Designing School Systems Designing School Systems for All Students: for All Students:

A Toolbox To Fix America’s A Toolbox To Fix America’s SchoolsSchools

Dr. Robert J. ManleyDr. Robert J. ManleyDr. Richard J. HawkinsDr. Richard J. Hawkins

Presented at the AASA Annual Conference, Denver, CO

February 18, 2011

Why have educational reforms Why have educational reforms failed?failed?

Current Reality Problems, Issues

Shared Vision Problems, Issues

Emotional TensionWe typically play here

Dynamic TensionDynamic Tension

How can educational reforms How can educational reforms succeed?succeed?

Current Reality Problems, Issues

Shared Vision Problems, Issues

Creative Tension

We should play here

R

R

Dynamic TensionDynamic Tension

What predicts success for the What predicts success for the B.A.?B.A.?

Content mastery of intense curriculaContent mastery of intense curricula88thth grade grade ACT benchmark scores in Math, ACT benchmark scores in Math,

Science, Social Studies and English predict Science, Social Studies and English predict college successcollege success

Current Reality: Success rates on 8Current Reality: Success rates on 8thth grade grade ACTACT 40% achieve science benchmark40% achieve science benchmark 60% achieve social studies benchmark60% achieve social studies benchmark 25% achieve math benchmark25% achieve math benchmark 20% of 820% of 8thth grade predicted to complete BA grade predicted to complete BA

Who takes more rigorous courses? Who takes more rigorous courses? Why?Why?

Female students take more rigorous Female students take more rigorous courses than males in high school.courses than males in high school.

Ethnic group percent in rigorous coursesEthnic group percent in rigorous courses69% of Asian Americans69% of Asian Americans54% of White Americans54% of White Americans42% of Black Americans42% of Black Americans34% of Hispanic Americans34% of Hispanic Americans22% of American Indians 22% of American Indians

Our AssumptionsOur Assumptions

Our students Our students now now compete on the world compete on the world stage intellectually, economically, and stage intellectually, economically, and sociallysocially

Based on the demographics and capacity of Based on the demographics and capacity of other nations, particularly India and China, to other nations, particularly India and China, to produce high quality educational programs, produce high quality educational programs, we cannot afford to leave we cannot afford to leave anyany child behind child behind

Our students must develop fluency and adapt Our students must develop fluency and adapt to world culturesto world cultures

Our schools must be reconceived and Our schools must be reconceived and redesigned accordingly!redesigned accordingly!

You Reap What You Design! You Reap What You Design!

Our school systems are producing the Our school systems are producing the product they have been designed to product they have been designed to produce.produce.

If we are not satisfied with our current If we are not satisfied with our current reality, we must rethink and then redesign reality, we must rethink and then redesign our schools in alignment with our desired our schools in alignment with our desired futurefuture

Ineffective Schools: A Process Ineffective Schools: A Process of Alignment…of Alignment…OR NOTOR NOT!!

Shared Vision?

Herein Lies the Problem

Effective Schools Design for Effective Schools Design for AlignmentAlignment

Shared Vision

The Ideal

Our Guiding IdeasOur Guiding Ideas

Effective schools envision success for ALL Effective schools envision success for ALL students students

Effective schools are Effective schools are designeddesigned for ALL for ALL students to be successfulstudents to be successfulThey align their structures with the desired They align their structures with the desired

futurefuture

Our Guiding IdeasOur Guiding Ideas

Effective schools are Effective schools are designeddesigned for ALL for ALL students to achieve mastery, not students to achieve mastery, not proficiency, in all academic, artistic, proficiency, in all academic, artistic, physical, social, and emotional domainsphysical, social, and emotional domains

Effective schools are Effective schools are designeddesigned to accept to accept responsibility for insuring that ALL responsibility for insuring that ALL students meet mastery in all academic, students meet mastery in all academic, artistic, physical, social, and emotional artistic, physical, social, and emotional domainsdomains

Let’s Open the ToolboxLet’s Open the Toolbox

Getting The Curriculum RightGetting The Curriculum RightDesign a well defined rigorous, sequenced Design a well defined rigorous, sequenced

curriculum whose focus is on knowledge and curriculum whose focus is on knowledge and understanding!understanding!Design for Design for SurvivorSurvivor, not , not JeopardyJeopardyAlign the espoused curriculum with the Align the espoused curriculum with the

curriculum actually being taught! curriculum actually being taught! Design a clear scope and sequence for all Design a clear scope and sequence for all

subjectssubjectsCurriculum design starts with envisioning the Curriculum design starts with envisioning the

outcomes a la Wiggins and McTigueoutcomes a la Wiggins and McTigue

Getting The Curriculum RightGetting The Curriculum Right

Design and embed social emotional literacy Design and embed social emotional literacy into every curriculum into every curriculum

Design and embed 21Design and embed 21stst century century multiculturalism into every curriculum multiculturalism into every curriculum

Design and embed team learning and Design and embed team learning and technology into every curriculumtechnology into every curriculum

Design and embrace multiple learning styles Design and embrace multiple learning styles and intelligencesand intelligences

