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Redesigning High School Teaching and Learning in the 21 st Century

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  1. Redesigning High School Teaching and Learning in the 21st Century Presented by Dr. Bryan H. SetserExecutive Director of Secondary Education 6-12Iredell-Statesville Schools

  2. Vision Why Redesign HS Teaching and Learning?

  3. Achievement Flat or Declining in Reading, 17 year olds, NAEP Note: Long-Term Trends NAEP Source: NAEP 2004 Trends in Academic Progress.

  4. NAEP Math, 17 Year-Olds 28 20 Note: Long-Term Trends NAEP Source:National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

  5. 2005 NAEP Grade 12 ScienceAll Students, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

  6. PISA 2003:US 15 Year-Olds Rank Near The End Of The Pack Among 29 OECD Countries Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results. NCES 2005-003

  7. U.S. Ranks 23rd out of 29OECD Countries in the Math Achievement of High-SES Students Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

  8. Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in Affluent Schools Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

  9. Fewer Latino students are enrolledin Algebra 1 in Grade 8 Source: CCSSO, State Indicators of Science and Mathematics Education, 2005

  10. Fewer Latino students are enrolledin Algebra 2 Source: CCSSO, State Indicators of Science and Mathematics Education, 2001

  11. African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds Note: Long-Term Trends NAEP Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

  12. Students Graduate From High School At Different Rates, 2001** 4-Year Graduation Rates Source: Jay P. Greene and Greg Forster, “Public High School Graduation and College Readiness Rates in the United States,” Manhattan Institute for Policy Research, September 2003.

  13. What We Hear Many Educators Say and What Can be Done? • They’re poor; • Their parents don’t care; • They come to schools without breakfast; • Not enough books • Not enough parents . . .and show me somewhere that is doing a better job???

  14. Got Change?• The US is now a net importer of high technology products. The trade balance of technology manufactured goods shifted from plus $54 billion in 1990 to negative $50 billion in 2001. Clearly a sign we are losing our creativity edge. • Low wage employers such as McDonalds and Wal-Mart (now the nation’s largest employer) created 44% of the new jobs while high-wage employers created only 29% of the new jobs. Clearly a signal that service jobs will outweigh high-paying jobs in the future. • US is one of the few countries in which industry plays a major role in providing health care for employees and families. Starbucks spends more on health care than coffee. Clearly a concern for business not being able to be competitive with global competitors. • A company can hire nine factory workers in Mexico for the cost of one in America. A company can hire eight professional engineers in India for the cost of one in America. • American youth spend more time watching television and/or on computers than in school. • The US does not have a national curricula and that leaves 15,000 school districts to develop their own. • US 15 year olds ranked 24th out of 40 countries who recently participated in Program for International Student Assessment in math application to real-world problems. • 68% of US 8th graders are taught math by teachers not certified in math. • 95% of US students in grades 5-9 are taught physical science by teachers not certified in physical sciences.

  15. Elmont Memorial Senior High School

  16. Elmont Memorial Senior High SchoolElmont, New York • 1,966 Students in Grades 9-12 • 75% African American • 12% Latino Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

  17. Elmont MemorialHigher Percentage of Students Meeting Graduation Requirements than the State, Class of 2004 Regents English Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

  18. University Park Campus School

  19. University Park Campus SchoolWorcester, Massachusetts • 820 Students in Grades 9-12 • 9% African American • 18% Asian • 35% Latino • 39% White • 73% Low-Income Source: Massachusetts Department of Education School Profile, http://profiles.doe.mass.edu/

  20. University Park Results: 2004 • 100% of 10th graders passed MA high school exit exam on first attempt. • 87% passed at advanced or proficient level. • Fifth most successful school in the state, surpassing many schools serving wealthy students.

  21. Ed Trust Research Finding: Higher performing secondary schools put all kids—not just some—in a demanding high school core curriculum.

  22. Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.

  23. High performing high schools findings… • Teachers regularly observe other teachers; • Teachers have time to plan and work collaboratively; • New teachers get generous and careful support and acculturation; • Teachers take on many other leadership tasks at the school

  24. I-SS Table Activity-Data questions

  25. The mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. Is I-SS on Track? Iredell-Statesville Schools will rigorously challenge all students to achieve their academic potential and to lead productive and rewarding lives. We will achieve this mission with the support of parents, staff and the community.

  26. Reform Requirements

  27. Redesigning for Results • District Goal: 100% of schools will make Adequate Yearly Progress (AYP) • District Indicator: 100% of schools will make ABCs growth targets • District Indicator:% proficient in ABCs; % who make growth • AP, Honors, and Virtual enrollment/performance • SAT performance • Dropout rate and Graduation Rate

  28. A Redesigned Mission • The Curriculum Division of the Iredell-Statesville Schools will provide systematic, core learning processes that enable schools to rigorously challenge all students. We will achieve this mission through deployment of the Baldrige Model for Performance Excellence. • The High School Reform Division will provide systematic support for key learning processes that engage 21st century students in focused learning communities with the necessary skills to equip them for success in a globally competitive world.

