The OMPG/reDesign LAC project
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Transcript of The OMPG/reDesign LAC project
The OMPG/reDESIGN Collabora5on Learning Across the Curriculum Training educators to prepare NYC Overage, Under-‐credited Youth for College
The LAC Project 2007-2010
Every 9 seconds a student becomes a drop-‐out The College Readiness Gap
• 32% of all students leave high school qualified to aBend four-‐year colleges.
• 51% of all black students and 52% of all Hispanic students graduate from high school.
• 20% of all black students and 16% of all Hispanic students leave high school college-‐ready.
• 9% of all college-‐ready graduates are black, another 9% are Hispanic, compared to a total populaKon of 18-‐year-‐olds that is 14% black and 17% Hispanic.
Gre
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& F
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NYC’s College Readiness Gap 49.5% of NYC high school students drop-‐out of high school
Many NYC High School Graduates who do graduate and aRend college will enroll at CUNY or SUNY….
…How are they doing?
• Only 3.4 % of CUNY freshman will receive an Associates Degree by the end of 6 years.
• 74% of CUNY freshmen will need to take remedial courses (the equivalent of paying for HS)
• Only 55.8% of NYC students pass the Math A Regents
• Only 59% of NYC students pass the English Regents
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How the LAC Project addresses this crisis Schools that parKcipate in the LAC Project learn to support students in…
• Building Key Cogni5ve Skills through the design of content-‐area invesKgaKons that emphasize higher-‐order thinking.
• Expanding Content-‐specific knowledge and skills with explicit building-‐background techniques, reinforced by collaboraKve invesKgaKons, and opportuniKes to synthesize new learning.
• Developing Academic Behaviors by teaching the metacogniKve skills of planning, monitoring and evaluaKng one’s understanding, techniques and performance.
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Achievement Results: Academic Success for
Over-Age, Under-Credited Youth
3 Clients who met AYP while serving poten5al drop-‐outs:
% Graduated
% of grads. enrolled in college
ELA Regents Passage
Math Regents Passage
Olympus Academy 80% 40% 65% 75%
Phoenix Charter Academy 47% 90% 95% 90%
W. Brooklyn Community HS 40% 29% 92% 89%
THE LAC PROJECT A Framework for EffecKve InstrucKon
“Great Teaching” is the capacity to teach students to become great (independent) learners…
the capacity to become, in effect, obsolete.
This can be taught if teachers have:
• A deep understanding of, and a passion for teaching…
• High-‐impact learning strategies
• Their Content • With a student-‐centered pedagogy
• CreaKvity • The interest in and capacity to reflect • A trust and belief in students’ capacity to be curious, powerful learners
• “Withitness” (Kounin, J.S, 1970)
The difference between effecKve and ineffecKve teachers…
The top 5 % of teachers are able to impart a year and a half’s worth of learning to students in one school year, as judged by standardized tests. The weakest 5% advanced their students only half a year of material each year.
-‐-‐Eric Hanushek
A student with a weak teacher for 3 straight years will score, on average, 50 percenKle points behind a similar student with a strong teacher for those same years.
-‐-‐William Sanders
Excerpted from Green, E. “Building a Better Teacher.” NYTimes: 3/7/10.
The LAC Project: The Framework for Effec5ve Instruc5on
Learning Strategies:
Higher Order Thinking (Cogni5ve Strategies)
Metacogni5on (Academic Behaviors)
Literacy Strategies (The gateway to developing content-‐area skills and knowledge)
The LAC Project: The Framework for Effec5ve Instruc5on Teaching PracKces
Building-‐Background Knowledge
Modeling Learning Strategies
Coaching Academic Behavior
Scaffolding Collabora5ve Inves5ga5ons of rich content
Designing opportuni5es to synthesize new learning
Teaching metacogni5on
ImplemenKng the FEI
• The LAC Project is deeply collaboraKve, with students at the center.
• The role of the Principal as the Leader is criKcal.
• The relaKonship between Principals and Teachers is primary.
• FEI Coaching is designed to support the joint-‐work of the Principal and Teachers.
Principals The Instructional
Leaders of the Initiative
Teachers Co-creators & collaborators
The FEI & the LAC Project
Students Explorers & Experimentors
The LAC Project Model: ImplemenKng the Framework for EffecKve
InstrucKon Each parKcipaKng site has access to: • A Series of MulK-‐Site Trainings on the FEI
• 20-‐30 Individualized InstrucKonal Site-‐Visits • Coaching for Principals on InstrucKonal Leadership:
ImplementaKon of the FEI
• Coaching on the Design of Periodic Assessments for college-‐readiness
• Coaching on data collecKon and analysis of college-‐ready habits.
• A rich set of resources and materials.
How effec5ve is the LAC Project? What teachers and principals are saying…
I’ve done more in this last year than I’ve done in many years, and it feels like this is what I’m supposed to do.
“This is like the best graduate level course I’ve ever taken…to have this kind of aBenKon and feedback on my work was amazing.”
“I’ve always been creaKve and had good ideas about projects. But I feel like it’s really been important to learn how to scaffold the curriculum with literacy skills and meta-‐cogniKon so that students get what they need to actually enjoy learning.”
