worthington city schools

WORTHINGTON CITY SCHOOLS

COUNT ME IN!

“sticking with things over the very long term until you master them.“

Angela Duckworth

GRIT

At the elite United States Military Academy, West Point, a cadet's grit score was the best predictor of success in the rigorous summer training program known as "Beast Barracks." Grit mattered more than intelligence, leadership ability or physical fitness.

GRIT MATTERS

Adequate yearly progress (AYP) is the measure by which schools, districts, and states are held accountable for student performance under Title I of the No Child Left Behind Act of 2001 (NCLB), the current version of the Elementary and Secondary Education Act.

ADEQUATE YEARLY PROGRESS

Under NCLB, AYP is used to determine if schools are successfully educating their students. The law requires states to use a single accountability system for public schools to determine whether all students, as well as individual subgroups of students, are making progress toward meeting state academic content standards.

SINGLE ACCOUNTABILITY SYSTEM

2002-2003

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racialLimited Eng. Prof.Students w/disabilities

2002-2003

2003-2004

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racial

Economically Disadvantaged

Limited Eng. Prof.Students w/disabilities

2003-2004

2004-2005

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racial

Economically Disadvantaged

Limited Eng. Prof.

Students w/disabilities

2004-2005

2005-2006

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racial

Economically Disadvantaged

Limited Eng. Prof.Students w/disabilities

2005-2006

2006-2007

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racial

Economically Disadvantaged

Limited Eng. Prof.Students w/disabilities

2006-2007

2007-2008

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racial

Economically Disadvantaged

Limited Eng. Prof.

Students w/disabilities

2007-2008

2008-2009

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racial

Economically Dis-advantaged

Limited Eng. Prof.

Students w/disabilities

2008-2009

2009-2010

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanicMulti-racial

Economically Dis-advantaged

Limited Eng. Prof.

Students w/disabilities

2009-2010

2010-2011

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanicMulti-racial

Economically Dis-advantaged

Limited Eng. Prof.

Students w/disabilities

2010-2011

2011-2012

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanicMulti-racial

Economically Dis-advantaged

Limited Eng. Prof.

Students w/disabilities

2011-2012

2002-2003

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racialLimited Eng. Prof.Students w/disabilities

2002-2003

2003-2004

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racial

Economically Disadvantaged

Limited Eng. Prof.Students w/disabilities

2003-2004

2004-2005

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racial

Economically Disadvantaged

Limited Eng. Prof.

Students w/disabilities

2004-2005

2005-2006

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racial

Economically Disadvantaged

Limited Eng. Prof.Students w/disabilities

2005-2006

2006-2007

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racial

Economically Disadvantaged

Limited Eng. Prof.Students w/disabilities

2006-2007

2007-2008

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racial

Economically Disadvantaged

Limited Eng. Prof.

Students w/disabilities

2007-2008

2008-2009

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanic

Multi-racial

Economically Dis-advantaged

Limited Eng. Prof.

Students w/disabilities

2008-2009

2009-2010

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanicMulti-racial

Economically Dis-advantaged

Limited Eng. Prof.

Students w/disabilities

2009-2010

2010-2011

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanicMulti-racial

Economically Dis-advantaged

Limited Eng. Prof.

Students w/disabilities

2010-2011

2011-2012

Black, Non-Hispanic Am. IndianAsian,Pac. Islander

Hispanic

white, non-hispanicMulti-racial

Economically Dis-advantaged

Limited Eng. Prof.

Students w/disabilities

2011-2012

AYP GROUPS

1 2 3 4 5 6 7 8 9 100

0.05

0.1

0.15

0.2

0.25

0.3

Black, Non-HispanicAm. IndianAsian,Pac. IslanderHispanicMulti-racialEconomically DisadvantagedLimited Eng. Prof.Students w/disabilities

EXCELLENTWITH

DISTINCTION

ATTENDANCE & GRADUATION RATES

1 3 5 7 90.952

0.953

0.954

0.955

0.956

0.957

0.958

0.959

0.96

0.961

Attendance Rate

Attendance Rate

1 3 5 7 90.9

0.91

0.92

0.93

0.94

0.95

0.96

0.97

0.98

0.99

Graduation Rate

Graduation Rate

ATTENDANCE & GRADUATION RATES

1 2 3 4 5 6 7 8 9 100.9

0.91

0.92

0.93

0.94

0.95

0.96

0.97

0.98

0.99

Attendance RateGraduation Rate

People who succeed in getting associate's degrees are, on average, more gritty than people who get bachelor's degrees, according to Duckworth's research. It takes as much grit to get an associate's degree as it does to get a Ph.D.

"If you're going to get through a two-year college where the attrition rate is 50 or maybe even 75 percent, maybe you do need more grit to surmount all those obstacles," says Duckworth.

DUCKWORTH’S RESEARCH

"You can see a child be exceptionally self-disciplined about their basketball practicing, and yet when you see them in math class, they give up at the slightest frustration," says Duckworth.

Which experiences do we give kids to get them moving in the direction of more grit and not less?

GRIT CAN BE LEARNED

“the process of acquiring core competencies to –recognize and manage emotions, –set and achieve positive goals, –appreciate the perspectives of others, –establish and maintain positive relationships, –make responsible decisions, and –handle interpersonal situations constructively” 17 Durlak, Weissberg, Dymnicki, Taylor, & Schellinger (2011)

Social Emotional Learning

•(Non-routine) problem solving •Critical thinking •Systems thinking •Study skills •Adaptability •Creativity •Meta-cognitive skills

21ST CENTURY SKILLSCOGNITIVE

21ST CENTURY SKILLSNON-COGNITIVE

Complex communication

Emotional/ social intelligence

Teamwork/ Collaboration Leadership Cultural sensitivity Tolerance for diversity

Self-efficacy Self-concept Attributions Work Ethic Persistence Organization Time management Ethics & Integrity Life-long learning

Taxonomy of Valued Academic Skills

(Mission Statements from 35 Universities)

Knowledge, learning, mastery of general principles Continuous learning, intellectual interest and curiosity Artistic cultural appreciation and curiosity Multicultural tolerance and appreciation Leadership Interpersonal skills Social responsibility, citizenship and involvement Physical and psychological health Career orientation Adaptability and life skills Perseverance Ethics and integrity

WHAT CAN YOU DO TO HELP?

THANK YOU FOR ALL YOU DO FOR OUR

KIDS