1. Designing School Systems for All Students: A Toolbox To Fix America’s Schools Dr. Robert J. Manley Dr. Richard J. Hawkins Presented at the AASA Annual Conference, Denver, CO February 18, 2011

2. Why have educational reforms failed? Current Reality Problems, Issues Shared Vision Problems, Issues Emotional Tension We typically play here Dynamic Tension

3. How can educational reforms succeed? Current Reality Problems, Issues Shared Vision Problems, Issues Creative Tension We should play here R R Dynamic Tension

4. What predicts success for the B.A.? Content mastery of intense curricula Content mastery of intense curricula 8 th grade ACT benchmark scores in Math, Science, Social Studies and English predict college success 8 th grade ACT benchmark scores in Math, Science, Social Studies and English predict college success Current Reality: Success rates on 8 th grade ACT Current Reality: Success rates on 8 th grade ACT 40% achieve science benchmark 40% achieve science benchmark 60% achieve social studies benchmark 60% achieve social studies benchmark 25% achieve math benchmark 25% achieve math benchmark 20% of 8 th grade predicted to complete BA 20% of 8 th grade predicted to complete BA

5. Who takes more rigorous courses? Why? Female students take more rigorous courses than males in high school. Female students take more rigorous courses than males in high school. Ethnic group percent in rigorous courses Ethnic group percent in rigorous courses 69% of Asian Americans 69% of Asian Americans 54% of White Americans 54% of White Americans 42% of Black Americans 42% of Black Americans 34% of Hispanic Americans 34% of Hispanic Americans 22% of American Indians 22% of American Indians

6. Our Assumptions Our students now compete on the world stage intellectually, economically, and socially Our students now compete on the world stage intellectually, economically, and socially Based on the demographics and capacity of other nations, particularly India and China, to produce high quality educational programs, we cannot afford to leave any child behind Based on the demographics and capacity of other nations, particularly India and China, to produce high quality educational programs, we cannot afford to leave any child behind Our students must develop fluency and adapt to world cultures Our students must develop fluency and adapt to world cultures Our schools must be reconceived and redesigned accordingly! Our schools must be reconceived and redesigned accordingly!

7. You Reap What You Design! Our school systems are producing the product they have been designed to produce. Our school systems are producing the product they have been designed to produce. If we are not satisfied with our current reality, we must rethink and then redesign our schools in alignment with our desired future If we are not satisfied with our current reality, we must rethink and then redesign our schools in alignment with our desired future

8. Ineffective Schools: A Process of Alignment…OR NOT! Shared Vision? Herein Lies the Problem

9. Effective Schools Design for Alignment Shared Vision The Ideal

10. Our Guiding Ideas Effective schools envision success for ALL students Effective schools envision success for ALL students Effective schools are designed for ALL students to be successful Effective schools are designed for ALL students to be successful They align their structures with the desired future They align their structures with the desired future

11. Our Guiding Ideas Effective schools are designed for ALL students to achieve mastery, not proficiency, in all academic, artistic, physical, social, and emotional domains Effective schools are designed for ALL students to achieve mastery, not proficiency, in all academic, artistic, physical, social, and emotional domains Effective schools are designed to accept responsibility for insuring that ALL students meet mastery in all academic, artistic, physical, social, and emotional domains Effective schools are designed to accept responsibility for insuring that ALL students meet mastery in all academic, artistic, physical, social, and emotional domains

12. Let’s Open the Toolbox

13. Getting The Curriculum Right Design a well defined rigorous, sequenced curriculum whose focus is on knowledge and understanding! Design a well defined rigorous, sequenced curriculum whose focus is on knowledge and understanding! Design for Survivor, not Jeopardy Design for Survivor, not Jeopardy Align the espoused curriculum with the curriculum actually being taught! Align the espoused curriculum with the curriculum actually being taught! Design a clear scope and sequence for all subjects Design a clear scope and sequence for all subjects Curriculum design starts with envisioning the outcomes a la Wiggins and McTigue Curriculum design starts with envisioning the outcomes a la Wiggins and McTigue

14. Getting The Curriculum Right Design and embed social emotional literacy into every curriculum Design and embed social emotional literacy into every curriculum Design and embed 21 st century multiculturalism into every curriculum Design and embed 21 st century multiculturalism into every curriculum Design and embed team learning and technology into every curriculum Design and embed team learning and technology into every curriculum Design and embrace multiple learning styles and intelligences Design and embrace multiple learning styles and intelligences

