reaching our students: one kid at a time henry clay middle school january 15, 2008 larry tash office...
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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