Redesigning High School Teaching and Learning in the 21st Century

Presented by Dr. Bryan H. SetserExecutive Director of Secondary Education 6-12Iredell-Statesville Schools

Vision

Achievement Flat or Declining in Reading, 17 year olds, NAEP

250255260265270275280285290295300

1984 1988 1990 1992 1994 1996 1999 2004

Sca

le S

core

Source: NAEP 2004 Trends in Academic Progress.

Note: Long-Term Trends NAEP

NAEP Math, 17 Year-Olds

220

240

260

280

300

320

1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

Ave

rag

e S

cale

Sco

re

African American Latino White

20 28

Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

Note: Long-Term Trends NAEP

2005 NAEP Grade 12 ScienceAll Students, Nation

48

35

18

0%

20%

40%

60%

80%

100%

All Students

Per

cen

t o

f S

tud

ents

Proficient/Advanced

Basic

Below Basic

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

PISA 2003: US 15 Year-Olds Rank Near The End Of The Pack Among 29 OECD

Countries

U.S. RANK READING 20TH

MATH 24TH

SCIENCE 19TH

Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.NCES 2005-003

U.S. Ranks 23rd out of 29OECD Countries in the Math Achievement of High-SES Students

300

350

400

450

500

550

600

Ave

rage

Sca

le S

core

Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/

Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in Affluent Schools

87

35

56

34 41

22 21

11

0

100

Per

cent

ile -

CT

BS

4

A B C DGrades

Seventh Grade Math

Low-poverty schools High-poverty schools

Source: CCSSO, State Indicators of Science and Mathematics Education, 2005

Fewer Latino students are enrolledin Algebra 1 in Grade 8

2429

0

50

2003

Per

cen

t En

rolle

d

Latino

White

Source: CCSSO, State Indicators of Science and Mathematics Education, 2001

Fewer Latino students are enrolledin Algebra 2

45

62

0

80

1998

Per

cen

t En

rolle

d

Latino

White

African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds

0%

100%

200 250 300 350

Average Scale Score

Per

cen

t of

Stu

den

ts

White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds

Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

Note: Long-Term Trends NAEP

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.

54%51%

79%

52%

72%

0%

100%

African American Asian Latino Native American White

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???

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.

Elmont Memorial Senior High School

Elmont Memorial Senior High School

Elmont, New York1,966 Students in Grades 9-12

75% African American12% Latino

Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

Elmont MemorialHigher Percentage of Students Meeting Graduation Requirements than the

State, Class of 2004 Regents English

99 99 100 100 99

85

74 72 75

88

0

20

40

60

80

100

All AfricanAmerican

Latino Poor Non-Poor

Pe

rce

nt

Me

eti

ng

Gra

du

ati

on

Re

qu

ire

me

nts

Elmont

New York

Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

University Park Campus School

University Park Campus School

Worcester, Massachusetts

820 Students in Grades 9-129% African American

18% Asian35% Latino39% White

73% Low-Income

Source: Massachusetts Department of Education School Profile, http://profiles.doe.mass.edu/

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.

Ed Trust Research Finding: Higher performing secondary schools put

all kids—not just some—in a demanding high school core

curriculum.

Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers

16

23

47

31

0

50

Quartile I (Lowest) Quartile 2

Per

cen

t E

arn

ing

"D

" o

r "F

"

College Prep Low Level

Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.

Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles

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

I-SS Table Activity-Data questions

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.

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.

