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DOCUMENT RESUME TM 032 452 ED 451 224 Gaddy, Barbara, Ed. AUTHOR Renewing Our Commitment to the Region and the Nation. TITLE Mid-Continent Research for Education and Learning, Aurora, INSTITUTION CO. Office of Educational Research and Improvement (ED), SPONS AGENCY Washington, DC. 2001-00-00 PUB DATE 14p.; Published quarterly. Theme issue. NOTE ED-01-00-0006 CONTRACT Mid-Continent Research for Education and Learning, 2550 S. AVAILABLE FROM Parker Rd., Suite 500, Aurora, CO 80014-1678. Tel: 303-337-0990. Serials (022) Collected Works PUB TYPE Changing Schools: A Newsletter from the Central Region JOURNAL CIT Educational Laboratory; Spr 2001 MF01/PC01 Plus Postage. EDRS PRICE *Academic Standards; Class Size; *Educational Improvement; DESCRIPTORS Educational Research; Elementary Secondary Education; Instructional Leadership; Partnerships in Education; Teacher Evaluation; *Teacher Supply and Demand *Mid Continent Regional Educational Laboratory; Reform IDENTIFIERS Efforts ABSTRACT This issue describes the ongoing commitment of Mid-Continent Research for Education and Learning (McREL) to improve the quality of educational policy and practice in the mid-continent region and the U.S. as a whole. Four priority needs areas have been identified and will be the focus (1) failure to support school reform of McREL efforts for the next 5 years: (2) lack of capacity to use standards to reform classroom efforts adequately; (3) declining availability of quality teachers; and (4) lack of practice; leadership capacity to build high-performing learning systems. A letter from McREL's Executive Director reaffirms the laboratory's commitment to educational improvement. The issue also contains a discussion of "Leadership in Support of Systemic Reform," a discussion of "Creating Communities of Learners" in Kansas and South Dakota, and lists of essential education titled "On resources from McREL and other agencies and educators. A section the National Front" discusses a national dialogue on standards-based education in which McREL will participate. "Research from the Field" summarizes some research projects in class size reduction and teacher testing. A message from the McREL Board of Directors closes this issue by discussing the Board's role in educational improvement. (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. chan Af HEIL Mid-continent Research for Education and Learning schools a newsletter from the central region educational laboratory spring 2001 Renewing our commitment to the region and the nation U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement AND PERMISSION TO REPRODUCE EDUCATIONAL RESOURCES INFORMATION HAS DISSEMINATE THIS MATERIAL CENTER (ERIC) Ul BEEN GRANTED BY td' This document has been reproduced as received from the person or organization A AuL.V. originating it. .V1 Minor changes have been made to O improve reproduction quality. Points of view or opinions stated in this RESOURCES TO THE EDUCATIONAL document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. 1 2 BEST COPY AVAILABLE /ma. Mid-continent Research for Education and Learning schools newsletter from the central region a educational laboratory spring 2001 our Renewing commitment to the region and the nation Education reform is not always evidenced by broad, sweeping, monumental change. It most often occurs incrementally, painstakingly, in the behind-the-scenes work of dedicated teachers, administrators, parents, researchers, and policymakers. For this reason, McREL is pleased to have renewed its contract with the Office of Educational Research and Improvement (OERI) and to continue the hard work begun 35 years ago. During these 35 years we've participated in and observed the struggle to change schools and to maximize the potential of every learner. Open classrooms. Integration of technology. Outcomes-based Gallup survey, McREL board meetings, leadership education. Multicultural education. Whole language. networks, and field research, McREL has identified Standards. Accountability. School choice. Some four priority problem areas in the region: reforms have proven more viable than others. What has endured throughout these changes is our commitment Failure to adequately support school reform efforts to improving the quality of education policy and Lack of capacity to use standards to reform practice through research, development, and classroom practice experience. Declining availability of quality teachers Lack of leadership capacity to build high- Our new contract with OERI reflects this ongoing performing learning systems commitment. Based on needs data compiled from a continued on page 5 Welcome to the latest issue of Changing Schools. With the renewal of our OERI contract, we're introducing a fresh new look to our publications. We will continue to bring you the McREL...making a difference in the latest in local, state, regional, and national educational news addition, we will provide information and issues. In quality of education and learning for all and resources to support you in making a difference in the quality of education and learning for all. through excellence in applied research, product development, and service. We welcome your comments and suggestions. Please send them to Andrea Lachman, McREL, 2550 S. Parker Rd., Suite 500, Aurora, CO 80014-1678, or e-mail ajachman @mcrel.org. 3 A Letter to the Region Dear Colleagues, January 2001 marks the beginning of a new presidential administration and a new contract for McREL as the regional educational laboratory that serves the states in the Central Region. New challenges, new tasks, and new priorities are part and parcel of both of these changes. Yet, some guiding principles remain. Polls repeatedly have Key among them is a nationwide, shared commitment to the education of all of our children. important shown that education is at the forefront of the minds of Americans. In fact, education is the single most environments in which domestic issue in America today. Americans are firm in their resolve that schools should be every child can learn, thrive, and meet high standards. . with partners Over the next five years, McREL will