Community of Practice Final Session Tuesday, May 1, 2018 Ted - - PowerPoint PPT Presentation

Community of Practice Final Session

Tuesday, May 1, 2018 Ted Hall, Senior Associate David J. Ruff, Executive Director

Welcome, Introductions, Agenda Overview

Participants will:

• Understand key components of student-centered

learning

• Understand how these components could be

implemented in their context

• Gather and give feedback on implementation with
• ther participants

Series Outcomes

Participants will:

• Examine key aspects of community engagement
• f schools
• Understand the importance of policy

development in school change

• Develop strategies for increasing student choice

both in individual classrooms as well as throughout the school

• Determine next steps in the school and district

work
 


Today’s Outcomes

Agenda

Welcome, Overview, Introductions Community Engagement Break Revisiting Memorable Learning Experiences Choice: Policy or Student Choice Lunch What’s Next? “Gallery Walk” Providing Feedback, Group Debrief, Process Feedback Closing and Feedback

Is a non-profit support organization based in Portland, Maine working nationally with schools, districts and state agencies, providing coaching, and developing tools.

WHO WE ARE

WE BELIEVE

In equitable, personalized, rigorous learning for all students leading to readiness for college, careers, and citizenship That schools must simultaneously attend to policy, practice, and community engagement School improvement is context-based, not one-size fits all

School- Community Engagement

A Tale of 
 Two Approaches to Engagement

Engagement Spectrum

More school directed Less community involvement Less school directed More community involvement

Informing Deciding Together Seeking Input

Principles of Successful Engagement

• 1. Inclusive and

equitable

• 2. Intentional
• 3. Connected to

decision-making and change

What Do People
 Want?

• 1. To belong
• 2. To have a

legitimate voice

• 3. To have an

impact

What Does the Research Tell Us About Marketing?

• Frameworks Institute Findings
• School Board Focus Group Findings

Frameworks Institute Findings

Little Picture Thinking

Education systems are invisible, which makes many reforms unimaginable.

Frameworks Institute Findings

The Tangible Triad

Unframed conversations about education and education reform tend to default to three highly visible actors who are judged as primarily responsible for education results: parents, teachers, and students.

Default Settings

The kinds of reforms that are easiest to think about are the most conventional: money, “the basics,” and computers.

Frameworks Institute Findings

Avoid the Crisis Frame

Crisis thinking, while common in educational communications and campaigns, leads to caution and conservatism, not innovation and transformation.

Frameworks Institute Findings

A Focus on Self Interest

Since most people feel they do not have an agency, power, or authority when it comes to changing the education system, they adopt a defensive posture that favors a consumerist “me and my kid” approach to education issues.

Frameworks Institute Findings

A Future Preparation Focus

When the goal of education is explicitly described as the future preparation needed to maintain and support our country’s quality of life, people understand that a new set of skills and experiences are necessary.

Frameworks Institute Findings

Make It Understandable

When people begin to understand the education system in concrete, familiar terms, and they recognize the need to coordinate its different parts for the good of the whole, they become more expansive in their thinking about how and where reform might take place.

Frameworks Institute Findings

Reform versus “Transformation”

When people can see reform as a practical act or as a set of methodical steps toward an ultimate goal, they gain agency and become more enthusiastic about education reforms.

Frameworks Institute Findings

Lead with Values + Simplify

Individual education reforms need to be connect to core values and familiar concepts to avoid people’s tendency to default to strong, entrenched patterns of thinking.

