High Levels of Learning for All Students: A Continuous Improvement Journey

2. 2016-2017 Cortland Enlarged City School District

3. 2016-2017 Our Continuous Improvement Journey

4. 2016-2017 High Levels of Learningfor All Students

5. Our Challenge • Our 3-8 achievement is not what we want it to be • Our graduation rate is not what we want it to be • There are gaps between the achievement of different groups of learners in our district • Levels of student engagement are not what we want them to be • Our students are not as healthy as we want them to be • Our community has high expectations

6. High Levels of Learningfor All Students The “Why”

7. Public Education Schools are here to prepare children to be adults. As educators, it is our job to ensure our students learn the essential academic skills, knowledge, and behaviors needed to succeed in their adult life.

8. The Need “In 2012, about one-third of jobs in America were in occupations that typically require postsecondary education for entry.” U.S. Bureau of Labor and Statistics. (2013).Education and training outlookfor occupations, 2012-2022.

9. The Need “By 2020, 65 percent of ALL jobs in the economy will require postsecondary education and training beyond high school.” Carnevale, Smith & Strohl. (2013).Recovery: Job growth and education requirements through 2020

10. The Need ThePovertyCycle

11. The Need In Cortland: • Our 3-8 achievement is not what we want it to be • Our graduation rate is not what we want it to be • There are gaps between the achievement of different groups of learners in our district • Levels of student engagement are not what we want them to be

12. Our Goal To create a systematic process that ensures every child receives additional time and support needed to learn at high levels.

13. The Mission To ensure high levels of learning for all students. High levels means: • High school plus • Grade-level or better

14. Fundamental Assumptions • Not all students learn in the same way. • Not all students learn at the same speed. • Some students lack prior knowledge and skills. • Some students lack proper behaviors. • Some students have a home life that is counterproductive to academic success.

15. Our Dilemma Our traditional school system was not designed to ensure that all students learn at high levels. • Professional isolation • Failure was acceptable • Few students went to college • Schools and teachers sorted students

16. Our Dilemma “The main function of school is to prepare for the duties of life that a small proportion of all the children in the country – a proportion small in number, but very important to the welfare of the nation – who show themselves able to profit by an education prolonged to the eighteenth year, and whose parents are able to support them while them remain so long at school.” -National Education Association. (1894).Report of the Committee of Ten on Secondary School Studies.

17. Our Dilemma “The deep structure of tracking remains uncannily robust. Most middle and high schools still sort students into classes at different levels based on judgements of students’ ‘ability’.” -Oakes. (2005).How Schools Structure Inequality

18. Our Dilemma “This sorting continues to disadvantage those in lower track classes. Such students have less access to high-status knowledge, fewer opportunities to engage in stimulating learning activities, and classroom relationships less likely to foster engagement with teachers, peers, and learning.” -Oakes. (2005).How Schools Structure Inequality

19. Our Dilemma As educators, we have a tremendous tendency, often subconscious, to perpetuate that system in which we were successful. How different, honestly, is your current school from the schools you attended? How much has the world change in that same amount of time?

20. We Know What Works We expect the average student to academically improve 0.40 (effect size) by staying alive and attending school for one year. -Hattie. (2008).Visible Learning: A Synthesis of Over 800Meta-Analyses Relating to Achievement.

21. The “Home Effect” • Just living and going to school .40 • Socioeconomic status: .57 • Home environment: .57 • Parental involvement: .51 -Hattie. (2008).Visible Learning: A Synthesis of Over 800Meta-Analyses Relating to Achievement.

22. Under Our Control In OurControl Students in schools where teachers and administrators who named factors inside their control as having the most significant contribution on student success had three times higher achievement than those that named outside factors. Outsidefactors

23. More Powerfulthan Poverty There are at least 30 things we can do that have a more powerful impact on learning than poverty. -Hattie. (2008).Visible Learning: A Synthesis of Over 800Meta-Analyses Relating to Achievement.

24. More Powerfulthan Poverty • Just living and going to school .40 • Socioeconomic status: .57 • Collective teacher efficacy 1.57 • Student monitoring of learning 1.44 • Response to intervention 1.07 • Feedback 1.13 • Formative assessment .90 • Discussion .82

25. More Powerfulthan Poverty • Just living and going to school .40 • Socioeconomic status: .57 • Collective teacher efficacy 1.57 • Student monitoring of learning 1.44 • Response to intervention 1.07 • Feedback 1.13 • Formative assessment .90 • Discussion .82

26. The Future Why do our schools need to change? It’s not because of federal and state mandates. It’s not because our district has a label.

27. The Future Why do our schools need to change? It’s not because of federal and state mandates. It’s not because our district has a label. It’s because we want our students to be ready for their future.