continue to work with the Central Region community and among recurring themes will form the core of our work across the nation to accomplish this goal. A number of responsibility in a them, the application of effective instructional practices, teacher quality, accountability with schools, standards-based setting, and the leadership needed to support systemic reform in low-performing particularly those where the achievement gap is most evident. will draw on the To complete our work, which focuses on our leadership area of standards-based reform, we learning extensive experience of our staff, capitalize on the cumulative knowledge of high-performing Another key communities, and conduct ongoing research about the elements that spell success for students. readers is the available to our regional and national resource we will be tapping into and making more widely R&D centers. This expertise and capacity of the more than 1,000 professionals in our sister laboratories and education. extensive laboratory system is perhaps one of the most underutilized resources in American research will be quarterly Among the many avenues we will use to share knowledge, experience, and findings from useful and timely issues of Changing Schools. Our commitment is that this newsletter provides you with information about the most pressing issues confronting educators today. Tim Waters Executive Director www.mcrel.org 2 4 leadership in support of systemic reform McREL will provide technical assistance and research "We know a lot about what needs to be done to services designed to help clients align state policies implement reform," says Brian McNulty, vice with practices, create effective professional president of field services at McREL, "but we are development, and use data-based decision making always learning about how to do so most processes to effect reform. In addition, McREL is successfully." engaged in the development of a statewide consortium Research literature and field experience strongly of low-performing schools in two of our region's suggest that a systems approach to reform is key to states (see related article, p. 4). creating lasting change. Systems theory in education is based on the premise that schools operate as living ...schools operate as living systems, in systems, in complex, dynamic webs, rather than neatly complex, dynamic webs, rather than neatly tiered structures. A tremor along one string of the web tiered structures. A tremor along one string sets the rest in motion. of the web sets the rest in motion. In practical terms, this means that school systems must constantly account for the ways in which changes to Finally, McREL will expand upon the McREL one part (e.g., reporting of grades) might affect Technology Initiative (MTI), already begun in South another (e.g., communication with parents and Dakota, Wyoming, and Colorado. Research has community members). Systemic reform also requires a repeatedly demonstrated that technology-based tools shift in the way leadership is conceptualized, from a can enhance student performance when they are "top-down" model to one of distributed or integrated into the curriculum and used in conjunction collaborative leadership. Too often, teachers report with knowledge about learning. There are two major feelings of isolation and powerlessness. Where components of the MTI: a school technology audit and collaborative leadership is practiced, entire school 12 unique technology workshops. The audit analyzes teachers, parents, administrators, and communities how teachers teach, how they use technology with assume community and business leaders students, and how effectively the school's technology responsibility for the success of students. The very resources are being used. The workshops deal with culture of the school is transformed. technology management, basic computer skills and the use of specific applications, and using technology in "This is not easy work," says McNulty. "Schools are the classroom. The MTI is supported by an extensive faced with so many challenges and pressures to evaluation component, including four unique studies perform and to change so many things. And change on the effectiveness of the initiative. brings discomfort. Rules, roles, and responsibilities are all in flux during the time of transition." Technology is only one piece of the puzzle, however. The truly critical piece of systemic reform is the McNulty explains that McREL's role in fostering human connection, says McNulty. Bringing people systemic change is both to provide an array of services together to dialogue, to share information, and to find to state education agencies, districts, and schools and solutions to the challenges faced by educators is the to generate enthusiasm about the potential of reform. hallmark of successful reform. Over the next five years, among other activities, 3 Spring creating communities of learners Kansas and South Dakota McNulty, McREL's vice Building consensus on Transforming low-performing problems and solutions president of field services, points schools into high-performing out, "If there's no consensus on learning communities is the In response to this need, McREL the problem, how can there be cornerstone of McREL's work in is working with two states in our consensus on the solution?" systemic reform. State education region, South Dakota and Kansas, agencies and chief state school to create statewide consortia of Participants will be involved in a officers in our region have low-performing schools. summer leadership academy and repeatedly rated improving Consortium schools, supported by two follow-up institutes during performance in high-needs mentors from successful schools, the school year. In these sessions, schools as among their top will work to transform themselves McREL staff and selected priorities. And this concern is not into high-performing learning education experts will provide limited to the Central Region. communities through professional training in a variety of areas, Across the nation, states are development activities, collegial including reform strategies, struggling to support schools and learning, data-based decision resource allocation, data