relationships rigor relevance - oregon …/media/files/event materials/ac/2011...page 21...
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Focus on Relationships to Advance Student Success
Colton High School – Colton, Oregon
RIGOR
RELEVANCE
RELATIONSHIPS
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“You can’t get to rigor and relevance without relationships.”
Ray McNulty, PresidentInternational Center for
Leadership in Education
Rigor
Relevance
Relationships
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Colton, Oregon
Colton
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Colton High School DNAColton High School DNA● Focus on relationships● Coherent vision and
goal focus of staff ● Collegiality and
collaboration of staff● Adaptive leadership
● Original “small school” model
● Data-driven decisionsQuantitativeQualitative
● Instructional leadership● Commitment to rigor and
relevanceRigor
Relevance
Relationships
Rigor, Relevance, RelationshipsPreparing for Excellence, Preparing for Life
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By the numbers:By the numbers:● 236 students● 88% White● 34.3% free/reduced
(2010-2011)
● 19.2 student-teacher ratio● 91.1% attendance rate● Cohort graduation rate: 71.9%
(state average: 66.4%)
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Colton’s JourneyColton’s Journey● K-12 alignment of curriculum to content standards
(continually updated since 1995)● Oregon “New Century School” (1999-2002)● “Exceptional” High School (2002, 2003, 2009)● New Diploma requirements implementation model
school (2002-2005)
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● Comprehensive Guidance and Counseling Model, Cohort A (2004-2007)
● 2005-2010: ICLE/CCSSO/Successful Practices Network “Gates Initiative School”
● Model Schools Conferences 2006-2010● 2010 ICLE Leadership Academy● 2010 National Model School - SPN
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Gates Initiative10 Characteristics of Rapidly Improving Schools
Gates Initiative10 Characteristics of Rapidly Improving Schools
● High Expectations and Relationships
● Data-driven Decisions ● Accountability● School Climate● Partnerships
● Rigorous and Relevant Instruction
● Articulated Curriculum ● Personalized Learning ● Professional Learning
Communities● Leadership
Rigor
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Rigor, Relevance, RelationshipsPreparing for Excellence, Preparing for Life
Reading
0
20
40
60
80
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2006-07 2007-08 2008-09 2009-10 2010-11
ColtonState
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Mathematics
0102030405060708090
2006-07 2007-08 2008-09 2009-10 2010-11
ColtonState
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Rigor, Relevance, RelationshipsPreparing for Excellence, Preparing for Life
Writing
01020304050607080
2006-07 2007-08 2008-09 2009-10 2010-11
ColtonState
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Science
0102030405060708090
2006-07 2007-08 2008-09 2009-10 2010-11
ColtonStateNo
State
Test
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● The discussion is driven by: “What’s best for kids?”● The curriculum is driven by: “What does the data
indicate?”● Professional development is driven by: “What does
current education research show?”● The school improvement plan is driven by: “What makes
a successful student?”
Rigor, Relevance, RelationshipsPreparing for Excellence, Preparing for Life
ColtonColton’’s Decisions Decision--Making RoadmapMaking Roadmap
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Commitment to RelationshipsCommitment to Relationships
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Rigor, Relevance, RelationshipsPreparing for Excellence, Preparing for Life
2011-12
Colton
High
School
Staff
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● Core beliefs:Do what is best for kidsHire staff who like kidsMaximize the learning time, minimize the criticize
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• Provide quality in-service and professional development training
• Adjust instruction to help all students learnLab classesApplied credit in CTEProficiency-basedSTEM (FIRST Robotics)
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● Harry Wong’s First Days of SchoolWin or lose your class in the first days Dress for successExpectations of student successConsistent classroom managementDesign lessons for student masteryUnderstand how to assess learning
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● Gender Issues staff studyRaising Cain by Michael Thompson, Ph.D.Hear Our Cry: Boys in Crisis by Paul D. Slocumb, Ph.D.Teacher Master’s level research projectOutcome: Advisories grouped by gender
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● It’s Not Us Against Them by Ray McNulty
● 2011-12 book studyThe future is nowStudent voiceThink beyond the current systemNext best thing
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What Do Students Say?What Do Students Say?
72%I believe that what I am learning in school will help me in my future.
80%When I graduate from school, I hope I will be prepared for college
41%Passing the state test is the most important thing I do in school.
74%This school has high expectations for all students
67%I can apply what I learn to my everyday life.
RELEVANCE
63%My teachers use test results to adjust their instruction
RIGOR
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76%My teachers help me.75%Students help each other.70%Teachers help each other.
73%My teachers care about me.30%Bullying is a problem at this school.
44%My classmates encourage me to do my best.
74%Doing well academically is rewarded in this school.
