Superintendent Larry Didway VISION

Instructional Core Improve Student Learning StudentContentTeacher Increase engagement Increase Knowledge & Skill Raise the level From Richard Elmore, Harvard

MIKE MATTOS District Professional Development

Mike Mattos Notable Author Successful Principal Fantastic Motivational Speaker

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

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.

Evolution of Schools High stakes accountability Life and death for students Supportive documentation Data accurate but hard to hear

Life Effects Poverty Prison Dependence on society’s welfare system Our future

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

Prison Across the United States, 82% of prison inmates are dropouts Ysseldyke, Algozzine, & Thurlow

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 pdf

Social Costs Those claiming welfare often struggle with literacy skills.

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:

Social Costs The same study found that increasing the high school completion rate by just one percent for men ages would save the United States up to $1.4 billion per year in reduced costs from crime. Moretti, 2005:

To assure high levels of learning for all students! Our Mission…

GLOBAL MARKET  Is a high school diploma enough for our current students to be competitive in the global marketplace?

“The high school diploma has become the ticket to nowhere.” James Waller, Face to Face: The Changing State of Racism Across America

Our Dilemma: Our traditional US school system was not designed to ensure that all students learn at high levels.

What do we mean by “high” levels of learning? “High School + Plus” College Readiness

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

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.

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

Then why aren’t we getting the results we want? We must stop doing what we have done for 100 years…

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.

Agricultural Jobs in America As of 2004, the median hourly income was $7.70 for farmworkers planting, growing and harvesting crops.

Educator Tools  High 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

Are at least 80-85% of our students succeeding at grade- level curriculum after core instruction? CORE INSTRUCTION

Rigorous Curriculum Design  What if we would: 1.Determine student learning outcomes, and share with students.

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…

Laser-Focused  Professional Learning Teams  Results Oriented  Rigor  Relevance  Relationships

What must all students be able to know/do? End of Unit Test Teach Plan a common, formative assessment Reteach and enrich Tier II Help 1. What do we expect our student to learn? 2. How do we know that they have learned it? 3. How will we respond when they don’t?

Pyramid Response to Interventions