districts with endemic problems making, and technical assistance gathering, standards and such as poverty, high mobility, at- from McREL. assessment, and instructional risk behaviors, and ethnic and strategies for mathematics, racial tensions. McREL will work with a number science, and literacy. of schools in each state. Each site Low-performing schools are often will select members for a School Throughout the year, leadership entrenched with patterns of Leadership Team, which will teams will work with a mentor to failure, low expectations, and include both teachers and meet their improvement goals. poor community relations. administrators. One of the team's "Mentoring is key to this Working separately, teachers, first responsibilities will be to initiative," says McNulty. "People administrators, parents and define a vision and establish learn best from those who have community members may become concrete goals for improving actually been in the trenches." frustrated and discouraged. Says student performance. As Brian Mentors will be selected from Andy Tompkins, commissioner of either the ranks of teachers and education for the Kansas State administrators in successful We know that having a Board of Education, "It's an schools or those who have low-performing school incredible challenge. We know received Teacher or Principal of does not mean that that having a low-performing the Year awards. They will serve people aren't working mean that people school does not as resources to consortium we simply we simply have aren't working hard hard schools by attending institutes and have to do some extraordinary to do some extraordinary by providing regular guidance and things to support and assist them." things to support and on-site support. assist them. continued on page 5 M'ww.mcrel.org 4 6 creating communities RESOURCES -of-learners FOCUS YOUR TECHNOLOGY continued from page 4 STUDENTS LEARN TO HELP Ongoing efforts r-1 But the work doesn't end there. help teachers Select from 12 workshops to Let McREL "Ultimately," says Ray Christensen, effectively in the classroom. use technology conduct a secretary of education for South Dakota, Technology in the Classroom Technology for Technology Management "we'd like to create a replicable model Technology and Multiple Learning audit io Ilichnology Leadership Intelligences for school improvement that works for Planning identify your Technology Proficiencies and Software Evaluation and raise the bar people in our state Unit Planning technology Cliassroorn Technology 4 Lesson Plan Integration for everyone. No matter where a school Management and capabilities Technology and Problem-Solving Technology Training falls on the spectrum, we should always Process issic Computer Skills needs. Technology and Writing be moving toward improvement." °fogy Applications ..Integration Email and Internet No matter where a school falls on 303.337.0990, emainnfo@mcreLorg, or For more information and pricing, call McREL at be the spectrum, we should always visit our Web site at http://www.mcieLorg/products/tech/facilitatorasP. moving toward improvement. work in schools McREL's Technology Initiative...making technology One significant way in which sites will participate is by providing student to performance data. McREL will analyze renewing Chi commitment the data and conduct research and evaluation studies to measure program and the McREL's work in the area continued froin page and student progress. Data can be used 1 the face of effect it is having on to adjust existing programs where was also awarded We will McREL education in the region. in necessary and to develop programs "standards-based instructional regional problem also link these particular new sites across the region. Of practice" as its national leadership and research areas to issues interest is the contrast between the two then-Secretary area Responding to national front. In occurring on the states' selected sites: Kansas sites will be Riley's call for a midcourse review McREL's this issue. we focus on primarily urban, whereas South Dakota McREL of the standards movement, systemic school work in supporting sites will be a mix of rural and is initiating a national dialogue on reform. reservation schools. standards (see related article, p. 8). we have After thirty-five years In addition to this far - reaching For further information about McREL's of and much still its dialogue, McREL will build on much to be proud work with low-performing schools, to We look forward existing research and development to strive for. .632.5565 or contact Wilda Simms at 303 relationships continuing to build our efforts, provide standards-related [email protected]. furthering the the region resources and services to with our constituents. translating for research we've begun. and nation, and be a resource fostering findings into practice. cross-laboratory professional research collaborations with other development. ultimately. organizations. and. Over the next year, Changing improvement of contributing to the Schools will examine each of the education for all. four problem areas in depth. bringing you information on Spring 2001 BEST CO PYAVAILABLE_ essential resources education Noteworthy Perspectives on Excellence in the Central Region (2000) by McREL, 64 pages, $5 Colorado, Kansas, Missouri, Nebraska, This publication features educators in McREL's region who have received national recognition for their North Dakota, South Dakota, and Wyoming innovative ideas, exceptional instructional practices, or outstanding leadership. Articles focus on the strategies that schools and practitioners are using with positive results. Collectively, these articles offer a thorough discussion of standards-based education, organizational capacity, human motivation and development, and community outreach and parent involvement. Noteworthy Perspectives on Implementing Standards-Based Education (2000) by McREL, 50 pages, $5 This publication draws on the insights and expertise of teachers from across the country who are frustrations, engaged in the difficult process of standards-based reform. Teachers relate their fears, guidance on and successes with implementing standards in the