15. Getting The Curriculum Right It is time to embrace national standards that : It is time to embrace national standards that : Are apolitical Are apolitical Are designed for mastery Are designed for mastery Are designed for 21 st century skills and knowledge Are designed for 21 st century skills and knowledge Reflect world-class standards and rigor Reflect world-class standards and rigor Are guaranteed and viable for all students Are guaranteed and viable for all students Foster democracy and insure our place on the world stage economically, culturally, and socially Foster democracy and insure our place on the world stage economically, culturally, and socially

16. Getting The Curriculum Right It is time to embrace national assessments that: It is time to embrace national assessments that: Are apolitical Are apolitical Reliable and Valid Reliable and Valid Emphasize knowledge, understanding, and transferability Emphasize knowledge, understanding, and transferability Deemphasize test-taking technique Deemphasize test-taking technique Emphasize what children know and are able to do Emphasize what children know and are able to do Utilize multiple measures to illuminate learning Utilize multiple measures to illuminate learning Assess through multiple learning styles Assess through multiple learning styles Produce measureable outcomes that align with our desired future Produce measureable outcomes that align with our desired future For example, use ACT Gr.8 and Gr. 12 as “leaving exams” For example, use ACT Gr.8 and Gr. 12 as “leaving exams”

17. “Leaders are visionaries with a poorly developed sense of fear and no concept of the odds against them.” Robert Jarvik, MD. Inventor of the Jarvik 7 Artificial Heart

18. Leadership Lead with Vision and Inquiry Lead with Vision and Inquiry Serve their organization Serve their organization Are data informed Are data informed Value the workers Value the workers

19. The essential role of leaders is to design, teach and steward their organizations to their desired future Peter Senge The Dance with Change (1999)

20. Inquiry: An Essential Skill for Building Relationships and Shared Vision Balance Inquiry and Advocacy Balance Inquiry and Advocacy Listen to yourself and others Listen to yourself and others Suspend your certainty Suspend your certainty Hold Space for differences Hold Space for differences Speak from the heart Speak from the heart Slow down. You need to go slow to go fast Slow down. You need to go slow to go fast “I’m wondering…” “I’m wondering…”

21. Diagnostics, Prescriptions and Assessments for Success Data, data everywhere Data, data everywhere Is it valuable? Is it valuable? Is it skewed and/or biased Is it skewed and/or biased Does the data measure that which your organization values? Does the data measure that which your organization values?

22. “The brutal truth that schools must face is… that a system can only produce the output and behaviors that it was designed to create” Manley & Hawkins (2009), p.56

23. Planning for Change How aware is your organization about the need to change? How aware is your organization about the need to change? How prepared is your organization for the change under consideration? How prepared is your organization for the change under consideration? What are the organizational ABBA’s and MM’s about the problem and potential solutions What are the organizational ABBA’s and MM’s about the problem and potential solutions What strategies can you employ to ready the culture for change? What strategies can you employ to ready the culture for change?

24. Planning for Change Analyze and assess data and analyzing collaboratively to establish the need for change Analyze and assess data and analyzing collaboratively to establish the need for change Use your Guiding Ideas to create buy-in! Use your Guiding Ideas to create buy-in! Turn your GI’s to Operating Principles (action) Turn your GI’s to Operating Principles (action) Supervise to your vision and GI’s Supervise to your vision and GI’s

25. Framework for Strategic Leadership Culture Current Reality Change Action Desired Future ABBA’s Skills and Capabilities (Data) Awareness and Sensibilities Guiding Ideas Innovations in Infrastructures T, M, & Tools Evidence Relationships Practices PDSA

26. Fixes That Fail Issue Symptomatic Fix Unintended Consequences

27. Student Engagement Stimulate children to perceive aspects of the world about them Stimulate children to perceive aspects of the world about them Develop more extended and accurate language Develop more extended and accurate language Develop a sense of mastery over the immediate environment Develop a sense of mastery over the immediate environment Develop thinking and reasoning to make new discoveries Develop thinking and reasoning to make new discoveries Develop purposive learning activities for longer period of time Develop purposive learning activities for longer period of time Bloom, (1981)

28. Cooperative Learning In true cooperative learning schools all teachers held students collectively and individually responsible to demonstrate mastery of what they had learned