Frameworks Institute Findings

Universal Values

Freedom « Prosperity « Opportunity Fairness « Honesty « Trust Community « Cooperation«Protection Fulfillment « Self-Determination « Family Responsibility

Frameworks Institute Findings

21st century skills—like critical thinking, problem solving, teamwork, financial literacy, and technology—are essential for success in today’s world. 4.91 The goal of high school is to prepare every student for success in life. 4.83 High schools need to make sure that graduates leave with the skills they need to be competitive workers in the global knowledge economy. 4.60 It’s every high school’s responsibility to teach students the skills they need to succeed in college, work, and citizenship. 4.50 Today’s high schools need to teach relevant, real-world skills that students can apply in every area of adult life. 4.47 High schools should provide personalized learning opportunities and flexible pathways to graduation that allow students to manage and design their own education. 4.43 Our high schools need to be more student-centered and provide personalized learning opportunities that are based on each student’s interests and aspirations. 4.39 A high school diploma should be based on demonstrated proficiency—it should certify that all students have achieved high learning standards. 4.37 In the 21st century, students need some form of higher education or postsecondary training to get a good job. 4.28 We need strong high schools to make sure our students can compete for jobs against workers from India and China. 4.11 Our high schools haven’t changed much for decades—they need to be more innovative when it comes to how they teach today’s students. 4.09 Improving equity and reducing achievement gaps between poor students and wealthy students, and between minorities and white students, should be a primary goal of our education system. 3.93 Every student should graduate from high school prepared for college. 3.20

NESSC School Board Focus Groups

NESSC School Board Focus Groups

21st century skills--like critical thinking, problem solving, teamwork, financial literacy, and technology--are essential for success in today’s world It’s every high school’s responsibility to teach students the skills they need to succeed in college, work, and citizenship Every student should graduate from high school prepared for college 4.91 4.50 3.20

Engagement Spectrum

More school directed Less community involvement Less school directed More community involvement

Informing Deciding Together Seeking Input

Break

Revisiting our “Characteristics of Memorable Learning Experiences”

Characteristics of Memorable Learning Experiences

Learning is deepest when: Learning is deepest when:

• I. The learning task is authentic and connected to life

beyond the school or classroom:

• III. Outcomes are clear, challenging, and attainable for

the learner a Invested a Personal challenge b Meaningful b Clear expectations c Real world application c Vision for end product d Practical application

• IV. The learning process is valued as well as the final
• utcome attained through the process

e Purposefulness a Ability to repeat what you have learned f Impact on the community b Grit (failure leading to success) g Authentic but fluid c Making mistakes along the way

• II. Students have ownership and agency concerning

their learning process d Permission to fail (and grow) because you could do over a Student ownership e Practice b Giving learner his/her own pathway

• V. Students have support and are expected to engage

in learning even as the expectations are challenging c Self-directed a Willingness to take risk d Student choice b Open-mindedness of learner e Teaching or leading others c Right time, right place f Gradual release of responsibility d One-to-one learning g Educator giving up control e Availability of resources h Learner gaining control f "It mattered" i Sense of empowerment and accomplishment g Low floor, high ceiling h Significant consequences for not learning i Propelled by morals and values j Safe environment

Characteristics of Memorable Learning Experiences

Learning is deepest when: Learning is deepest when:

• I. The learning task is authentic and connected to life

beyond the school or classroom:

• III. Outcomes are clear, challenging, and attainable for

the learner a Invested a Personal challenge b Meaningful b Clear expectations c Real world application c Vision for end product d Practical application

• IV. The learning process is valued as well as the final
• utcome attained through the process

e Purposefulness a Ability to repeat what you have learned f Impact on the community b Grit (failure leading to success) g Authentic but fluid c Making mistakes along the way

• II. Students have ownership and agency concerning

their learning process d Permission to fail (and grow) because you could do over a Student ownership e Practice b Giving learner his/her own pathway

• V. Students have support and are expected to engage

in learning even as the expectations are challenging c Self-directed a Willingness to take risk d Student choice b Open-mindedness of learner e Teaching or leading others c Right time, right place f Gradual release of responsibility d One-to-one learning g Educator giving up control e Availability of resources h Learner gaining control f "It mattered" i Sense of empowerment and accomplishment g Low floor, high ceiling h Significant consequences for not learning i Propelled by morals and values j Safe environment

Characteristics of Memorable Learning Experiences

Learning is deepest when: Learning is deepest when:

• I. The learning task is authentic and connected to life

beyond the school or classroom:

