Creating Systematic School Change


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This is Alan Blankstein's text Failure is NOT an Option, Chapter 6 entitled: Ensuring Achievement for All Students Systems for Prevention and Intervention.

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Creating Systematic School Change

  1. 1. Creating Sustainable Systematic School Change Wafa Hozien, Ph.D. Virginia State University Based on the Book: Why Failure Is Not An Option
  2. 2. Principle Two: Ensuring Achievement for All Students Systems for Prevention and Intervention CHAPTER 6
  3. 3. What Does the School Community Believe? • Three Major aspects of ensuring success for all students • Through comprehensive systems for prevention and intervention 1. The school community’s belief system regarding lowperforming students 2. The overarching philosophy that unifies staff behavior 3. Comprehensive systems for assuring success, including Response to Intervention (RtI)
  4. 4. • What is your school systems belief for low achieving students? Where can you find this written? • What is the philosophy of your school that unifies staff? • What systems are in place to ensuring student success? Introspection
  5. 5. Key Terms: • • • • • Staff compliance Staff commitment Core beliefs Behaviors Language
  6. 6. Why Many School Communities do not take Direct Responsibility for the Learning of Each of Their Students • 1. The teachers may not believe that a school can succeed with all students • 2. The teachers may not feel personally competent to succeed with all students • The teachers may believe that new reforms aren’t worth pursuing
  7. 7. • Past failures of new reforms may have been due to: 1. Premature change of leadership 2. A lack of political, financial, or other capital necessary to ride out the storms involved with the change effort 3. A superficial attempt to get teachers to simply “buy in” when committed engagement is actually required.
  8. 8. Building Affinity r xpe Co mm uni de cat i on are Sh c ien e Affinity
  9. 9. • Why is building affinity in your organization important? • What steps can you take to build affinity? Affinity
  10. 10. The Basic Needs That Drive Behavior Source Basic Needs William Glassner, MD Control Theory in the Classroom (1986) 1. 2. 3. 4. 5. Survival and reproduction Belonging and love Power Freedom Fun Stanley 1. Significance to others Coopersmith 2. Competence The Anetecedents of 3. Power to Control one’s own behavior and gain Self-Esteem (1987) respect 4. Virtue of worthiness in the eyes of others
  11. 11. The Basic Needs That Drive Behavior Source Basic Needs Larry Brendtro, Martin Brokenleg & Steve Van Bockern Reclaiming Youth at Risk: Our Hope for the Future (1990) Based on Sioux tradition 1. 2. 3. 4. Belonging Mastery Independence Generosity Boys and Girls Club of America Youth Development Strategy 1. 2. 3. 4. Belonging Usefulness Competence Influence
  12. 12. The Basic Needs That Drive Behavior Source Basic Needs Allen N. Mendler What Do I Do When…? (1992) 1. 2. 3. 4. 5. Success and being capable Acceptance, belonging Influence over people, events Generosity and helping others Stimulation and fun Alan M. Blankstein Failure is Not an Option (2004, 2010) 1. 2. 3. 4. Contribution Connection Competence Self-control
  13. 13. Community Circle of Caring Contribution Connection Self-control Competence
  14. 14. • When looking at the Community Circle of Caring where do you see yourself most? • In what area do you need most improvement? • What steps will you take to ensure improvement? • Who will help you make those improvements? You in the Mirror
  15. 15. Four Cs: Practices That Promote Connection Vs. Disconnection Connection Occurs Disconnection Occurs Welcoming students even when they are late Sending students to the principal’s office, regardless of circumstances of late arrival Greeting students warmly at classroom Working on paper at desk until all door students are seated and the start bell rings Systematically assuring every student is positively connected to an adult Leaving personal connections to chance Using extracurricular engagement data Assuming most students are involved of all students as a measure of school in extracurricular activities success
  16. 16. Four Cs: Practices That Promote Connection Vs. Disconnection Competence Develops Incompetence Builds Allowing make-up work Having “one-chance” policies Demanding mastery of material Averaging zeros into semester grade Testing what is taught “Surprise” tests and pop quizzes Finding and emphasizing strengths Focusing on weaknesses
  17. 17. Four Cs: Practices That Promote Connection Vs. Disconnection Self-Control is Encouraged Compliance and Obedience are Demanded Allowing students to help create class rules Telling students what the rules are Eliciting input on class projects and readings Recycling prior year’s projects Teaching empathy, self-awareness, and other emotional intelligences Keeping emotional learning apart from academics
  18. 18. Four Cs: Practices That Promote Connection Vs. Disconnection Contribution Results Self-centeredness Results Allowing older students to teach younger ones No student-led mentoring Creating community service and project-based learning opportunities Holding learning within the school Encouraging cooperative learning Teacher directs all learning
  19. 19. What is the Comprehensive System for Ensuring Success? • 1. Ensuring That Pedagogy is Engaging and Relevant • 2. Having an Improvement Plan for All Students • 3. Having Systems for Quickly Identifying Students in Need • 4. Providing a Continuum of Support and Targeted Strategies for Low Achievers • 5. Publishing Results
  20. 20. Implementation Guidelines • A successful approach includes: 1. Rooting the work in the school’s mission 2. Getting engagement from the leadership team and ultimately the entire faculty around defining the goals of the intervention 3. Putting emphasis on instruction 4. Slotting students into programs like special education should be a last resort
  21. 21. 5. Agreeing on criteria for identifying students in needs of assistance 6. Surfacing objections and address resistance 7. Piloting aspects of the new program 8. Building a culture of success 9. Refining and adding to interventions Successful Approach
  22. 22. • Name the best practices of providing for students who do not initially meet standards. • What are the values and collective commitment of your school? • What intervention programs are there already in place in your school for these students? • How can they be improved or modified? Questions
  23. 23. • Blankstein, Alan M. (2004). Failure Is Not an Option: Six Principles That Advance Student Achievement in Highly Effective Schools. Thousand Oaks, Calif. : Corwin. References