Practices NetworkSuccessful Practices NetworkInstitutesInstitutesConsultantsConsultantsResearch Research Resources and ToolsResources and Tools
International Center for Leadership in Education
Fullan and Steigelbauer
"Educational change "Educational change depends on what depends on what teachers do and think teachers do and think - it's as simple and as - it's as simple and as complex as that."complex as that."
"Educational change "Educational change depends on what depends on what teachers do and think teachers do and think - it's as simple and as - it's as simple and as complex as that."complex as that."
In schools the status quo persists!
Changing Nature of WorkChanging Nature of Work
It’s a Flat WorldIt’s a Flat World
Moving to a Conceptual AgeMoving to a Conceptual Age
Changing Youth Changing Youth
Focus on on LearningFocus on on Learning
Achievement GapAchievement Gap
Prepare for the TestPrepare for the Test
Increase Student MotivationIncrease Student Motivation
Rigor and RelevanceRigor and Relevance???? Why ????
Rigor and Rigor and RelevanceRelevance
What do we teach?What do we teach?
Where do we Where do we begin?begin?
How do you get How do you get students there?students there?
What do we do?What do we do?
QuestionsQuestionsWhat do we What do we
teach?teach?
Detailed Detailed CurriculumCurriculum
Detailed Detailed CurriculumCurriculum
Simple Powerful Simple Powerful VisionVision
VS.VS.
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
High
HighLow
Low
Rigor/Relevance Framework
1. Awareness
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
1. Knowledge of one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real world predictable situations
5. Application to real world unpredictable situations
Knowledge Application
1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance Rigor/Relevance FrameworkFramework
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
High
HighLow
Low
English - Middle Level
Locate information in a
technical manual.
Analyze commercials for fact and opinion.
Write directions for assembling a product
or carrying out a procedure.
Assemble a product followingwritten directions.
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherWorkWork
Teacher/Student RolesTeacher/Student Roles
StudentStudentThinkThink
StudentStudentThink & WorkThink & Work
StudentStudentWorkWork
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
High
HighLow
Low
Student Learning
Student Learning
Rigorous and Relevant Instruction
ExpectedStudent
Performance
Rigor/Relevance
ActualStudent
Performance
Rigor/Relevance
FeedbackReflection
Instruction
Assessment
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
High
HighLow
Low
Effects of Rigor/Relevance Framework
Simple, versatile and powerfulSomething new that builds on what teachers knowInclusiveShift focus to Student LearningAvoids defending current practiceFramework for selecting strategies and assessmentsAgenda for collaborationNatural build
QuestionsQuestionsWhat do we What do we
teach?teach?
Simple Powerful Simple Powerful VisionVision
QuestionsQuestions
What do we do?What do we do?
Compliance and Compliance and ConsequencesConsequences
Compliance and Compliance and ConsequencesConsequences
Expectations and Expectations and SupportSupport
VS.VS.
““People desire People desire change - they resist change - they resist
being changed”being changed”
High Expectations
Expectations
Expectations are Behaviors
Collaborative
High Levels of Support
Public pronouncements and private conversations
Examples from Model SchoolsExamples from Model Schools
Common FocusProblem SolvingCustomized SolutionsFocus on the Needs of StudentsUse Every Teachable Moment
QuestionsQuestions
What do we do?What do we do?
Expectations and Expectations and SupportSupport
QuestionsQuestionsWhat do we get What do we get students there?students there?
Requirements Requirements Motivation and Motivation and
GradesGrades
Requirements Requirements Motivation and Motivation and
GradesGrades
Building Building RelationshipsRelationships
VS.VS.
