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Redesigning High School Teaching and Learning in the 21 st Century Presented by Dr. Bryan H. Setser Executive Director of Secondary Education 6-12 Iredell-Statesville.

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Presentation on theme: "Redesigning High School Teaching and Learning in the 21 st Century Presented by Dr. Bryan H. Setser Executive Director of Secondary Education 6-12 Iredell-Statesville."— Presentation transcript:

1 Redesigning High School Teaching and Learning in the 21 st Century Presented by Dr. Bryan H. Setser Executive Director of Secondary Education 6-12 Iredell-Statesville Schools

2 Vision

3 Achievement Flat or Declining in Reading, 17 year olds, NAEP Source: NAEP 2004 Trends in Academic Progress. Note: Long-Term Trends NAEP

4 NAEP Math, 17 Year-Olds Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

5 2005 NAEP Grade 12 Science All Students, Nation Source: National Center for Education Statistics, NAEP Data Explorer,

6 PISA 2003: US 15 Year-Olds Rank Near The End Of The Pack Among 29 OECD Countries Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results. NCES

7 U.S. Ranks 23 rd out of 29 OECD Countries in the Math Achievement of High-SES Students Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at

8 Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in Affluent Schools

9 Source: CCSSO, State Indicators of Science and Mathematics Education, 2005 Fewer Latino students are enrolled in Algebra 1 in Grade 8

10 Source: CCSSO, State Indicators of Science and Mathematics Education, 2001 Fewer Latino students are enrolled in Algebra 2

11 African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

12 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.

13 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???

14 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 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.

15 Elmont Memorial Senior High School

16 Elmont Memorial Senior High School Elmont, New York 1,966 Students in Grades % African American 12% Latino Source: New York State School Report Card,

17 Elmont Memorial Higher Percentage of Students Meeting Graduation Requirements than the State, Class of 2004 Regents English Source: New York State School Report Card,

18 University Park Campus School

19 University Park Campus School Worcester, Massachusetts 820 Students in Grades % African American 18% Asian 35% Latino 39% White 73% Low-Income Source: Massachusetts Department of Education School Profile,

20 University Park Results: % of 10 th 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.

21 Ed Trust Research Finding: Higher performing secondary schools put all kids—not just some—in a demanding high school core curriculum.

22 Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles

23 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

24 I-SS Table Activity -Data questions

25 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.

26 Source of RequirementDeployment Process in I-SS State Statutes and 21 st Century GoalsSchool Improvement Plans NCLB; Title I, Title IIPredictive Assessments I-SS Board Policy 3100Instruction 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 ModelPDSA 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 ForceGifted Identification Support Teams/Goal Teams Science Task ForceInquiry 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

27 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

28 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 21 st century students in focused learning communities with the necessary skills to equip them for success in a globally competitive world.

29 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 American Life Project Report

30 And Others Have Designs of Their Own…..

31 Table Exercise 3 Key Learnings 3 changes we could make

32 records vhs mtv cnn radio tv movies phonemagazines pen & paper books cassette Before Redesign

33 records mobile phones tm net cd/dvd car dvd mp3 player ps2 & x box pda iPod games computers video conf. podcasts fax vhs wifi bluetooth blackberry cable tv satellite tv tivo pagers :) :* :P mtv web movies cnn radio tv movies phonemagazines pen & paper books instant messaging cassette After Redesign MySpaceVoIP portable phonesblackberry

34 New Connections 2003 Connected Individuals New Communities Virtual Communities New Content Collaborative 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

35 Digital Native Students Digital Immigrant Faculty Information gathering quickly from multiple multimedia sources Slow and controlled release of information from limited sources MultitaskingSingle or limited tasking Pictures, sound, and videoText 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? Ian Jukes and Anita Dosaj The InfoSavvy Group, February Ian Jukes and Anita Dosaj The InfoSavvy Group, February 2005.

36 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 21 st century learners still need our help and guidance when they don’t know what else to do. -Dr. William Daggett

37 We’ve got some great models to choose from? 1.We have aligned our efforts with the following national and state initiatives. American Diploma Project Results That Matter NC State Default Curriculum 0611hsp05.pdf 2. Developed a website for HS Reform 3. Formed a 2 nd Generation High School Reform Task Force ( ) (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 21 st Century Skills Academy, SHS Performing and Visual Arts Magnet, Pilot studies with podcasting, graphing calculators, and smart board technology.

38 The ISS Model to Raise Achievement and Close Gaps Lead Teacher Support 1.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

39 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

40 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%

41 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%

42 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 21 st Century High School?

43 Study the Blueprints… PracticeAverage ES Percentile Gain Alignment and Coherence of Curriculum, Instruction and Assessment.8831 Time on Task.3915 Frequent Monitoring and Feedback.3012 Pressure to Achieve.2711 Marzano, R, (2000). A New Era in School Reform. Going Where the Research Takes Us. McREL.

44 CategoryAverage ES Percentile Gain Nonlinguistic representations.7527 Cooperative learning.7327 Setting objectives and providing feedback.6123 Generating and testing hypotheses.6123 Questions, cues, and advance organizers.5922 More Blueprints

45 Blueprints, blueprints.. CategoryAverage ES Percentile Gain Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition.8029 Homework and practice.7728

46 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

47 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

48

49 Q & A


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