Post on 04-Jan-2016
Superintendent Larry Didway
VISION
Instructional Core
Improve Student Learnin
g
Student
ContentTeacher
Increase engagement
Increase Knowledge &
Skill
Raise the level
From Richard Elmore, Harvard
MIKE MATTOSDistrict Professional Development
Mike MattosNotable AuthorSuccessful PrincipalFantastic Motivational Speaker
Rationale
Provide high quality staff development
Provide staff with tools for meeting student needs
Connect to our moral obligation to students
Strengthen our continuous improvement model for learning
STAFF COMMENTS…
97% of participants felt content was current and relevant. (Zoomerang Poll)
One of the best all day inservice presentations we have had in recent memory.
I believe the information was pertinent to all who attended.
Mike is great. His message was powerful and thought provoking.
I think it is hard to do District wide presentation because each level is at a different place.
Inspirational and uplifting. Great start for this year of challenges.
Evolution of Schools
• High stakes accountability
• Life and death for students
• Supportive documentation
• Data accurate but hard to hear
Life Effects
• Poverty
• Prison
• Dependence on society’s welfare system
• Our future
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.wsws.org
Prison
Across the United States, 82% of prison inmates are dropouts
Ysseldyke, Algozzine, & Thurlow 1992
http://findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619426/pg_4
Prison
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/downloads/ProLiteracyStateOfLiteracy%2010-25-04.pdf
Social Costs
Those claiming welfare often struggle with literacy skills.
http://www.covinaliteracy.org/facts.htm
Social Costs
One study conducted by a University of California, Berkeley economist found that a 10 percent increase in the graduation rate would likely reduce the murder and assault arrest rates by about 20 percent.
Moretti, 2005: www.centerforpubliceducation.org
Social Costs
The same study found that increasing the high school completion rate by just one percent for men ages 20-60 would save the United States up to $1.4 billion per year in reduced costs from crime.
Moretti, 2005: www.centerforpubliceducation.org
To assure high levels of learning for all students!
Our Mission…
GLOBAL MARKET
Is a high school diploma enough for our current students to be competitive 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
Our Dilemma:
Our traditional US school system was not designed to ensure that
all students learn
at high levels.
What do we mean
by “high” levels
of learning?
“High School + Plus”
College Readiness
With such high stakes, we are embracing our moral obligation to meet the educational needs
of every child.What changes are we making?
MORAL OBLIGATION
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.
Schools Do Make a Difference
An analysis of research conducted over a thirty-five 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
Then why aren’t we getting the results
we want?
We must stop doing what we have done
for 100 years…
Agricultural Jobs in America
In 1870, half of the US population was employed in agriculture.
As of 2006, less than 1% of the population is directly employed in agriculture.
Agricultural Jobs in America
As of 2004, the median hourly income was $7.70 for farmworkers planting, growing and harvesting crops.
Educator ToolsHigh quality instruction in every classroom
Rigorous and relevant curriculum for all with support
Evidence-based practices
Collaboration in Professional Learning Teams (PLCs)
Data decision making to meet student needs
Are at least 80-85% of our students succeeding at
grade-level curriculum after core instruction?
CORE INSTRUCTION
Rigorous Curriculum Design What if we would:
1. Determine student learning outcomes, and share with students.
1. Plan one common formative assessment during instruction.
2. Plan one day to reteach and enrich after analyzing common assessment.
What if we would also…
Laser-Focused
Professional Learning Teams
Results Oriented
Rigor
Relevance
Relationships
What must all students be able to know/do?
End of Unit Test
Teach
Plan a common, formativeassessment
Reteachand enrich
Tier II Help
1. What do we expect ourstudent to learn?
2. How do we knowthat they have learned it?
3. How will we respondwhen they don’t?
Pyramid Response to Interventions
PROACTIVE APPROACH
PREVENTATIVE STRATEGIESPERSISTENT EFFORTS