I.R.I.S.E. TrainingI.R.I.S.E. Training““Accelerating the Accelerating the

Achievement of African Achievement of African American Males”American Males”

AA BLUEPRINT FOR BLUEPRINT FOR ACTIONACTION

Implementation ModelImplementation ModelNational Council on Educating Black ChildrenNational Council on Educating Black Children

New Orleans - April, 2014New Orleans - April, 2014

IRISE Students @ Dictionary Roll CallIRISE Students @ Dictionary Roll Call

PREDICATESPREDICATES““We can, whenever and We can, whenever and

wherever we choose, wherever we choose, teach all children whose teach all children whose

schooling is of interest to schooling is of interest to us. We already know us. We already know more than we need in more than we need in

order to do this. Whether order to do this. Whether we do it or not, finally we do it or not, finally

depends on depends on how we feelhow we feel about the fact that we about the fact that we

haven’t so far.” haven’t so far.” Dr. Ron Dr. Ron EdmondsEdmonds

“Black Children are the proxy for what ails American children in general. And so, as we fashion solutions to help Black children, we fashion solutions to help all children.”

Augustus F. Hawkins, Author of the Elementary and Secondary Education Act, Title I

IRISE GoalsIRISE Goals

To provide competent To provide competent professional developmentprofessional development

To elevate and accelerate To elevate and accelerate student achievementstudent achievement

To foster outstanding community To foster outstanding community supportsupport

Literacy is our goal. Literacy is our goal.

Mastery is our method.Mastery is our method.

We only “infuse” one thing: We only “infuse” one thing: “Responsibility” “Responsibility”

We only expect one outcome: We only expect one outcome: EXCELLENCE.EXCELLENCE.

ORGANIZATIONORGANIZATION

Design TeamDesign Team

Implementation TeamImplementation Team

Stakeholder TeamStakeholder Team

Three Key StrategiesThree Key Strategies

Rigorous & Relevant Rigorous & Relevant CurriculumCurriculum

Engaging Learning Engaging Learning EnvironmentEnvironment

High Quality RelationshipsHigh Quality Relationships

Three DimensionsThree Dimensions

LANGUAGE ACQUISITIONLANGUAGE ACQUISITION

MATHEMATICS FLUENCYMATHEMATICS FLUENCY

CULTURAL AWARENESSCULTURAL AWARENESS

KEY PERFORMANCE METRICSKEY PERFORMANCE METRICS

Individual and school-wide Individual and school-wide gains in standard test scoresgains in standard test scores

Improved attendanceImproved attendance Reduced disciplinary referralsReduced disciplinary referrals Improved performance (GPA)Improved performance (GPA)

SUPPORTING RESEARCH SUPPORTING RESEARCH

Effective SchoolsEffective Schools Opportunity to LearnOpportunity to Learn Black Board Configuration (BBC)Black Board Configuration (BBC) Achievement MotivationAchievement Motivation Language AcquisitionLanguage Acquisition Effective Teaching / Best PracticeEffective Teaching / Best Practice

IRISE AssumptionsIRISE Assumptions

1. Schools have the best 1. Schools have the best opportunity and a social opportunity and a social obligation to mediate obligation to mediate learning and development, learning and development, particularly regarding particularly regarding mathematics and language mathematics and language literacy. literacy.

IRISE AssumptionsIRISE Assumptions

2. “Effective Schools” research 2. “Effective Schools” research is a powerful intervention, is a powerful intervention, particularly when particularly when implemented by people who implemented by people who understand thoroughly the understand thoroughly the cultural dynamics of the cultural dynamics of the children they are serving and children they are serving and the children with the greatest the children with the greatest needs.needs.

IRISE AssumptionsIRISE Assumptions

3. Every teacher wants to 3. Every teacher wants to see their students see their students succeed, but simply may succeed, but simply may not always know how to not always know how to accomplish it.accomplish it.