RIGOR
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
Everyone needs supportEveryone needs support when they take new riskswhen they take new risks
Creating the CultureResearch Projects
• Survey– Quaglia Institute For Student Aspiration– Student Voice Survey – 50,000 high school - spring 2006
Student Survey PercentagesStudent Survey Percentages
Survey Statement Total Male Female
Students respect teachers 38.4 40.9 36.0
Teachers respect students 53.0 52.0 54.0
Students respect each other 28.5 30.6 26.3
Student Survey PercentagesStudent Survey PercentagesSurvey Statement White Black Hispanic
I put forth my best effort at school 65.5 73.7 70.9Teachers make school an exciting place to learn
29.7 33.3 35.4
School is boring 50.4 44.7 37.0My classes help me understand what is happening in my everyday life
35.7 44.5 45.3
I push myself to do better academically
73.8 82.0 79.1
Teachers help me learn from my mistakes
56.9 61.0 63.0
I am excited to tell my friends when I get good grades 51.7 64.4 60.0
Gambone
Relationship Relationship FrameworkFramework
International Center for International Center for
Leadership in EducationLeadership in Education
Relationship ModelRelationship Model0. Isolated
1. Known
2. Receptive
3. Reactive
4. Proactive
5. Sustained
6. Mutually Beneficial
Relationship Model - Student SupportRelationship Model - Student Support
1. Known1. Known Teachers get to know students and Teachers get to know students and their familiestheir families
2. Receptive2. Receptive Have frequent contact with students Have frequent contact with students and show interestand show interest
3. Reactive3. Reactive Some positive support when Some positive support when requested, but sporadicrequested, but sporadic
4. Proactive4. Proactive Support from individuals that take the Support from individuals that take the initiative.initiative.
5. Sustained5. Sustained Fully supported from all individuals Fully supported from all individuals over timeover time
6. Mutually 6. Mutually BeneficialBeneficial
Mutually supportive learning Mutually supportive learning communitycommunity
44
In The Classroom
Classroom Mgt. Relationship Building
Rules
Power
Effectiveness
Risk Taking
Control
Teacher Role
Voice
Mandated
Without Question
Passive and Quiet
Discouraged
Negative Punishment
Absolute Attention
Public Pronouncements
Negotiated
With Respect
Engaged
EncouragedPositive
Reinforcement
Source of Encouragement
Private Conversations
““In the years to come, In the years to come, your students may forget your students may forget what you taught them. what you taught them. But they will always But they will always remember how you made remember how you made them feel.”them feel.”
QuestionsQuestionsWhat do we get What do we get students there?students there?
Building Building RelationshipsRelationships
QuestionsQuestionsWhere do we Where do we
begin?begin?
Subjects, Subjects, Courses and Courses and
ProgramsPrograms
Subjects Courses Subjects Courses and Programsand Programs
Begin with the Begin with the End in MindEnd in Mind
VS.VS.
International Center International Center for for
Leadership in Leadership in EducationEducation
Learning Criteria
•Criteria are categories of data indicators that school leaders use to determine ultimate success of a high school in preparing students for current assessments and future roles and responsibilities.
Criteria
• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)
• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)
Core Academic LearningAchievement in the core subjects of English language arts,
math and science and others identified by the schoolData Indicators [minimum of 2 in addition to required state testing results]
Percentage of students meeting proficiency level of state testing requirements (required)oEnglish Language ArtsoMathematicsoScienceAverage scores on ACT/SATAverage scores on PSATAchievement levels on standardized tests other than state exams
Percentage of students requiring remediation in college.oEnglish Language ArtsoMathematics Follow-up surveys of academic achievements of graduatesStudents graduating high school in four yearsStudents earning college degree within four years after high school Military ASVAB score
Stretch LearningDemonstration of rigorous and relevant learning beyond minimum requirements (e.g., achievement and participation in higher level courses, specialized courses)
Data Indicators [minimum of 3]
Number of credits required to graduate Average Number of credits earned at graduationInterdisciplinary work and projects ( e.g., Senior Exhibition)Participation/test scores in /International Baccalaureate coursesAverage scores on AP examsPercentage of students achieving >2 on APAverage number of college credits earned by graduation (dual enrollment)Enrollment in advanced math or science courses
Enrollment in Advanced Placement coursesCompletion of career and technical education programsCompletion four or more credits in a career areaCompletion four or more credits in artsCompletion of three or more years of foreign languageFollow-up studies of graduates Value of scholarships earned at graduationPercent of students completing career majorsAchievement of specialized certificates such as Microsoft or Cisco Academy
Student EngagementThe extent to which students are motivated and committed to
learning; have a sense of belonging and accomplishment; and have
relationships with adults, peers, and parents that support learning.
