Extreme High School Makeover : IredellStatesville Edition

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Extreme High School Makeover Iredell-Statesvill
e Edition
Presented by Dr. Bryan H. SetserChief Quality
Officer and Executive Director of High School
ReformIredell-Statesville Schools
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Presentation Concept

• 1. The Hit ABC Show Extreme Home Makeover
• 2. The Core Family Issue
• 3. The Redesign Effort Team
• 4. The Redesign Process
• 5. What makes the family unique

• 1. Why redesign?
• 2. What needs redesigning?
• 3. Relationships The PDSA approach
• 4. Relevance Focused Learning Communities
• 5. Rigor Teaching and Learning in the I-SS
  Triangle

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Vision
Why Redesign?
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The mission of the North Carolina State Board of
Education is that every public school student
will graduate from high school, globally
competitive for work and postsecondary education
and prepared for life in the 21st Century.
Iredell-Statesville Schools will rigorously
challenge all students to achieve their academic
potential and to lead productive and rewarding
lives.  We will achieve this mission with the
support of parents, staff and the community.
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Redesigning for Results

• District Goal 100 of schools will make Adequate
  Yearly Progress (AYP)
• District Indicator 100 of schools will make
  ABCs growth targets
• District Indicator proficient in ABCs who
  make growth

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A Redesigned Mission

• The Curriculum Division of the Iredell-Statesville
  Schools will provide systematic, core learning
  processes that enable schools to rigorously
  challenge all students. We will achieve this
  mission through deployment of the Baldrige Model
  for Performance Excellence.
• The High School Reform Division will provide
  systematic support for key learning processes
  that engage 21st century students in focused
  learning communities with the necessary skills to
  equip them for success in a globally competitive
  world.

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Why Redesign I-SS High Schools?
A new generation of students expects a learning
environment that integrates todays digital
tools, accommodates a mobile lifestyle, adapts to
individual learning styles and encourages
collaboration and teamwork.

2006 American Life Project Report
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And Others Have Designs of Their Own..
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Before The Redesign Makeover
movies
records
mtv
books
tv
cnn
vhs
phone
magazines
pen paper
cassette
radio
?
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After Makeover Redesigning all the time
pda
podcasts
tivo

web movies
movies
ps2 x box
instant messaging
bluetooth
records
P
blackberry
email
fax
mtv
books
iPod games
)
cable tv
car dvd
tv
pagers
cnn
cd/dvd
video conf.
vhs
tm
phone
magazines
mobile phones
satellite tv
pen paper
net
mp3 player
computers
cassette
wifi
radio
MySpace
VoIP
portable phones
blackberry
?
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Kids are designed and wired differently today
evidence in neural research supports the
intensive amount of time engaged in technology
has changed the prefrontal cortex kids can
toggle and multitask much faster than adults (4-6
times faster) International Center for
Education, 2006
New Communities
New Content
New Connections
2005
2000
2003
Connected Individuals
Collaborative Communities
Virtual Communities
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Whos Living in the House and in the School
House?
Ian Jukes and Anita Dosaj The InfoSavvy Group,
February 2005.
?
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• And yet we have not changed the blueprint very
  much..
• Our High Schools are museums, and we have become
  the curators.
• High School students reflect adult apathy and
  unwillingness to change.
• Graduation rate and dropout rates tell the story.
• Children are native to cyberspace and we adults
  are immigrants.
• Douglas Rushkoff
• 21st century learners still need our help and
  guidance when they dont know what else to do.
• -Dr. William Daggett

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• Weve got some great models to choose from?
• We have aligned our efforts with the
• following national and state initiatives.
• American Diploma Project
• www.achieve.org
• Results That Matter
• http//www.21stcenturyskills.org/
• NC State Default Curriculum

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The ISS Model to Raise Achievement and Close
Gaps

Predictive Assessments
Lead Teacher Support

• What do students need to learn?
• How will they learn it?
• How will we know if theyve learned it?
• What will we do if they dont learn it?
• What will we do if they already know it?

