strategically infusing rigor & embedding college & … · quadrant d continued (a) briefly...
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STRATEGICALLY INFUSING
RIGOR & EMBEDDING
COLLEGE & CAREER
READINESS
Mark F. Keen, Ed. D.
Westfield Washington Schools
Mission
The mission of Westfield Washington
Schools is to provide meaningful and
engaging work in the pursuit of profound
learning.
Vision
Westfield Washington Schools will be
the world-class learning organization
focused on continuous quality growth
for all.
District College & Career Readiness
Component #1
District Infrastructure
Evidence of each component at each grade level
Component #2
Curriculum Coherence at a rigorous level
Component #3
Assessments that Inform Instruction
Component #4
Student Academic
Support Tied to Reaching CCR Benchmarks in
Secondary Career
Component #5
Student/Family Support
Counselors as Educators Early
and Often
WHS Guiding Principle
It is our moral obligation to ensure kids
graduate; it is not our final objective.
Prepare for the
Day After
Graduation Preparation for the next step has become our
ultimate goal.
WHS Achievement Levers
Profound Learning: retained over time and applied in a
variety of situations
Career and College Readiness: ALL students prepared
for post high school experiences
Rigor: Acquisition of Knowledge to Application of
Knowledge
Culture: Data Driven Learning Communities with a
“palpable sense of WE”
Leadership: The task . . . is to organize human resources
into an effective collective effort. Newmann and Wehlage, (1995)
How Leaders Build Capacity for
Collective Effort
Know your team members and identify their
strengths.
Develop team members’ strengths and put them in
situations where they can be successful
Get your team members what they need to be
successful.
Training, mentoring, resources, voice
Tell team members what they need to hear, not what
they want to hear.
Relevance of Rigor
AP Courses 35%
AP Courses 20-25%
AP Courses 5-10%
AP Courses 35%
Sense of Urgency: Move from
Quadrant A to Quadrant D
Sample Advanced Placement Quadrant A
Psychology Question (Multiple Choice)
Which of the following famous psychologists developed
the theory of the Oedipus complex?
A. Horner
B. Mangus
C. Freud
D. Amiss
E. None of the above
Quadrant D ⎯ Adaptation
Sample AP Physics Question (Free Response) (10
points)
You are given the following equipment for use in the
optics experiments in parts (a) and (b).
A solid rectangular block made of transparent plastic
A laser that produces a narrow, bright, monochromatic ray of
light
A protractor
A meterstick
A diffraction grating of known slit spacing
A white opaque screen
Quadrant D Continued
(a) Briefly describe the procedure you would use to determine the index of refraction of the plastic. Include a labeled diagram to show the experimental setup. Write down the corresponding equation you would use in your calculation and make sure all the variables in this equation are labeled on your diagram.
(b) Since the index of refraction depends on wavelength, you must determine the wavelength of your light source. Draw and label a diagram showing the experimental setup. Show the equation(s) you would use in your calculation and identify all the variables in the equation(s). State and justify any assumptions you make.
Identifying Inputs of Great Organizations
Inputs of Greatness
Disciplined People
(Excited/Passionate)
Disciplined Thought (Focused)
Disciplined Actions
(Persistent)
Jim Collins, Good to Great
Disciplined People
Leadership
The right people/right seat
First who. . .then what
Common core values
Variety of strengths
Collaborative/Team
Champions of students
Jon Saphier, Research for Better Teaching
I believe that all my students have the intellectual ability to do rigorous work and meet high standards. . . It is my job to help [my students] come to believe this, along with the conviction that it would be worth their while to do well in school. Therefore, in our minute-to minute interactions, I communicate to students in every way I can the message:
This is important You can do it
I won’t give up on you
Building Capacity as Champions
for Our Students
Disciplined Thought
What can we do better than anyone else?
What are we passionate about?
Confront the brutal facts
Use data and information to inform practice
Reflect
Be purposeful in setting our goals, etc.
Communicate the mission
Connect individual contributions to the greater mission
Champion our students
Disciplined Thought:
WHS Commitment to Excellence
We accept learning as the fundamental
purpose of our school and therefore are
willing to examine all practices in light of
their impact on learning Dufour
Disciplined Thought:
WHS Commitment to Excellence
We are committed to working together to
achieve our collective purpose. We
cultivate a collaborative culture through
development of high performing teams.
Dufour
Disciplined Thought:
WHS Commitment to Excellence
We assess our effectiveness on the basis of
results rather than intentions. Individuals,
teams, and schools seek relevant data and
information and use that information to
promote continuous improvement.
