Journey to School Improvement: The Personalized Mastery ... · 3/20/2014 1 Journey to School...
Transcript of Journey to School Improvement: The Personalized Mastery ... · 3/20/2014 1 Journey to School...
3/20/2014
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Journey to School Improvement:The Personalized Mastery Approach
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Welcome and Housekeeping
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Quick Poll
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Welcome and Introductions 4
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Getting to Share with Each Other5
Role Poll6
What is your role? Check the one which best applies:Technical Assistance ProviderTechnical Assistance ProviderState Education AgencySchool DistrictRural SchoolNon-Rural SchoolOther (please type in the chat.)
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Introduction to the Center on School Turnaround Journeys Project
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• Fred Tempes
F Di t C t S h l T dFormer Director, Center on School Turnaround
• Julie Duffield
• Carlas McCauley
Director, Center on School Turnaround
Senior Research Associate, Center on School Turnaround
• Scott Vince
Research Associate, Center on School Turnaround
Today’s Presenters8
• Roberta Selleck
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• Stacey Kleindl
Principal, Carl Sandburg Middle School
Superintendent, Freeport School District
• Amy Jo Clemens
Assistant Superintendent, Illinois State Board of Education
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Today’s Reflectors9
• Rachel Trimble
Senior TA Consultant, Midwest Regional Center
• Mark Williams
Vice President, Institutional Advancement, Academic Development Institute
• Janet Twyman
Director of Technology and Innovation, Center on Innovations and Learning
Today’s Reflectors10
• Bersheril Bailey
Great Lakes State Manager Michigan Great Lakes State Manager,Michigan, Great Lakes Comprehensive Center
• Sonia Caus Gleason
Educational Consultant and Author, Growing into Equity: Professional Learning and Personalization in High-Achieving Schools
• Greg Dionne
Supervisor, Michigan Department of Education, Improvement and Innovation Curriculum & Instruction Unit
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Agenda11
Welcome and Introductions Welcome and Introductions Overview Journeys Project Early Implementation – District PerspectivesEarly Implementation – School PerspectivesEarly Implementation—State PerspectivesFollow the Journey
Why Journeys?12
• Telling the whole story from the beginning• Adding to the knowledge base• Model for other SEAs
Have you had a chance to read about the Journeys Have you had a chance to read about the Journeys Episode on Carl Sandburg Middle School?
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Project Overview13
• Schools willing to document their turnaround journey journey
• “Followers” chime in, ask questions, and offer ideas
• An interactive, community-building effort rather than "watch from afar”O i i h ' k• Opportunities to augment one another's work
• Lessons learned
OverviewSETTING THE SCENE
• SCOTT VINCE
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Research Associate, WestEd
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Quick Poll15
Do you work in or with schools in a turnaround Do you work in or with schools in a turnaround process?
l i i h hPlease type your experiences in the chat.
Journey School #2: Carl Sandburg Middle School16
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Journeys: Carl Sandburg Middle School17
Project ObjectivesHow does a school approach turnaround without a SIG grant?How does a school approach turnaround without a SIG grant?How does a school address an achievement gap?
Carl Sandburg Middle School18
Freeport Population 26 000Freeport Population 26,000Unemployment 12%
School Population 537FRPL Eligible 61%
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Student Demographics19
Asian
American Indian
1%
White
African American
18%
Hispanic6%
1% Multiracial12%
62%8%
Carl Sandburg Middle School20
ISAT Performance - All Students Percent Meets or Exceeds
Reading Math
57% 60% 59%
58% 56%
44%40%
60%
80%
100%
Reading Math
44%
0%
20%
2011 2012 2013
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Carl Sandburg Middle School21
ISAT Performance Reading - SubgroupsPercent Meets or Exceeds
Whit Bl k
68% 70% 67%
29% 32% 33%40%
60%
80%
100%
White Black
29% 3
0%
20%
2011 2012 2013
Carl Sandburg Middle School22
ISAT Performance Math- SubgroupsPercent Meets or Exceeds
Whit Bl k
67% 69%
53%
30%40%
60%
80%
100%
White Black
30%21%
17%
0%
20%
2011 2012 2013
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Section 1DISTRICT PERSPECTIVE
• ROBERTA SELLECK
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Superintendent, Freeport School District
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Quickwrite: Background Knowledge24
Are you familiar with PersonalizedLearning ? Learning ?