29. How To Govern Schools Effectively “Quality starts in the boardroom.” - W. Edwards Deming

30. Effective School Boards Governance is specialized ownership, not management Governance is specialized ownership, not management The board is a governing body The board is a governing body The board specifies the nature and cost of results The board specifies the nature and cost of results The board outlines boundaries for the superintendent The board outlines boundaries for the superintendent Board meetings are spent learning about, debating, and resolving long term ends Board meetings are spent learning about, debating, and resolving long term ends The board monitors performance The board monitors performance Carver (1997)

31. Character Education and Its Impact on Student Achievement Effective Character Ed. is not a program, it is a way of behaving that can be taught, modeled by all, learned and assessed Effective Character Ed. is not a program, it is a way of behaving that can be taught, modeled by all, learned and assessed Character must be broadly conceived to encompass the cognitive, affective, and behavioral aspects of morality. All adults must help children understand “core virtues”, adopt and commit to them, and work to employ them in the school. Lickona (1991) Character must be broadly conceived to encompass the cognitive, affective, and behavioral aspects of morality. All adults must help children understand “core virtues”, adopt and commit to them, and work to employ them in the school. Lickona (1991)

32. Guiding Ideas We believe that social and emotional literacy is necessary for academic success We believe that social and emotional literacy is necessary for academic success We believe responsible citizenship is developed through the teaching and learning of core virtues and skills of character development We believe responsible citizenship is developed through the teaching and learning of core virtues and skills of character development We believe that all virtuous behavior is learned We believe that all virtuous behavior is learned We believe all students will demonstrate the capacity to reflect on their behaviors through the lens of the core virtues and generate multiple strategies to correct and model appropriate behaviors We believe all students will demonstrate the capacity to reflect on their behaviors through the lens of the core virtues and generate multiple strategies to correct and model appropriate behaviors

33. Operating Principles If we believe that social and emotional literacy is necessary for academic success then… If we believe that social and emotional literacy is necessary for academic success then… If we believe responsible citizenship is developed through the teaching and learning of core virtues and skills of character development then… If we believe responsible citizenship is developed through the teaching and learning of core virtues and skills of character development then… If we believe that all virtuous behavior is learned, then… If we believe that all virtuous behavior is learned, then… If we believe all students will demonstrate the capacity to reflect on their behaviors through the lens of the core virtues and generate multiple strategies to correct and model appropriate behaviors then… If we believe all students will demonstrate the capacity to reflect on their behaviors through the lens of the core virtues and generate multiple strategies to correct and model appropriate behaviors then…

34. Our Core Virtues Respect Respect Responsibility Responsibility Honesty Honesty Acceptance Acceptance Perseverance Perseverance Empathy Empathy Integrity Integrity Humility Humility Forgiveness Forgiveness Compassion Compassion

35. The Results

36. The Following Year

37. This Year

38. Bus Reports 2004 – 2005 2004 – 2005 163 Bus Reports 163 Bus Reports 2005 – 2006 2005 – 2006 214 Bus Reports 214 Bus Reports 2006 – 2007 2006 – 2007 32 Bus Reports * As of April 1 st 2007 32 Bus Reports * As of April 1 st 2007

39. Unintended Consequences Strong Attendance Strong Attendance Internal Complaints Decline Internal Complaints Decline External Complaints Decline External Complaints Decline Mental Models begin to shift Mental Models begin to shift Adults Adults Students Students

40. Academic Gains Kindergarten into First Grade Kindergarten into First Grade Reduction in Level 1 and 2 Students Reduction in Level 1 and 2 Students Significant Improvement from Baseline to Benchmark Reading Levels (Closing the Gap) Significant Improvement from Baseline to Benchmark Reading Levels (Closing the Gap) No Significant Performance Gaps Between Disaggregated Groups No Significant Performance Gaps Between Disaggregated Groups New York State ELA Exam New York State ELA Exam

41. Systems That Work for Students Curriculum Design Focused On Student performance Curriculum Design Focused On Student performance Leadership Infused With Systems Thinking Leadership Infused With Systems Thinking Diagnostic and Prescriptive Skills Focused on Strengths Diagnostic and Prescriptive Skills Focused on Strengths Engaged Students Engaged Students System Analysis, Continuous Improvement, Inquiry System Analysis, Continuous Improvement, Inquiry Effective School Boards Effective School Boards Pervasive Character Education Pervasive Character Education