IRRE Overview of Secondary School Reform Framework New Jersey Department of Education Meetings James P. Connell, Ph. D Institute for Research and Reform.
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IRREIRRE
Overview of Secondary School Overview of Secondary School Reform FrameworkReform Framework
New Jersey Department of Education MeetingsNew Jersey Department of Education Meetings
James P. Connell, Ph. DJames P. Connell, Ph. DInstitute for Research and Reform in Education Institute for Research and Reform in Education
IRREIRRE
Who Are We?Who Are We?Institute for Research and Reform in EducationInstitute for Research and Reform in Education
IRRE is a not-for-profit organizationIRRE is a not-for-profit organization We created and developed First Things FirstWe created and developed First Things First We provide technical assistance to districts We provide technical assistance to districts
and schoolsand schools We are working with NJ Department of We are working with NJ Department of
Education and participating districts and Education and participating districts and schools to support implementation of Abbott schools to support implementation of Abbott Secondary RegulationsSecondary Regulations
IRREIRRE
A comprehensive reform framework...A comprehensive reform framework...
developed to raise students’ academic developed to raise students’ academic performance... performance...
to levels required for post-secondary to levels required for post-secondary education and high quality employment.education and high quality employment.
What Is First Things First?What Is First Things First?
IRREIRRE
Who Do We Work With?Who Do We Work With? Diverse school districts serving large proportions of Diverse school districts serving large proportions of
low-income students and familieslow-income students and families– Kansas City, KSKansas City, KS (all 28 elementary, eight middle, four (all 28 elementary, eight middle, four
comprehensive high schools and one selective high school)comprehensive high schools and one selective high school)
– Kansas City, MOKansas City, MO (all four comprehensive high schools and one (all four comprehensive high schools and one magnet high school)magnet high school)
– Riverview Gardens, MORiverview Gardens, MO (two middle schools and one high (two middle schools and one high school)school)
– Houston, TXHouston, TX (three middle schools and one high schools)(three middle schools and one high schools)
– New Orleans, LANew Orleans, LA (eight high schools)(eight high schools)
– High schools in High schools in Greenville and Shaw, MSGreenville and Shaw, MS – Norristown, PANorristown, PA (three middle schools and one high school)(three middle schools and one high school)
– Sarasota, FLSarasota, FL (five high schools)(five high schools)
– Milwaukee, WIMilwaukee, WI (two high schools)(two high schools)
– LosLos Angeles, CAAngeles, CA (two high schools)(two high schools)
IRREIRRE
Evidence Of EffectivenessEvidence Of Effectiveness
Data from Kansas City, KansasData from Kansas City, Kansas– Approximately 20,000 studentsApproximately 20,000 students– Majority of children minorityMajority of children minority– 74% free and reduced lunch74% free and reduced lunch– Four comprehensive and one selective high Four comprehensive and one selective high
schoolsschools– Completed fifth year of district-wide Completed fifth year of district-wide
implementation of FTF in 2005implementation of FTF in 2005– Data presented is from an independent Data presented is from an independent
external evaluation and the Kansas State external evaluation and the Kansas State Department of EducationDepartment of Education
IRREIRRE
KCK Graduation Rate – KCK Graduation Rate – Six Year TrendSix Year Trend
78%
69%
61%61%
48%
54%
40%
50%
60%
70%
80%
1998-1999(N=1530)
1999-2000(N=1525)
2000-01(N=1248)
2001-02(N=1243)
2002-03(N=1160)
2003-04(N=1072)
ALL COMPREHENSIVE HIGH SCHOOLS (N=4)
Source data: Kansas State Department of Education
All high schools implementing FTF
IRREIRRE
Trends In 11Trends In 11thth Grade Reading Assessment Scores: Grade Reading Assessment Scores: Kansas City, Kansas High SchoolsKansas City, Kansas High Schools
39%39%34%
29%25%
25%28%
36%
44%45%
0%
10%
20%
30%
40%
50%
60%
2001 (N=977)
2002 (N=988)
2003(N=1050)
2004 (N=986)
2005*
Proficient or above UnsatisfactorySource data: Kansas State Department of Education - all students tested
*Preliminary data
IRREIRRE
Trends In 11Trends In 11thth Grade SpEd Reading Assessment Scores: Grade SpEd Reading Assessment Scores: Kansas City, Kansas High SchoolsKansas City, Kansas High Schools
1% 4%
21% 25%
89% 85%
51% 53%
0%10%20%30%40%
50%60%70%80%90%
2001 (N=187)
2002 (N=144)
2003 (N=179)
2004 (N=180)
Proficient or above Unsatisfactory
Source data: Kansas State Department of Education - all students tested
Closing The Racial Closing The Racial Achievement Gap In Achievement Gap In
Reading In KCKReading In KCK
IRREIRRE
Percentage Of Students Achieving ProficientPercentage Of Students Achieving ProficientOr Above In Reading (Grades 5, 8 & 11)Or Above In Reading (Grades 5, 8 & 11)
46%
24%
48%
26%
55%
40%
64%
46%
0%
10%
20%
30%
40%
50%
60%
70%
2001 2002 2003 2004
Caucasian African-American
Source data: Kansas State Department of Education - all students tested
N=
2149
N=
2150
N=
2123
N=
2124
N=
951
N=
903
N=
894
N=
779
IRREIRRE
Percentage Of Students Achieving ProficientPercentage Of Students Achieving ProficientOr Above In Reading (Grades 5, 8 & 11)Or Above In Reading (Grades 5, 8 & 11)
