Trends in High School

Improvement

Richard Jones Ph. D.

Senior Consultant

International Center for Leadership in Education

Trends in High School Improvement

Best Practices in High School

Measuring High School Success

Impacts for Agric. Ed.

What is current

High School Improvement

Small Schools

Math, Science and Technology

Biotechnology

Reading in Content Area

Assessment Backlash

Increased Accountability

Best Practices for Best Practices for Successful Successful

High SchoolsHigh Schools

Bill and Melinda Gates FoundationPromising High

Schools w/ CCSSO

www.successfulpractices.orgwww.successfulpractices.org

Current Characteristics Current Characteristics

Traditions that have Become RutsAttendance Required Learning OptionalIsolated Teacher Centered InstructionShining Successes but Some Students “Falling through the Cracks” Some students overwhelmed while some are bored

Exemplary Characteristics Exemplary Characteristics

Personalized LearningHigh ExpectationsData - Driven Decisions 9th Grade TransitionChallenging 12th GradeRigorous and Relevant CurriculumEffective Leadership Relationships Driven by Guiding PrinciplesSustained Professional Development

Personalized Learning

Multiple Pathways

Early Intervention

Disaggregation of Data

Leveling w/ Respect

Small Learning Communities

Changes That Are Easier in SLC

Building Relationships

Identifying Student Needs

Articulation of Curriculum

Staff Collaboration

Creating Positive School Culture

Contextual Learning

Data is Powerful

• Assess the current and future needs of students

• Decide what to change • Determine if goals are being met• Engage in continuous school

improvement• Identify root causes of problems• Promote accountability

Types of DataStudent Learning

SchoolClass

Demographics School ProcessesCurriculum and Instruction

Core LearningStretch LearningStudent EngagementPersonal Skill Development

9th Grade PracticesTransition ProceduresSocial ActivitiesEarly InterventionsAvoiding Front LoadingDifferentiationParent RelationshipsAdult AdvisoryPeer Relationships

12th Grade PracticesEarly CollegeFull SchedulingAdvanced PlacementDual EnrollmentCollege Application SupportSenior ProjectsCommunity ServiceInternships

Curriculum

Focused

Teachers struggling to teach an overloaded curriculum!

Curriculum

Focused

Standards vs. Curriculum vs. Instruction

Curriculum

Focused

Standards vs. Curriculum vs. Instruction

Constantly raising Rigor and Relevance

Ask Me.....“How will I

ever use what I’m learning

today?”

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

Rigor/Relevance Framework

1. Recall Knolwedge

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

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

TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

RightRightAnswerAnswer

Did Students Get it Right?Did Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low

Leadership

• Problem is more people than Technical

• Not Charismatic

• Entrepreneurial vs. Bureaucratic

• Performance vs. Compliance

• Department Chairs

• Focus on Instruction

Professional DevelopmentProfessional Development

• Directly related to school goals

• Ongoing• Personalized• Culture of Collaboration

Exemplary Characteristics Exemplary Characteristics

Personalized LearningPersonalized LearningHigh ExpectationsHigh ExpectationsData - Driven Decisions Data - Driven Decisions 9th Grade Transition9th Grade TransitionChallenging 12th GradeChallenging 12th GradeRigorous and Relevant CurriculumRigorous and Relevant CurriculumEffective Leadership Effective Leadership Relationships Driven by Guiding Relationships Driven by Guiding PrinciplesPrinciplesSustained Professional DevelopmentSustained Professional Development

Action Items - Where to Begin

• Instruction vs. Structure (Rigor/Relevance)

• Relationships• Start with Special Education• Data-based decision Making• Transition Years• Systems

International Center for International Center for

Leadership in EducationLeadership in Education

Build Relationships

“In the years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

RIGOR

RELEVANCE

AA BB

DDCC

Increasing Rigor/Relevance

High

HighLow

Low

Everyone needs supportEveryone needs support when they take new riskswhen they take new risks

Essential RelationshipsEssential RelationshipsIn SchoolsIn Schools

LearningStaffProfessionalCommunity

Relationships are Essential to Student Learning

Result of combination of support from:

FamilyTeachersPeersCommunity

RelationshipsRelationshipsClearly Important ?Clearly Important ?How to Quantify?How to Quantify?How to Develop?How to Develop?

Relationship Model

0. Isolation

1. Known

2. Receptive

3. Reactive

4. Proactive

5. Sustained

6. Ubiquitous

Learning Relationships Support for Students

0 IsolationStudents feel significant isolation from teachers, peers, or even parents. Students lack any emotional, social connection to peers and teachers.

1 KnownStudents are known by others; frequently called by name. Teachers know students and their families, their interests, aspirations and challenges. Students are known by peers that they interact with in school.

2 Receptive Students have contact with peers, parents, and teachers in multiple settings. Teachers exhibit positive behaviors of “being there” that show genuine interest and concern.

3 ReactiveTeachers, parents, and peers provide help to students when requested, but support may be sporadic and inconsistent among support groups.

4 ProactiveOthers take an active interest in a student’s success. Teachers take initiative to show interest and provide support. Students and others express verbal commitment for ongoing support and validate this commitment with their actions.

5 SustainedThere is extensive, ongoing, pervasive and balanced support from teachers, parents and peers that is consistent and sustained over time.

6 UbiquitousPositive relationships are everywhere and common place among the way that students, teachers and parents interact and support the student as learner.

