HIGHLANDS HIGH SCHOOL
Transforming Teaching and Learning
Creating the Conditions for
Meaningful Change
ESSENTIAL QUESTION
DESTINATION GRADUATION---And then what?
What skills/qualities do we want our students to have
at graduation that will prepare them for life after
high school?
Career AND College Ready
“The purpose of education is not to have our
children do well in school, but to have them
do well in the lives they lead outside of
school.”
---Stephanie Pace Marshall
20th Century Learning
Teacher-directed
Direct Instruction
Knowledge
Content
Basic Skills
Theory
Curriculum
Individual
Classroom
Summative Assessed
Learning for School
21st Century Learning
Teacher-directed
Direct Instruction
Knowledge
Content
Basic Skills
Theory
Curriculum
Individual
Classroom
Summative Assessments
Learning for School
A Better
Learner-centered
Collaborative Instruction
Skills
Process
Higher-order Thinking
Practice
Life Skills
Group
Community
Formative Evaluations
Learning for Life
Balance
OUR
CHALLENGE
•How do we create a rigorous,
relevant, student-centered
learning environment that
better prepares all students
for today’s AND tomorrow’s
world?
International Center for Leadership in Education
The Learning Criteria
• Foundation Learning
• Stretch Learning
• Personal Skill
Development
• Learner Engagement
FOUNDATION LEARNING
Academic Classes
Common Core Curriculum
Math Study Skills
Before and After School Tutoring
Writing Lab
Understanding by Design Framework
Benchmark Assessments
Keystone Exams
COMMON CORE STATE STANDARDS
MISSION STATEMENT:
• The Common Core State Standards provide a consistent, clear
understanding of what students are expected to learn, so
teachers and parents know what they need to do to help
them. The standards are designed to be robust and relevant
to the real world, reflecting the knowledge and skills that our
young people need for success in college and careers. With
American students fully prepared for the future, our
communities will be best positioned to compete successfully
in the global economy.
• FEWER
CLEARER HIGHER DIFFERENT
Pre CCSS
Sample Math question
A baseball team had $1,000 to spend on supplies. The team spent $185 on a new
bat. New baseballs cost $4 each. The inequality 185 + 4b ≤ 1,000 can be used to
determine the number of new baseballs (b) that the team can purchase. Which
statement about the number of new baseballs that can be purchased is true?
•
•
•
•
A. The team can purchase 204 new baseballs.
B. The minimum number of new baseballs that can be purchased is 185.
C. The maximum number of new baseballs that can be purchased is 185.
D. The team can purchase 185 new baseballs, but this number is neither the
maximum nor the minimum.
Number One Factor for improving
Student Achievement—QUALITY
INSTRUCTION
The impact of an effective teacher on student learning is
4 times that of an ineffective teacher.
Focus on Instruction and Learning
• Assessment Binders
 Guestbook Activities
 Reflection Activities
 Common Assessments
• Unit Planning using the Understanding by Design framework
• Imbedded Professional Development
 Educator Effectiveness Model
 Model Schools Team
 Professional Learning Communities (PLCs)
• Focus on Power Components
 2B--Establishing a Culture for Learning
 3C—Engaging Students in Learning
 3D—Using Assessment in Instruction
“Students can do no better than
expectations we have for them or
the assignments that we give them
to do.” --Otto Graff
A Teacher’s Worst Nightmare
• “Hurry up and give me the quiz Ms. Russo
before I forget everything!”
Familiar Assessment Scenario
The Finding of the Hugglbos
It is believed that Hugglbos once yupted the bysistor of
Nanatoga. The Hugglbos were an antitotal of Hugglators.
In recent years, the Hugglbos have knotabled in Fedrobela.
It seems they have clokafied about twice a year. Fedrobela
is much more protified for the results of Hugglbos.
Answer the following questions in complete sentences:
1.) What were Hugglbos?
2.) Where have the Hugglbos knotabled?
3.) When did the Hugglbos clokafie?
RIGOR/RELEVANCE FRAMEWORK
RIGOR
•
STUDENT THINKS
C
TEACHER WORKS
A
STUDENT
THINKS AND
WORKS
STUDENT
WORKS
RELEVANCE
D
B
WEBB’S DEPTHS OF KNOWLEDGE
• Level 1—Recall: Memorize, Perform procedures,
Conduct investigations
• Level 2—Skill/Concept:
Demonstrate/Communicate Understanding, Use
information or conceptual knowledge, two or
more steps
• Level 3—Strategic Thinking:
Analyze/Investigate, Reason, Develop a plan or
sequence of steps, Evaluate, Prove
• Level 4—Extended Thinking: Conjecture, Make
connections, Generate/Create
STRETCH LEARNING
Demonstration of
rigorous and
relevant learning
beyond the
minimum
requirements
STRETCH LEARNING
 STEAMM Academy
 CHS and AP Courses
 Fire Service Training class
 DECA and Forbes Career
programs
 Music, Art and Tech Ed
programs
 Robotics and Multi Media
classes
PERSONAL SKILL DEVELOPMENT
“Culture Trumps Strategy”—Bill Daggett
HIGHLANDS HIGH SCHOOL
School culture/climate
Instruction and
Assessment
Student
Achievement
and Growth
Culture of Respect and Rapport
Positive feedback from PA State Police’s
Assessment on Risk and Vulnerability
Decrease in Office Discipline Referrals
Decrease in Aggressive/Disruptive Behavior
Collaboration and Ownership by Staff
Supervision Schedule for Transitions
Student Buy In
Student Leadership
RAMS
RESPECTFUL
ACCOUNTABLE
MOTIVATED
SAFE
RAMS INTERVENTIONS
 PBS – Positive Behavior Support (Universal)
 FOCUS – Tier II
 RENEW – Tier III
 CULTURE Professional Learning Community
 RAMS PASS
 Mentoring
 Class Meetings
 Buddy Breakfast
 Cell Phone Policy (Red / Yellow / Green)
HIGHLANDS HIGH SCHOOL
2012-2013 KEYSTONE EXAM RESULTS
GRADE
NOTES:
ALGEBRA I
BIOLOGY
LITERATURE
9
24.31%
35.35%
N/A
10
25.64%
31.98%
47.37%
11
56.90%
35.63%
75.29%
This is a 10.5% increase
This is a 5.9% increase from This is a 8.2% increase
from the Winter Keystone the Winter Keystone
from the Winter
performance
performance
Keystone performance
SCHOOL
PERFORMANCE
PROFILE SCORE
62.2
NEXT STEPS
• RtII to improve standardized test scores
• PBS focus on
Attendance
• UbD Implementation
• Monthly
communication with
stakeholders
• Seek additional
funding to continue
our forward progress
Changing MINDSETS
• Use of time/resources
– Calendar
– Bell schedule
– Staffing
• Graduation Requirements
– Internships
– On-line classes
• College AND Career Ready
– Academies/Pathways for students
• Individualization/Customization of Learning