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RTI - Changing a School's Culture!

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Jessie Masteller

on 2 September 2014

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Transcript of RTI - Changing a School's Culture!

What school do you want to teach at? Be honest with yourself...
If you are a parent/guardian... What school do you want your child to attend? If you aren't a parent/guardian, what school would you want children that you feel close to attend?
Let's think about our answers...

What does it say about us as a society if we are choosing one school we'd like to teach at and one we'd like to see our own children attend. What does it say about our school cultures?
It's our moral responsibility as educators to seriously consider our role in young people's lives...



“The high school diploma has become the ticket to nowhere.”


—James Waller, Face to Face: The Changing
State of Racism Across America

2006 College Graduates


U.S.: 1.3 million

India: 3.1 million

China: 3.3 million

Today, our economy is not based
on agriculture and industry, but information and services.

Is a high school diploma enough for our current students to be competitive in the global marketplace?

Incarceration


Across the United States,
82% of prison inmates are dropouts.

(Ysseldyke, Algozzine, & Thurlow,1992)

Welfare

75% of those claiming welfare are functionally illiterate.

(www.covinaliteracy.org/facts.htm)

—USA Today (www.usatoday.com/money/economy/2002-12-12-manufacture_x.htm)

U.S. Manufacturing Jobs

1950: 34%

2002: 13%



Agricultural Jobs in America

In 1870, half of the U.S. population was employed in agriculture.

As of 2006, less than 1% of the population
is directly employed in agriculture.

Cold, Hard Facts


“The effects of educational failure are going to get worse if we don’t prepare all students to be competitive in the global marketplace.”

—The Perfect Storm

Social Costs

One study conducted by a University of California, Berkeley economist found that a 10% increase
in the graduation rate would likely reduce the murder and assault arrest rates by about 20%.

(Moretti, 2005)
(www.centerforpubliceducation.org)

Incarceration and Special Education

Only 57% of youth with disabilities graduated from high school in the 2001–02 school year, according to the U.S. Department of Education (2002).

(www.ncset.org/publications/viewdesc.asp?id=3135)

Incarceration and Special Education

(Bell, 1990)


The incidence of learning disabilities among the general population
based on U.S. Department of Education and local service providers is around 5%.

This is in sharp contrast with the number of students with learning disabilities in the criminal justice system, estimated to be as high as 50%.


Incarceration



Youth in correctional facilities

Average age: 15

Average reading level:
4th grade (30% below this level)

(www.edjj.org)

(www.literacybuffalo)

85% of juvenile offenders have reading problems.

Incarceration

(www.proliteracy.org/downloads/ProLiteracyStateOfLiteracy%2010-25-04.pdf)

Incarceration


According to the report Literacy Behind Prison Walls, 70% of all prison inmates are functionally illiterate or read below a 4th-grade level.

Poverty

Dropouts on average earn about $12,000 per year, nearly 50% less than those who have a high school diploma.

They are 50% less likely to have a job that offers a pension plan or health insurance.


They are more likely to experience health problems.

(Rouse & Muenning, 2005)
(www.centerforpubliceducation.org)

Poverty
Welfare
Incarceration
Death

Likely Pathways for Struggling Students


Poverty

—Larry Roberts, Illiteracy on the Rise in America
(www.wsws.org)

According to a U.S. government report,The State of Literacy in America, over 90 million U.S. adults,
nearly one out of two, are functionally illiterate or near illiterate, without the minimum skills required
in a modern society.

Never in our nation’s history have the demands on our educational system been greater or the consequences of failure as severe.

Beyond the high-stakes school accountability requirements mandated by state and federal laws, the difference between success and failure in school is, quite literally, life and death for our students.

"You want kids to come to class? You want them to get excited? You gotta come in here and make em' excited."
-Jeff Bliss, student
School #1: The Charles Darwin School...

School #2: The Pontius Pilate School...

School #3: The Chicago Cub Fan School...

School#4: The Henry Higgins School...

PLC
Are data teams pretending?

Just going through the motions?

