Connecting to Secondary School Redesign. Secondary School Redesign OVERVIEW Widespread consensus on...

Connecting to Secondary School Redesign

Secondary School RedesignOVERVIEW

Widespread consensus on need for middle and high school redesign (not just reform)…

•to meet the needs of a diverse student population

•increasing expectations graduates need to become productive citizens in the changing world of the 21st century

That redesign needs to address many aspects Begin by focusing on a limited number of aspects And do them well and do them systemically

Secondary School RedesignOVERVIEW

Research is now converging on a manageable set of strategies on which Secondary School Redesign can focus.

A number of recent publications by national organizations are spreading the word on strategies that have been validated as effective by scientific research.

Secondary School RedesignNATIONAL LEADERS

National Association of Secondary School Principals’ Breaking Ranks, Breaking Ranks II and Breaking Ranks in the Middle, under the leadership of Theodore Sizer and Phil Schlecty

International Center for Leadership in Education’s Model Schools and Successful Practices Network, under the leadership of Bill Daggett

Secondary School RedesignNATIONAL LEADERS

Southern Regional Education Board’s High School that Work and Making Middle Schools Work, under the leadership of Gene Bottoms

Continuous Improvement Model under the leadership of Gerald Anderson

The Partnership for 21st Century Skills’ report, “Results That Matter: 21st Century Skills and High School Reform,”

High Schools of the Millennium Workgroup New American High School model

Secondary School Redesign IN FLORIDA

The A++ legislation, including the Secondary School Redesign Act, passed by the Florida Legislature in 2006, provides a framework for secondary school redesign.

These new laws address many of the components essential to secondary school redesign.

Secondary School Redesign Components

1. Rigorous and relevant instruction based on up-to-date state curriculum standards

2. A complete education focusing on the variety of subjects students need to be successful, including career exploration and planning

3. Small learning communities through career academies, schools-within-schools, magnet programs and other organizing venues

Secondary School Redesign Components

4. Implementation of models to ensure enhanced adult relationships with every student

This concept was in the Senate version of the legislation but not in the final law. It’s a good idea. Many experts recommend that each student be assigned an adult in the school who acts as mentor, advisor and supporter.

Secondary School Redesign LEGISLATION (A++)

5. Encouragement to develop unique activities to ensure the senior year of high school is a capstone experience of rigor, relevance, relationships and reflective thinking

This concept was in the Senate version of the legislation but not in the final law. It’s a good idea for schools.

6. Applied, integrated and combined courses and for flexibility in awarding credit


7. Rigorous and relevant requirements for student progression with encouragement for alternative methods for students to demonstrate competency

8. Integration of basic skills, especially reading, into all coursework and a mandate to ensure students are proficient in reading and mathematics through meaningful, planned and accountable intervention for struggling students


9. Personalized academic and career student plans for all secondary students

10. A fair school grading system for alternative schools with at-risk populations


11. Professional development based on data-determined needs

12. Differentiated pay to ensure equity of instruction

13. Planning by every secondary school for meaningful redesign

14. Collaboration among stakeholders

15. Dissemination of best practices and model programs

Secondary School Redesign LEGISLATION

These are good ideas

Grounded in research

We need to find ways to turn state requirements into resources for improvement

3 CONSENSUS CATEGORIES of Secondary School Redesign

1. Curriculum, Teaching, Learning•Rigorous and relevant

•Delivered and regularly measured through effective and innovative approaches


2. PersonalizationEnhanced Personal Relationships• Between students• Between students and adults • Among adults in the school • Through small learning communities,

faculty study groups and intensive, effective, planned and supportive intervention for struggling students


3. Effective collaborative leadership that includes professional development for leadership, common planning and professional learning communities for staff and articulated planning for redesign.


1. Curriculum, Teaching, Learning

2. Personalization

3. Effective collaborative leadership

5 LEVELS OF PARTICIPATION for Secondary School Redesign

1. Statewide leadership and a broad statutory mandate

2. District leadership and commitment to make changes systemically

3. School administrator leadership and school staff buy-in

4. Individual commitment to improvement by doing things differently

5. Community support

Secondary School Redesign FORMULA

Similar to the shorthand developed for the Florida Reading Formula (5 + 3 + ii + iii),

Secondary School Redesign could be summarized and marketed as the

Secondary School Redesign Formula =

3 + 15 + 5 + S 3 broad categories of redesign 15 focus areas 5 levels of participation specific, research-based Strategies for implementation

determined at the school level.

