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Superintendent Larry Didway
VISION
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Instructional Core
Improve Student Learnin
g
Student
ContentTeacher
Increase engagement
Increase Knowledge &
Skill
Raise the level
From Richard Elmore, Harvard
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MIKE MATTOSDistrict Professional Development
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Mike MattosNotable AuthorSuccessful PrincipalFantastic Motivational Speaker
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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
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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.
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Evolution of Schools
• High stakes accountability
• Life and death for students
• Supportive documentation
• Data accurate but hard to hear
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Life Effects
• Poverty
• Prison
• Dependence on society’s welfare system
• Our future
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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
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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
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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
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Social Costs
Those claiming welfare often struggle with literacy skills.
http://www.covinaliteracy.org/facts.htm
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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
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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
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To assure high levels of learning for all students!
Our Mission…
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GLOBAL MARKET
Is a high school diploma enough for our current students to be competitive in the global marketplace?
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“The high school diploma has become the ticket to nowhere.”
James Waller, Face to Face: The Changing State of Racism Across America
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Our Dilemma:
Our traditional US school system was not designed to ensure that
all students learn
at high levels.
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What do we mean
by “high” levels
of learning?
“High School + Plus”
College Readiness
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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
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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.
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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
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Then why aren’t we getting the results
we want?
We must stop doing what we have done
for 100 years…
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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.
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Agricultural Jobs in America
As of 2004, the median hourly income was $7.70 for farmworkers planting, growing and harvesting crops.
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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
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Are at least 80-85% of our students succeeding at
grade-level curriculum after core instruction?
CORE INSTRUCTION
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Rigorous Curriculum Design What if we would:
1. Determine student learning outcomes, and share with students.
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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…
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Laser-Focused
Professional Learning Teams
Results Oriented
Rigor
Relevance
Relationships
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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?
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Pyramid Response to Interventions
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PROACTIVE APPROACH
PREVENTATIVE STRATEGIESPERSISTENT EFFORTS