If so, please type in the chat what Personalized Learning means to you.
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District Perspective25
Proficiency-Based Education
Personalized Masteryi
Competency-Based Education
Standards-Based Education
Mastery LearningBlended Learning
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Freeport School District 145Personal Mastery Overview
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Freeport School District 145Personalized Mastery
Traditional Model of Schooling
Everything revolves around the calendar
Time is the Constant
calendar
9 months – 174 days to learn
Semester classes
Spelling words given on MondaySpelling words given on Monday – on Friday, the test
One size fits all – expect all children to be able to learn at the same rate
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Traditional Model of Schooling
Learning is the Variable
A, B, C, D, F
The System gives students ‘permission’ to advance with only partial understanding
The System gives us ‘permission’ to advance to the next topic/unit knowing that some students do not fully understand.
Imagine a New Improved Educational Model
• Time becomes the VariableEach student is given theEach student is given the ‘right’ amount of time to learn
• They move at their own paceSome students need more timeSome students need less timeSome students need less time
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Imagine a New Improved Educational Model
• Learning becomes the Constant
No more failures –Proficiency becomes the expectation
Pre-assessments –discover what the student knows and what they don’t know
Focus on what they don’t
Imagine a New Improved Educational Model
• Students become partners in their learningtheir learning
• They know what is expected (standards are transparent)
• They track their learning• They move at their own pace• They share the responsibility• They utilize appropriate
technology
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District Perspective33
Let’s compare.
Traditional Model of
Schooling
Personalized Mastery Model
vs.
Quickwrite: Comparisons34
In the chat quickly type one main difference you see between a traditional model vs. a personalized mastery model.
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District Perspective35
Traditional Model Personalized MasteryModel
• Time is the constant
• Learning is the variable
• One size fits all
• Students advance with only partial understanding
• Learning is the constant
• Time is the variable
• One size fits one
• Students know what is expected and advance at their own pacepartial understanding
• Teachers advance to next lesson knowing that some students do not fully understand
and advance at their own pace
• Students partner in their own learning and share the responsibility
District Perspective36
Building a CoalitionINTERNAL AND EXTERNAL STAKEHOLDERSStaff Parents
Immediately and frequently engaged
CONSISTENT CONVERSATION
Students Community OrganizationsBusiness Community Local Government
CONSISTENT CONVERSATIONDiscussion as early as Superintendent search interview
The dialogue continues
From Superintendent’s first all-staff convocation to the present, an 18+ month discussion
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District Perspective37
ISSUES CONFRONTED
UNION CONCERNS
BOARD OF EDUCATION
CONCERNS
District Perspective38
Why Carl Sandburg iddl h l
y gMiddle School?
• NCLB Turnaround Status
• Systemic Change
• Leadership
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District Perspective39
Vision of total implementation of a Vision of total implementation of a Personalized Mastery SystemPersonalized Mastery SystemPersonalized Mastery SystemPersonalized Mastery System
Learner-centered practices
Standards-driven
curriculumPERSONALIZED
MASTERY
Reflections— on District Perspectives40
Reflectors What resonates for you from your experiences? What’s similar, what’s different?
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different?
Participants, please share your own reflections, comments & questions
8 minutes
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Section 2SCHOOL PERSPECTIVE
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STACEY KLEINDLPrincipal, Carl Sandburg Middle School
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Are you in a leadership role at your school?
School Perspective42
SHARED CODE OF C
CODE
Elements of Personalized Mastery in action
VISIONCODE OF
COLLABORATION RUBRIC TRACKER
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School Perspective43
Elements of Personalized Mastery in action
SHARED VISION
School Perspective44
CODE OF
Elements of Personalized Mastery in action
COLLABORATION
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School Perspective45
Elements of Personalized Mastery in action
RUBRIC
School Perspective46
Elements of Personalized M i i
CODE TRACKER
Mastery in action
How do these elements of fPersonalized Mastery in Action
resonate for you? Please feel free to share in the chat.