Not finding it useful because you aren't learning anything or becoming a better teacher?
We must have buy-in!

We must interact with trust!

Honestly discussing scores!

Find out what strategies are working!

Divvying up reteaching tasks!
-Lazy
-Attendance
-No parental support or guidance
-Technology usage
We have to stop putting all the blame on the students and factors we can't control and focus on what we can do and can control. It's not getting us anywhere.
Evidence ... We can prove it...
"Hattie's work is based on his meta-analysis of more than 1,000 research reviews comprising more than 50,000 individual studies--the largest meta-analysis ever conducted in the field of education. Hattie identified the major factors and practices that influenced student achievement - from family background to teacher training to specific instructional practices. He then went a step further and calculated how much of an effect each factor had on students."
Top Five Influences On
Student Success:

1. Student engagement
2. Piagetian Program (cognitive learning / stages of learning)
3. RTI
4. Teacher credibility (students know which teachers can make a difference)
5. Providing Formative Evaluation
Culture eats structure for lunch!!!!

Let's start a movement!
Let's change the culture of NHS!
Let's become better teachers!
Let's focus on how the students are learning.
Teacher Goals:
Instructional strategies:

-they are working and are engaging the students

-switching strategies even if it's not your personal preference

-Reteach and differentiate to reach all learners in your classes


AI Goals:
Assist with changing the culture of the data teams. (tiers 1 and 2)

Assist our academic caseload students (tier 3)
What type of school do you want to teach at?
What school would you want your own children to go to? And if you don't have children, think of children you feel close to...
What type of school did you attend?
Big Idea #1 Question 1:

Current Reality?
Desired Reality?

To what extent do staff members believe all students can learn at high levels?


Big Idea #1 Question 2:

Current Reality?
Desired Reality?

To what extent do staff members accept responsibility to make this a reality?
Big Idea #2: Collaborative Culture

Do we have frequent collaborative time embedded during our professional day?

Does our teamwork support each other's daily responsibility?

Have we identified team norms?

Do we hold each other accountable to follow our team norms?

Big Idea #2...What is our current reality at North? Where do we want to be?
...Please take five minutes at your table to discuss and fill out the first two columns on the sheet provided.

www.pollanywhere.com

*Please take out your cellphones.
Big Idea #3 Clearly defining what every student needs to learn...

What do we expect our students to learn?

Have we clearly defined essential learning outcomes that all students must master for success in the next course or grade level?
Big Idea #3...What is our current reality at North? Where do we want to be?
...Please take five minutes at your table to discuss and fill out the first two columns on the sheet provided.
Big Idea #3...What is our current reality at North? Where do we want to be?
...Please take five minutes at your table to discuss and fill out the first two columns on the sheet provided.
Teacher Preference vs. Students' Needs

-We must utilize our data teams to find out how students learn the material in the most effective way.
Big Idea #4 Constantly Measure Our Effectiveness...

Have we created common assessments that measure student mastery of essential standards?

Do we compare results to identify the most effective teaching strategies?

Do we use this information to guide the strategies we use in the classroom?
Big Idea #4...What is our current reality at North? Where do we want to be?
...Please take five minutes at your table to discuss and fill out the first two columns on the sheet provided.
*Now, at your table, please begin thinking about Big Ideas 1-4 -the final column- "Next Steps: How do we get there?" Fill in your ideas!
How do we continue the process of improving NHS? We do it together!
Next Steps:

Looking at the desired reality column...

How can YOU help us get there?




What steps will you take to achieve our desired realities?
We can get there together!
Welcome!

Name cards are located on the tables.
Desired reality: Decreasing tardies to class
1. encourage/welcome students coming in late
2. weekly chart of tardies and set goals with the class
WE WILL:

Be guided by what is best for every student

Motivate all students to learn and work towards mastery because all students will learn

Provide multiple opportunities for all students to show growth

Foster relationships with students, their families and the community

We will collaborate to become better educators (refine our practice)

Focus on our sphere of influence when reflecting
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