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A Framework for A Framework for Mapping the SystemMapping the System

Joseph R. HarrisDirector, National High School Center

National High School Center 2008 Summer Institute

Washington, DC

June 2008

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“The trouble with high schools today…..” “don’t work as well as they used to”

“too large and impersonal - “kids fall through the cracks” “too many dropouts and low graduation rates” “teachers are ill-equipped” “buildings are unsafe and/or rundown” “don’t meet the needs of diverse student populations” “root cause of America’s loss of competitive edge” “don’t prepare students for living in the 21st Century” “nothing wrong with ‘our’ school - it’s NCLB’s fault”

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A Growing List of “Fixes”….. elimination of tracking and low-level courses

standards-based curriculum and instruction

competency / exit exams

more rigor / increased graduation requirements

“algebra for all”

college preparatory pathways for all students

personalization / small schools / small learning communities

teacher quality / alternative certification

increased security / metal detectors / mandatory IDs

integrating technology

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HS Improvement Focus Areas Dropout Prevention

Transitions In

Transitions Out / Post-secondary Pathways

School Restructuring

High School Literacy

Tiered Intervention

Science, Technology, Engineering and Mathematics (STEM)

21st Century Skills

Career / Technical Education (CTE)

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HS Improvement Focus Areas Dropout Prevention

Transitions In

Transitions Out / Post-secondary Pathways

School Restructuring

High School Literacy

Tiered Intervention

Science, Technology, Engineering and Mathematics (STEM)

21st Century Skills

Career / Technical Education (CTE)

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HS Improvement Strategies / Interventions

National initiatives to increase rigor and “raise the bar” Small schools / Small learning communities Dropout prevention initiatives and early warning systems School-to-work / Career and technical education Common assessments Model high schools / Replicating “turnaround” schools State / local priority initiatives “Packaged interventions”

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Picturing the HS Improvement Landscape…..

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Picturing the HS Improvement Landscape…..

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Picturing the HS Improvement Landscape…..

Dropout

Prevention

TransitionsIn

Tier

ed

Inte

rven

tion

DualEnrollment

Smal

l Sc

hool

s

Car

eer

Aca

dem

ies

TransitionsOut

HS Literacy

Mod

el H

igh

Scho

ols

FreshmanAcademies Advisories

HS Equity& Access

HSRestructuring SL

Cs

Post-secondary

Pathways

HS STEM

HSAssessment

Credit

Recovery

Virtual

Learning

Posi

tive

Beh

avio

r

RigorousContent

CTE

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Picturing the HS Improvement Landscape…..

Dro

pout

Prev

entio

n

TransitionsIn

Tier

ed

Inte

rven

tion

DualEnrollment

Small Schools

Car

eer

Aca

dem

ies

TransitionsOut

HS Literacy

Model High Schools

FreshmanAcademies

Advisories

HS Equity& Access

SLC

s

Post-secondary

Pathways

HS STEM

HSAssessment

Credit

Recovery

Virtual

Learning

RigorousContent

CTE

HSRestructuring

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Picturing the HS Improvement Landscape…..

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Picturing the HS Improvement Landscape…..

AlignmentAlignmentCoherenceCoherenceConnectednessConnectedness

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Picturing the HS Improvement Landscape…..

““Building Building BetterBetter

High Schools”High Schools”

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A Call for Alignment, Coherence and Connectedness

Collaborative projects with RCCs and SEAs

National High School Center Advisory Board

Friends of the National High School Center and other high school improvement organizations

National High School Center staff, senior advisors, and expert consultants

Independent researchers and high school improvement experts

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Institute Organized to:

provide a view of the “high school improvement system” and why thinking systemically can help

offer tools that you can use to map the systems you are working with / within

provide a glimpse of how RCCs and SEAs can work together to plan next steps

help high school reformers create more effective learning experiences for ALL students

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Benefits of Mapping the HS Improvement Landscape

Promoting a common language

Building consensus

Facilitating alignment and coherence

Analyzing and enhancing strengths

Leveraging resources

Enabling gap analyses

Supporting scale-up and sustainability

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NHSC Mapping Framework Elements

1. Rigorous Curriculum and Instruction

2. Assessment and Accountability

3. Teacher Quality and Professional Development

4. Student and Family Supports

5. Stakeholder Engagement

6. Leadership and Governance

7. Organization and Structure

8. Resources for Sustainability

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1. Rigorous Curriculum and Instruction

