true reform2
DESCRIPTION
Education Reform that worksTRANSCRIPT
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True Reform and
Guaranteed Success
It’s Time for a ChangePresented by
Mary M. Hall-Rayford © 2/2009
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What’s Wrong With the Traditional Way?
• Low Graduation Rates• Lack of Student Interest and Parental
Involvement• Inequitable AYP Standards• Low Teacher Morale• Apathetic Administrative System• Irrelevant Testing
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Low Graduation Rates
• Overall graduation rate of less than 70% for Detroit High Schools (2006-2007)
• Why is that?
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Lack of Student Interest
• Instructional Delivery • Lack of relevance to goals• Lack of goal-setting by and for individual
students (other than Special Needs Population)
• Lack of parental involvement in a measurable way
• Lack of an authentic learning environment
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Inequitable AYP Standards
• Inequitable resources• Inequitable student demographics• Inequitable control of student participation
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Low Teacher Morale
• Direct result of failures to meet AYPs• No control over curriculum development and
delivery• Overwhelming burden to comply with
inadequate standards of teaching—teaching to a test instead of teaching the student
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Apathetic Administrative System
• Board members with personal agendas that are not student-centered
• Lack of true oversight and leadership• Administrators with top-heavy salaries that
have proven to have no positive effect on the production of relevant education
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Resolving the Issues
• Focus on the student • Create a student-centered-inquiry based
curriculum• Allow teachers autonomy in delivery of
instruction• Reduce class sizes to “true teachable” levels• Reduce in-house student population to
manageable levels without top-heavy administration
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Focus on the Student
• Determine what the student needs and wants to succeed beyond high school
• Involve the students at every level of their education
• Assist the students in creating plans that can be monitored from stage-to-stage of mastery other than through a grading system
• Mandate Parental Involvement with a signed commitment
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Student-Centered Curriculum
• After discovering students’ needs, make learning relevant to what they plan to do
• With the use of placement tools—determine where students are, where they want to be, and how soon they want to graduate—with their input
• Encourage, challenge, mandate students to explore knowledge and learn to apply it
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Teacher Autonomy
• Allow teachers to teach—by whatever method that works—direct instruction, facilitator, etc.
• Allow “out of the box” thinking and use of resources and materials
• Allow teachers to modify instruction and placement of students as needed (movement of students from one phase to another within a standard school-year)
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Reduce Class Sizes
• For maximal production of effort—there should be no more than 25 students in any class
• Research has shown—smaller classes can produce greater levels of understanding and retention rates in high schools
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Reduce in-house Population
• Reducing the number of students in a building effectively--
• Reduces: conflicts, absenteeism, and strain on budgets (in some instances)
• Enhances: Overall learning barometer, environmental concerns about safety, and graduation rates
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150 Club
• Within the public school system, a pilot program can be established to validate the resolutions offered and to deter declining enrollment.
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What’s needed?
• Financial Resources• Creative, innovative, teacher team• Facility to house 150 students, plus support
staff and teachers• Freedom to get the job done
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Evaluating Viability
• Use of reporting systems--Attendance
--Accomplishments --Test Scores --Student Goals --Parental Involvement
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Yes, We Can!
• Reverse the trend that is currently established• Challenge students, parents, teachers, and
administrators to succeed—holding all accountable
• Make a difference in the lives of students who live in the city of DetroitOur students can be the CEOs of Industry and we can help them accomplish their goals!
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About Mary M. Hall-Rayford•Current Ph.D. Student at Wayne State University, completing coursework by 5/2010 and Dissertation work by 5/2012.•MAT English Education—Wayne State University•BA Sociology—Wayne State University•Teaching experience includes 5 years with Detroit Public Schools, 2 years with Catholic Archdiocese, 2 years with public charters, and 2 years substitute teaching with Grosse Pointe Public Schools, and 2 years as a Teaching Assistant with Detroit Board of Education•Published Author—7 books in print, 2 in-process•Ordained Minister of the Gospel•Mother, Grandmother, wife, and lifelong student•Affiliations—Wayne State Writing Project—Coordinator and Workshop Presenter, Meadow Brook Writing Project –Fellow; MCTE—Co-editor for 4 years, Poet-in-Residence for Detroit Public Library for 2 years.•Founder/Exec. Dir—Children of Joy, Inc. Non-Profit Youth & Family Organization—10 years.
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SourcesBest High Schools Gold Medal Listhttp://www.usnews.com/articles/education/high-schools/2008/12/04/best-high-schools-gold-medal-list.html
Brown University Student-Centered High Schoolhttp://www.alliance.brown.edu/pubs/perspectives/stdntctrhs.pdf
Michigan Merit Curriculum High School Requirementswww.michigan.gov/mde
Teacher Power: Designing a Student-Centered Schoolhttp://www.ed.gov/pubs/Voices/desstud.html What are learner-centered Schools? Memorial University of Newfoundlandhttp://www.mun.ca/educ/faculty/mwatch/vol1/delaney2.html
2007-2008 Michigan Schools Report Cardhttp://oeaa.state.mi.us/ayp/Index.asp