Instructional Guides

Professional Learning Communities
Continuous Improvement through the use of PDSA,
Systems Check III, SACS, and Quality tools
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Workbook Page 8
The most effective and efficient way to get the
required results is with a systematic and
systemic improvement process of planning, doing,
study, and acting
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The Registration and Reform PDSA Foundations
for Focused Learning Communities

• A walk through the handout
• 6 generations of revisions
• Executive Summary
• The Work
• AP, Virtual, and Registration Reform
• Focused Learning Communities
• Funding

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The ABC Show has a willing family? Do we have a
willing faculty in classroom redesign?

• Results of more than 1500 classroom observations
  across the country
• Clear learning objective 4
• Worksheets 52
• Lecture 31
• Monitoring and no feedback 22

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A house divided against itself cannot
stand.-Abraham Lincoln

• Results of more than 1500 classroom observations
  across the country
• Students required to speak in complete sentences
  0
• Evidence of assessment for learning 0
• Evidence of bell to bell instruction 0
• Fewer than one-half of students engaged 82

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Calling All Contractors for the 21st Century High
School?

• If we know what works in schools, how do we know
  school administrators are implementing best
  practices?
• If we know what works in classrooms, how do we
  know teachers are implementing best practices?
• What actions will we take to close the
  knowing/doing gap?

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Study the FLC Blueprints
Marzano, R, (2000). A New Era in School Reform.
Going Where the Research Takes Us. McREL.
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More FLC Blueprints
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Blueprints, blueprints..
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Architect Specs

• Time for high school teacher collaboration
  structured, collaborative, planning meetings that
  follow clear deployment expectations.
• Frequent feedback from high school teachers far
  more often than report cards feedback to
  students, parents, staff and administrators
  (Classroom Walk Throughs, PDSA)
• Time for instruction address block time on
  instruction, address time to reorganize learning
  groups for re-teaching and enrichment, address
  school and department level pacing to include all
  teachers in teaching and learning of objectives

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Somebody has to be the foreman? Wheres Ty?

• Action research and mid-course correction more
  grade level and department PDSAs
• Teaching Matters address low performers,
  decisive moves in teacher assignments
  (departments, grades, EOCs, teams, looping)
• Intensive focus on data include as part of
  classroom, team, department, and school PDSAs

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Relationships
Relevance
Rigor
Triangles
Global Competition
21st Century Goals
FLC
CWT
Personalization
HYS
Is your house in order?
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Q A
PDSA template and action steps What can I take
with me?
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FLC Activity

• NIHS had a staff vote for agricultural FLC.
  Changes/trends in this FLC feeds a four year
  school.
• 100 students in year one so Freshman changes not
  radical.
• Upper level teachers guide policies.
• Homeroom FLCs for common time.

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Open Space Group 1 The AG FLC

• Who else has defined this FLC? Who needs to?
• What other FLC options would students be aware of
  off campus? How would they be aware of this?
• What training would be required to grow this FLC?
• What funding would be required to grow this FLC?
• How will programming in this FLC look for
  freshman? For upper FLCs?
• What will be fundamentally different about
  teaching and learning in this FLC?

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Open Space Group 2 100 Kids

• What two programming efforts do you now need in
  year one? What do they look like?
• What training is required to make it happen?
• What is different about teaching and learning in
  each FLC?
• What happens to the 100 and non-100 in grades
  10-12?
• Are students locked in to the 100 or non-100
  track?
• How do parents and/or the community know about
  the 100 to support them?

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Open Space Group 3 Teachers and Policies

• 1. How does collaborative planning fit into this
  discussion?
• 2. How does Marzannos training work here?
• 3. What has to happen over the next 18 months to
  change teaching and learning in this FLC and/or
  others at your school site?
• 4. How can I ensure that teaching and learning is
  done differently?
• 5. How might I use a classroom walkthrough to
  ensure fidelity in this or any FLC?

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Open Space Group 4 Homeroom FLC

• What curriculum is needed for this FLC?
• What training is needed for teachers?
• How will you know this is more than just
  advisor/advisee and/or old homeroom models?
• What are the potential ramifications for
  scheduling and/or intervention in this FLC
  structure?
• What about the homeroom model is relevant to the
  graduation project?