data and demographics2).pdf · 2 overview of egusd • more than 61,000 students • the 5th...
TRANSCRIPT
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All Students Can and Will Learn
From Dropout Culture
Chris Evans, Assistant Superintendent
pto College-going Culture: How One
California High School Reduced its Dropout Rate
Fresno Unified School DistrictMarch 31, 2009
Educational Research Newsletterwww.ernweb.com
Data and DemographicsSETTING THE STAGE FOR OUR TIME TOGETHER
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Overview of EGUSD
• More than 61,000 students,• The 5th largest district in California and largest in Northern California • Covers 320 square miles Covers 320 square miles • Diverse with more than 80 languages and dialects spoken
Overview of FUSD
• More than 74,000 students,• The 4th largest district in the state, one of the 50th largest in the nation• Brookings Institution identified the city of Fresno as the poorest large city in America – over 82% of our students on free/reduced lunch
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Overview of Valley High School
• Located in Sacramento, California - but part of the Elk Grove Unified School part of the Elk Grove Unified School District• Valley had between 2,800-1,650 students• 73% eligible for free/reduced lunch• 94% minority students• Grad Rate of 84.5%Grad Rate of 84.5%• California API ranking of 5/10 overall, 9/10 among similar schools
The California Academic Performance Index (API)
API Score Growth2001 550 NA2002 579 +292003 616 +372004 639 +232005 657 +182006 670 +132007 693 +23
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Valley High Demographics2007 Snapshot
Valley DemographicsValley CensusEthnicity # of students PercentEthnicity # of students Percent
African American 558 33%Asian 379 23%
Hispanic 484 29%Native American 9 1%Pacific Islander 139 8%
White 109 6%Declined to State 5 0%
1683 100%
Conditions for Sustained Disappointment @ Valley High School
•Climate challengesll•Instruction challenges
•Community perception•The effect of low expectations•The misalignment with gstandards•Low morale and adult belief systems
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Recognition forValley High School
California Drop-out Project: Beating the Odds High School
k’ l bl h lNewsweek’s Annual Top Public Schools in 2007 & 2008
California School Board Association
• Highlighted Valley’s English Learner work in their Governance Matters: The School Board Guide to Reinvigorating High Schools
Counseling AwardsCounseling Awards
• 2008 HB McDaniel/CA Department of Education Exemplary Counseling Group Winner
• Support Personnel Accountability Report Card (S.P.A.R.C.) “Best of the West” in 2008
A Common FocusFROM THE BOARDROOM TO THE CLASSROOM
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d to
the
m
the
Boa
rdC
lass
room
From
FUSD’s Cycle of Continuous Improvement
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Planning f A ti
Cycle of Continuous
I
Reflection
for Action
Implementation Strategies
Improvement
Analysis Assessment
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Spir
alLe
arni
ng S
The
L
A Common Focus - EGUSD
The Bold Goals•100% of students will be, at minimum, “proficient” as measured by the CST.• 100% of 12th graders will pass the CAHSEE.• 100% of students will be college- and career-ready.
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A Common Focus – Fresno Unified
The Four FUSD Goals1 All t d t ill l i di 1. All students will excel in reading,
writing and math2. All students will engage in arts,
activities, and athletics 3. All students will demonstrate the
character and competencies for workplace success
4. All students will stay in school on target to graduate
The Valley Way
Valley High School’s Formula for Improvement:
Data + Educator “Craft Knowledge”
=Increased Student Achievement
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A Focus on Teaching and LearningEFFORTS IN THE SPOTLIGHT
A Focus on Teaching and LearningAlgebra 1
• The Data
•Student Placement, the Master Schedule, and Program Development
•Tacking the Algebra 1 dilemma
Program in the Spotlight:Algebra 1
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Teaching and LearningAlgebra 1
Algebra1 9th Grade Far Below and Below Basic5 Year Performance
46 5144
3126
2025303540455055
5 e e o ce
202003 2004 2005 2006 2007
Lifting the Basement
Teaching and LearningAlgebra 1
Algebra 1 9th Grade Advanced/Proficient
1012
20
29 28
5101520253035
Algebra 1 9 Grade Advanced/Proficient5 Year Performance
Raising the Ceiling
52003 2004 2005 2006 2007
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Intentional Intervention
3-Tiered 9th Grade Algebra Interventiong
• Intensive
• Strategic
• Benchmark/Advanced
Intentional Intervention
Intensive Algebra 1
• Students often 3-5 years behind grade level
• All scored far below Basic on lif i d d iCalifornia standards test in
mathematics
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Intentional Intervention
Intensive Intervention• Students took a basic math class for 2 hours a day for one semester, then started Algebra 1 in January• Algebra 1A (second semester only) – 2-hour course (same teacher)• Students DID NOT complete Algebra 1 course in freshman year
• Intensive summer school or 1-hour Algebra 1B/CAHSEE test prep course in 10th grade
Intentional InterventionIntensive Intervention Lessons Learned
• Success was relative – lack of strong 10th grade program often delayed the “inevitable”
•As the K-12 system got better, class dwindled from nearly 80-100 to about 30 students
