reigniting the disenfranchised 5 14-12
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LEADING EFFORTS TO REIGNITE THE DISENFRANCHISED: MOTIVATING STUDENTS ON HIGH STAKES ASSESSMENTS
CALSA Summer InstituteSan Jose, CAJuly 18-20
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?”
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.
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
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
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.
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?
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?
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?
CONTACT INFO AND QUESTIONS
Sergio Flores, sergio.flores@partnershipla.org
Martin Gomez, gomezm4@sfusd.edu
Abram Jimenez, abram.jimenez@parnershipla.org
Greg Peters, gpeter@sfcess.org
Questions or comments?
WRITTEN REFLECTIONWhat is one strategy that you are committed to trying
in order to help your disenfranchised students?
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