Florence – Kyoto – Marrakech - Cusco -- Jakarta · 2019-07-10 · Hillsdale High School’s small learning communities provide a dynamic educational environment that challenges

Hillsdale High School’s small learning communities provide a dynamic educational environment that challenges every individual to learn and grow.

Florence – Kyoto – Marrakech - Cusco -- Jakarta

PERSONALIZATION QUALITY INSTRUCTION COMMUNITY SHARED DECISION-MAKING HIGH STANDARDS OPPORTUNITY�� FOR ALL STUDENTS

HILLSDALE Study Visit

Where are we going today? 1. What we think 2. What we did 3. Leadership 4. What we do 5. Managing Change


1. The Philosophy

HILLSDALE

A Belief and A Pre-Condition for Hillsdale High School

Study Visit

The simplest and most important thing is that someone on campus believes in the potential of every student. The relationship among adults in schools are the basis, the precondition, the sine qua non that allow, energize and sustain all other attempts at school improvement. Unless adults talk with one another, observe one another, and help one another, very little will change.

Roland Barth

HILLSDALE

Study Visit

'Shared values are more important than paper and policies. We need passion, people, and pride. Leadership not management.'

Lester Levy

HILLSDALE

School Cornerstones These cornerstones are the guiding principles for our work.

Study Visit

Equity through Core curriculum and high standards Differentiated Learning Collaboration and Professional Development Understanding, respect, and tolerance of diversity

Personalization through Community/Parent Connections Sense of Community Integrity, honesty, responsibility Advisory

Rigor through State Standards Hillsdale’s Graduate Profile Authentic Learning (e.g. project-based learning, exhibitions, portfolios)

Shared Decision-Making through Democratic Structures Distributed Leadership Consensus Building Autonomy

Discuss with your

team

Study Visit

What are your school’s implied or explicit cornerstones? Would your entire staff agree? What evidence do you have that decisions are made based on these cornerstones?


2. Some Data

UC Eligibilit y(Det ermined by Successful Complet ion of Algebra II)

81.30%

16.30%

43.20%

0%10%20%30%40%50%60%70%80%90%

02-03 05-06 07-08 55

70

79

68

81

77

50

55

60

65

70

75

80

85

c/o 2005 c/o 2007 c/o 2009

Hillsdale District

% Meeting UC Entry Level Writing Requirement

* Low Socio/ELL scores from 2005, the first year the groups were statistically significant

662

745

797

620

660

700

740

780

820

2002 2005 2011

Overall API

Pre-SLC 9th/10th SLC Full SLC

443

530 525

706 712

674 690 712

832 862

400

450

500

550

600

650

700

750

800

850

900

Low-Socio ELL Latino White Asian

2002 (Pre-SLC) 2011 (Full SLC Implementation)

API Scores for Significant Subgroups

16 17

38 23

92 87 83 85

0

10

20

30

40

50

60

70

80

90

100

9th Grade Biology

10th Grade Chemistry

11th Grade Algebra II+

11th Grade Physics or AP

Science

Percent Enrollment in UC/CSU Approved Math and Science Courses

2002 2010

Advanced Placement (AP) Test-takers and Tests* *As of 2011, SMUHSD no longer required students enrolled in AP courses to take the test for AP credit.

136

251 235

529

225

528

0

100

200

300

400

500

600

# Test Takers # Tests Taken

2002 2010 2011

3.6

9.4

17.2

22.6

36.2

0

5

10

15

20

25

30

35

40

c/o 2002 c/o 2006 c/o 2007 (First SLC Grads)

c/o 2009 c/o 2011

Scholarship Money Earned by Graduates ($100,000)

HILLSDALE SLC Graduates College Acceptances

Study Visit

Stanford Yale Cornell Duke ��Brown USC SantaClara CAL ��UCLA ArizonaState St. Mary’s ��UCSD Lewis&Clark UCSB UCI��Tulane Baird CaliforniaLutheran Biola UCDavis UCSC��

HILLSDALE

Study Visit

“During middle school, I was always an average student. However, during my freshman year a transformation occurred. Suddenly I realized my true potential and wanted to reach it. My grades dramatically rose, as did my aspiration to learn. The relationships with my teachers and classmates that I gained through the SLC program have been instrumental.” - Hillsdale Student, Class of 2007


3. The Model

HILLSDALE

Traditional Model (How It Was)

Study Visit

Variable

Personalization & Expectations • All students randomly assigned to teachers throughout the school •  Too many students miss out on college/scholarship opportunities •  Teachers work in relative isolation; limited collaboration •  Special Ed / ELL operate in relative isolation •  A host of non-college-prep courses offered; low expectations •  Traditional governance model

HILLSDALE The Core

Model Florence/Kyoto/

Marrakech 9th/ 10th Grades

Study Visit

Coherent Model

• 105-08 students randomly assigned & balanced • No distinguishing characteristics b/w Houses • 4 teachers: Science, Math, English, History • All students in integrated Bio, English, World History • Students assigned to Algebra, Geometry, or higher • Each teacher advises 26-28 students • Teachers and advisors “loop” with students • Each team shares a collaboration period and meets 2+ times/week • Special Ed / ELL “pushed in” to core classes and part of house team • All students enrolled in UC/CSU required A-G courses

Cusco House 140 Students

5 Advisories CORE: English

Econ/US Gov’t 140 Students 5 Advisories

CORE: English

US History Math

Physics*

Jakarta House 140 Students

5 Advisories CORE: English

Econ/US Gov’t 140 Students 5 Advisories

CORE: English

US History Math

Physics*

Out of House Electives College Classes ROP AP Electives

UC/CSU Eligible

On-track for UC/CSU Eligibility

Marrakech House

100 Students 4 Core Teachers

2 Year Loop

Florence House 100 Students

4 Core Teachers 2 Year Loop

Kyoto House 100 Students

4 Core Teachers 2 Year Loop

Hillsdale High School Smaller Learning Community Model

12

11

9/10

Resource Special Ed Students: Fully integrated into SLCs with an additional Directed Studies period

Special Day Class Students: Enrolled in self-contained classes and not integrated into this chart

Discuss with your

team

Study Visit

What elements of your school’s model facilitate (or don’t) your Cornerstones? In what ways is your model coherent? In what ways is it not?


