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?

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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

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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

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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

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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

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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

Components Of Components Of Reform FrameworkReform Framework

PROCESS

OUTCOMES

STRATEGIES

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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

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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

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Components Of Components Of Reform FrameworkReform Framework

OUTCOMES

STRATEGIES

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Reform StrategiesReform Strategies

Small Learning CommunitiesSmall Learning Communities

Family Advocate SystemFamily Advocate System

Instructional ImprovementInstructional Improvement

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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

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StrategiesStrategies

Small Learning CommunitiesSmall Learning Communities

Family Advocate SystemFamily Advocate System

Instructional ImprovementInstructional Improvement

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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

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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

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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

Components Of Components Of Reform FrameworkReform Framework

PROCESS

OUTCOMES

STRATEGIES

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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

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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

Questions & DiscussionQuestions & Discussion

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)