1. What is New for a New Generation of Learners? Sam Redding Center on Innovation & Improvement

2. Generational Change 1970: 80% of 25 year olds had married 2000: 40% of 25 year olds had married Independence: moved away from parents, married, children, financially self-sufficient – 1960: 70% of Americans independent by 30 – 2000: Less than 40% independent by 30

3. Divorce in America Highest rate in the world 50% of first marriages 67% of second marriages 74% of third marriages

4. Single Parent Families 1970: 13% of families 1998: 34% of families Births to unmarried mothers – 1 in 10 births in 1970 – 1 in 3 births in 1995

5. Percent of Age 25+ With high school degree – 1970: 52.3% – 2009: 86.7% With college degree – 1970: 10.7% – 2009: 29.5%

6. Percent Age 25+ in 2009 With high school degree – White: 87.1% – Black: 84.1% – Hispanic: 61.9% – Asian: 88.2% – Male: 86.2% – Female: 87.1%

7. Percent Age 25+ in 2009 With college degree – White: 29.9% – Black: 19.3% – Hispanic: 13.2% – Asian: 52.3% – Male: 30.1% – Female: 29.1%

8. Cell Phones and Computers

9. Voice and Text

11. Teens and Text Messages (Pew) Teens and Cell Phones (Pew Study, April 2010) The typical American teen sends and receives 50 or more messages per day, or 1,500 per month. 31% of teens send and receive more than 100 messages per day or more than 3,000 messages a month. 15% of teens who are texters send more than 200 texts a day, or more than 6,000 texts a month.

13. Use of Media by Adults Internet (including email): 32.7 hours per week Television: 16.4 hours per week Newspapers and magazines: 3.9 hours per week

14. This is Alaina

15. Alaina... Has brown hair and brown eyes A big brother, big sister, and little brother A dog named Junebug And a kitty named Abby Alaina loves her new doll; she named her Alexis Alaina is in first grade

16. Alaina... Is my granddaughter She calls me “Papa Sam”

17. Where is Alaina in the school system?

18. Looking for Alaina From the Top Down

19. Finding Alaina

20. What Matters Most to Alaina’s Success? Proximal variables matter most – the people closest to Alaina and what they do And the systems (people) who support them

21. Alaina’s Family Alaina’s family’s role is to: Love her and talk with her every day Read to her and listen to her read Teach her to be kind and to behave in school Aspire for her to succeed Expect her to do her best Build her habit of studying at home Stay in touch with her teacher Know her friends and their parents

22. Alaina’s Teacher Alaina’s teacher’s role is to: Know Alaina well and care about her Know the subjects well and how to teach them Meticulously plan every detail of every day Set and reinforce clear expectations for students Know what Alaina already knows and what she needs to learn Adapt instruction for Alaina and for each student Inspire Alaina to love learning and do her best Stay in touch with Alaina’s parents and support them in their role

23. Alaina’s Teacher’s Team Alaina’s teacher’s team’s role is to: Add flesh to the bones of the aligned curriculum Develop and share instructional plans, strategies, and activities Monitor the progress of their students Adapt their plans, strategies in response to assessments Mentor new teachers Observe each other’s teaching and make suggestions Contribute to each other’s professional growth

24. Alaina’s Principal Alaina’s principal’s role is to: See that Alaina has the best teachers possible by: – Hiring good teachers – Clearly communicating and reinforcing expectations for teachers – Monitoring teachers’ performance – Evaluating teacher’ performance, especially through classroom observations and student achievement – Providing teachers with opportunities for growth aligned with their evaluated performance – Removing inadequate teachers Monitor student and school progress and make adjustments Coordinate the work of teams Manage the “business” of the school’s operation Set the tone of attitude toward students and their families

25. Alaina’s District’s Support for Her School The role of Alaina’s district’s support to her school is to: Provide a rich, aligned, articulated curriculum Provide periodic assessment with timely and meaningful reporting to teachers Maintain regular two-way communication with Alaina’s principal Monitor the school’s operations and performance Provide mentoring and professional development for the principal aligned with the principal’s needs Provide professional development for teachers aligned with their collective and individual needs

26. Alaina’s District’s Superintendent Alaina’s superintendent’s role is to: See that Alaina’s school has the best principal possible by: – Hiring good principals – Clearly communicating and reinforcing expectations for principals – Monitoring principals’ performance – Evaluating principals’ performance, especially through school operations and student achievement – Providing principals with opportunities for growth aligned with their evaluated performance – Removing inadequate principals Organize and monitor the delivery of district support for Alaina’s school Serve as channel of informed communication among district constituencies Manage the “business” of the district

27. Alaina’s District’s Board Alaina’s district board’s role is to: Establish policies with Alaina in mind Negotiate contracts with Alaina in mind Provide the resources necessary for Alaina’s success Provide the best superintendent possible by: – Hiring a good superintendent – Clearly communicating and reinforcing expectations for the superintendent – Monitoring the superintendent’s performance – Evaluating the superintendent’s performance, especially in district operations and student achievement – Providing the superintendent with opportunities for growth aligned with their evaluated performance – Removing inadequate superintendents

28. What Happened About Year 7? Millard Fillmore School Scores on State Assessment 28 Year 1Year 7Year 9Year 4Year 12 What happened about Year 7? List 3 actions that most contributed to Millard Fillmore’s improvement. Change of principals doesn’t count.

29. Proximal Variables for Student Learning The student’s – prior learning, which teachers have provided; metacognitive skills, which can be taught; motivation to learn and sense of self-efficacy, which a teacher nurtures; effort and time on task, which a teacher expects; interaction—academic and social—with teachers and other students; family’s engagement and support for learning, which a teacher curries. The teacher’s - instructional planning and classroom management; instructional delivery through a variety of modes; personalization (individualization) of instruction for each student; taught and aligned curriculum, designed by teacher teams.