4. Governance

HILLSDALE

Study Visit

Leadership Each House has a…

Counselor/Special Ed Teacher who:

Coordinates with

advisors and teams to support

students Follows students into 11/12 grades

Administrator who:

Serves as formal House leadership

Evaluates Discipline

Works with parents

House Leader who:

Serves on SLC

Council Coordinates

House business Addresses House

logistics

HILLSDALE Shared Decision Making

Study Visit

Houses •  Advise SLC

Council •  Run House

business •  Raise Issues

Leadership Team •  House

Leaders + Admin

•  Steer process

SLC Council •  Make formal

decisions •  Set policy

Mission Statement As an educational community of students, parents, and staff, we are committed to sharing the responsibility for the mission by achieving the following cornerstones:

Equity Personalization Academic Rigor Shared Decision-Making

Article I: SLC Council

SLC Council will consist of the three principals, five house leaders, 2 teachers chosen at large by the faculty, one classified staff representative, five students (one per house) and five parents (one per house). For teacher representation, both for house leaders and at-large representatives, the faculty association will take nominations in early April and voting will be part of the annual association elections in late April. The classified association will choose its representative. Student government will select the student representatives. The Parent Teacher Student Organization (PTSO) will select the parent representative. Each representative will serve a one-year term and may run for re-election. Each house may send a substitute to a meeting if the house leader is unavailable. The at large teacher representatives will receive supervision points. The classified representative will receive compensation and will not vote on issues legally reserved for School Site Councils. The SLC Council will meet publicly on the last Monday of each month during the school year, and more frequently if necessary, at times mutually convenient to representatives. A quorum will consist of one half of voting representatives. The SLC Council will make decisions on: • Scheduling/calendars • Equity issues • Schoolwide Policy • Professional development • Schoolwide Budget • Schoolwide curriculum and assessment • Issues that have a long-term impact on SLCs • Any other issue referred to the Council by houses, Student Government, the PTSO, Leadership, site administration, or district office.

Discuss with your

team

Study Visit

How do you value shared decision-making? How are teachers empowered to create change?


5. Our Current Work


Exploration

199?-2000

Structures

2000-2008

Instruction, Assessment, Equity

2009----

Hillsdale’s Institutional Journey


What we are working on now… • Heterogeneity in 9th and 10th grades • Looping in the 11th and 12th grades • Graduate Profile: Defining Achievement • Digital Portfolio • Language of Equity • Professional Development: Analysis of Student Work Lesson Study Observation

Discuss with your

team

Study Visit

What is your timeline trajectory? Draw your trajectory? What is your next level? What will it take to get there?


“I transferred from another school in the district and overall Hillsdale far exceeds my expectations. Hillsdale has a more supportive and safer environment. Students are surprisingly friendly. Hillsdale staff is very open and at any time a counselor, administrator, or staff member can be talked to about whatever’s on a student’s mind.”

- Hillsdale 11th grader


6. How do you create change in a comprehensive high school?


1. Know what you are about Great organizations simplify a complex world into a single organizing idea or guiding principle. This guiding principle makes the complex simple, helps focus the attention and energy of the organization on the essentials, and becomes the frame of reference for all decisions. --Jim Collins


2. Distributed Leadership There is too much to do. • Find the right people and empower them. • Identify what needs to be done. • Grant positional authority. • Set structures to support teacher leadership.


3. Trust your teachers and put them in a position to make good decisions How we created a Graduate Profile… • Every teacher brings in work • Look for commonalities • Do the organizing and word-smithing somewhere else • Bring it back at every stage

Chip Heath: Elephants and Riders


4. The Knowing-Doing Gap One of the great mysteries in organizational management is the disconnect between knowledge and action. Why does knowledge of what needs to be done so frequently fail to result in action or behavior consistent with that knowledge? --Jeffrey Pfeffer & Robert Sutton


The Knowing-Doing Gap Barriers to Action: ν Substituting a decision for action ν Substituting mission for action ν Planning as a substitute for action ν Complexity as a barrier for action ν Mindless precedent as a barrier to action. ν An external focus as a barrier to action. ν Internal competition as a barrier to action ν Training as a substitute for action

Discuss with your

team

Study Visit

What are the most significant “Barriers to Action” that exist at your school? How can your school community overcome the knowing—doing gap?


“I have one child going to a private school and one at Hillsdale. The child at Hillsdale is by far getting the better education.”

- Hillsdale Parent

HILLSDALE

Dr. Linda Darling-Hammond

Professor of Education, Stanford University

Study Visit

“In the years of our partnership, Hillsdale has designed and implemented Smaller Learning Communities (SLCs) that have the potential to significantly address issues of educational equity and serve as a model for conversion schools across the country. Their implementation plan is a blueprint for more powerful teaching and learning.”

Documents

Florence – Kyoto – Marrakech - Cusco -- Jakarta · 2019-07-10 · Hillsdale High School’s small learning communities provide a dynamic educational environment that challenges