Research on Relationships

Metlife Survey of the American Teacher

New students are bullied or teased?

very often/often 18%

sometimes 33%

New students are helped by other students ?

very often/often 52%

sometimes 37%

Survey of 10-12th Grade Students on Relationships

Metlife Survey of the American Teacher 2005

Quality of School’s Role Encouraging Parental Involvement

My school does a good job of encouraging parental involvment.

Metlife Survey of the American Teacher 2005

HESSE - Survey 2005

•More that half (52%) had not discussed ideas with a teacher outside of class during the year.

•Three fifths (60%) had not communicated with a teacher by email.

•However, 70% agreed they had many opportunities to ask questions about their work.

•Less than half (48%) had frequently discussed grades or assignments with a teacher.

•Half never or only sometimes received feedback from teachers on assignments.

Responses to “I Feel Supported and Respected by Teachers.”

The special importance of encouragement highlights the likely importance of strong teacher-student relationships in affecting achievement, especially for African American and Hispanic students. Ronald

Ferguson

Supportive Supportive RelationshipsRelationships

Successful PracticesSuccessful Practices

BehaviorsActivitiesStructures

Supportive Behaviors

Showing RespectShowing Respect

Taking InterestTaking Interest

Active ListeningActive Listening

Frequent ContactFrequent Contact

EncouragementEncouragement

Avoiding “Put DownsAvoiding “Put Downs

Displaying Student WorkDisplaying Student Work

Writing Encouraging NotesWriting Encouraging Notes

Identifying Unique TalentsIdentifying Unique Talents

Supportive Behaviors cont’d.

Celebrating AccomplishmentsServing As Role ModelUsing One-to-One CommunicationEncouraging Students to Express

Opinions/IdeasCreating Inviting Classroom ClimateExhibiting EnthusiasmUsing Positive HumorStudents Praising Peers

Supportive ActivitiesSupportive Activities

Character EducationCharacter EducationBeginning of the Year Student Social Beginning of the Year Student Social ActivitiesActivitiesTeam BuildingTeam BuildingMentoringMentoringRewards, Recognition, IncentivesRewards, Recognition, IncentivesStudent AdvocacyStudent AdvocacyAdvisement ProgramAdvisement Program

Supportive Initiatives, cont’d.Supportive Initiatives, cont’d.

Peer MediationPeer MediationStudents as TeachersStudents as TeachersFamily, Community, Business Family, Community, Business PartnershipsPartnershipsService LearningService LearningExtra and Co-curricular ActivitiesExtra and Co-curricular ActivitiesSports ProgramsSports Programs

Supportive StructuresSupportive Structures

Small Learning CommunitySmall Learning CommunityAlternative SchedulingAlternative SchedulingTeam TeachingTeam TeachingTeacher ContinuityTeacher ContinuitySchool-based EnterpriseSchool-based EnterpriseProfessional Learning CommunityProfessional Learning Community

Each school has its ownDNA.

Criteria GridCriteria GridLearning Quantifiable Sustainable

Dis-aggregated

Bench-marked

Exceptional

Core Academic Learning

Stretch Learning

Student Engagement

Personal Skill Development

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 ArtsoMathematicsoScience•Average scores on ACT/SAT•Average scores on PSAT•Achievement 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 graduates•Students graduating high school in four years•Students 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 graduation•Interdisciplinary work and projects ( e.g., Senior Exhibition)•Participation/test scores in /International Baccalaureate courses•Average scores on AP exams•Percentage of students achieving >2 on AP•Average number of college credits earned by graduation (dual enrollment)•Enrollment in advanced math or science courses

•Enrollment in Advanced Placement courses•Completion of career and technical education programs•Completion four or more credits in a career area•Completion four or more credits in arts•Completion of three or more years of foreign language•Follow-up studies of graduates •Value of scholarships earned at graduation•Percent of students completing career majors•Achievement 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

Ag Ed OpportunitiesAg Ed Opportunities

RelevanceRelevanceMath, Science, Tech Math, Science, Tech

IntegrationIntegrationStudent Leadership Student Leadership

/Relationships/RelationshipsPartnership BuildingPartnership BuildingProject-based LearningProject-based Learning

Ag Ed StrategiesAg Ed Strategies

Create schedules that expand Create schedules that expand capacitycapacityLook for Academy development Look for Academy development opportunitiesopportunitiesInterdisciplinary courses/projectsInterdisciplinary courses/projectsPost-secondary articulationPost-secondary articulationReading/Reading/ReadingReading/Reading/ReadingHigh StandardsHigh StandardsLead rather than followLead rather than follow

Lovers never send Lovers never send form letters.form letters.

10 Key Components

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

2.Professional Learning Communities

Dick JonesDick JonesPO Box 11239PO Box 11239

Loudonville, NY 12211Loudonville, NY 12211

518 727 4333518 727 4333

rdj@nycap.rr.com

http://dickjones.us

http://leadered.com

International Center for International Center for

Leadership in Education, IncLeadership in Education, Inc..

1587 Route 1461587 Route 146

Rexford, NY 12148Rexford, NY 12148

Phone (518) 399-2776Phone (518) 399-2776

Fax (518) 399-7607Fax (518) 399-7607

E-mail - info@LeaderEd.comE-mail - info@LeaderEd.com

www.LeaderEd.comwww.LeaderEd.com