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We Need to Change the misperceptions by the school community:

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We Need to Change the misperceptions by the school community:

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"TO KNOW EVERY STUDENT BY NAME, STRENGTH, AND NEED, AND GRADUATE ALL STUDENTS PREPARED FOR THE FUTURE THEY CHOOSE"

1. Review who our students are through a strengths-based lens and build on those strengths
2. Create the mission, vision, values, goals, and school culture based on positive assumptions and beliefs about all members in the equitable learning community
3. Develop a unifying philosophy for the school
4. Build a comprehensive system for prevention and intervention for students needing additional support. As part of the system, ensure at least one adult is systematically paired with each student to provide support, encouragement, and advocacy as needed

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When looking at data we should look at the hard numbers as well as the "soft" skills we have to use our data correctly.125-127

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When looking at data we should look at the hard numbers as well as the "soft" skills we have to use our data correctly.125-127

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Arguements against state testing including that the focus is on the low numbers instead of the high numbers. 125-127

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Arguements against state testing including that the focus is on the low numbers instead of the high numbers. 125-127

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Case story 8.3.  Tech savvy, middle class father wanted to learn guitar during COVID.  - Was self taught through YouTube
- Shared the experience with 5 year old son (blended learning combination of online resources and father's face to face guidance)
- Learned to play "Mary Had a Little Lamb" and confidence and enthusiasm spiked
- Helped create a sponge like love of learning
- 5 year old entered kindergarten and soon lost the spark b/c 6 hour stretches of sitting was not as exciting for a energetic young child

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Schools that have meaningful engagement with their families have...
1. A mutual understanding based on empathy and recognition of shared interest
access to technology/ regular out
*providing technology access
*schedules policies and programs take into account students' home life challenges
*providing translators
*homework clubs
2. Meaningful involvement of family and community in a variety of school activities
*inviting parents + community members to provide lessons in the language and culture of community ethnic groups that are represented within the school community
*providing leadership for special interest groups/clubs
3. Regular outreach + communication to family and community.

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Agrues that macro data is deflating, not looking at children individually, where the focuses can be instead on micro data, perhaps a performance task 125-127

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Agrues that macro data is deflating, not looking at children individually, where the focuses can be instead on micro data, perhaps a performance task 125-127

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Increase in neglect and child abuse during the pandemic.   The CDC developed a technical package in 2020 that includes 5 strategies to impact behaviors that influence risk for abuse:
(1) strengthen economic supports to families - strengthen household financial security and family-friendly work policies
(2) change social norms to support parents and positive parenting
(3) Provide quality care and education early in life
(4) Enhance parenting skills to promote healthy child development
(5) Intervene to lessen harms and prevent future risk

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Our leadership plans must also address sustainability since the work of disrupting the status quo of inequity may need to extend well beyond our own tenure. (pg. 186)

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SEL can serve to promote equity but only if the harmful effects of institutional racism and other injustices are openly addressed in its implementation.

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"Dont be afraid to jump off the ledge: You don't have to have it all figured out" (p.188) Big, sweeping change within a campus might just be the trick to actually ensuring more equity access for all, but it takes a lot of courage.

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Speaking and listening skills are a huge part of English Standards, but not tested in the standardized tests. 125-127

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Speaking and listening skills are a huge part of English Standards, but not tested in the standardized tests. 125-127

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Challanges us to use data after Covid-19 in a more meaningful way 125-127

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Challanges us to use data after Covid-19 in a more meaningful way 125-127

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Blended Learning, Equity, and Cultural Responsiveness

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Blended Learning, Equity, and Cultural Responsiveness

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Blended learning combines face-to-face instruction with digital educational resources such as those used in distance learning for the purpose of promoting student independence. Multicultural, social justice, and culturally responsive education are three key areas for equitable and culturally responsive learning experiences. Three strategies to help students gain independence are deepening background knowledge, cultivating cognitive routines, and building word wealth.

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Practice systems thinking that addresses the root cause of of the problem. Allow everyone to feel that they are essential part of the change process . Master small things, build capacity to achieve bigger goals.

