Reaching Our Reaching Our Students:Students:

One Kid at a TimeOne Kid at a TimeHenry Clay Middle SchoolHenry Clay Middle School

January 15, 2008January 15, 2008

Larry TashLarry TashOffice of School RedesignOffice of School Redesign

213-241-3798213-241-3798

Outcomes Outcomes

Why Personalized Learning Why Personalized Learning Environments?Environments?

How do We Plan for PLEs?How do We Plan for PLEs?

What is the Planning Process for What is the Planning Process for PLEs?PLEs?

Why Personalized Learning Why Personalized Learning Environments?Environments?

California Healthy Kids California Healthy Kids Survey ResultsSurvey Results

Grade Grade 55

Grade Grade 77

GradGrade 9e 9

GradGrade 11e 11

Percentage of students Percentage of students who report who report high levels high levels of caring relationshipsof caring relationships with a teacher or other with a teacher or other adult at their schooladult at their school

64%64% 27%27% 22%22% 28%28%

Percentage of students Percentage of students that report that report high levels high levels of school of school connectednessconnectedness at their at their school (Total School school (Total School Assets)Assets)

52%52% 27%27% 19%19% 25%25%

California Healthy Kids California Healthy Kids Survey 2005Survey 2005

Grade Grade 55

GradGrade 7e 7

GradGrade 9e 9

Grade Grade 1111

The percentage of students The percentage of students who report who report high levels of high levels of caring relationships with a caring relationships with a teacherteacher or other adult at or other adult at their schooltheir school

59%59% 28%28% 26%26% 35%35%

The percentage of students The percentage of students that report that report high levels of high levels of school connectedness at school connectedness at their schooltheir school (Total School (Total School Assets)Assets)

55%55% 28%28% 23%23% 32%32%

Johns Hopkins University’s Johns Hopkins University’s 4 Powerful 64 Powerful 6thth Grade Grade

Predictors of ‘Falling Off Predictors of ‘Falling Off Track’Track’

Attending school 80% or less of the Attending school 80% or less of the timetime

Receiving a poor final behavior markReceiving a poor final behavior mark Failing MathFailing Math Failing EnglishFailing English

Why Look in the Middle Why Look in the Middle Grades?Grades?

Students who enter high school Students who enter high school two or two or more years behind grade levelmore years behind grade level in math in math and literacy have only a 50/50 chance and literacy have only a 50/50 chance of on-time promotion to the 10of on-time promotion to the 10thth grade. grade.

Ninth grade retention is the single Ninth grade retention is the single biggest risk factor for dropping out of biggest risk factor for dropping out of high schoolhigh school

Low Attending 6th GradersLow Attending 6th Graders (students absent 36 to 54 school days)(students absent 36 to 54 school days)

Have a 1 in 5 chance of Have a 1 in 5 chance of making it to 12th grade on making it to 12th grade on

timetime

6th Graders with Poor Behavior (students earning an

unsatisfactory final behavior mark)

Have a 1 in 4 chance of making it to the 12th grade on time

6th Graders who Fail English

Have a 1 in 8 chance of making it to the 12th grade on time

What Are Your BarriersWhat Are Your Barriersto Improving Student to Improving Student

Achievement?Achievement?

Possible Barriers Possible Barriers to Reaching Outcomesto Reaching Outcomes

Parent

• Child's growing

independence• Poor home/school

communication• Passing educational

values to child• Uncomfortable being

at school• Unable to supervise

child after school

Student

• Lack of long-term

goals• Lack of motivation• Feel anonymous at

school• Strong peer group

not supporting school• Poor attendance• No relevance of

content

School Staff

• Lack of ownership

for student outcomes• Works in isolation• Content driven• Lack of

communication with

parents• Unable to provide

academic interventions• Unable to engage

students in learning

So? What Are the Fixes?So? What Are the Fixes?

FIVE STEPS FOR FIVE STEPS FOR SYSTEMIC CULTURE CHANGESYSTEMIC CULTURE CHANGE

Building vision, beliefs, and Building vision, beliefs, and expectationsexpectations

Improving instructional practiceImproving instructional practice Creating increased personalizationCreating increased personalization Developing supporting structuresDeveloping supporting structures Providing strong transitional supportProviding strong transitional support

LAUSD ATTRIBUTESLAUSD ATTRIBUTES

Personalization

Unifying Vision/Identity

Equity and Access

Rigorous Standards-Based Curriculum,Instruction & Assessment

Accountability & Distributed Leadership

Professional Development

Collaboration/Parent and Community Engagement

Personalization

Structure

Curriculum and Instruction

Improved Student

Achievement

Culture Change is SystemicCulture Change is Systemic

PLE Planning In LAUSDPLE Planning In LAUSD

Components of the Components of the Middle School PlanMiddle School Plan

Review of the middle school research, local school data, Review of the middle school research, local school data, and identification of student needs in this communityand identification of student needs in this community

Develop a school/community vision using the Guide to Develop a school/community vision using the Guide to Middle School Redesign and the Superintendent’s Five Middle School Redesign and the Superintendent’s Five Guiding PrinciplesGuiding Principles

Plan Personalized Learning Environments supported by Plan Personalized Learning Environments supported by the LAUSD Attributesthe LAUSD Attributes

Implement the PLE plansImplement the PLE plans

Fixing the BarriersFixing the Barriers(Staff Activity)(Staff Activity)

No One CaresNo One CaresHow Much You KnowHow Much You Know

Until They Know Until They Know How Much You CareHow Much You Care