Source of Requirement Deployment Process in I-SS

State Statutes and 21st Century Goals School Improvement Plans

NCLB; Title I, Title II Predictive Assessments

I-SS Board Policy 3100 Instruction Guides

TWCS; Best Practice-DuFour, Reeves, INTASC, Principals’ Executive Standards, North Carolina Professional Teaching Standards; House Bill 1151

Professional Learning Communities; Response to APQC study and NSDC recommendations

SACS: Continuous Improvement Model PDSA

High School Task Force Report 21st Century Grant/Best Practice

Freshman Academies and Focused Learning Communities in the upper grades; endorsements; IB

High School Task Force Report; Learn and Earn Grant; Best Practice

Early College, Fine Arts Magnet, and Satellite Innovation Communities

AIG Local Plan Task Force Gifted Identification Support Teams/Goal Teams

Science Task Force Inquiry Based Science Learning/Destiny Bus

Training: Title I, II, High School Task Force, Science Task Force, AIG Task Force, Closing the Gap Task Force

I-SS Model to Raise Achievement and Close Gaps

Reform Requirements

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

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.

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

And Others Have Designs of Their Own…..

Table Exercise

•3 Key Learnings

•3 changes we could make

records

vhs

mtv

cnn

radio

tv

movies

phonemagazinespen & paper

books

cassette

Before RedesignBefore Redesign

records

mobile phonestm

net

email

cd/dvdcar dvd

mp3 player

ps2 & x box

pda

iPod games

computers

video conf.

podcasts

fax

vhs

wifi

bluetoothblackberry

cable tv

satellite tv

tivo

pagers:)

:*

:Pmtv

web movies

cnn

radio

tv

movies

phonemagazinespen & paper

books

instant messaging

cassette

After Redesign

MySpace VoIPportable phonesblackberry

2005200520002000

New Connections

20032003

Connected IndividualsConnected Individuals

New Communities

Virtual Communities

Virtual Communities

New Content

Collaborative CommunitiesCollaborative Communities

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

Digital Native Students Digital Immigrant Faculty

Information gathering quickly from multiple multimedia sources

Slow and controlled release of information from limited sources

Multitasking Single or limited tasking

Pictures, sound, and video Text

Random access to hyperlinked multimedia information

Providing information linearly, logically, and sequentially

Working interactively and networking with many others simultaneously

Working independently

Learning that is relevant, instantly useful, and fun

Teaching to the curriculum and examinations

Who’s Living in the House and in the School House?Who’s Living in the House and in the School House?

Ian Jukes and Anita DosajThe InfoSavvy Group, February 2005.

Ian Jukes and Anita DosajThe InfoSavvy Group, February 2005.

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

We’ve got some great models to choose from?

1.We have aligned our efforts with the

following national and state initiatives.

American Diploma Projectwww.achieve.org

Results That Matterhttp://www.21stcenturyskills.org/

NC State Default Curriculumwww.dpi.state.nc.us/sbe_meetings/0611//hsp0611hsp05.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.

The ISS Model to Raise Achievement and Close Gaps

Lead Teache

r Suppor

t1. What do students need to learn?2. How will they learn it?3. How will we know if they’ve

learned it?4. What will we do if they don’t learn

it?5. What will we do if they already

know it?

Predictive Assessments

Instructional Guides Professional

Learning Communities

Continuous Improvement through the use of PDSA, Systems Check III, SACS, and Quality tools

PLAN

DO

STUDY

ACT

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…

Workbook Page 8

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%

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%

• 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?

Calling All Contractors for the 21st Century High School?

Study the Blueprints…

Practice Average

ES

Percentile

GainAlignment and

Coherence of Curriculum, Instruction and Assessment

.88 31

Time on Task .39 15

Frequent Monitoring and Feedback

.30 12

Pressure to Achieve .27 11

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

Category Average

ES

Percentile

GainNonlinguistic

representations.75 27

Cooperative learning .73 27

Setting objectives and providing feedback

.61 23

Generating and testing hypotheses

.61 23

Questions, cues, and advance organizers

.59 22

More Blueprints

Blueprints, blueprints..Category Average

ES

Percentile

GainIdentifying similarities and

differences1.61 45

Summarizing and note taking 1.00 34

Reinforcing effort and providing recognition

.80 29

Homework and practice .77 28

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 and department level pacing to include all teachers in teaching and learning of objectives

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

Q & A