L t 11th d 12th d I t ti l • Later 11th and 12th grade Intervention classes were too late for many, just enough for many others
• Teacher selection to start efforts crucial
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Intentional Intervention
Strategic Algebra 1• For students about 1-2 years behind grade level• At first for far below basic and “higher scoring” below basic students• Later it also began to support Basic • Later, it also began to support Basic students who data suggested could be in danger of not meeting standards once in Algebra 1
Intentional Intervention
Strategic Interventiond k l l b• Students took a year-long Algebra 1 course
for 2 hours a day – 1st quarter or so was often basic skills (automaticity focus)• Same teacher, double-blocked hours• Focus and mindset was different – NOT Focus and mindset was different NOT JUST MORE TIME
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Intentional InterventionStrategic Intervention Lessons Learned
• Results were very positive
• Helped address graduation rate challenges/CA Algebra 1 requirement
•Opened more college opportunities (Geometry d Al b II ll t i d)and Algebra II enrollment increased)
• Teachers believed students could learn algebra; students believed they could learn
• Teacher selection to start efforts crucial
Intentional Intervention
Benchmark/Advanced/
• Algebra 1 (eliminating honors)
• Geometry/Geometry Honors
• Algebra II/Honors Algebra II• Algebra II/Honors Algebra II
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Benchmark and Advanced Opportunities
Adult Barriers That Surfaced
•The “controversy” over eliminating Honors Algebra 1 at the high school
• Geometry becomes the “new” • Geometry becomes the new Algebra for teachers
• “Is that a 9th grader in my Algebra II course?”
Intentional Intervention
“Welcome to your second credential program.”
A FA Focus on Instruction:
Planning, Student Engagement and
Assessment
Content Knowledge
K i St d tTime for
Collaboration
Knowing Students by Name and By
Need
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A Focus on Instruction
Planning, Student Engagement and Assessment
• The What:
• How do we engage kids?
• How do we develop more common planning while not stifling teacher
ti it ?creativity?
• How do we know if our students get it?
More on the how later when we talk school-wide professional learning
Content Knowledge
How many math teachers really know math?
How many know math but struggle to teach it to others who may not grasp math as easy?
Subject -Area Teaming helped, but math h ft l d ith th t i coaches often grappled with the two issues
above
Need for partnerships with universities to pair effective teaching pedagogy with math content
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ADMINISTRATOR ROLEAcademic Development
COUNSELOR ROLE
Collaborative Academic Support Team (CAST)
C.A.S.T. Model
Teacher SupportInstructional Coaching
Student SupportDisciplinary actionsParent InvolvementMentoring
ROLEAcademic DevelopmentGraduation
requirementsCollege readiness
Career DevelopmentGoal setting
Personal/Social Development
School connectionConflict mediationHealth and SafetyM t i
TEACHER ROLEStudent “Conduit”
Daily progress monitoringData sharingClassroom implementation of CAST intervention planMentoring
Mentoring
•The Teaching and Learning Model
T h D l d C A t
A Focus on Teaching and LearningSocial Studies
• Teacher Developed Common Assessments + Data Analysis
• Instructional Calendars
• Real collaboration (not “We’re doing PLCs”)
•Teacher Leadership
•The Resource of Time
Program in the Spotlight:Social Studies
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Valley High SchoolWorld History Achievement (10th grade)
World History Advanced and Proficient
20
26
3337
25
30
35
40
World History Advanced and Proficient5 Year Performance
1815
20
2003 2004 2005 2006 2007
Valley High SchoolWorld History Achievement (10th grade)
World History Far Below and Below Basic
5250
47
3540
45
50
55
y5 Year Performance
3535
30
35
2003 2004 2005 2006 2007
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Subject-Area Teams
Instructional Calendars• T h d l d• Teacher-developed
Site Level, Teacher-Developed Common Assessments (In alignment with district-level assessments)• Multiple Choice, Short Writing, Critical Thinking Skills
l lTime to Discuss Results – Analysis, Reflection and Re-Planning/Teaching• Within the normal work day
QUESTIONS
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Professional Learning and Leadership Development
• School-wide professional learning focus l i t d t t d on planning, student engagement and
assessment
• Subject-area team development and the role of administrators
•Supervision and evaluation
Program in the Spotlight:School-wide Focus on Instruction
Supervision and evaluation
Professional Learning Calendar
The Before Promised The How:Ad d l i d l d i Advanced planning and calendaring Summer institutesPre-Service DaysMinimum daysLate-start WednesdaysHaving all or some of these is NOT enough . . . It’s the intentional planning behind it
that matters
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Professional Learning for Teachers and Admin
•Trainer of trainers (TOT)
•Admin as instructional leaders
•Connecting walkthroughs to professional learninglearning
Admin as Instructional Leaders
Visibility Written and
CredibilityFeedback
Advanced Planning
Oral Feedback
Support with Instruction
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Planning
Beyond posting the objective on the board . . .