Align with rigorous state and local standards and vertically interfaced with local school curriculum

Organize around individual student instructional needs through formative assessments and continuous progress monitoring academic supports and extended learning opportunities for content

recovery literacy and cognitive skills development

Incorporate multiple research-based instructional strategies, technologies and new modalities for learning

Adapt to a variety of school and classroom organizational structures

Mapping Framework Elements

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2. Assessment and Accountability

include variety of classroom, school-based, and district level assessments as well as state standards-based competency and exit exams

encourage and support continuous progress monitoring and formative assessments embedded in instruction

provide timely and effective feedback and access to data that support the early identification of students at risk or with special needs

collect and report longitudinal data to measure short- and long-term student growth for instructional planning and accountability

Mapping Framework Elements

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3. Teacher Quality and Professional Development span broad range of preservice, certification and licensure,

induction and inservice, compensation, and leadership development promote knowledge of content and academic literacy skills, varied

and effective pedagogy, effective classroom management skills and positive behavior

embed at the school and classroom levels throughout the school year with increased opportunities for teachers to work together

provide teachers with skills in assessing students and adjusting instruction

Mapping Framework Elements

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4. Student and Family Supports support students as they transition into/through/out of high

school with formal and informal guidance programs attendance and behavior monitoring and support systems wrap-around and English-language services

foster a positive and personalized school climate that cultivates student voice and leadership

promote health and physical education and co-curricular activities

provide family-focused services and outreach that respect and honor the student’s family and community

Mapping Framework Elements

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5. Stakeholder Engagement

engage the interests, needs, skills, resources and strengths of multiple stakeholders

foster relationships among P-16 schools, the workforce, families, and communities

ensure that all appropriate stakeholders are at the table from the start

incorporate multiple culturally and linguistically appropriate communications strategies and technologies

Mapping Framework Elements

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6. Leadership and Governance distribute decision-making authority at all levels with alternative

structures to address multiple functions of running high schools provide principals and other instructional leaders with adequate

knowledge, time, and interpersonal skills to work collaboratively with teachers

shift the focus of state and local policymakers and education agency staffs to support comprehensive high school improvement

develop strategies and skills to support required organizational change

Mapping Framework Elements

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7. Organization and Structure

support effective teaching and learning and personalization through physical and operational changes and alternative time and scheduling approaches

provide increased opportunities to learn, such as virtual courses, dual enrollment opportunities, and work-based internships

include students with special needs in the general curriculum

support teacher organizational changes and difficult process of culture changes

Mapping Framework Elements

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8. Resources for Sustainability adequately staff the initiatives and provide appropriate time

and necessary fiscal support to take hold and scale-up grow both the physical and human capital within the system

and continuously develop teacher knowledge and skills continuously upgrade facilities, tools, and materials define priorities and allocate needed resources over time

Mapping Framework Elements

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NHSC Mapping Framework Elements

1. Rigorous Curriculum and Instruction

2. Assessment and Accountability

3. Teacher Quality and Professional Development

4. Student and Family Supports

5. Stakeholder Engagement

6. Leadership and Governance

7. Organization and Structure

8. Resources for Sustainability

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Discussion

Thinking about a specific high school improvement focus area or initiative… What are examples of policies and practices in

different elements that are connected to one another?

What policies and practices in different elements may be in tension?

Are any policies or practices hard to characterize> Under which element(s) could it fall or does it cut across all eight?

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Task 1: Mapping HS Improvement Focus Areas

Goes both broader and deeper into thinking about individual focus areas and the connections across focus areas

Helps to break down “big ideas” into research-based strategies and initiatives that can be implemented systemically

Ultimately leads to identification of specific initiatives for addressing the focus area(s)

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Task 2: Mapping HS Strategies and Interventions

Inventories existing initiatives and identifies the elements each initiative addresses

Highlights areas of strength and possible gaps among strategies

Suggests collaborative opportunities, including connections to other SEA priorities

Identifies connections among initiatives and builds “holistic” approaches (reducing reliance on “silver bullet” and “stovepipe” solutions)

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Task 3: Planning for Implementation

Identifies potential “entry points” and “levers” for incremental implementation strategies

Points out individuals to engage in the work

Prioritizes alignment between high school improvement focus areas and targeted interventions

Looks both broader and deeper at contextual factors and potential challenges

Lays the groundwork for ongoing collaborations between the SEAs, RCCs, and NHSC