Data Indicators [minimum of 5]
•Student surveys: satisfaction, risk behaviors (asset survey), enrollment in higher education (two-year/ four-year colleges), positive peer relationships•Surveys on degree to which teachers know their students •Programs that improve:o Dropout rate, attendance rate, tardiness rate, graduation rate,o Discipline referrals•Techniques for improving student motivation•Advisory programs
•Programs that create role models for students•Activities that encourage students to voice opinions•Peer tutoring programs•Student recognition programs/activities•Events that promote involvement in co-curricular and extracurricular activities•Strategies to increase number of students taking ACT/SAT or other high-level exams
Personal Skill DevelopmentMeasures of personal, social, service, and leadership skills and
demonstrations of positive behaviors and attitudes.
Data Indicators [minimum of 2]
•Participation/hours in service learning•Students holding leadership positions in clubs or sports•Development/assessment of personal skills: oTime management — ability to plan and organize workoLeadership/followershipoProblem solving/decision making•Programs/activities that promote: oRespect for diversityoPeer mediation/conflict resolution oWorking as a member of a team
•Development/assessment of good character:oTrustworthiness, perseverance, honesty, compassion, other character traits•Reduction in incidences of student conflict•Follow-up survey of graduates on development of personal skills
Learning Criteria• Core Academic LearningCore Academic Learning • Stretch LearningStretch Learning
•Select IndicatorsSelect Indicators•Measure DataMeasure Data•Sustain Over TimeSustain Over Time•DisaggregateDisaggregate•BenchmarkBenchmark•Set Goals and Set Goals and Document SuccessDocument Success
•Student EngagementStudent Engagement •Personal Skill Development Personal Skill Development
Getting to Getting to Rigor/RelevanceRigor/Relevance
What do we teach?What do we teach?
What do we do?What do we do?
Where do we begin?Where do we begin?
Simple Powerful VisionSimple Powerful Vision
Begin with the End in MindBegin with the End in Mind
Expectations and SupportExpectations and Support
How do we get students there?How do we get students there?Build Student Build Student RelationshipsRelationships
Rigor, Relevance, Relationships All Rigor, Relevance, Relationships All StudentsStudents
International Center for Leadership in
Education
Build on the Success of OthersBuild on the Success of Others
Use tools, research and resources Use tools, research and resources to craft local solutionsto craft local solutions
Collaborate, Collaborate, Collaborate, Collaborate, CollaborateCollaborate
Staying on the Cutting Edge
Recognize the need for change
Recognize the need for change
Focus on the real goals
Staying on the Cutting Edge
Look into the future through
the eyes of a child?
Recognize the need for change
Focus on the real goals Keep yourself learning
Staying on the Cutting Edge
Sometimes, I feel Sometimes, I feel like I know less like I know less
today than today than I did yesterday.I did yesterday.
Recognize the need for change
Focus on the real goals Keep yourself learning Share with others
Staying on the Cutting Edge
Are you still making allAre you still making allof the decisions?of the decisions?
Recognize the need for change
Focus on the real goals Keep yourself learning Share with others Don’t follow others blindly
Staying on the Cutting Edge
Lovers never send form letters.
International Center for Leadership in Education, Inc.
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
www.leadered.com
Dick [email protected]
http://dickjones.us
Characteristics
1. Culture of High Expectations and Support
2. Articulated Curriculum
3. Personalized Learning
4. Rigorous and Relevant Instruction
5. Positive School Climate
6. Leadership
7. Data-driven Decisions
8. Accountability
9. Partnerships
10. Professional Learning Communities
International Center for International Center for Leadership in Education, Leadership in Education, IncInc..1587 Route 1461587 Route 146Rexford, NY 12148Rexford, NY 12148Phone (518) 399-2776Phone (518) 399-2776Fax (518) 399-7607Fax (518) 399-7607E-mail - [email protected] - [email protected]