RELATIONSHIPS
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● Get the right people● “Do you like kids?”
● Welcoming environment● Open door, open hearts● Positive Behavior
Interventions and Supports program
● Self-fulfilling prophecy8th grade story
● Provide expanded opportunities for student learning and assessments
ProficiencyApplied Academics in CTE – Math and ScienceFIRST RoboticsFFACulinary ClubMock TrialTheater
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Rigor, Relevance, RelationshipsPreparing for Excellence, Preparing for Life
In a NutshellIn a Nutshell……
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Collaboration of StaffCollaboration of Staff
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Qualitative Study – what they found at Colton:● A culture of close relationships● Overcoming limitations● Personalized teaching and learning● An empowered staff that owns responsibility
““Focused on Student Success:Focused on Student Success:A FiveA Five--Year Research StudyYear Research Study””
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RelationshipsRigor
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● Staff unity and respectCooperation and collaborationMaintaining zeal for teaching• Beginning to end – daily, yearly, career
Interdependence of teachers
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● Laser-like focus on goals of school:3 year plan (2011-2012 to 2014-2015)• New graduation requirements – essential skills• Common core state standards and national
assessment• College/career readiness
Collegiality
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Cooperation and collaboration• Writing strategies across the curriculum• K-12 curriculum articulations
Interdependence of teachers• Rigor & Relevance Framework
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Focus on Professional DevelopmentFocus on Professional Development
Develop leadership skillsBased on 21st century knowledgePromote professional growth and personalized learningCommon core and Smarter Balanced Assessment
Explore new teaching roles:• Coaching/Mentoring• Facilitating student
engagement• Gender
Connect with real life application of knowledge and skills beyond the classroom (Relevance)K-12 collaboration
Purposeful, focused, results oriented:
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In a NutshellIn a Nutshell……
● Tie professional development to improvement plan● Unite staff in purpose/focus on doing “What’s best for
students”● Empowered leadership
● Explore creative/innovative strategiesthat enhance course offerings
● Use data to evaluate success of students/programs
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Culture of Student SupportCulture of Student Support
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● Use data to inform CHS school improvement plan● State tests are the start line to measure student
successStretch student learning with Quad B and D lessons
● Process oriented over-time
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● Belief that all students can be successful● System created for students
High School SuccessHomework pages●Parent Assistant
Credit recoveryCredit for Proficiency●Eliminate artificial barriers
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Data Focus: Learning Criteria™Data Focus: Learning Criteria™● Foundation Learning
Statewide testing (OAKS)● disaggregated
● Stretch LearningHonors diplomaAP offeringsSenior Capstone Project
● Student EngagementWe Learn/We Teach surveysComprehensive Guidance and Counseling ModelBig Buddy/Little BuddyAdvisory
● Personal Skill DevelopmentExtra-curricular activities
Rigor
Relevance
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RelationshipsRigor
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● Continuous improvement model/fluidity
Development of alternative assessments; i.e., “high stakes” senior classes
● High School Success● Online credit recovery
● English and Math lab classes
Read 180● Use OAKS (statewide
assessment tests) to place students in appropriate classes and focus curriculum
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Student Support SystemsStudent Support Systems
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• Bring supports to the classroom
High School Success ClassClass Within a ClassSkill building lab classesModified curricular schedule to match state assessments
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In a Nutshell…In a Nutshell…
● Test all studentsUse data to place in skill-building classesCreate secured samples to assess writing skills
● Pro-active about futureCreate system that is flexible to meet student needs
● Place supports into classroom
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Why does it work at Colton and how Why does it work at Colton and how might it work for you?might it work for you?
● Focus on relationships ● Continuous improvement model/fluidity● “Staff buy-in” – fidelity of implementation● Fierce conversations● Sustainable
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What’s Next?What’s Next?● 3 year plan:
Continue building relationshipsFocus on Rigor/Relevance Framework – Quad B and DCommon core state standards alignment
Prepare for National assessments written at Quad D level
● Assessment of Essential Skills:
Reading (2012) Writing (2013)Math (2014)Develop alternative assessments
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Relevance
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Rigor, Relevance, RelationshipsPreparing for Excellence, Preparing for Life
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RelationshipsRigor
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Find the money bus.
Increase Enrollment
Rigor, Relevance, RelationshipsPreparing for Excellence, Preparing for Life
All students: College and Career Ready.
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People don’t care what you knowuntil they know you care.
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Questions?● Tom Crane, Principal
[email protected]● Allan Bruner, Math and Science Teacher
[email protected]● Tori Hazelton, Social Sciences Teacher
Rigor
Relevance
Relationships www.colton.k12.or.us/chs
503.824.2311