IRISE AssumptionsIRISE Assumptions

4. 4. “We can, whenever and “We can, whenever and wherever we choose, teach all wherever we choose, teach all children whose schooling is of children whose schooling is of interest to us. We already know interest to us. We already know more than we need in order to more than we need in order to do this. Whether we do it or not, do this. Whether we do it or not, finally depends on finally depends on how we feelhow we feel about the fact that we haven’t so about the fact that we haven’t so far.” far.” Dr. Ron EdmondsDr. Ron Edmonds

IRISE AssumptionsIRISE Assumptions

5. We are savvy enough to design 5. We are savvy enough to design curriculum, build environments, and curriculum, build environments, and heighten the quality of relationships heighten the quality of relationships between the teacher and the between the teacher and the student, between the teachers and student, between the teachers and the principals, and between home the principals, and between home and school – to effectively educate and school – to effectively educate children and garner support from the children and garner support from the “stakeholders” in the school “stakeholders” in the school community.community.

Goal Attainment StrategiesGoal Attainment Strategies

A. Establish profile and data baseline A. Establish profile and data baseline for each child and familyfor each child and family

B. Establish and maintain database B. Establish and maintain database of community organizations and of community organizations and agenciesagencies

C. Bring the school community C. Bring the school community together for the purpose of clarifying together for the purpose of clarifying and interfacing responsibilities and interfacing responsibilities through “exchange forums.”through “exchange forums.”

Goal Attainment StrategiesGoal Attainment Strategies

D. Measure the schools progress and D. Measure the schools progress and general health against criteria such as:general health against criteria such as:

A clear, visible and shared missionA clear, visible and shared mission High expectations for student performanceHigh expectations for student performance Curriculum focused on core subjects with Curriculum focused on core subjects with

culturally relevant pedagogyculturally relevant pedagogy Safe and orderly climateSafe and orderly climate Instructional leadership from principalInstructional leadership from principal Frequent monitoring of student progress and Frequent monitoring of student progress and

performanceperformance Meaningful engagement of parents & familiesMeaningful engagement of parents & families

Goal Attainment StrategiesGoal Attainment Strategies

E.E. Deliberate and appropriate praise Deliberate and appropriate praise and encouragement of student and encouragement of student achievement.achievement.

F.F. Blended phonetic and whole Blended phonetic and whole language approach to language language approach to language masterymastery

G.G. Library in every classroom and Library in every classroom and school and public library use by school and public library use by every studentevery student

H.H. Arts educationArts education

I.I. Emphasis on applied mathematicsEmphasis on applied mathematics

Goal Attainment StrategiesGoal Attainment Strategies

J.J. Tutoring, mentoring, and study Tutoring, mentoring, and study groups groups

K.K. Reading aloudReading aloud

L.L. Providing parents and families skills Providing parents and families skills in academic supportin academic support

M.M. Regular and effective Regular and effective communication with familiescommunication with families

N.N. FeedbackFeedback

O.O. Innovations and Formative Innovations and Formative EvaluationEvaluation

Goal Attainment StrategiesGoal Attainment Strategies

P. Daily warm-up exercises in P. Daily warm-up exercises in academic classesacademic classes

Q.Q. Review of “test-taking” strategiesReview of “test-taking” strategiesR.R. Individual and group goal settingIndividual and group goal settingS.S. Journal writingJournal writingT.T. Letter writingLetter writingU.U. Visits to off-campus learning sitesVisits to off-campus learning sitesV.V. Read and compare mapsRead and compare maps

Goal Attainment StrategiesGoal Attainment Strategies

P.P. Daily warm-up exercises in Daily warm-up exercises in academic classesacademic classes

Q.Q. Review of “test-taking” strategiesReview of “test-taking” strategiesR.R. Individual and group goal settingIndividual and group goal settingS.S. Journal writingJournal writingT.T. Letter writingLetter writingU.U. Visits to off-campus learning sitesVisits to off-campus learning sitesV.V. Read and compare mapsRead and compare maps

Goal Attainment StrategiesGoal Attainment Strategies

W.W. Read and compare daily and weekly Read and compare daily and weekly local, regional and national local, regional and national newspapersnewspapers

X.X. Emphasize “systems” i.e. plants, Emphasize “systems” i.e. plants, animal, human, mechanical, analog, animal, human, mechanical, analog, digital, etc.digital, etc.

Y.Y. Study and dramatize historic eventsStudy and dramatize historic events

Z.Z. Photo-document goal attainment Photo-document goal attainment strategies strategies

PRIORITIES FOR PRIORITIES FOR PROFESSIONAL DEVELOPMENTPROFESSIONAL DEVELOPMENT IRISE classroom teachers are IRISE classroom teachers are

convened on-site at regular intervals convened on-site at regular intervals to review, share, and build to review, share, and build pedagogy.pedagogy.

