Transcript Dave LaRose

Proficient Child, Whole Child
Oregon Proficiency Conference
“It’s About Time”
April 30, 2012
PBTL Cornerstone
“It works on the base expectation that all
students - given the right learning
environment – can achieve the high
standards of proficiency required for work
citizenship and life.”
BEC, Proficiency-Based Teaching and Learning: An Overview
Barriers to All
We must have the courage to seek solutions
rather than place blame
Clarity for ALL Students
Purpose
People
Practice
Closing the Clarity Gaps
• Alignment between what we say we value
and what we actually practice
– What do we measure?
– What do we celebrate?
– What do we confront?
What We Know, What We Believe
and What We Practice
“…If decisions about education policy and
practice started by asking what works for
the child, how would resources – time,
space and human – be arrayed to ensure
each child’s success? If the student
were truly at the center of the system,
what could we achieve?” From ASCD’s
The Whole Child Compact
Student Voice
•
•
•
•
•
•
•
•
Where there’s smoke…..
Better late than….
Two’s company…
Don’t bite the hand that….
A penny saved….
No news is….
A miss is a good as…
Kid’s should be seen…
CLARITY OF PURPOSE
“It works on the base expectation that all
students - given the right learning
environment – can achieve the high
standards of proficiency required for work
citizenship and life.”
Are We Clear?
A vision that is not consistent
with values by which people live
continuously will fail to inspire
and often will foster cynicism.
(Senge, 1990). Miles (1987, cited in Fullan,
1991)
Our Fundamental Purpose
TO ENSURE HIGH LEVELS OF
LEARNING FOR ALL
STUDENTS.
ALL. EACH. EVERY.
PERIOD.
What Does “All” Really Mean?
ALL
What is Success?
“Our current definition of success is too
narrow. It is time to put students first,
align resources to students’ multiple
needs, and advocate for a more
balanced approach.” From ASCD’s
Making the Case for Educating the
Whole Child
So What do we REALLY believe?
All Kids are Capable of
Success…
No Exceptions?
The Proficient Child,
The Whole Child
•
•
•
•
•
•
SAFE
HEALTHY
CARED FOR AND SUPPORTED
ENGAGED AND CONNECTED
CHALLENGED
HOPEFUL
Proficiency and Basic Needs
Assets and Proficiency
The asset concept is
simple and based on
common sense: young
people need positive
external supports and
internal strengths in
order to succeed in life.
And, most important,
they need people to
help nurture these
assets. And
EVERYONE can be an
“Asset Builder.”
Health and Proficiency
• Health and education are linked
• Every health risk can affect
academic success
• Interventions can narrow
disparities
• Health interventions can improve
learning and health
Research Review:
School-based Health Interventions
and Academic Achievement
Julia Dilley, 2009
The Hopeful, Proficient Child
• Children who succeed do so when they
have people in their lives who believe they
can succeed.
• Children who succeed have meaningful
relationships with caring adults.
• Children who succeed are nurtured by a
culture that is focused on success and
strengths.
• Children who succeed have “Treasure
Hunters” in their lives who have and hold
them to high expectations
A Pledge of Hope
I am a Kid at Hope.
I am talented, smart & capable of
success.
I have dreams for the future and I will
climb to reach those goals & dreams
everyday.
All Children are Capable of Success, No
Exceptions!
Why Hope?
“…research has shown that hope,
engagement and wellbeing are
positioned as actionable targets
and indicators for future
success…”
Dr. Shane Lopez, Conclusions from the
2009 Student Gallup Poll
Why Hope?
“Hope drives attendance, credits earned,
and academic performance of high
school students.”
Students with hope are:
• Engaged, highly involved and
enthusiastic about school
• Arrive at school prepared and eager to
learn
• Promote excitement about learning in
those around them
I am scared
I am sad
I am pinned
I am lost
I am motionless
I am forgot
I am unhappy
I am stuck
I am trapped
I am hopeless
I am a nobody.