Dufour
Disciplined Actions
Flywheel – collective actions as continuous improvement
Commitment to the greater good
Do what needs to be done
Ensure hard decisions are made, when needed
Capitalize on success
Stay the course
Be a functional, collaborative, positive team member
Champion our students
Other Examples of WHS Disciplined
Actions
Build an AP program and pipeline – moving to middle school
Deep analysis of SOAS data (cohorts, same year, department)
AP exam data
Instruction aligned and deployed
Professional development deeper understanding
NWEA/SOAS/ReadiStep alignment to build pipeline (next slide)
Common summative assessments
Common formative assessments
Counseling Center services
Get kids involved
Values 95% Confidence Interval
NWEA >= 75th Count % of Students
Met PSAT Benchmark Projection
Lower
Bound Upper Bound
No 254 66% 13% 12%
Yes 131 34% 77% 78% 71% 86%
Grand Total 385 100% 35% 35%
Actual Data Accuracy Results
Count of ID Actual PSAT Result
Projected Group Below PSAT Above PSAT Grand Total
Below PSAT 228 30 258
Above PSAT 24 103 127
Grand Total 252 133 385
Accuracy % 86%
Alignment of Assessments Expertise in Data Analysis: Philanthropic Foundation of Statisticians
2014 Graduation Accomplishments
All Students Prepared
96% of our special education students graduated
93% of our free & reduced students graduated
94% of our EL students graduated
Earlier Indicators of Readiness Drive
Greater Preparedness of our Graduates
8th Grade College Board ReadiStep
55.9
66.1
59.3
25.2 29.1
26.6
0
10
20
30
40
50
60
70
2012-13 2013-14 2014-15
WWS% National%
Advanced Placement
Access and Success
Year % Passed # Passed # Taking Exam
2010 39.76% 198 501
2011 53.95% 287 534
2012 61.50% 437 710
2013 75.60% 442 584
2014 78.40% 617 787
AP Passing Rate
The number of graduating students earning college
credit on AP exams has steadily increased:
2010 – 27.70%
2011 – 33.10%
2012 – 41.80%
2013 – 44.10%
2014 – 46.70%
0
10
20
30
40
50
2010 2011 2012 2013 2014
Passing Rate
75
80
85
90
95
100
0
10
20
30
40
50
60
70
80
90
100
2006 2007 2008 2009 2010 2011 2013
Source: National Clearinghouse
% WWS who went to college in Fall immediately following graduation
% of WWS who returned to college second year
College is for the Prepared, not the
Elite (if our students go to college, our students stay in college)
Prepared for Any Post High School
Experience
A CONTINUOUS JOURNEY
The Baldrige Core Values are Evident
in all Excellent Organizations:
Visionary leadership
Learning-centered education
Organizational and personal learning
Value for faculty, staff, and partners
Agility
Focus on the future
Manage for innovation
Management by fact
Social responsibility
Focus on results creating value
Systems perspective
Continuous Improvement
Disciplined Actions for Continued
High Access AND High Success
Continue to add new AP
offerings to students
Build AP teacher capacity
Support AP teacher trainings
and opportunities
Utilize College Board
resources
Collaborate with colleagues
Analyze student performance
data
Extend AP pipeline to Westfield
Middle School
Utilize assessments that can
inform our practice
Implement appropriate tools (Ex:
AP potential)
Educate students and parents
Infuse rigor at all levels through
curriculum alignment
Identify non-cognitive skills for
student success
Demand a culture of
preparedness for all students
Embrace the concept of
continuous improvement
Clearly Define the WHS Counseling
Center
Mission: To be intentional with our actions regarding
our focus on college and career readiness through
increased service to our students and parents.
3 Main Goal Areas for Improvement:
Services regarding CC Readiness/Programming
Faculty Engagement
Full utilization and implementation of Naviance
NAVIANCE
. . . A comprehensive college and career readiness solution
for middle and high schools that helps connect academic
achievement to post-secondary goals
Counselor real time communication with Students/Parents
Naviance Parent Nights (WHS and WMS) support family planning
Counselors Build Senior Meetings around Naviance
Student ownership of requesting, sending, and tracking college applications
Classroom sessions for students in grades 9-11, twice a year, encourage and monitor student “on track” post high school planning
Early Grades CCR
Build value and establish expectations in early
grades for a rigorous K-12 experience
District K- 6 Counselors are “CCR Educators” of
staff and parents through Partnering for Success
series
Strengthen Non-Cognitive Skills as foundation for
rigorous challenges
CCR Integration
Continuous Improvement Building a Cultural Value for the Non-cognitive
Empathy
Self-control
Grit
Resiliency
Hard work
Responsibility
Compassion
Honesty
Respect
Conscientiousness
Self-regulation
Optimism
Curiosity
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