3 CATEGORIES of Secondary School Redesign

1. Curriculum, Teaching, Learning

2. Personalization

3. Effective Collaborative Leadership

15 FOCUS AREAS for Secondary School Redesign

1. Rigorous and relevant instruction

2. Complete education

3. Small learning communities

4. Enhanced relationships

5. 9th Grade transition

6. Capstone senior year

7. Flexibility in awarding credit

8. Student progression requirements

9. Integration of basic skills and intervention for struggling students

15 FOCUS AREAS for Secondary School Redesign

10. Student plans

11. Professional development and common planning/learning times

12. Planning for redesign

13. Continuous monitoring

14. Collaboration among stakeholders

15. Dissemination of best practices

5 LEVELS of PARTICIPATION for Secondary School Redesign

1. Statewide leadership

2. District leadership

3. Principal leadership

4. Individual commitment

5. Community support

The School Improvement Plan

DOE requires F schools to address: Certified, high quality administration and staff School advisory council compliance Vision/mission/belief statements School profile and demographics School performance data Teacher mentoring Schoolwide improvement model Extended learning opportunities

FASA’S CHOICES: FRAMEWORKS for Secondary School Redesign

NASSP’s Breaking Ranks

ICLE’s Model Schools/Successful Practices Network

National Association of Secondary School Principals

BREAKING RANKS II

Follow-up to the 1996 seminal report Breaking Ranks: Changing an American Institution

Engages principals, teacher leaders and the entire school community in reforming the American high school into an academically rigorous, personalized learning environment that is improved through collaborative leadership.


BREAKING RANKS II

Where Breaking Ranks I presented a vision of a dramatically different high school for the 21st century, Breaking Ranks II takes a step further by outlining tested strategies for positive change that have proven successful in all types of high school settings.


BREAKING RANKS II

Field guide developed to improve learning experiences through illustrations of entry points to begin redesign, strategies for implementation and profiles of successes and challenges

Breaking Ranks II focuses on 3 key areas:• Collaborative leadership, professional

learning communities, and the strategic use of data

• Personalizing the school environment • Curriculum, instruction, and assessment.


BREAKING RANKS II

7 Cornerstone Strategies to Improve Student Performance

1. Core Knowledge2. Connections with students3. Personalized planning4. Adapting to differences5. Flexible Use of Time6. Distributed Leadership7. Continuous Professional Development

31 Recommendations across 3 Core Areas


BREAKING RANKS II RESOURCES

Breaking Ranks II Executive Summary What the Research Shows: Breaking Ranks in Action Breaking Ranks: Changing an American Institution Supporting Principals Who Break Ranks (Policy Paper) Breaking Ranks II-Audio Set CD

Breaking Ranks II: Strategies for Leading High School Reform Breaking Ranks II Package

http://www.nassp.org/s_nassp/sec.asp?CID=706&DID=49788


BREAKING RANKS IN THE MIDDLE

Strategies for leading middle level reform 9 strategies and 30 recommendations are

similar to Breaking Ranks II, but grounded in middle school philosophy

Middle level practitioners active in development Includes profiles schools that put

recommendations in action. http://www.nassp.org/s_nassp/sec.asp?

CID=934&DID=53491

SUCCESSFUL PRACTICES NETWORK

Willard (Bill) Daggett’s International Center for Leadership in Education

Redesign requires1. Focus on the skills and knowledge

students need for adult life2. Organizing education based on the way

students learn3. Obtain broad-based community support

for change


No single path to systemic school reform but certain components are essential 1. Create a Shared Vision built on awareness of need

for change and passion to make it happen in community

2. Build Leadership at all levels3. Obtain and Use Data for Decision-Making involving

curriculum, assessment, student performance and real-world requirements

4. Provide Support to Staff through comprehensive professional development to ensure that changes occur in the classroom.


ICLE is new FASA partner and a SSRI partner With an important vision and vital passion for

improving American education, ICLE has developed a number of resources for improving schools and raising student achievement• conceptual frameworks• specific implementation tools• professional development


One of the newest of such tools is the Learning Criteria, which presents a framework for school evaluation that goes beyond state assessment tests of basic skills

core academic learning stretch learning in advanced, rigorous and relevant

study personal skill development and positive behaviors

and attitudes student engagementProvides guidelines for collecting data in these areas


A not-for-profit membership organization designed for good schools that want to become even better

Network provides a mechanism to share data, experiences, technical assistance, research, and best practices

Members can seek peer and expert advice on school improvement from like-minded schools and education leaders

REMEMBER…

School redesign is not just a state mandate.

It’s what we have to do to meet: the needs of a diverse student

population

and the increasing expectations graduates

need to become productive citizens in the changing world of the 21st century.

And we can do it well.

Connecting to Secondary School Redesign. Secondary School Redesign OVERVIEW Widespread consensus on...

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