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Practice systems thinking that addresses the root cause of of the problem. Allow everyone to feel that they are essential part of the change process . Master small things, build capacity to achieve bigger goals.

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System thinking examines and discusses problems comprehensively, prior to action. Especially with curriculum, and identifying issues within a campus that are keeping from more equity, teachers must first really look into what structures and practices need to be looked into and addressed, prior to addressing them.

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Build Strong Leadership Teams. Empower your team, overcommunicate, build connections, and be authentic. 

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Build Strong Leadership Teams. Empower your team, overcommunicate, build connections, and be authentic. 

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Be honest, transparent, optimistic, realistic and positive. Being clear is so important when being a leader.

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1. Beliefs about low-preforming students usually vary from teacher to teacher.
2. The hardest thing to change is people's belief system; usually changing the behaviors   is where the focus lies.
3. However, changing behaviors can lead to changing beliefs
4. Addressing the core beliefs within a school can be a long process and can create conflict within the organization; commitment to behavioral changes is the least that is needed to support school's value and mission
5. "It is essential that the mission really means that all students-not some students-will learn"

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Community Circle of Caring: A framework and core philosophy of action

-       Contribution, Connection, Competence, Self-Control

Youth attempt to meet these four basic needs in either a pro-social or anti-social manner

Ensuring achievement for students means having an overarching strategy that encompasses all learners.

Improvement plan for all students:

-       MTSS: prevention and intervention strategies: building relationships, meeting with students each day, having staff be visible and available, matching school structure to the needs of students.

-       Having system for identifying students in need: Targeted interventions, identifying at risk youth

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To answer this question we need to ask more questions of "Who is determining the purpose of education in our localities?, How does the purpose of education align with the needs of your school community?, and How does our school communities define "success" of achievement, and how does that align with a holistic view of the need of the children we serve? pg. 128

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Support Transitions

1. Ex. "Survival Skills for High School"

2. Review Student records

3. Faculty mentor Programs (every incoming 6th grader is monitored by an adult overseeing upperclassman who gets to know the student)

Publishing results

Make the opportunity gaps an agenda item and publishing for stakeholder community to review for example,- San Diego school with media and public attention and teacher results -

Data Based Decision Making

Effective Systems of Prevention/intervention with careful, continuous monitoring. Higher level strategies are only implemented after lower-level ones have failed to produce results.

Ex. clear articulated MTSS or pyramid of support.

Implementation Guidelines

Important to - rooting the work in school's mission, getting engagement from leadership team/faculty, emphasis on instruction to minimize the need for intervention, slotting students in special ed as a last resort, agreeing on criteria for identifying students in need of assistance and ensuring they enter the appropriate program, surfacing objections, and addressing resistance, piloting aspects of the new program, building a culture of success, refining and adding to interventions.

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Five Strategies for Integrating Trauma-informed SEL in the Classroom
1.) Take care of yourself
2.) Establish structures for trusting relationships
3.) Communicate enthusiasm and optimism
4.) Treat students with respect
5.) Go beyond expectations; go the extra mile

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A growing number of people consider the purpose of education to be thinking outside the box, and see a higher transference of students capacity to think critically, problem solves, and collaborate as the purpose for contemporary education.

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Don’t use products from technology saslesmen.  “The Better investment is in a highly trained and experienced facilitator of the collaborative change process” (131).

What you should do instead is work as a team to “frequently reframe and redefine the problem to solve it” (131).

Example 1: The Journal, Pediatrics, "reaffirmed its position against zero tolerance practices and urged schools to review their policies with the educational, emotional, and social well-being of their communities in mind" (132).

Example 2: “Now our hypothetical question, which began with school violence, has moved from deficit thinking into questions about what schools can do to support their students emotionally and equitably” (132).

Effective Use of Data Requires the following:

Clarifying accuracy of the data

Understanding what the data are telling you (interpreting causal/correlative)

Understanding what the data mean (understanding action steps)

Tapping well established high performing teams in open and frank dialogue

Including those who comprise the data in the data design, its collection, and interpretation.

Commitment of Implementation

The more involved the team is in collecting and looking at data, the better the change.