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School Perspective49
Time!
Pace Differs From Other Schools
Professional Development
Other Simultaneous District Changes
Feet In Two Different Systems
Quickwrite: Challenges50
What do you see as challenges in implementing What do you see as challenges in implementing Personalized Mastery in your school or district?
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Reflections— on School Perspectives51
Reflectors:What resonates for you from your experiences? What’s similar? What are some different
t t i ?
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strategies?
Participants, please share your reflections, comments & questions
Time: 8 minutes
Section 3SEA PERSPECTIVE
• AMY JO CLEMENS
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Illinois State Board of Education
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Does your state have an ESEA Flexibility Waiver?
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SEA Perspective53
Why select Freeport School District for Journeys?Interest in Personalized Mastery as an improvement approachInterest in Personalized Mastery as an improvement approach
Possible alternative to typical SIG 1003(g)strategies
Consider as a method to improving achievement gaps
District was significantly impacted by the change in elementary assessment expectations
SEA Perspective54
Why select Freeport School District for Journeys?
Strong, knowledgeable, passionate leaders with complimentary experiences - Dr. Selleck as a new innovative superintendent and Ms. Kleindl with deep roots in the community
Personal connection to the economic downturns of the community
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SEA Perspective55
Illinois state issues and context
Race to the Top – 3 Award meant 17 different initiatives and programs with a fraction of the funding. Districts are implementing with minimal federal dollarsminimal federal dollars.
SEA Perspective56
Illinois state issues and context
ESEA Flexibility Waiver for Illinois has not been approved due to our timeline for teacher evaluation implementation. FY 14 state goal is 100% meets and exceeds. Almost all districts are in status so it is seen as meaningless by the g ydistricts.
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SEA Perspective57
Illinois state issues and context
Increased expectations for our elementary assessment meant a sharp drop in student performance for 2013.
SEA Perspective58
How the SEA is supporting Schools and Districts in Need of Improvement:Need of Improvement:
Illinois Center for School Improvement Partnership with American Institutes of Research to provide coordination, leadership and research resources to our SSOS.
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SEA Perspective59
How the SEA is supporting Schools and Districts in Need of Improvement Need of Improvement
Multi-tiered Services for Districts:Foundational Services – for all districtsFocus Services – for districts with largest achievement gapsPriority Services – for districts with schools in lowest 5%. In November 2013 IL identified priority districts and focus should be later this spring.
SEA Perspective60
How the SEA is supporting Schools and Districts in Need of Improvement Need of Improvement
Coordination with RttT3 supportNew Illinois Report CardIllinois Shared Learning Environment (ISLE)Other initiative areas (SLOs, 5 Essentials Survey, etc)( , 5 y, )
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Reflections— on SEA Perspectives61
Reflectors: What resonates for you from your experiences? What’s similar? What are some different strategies?
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are some different strategies?
Participants, please share your reflections, comments & questions
8 minutes
Continuing the Journey Conversations: 62
State:
Amy Jo Clemens
School:
Stacey Kleindl
District:
Roberta Selleck
What are some of your own final reflectionson what has been shared today?
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Using the Journeys….63
Please share some ways you some ways you might join the Journeys
http://centeronschoolturnaround.org/journeys/
Join the Journeys….64
This is similar to our school’s experience…
http://centeronschoolturnaround.org/journeys/
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Getting Involved65
We invite you to please We invite you to please take a moment right NOW to suggest a resource with a short recommendation so we can include in an
blupcoming blog post.
Thank you!
Suggest Resources Examples66
http://www.air.org/sites/default/files/AIR_Personalized_Learning_Issue_Paper_2013.pdf
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Growing into Equity67
http://www.wested.org/resources/growing-into-equity-professional-learning-and-personalization-in-high-achieving-schools/
Through the Student’s Eyes68
http://www.centeril.org/publications 2013_09_Through_the_Eyes.pdf
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Reawakening the Learner69
http://www.reinventingschools.org/wp-content/uploads/2012/07/Stoll-Reawakening-book.pdf
Thank You70
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