In a 2009 OMPG survey of LAC Project Participants:
• 100% of respondents indicated that they had learned to integrate learning strategies into their teaching;
• 100% indicated CUE had enhanced their work with students;
• 100% indicated they had learned valuable new skills;
The Multi-Site Trainings
“When I started to work with my coach my classroom became so much more…engaging: with less Kme for lecturing, and much more Kme for invesKgaKon. My coach was so honest with me, she gave me straighmorward feedback on how to rebalance my lessons. Her candor and direcKon has been so useful. I’ve been teaching for many years, but now I feel that I am really teaching…”
I find myself conferencing with the students and asking quesKons…now the students say “Man, you never give us the answers any more.”
Individualized Instructional Site Visits
In a 2009 OMPG survey of LAC Project Participants:
• 79% of respondents incorporated more than 10 suggestions from their coaches into their teaching and planning.
• 86% indicated they had learned to integrate learning strategies into their teaching.
• 84% noticed their lesson planning became more strategic.
Teachers Report: The FEI Improves Teaching & Learning
Teacher’s Work with Coach Disagree Unsure Agree S. Agree
Regular (n=28) 0% 13% 45% 42% Occasional (n=11) 0% 17% 58% 25% Rare – Only PD (n=17) 18% 41% 32% 9% All Surveyed (n=56) 6% 23% 43% 28%
• 87% of teachers who work regularly with a coach report that teaching and learning in their classrooms is improving.
• 41% of teachers with rare access to a coach, also report that their teaching is improving.
“Not only are the students learning the concepts beBer, but they are learning why we are learning to use learning strategies. Some students now explain the strategies to other students.”
“My students “think” more.”
LAC Project par5cipants deepen their understanding of Higher-‐Order Thinking in instruc5on
Teacher’s Work with Coach Not
Evident Low Moderate Strong
Regular (n=30) 6.5% 13% 50% 30% Occasional (n=12) 0 25% 58% 16.5% Rare (n=21) 14% 14% 57% 14% All Surveyed (n=63) 8% 16% 54% 22%
When Teachers Discuss their Work Is Understanding of H.O.T. Evident?
Of the teachers working regularly or occasionally with a coach…
78.5% report deepening their understanding of H.O.T.
62% highlight teaching literacy strategies in their class
55% highlight using higher-‐order quesKoning as a teaching strategy
52% discuss ways they ask higher-‐order quesKons in assessments
Teachers and Principals Highlight Key Strengths in their Coaches…
• Cri5cal Thinker. Uses quesKoning to help me think more deeply.
• Resourceful. Brings materials, models acKviKes, shares Kps.
• Concrete. Provides real-‐Kme nuts and bolts steps for improving teaching and learning.
• Crea5ve. Collaborates with us to create new approaches, structures and materials to meet our students’ needs.
• Responsive. Helps us address our specific needs within our school model.
• Open. Professional yet comfortable, meets me where I’m at.
• Respecmul. Leverages my strengths and uses these to support me.
• Student Focused. Helps me see pimalls that I hadn’t anKcipated.
• Student Centered. Helps make students more interacKve in my classes.
Support of Principals
“I wanted H.O.T. to be the one central concept guiding the school, but I didn’t know how to do that by myself. I decided to learn how by trying everything alongside our coach. At the end of two years our school had integrated the Framework for EffecKve InstrucKon, and have since been able to facilitate and modify it ourselves. It is part of our DNA: even with staff turn-‐over, H.O.T. remains at the center of our work.”
“My past experience with professional development has been that it was so theoreKcal it was impossible to implement effecKvely. My reDESIGN coach tailors her support so that it balances the theory and pracKce so well. I have improved immensely this year, and reDESIGN has played the biggest part in that growth.”
“We couldn’t have built our school without the LAC project, both in the design phase of our work, and over the past three years of operaKon. Despite the fact that our students have faced repeated failure in other schools, the model we have created with reDESIGN has allowed them to succeed at levels that even we didn’t believe was possible.”
Support of Principals The LAC Project is most effecKve in schools where Principals use their coach to support their own development as a leader.
In these programs, principals and coaches:
• Co-‐develop and manage a school-‐wide FEI implementaKon plan; • Meet weekly to explore and reflect on instrucKonal improvement issues; • Co-‐plan and facilitate professional development sessions; • Co-‐observe classrooms, debriefing with each other and the teacher; • Observe each other modeling new strategies and pracKces in classrooms, providing each other with feedback. • Create and modify tools and materials for the staff.
High School for Excellence & Innova5on A snap-‐shot of the first 6 months in the LAC project
Aner 6 months in the LAC Project, par5cipa5ng teachers beRer understand H.O.T.
Low Level of Understanding
Middle Level of Understanding
High Level of Understanding
Focus primarily on content, recall, and low-‐level skills.
Some focus on literacy strategies and higher-‐order
thinking.
Focus on scaffolding higher-‐order thinking and
metacogniKon.
High Level of LAC Par5cipa5on 0 1 2 Low Level of LAC Par5cipa5on 2 2 0
• All describe the coaches as “very approachable” and enjoyable to work with.
• All 4 teachers felt their lesson planning had improved through parKcipaKon in the project.
• Teachers highlighted coaches’ ability to help them understand and implement complex concepts.
• Teachers highlighted how coaches help them to think more deeply about their own pracKce.
Posi5ve Feedback from the HSEI Principal and Teachers involved with the LAC Project