• III. Outcomes are clear, challenging, and attainable for

the learner a Invested a Personal challenge b Meaningful b Clear expectations c Real world application c Vision for end product d Practical application

• IV. The learning process is valued as well as the final
• utcome attained through the process

e Purposefulness a Ability to repeat what you have learned f Impact on the community b Grit (failure leading to success) g Authentic but fluid c Making mistakes along the way

• II. Students have ownership and agency concerning

their learning process d Permission to fail (and grow) because you could do over a Student ownership e Practice b Giving learner his/her own pathway

• V. Students have support and are expected to engage

in learning even as the expectations are challenging c Self-directed a Willingness to take risk d Student choice b Open-mindedness of learner e Teaching or leading others c Right time, right place f Gradual release of responsibility d One-to-one learning g Educator giving up control e Availability of resources h Learner gaining control f "It mattered" i Sense of empowerment and accomplishment g Low floor, high ceiling h Significant consequences for not learning i Propelled by morals and values j Safe environment

Characteristics of Memorable Learning Experiences

Learning is deepest when: Learning is deepest when:

• I. The learning task is authentic and connected to life

beyond the school or classroom:

• III. Outcomes are clear, challenging, and attainable for

the learner a Invested a Personal challenge b Meaningful b Clear expectations c Real world application c Vision for end product d Practical application

• IV. The learning process is valued as well as the final
• utcome attained through the process

e Purposefulness a Ability to repeat what you have learned f Impact on the community b Grit (failure leading to success) g Authentic but fluid c Making mistakes along the way

• II. Students have ownership and agency concerning

their learning process d Permission to fail (and grow) because you could do over a Student ownership e Practice b Giving learner his/her own pathway

• V. Students have support and are expected to engage

in learning even as the expectations are challenging c Self-directed a Willingness to take risk d Student choice b Open-mindedness of learner e Teaching or leading others c Right time, right place f Gradual release of responsibility d One-to-one learning g Educator giving up control e Availability of resources h Learner gaining control f "It mattered" i Sense of empowerment and accomplishment g Low floor, high ceiling h Significant consequences for not learning i Propelled by morals and values j Safe environment

Characteristics of Memorable Learning Experiences

Learning is deepest when: Learning is deepest when:

• I. The learning task is authentic and connected to life

beyond the school or classroom:

• III. Outcomes are clear, challenging, and attainable for

the learner a Invested a Personal challenge b Meaningful b Clear expectations c Real world application c Vision for end product d Practical application

• IV. The learning process is valued as well as the final
• utcome attained through the process

e Purposefulness a Ability to repeat what you have learned f Impact on the community b Grit (failure leading to success) g Authentic but fluid c Making mistakes along the way

• II. Students have ownership and agency concerning

their learning process d Permission to fail (and grow) because you could do over a Student ownership e Practice b Giving learner his/her own pathway

• V. Students have support and are expected to engage

in learning even as the expectations are challenging c Self-directed a Willingness to take risk d Student choice b Open-mindedness of learner e Teaching or leading others c Right time, right place f Gradual release of responsibility d One-to-one learning g Educator giving up control e Availability of resources h Learner gaining control f "It mattered" i Sense of empowerment and accomplishment g Low floor, high ceiling h Significant consequences for not learning i Propelled by morals and values j Safe environment

Characteristics of Memorable Learning Experiences

Learning is deepest when: Learning is deepest when:

• I. The learning task is authentic and connected to life

beyond the school or classroom:

• III. Outcomes are clear, challenging, and attainable for

the learner a Invested a Personal challenge b Meaningful b Clear expectations c Real world application c Vision for end product d Practical application

• IV. The learning process is valued as well as the final
• utcome attained through the process

e Purposefulness a Ability to repeat what you have learned f Impact on the community b Grit (failure leading to success) g Authentic but fluid c Making mistakes along the way

• II. Students have ownership and agency concerning

their learning process d Permission to fail (and grow) because you could do over a Student ownership e Practice b Giving learner his/her own pathway