Teachers visit other classrooms, and Teachers visit other classrooms, and substitute teachers are provided to substitute teachers are provided to support common planning.support common planning.

Community, business, and other Community, business, and other stakeholders visit classrooms.stakeholders visit classrooms.

PRIORITIES FOR PRIORITIES FOR PROFESSIONAL DEVELOPMENTPROFESSIONAL DEVELOPMENT Key and contemporary research Key and contemporary research

articles are required reading.articles are required reading. Teachers are acquainted with Teachers are acquainted with

standards and discuss the range of standards and discuss the range of options to meet standards.options to meet standards.

A range of test-taking preparation A range of test-taking preparation options are provided to teaching options are provided to teaching staff.staff.

Decisions are informed by relevant Decisions are informed by relevant data.data.

Classroom Management and Classroom Management and Student Achievement ProtocolsStudent Achievement Protocols

The Protocols Achievement Model and The Protocols Achievement Model and Classroom Management System is a Classroom Management System is a simple “values-centered” student simple “values-centered” student responsibility model that attempts to responsibility model that attempts to enhance the teachers’ effectiveness enhance the teachers’ effectiveness by providing better “tools” to do the by providing better “tools” to do the job; and accelerate student job; and accelerate student achievement by helping students achievement by helping students better understand their roles as better understand their roles as learners and their opportunities as learners and their opportunities as citizens.citizens.

Classroom Management and Classroom Management and Student Achievement ProtocolsStudent Achievement Protocols

The “Protocols” Achievement The “Protocols” Achievement Model and Classroom Model and Classroom Management System has several Management System has several components that enable components that enable teachers to reduce the amount teachers to reduce the amount of time that, too often, must be of time that, too often, must be devoted to “managing and devoted to “managing and disciplining” students. disciplining” students. This is This is lost instructional time.lost instructional time.

Classroom Management and Classroom Management and Student Achievement ProtocolsStudent Achievement Protocols

THE “VIRTUES” PROTOCOLTHE “VIRTUES” PROTOCOL

THE CALL AND RESPONSE PROTOCOLTHE CALL AND RESPONSE PROTOCOL

THE HANDSHAKE PROTOCOLTHE HANDSHAKE PROTOCOL

THE 30-DAY CALL PROTOCOLTHE 30-DAY CALL PROTOCOL

Classroom Management and Classroom Management and Student Achievement ProtocolsStudent Achievement Protocols

THE DICTIONARY PROTOCOLTHE DICTIONARY PROTOCOL

THE STAND AND SPEAK PROTOCOLTHE STAND AND SPEAK PROTOCOL

THE “BLACKBOARD THE “BLACKBOARD CONFIGURATION” PROTOCOLCONFIGURATION” PROTOCOL

Classroom Management and Classroom Management and Student Achievement ProtocolsStudent Achievement Protocols

THE NOTE-MAKING PROTOCOLTHE NOTE-MAKING PROTOCOL

THE AFFIRMATION PROTOCOLTHE AFFIRMATION PROTOCOL

THE LETTER-WRITING PROTOCOLTHE LETTER-WRITING PROTOCOL

THE BULLETIN BOARD PROTOCOLTHE BULLETIN BOARD PROTOCOL

Classroom Management and Classroom Management and Student Achievement ProtocolsStudent Achievement Protocols

THE LIBRARY USE PROTOCOLTHE LIBRARY USE PROTOCOL

THE CLASSROOM DOOR PROTOCOLTHE CLASSROOM DOOR PROTOCOL

THE STUDY GROUP AND THE STUDY GROUP AND SCHOLARSHIP PROTOCOLSCHOLARSHIP PROTOCOL

Effective Instruction CharacteristicsEffective Instruction Characteristics

TEACHER-DIRECTED INSTRUCTIONTEACHER-DIRECTED INSTRUCTION

Teacher led learning activitiesTeacher led learning activities Asking questionsAsking questions Calling on specific students versus Calling on specific students versus

volunteersvolunteers

Effective Instruction CharacteristicsEffective Instruction Characteristics

Demonstration – Practice – FeedbackDemonstration – Practice – Feedback

Model the lessonModel the lesson Supervise first effortsSupervise first efforts Give specific, immediate, abundant… Give specific, immediate, abundant…

… … feedback.feedback.