Getting The Curriculum RightGetting The Curriculum Right

It is time to embrace It is time to embrace national standardsnational standards that : that :Are apoliticalAre apoliticalAre designed for mastery Are designed for mastery Are designed for 21Are designed for 21stst century skills and knowledge century skills and knowledgeReflect world-class standards and rigorReflect world-class standards and rigorAre guaranteed and viable for all studentsAre guaranteed and viable for all studentsFoster democracy and insure our place on the Foster democracy and insure our place on the

world stage economically, culturally, and sociallyworld stage economically, culturally, and socially

Getting The Curriculum RightGetting The Curriculum Right It is time to embrace It is time to embrace national assessmentsnational assessments that: that:

Are apoliticalAre apoliticalReliable and ValidReliable and ValidEmphasize knowledge, understanding, and transferabilityEmphasize knowledge, understanding, and transferabilityDeemphasize test-taking technique Deemphasize test-taking technique Emphasize what children know and are able to do Emphasize what children know and are able to do Utilize multiple measures to illuminate learningUtilize multiple measures to illuminate learningAssess through multiple learning stylesAssess through multiple learning stylesProduce measureable outcomes that align with our Produce measureable outcomes that align with our

desired futuredesired futureFor example, use ACT Gr.8 and Gr. 12 as “leaving For example, use ACT Gr.8 and Gr. 12 as “leaving

exams”exams”

““Leaders are visionaries with a Leaders are visionaries with a poorly developed sense of poorly developed sense of fear and no concept of the fear and no concept of the

odds against them.”odds against them.”

Robert Jarvik, MD.Robert Jarvik, MD.

Inventor of the Jarvik 7 Artificial HeartInventor of the Jarvik 7 Artificial Heart

LeadershipLeadership

Lead with Vision and InquiryLead with Vision and InquiryServe their organization Serve their organization Are data informedAre data informedValue the workersValue the workers

The essential role of leaders is The essential role of leaders is to design, teach and steward to design, teach and steward

their organizations to their their organizations to their desired futuredesired future

Peter SengePeter Senge

The Dance with Change (1999)The Dance with Change (1999)

Inquiry: An Essential Skill for Building Inquiry: An Essential Skill for Building Relationships and Shared VisionRelationships and Shared Vision

Balance Inquiry and AdvocacyBalance Inquiry and AdvocacyListen to yourself and othersListen to yourself and othersSuspend your certaintySuspend your certaintyHold Space for differencesHold Space for differencesSpeak from the heartSpeak from the heartSlow down. You need to go slow to go fastSlow down. You need to go slow to go fast ““I’m wondering…”I’m wondering…”

Diagnostics, Prescriptions and Diagnostics, Prescriptions and Assessments for SuccessAssessments for Success

Data, data everywhereData, data everywhereIs it valuable? Is it valuable? Is it skewed and/or biasedIs it skewed and/or biased

Does the data measure that which Does the data measure that which your organization values?your organization values?

““The brutal truth that The brutal truth that schools must face is…schools must face is…

that a system can only produce that a system can only produce the output and behaviors that it the output and behaviors that it

was designed to create”was designed to create”

Manley & Hawkins (2009), p.56

Planning for ChangePlanning for Change

How aware is your organization about the How aware is your organization about the need to change?need to change?

How prepared is your organization for the How prepared is your organization for the change under consideration? change under consideration?

What are the organizational ABBA’s and What are the organizational ABBA’s and MM’s about the problem and potential MM’s about the problem and potential solutionssolutions

What strategies can you employ to ready the What strategies can you employ to ready the culture for change? culture for change?

Planning for ChangePlanning for Change

Analyze and assess data and analyzing Analyze and assess data and analyzing collaboratively to establish the need for collaboratively to establish the need for changechange

Use your Guiding Ideas to create buy-in! Use your Guiding Ideas to create buy-in! Turn your GI’s to Operating Principles Turn your GI’s to Operating Principles

(action) (action) Supervise to your vision and GI’sSupervise to your vision and GI’s

Framework for Strategic LeadershipFramework for Strategic Leadership

Culture

Current Reality

Change Action

Desired Future

ABBA’s

Skills and Capabilities (Data)

Awareness and Sensibilities

Guiding Ideas

Innovations in Infrastructures

T, M, & Tools

Evidence

Relationships

Practices

PDSA

Fixes That FailFixes That Fail

Issue

Symptomatic Fix

Unintended Consequences

Student EngagementStudent Engagement

Stimulate children to perceive aspects of the Stimulate children to perceive aspects of the world about themworld about them

Develop more extended and accurate languageDevelop more extended and accurate language Develop a sense of mastery over the immediate Develop a sense of mastery over the immediate

environmentenvironment Develop thinking and reasoning to make new Develop thinking and reasoning to make new

discoveriesdiscoveries Develop purposive learning activities for longer Develop purposive learning activities for longer

period of timeperiod of time

Bloom, (1981)