• V. Students have support and are expected to engage

in learning even as the expectations are challenging c Self-directed a Willingness to take risk d Student choice b Open-mindedness of learner e Teaching or leading others c Right time, right place f Gradual release of responsibility d One-to-one learning g Educator giving up control e Availability of resources h Learner gaining control f "It mattered" i Sense of empowerment and accomplishment g Low floor, high ceiling h Significant consequences for not learning i Propelled by morals and values j Safe environment

Learning is deepest when:

• VI. Learning takes place within a supportive

community of learners a Having community of learners

• VII. The activities and outcomes are personallly

valuable to the learner a Strong emotional experience b Transferable skills c Personal change in perspective d Changes lens in learning new things e Personally important outcome (high stakes)

• VIII. The teacher guides and and supports the

student to engage in the learning process a Level of expertise of instructor b Caring invested role model c Scaffolding on previous learning d Feedback along the way e Importance of the person guiding the learning

Learning is deepest when:

• VI. Learning takes place within a supportive

community of learners a Having community of learners

• VII. The activities and outcomes are personallly

valuable to the learner a Strong emotional experience b Transferable skills c Personal change in perspective d Changes lens in learning new things e Personally important outcome (high stakes)

• VIII. The teacher guides and and supports the

student to engage in the learning process a Level of expertise of instructor b Caring invested role model c Scaffolding on previous learning d Feedback along the way e Importance of the person guiding the learning

Learning is deepest when:

• VI. Learning takes place within a supportive

community of learners a Having community of learners

• VII. The activities and outcomes are personallly

valuable to the learner a Strong emotional experience b Transferable skills c Personal change in perspective d Changes lens in learning new things e Personally important outcome (high stakes)

• VIII. The teacher guides and and supports the

student to engage in the learning process a Level of expertise of instructor b Caring invested role model c Scaffolding on previous learning d Feedback along the way e Importance of the person guiding the learning

YOUR CHOICE: Policy or Student Choice?

The Importance of Policy in School Improvement

Why Move Beyond Policy Permission?

Clarify and focus on what matters most Increase broad-based support Ensure sustainability of meaningful work Make equity public Bring about change in schools and classrooms

Policies can help to:

A high leverage policy:

What is a High Leverage Policy?

• Increases academic aspirations, achievement

and attainment for all students

• Promotes greater equity in learning,

performance, or life outcomes for students

• Generates positive ripple effects throughout

the educational system

The High Leverage Policy Framework

Leverage Points

The intended objectives of an educational policy or the entry points within the educational system that policy makers desire to influence.

Policy Features

The intentional, predetermined features of a policy—both written and unwritten—as it was initially crafted.

Policy Features

Policy Features determine:

• The mixture between pressure (usually outlined in

accountability expectations) and support (usually provided through appropriate educator development and/or financial incentives)

• The breadth and/or specificity of the leverage point
• Coherence with existing policies (or it identifies

required policy changes)

• Where best to locate the policy on a “goal-strategy”

continuum

HIGH LOW PRESCRIPTIVE STRATEGY GOAL-ORIENTED STRATEGY

Monitoring Requirements Current School + District Capacity Educator Ownership + Local Control

Policy Features: Capacity Needs

HIGH LOW PRESCRIPTIVE STRATEGY GOAL-ORIENTED STRATEGY

Monitoring Needs Current School + District Capacity Educator Ownership + Local Control

Policy Features

HIGH LOW PRESCRIPTIVE STRATEGY GOAL-ORIENTED STRATEGY

Monitoring Requirements Current School + District Capacity Educator Ownership + Local Control

knowledge and skill gap requires professional development

Policy Features: Capacity Needs

HIGH LOW PRESCRIPTIVE STRATEGY GOAL-ORIENTED STRATEGY

Monitoring Requirements Current School + District Capacity Educator Ownership + Local Control

anger and aggravation creates poor implementation

Policy Features: Capacity Needs

Implementation Contingencies

The contextual factors and foreseeable contingencies that may arise during the implementation of a policy and that may influence how it is interpreted and enacted.