  29. Why Redesign I-SS High Schools? A new generation of students expects a learning environment that integrates today’s digital tools, accommodates a mobile lifestyle, adapts to individual learning styles and encourages collaboration and teamwork. 2006 American Life Project Report

  30. And Others Have Designs of Their Own…..

  31. Table Exercise • 3 Key Learnings • 3 changes we could make

  32. Before Redesign movies records books mtv tv cnn vhs magazines phone pen & paper cassette radio 

  33. After Redesign pda podcasts tivo movies :* web movies ps2 & x box instant messaging bluetooth :P records blackberry email fax books mtv iPod games :) cable tv car dvd tv cnn pagers video conf. cd/dvd vhs magazines tm phone mobile phones pen & paper satellite tv net mp3 player computers cassette radio wifi MySpace VoIP blackberry portable phones 

  34. Kids are designed and wired differently today – evidence in neural research supports the intensive amount of time engaged in technology has changed the prefrontal cortex – kids can toggle and multitask much faster than adults (4-6 times faster) International Center for Education, 2006 New Communities New Content New Connections 2000 2003 2005 Connected Individuals Collaborative Communities Virtual Communities

  35. Who’s Living in the House and in the School House? Ian Jukes and Anita Dosaj The InfoSavvy Group, February 2005. 

  36. And yet we have not changed the blueprint very much….. • Our High Schools are museums, and we have become the curators. • High School students reflect adult apathy and unwillingness to change. • Graduation rate and dropout rates tell the story. • Children are native to cyberspace and we adults are immigrants. • Douglas Rushkoff • 21st century learners still need our help and guidance when they don’t know what else to do. • -Dr. William Daggett

  37. We’ve got some great models to choose from? • We have aligned our efforts with the • following national and state initiatives. • American Diploma Project • www.achieve.org • Results That Matter • http://www.21stcenturyskills.org/ • NC State Default Curriculum • www.dpi.state.nc.us/sbe_meetings/0611//hsp • 0611hsp05.pdf • 2. Developed a website for HS Reform • http://www.iss.k12.nc.us/curriculum/high/ • 3. Formed a 2nd Generation High School Reform Task Force (2003-2005) (2006-present) • 4. Moving from a teaching system to a learning system via our triangle model to Raise Achievement and Close Gaps. • 5. Early College High School, plans for a 21st Century Skills Academy, SHS Performing and Visual Arts Magnet, Pilot studies with podcasting, graphing calculators, and smart board technology.

  38. The ISS Model to Raise Achievement and Close Gaps Predictive Assessments Lead Teacher Support • What do students need to learn? • How will they learn it? • How will we know if they’ve learned it? • What will we do if they don’t learn it? • What will we do if they already know it? Instructional Guides Professional Learning Communities Continuous Improvement through the use of PDSA, Systems Check III, SACS, and Quality tools

  39. Workbook Page 8 PLAN ACT DO STUDY The most effective and efficient way to get the required results is with a systematic and systemic improvement process of planning, doing, study, and acting…

  40. Do we have willing participants in high school classroom redesign? • Results of more than 1500 classroom observations across the country • Clear learning objective – 4% • Worksheets – 52% • Lecture – 31% • Monitoring and no feedback – 22%

  41. A house divided against itself cannot stand.-Abraham Lincoln • Results of more than 1500 classroom observations across the country • Students required to speak in complete sentences – 0% • Evidence of assessment for learning – 0% • Evidence of bell to bell instruction – 0% • Fewer than one-half of students engaged – 82%

  42. Calling All Contractors for the 21st Century High School? • If we know what works in schools, how do we know school administrators are implementing best practices? • If we know what works in classrooms, how do we know teachers are implementing best practices? • What actions will we take to close the knowing/doing gap?

  43. Study the Blueprints… Marzano, R, (2000). A New Era in School Reform. Going Where the Research Takes Us. McREL.

  44. More Blueprints

  45. Blueprints, blueprints..

  46. Architect Specs • Time for high school teacher collaboration – structured, collaborative, planning meetings that follow clear deployment expectations. • Frequent feedback from high school teachers – far more often than report cards – feedback to students, parents, staff and administrators (Classroom Walk Throughs, Common Formative Assessments, PDSA) • Time for instruction – address “block” time on instruction, address time to reorganize learning groups for re-teaching and enrichment, address school anddepartment level pacing to include all teachers in teaching and learning of objectives

  47. Somebody has to be the foreman for redesign in your building? And we’ve got lots of needs for subcontractors too!!! • Action research and mid-course correction – more subject level common formative assessments and department PDSA’s • Teaching Matters – address low performers, decisive moves in student support and interventions • Intensive focus on data – include as part of classroom, department, and school PDSA

  48. Relationships Relevance Rigor Results Personalization Global Competition 21st Century Goals FLC CWT HYS Triangles Is your house in order?

  49. Q & A