Possible uses of data
-Advance Student achievement
-Address the "whole child" needs
-Provide feedback to students on academic progress
-Support student for special programs
-Inform parents on student performance

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Data should be collected by analyzing student work together on common assessments and assignments.
At minimum, data should be disaggregated, multisourced, relevant, timely, and consistent. p. 134-136

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Allows to define and clarify problems along with desired outcomes.
Allows you to develop curriculum, instructional goals, strategies, and actions based empirical evidence and best practices.
Collect and analyze data.
Implement solutions for effective teaching/learning
Demonstrate knowledge of content, students, digital resources, and implement engaging and relevant resources

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Academic Outcomes (assessment scores, graduation rates, course and curriculum analysis), Correlate to Student Achievement (engagement levels, SEL, attendance, participation, referrals), Descriptive Data (Observations, interviews, surveys, census, demographics) p. 134-136

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Rethinking Testing
1.) Educators need data to measure student growth
2.) Students need data to measure their own growth
3.) Use multiple methods of assessment
4.) Give students a voice in the assessment process
5.) Select from a variety of open education resources and assessments

*Consider adaptive testing as (federally mandated requirement satisfying) summative assessments*

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All data should be analyzed in terms of the identifiable ethnic and socioeconomic groups in the school. Such analysis allows schools to set goals and devote extra attention to the children who need them most. p. 134-136

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Standardized tests have limited capacity to asses transfer goals or complex skills such as scientific investigation, historical inquiry, research, argumentation, and creative thinking. Jay McTighe advocates for performance based measures where students 1. apply their learning to new situations and 2. Explain their thinking, showing their reasoning, or justifying their conclusion. Engaging students and their families by providing their own personal evidence of creativity, persistence, understanding, and accomplishments deepens this idea.

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1. Variety of sources to give a complete picture of school’s progress

2. Data should include:

1. Demographic and socioeconomic info

2. Absentee rates

3. Dropout rates

4. Suspension and disciplinary rates

5. Report card grades

6. Score from state and nationally normed tests

3. Recording perceptions form student, teacher and parent is essential

1. Use “soft” dats

2. Use info-gathering strategies (Case Story 7.1)

1. Surveys

2. Questionnaires

3. Interviews

4. Focus groups

5. Brainstorming

6. Round table discussions

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Final thoughts about curriculum, instruction, and assessments

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Final thoughts about curriculum, instruction, and assessments

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"Schools will never achieve their goals for student academic success if they do not have a comprehensive alignment of excellent curriculum, instruction, and assessments. At a juncture in history in which all of our policies, practices, and assumptions have been called into question, educators and policymakers have a unique opportunity to right the mistakes of the past by building new and better systems. Our collective breakthroughs around a deeper understanding of inequities call on leadership to disrupt a status quo that perpetuates them."

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1. Using data to target Interventions

1. teachers can get real time data using whiteboards or other monitoring devices

2. Interventions can be immediate from real time data

2. Using data continuously in collaborative teams

1. Use data from classroom assessments for instructional planning and evaluating

3. Using Data to support change initiatives:

1. A bar graph of growth could be a powerful motivator for action

4. Using Data to Guide continuous improvement and redefine success

1. Discover areas of strength not just problems

5. Using data to monitor progress:

1. When implementing a new instructional strategy teachers can us data to monitor outcome and determine how well new practices work.

6. Using data to guide professional learning:

1. Use a wide range of data related to student achievement and non academic indicators

2. Formal and informal assessment

3. Achievement data such as:

grades, Benchmarks, end-of-course
and daily classroom work

1. Other forms of data:

1. Demographics,

2. Engagement

3. Attendance

4. Student perceptions

5. Behavior and discipline

6. etc

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Building Sustainable Leadership

Sustainability = a succession plan to keep implementation going at school site/district levlels

Try Something new - Requires courage. Take risks, not always the best plan in place but its starts the process. requires courage

Build Strong Leadership Teams - beyond teachers, innovative people on campus

Over-communicating - Be honest, transparent, optimistic, realistic and positive. Being clear is so important when being a leader.