reigniting the disenfranchised 5 14-12

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LEADING EFFORTS TO REIGNITE THE DISENFRANCHISED: MOTIVATING STUDENTS ON HIGH STAKES ASSESSMENTS CALSA Summer Institute San Jose, CA July 18-20

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Page 1: Reigniting the disenfranchised 5 14-12

LEADING EFFORTS TO REIGNITE THE DISENFRANCHISED: MOTIVATING STUDENTS ON HIGH STAKES ASSESSMENTS

CALSA Summer InstituteSan Jose, CAJuly 18-20

Page 2: Reigniting the disenfranchised 5 14-12

INTRODUCTIONS Sergio Flores, Partnership for LAUSD Assistant

Superintendent

Martin Gomez, SFUSD High School Principal

Abram Jimenez, Partnership for LAUSD Director

Greg Peters, Executive Director SF-CESS

WRITTEN REFLECTION

In your experience, what practices have effectively supported student motivation and achievement? Which practices worked best with your disenfranchised students? How might school or regional context matter?”

Page 3: Reigniting the disenfranchised 5 14-12

A COMPLEX DISCONNECT (NOT A PRO-TESTING STANCE)

Educators frequently take a social justice stance against high stakes testing... even when status quo methods and measures persist in producing inequitable results for and beyond school.

Arguments often are strongest where students (especially our black, brown and EL students) are served least well and where high results by other rigorous measures don’t exist.

Adult feelings (dislike, fear, apathy etc.) frequently transfer to students – and in turn, student test taking skills and results.

The best strategy to eliminate the role and influence of high stakes test will be to educate ALL students excellently and equitably.

Page 4: Reigniting the disenfranchised 5 14-12

CONTEXT OF WORKSHOP

Black or African

American

Hispanic or Latino

White Asian

Grades 2-6 739 763 873 918

745

795

845

895

945

California API By SubgroupGrades 2-6

Black or African

American

Hispanic or Latino

White Asian

Grades 7-8 692 724 851 913

675725775825875925

California API By Subgroup

Grades 7-8

Black or African

American

Hispanic or Latino

Socioeco-nomically Disadvan-

taged

White Asian

Grades 9-11

650 689 684 810 867

625

725

825

California API By SubgroupGrades 9-11

Page 5: Reigniting the disenfranchised 5 14-12
Page 6: Reigniting the disenfranchised 5 14-12

CONTEXT OF WORKSHOP

40

55

70

85

43.5

44.7 44.1

72.478.7

41.5 49.6 49.1 70.2

84

% Proficient At or Above By Subgroup In ELA and Math (2011)

(ELA)(Math)

Black or African American

Hispanic or Latino Economically Dis-advanteaged

White Asian

Percent Passed 0.74 0.78 0.76 0.92 0.92

73%

78%

83%

88%

93%

CAHSEE Passage Rate By Subgroup

Page 7: Reigniting the disenfranchised 5 14-12

SOCIAL JUSTICE IN HIGH POVERTY SECONDARY SCHOOLS Schools that engage multiple “push out”

(dropout) strategies cannot rest on theoretical/ idealistic laurels.

Even with weighing circumstances, it does little to blame our high failure rates on students or the system. We are morally obligated to motivate, support and educate all students.

Different Action (not tweaking) is Required: start with what is in our control – our work.

Focus on Equity (not equality) to prioritize best practices and design. We can “flip the script” and make the system serve those it currently hurts.

Page 8: Reigniting the disenfranchised 5 14-12

IGNITING THE DISENFRANCHISED AT DIFFERENT SCHOOLS

John O’Connell High School What was happening with students and staff?What the data said.Response to data. “Bump it UP!”How the change took place.

Fontana High ExperienceCulture of Students: Before and AfterA.P. ExpansionCulture of Staff: Before and After

Santee ExperienceSTAR “Band Jump” Student Sheet discussions

WRITTEN REFLECTIONWhat reactions/ implications would you expect if you

tried these strategies at your school?

Page 9: Reigniting the disenfranchised 5 14-12

STRATEGIES FOR INCREASING STUDENT MOTIVATION (IN ADDITION TO GOOD INSTRUCTION)

Common Assessments and Discussion on Best Practices

Consistent Retake Opportunities School Wide Bump it Up Campaigns Assemblies CST Review in Every Class Band jumping

Regardless of the strategy, it is essential for a school to know its philosophy behind the

strategy.

Think About: Would your staff see these strategies as the principal’s self interest?

Page 10: Reigniting the disenfranchised 5 14-12

CHANGE OF SCHOOL CULTURE

REGARDLESS of tools, consider long term goals of any motivational strategy (change of culture, extrinsic to intrinsic).

A lack of intentionality and buy-in can either build or deter our goal of equity.

Ultimate goal is for students to not need these strategies because they want to be successful!

Think About: Who is involved with and impacted by the achievement and engagement gaps at your school?

Page 11: Reigniting the disenfranchised 5 14-12

CONTACT INFO AND QUESTIONS

Sergio Flores, [email protected]

Martin Gomez, [email protected]

Abram Jimenez, [email protected]

Greg Peters, [email protected]

Questions or comments?

WRITTEN REFLECTIONWhat is one strategy that you are committed to trying

in order to help your disenfranchised students?