Example: Graduation Requirements

How the Framework Operates

Personalized Learning Checklist

District and School Policy Checklist

✓ Graduation Requirements (Policy File IKF) ✓ Multiple Pathways (Policy File IKFF) ✓ Academic Recognition: Latin Honors and Grade Point Averages (Policy File IKD) ✓ Transcripts (Policy File IKC) ✓ Grading and Reporting System (Policy File IKA) ✓ Dual Enrollment and Early College (Policy File IHCDA) ✓ Assessment of Student Learning (Policy File ILA)

Personalized Learning Checklist

District and School Policy Checklist

✓ Promotion, Retention, and Acceleration (Policy File IKE) ✓ Demonstrations of Learning, Exhibitions, and Capstone Projects (Policy File ILA) ✓ Academic Interventions (Policy File JCDL) ✓ Personal Learning Plans (Policy File ILAPL) ✓ Portfolios (Policy Files ILA and ILAPL) ✓ Attendance (Policy File JEA) ✓ Academic Eligibility: Athletics and Co-Curricular Activities (Policy File JJIC)

What is CT Statute for Graduation?

Determination of eligible credits shall be at the discretion of the local or regional board of education, provided the primary focus of the curriculum of eligible credits corresponds directly to the subject matter of the specified course requirements. The local or regional board of education may permit a student to graduate during a period of expulsion pursuant to section 10-233d, if the board determines the student has satisfactorily completed the necessary credits pursuant to this section. The requirements of this section shall apply to any student requiring special education pursuant to section 10-76a, except when the planning and placement team for such student determines the requirement not to be appropriate. For purposes of this section, a credit shall consist of not less than the equivalent of a forty- minute class period for each school day of a school year except for a credit

• r part of a credit toward high school graduation earned (1) at an institution

accredited by the Board of Regents for Higher Education or State Board of Education or regionally accredited (2) through on-line coursework that is in accordance with a policy adopted pursuant to subsection (g) of this section,

• r (3) through a demonstration of mastery based on competency and

performance standards, in accordance with guidelines adopted by the State Board of Education.

Section 10-221a, subsection (f):

Section 10-221a, subsection (f):

Determination of eligible credits shall be at the discretion of the local or regional board of education, provided the primary focus of the curriculum of eligible credits corresponds directly to the subject matter of the specified course requirements. The local or regional board of education may permit a student to graduate during a period of expulsion pursuant to section 10-233d, if the board determines the student has satisfactorily completed the necessary credits pursuant to this section. The requirements of this section shall apply to any student requiring special education pursuant to section 10-76a, except when the planning and placement team for such student determines the requirement not to be appropriate. For purposes of this section, a credit shall consist of not less than the equivalent of a forty- minute class period for each school day of a school year except for a credit

• r part of a credit toward high school graduation earned (1) at an institution

accredited by the Board of Regents for Higher Education or State Board of Education or regionally accredited (2) through on-line coursework that is in accordance with a policy adopted pursuant to subsection (g) of this section,

• r (3) through a demonstration of mastery based on competency and

performance standards, in accordance with guidelines adopted by the State Board of Education.

• r (3) through a demonstration of mastery

based on competency and performance standards, in accordance with guidelines adopted by the State Board of Education.

What are the HLP Features of this Policy?

Leverage Points: determination of credit not based on seat time Design Features: optional and one of several choices; local flexibility; integrated into previous statute; maintains public concept of a credit; positioned towards goal end; targets a narrow concept Implementation Contingencies: based on guidance to be developed by the state education agency in consultation with the field and adopted by the state board

Moving to District Policy

Assuming the following: Leverage Points: graduation based on credit accumulation in alignment with mastery demonstration Design Features: providing flexible pathways in alignment with Student Success Plans Implementation Contingencies: consistency across the entire district

Student Choice in the Classroom and in the School

Student Choice Continuum Activity

Personalized Learning Learner-Continuum in the Classroom

Learner as a Participant Learner as a Co-Designer Learner as a Designer Learner as an Advocate The Teacher…

