Data Driven Small Learning Communities Richard D. Jones Senior Consultant

Personality

Data Driven Small Learning Communities Richard D. Jones Senior Consultant

Bigger isn’t always better!

“Learning is about constructing relationships in which students connect with teachers or subjects. Small schools foster the personalization strategies to support those relationships. ” Tom VanderArk

Why Consider Small Learning Communities?  Academic Achievement  Social Benefits  Attendance and Graduation Rates  Safety and Discipline  Preparation for High Education  Extracurricular Participation  Financial Benefits

Bringing Best Practices to Scale 1. Small Learning Communities 2. High Expectations 3. 9 th Grade th Grade 6. Curriculum 5. Data 7. Relationships / Reflective Thought 8. Professional Development 9. Leadership

Do Small Learning Communities Make a Difference?  Increased Attendance  Increased Student Achievement  Increased Student Participation  Increased Student and Parent Satisfaction  Increased Positive Student Behavior  Greater Focus on Students’ Interests and Aptitudes  Relevancy Leads to High Achievement

Smaller Strategies Elementary  Reduced Class Size  Looping  Multi-age Groupings  Expanded Use of Adults  Learning Centers  Differentiated Instruction

Smaller Strategies Secondary  Schools-within-Schools  House Plans  Freshman Academy  Magnet Schools  Career Academies

Characteristics  Improved Knowledge of Student Needs  Longer Term Relationships  Personalization of Learning  Stronger Instructional Focus  Shared Sense of Accountability

Rigorous and Relevant Learning

Rigor

Relevance My only skill is taking tests.

All Students

Creating Small Learning Communities Driven by Data

Improving Student Achievement What are the biggest issues for teachers?

Work Harder ? Work Smarter?

Why?

Changing Nature of Work Why ?

Accelerating Technology

Employment 1970’s High Skill Low Skill

Employment 1990’s High Skill Semi Skill Low Skill

Employment 2010 High Skill Semi Skill Low Skill

1970’s 1990’s 2010

Translating Standards Into Teaching and Learning Why?

Standards Destination vs. Route vs. Vehicle

Standards Standards vs. Curriculum vs. Student Work

An Overcrowded Curriculum Why?

Needed Time McREL 15,465 Hours Available Time 9,042Hours

Teachers struggling to teach an overloaded curriculum!

Focus on Student Learning Why?

Teaching VS. Learning

Expectations Standards

Tool For School Alignment Why ?

Language Arts Need S tandards H M L

Language Arts NeedTest Standards HH or L MM LL

Language Arts NeedTestInstruction Standards HH or LL MML - M LLM - H

Alignment for Improving Instruction Standards State Requirements Instructional Resources Teacher Materials Content Assessment Accountability Instruction Courses and Programs

Alignment for Improving Instruction Standards State Requirements Instructional Resources Teacher Materials Content Assessment Accountability Instruction Courses and Programs

Explaining What’s Important Why ?

Ask Me..... “How will I ever use what I’m learning today?”

In schools the status quo persists!

Why ? Prepare for THE test?

New SAT More Application New Writing Section Expand Critical Reading for Information More Achievement Base on three years of Math Higher Level Math Skills Less Aptitude Eliminate analogies Eliminate simple math reasoning

NYS Math A Question June 2003

NYS Math A Question June 2002

Increase Student Motivation Why ?

Why SLCs and Data Driven? Changing Nature of Work Translating Standards into Teaching Reduce Overcrowded Curriculum Way to Focus on Student Learning Tool for School Alignment Explain What is Important Prepare for THE test Increase Student Motivation

What data do teachers use when deciding what to teach ?

Use of Data

Data Rich but Analysis Poor

Types of Data  Curriculum  Demographics  Student Learning  School Processes  Perceptions of Quality

Types of Data Example Type of DataLiteracy Curriculum Demographics Student LearningPerformance on State Test Processes Perceptions of Quality

Types of Data Example Type of DataLiteracy CurriculumLevel of Reading Comprehension on State Test Real World Postsecondary Learning DemographicsIncoming Student Reading Levels Student LearningPerformance on State Test Local Assessment ProcessesReading Levels of Textbooks Teaching Materials Success of Reading Practices Perceptions of QualityStudent Surveys

Relationships Clearly Important ? How to Quantify? How to Develop?

Relationships are Essential to Student Learning Family Peers Teachers Community Result of combination of support from:

Relationship Model 0.Isolated 1.Knowing 2.Assisting 3.Mentoring 4.Enduring 5.Mutually Beneficial

Everyone needs support when they take new risks

Relationship Model Key to Student Learning 1. Knowing Teachers get to know students and their families 2. Assisting Some positive support, but sporadic 3. Mentoring Moderate support from some individuals 4. Enduring Fully supported from all individuals 5. Mutually Beneficial Mutually supportive learning community

Support Behaviors Respect Being There Active Listening Frequent Contact Encouragement Avoiding “Put Downs” ??????

“Experience and research make it very clear that school size does matter-- but they also make it clear that ‘small’ is no silver bullet” Michelle Fine and Janice Somerville

Beginning to Use Data  Ask Questions and Analyze  Avoid Snap Judgments  Collect Data to Answer Questions  Set Goals Using Data

Staying on the Cutting Edge Cutting Edge

NYS Staff Development Council

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