“Results Now!” Our focus of School Improvement efforts at Benson High School

Mike Schmoker “Results Now” (2006) says: “We have an opportunity to blow the lid off school attainment, dramatically and swiftly reduce the achievement gap, and enhance the ‘life chances’ of all children, regardless of their social or economic circumstances” (p.2)

 Higher test scores would only be a side-benefit of this transformation

Indeed, state assessments themselves would have to be significantly revised to adjust to this explosion in effectiveness, especially with respect to higher-order thinking and critical reasoning.

A tough, honest self- examination of the prevailing culture and practices of public schools and a dramatic turn toward a singular and straightforward

Focus on Instruction!

Researcher Allen Odden and his colleague conclude that :

“Improved classroom instruction is the prime factor to produce student achievement gains. (Odden & Wallace, 2003, p.64)

ISOLATION: The enemy of improvement

“The traditional school often functions as a collection of independent contractors united by a common parking lot.” Robert Eaker

Autonomous teachers working alone in detached, disconnected classrooms can no longer occur if we want to improve student learning for all students.

As practitioners, we have become increasingly comfortable with pulling out well-worn lessons used year after year after year – with little, if any, revision or modification based on student outcomes.

“Quality teaching requires professional learning communities. Collegial interchange, not isolation, must become the norm for teachers.” The National Commission on Teaching (2003, p.17)

School Improvement is not a mystery!

Six key components for startling improvements in student learning:

 Establish supportive and personalized communities of learners;  Eliminate tracking, expand inclusivity and improve cultural proficiency;  Focus on and improve classroom instruction that is authentic, contextual and connected to real life experiences;  Increase flexible scheduling options that reduce fragmentation;  Improve academic rigor for ALL students and simultaneously improve supports for students who struggle;  Create an environment of shared responsibility with cogent professional development.

Planning for Improvement: What we must know  What We WANT for Students -- Goals and Vital Signs for student achievement.

Examining our practice  A common understanding of effective instruction  Improved teaching and learning  Improved student achievement No matter which methods you use to coordinate and improve teaching and learning … Grade-level teams Instructional leadership teams Professional learning communities Lesson studies Staff meetings Departmental teams Learning walks …the goal is for schools to have detailed, results- oriented conversations about instruction… Common standards and learning objectives with high rigor Detailed dialogue about how lessons are implemented Frequent analysis of student learning …which means building a culture where we can examine our practice. Supervision of instruction: “Getting into each other’s classrooms to talk about lessons” Examining Student Work and Data: “Talking about the impact of our practice on student learning”

In a recent study by Marzano, researchers found that not only do schools have a significant impact on student achievement

But schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds

Compelling evidence in current research supports two bold new premises:

1. All students can learn 2. Schools (and effective instruction) control the factors necessary to assure student mastery of the core curriculum.

How can we bring about change at Benson High School?

It’s all about Connections and Personalization

It’s all about community and relationships

It’s all about student learning!

Focus on Teaching and Learning

Educators in PLC’s embrace the notion that the fundamental purpose of school is learning not teaching. An enormous distinction!

This emphasis on learning leads those within the school to concentrate their effort and energy on three critical questions:

1.What is it we want all students to know – by grade level, by course, and by unit of instruction? 2.How will we know when each student has acquired the intended knowledge and skills? 3.How will we respond when students experience initial difficulty so that we can improve upon current levels of learning?

Kids don’t care how much you know until they know how much you care!

Career Academies – professional learning communities in action

Academy Planning  FAT  ACE  I & E  Health Services  Communications Technology

Action Plan  Academy teaming  Look collectively at student work  Monitor grades  Contact parents frequently – before a problem gets out of hand  The Benson Planner  Use common Assignment boards for classroom  Teachers share common expectations, agreements, lessons, assessments  Bell to Bell teaching  It’s all about teaching, learning and relationships!

Supports in place  “Team Room” – 116  Phone lines  Assignment Boards  Academy Leaders - - support and accountability  Common meeting times  School wide professional-development in teams  Tutoring Lab  PLATO Lab

We must do “whatever it takes” when kids don’t learn!