ISA’s High School Transformation Model A Partnership for Student Success

Transforming America’s High Schools 1

ISA’s High School Transformation ModelA Partnership for Student Success

Gerry House, Ed.D. President & CEO

MinneapolisFebruary 24, 2011

INSPIRING STUDENTS TO ACHIEVE 2

“Of all the civil rights for which

the world has struggled and

fought for 5,000 years, the right

to learn is undoubtedly the most

fundamental.” W.E.B. DUBOIS

WHERE WE ARE NOW

US HIGH SCHOOL GRADUATION RATE

70% All students

55% African American students

48% African American males

PROFICIENCY 38% of the nation’s 12th graders read at a proficient level Students who enroll in remedial reading courses are 3x more likely to drop

out of college (NAEP)

JOBS and the ECONOMY 85% of current jobs require some postsecondary education

On average, college graduates earn twice as much as those with just a high school degree.

If the number of high school dropouts in each age cohort were cut in half, the government would reap $35 billion annually via extra tax revenues or reduced costs of public health, of crime and justice, and in welfare payments.

3Transforming America’s High Schools

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AFTER

90% of Bronx Lab’s Class of 2009 graduated

100% were accepted into college (as were 100% of the graduates of 2008, their first graduating class)

86% matriculated

Five members of the class of 2008 and four members of the class of 2009 were Posse Foundation Scholars, and were awarded 4, full tuition scholarships to prestigious liberal art colleges.

BRONX LABORATORY HIGH SCHOOL

BEFORE

Bronx Lab, founded in 2004, is located in the Evander Childs High School building.

In Evander Childs’ last year of operation as a large high school, the four-year graduation rate was 35%.

Transforming America’s High Schools

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AFTER

2009 graduation rate 100%

2010 graduation rate 98.6% (100% African American, 98% economically disadvantaged)

Recognized by the Governor’s Office of Student Achievement (GOSA) for their academic achievement during the 2009-10 school year. Schools are recognized for greatest gains and for highest performance. Carver’s School of the Arts was recognized in both categories.

SCHOOL OF THE ARTS AT CARVER

BEFORE

The New Schools at Carver were created in 2005 as part of the Atlanta Public Schools’ restructuring of George Washington Carver High School. Carver’s graduation rate in 2005 was 61%. Attendance was 52.5%.


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AFTER

In 2009-10, Cody’s second

year as a campus of small

schools, Cody’s 9th grades

had an 85% average

attendance rate

In 2009-10, an average of

90% of Cody small school

students were on track for

graduation.

CODY HIGH SCHOOL CAMPUS

BEFORE

In 2008, Cody High

School in Detroit had a 60

% attendance rate and a

47% graduation rate.


WHAT SUCCESSFUL SCHOOLS HAVE IN COMMON

A rigorous academic program focused on higher order thinking, extended writing,

problem-solving, and other skills for college and career success

Knowledgeable and skilled teachers and leaders

Strong, caring relationships between students and teachers, students and

students, so no student falls through the cracks

Extended learning opportunities

Support for students – counseling, advisors

Support for teachers – professional development

Use of data –student work, attendance, test scores, graduation rates

Strong parental and community involvement

Shared accountability for student success

Some autonomy and flexibility to make decisions based on what’s best for

students

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THE ISA MODEL

WHAT THE RESEARCH TELLS US

“Most urban high schools are too large and fail to promote close personal relationships and a sense of community between adults and students...high schools should be structured to promote supportive personal relationships among the members of its community.” (National Research Council, 2003)

Schools in which teams of teachers meet regularly, plan collaboratively, and adapt their practice to students’ needs get better results. (Fullan, 2000)

Students participate in co-curricular activities more and are less alienated. (Huling, 1980)

Small schools can “create social and academic environments that lead to improved student outcomes, particularly for disadvantaged students.” (DeAngelis, Illinois Education Research Council, 2004)

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WHAT THE RESEARCH TELLS US

Small school size has positive effects on student outcomes. In a

study of 13,600 urban, suburban and rural schools, the benefits

include:

Higher achievement for all students

Lower achievement gaps across races

Lower dropout rates

Lower student suspension rates

Less drug abuse

Less vandalism and violence

Increased parent involvement



ISA’S SEVEN PRINCIPLES


1. A RIGOROUS COLLEGE PREP CURRICULUM Inquiry-based approach to curriculum and instruction

that includes extensive writing across the curriculum, culturally responsive pedagogy, higher order thinking, complex problem solving, self-discipline and effective work habits

Engaging; links to real-world issues

Multiple forms of assessment, including performance and portfolio assessments, teacher tests, standardized tests and value-added assessments

Alignment with state standards to ensure that students pass applicable state exams

A college prep focus in all grades including college tours, SAT preparation, individual college planning, parent information and enrollment in courses at local colleges


2. A DEDICATED TEAM OF TEACHERS AND A COUNSELOR Consistency for students throughout the four years of

the program.

Teacher and counselor teams develop strategies to create personalized, caring communities where students know there are high expectations for their performance and that the adults are committed to their success

Teachers have expertise in the subject area they teach and demonstrate successful experience teaching diverse learners


3. CONTINUOUS PROFESSIONAL DEVELOPMENT

Customized professional development to support teachers in developing effective teaching practices based on learning goals and students’ needs

Embedded coaching targeted to individual teacher improvement and team development

Intensive Summer and Winter Professional development Institutes and content area workshops


4. DISTRIBUTED COUNSELING

A counselor who works with the teams to create a personalized, caring community in which all students are known well.