46%
25%
48%
33%
55% 53%
64%61%
0%
10%
20%
30%
40%
50%
60%
70%
2001 2002 2003 2004
Caucasian Hispanic
Source data: Kansas State Department of Education - all students tested
N=
656
N=
760
N=
917
N=
947
N=
951
N=
903
N=
894
N=
779
Closing The Economic Closing The Economic Achievement Gap In Achievement Gap In
Reading In KCKReading In KCK
IRREIRRE
Percentage of Students Achieving Proficient or Above Percentage of Students Achieving Proficient or Above (Grades 5, 8 & 11)(Grades 5, 8 & 11)
43%
28%
53%
44%
60%
51%
0%
20%
40%
60%
80%
2002 2003 2004
Paid Lunch Free/Reduced
N=
1325
N=
1276
N=
1117
N=
2716
N=
2906
N=
2940
Source data: Kansas State Department of Education - all students tested
IRREIRRE
OutcomesOutcomes
For StudentsFor Students– Successfully complete elementary, Successfully complete elementary,
middle and high school middle and high school – With academic skills required for next With academic skills required for next
level of educationlevel of education
IRREIRRE
OutcomesOutcomes
For SchoolsFor Schools– Change relationshipsChange relationships– Improve quality of teaching and learningImprove quality of teaching and learning– Focus all resources on these two thingsFocus all resources on these two things
IRREIRRE
Reform StrategiesReform Strategies
Small Learning CommunitiesSmall Learning Communities
Family Advocate SystemFamily Advocate System
Instructional ImprovementInstructional Improvement
IRREIRRE
Small Learning Communities (SLCs)
Small, tall and pureSmall, tall and pure ThemesThemes Common planning timeCommon planning time Flexible allocation of resourcesFlexible allocation of resources Collective responsibilityCollective responsibility
IRREIRRE
StrategiesStrategies
Small Learning CommunitiesSmall Learning Communities
Family Advocate SystemFamily Advocate System
Instructional ImprovementInstructional Improvement
IRREIRRE
Family Advocate System (FAS)Family Advocate System (FAS)
What is it?What is it?– In high schools and middle schools with In high schools and middle schools with
SLCsSLCsA commitment by all professional and other A commitment by all professional and other
qualified staffqualified staff– To work with approximately 15 students and To work with approximately 15 students and
their familiestheir families– For as long as they are in the schoolFor as long as they are in the school– To ensure academic success for those To ensure academic success for those
studentsstudents
IRREIRRE
Family Advocate System (FAS)Family Advocate System (FAS) What do advocates get trained to do?What do advocates get trained to do?
– Use one-on-one and small-group time with Use one-on-one and small-group time with students effectivelystudents effectively
– Monitor student progress with an academic and Monitor student progress with an academic and behavioral profilebehavioral profile
– Establish regular and productive Establish regular and productive communication with familiescommunication with families
– Conduct effective family conferencesConduct effective family conferences– Work with colleagues to ensure each student’s Work with colleagues to ensure each student’s
successsuccess
IRREIRRE
StrategiesStrategies
Small Learning CommunitiesSmall Learning Communities
Family Advocate SystemFamily Advocate System
Instructional ImprovementInstructional Improvement
IRREIRRE
Instructional Improvement Instructional Improvement ActivitiesActivities
Embracing shared instructional goals – Embracing shared instructional goals – engagement, alignment and rigor (EAR)engagement, alignment and rigor (EAR)
Assessments of instructional goals used as Assessments of instructional goals used as learning toolslearning tools
Getting common planning time and using Getting common planning time and using it effectivelyit effectively
Training and real time coaching of Training and real time coaching of instructional leaders and teachers around instructional leaders and teachers around EAREAR
IRREIRRE
Summary Summary
Small Learning CommunitiesSmall Learning Communities
Family Advocate SystemFamily Advocate System
Instructional ImprovementInstructional Improvement
IRREIRRE
Planning Year HighlightsPlanning Year Highlights
June – Oct
Constituency Building Meetings
Select School Improvement Facilitators – begin training
Sept –
Nov
Continue school data collection
Fall Kickoff Meeting
Jan –Mar
Introduction to Instructional Improvement & Curriculum Enrichment
Nov –Dec
Conduct student survey
Select SLC themes
Determine school schedule & staffing plan
Begin school data collection
School Roundtable
Conduct staff survey
Analysis of faculty & student profiles
SLCs formed
IRREIRRE
Planning Year HighlightsPlanning Year Highlights
Mar –
Summer
SLCs begin to meet
Instructional Coaches selected by district & schools
Ongoing System Leadership Development
Jan – June
Initial Instructional Training: Engagement, Alignment and Rigor
Enroll students in SLCs
Develop schedules for SLCs, teachers & students
Summer
Curriculum Enrichment Training
New teacher orientation
SLC and Family Advocate trainings
Fall ‘06 Full School Implementation of Reform Strategies
IRREIRRE
IRRE National OfficeIRRE National Office1420 Locust Street, 7Q1420 Locust Street, 7QPhiladelphia, PA 19102Philadelphia, PA 19102215.545.1335215.545.1335www.irre.orgwww.irre.org
IRRE NJ TeamIRRE NJ Team
Melissa Brand Melissa Brand (mbrand@princetonleadership.org)(mbrand@princetonleadership.org)
Laurie Levin (levinassoc@aol.com)Laurie Levin (levinassoc@aol.com)
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