Group Work Norms • We are going to be doing some group work today. • For us to be able to discuss but also stay on track, when your time is up on a topic, I will raise my hand. As soon as you see me or someone else raise a hand and quit talking, you raise your hand and quit talking. • We should be able to do this in less than 5 seconds. • You have sticky notes on your table so you can jot down important things to talk about later.
It’s time to meet people • When I give you the topic, each SLC must line themselves up according to the topic. • Which SLC is the fastest? We’ll see. • The topic is: • Go! Your Birthdays! Month and Day only!
Team Interview • Each person write 5 things you’d like to know about your teammates summer. • One person stand and everyone interviews for 60 seconds. • Remaining teammates are interviewed.
Norms • Large-group Learning • \\briana\kgarrett$\My Documents\Leadership Team\BHS Leadership Team Norms0910.docx • What do you need from others in the room to enhance your learning?
Today’s Outcomes: • To understand how the world has changed and how schools must keep up with the changes. • To understand the cost of failure. • To understand the purpose and reason for Professional Learning Communities (PLCs) and Small Learning Communities (SLCs).
The likely pathways for students who struggle in school are: • 1. Poverty • 2. Welfare • 3. Incarceration • 4. Death
Poverty • Dropouts on average earn about $12,000 per year, nearly 50 percent less than those who have a high school diploma. • 50 percent less likely to have a job that offers a pension plan or health insurance. • They are more likely to experience health problems. • - Rouse/Muenning, 2005: www.centerforpubliceducation.org
Poverty • 43 percent of people with the lowest literacy skills live below the government’s official poverty line. • Larry Roberts, Illiteracy on the Rise in America • http://www.lwsws.org
Welfare • 75% of those claiming welfare are functionally illiterate. • http://www.convinaliteracy.org/facts.htm
Incarceration • Across the United States, 82% of prison inmates are dropouts. • Ysseldyke, Algozzine, & Thurlow 1992 • 3rd grade Reading scores are the most consistent predictor for the number of future prison beds.
Incarceration • According to the report, Literacy Behind Prison Walls, 70 percent of all prison inmates are functionally illiterate or read below a fourth-grade level. • http://www.proliteracy.org • 85% of juvenile offenders have reading problems. • http://www.literacybuffalo
Incarceration • Youth in Correctional Facilities • Average age: 15 • Average Reading Level: 4th grade (30% below this level) • www.edjj.org
Incarceration and Special Education • The incidence of learning disabilities among the general population based on U.S. Dept. of Education and local service providers is around 5%. This is in sharp contrast with the number of LD students in the criminal justice system, estimated to be as high as 50%. • Bell, 1990
Incarceration & Special Education • Only 57% of youth with disabilities graduated from high school in the 2001-2002 school year, according to the U.S. Department of Education (2002). • http://www.ncset.org
Incarceration Costs • For every 1% we raise the national graduation rate equals 1.8 billion we save in incarceration costs.
Talking Chips (pens) • Participants place your chip (pen) in the center before talking. • Participants cannot talk once their pen is placed in the center. • When all of the pens are in the center, the process repeats. • Discuss – What surprises you the most from this data?
20th Century Educational System • Was created to sort students • Only select few went to college for advanced degrees • Many didn’t even finish school • What happened to the drop-outs • Farming was a major employer in the early 1900s • Then Factory jobs employed 1/3 of the workforce
21st Century Reality • Farming jobs are very few and require advanced skills and knowledge to be successful • Manufacturing jobs have gone overseas • We are now in the Information Age • http://www.youtube.com/watch?v=cL9Wu2kWwSY
Is a high school diploma EVEN enough in the global marketplace? • “The high school diploma has become the ticket to nowhere.” • James Waller, Face to Face: The Changing State of Racism Across America
Education and Lifelong Earning • High School Drop Out: $608,000 • High School Graduate: $802,000 • Some College: $922,890 • Associate Degree: $1,062,130 • Bachelor’s Degree: $1,420,850 • Master’s Degree: $2,142,440 • Doctorate: $3,012,300 • James Waller, Face to Face: The Changing State of Racism Across America
Our Mission is not to: • Raise Test scores • Win another Blue Ribbon Award
But what do we really want to do? • 4 types of schools • Charles Darwin School • Pontius Pilate School • Chicago Cub Fan School • Henry Higgins School • Which school do you think that we have?
