kathy au snoh meeting august 15, 2006
DESCRIPTION
The Standards-Based Change Process: Where We’ve Come From, What We’ve Learned, and Prospects for the Future. Kathy Au SNOH Meeting August 15, 2006. Overview. Where we’ve come from Roots in KEEP What we’ve learned From Hawai‘i to Chicago SBC Process Developmental Model of School Change - PowerPoint PPT PresentationTRANSCRIPT
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The Standards-Based Change Process: Where We’ve Come From, What We’ve Learned, and Prospects for the Future
Kathy AuSNOH MeetingAugust 15, 2006
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Overview
Where we’ve come from Roots in KEEP
What we’ve learned From Hawai‘i to Chicago SBC Process Developmental Model of
School Change Prospects for the future
Sustaining progress at Level 7
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Where We’ve Come From: Lessons from KEEP
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Chronology
Kamehameha Elementary Education Program (KEEP) 1971-1989
Culturally responsive instruction Comprehension discussions
1989-1995 Standards Student ownership of literacy Readers’ workshop, writers’ workshop Portfolio assessment
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What Worked
Emphasis on higher level thinking Reading comprehension Writing process
Clear targets for student learning Grade level benchmarks
Formative assessment leading to evidence-based teaching
Student ownership
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What Didn’t Work
K-3 intervention with volunteer teachers Need for schoolwide approach
Curriculum, assessment, and instruction developed by outsiders Need for development by insiders
Over-reliance on external partner Need for gradual release of responsibility
Control by outsiders Control/ownership by insiders
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Conceptual Framework
Social constructivism as applied to school change and teachers’ professional development
Community of practice, discourse community Classroom as a community of learners ->
School as a professional learning community Change in the culture of the school
Understanding as constructed, not transmitted; higher level thinking Students able to self-assess ->Teachers as reflective
practitioners Teacher-developed curriculum and assessment
Ownership
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Spread of the SBC Process
1997 – Kipapa Elementary School To 6 schools then the whole district of 42
schools 1999 – Holomua Elementary School
To 10 schools then a neighboring complex of 6 schools
2002 – Island of Hawaii 40 schools
2002 – Partnership READ, Chicago
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Contrasting Approaches to School Change
Conventional Wisdom
SBC Process
Training in implementing the program with fidelity
Professional development that allows educators to devise solutions that fit their school
Set program developed by outsiders
Change process adapted to the school by insiders
Start from scratch Build upon existing strengths, correct weaknesses
Dependent on outsiders Gradual release of responsibility to insiders, plus networking
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Approach to Change:The Standards-Based Change Process
Provides steps a school can follow to implement a system for improving student achievement through standards Focus on higher level thinking
Establishes an ongoing conversation about what everyone is doing to improve student achievement Professional learning community
Develops a staircase curriculum Curriculum coherence
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Staircase Curriculum vs.Fragmented Curriculum
Desired Outcome
Desired Outcome
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Hawai‘i Schools Progressed Through Four Levels in the SBC Process.
Initial implementation of the To Do List
Three times per year reporting of results
Curriculum guides Student portfolios
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To Do List
Philosophy Vision
statement Grade level
benchmarks I Can
statements
Evidence Procedures for
collecting evidence
Rubrics Bar graphs Instructional
improvements
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Three Times a Year Reporting of Results
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Teacher-Developed Curriculum Guides
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Student Portfolios with Self-Assessment, Three-Way Conferences
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SBC Process Results
Results of HLM analysis for Cohort I Students who had state reading test
results for grade 3 (2002) and grade 5 (2004)
Significant finding for grade 5 reading test results in high-poverty schools Mean score 2.7 points higher
Results occur when schools Reach 3 x per year reporting of results Have moved forward through the process
for several years
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Kipapa’s State Assessment Results, Students Meeting/Exceeding Proficiency
0
10
20
30
40
50
60
Gr. 3 Gr. 5 School
Perc
enta
ge o
f Stu
dent
s
2003
2005
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What We’ve Learned: From Hawai‘i to Chicago
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Sharing Curriculum Guides through a Videoconference
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Taffy Raphael with Holomua Staff
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Chicago Colleagues
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Partnership READ Staff in Hawai‘i
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Contrasts Between SitesHawaii ChicagoSchool poverty level of 50% School poverty level of 85%
Schools initiated contact; committed to the SBC Process
University initiated contact; no advance commitment
Many with professional learning community established
Few with professional learning community established
Up to 9 years of experience with SBC Process
Up to 3 1/2 years of experience with SBC Process
Advanced levels in SBC Process Beginning levels in SBC Process
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The Difference of OpinionBetween Kathy and Taffy
Kathy “The SBC Process is not for every
school.” Taffy
“It is for every school. Some just aren’t ready for it yet.”
It turns out that Taffy is right.
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1. Recognizing a need2. Organizing for change3. Working on the building blocks4. Moving as a whole school*5. Establishing the system*6. Implementing the staircase curriculum*7. Fully engaging students and families*
Citation: Raphael, T., Goldman, S., Au, K., & Hirata, S. (2006, April). A developmental model of the Standards-Based Change Process: A case study of school literacy reform. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco CA.
Levels in the SBC Process Developmental Model of School Change
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Clusters in the Developmental Model of School Change
Student Outcomes
Classroom Practices
Infrastructure
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Application of the Model
Helps to explain why three-quarters of Hawai‘i schools introduced to the SBC Process did not succeed
The original approach worked for schools at Levels 3 and above.
It could not help schools with infrastructure needs.
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Infrastructure Issues
Adequate time for teachers to work together The equivalent of 8 full days
Vertical (cross-grade) as well as horizontal (grade level) meetings
Focused professional development Mapping out work with the SBC Process
through yearlong and multi-year plans A strong and knowledgeable curriculum
leader Who is your Kitty Aihara?
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Classroom Practice Issues
Staircase curriculum Developed by the teachers
Evidence-based teaching Assessment leads to targeted,
differentiated instruction Focus on higher level thinking
Reading comprehension, mathematical thinking, scientific reasoning
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Student Outcome Issues
Student ownership Commitment to their own learning Cognitive engagement (Taylor et al.)
Higher level thinking Generalization
Far (as opposed to near) transfer Metacognition
Self-assessment and goal setting
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Constructivism in Action
Teachers must construct their own curriculum, assessment, and instruction.
When the curriculum becomes transparent to teachers Teachers can make the curriculum
transparent to students (and parents).
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SBC Process Used Across Reading Programs
Schools at Level 6 (implementing the staircase curriculum; teacher-developed curriculum guides) Home-grown literature = 2 Basal reading = 8 Direct Instruction = 1 Success for All = 1
Latest school - Helemano Culture of the school
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Balanced Literacy Instruction
It doesn’t matter what reading program or philosophy a school starts with.
What makes a difference is that the school ends up with balanced instruction, including Students’ ownership of literacy Higher level thinking with text
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Prospects for the Future
Helping more schools to succeed
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Benefits of the Developmental Model
Description Identifies the school’s level on each of
the 9 dimensions Needs assessment
Overall level Areas of relative weakness Areas of relative strength
Long-term planning
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We know now that we need to slow the process down and start with a needs assessment.
Take care of infrastructure issues, if any, before moving on.
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Kapolei Elementary SchoolSBC Process Long-Range Plan
School Year Writing Reading Math Science Social Studies
2005-06 Level 4Level 5Level 6
Level 4Level 5
Level 4Level 5Level 6
2006-07 Continue aboveLevel 7
Continue aboveLevel 7
Continue above
Study group
2007-08 Continue above
Level 7 Level 4Level 5
2008-09 Level 6 Level 4
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Recommendations
Gain a historical perspective. Trace your school’s progress beginning
with the first year. Start doing a needs assessment,
based on the Developmental Model, at the beginning of every school year.
Create or adjust your school’s multi-year plan.
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Customized Services
Services tailored to the goals, strengths, and needs of each individual school
A trainer-of-trainers model doesn’t work!
We need to work with you at your school.
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Leadership “On the Ground”
Fullan’s view of change in schools Technically simple Socially complex
Value of a combined perspective Outsider Insider
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A Better Understanding of Staying the Course Over the Long Term
Level 7 schools are those that are able to sustain the SBC Process in the face of significant changes. New principal New curriculum coordinator Teacher turnover All of the above!
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Keeping the Culture Alive
What sustains innovation is not the “school” but the professional learning community. Why key individuals are so important in
sustaining the SBC Process Renewing and rebuilding the
professional learning community Successful schools have a deep
bench.
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Conclusions
School improvement as the process of building a professional learning community
The increasingly challenging work at each level in the Developmental Model serves to increase the knowledge and strength of the PLC.
Improving student learning depends on sustaining innovation over the years. Rebuilding the professional learning
community