Cooperative LearningCooperative Learning

In true cooperative learning schools In true cooperative learning schools all teachers held students all teachers held students

collectively and individually collectively and individually responsible to demonstrate mastery responsible to demonstrate mastery

of what they had learnedof what they had learned

How To Govern Schools How To Govern Schools EffectivelyEffectively

““Quality starts in the boardroom.” Quality starts in the boardroom.” - W. Edwards Deming- W. Edwards Deming

Effective School BoardsEffective School Boards

Governance is specialized ownership, not Governance is specialized ownership, not managementmanagement

The board is a governing bodyThe board is a governing body The board specifies the nature and cost of resultsThe board specifies the nature and cost of results The board outlines boundaries for the The board outlines boundaries for the

superintendentsuperintendent Board meetings are spent learning about, Board meetings are spent learning about,

debating, and resolving long term endsdebating, and resolving long term ends The board monitors performanceThe board monitors performance

Carver (1997)

Character Education and Its Impact on Character Education and Its Impact on Student AchievementStudent Achievement

Effective Character Ed. is not a program, it is Effective Character Ed. is not a program, it is a way of behaving that can be taught, a way of behaving that can be taught, modeled by all, learned and assessedmodeled by all, learned and assessed

Character must be broadly conceived to Character must be broadly conceived to encompass the cognitive, affective, and encompass the cognitive, affective, and behavioral aspects of morality. All adults must behavioral aspects of morality. All adults must help children understand “core virtues”, adopt help children understand “core virtues”, adopt and commit to them, and work to employ them and commit to them, and work to employ them in the school. Lickona (1991)in the school. Lickona (1991)

Guiding IdeasGuiding Ideas

We believe that social and emotional literacy is We believe that social and emotional literacy is necessary for academic success necessary for academic success

  We believe responsible citizenship is We believe responsible citizenship is developed through the teaching and learning of developed through the teaching and learning of core virtues and skills of character development core virtues and skills of character development

We believe that all virtuous behavior is learnedWe believe that all virtuous behavior is learned We believe all students will demonstrate the We believe all students will demonstrate the

capacity to reflect on their behaviors through capacity to reflect on their behaviors through the lens of the core virtues and generate the lens of the core virtues and generate multiple strategies to correct and model multiple strategies to correct and model appropriate behaviors appropriate behaviors

Operating PrinciplesOperating Principles If If we believe that social and emotional literacy is we believe that social and emotional literacy is

necessary for academic success necessary for academic success thenthen……   If we believe responsible citizenship is developed If we believe responsible citizenship is developed

through the teaching and learning of core virtues through the teaching and learning of core virtues and skills of character development then…and skills of character development then…

If we believe that all virtuous behavior is learned, If we believe that all virtuous behavior is learned, then…then…

If we believe all students will demonstrate the If we believe all students will demonstrate the capacity to reflect on their behaviors through the capacity to reflect on their behaviors through the lens of the core virtues and generate multiple lens of the core virtues and generate multiple strategies to correct and model appropriate strategies to correct and model appropriate behaviors then…behaviors then…

Our Core Virtues Our Core Virtues Respect Respect ResponsibilityResponsibility Honesty Honesty AcceptanceAcceptance Perseverance Perseverance Empathy Empathy Integrity Integrity Humility Humility Forgiveness Forgiveness CompassionCompassion

The ResultsThe Results

Discipline Reports William Floyd Elementary School 2004-2005

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Discipline Reports 2005- 2006

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Discipline Reports 2006-2007

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Bus ReportsBus Reports

2004 – 2005 2004 – 2005 163 Bus Reports163 Bus Reports

2005 – 2006 2005 – 2006 214 Bus Reports214 Bus Reports

2006 – 2007 2006 – 2007 3232 Bus Reports * As of April 1 Bus Reports * As of April 1stst 2007 2007

Unintended ConsequencesUnintended Consequences

Strong AttendanceStrong Attendance Internal Complaints DeclineInternal Complaints DeclineExternal Complaints DeclineExternal Complaints DeclineMental Models begin to shiftMental Models begin to shift

AdultsAdultsStudentsStudents

Academic GainsAcademic Gains

Kindergarten into First GradeKindergarten into First GradeReduction in Level 1 and 2 StudentsReduction in Level 1 and 2 StudentsSignificant Improvement from Baseline Significant Improvement from Baseline

to Benchmark Reading Levels (Closing to Benchmark Reading Levels (Closing the Gap)the Gap)

No Significant Performance Gaps No Significant Performance Gaps Between Disaggregated GroupsBetween Disaggregated Groups

New York State ELA ExamNew York State ELA Exam

Systems That Work for StudentsSystems That Work for Students

Curriculum Design Focused On Student Curriculum Design Focused On Student performanceperformance

Leadership Infused With Systems ThinkingLeadership Infused With Systems Thinking Diagnostic and Prescriptive Skills Focused on Diagnostic and Prescriptive Skills Focused on

StrengthsStrengths Engaged StudentsEngaged Students System Analysis, Continuous Improvement, System Analysis, Continuous Improvement,

InquiryInquiry Effective School BoardsEffective School Boards Pervasive Character EducationPervasive Character Education