• Identifies learning standards

and makes them visible

• Creates a menu of options for

students to meet learning standards

• Provides choices for students

to demonstrate learning for assessment purposes

• Conducts ongoing formative

assessments to determine student readiness or progress toward a learning goal The Teacher…

• Identifies the learning

standards and discusses them with students

• Shares options for ways the

students might engage with learning material, allows students to present alternate methods

• Provides exemplars of quality

work

• Outlines assessment criteria
• Invites input from learners for

both instruction and assessment purposes The Teacher…

• Shares learning standards and

facilitates the students’ collaboratively making meaning of them

• Provides a forum for

considering what topics would best support learning of the standards

• Develops a set of parameters

and helps students craft a plan for learning, independently and collaboratively, based on their interests and questions

• Facilitates goal setting and

reflection The Teacher…

• Helps students identify current

challenges or problems

• Acts as a resource as

students, independently or collaboratively, align standards to the challenge or problem

• Supports students as they

craft an action plan for solving the challenge or problem that is inclusive of ways to learn the skills and knowledge necessary for success

• Supports goal setting
• Supports self-assessment and

self-regulated behaviors The Learner…

• Engages in learning

experiences outlined by teacher

• Makes choices about

assessments and learning from a list of options determined by the teacher The Learner…

• Collaborates with the teacher
• n designing learning

experiences

• Makes choices about how to

demonstrate their learning based on the assessment criteria and proposed task

• Uses results from formative

assessments to identify next steps in learning The Learner…

• Designs learning experiences

based on expressed standards and learning

• utcomes
• Individually or with peers,

determines how they will demonstrate their learning based on their interests, strengths, and learning needs The Learner…

• Identifies a problem he/she is

passionate about and articulates the purpose for the learning around learning standards and outcomes

• Takes the lead in designing a

solution or action plan for addressing the problem and builds a collaborative network

• f resources to aid them in

implementing their plan

Two Questions to Consider

• What are some strategies

that can increase student choice in an individual teacher’s classroom?

• What can a school do to

promote student choice across the school?

A Plan to Address the Questions

1.Make your first choice—which question to do you want to investigate—individual or school wide? 2.Make your second choice—decide what resources you want to investigate initially. 3.Meet with your team to decide how you will plan to answer your question. 4.Create a plan with your team 5.Present to the group!

Timeline for the work:

• Explore—look at the resources and begin to

dive in (15 min)

• Refine—work with the team to narrow the

work and figure out what resources can support that (15 min)

• Create a plan—work with the team to

present your answer to the question (10 min)

• Present the plan BRIEFLY. (10 min)

Resources to start:

Student Choice Options

To Access this list of resources go to: https://tinyurl.com/studentchoiceoptions Video : 10 Ways to Empower Student Choice https://www.youtube.com/watch?v=L08wNizulOY 5­Minute Film Festival: Student Voice and Choice https://www.edutopia.org/film­fest­student­voice­agency Print Resources : List of Available Articles in a shared folder (there may be more than what is listed below): https://tinyurl.com/CAPSSMay2018

Timeline for the work:

• Explore—look at the resources and begin to

dive in (15 min)

• Refine—work with the team to narrow the

work and figure out what resources can support that (8 min)

• Create a plan—work with the team to

present your answer to the question (8 min)

• Present the plan BRIEFLY. (10 min)

Lunch!

What is next?

✴Gather in school and/or district teams to address “What is Next?” Put your ideas on chart paper. (end at 1:45) ✴“Gallery Walk” providing feedback by “sticky notes” (end at 2:00) ✴Whole group debrief (end at 2:15) ✴Go back to teams to process Feedback (end at 2:30)

Team Time

Complete the survey…thank you.

Final Feedback

Closing Activity

THANK YOU

482 Congress Street, Suite 500 Portland, ME 04101 207.773.0505 greatschoolspartnership.org

Ted Hall, Senior Associate David J. Ruff, Executive Director