Failure is NOT a Choice
Absolute Fact: Not a
single child CHOSE
to be hungry, to be
sick, to be in foster
care, to not have a
Dad, to have a
disability, to move
multiple times, to be
homeless, to be
hopeless….
“Kids should be seen…..
and not be invisible.”
CLARITY OF PEOPLE
“It works on the base expectation that all
students - given the right learning
environment – can achieve on the high
standards of proficiency required for work
citizenship and life.”
- given the right learning
environment -
The Treasure Hunter Pledge
As an adult and a Treasure Hunter
I am committed to search for all the
talents, skills and intelligence
that exists in all children and youth.
I believe all children are capable of
success,
No Exceptions!
Treasures, Locks and Keys
CURIOSITY
UNCONDITIONAL LOVE
TRUSTING
HAPPINESS
DEPENDENCE
AFFECTIONATE
EXPRESSIVE
DREAMS
POTENTIAL
HOPE
It’s not
about
finding
the
treasure
…it’s
about
opening
it…
UNCERTAINTLY
FEAR
DISTRUST
ANGER
LONLINESS
HUNGER
PAIN
GUILT
BLAME
BULLIED
NO OPPORTUNITIES
HOPELESSNESS
Locks
reflect not
what was
done FOR
our kids…
They
symbolize
what has
been
done TO
them
The Keys to “I Can”
I Believe in Me…Because
YOU first Believed in Me!
The Thing about Keys…..
Treasure Hunter?
Treasure Hunter!
CLARITY OF PRACTICE
“It works on the base expectation that all
students - given the right learning
environment – can achieve on the high
standards of proficiency required for work
citizenship and life.”
Systems of Practice for ALL
– THE Four Critical Questions
• What do we want kids to know (what
can they not afford to know)
• How do we know if they do
• What do we do if they don’t
• What do we do if they do
Collaboration is Key
“A PLC is composed of collaborative teams
whose members work interdependently to
achieve common goals linked to the
purpose of learning for all.” (R. DuFour;
2006)
Instead, if students are to show measurable
and sustained improvement, schools must
also foster what sociologists label “social
capital”—the patterns of interactions
among teachers. - Carrie R. Leana,
School Reform – The Missing Link
Practicing Together
“The relationship among the adults in
the schoolhouse has more impact on
the quality and the character of the
schoolhouse – and on the
accomplishments of youngsters –
than any other factor.”
– Barth, 2001
Collective Impact
Further, when the relationships
among teachers in a school are
characterized by high trust and
frequent interaction—that is, when
social capital is strong—student
achievement scores improve.
-Carrie R. Leana, School Reform – The Missing Link
Interdependence vs. Independence
“Your address should not
determine your
achievement”
Straight A’s
• AND
• ALL
• ALIGNED
“AND” & “ALL”
Student AND Adult Centered
Compliant AND Compelling
Visionary AND Urgent
Proficient AND Whole
Beliefs AND Data
Art AND Science
Curriculum AND Culture
ALL Kids are Capable
of Success – Without
Exception!
Ensuring High Levels of
Learning for ALL
Students
Success for ALL Takes
Us ALL
Aligning Purpose and Practice
“In these improved districts, their change
efforts were system-wide rather than
program based. Consequently, the efforts
superceded specific programs,
departments, or operations.”
-“Characteristics of Improved School Districts: Themes from Research”
Shannon, Bylsma
Question 3, Part II
What do we do if they don’t?
We Must First Answer – Why Don’t
They? Why are they not proficient,
Why are they not WHOLE?
What happens if they don’t?
The Whole Child Challenge
School systems are not responsible for
meeting every need of their students. But
when the need directly affects learning,
the school must meet the challenge.
Quoted in ASCD’s Whole Child Compact
The Power of “I Can”
“I know what is expected of
me and I know what I have to
do to get there.”
- From Praise for Proficiency, by Tim
Buckley
I Can!
Purpose
People
Practice
Clarity with Conviction
“Failure is not an
option.”