The counselor also provides direct services to students and their families, as required, sometimes through leveraging available community resources.

The counselor works with the teams to address students’ academic, social and emotional needs

Advisory structures which assign 10-15 students with a faculty advisor to provide ongoing academic, social and emotional supports


5. PARENT INVOLVEMENT Teachers and counselors reach out to parents as a

valuable source of information about their children’s strengths and experiences, talents and aspirations, learning styles

Teachers invite parents to participate regularly in conferences to review student work and progress together, to build relationships and to maintain open lines of communication.

School engages parents and community in leadership and volunteer activities to facilitate the development of strong family-school connections, such as orientations for new students/parents, family potluck nights, etc.


6. EXTENDED SCHOOL DAY AND SCHOOL YEAR Time, attention and other supports students need to

be successful in a challenging, college prep curriculum

Skill development; test preparation; talent development and enrichment; leadership development; homework support; travel; summer institutes in math, science and technology

Community service and internships which allow students to explore their interests, participate in "world of work" experiences and also make a contribution to others


7. CONTINUOUS ORGANIZATIONAL IMPROVEMENT Teachers examine and share practices that produce

desired student outcomes. They collaboratively and regularly review student work to determine if the learning goals they have set are being met.

Staff are members of a network of other peers developing small schools via web-based opportunities, conferences, joint training and shared resources.

Staff participates in external assessment of program quality using a “critical friends” type process

Staff Regularly review data on student performance (i.e., interim assessments in math and writing, attendance, test scores) to assess progress and gaps in student and school performance

STRUCTURE

SENIOR ACADEMY The Senior Academy, which has its own principal and staff,

begins as a 10th-12th grade school and is organized to ensure students in these grades have a successful school experience.

Customized plans are developed for grades and students to make sure students are on track for graduation and post-secondary success.

The Start-Up School Strategy of starting up new school frees district to establish

new culture, norms, practices

Incoming ninth grade, parents, faculty, and school and community leadership, build the culture of the start-up school

School community develops a shared accountability for student success

STRUCTURE

YEAR BY YEAR DEVELOPMENT OF THE SCHOOL The start-up school begins with 100 students and adds a

cohort of 100 9th graders a year until the school has about 400 students in grades 9-12 in 4 years.

The Senior Academy graduates a grade a year until it phases out in 3 years.

SCHOOL DEVELOPMETN PROCESS

PLANNING PHASE New principal, working with an ISA school coach,

establishes a School Design Team, composed of the principal, teachers, parents, community members, students.

Design Team articulates the vision, which embeds the ISA principles and provides a blueprint for the organization and instructional program of the start-up school.

The Senior Academy, with its own staff, works with the ISA coach to develop long and short-term plans for how the school will graduate students prepared for college and careers.

SCHOOL DEVELOPMENT PROCESS

IMPLEMENTATION A Minneapolis-based school coach works with the faculty

one day a week to implement ISA’s Seven Principles and to support leadership, teacher, counselor, team and school development during the 4 1/2 year design and implementation phases.

Content coaches in math, literacy and science are also available on an as-needed basis to provide teachers with support in these content areas.

To ensure coherence between district policies and practices and the ISA Model, the district assigns a senior leader as the liaison to ISA.

The principal of the Senior Academy and the principal of the small school meet regularly as a Building Council to ensure smooth operation and management of the building (security plan, shared spaces, etc.)

SCHOOL DEVELOPMENT PROCESS

SUSTAINING Sustaining phase begins in 5th year, after the start-up

school has its first graduating class

Partnership with the ISA national network of schools.

A sustainability inventory at the end of the 4th year to assess the school’s implementation of the ISA Model and to identify its strengths and challenges and need for continued development.

Offering of a range of services customized to address the identified needs that will support the school in continuing the fidelity to the model and achieving strong student outcomes.


VALIDATION

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ISA STUDENT DEMOGRAPHICS

73% eligible for free or reduced-

priced lunch

9% English language learners

11% designated as special

education students

Only 36% scored “proficient” in

math

Only 31% scored “proficient” in

reading on 8th grade state tests

ISA schools serve a diverse student population:

ISA’S 4-YEAR COHORT GRADUATION RATE

Nationally, about 70% of students graduate on time; about 1.2 million students drop out annually.

17 of the nation’s 50 largest cities had high school graduation rates lower than 50%.


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6-YEAR LONGITUDINAL STUDY OF ISA SCHOOLS

AED (Academy for Educational Development) finds ISA has

had a “large and positive effect” on grade promotion,

attendance, course passing, credit accumulation, and

graduation rates.

According to data from the National Student Clearinghouse,

the college persistence rate for ISA students who enrolled

in a 4-year college is 94%, compared to the national rate

of 76%.

% STUDENTS ATTENDING 4-YEAR INSTITUTIONS

28Transforming America’s High Schools


IN THEIR WORDS

IN THEIR WORDS



THANK YOU!

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ISA’s High School Transformation Model A Partnership for Student Success