The Charles Darwin School • “We believe all kids can learn…based on their ability.” • We believe that all students can learn, but the extent of their learning is determined by their innate ability or aptitude.
The Pontius Pilate School • “We believe all kids can learn…if they take advantage of the opportunity we give them to learn.” • If they elect to put forth the necessary effort.
The Chicago Cub Fan School • “We believe all kids can learn…something, and we will help all students experience academic growth in a warm and nurturing environment.” • All students should demonstrate some growth as a result of their experience with us.
The Henry Higgins School • “We believe all kids can learn…and we will work to help all students achieve high standards of learning.” • All students can and must learn at relatively high levels of achievement.
Corners • Think about which school we are OVERALL. • Go to that corner. • Now go to the corner where you want to send your children.
Our Mission must be • To assure high levels of learning for all students.
The beginning of “our fundamental mission” statement: • “We believe all kids can learn…and we will work to help all students achieve high standards of learning.” • All students can and must learn at relatively high levels of achievement.
If our mission is high levels of learning for all students, • The question is: • Is it possible? • Video – Geese • What do we take from that video? • Paraphrase Passport – A responds while B listens. B must correctly restate A’s ideas. B shares ideas while A listens. A must correctly restate B ideas. Take 10 seconds to jot ideas.
Is it possible? • “There are simple, proven, affordable structures that exist right now and could have a dramatic, widespread impact on schools and achievement – in virtually any school. An astonishing level of agreement has emerged on this point.” • Mike Schmoker, 2004
Schools DO Make a Difference • Effective Schools Research of Ron Edmonds, Larry Lezotte, Wilbur Brookover, Michael Rutter, and others concluded that: • All Children can learn. • Schools control the factors to assure that students master the core of the curriculum. • (Not demographics and not language.)
Schools DO Make a Difference • An analysis of research conducted over a 35-year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds. • Robert Marzano, What Works in Schools, 2003
Schools DO Make a Difference • 90/90/90 Schools • (90% minority/90% economically disadvantaged/ 90% test scores) • Douglas Reeves
What do we do? • “We embrace explicitly the proposition that effective practice and popular practice are very likely two different things.” • Dr. Douglas Reeves • Because most teachers were good students, we don’t see the flaw in our current system.
A New Model for our Educational System: • 1. A focus on learning not teaching • 2. Build a collaborative culture not teach in isolation and leave remediation to chance • 3. Focus on results instead of not knowing if what you are doing is really working
This model is the PLC model • And we work together to answer the four basic questions? • What do we want students to learn? • How will we know when they learn it? (What does it look like?) • What will we do when they don’t learn it? • What will we do when they already know it?
So what do we want to become? • Leadership Group said this should be our vision:
What is our Vision? • BHS will have a broader definition of success with more options for all students. • BHS will utilize interventions for student success. • BHS will make education relevant. • BHS will strengthen SLCs. • BHS will increase student connections with school. • BHS will have better communication with all stakeholders. • BHS will be safe.
And how will we make that happen? • These are our values. This is how we will act so that our vision will take place.
What are our Values to create our Vision? • We will have respect for ALL people. • We will maintain true transparency. • We will trust each other and extend trust. • We will be honest and genuine. • We will display integrity and credibility. • We will create a sense of belonging. • We will be courageous. • We will display self-assurance and loyalty.
So now it’s time for Goals • And they need to be SMART Goals! • Strategic • Measureable • Attainable • Results- Based • Timely
Let’s start at the top and work down: • District Goals • School Goals • PLC Team Goals • Individual Goals (PGP)
District Goals that apply to BHS • Sub population categories testing data will improve. • AP: the number of students taking the exam, the number of exams taken, and the passing scores of 3, 4, or 5 will all increase. • ACT testing data – both general pop and “core completer” will improve • Extra-curricular involvement will increase • EOC data will improve • IB will grow and increase each year.
Before we can set goals, • Let’s look at our data: