Southern Regional Education Board Gaining Momentum for School Improvement with High Schools That...

SouthernRegionalEducationBoard

Gaining Momentum for School Improvement with High Schools That Work

HSTW ForumPheasant Run ResortSt. Charles, Illinois

March 15, 2011

Lois BarnesSREB/HSTW

[email protected]

1Welcome!


Do Now! Draw a Pig!

Use a pen or pencil and the page in your handout to draw a pig. Draw the entire pig, not just the head.

Do not glance at others’ drawings! You will have a couple of minutes to draw

your pig.

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Session Objectives Network with other HSTW sites on

common issues affecting school improvement and brainstorm strategies and measures for evaluating the success of those strategies, using case studies and a new HSTW Six-Step Model for School Improvement Planning.

Identify and implement actions for sustaining and growing the HSTW initiative in their schools

Integrate the SREB/HSTW Habits of Success into advisement, academic and CTE curriculum to improve students’ academic success.


Essential Question

What strategies can we use to help more students reach their full potential?

How do HSTW schools continue to gain momentum for school improvement initiatives, particularly in a climate of budgetary restraints?


If the pig is drawn:

Toward the top of the paper, you tend to be a positive, optimistic person.

Toward the middle of the paper, you tend to be a practical, realistic person.

Toward the bottom of the paper, you may look at the pessimistic side too often.

Facing left, you tend to believe in tradition, are friendly and remember dates, including birthdays.

Facing right, you tend to be innovative, creative, energetic and active, but perhaps forgetful.

Facing forward, looking at you, you tend to be direct, enjoy debating different ideas and viewpoints and are at ease with ideas and discussions.

more……=>

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If the pig is drawn: With many details, you may be analytical, careful, thoughtful and deliberate in making decisions. With few details, you may be ruled by emotion more than by thought, enjoy risk taking and prefer action as opposed to planning. With four legs showing, you tend to be secure, self-confident, well-grounded and loyal to your ideals. With fewer than four legs showing, you are seeking or are experiencing a period of major change in your life. With small ears, you may not be as good a listener as you would like to be. With large ears, you are a good listener.

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Teambuilding

“What’s in a Name?”

Lois Barnes


Skills for a Lifetime: Teaching Students the Habits of

Success

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• Section 1: The case for teaching the habits of success — research supporting the need•Section 2: Approaches for teaching the habits of success — three examples from successful schools•Section 3: Model lessons and activities — tools teachers can use now to embed the habits into their classrooms

Three sections to walk schools through a process for creating their own system to teach the habits of success:


Jigsaw ReadingThe Habits of Success

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Jigsaw Reading - The Habits of SuccessRead the following excerpts:

#1’s – “Chapter 1 –Connecting High School to Students’ Talents, Interests….

#2’s - “The Case for Teaching the Six Habits of Success” and habits 1 and 2

#3’s – Habits 3 and 4 #4’s – Habits 5 and 6

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Creating Positive, Productive Relationships

Two central principles: “One, positive change cannot occur in isolation. In order for children to feel supported, the whole class, as well as the teacher, must be cheering for them, and believing transformations can occur. And two, classroom power has to be shared among its members. Children are more likely to work hard at learning if they’re included in the process of running the classroom and making decisions.” Adults set the tone for the class, but students have a voice…”

From: Belonging: Creating Community in the Classroom

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Creating Positive, Productive Relationships – Four Key

Topics

Getting to Know Each Other Involving Students in

Extracurricular Activities Understanding How Families

Support Academic Success Team Building

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Creating Positive, Productive Relationships -

Strategies Journaling “Check In” Message Center “Worst Case

Scenario” (Analyze This)

My Motto Cooperative

Learning Teamwork

Strategies Please and Thank

You – How to Ask, How to Appreciate

Teamwork Scoring Guide ( see handout)

Administrative Speeches

Formal Introductions

Extra Curricular Fairs, Participation

Intro to Conflict Management

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Learning to Study, Manage Time and Get Organized -

Strategies Study

Environment Agenda Planners

(handout pp. 7-9) Agenda Reviews “Check-In” Where Is It?

Backpacks, Notebooks, Lockers

Two-Column (Cornell) Note-taking

“Study Buddies” Teaching Test Prep Tips for Taking

Notes Class Performance

rubric/checklist Teaching Test Types Listening

Skills/Habits

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Improving Reading and Writing Skills

Literacy Skills

ReadingWritingSpeakingListeningObserving


Literacy Across the Curriculum


A Baker’s Dozen of Literacy Strategies Any Teacher Can – and Should – Use

1. Double entry or two column notes 2. Admit slips/Exit slips3. ReQuest4. Interactive CLOZE5. Anticipation Guide/ Pre-learning

Concept Checks6. Jigsaw reading7. Paired Reading8. GIST9. KWL charts 10. Graphic organizers (i.e. Frayer)11. Riddle Me12. RAFT13. Readers Theater 19


Improving Mathematics Skills

Focus on:Active Student ParticipationDevelopment of number and operation sense in mathematicsThe use of many representations in developing knowledge and skillsHelping students learn to communicate about mathematicsThe use of graphing calculators and computers in mathematics learning

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Quotes Poker

Deal out all cards to team. Each person: Look at the quotes in

your hand and select one or two that you consider particularly relevant.

Share your favorite quote(s) with your team.

Each team: Form your “best hand” of five cards that are meaningful to the team as a whole.

How can schools help students set and achieve goals?


Sample Journal Prompts – Goal Setting

There is only one thing that feels worse than being ready and not having opportunity knock…and that’s having opportunity knock and not being ready.

Vision without action is a daydream. Action without vision is a nightmare.

If you wait to do everything until you’re sure you’re ready, you’ll probably never do much of anything!

If you can DREAM it, you can DO it. –Walt Disney We are what we repeatedly do. Excellence, then, is

nothing but a habit. – Aristotle The future depends on what we do in the present. –

Mahatma Gandhi Obstacles don't have to stop you. If you run into a wall,

don't turn around and give up. Figure out how to climb it, go through it, or work around it. – Michael Jordan

Surround yourself with only people who are going to lift you

Yes, risk-taking is inherently failure-prone. Otherwise, it would be called sure-thing-taking.

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Goal Setting and Planning - Strategies

Journals Quotes for

Journals Agenda/Planner Check In Sports Analogies: “Goal Line” “Half Time in the

Locker Room” “Score!” weekly

celebrations

SMART Goals Being WISE Goal Grid Create Class Goals Career Planning

and College Planning Activities

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Being WISE about Goal Setting

A goal doesn’t do the actual work for students ; it just helps them focus. Have students work in teams to brainstorm personal traits that help people reach their goals. Discuss ways of staying on track with goals.Students can create a master list and their own acronyms as a mnemonic device. One example is WISE:

»Will power » Initiative »Stamina »Enthusiasm!

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GOAL GRIDACADEMIC GOAL WEEK _________Write your goal and be able to prove it is . . .Specific I will _________________________________________________Measurable by _________________________________________________Action-Oriented by _________________________________________________Realistic _________________________________________________Timetable within _________________________________________________

This is what I will add: This is what I will give up:

This is my support system: This is my reward:

…and this is the motto that will inspire me when I want to give up:


Accessing ResourcesOn-Campus Resources:College/career center, testing centerCounseling officesMedia CenterComputer labsDistance Learning LabHomework or Learning CenterIn-school suspension and/or alternative programsPeer tutoringPeer mediationHealth clinic, school nurseSchool Resource Officer

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Accessing ResourcesCommunity Resources

100 Black Men of America

ASPIRA (Puerto Rican and Latino Community Technology Centers)

Big Brothers Big Sisters of America

Boy Scouts of America

Faith-based organizations’ programs

GREAT (Gang Resistance Education and Training)

INROADS Junior Achievement Kiwanis La Raza (mentoring

and tutoring for Hispanic youth)

Lions Club Museums Upward Bound YMCAs/YWCAs

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Review : Placemat (Frayer) Activity

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http://publications.sreb.org/2010/10V25_Skills_for_a_Lifetime_Intro.pdf

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Ordering Skills for a Lifetime

Foreword and Introduction are available at www.sreb.org

Printed copies cost $12 each or $10 each for orders of 10 or more. They can be ordered:

• online — (www.sreb.org)• by phone —(404) 879-5536•by e-mail — [email protected]


Perspectives Important to School Continuous Improvement

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Recognize that there is a problem.

Be specific in defining the problem.

Recognize that there is a problem.


What factors contribute to the problem?

Which are the major factors?

What factors contribute to the problem?

Which are the major factors?

What are the desired outcomes?

What are major process changes?

How will results be measured?

What are the desired outcomes?

What are major process changes?

How will results be measured?

What proven practices are to be implemented?

Consider advantages, disadvantages, obstacles, solutions and resources required.

What would ideal implementation look like?

What proven practices are to be implemented?

Consider advantages, disadvantages, obstacles, solutions and resources required.

What would ideal implementation look like?

Implement organizational and schedule changes.

Assign and train team facilitators.

Assign tasks and responsibilities.

Implement selected strategies, review and adjust as needed.

Document implementation.

Implement organizational and schedule changes.

Assign and train team facilitators.


Implement selected strategies, review and adjust as needed.


Was goal achieved? Were desired

outcomes obtained? Re-evaluate problem

and begin process again.

Was goal achieved? Were desired

outcomes obtained? Re-evaluate problem

and begin process again. Use data

to inform the

process

A Brief Introduction: Six-Step Process for Addressing School Improvement Challenges

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Monthly meetings to review and adjust implementation

Three-to-five days of initial training and monthly additional training as needed for facilitators

Weekly instructional planning meetings led by facilitator; demonstration classrooms

Weekly meetings to discuss progress and challenges

Monthly webinars to provide curriculum and instruction PD as needed

Conduct weekly classroom observations with feedback

Applies six-step process to develop improvement plan, utilizing this structure for implementation-

Monthly coaching visits to classrooms

Monthly meetings to review learning teams’ progress

Principal

SREB Coach

District Coach

Trainers

Creating a Structure Continuous Professional Development

Math Facilitator

Elective Teacher Learning Team


Using Data to Inform the Process

Data informs the entire process, from identifying the problem and its root causes to selecting strategies and evaluating results. Useful sources of data include:•HSTW and Middle Grades Assessments•State assessment data, SAT, ACT, Work Keys•Course failure rates, AP participation, college remediation rates.•Attendance rates, dropout rates, discipline problems

Using Data to Inform the Process

Data informs the entire process, from identifying the problem and its root causes to selecting strategies and evaluating results. Useful sources of data include:•HSTW and Middle Grades Assessments•State assessment data, SAT, ACT, Work Keys•Course failure rates, AP participation, college remediation rates.•Attendance rates, dropout rates, discipline problems

Using the Six-Step Process

Achieving success for each student requires a cyclical, data-driven process. After recognizing that a problem exists, schools must clearly define the problem, identify possible causes, set goals, select strategies, take action and evaluate results. The process repeats itself, either by re-evaluating the problem and starting the process again or by

continuing on to address a new problem.

Using the Six-Step Process

Achieving success for each student requires a cyclical, data-driven process. After recognizing that a problem exists, schools must clearly define the problem, identify possible causes, set goals, select strategies, take action and evaluate results. The process repeats itself, either by re-evaluating the problem and starting the process again or by

continuing on to address a new problem.

•What strategies are available to achieve success for each student?•What are the advantages and disadvantages, obstacles and solutions, and resources required to implement major changes in school and classroom practices?•What would ideal implementation look like? How will implementation be measured?

•What strategies are available to achieve success for each student?•What are the advantages and disadvantages, obstacles and solutions, and resources required to implement major changes in school and classroom practices?•What would ideal implementation look like? How will implementation be measured?

Recognize that there is an achievement problem.


Recognize that there is an achievement problem.


What factors contribute to the achievement problem?

Which are the major factors contributing to the achievement problem?

What factors contribute to the achievement problem?

Which are the major factors contributing to the achievement problem?

What do you want to accomplish? Outcome goals? Process goals?

What will be measured to evaluate the results?

What do you want to accomplish? Outcome goals? Process goals?

What will be measured to evaluate the results?


Implement selected strategies.



Implement selected strategies.


Was the goal achieved? Were the strategies implemented as intended? Were desired outcomes obtained?

Re-evaluate the problem and make improvements to the process.

Was the goal achieved? Were the strategies implemented as intended? Were desired outcomes obtained?

Re-evaluate the problem and make improvements to the process. Achieving

Success Data

Six-Step Process for Addressing Challenges in Achieving Success for Each Student

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Case Studies:Gaining Momentum for School Improvement

Directions: Divide into five multi-school teams.Begin at the station that corresponds to your group’s “number.”Review the case study at each station and brainstorm the problems, possible causes, goals, strategies, steps and evaluation criteria. Share your school’s best practices in this problem area as your group discusses each case study.

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Critique of the Six-Step Process

1. Are specific performance and process problems identified?

2. Are specific possible causes identified?

3. Are specific performance and process goals set?

4. Are specific strategies - changes in practice that need to occur - identified? Resources? Implementation measures? Is ongoing professional development embedded to address the specific problem, causes and changes needed?

5. Have action steps been identified?

6. Does the plan include evaluation of results (performance and process results)?


Reflections – Closure and Commitment

3-2-1 Exit Ticket:

3 - steps you will take to share today’s best practices ideas and strategies with other staff at your school

2 – ways ISBE and Lois can help you to continue to build momentum for school improvement through the HSTW network

1 – most valuable point (MVP) you are taking away from this session


Thank you for participating!

Enjoy the conference!

Lois BarnesSREB/[email protected]

Southern Regional Education Board Gaining Momentum for School Improvement with High Schools That...

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