worthington city schools
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WORTHINGTON CITY SCHOOLS. COUNT ME IN!. GRIT. “sticking with things over the very long term until you master them .“ Angela Duckworth. GRIT MATTERS. - PowerPoint PPT PresentationTRANSCRIPT
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WORTHINGTON CITY SCHOOLS
COUNT ME IN!
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“sticking with things over the very long term until you master them.“
Angela Duckworth
GRIT
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At the elite United States Military Academy, West Point, a cadet's grit score was the best predictor of success in the rigorous summer training program known as "Beast Barracks." Grit mattered more than intelligence, leadership ability or physical fitness.
GRIT MATTERS
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Adequate yearly progress (AYP) is the measure by which schools, districts, and states are held accountable for student performance under Title I of the No Child Left Behind Act of 2001 (NCLB), the current version of the Elementary and Secondary Education Act.
ADEQUATE YEARLY PROGRESS
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Under NCLB, AYP is used to determine if schools are successfully educating their students. The law requires states to use a single accountability system for public schools to determine whether all students, as well as individual subgroups of students, are making progress toward meeting state academic content standards.
SINGLE ACCOUNTABILITY SYSTEM
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2002-2003
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racialLimited Eng. Prof.Students w/disabilities
2002-2003
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2003-2004
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racial
Economically Disadvantaged
Limited Eng. Prof.Students w/disabilities
2003-2004
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2004-2005
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racial
Economically Disadvantaged
Limited Eng. Prof.
Students w/disabilities
2004-2005
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2005-2006
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racial
Economically Disadvantaged
Limited Eng. Prof.Students w/disabilities
2005-2006
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2006-2007
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racial
Economically Disadvantaged
Limited Eng. Prof.Students w/disabilities
2006-2007
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2007-2008
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racial
Economically Disadvantaged
Limited Eng. Prof.
Students w/disabilities
2007-2008
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2008-2009
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racial
Economically Dis-advantaged
Limited Eng. Prof.
Students w/disabilities
2008-2009
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2009-2010
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanicMulti-racial
Economically Dis-advantaged
Limited Eng. Prof.
Students w/disabilities
2009-2010
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2010-2011
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanicMulti-racial
Economically Dis-advantaged
Limited Eng. Prof.
Students w/disabilities
2010-2011
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2011-2012
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanicMulti-racial
Economically Dis-advantaged
Limited Eng. Prof.
Students w/disabilities
2011-2012
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2002-2003
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racialLimited Eng. Prof.Students w/disabilities
2002-2003
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2003-2004
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racial
Economically Disadvantaged
Limited Eng. Prof.Students w/disabilities
2003-2004
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2004-2005
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racial
Economically Disadvantaged
Limited Eng. Prof.
Students w/disabilities
2004-2005
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2005-2006
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racial
Economically Disadvantaged
Limited Eng. Prof.Students w/disabilities
2005-2006
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2006-2007
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racial
Economically Disadvantaged
Limited Eng. Prof.Students w/disabilities
2006-2007
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2007-2008
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racial
Economically Disadvantaged
Limited Eng. Prof.
Students w/disabilities
2007-2008
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2008-2009
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanic
Multi-racial
Economically Dis-advantaged
Limited Eng. Prof.
Students w/disabilities
2008-2009
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2009-2010
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanicMulti-racial
Economically Dis-advantaged
Limited Eng. Prof.
Students w/disabilities
2009-2010
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2010-2011
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanicMulti-racial
Economically Dis-advantaged
Limited Eng. Prof.
Students w/disabilities
2010-2011
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2011-2012
Black, Non-Hispanic Am. IndianAsian,Pac. Islander
Hispanic
white, non-hispanicMulti-racial
Economically Dis-advantaged
Limited Eng. Prof.
Students w/disabilities
2011-2012
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AYP GROUPS
1 2 3 4 5 6 7 8 9 100
0.05
0.1
0.15
0.2
0.25
0.3
Black, Non-HispanicAm. IndianAsian,Pac. IslanderHispanicMulti-racialEconomically DisadvantagedLimited Eng. Prof.Students w/disabilities
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EXCELLENTWITH
DISTINCTION
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ATTENDANCE & GRADUATION RATES
1 3 5 7 90.952
0.953
0.954
0.955
0.956
0.957
0.958
0.959
0.96
0.961
Attendance Rate
Attendance Rate
1 3 5 7 90.9
0.91
0.92
0.93
0.94
0.95
0.96
0.97
0.98
0.99
Graduation Rate
Graduation Rate
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ATTENDANCE & GRADUATION RATES
1 2 3 4 5 6 7 8 9 100.9
0.91
0.92
0.93
0.94
0.95
0.96
0.97
0.98
0.99
Attendance RateGraduation Rate
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People who succeed in getting associate's degrees are, on average, more gritty than people who get bachelor's degrees, according to Duckworth's research. It takes as much grit to get an associate's degree as it does to get a Ph.D.
"If you're going to get through a two-year college where the attrition rate is 50 or maybe even 75 percent, maybe you do need more grit to surmount all those obstacles," says Duckworth.
DUCKWORTH’S RESEARCH
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"You can see a child be exceptionally self-disciplined about their basketball practicing, and yet when you see them in math class, they give up at the slightest frustration," says Duckworth.
Which experiences do we give kids to get them moving in the direction of more grit and not less?
GRIT CAN BE LEARNED
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“the process of acquiring core competencies to –recognize and manage emotions, –set and achieve positive goals, –appreciate the perspectives of others, –establish and maintain positive relationships, –make responsible decisions, and –handle interpersonal situations constructively” 17 Durlak, Weissberg, Dymnicki, Taylor, & Schellinger (2011)
Social Emotional Learning
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•(Non-routine) problem solving •Critical thinking •Systems thinking •Study skills •Adaptability •Creativity •Meta-cognitive skills
21ST CENTURY SKILLSCOGNITIVE
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21ST CENTURY SKILLSNON-COGNITIVE
Complex communication
Emotional/ social intelligence
Teamwork/ Collaboration Leadership Cultural sensitivity Tolerance for diversity
Self-efficacy Self-concept Attributions Work Ethic Persistence Organization Time management Ethics & Integrity Life-long learning
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Taxonomy of Valued Academic Skills
(Mission Statements from 35 Universities)
Knowledge, learning, mastery of general principles Continuous learning, intellectual interest and curiosity Artistic cultural appreciation and curiosity Multicultural tolerance and appreciation Leadership Interpersonal skills Social responsibility, citizenship and involvement Physical and psychological health Career orientation Adaptability and life skills Perseverance Ethics and integrity
WHAT CAN YOU DO TO HELP?
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THANK YOU FOR ALL YOU DO FOR OUR
KIDS