Instructional calendarsLearning objectives •Intended, communicated, implemented, and assessed
Time to PlanTime to Plan• Within the normal work day
Using assessment results to re-plan
Student Engagement
From
To
TTo
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Student Engagement
The initial failure of “Differentiated Instruction”Instruction
Strategies and techniques
L d i “Th d l l f Lesson design “The gradual release of responsibility”
Assessment/Checking for Understanding
From the “Ferris Bueller effect”TTo
Teacher questioning, random call-outs, ticket out the doors, one problem
quizzes, common quizzesTTo
Real-Time CFU (checking for understanding) and instructional
modifications
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Building Culture Part 1CREATING A COLLEGE-GOING CULTURE
Creating a College-going Culture
• The data
•Scheduling students
•AP/Honors
•Sac State-4-All
•CRC-4-All
Program in the Spotlight:Counseling
CRC 4 All
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College-going Culture DataIn 2 years, the University of California a-g coursework completion went from 19% to p43%
In a partnership with California State University Sacramento the acceptance rate increased almost 2.5 times in four yearsy
In partnership with the local community college, 100% of students were scheduled for automatic enrollment
College-going Culture Strategies
The Role of Counselors in:•Default scheduling – forcing an opt-out •Default scheduling – forcing an opt-out environment• Alignment of master schedule• Increasing Advanced Placement and Honors courses
P t i ith l l i iti d ll• Partnering with local universities and colleges• Sac State-4-All• Community College-4-All
• Financial aid
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Building Culture Part 2LEARNING, CAPITALIZING ON SUCCESS AND MEASURING EXPECTATIONS
Building Culture
• Celebrations at Valley High School
•Improving school morale
•Developing a culture of high expectations for students and staff
Program in the Spotlight:Data in a Different Light
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Data in a Different Light
• Start every year with a data-based focus on areas of growth and successesfocus on areas of growth and successes
• Get people up, moving and talking• Success Breeds Success – Show It Off
• Academic Banners/Signs• “Brag”, over-communicate the Brag , over communicate the change (embrace past disappointments and hold them up to current successes)
Data in a Different Light
Taking BELIEF SYSTEMS head on is approach approach . . .
OR
We can measure expectations We can measure expectations . . .
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Measuring Expectations
“We can’t assess the degree of a person’s belief but we can measure expectations ”belief, but we can measure expectations.
The Advanced Placement Example
Measuring the Expectation: Increasing and llmaintaining AP Enrollment
• Teacher-level discussion• Principal-level discussion
Supporting School SitesTHE ROLE OF THE DISTRICT IN INDIVIDUAL SCHOOL IMPROVEMENT
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Supporting School Sites
•Hybrid supporty pp• Top-down vs. organic
• Site-support teams
Program in the Spotlight:Site Support Teams
Site Support Teams
• A strategy to align resourcesC i i it d di t i t ffi • Comprising site and district office
leadership• Sites examine their master schedule, classroom practices, t d t l t student placement programs
• Walkthroughs are a hallmark of the site support team process
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Site Support Teams
At Valley, the Site Support Team drove the school site to:drove the school site to:• Focus on engagement•Develop the math interventions• Develop an English Learner support program• Develop a new strategy to support Special Needs students
Food for ThoughtTHE WHAT AND THE HOW OF OUR WORK
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How Intentional is Your Work?
Do you have a clearly defined what?• Goals• Core Beliefs/Commitments
D d hb d • Data dashboard to measure success
How Intentional is Your Work?
Once you have the what, the key is the how how . . .• Keep the sites in mind
• Encouraging creativity while avoiding Ivory Tower Thinking
•How does this work fit into the work day for teachers, staff and site admin?• What support do you provide to the site if they don’t know how to organize the how?