Cure for the Common Classroom Cure for the Common Classroom ReferencesReferences

A Blueprint for ActionA Blueprint for Action, NCEBC.org, NCEBC.org Family Life and School AchievementFamily Life and School Achievement

by Reginald Clark by Reginald Clark Other People’s ChildrenOther People’s Children by Lisa Delpit by Lisa Delpit The Measure of Our SuccessThe Measure of Our Success

by Marian Wright Edelman by Marian Wright Edelman The Black Man’s Guide to ParentingThe Black Man’s Guide to Parenting

by C.F. Gipson by C.F. Gipson Empowering African American Males to Empowering African American Males to

SucceedSucceed by Mychal Wynn by Mychal Wynn

Cure for the Common ClassroomCure for the Common Classroom

THANK YOU.THANK YOU.

Other presentations:Other presentations:

Cure for the Common ClassroomCure for the Common Classroom

The Protocols…The Protocols… an an achievement motivation strategy achievement motivation strategy that incorporates that incorporates rigorous and rigorous and relevantrelevant curriculum, curriculum, engagingengaging learning environment, and high learning environment, and high quality quality relationshipsrelationships between between teachers and students, students and teachers and students, students and school, and school and home. These school, and school and home. These three, converge to reduce classroom three, converge to reduce classroom management issues significantly and management issues significantly and yield higher achievementyield higher achievement

Cure for the Common ClassroomCure for the Common Classroom

Accelerating Student Accelerating Student Achievement in Special Achievement in Special Education…Education… introduces “Instrumental introduces “Instrumental Enrichment” as a demonstration of Enrichment” as a demonstration of cognitive modifiablility in students labeled cognitive modifiablility in students labeled “special ed.” The “Organization of Dots” “special ed.” The “Organization of Dots” and “Orientation in Space” are but two and “Orientation in Space” are but two “instruments” that enable students to “instruments” that enable students to reduce impulsive behavior, focus, analyse, reduce impulsive behavior, focus, analyse, and seek solutions to challenging non-and seek solutions to challenging non-verbal problems… using formal strategies. verbal problems… using formal strategies. Mathematics concepts and reading Mathematics concepts and reading vocabulary go “through the roof.” vocabulary go “through the roof.”

Cure for the Common ClassroomCure for the Common Classroom

Accelerated Achievement: Accelerated Achievement: Writing through Arts Education…Writing through Arts Education… is a short course in exploring visual art – is a short course in exploring visual art – painting, sculpture, architecture, painting, sculpture, architecture, photography, collage, etc. – as a vehicle to photography, collage, etc. – as a vehicle to improve writing. Students write about improve writing. Students write about their legitimate responses to the work of their legitimate responses to the work of great artists in varying styles, tempos, great artists in varying styles, tempos, lexicon, and forms against state writing lexicon, and forms against state writing standards. Additional frequency will standards. Additional frequency will generate commensurate new and generate commensurate new and improved writing skills.improved writing skills.

Cure for the Common ClassroomCure for the Common Classroom

School Improvement through School Improvement through “ “Effective Schools” Research…Effective Schools” Research…

draws on several sources of solid and draws on several sources of solid and recent research to detail the features and recent research to detail the features and the benefits of the “Correlates” of the benefits of the “Correlates” of Effective Schools. Leadership, rigor, Effective Schools. Leadership, rigor, climate, frequency, and cultural agency climate, frequency, and cultural agency chart a course toward “Expectations” as chart a course toward “Expectations” as the most powerful variable in the equation the most powerful variable in the equation of improving achievement and ultimately of improving achievement and ultimately schools.schools.

Thank you, again.Thank you, again.

Michael Chappie GriceMichael Chappie Grice 6330 N.E. Cesar Chavez Blvd.6330 N.E. Cesar Chavez Blvd. Portland, Oregon 97211Portland, Oregon 97211

Phone: 415.722.4348Phone: 415.722.4348 Fax: 503.288.5976Fax: 503.288.5976

E-mail: E-mail: mcg@nothingbutquality.com Web: www.wafi.orgWeb: www.wafi.org