classroom. Also included is practical supporting teachers in ways that help them realize the potential of standards-based education. Principles in Action: Stories of Award-Winning Professional Development (2000) by McREL, $15 of this High-quality professional development leading to increased student achievement is the subject U.S. engaging documentary-style video, which explores the real-life experiences of four winners of the Department of Education's National Award for Model Professional Development. Two schools Montview Elementary School in Aurora, Colorado, and Woodrow Wilson Elementary School in demonstrate the power of a school team working together with a common Manhattan, Kansas both in Kansas, Olathe District Schools and Lawrence Public Schools focus. Two districts show how to encourage and support an environment for teacher and administrator learning. Suitable for a variety of audiences, from school improvement teams to district administrators to policy makers. A Framework for Early Literacy Instruction: Aligning Standards to Developmental Accomplishments and Student Behaviors, Pre-K Through Kindergarten (2000) by Elena Bodrova, Deborah J. Leong, Diane E. Poynter, and Dmitri Semenov, 33 pages, free while supplies last and This publication includes standards and benchmarks for early literacy. These standards benchmarks reflect the foundational knowledge needs of very young learners and recognize development their unique developmental characteristics, as indicated by the research on early literacy instruction detailed guidance for early literacy at the pre-K and kindergarten levels. This document also provides more than that currently available from state and national documents. www.mcrel.org 6 8 Including Special Needs Students in Standards- Asking the Right Questions: A Leader's Guide Based Reform: A Report on McREL's Diversity Improvement to Systems Thinking About School Roundtable III (2000) (2000) by McREL, 69 pages, online only by McREL, 34 pages, $15 This publication contains three research-based papers that This guidebook attempts to simplify systems theory by served as the catalyst for discussions at McREL's third defining three domains of school systems: the technical, diversity roundtable, held September 14-15,2000. Each personal, and organizational. Using these domains as lenses paper details current policies and practices relative to the through which to view school systems, it offers a process inclusion of special needs students in standards-based for considering the ways in which changes to one part of reform. Suggestions for helping teachers acquire the the system will affect other parts. It then provides three information and skills they need to improve instruction for examples of what it means to "think systemically" and the students with special needs are included. benefits of doing so. Policy Briefs Change Through Inquiry (2000) 6-8 pages, online only This microsite on the McREL Web site is designed for educators who are undertaking a school improvement McREL policy briefs offer research-based discussions of effort. The Web site builds upon the concepts in Asking issues of primary concern to local and state policymakers the Right Questions. This online resource not only helps across the nation. school leaders think about the three domains of school of systems, but it also provides access to a wide array Charter School Equity Issues: Focus on Minority and laboratories, resources, created by McREL and other At-Risk Students (November 2000) related to every aspect of education systems. Early Literacy: New Issues and New Challenges Available online at www.mcrel.org /toolkit (October 2000) What Works in Classroom Instruction (2000) Ensuring Quality Teachers Through Alternative by Roberti. Marzano, Barbara B. Gaddy, and Ceri Dean, Certification Programs (October 2000) 178 pages,. $25 Students with Disabilities and Standards-Based Reform The purpose of this publication is to provide educators (October 2000) with instructional strategies that research shows have the Raising the Achievement of Low-Performing Students learning. greatest likelihood of positively affecting student (May 2000) The publication is designed for K-12 classroom teachers, building-level administrators, and central office Rural Schools: Diverse Needs Call for Flexible Policies administrators. It is offered as a tool to enhance students' (May 2000) achievement in any content area. High-Stakes Testing:Trends and Issues (April 2000) Implementing Education Reform: Strategies Standards-Based Accountability Systems Used by States, Districts, and Schools (2000) (April 2000) by the Regional Educational Laboratory Network, 20 pages, The Impact of Technology on Learning online only Making Sense of the Research (May 1999) This publication, the third in a series of issues briefs, Improving Teacher Quality: Issues and Policies summarizes a collaborative three-phase study undertaken (June 1999) in 1998-2000 by regional education laboratory researchers. The intent of the study was to examine reform key at the state, district, and school levels, identify elements of approaches at each level, and disseminate the For a complete list and online access to McREL's practical advice gleaned from the findings to policymakers publications and products, please visit our Web site at and education leaders. Examples of successful reform www.mcrel.orglproducts. You may also e-mail us at efforts are included. info@mcreLorg or call 303.337.0990. 7 Spring 2001 9 of what we want our build a collective vision national `dialogue Partners champion a The foremost question to be education system to be. education on standards-based learned about how to best asked is, What have we will completely." This was the children? To answer that, the dialogue "When people talk, listen serve our would-be writers on address these issues: advice of Ernest Hemingway to It is also the key to how to write realistic dialogue. standards-based Refining and continuing the creating a collective vision. reform movement learned from research but certain hot- Building on what we've Everyone talks about education. improve teaching and then others. and practice about how to button issues spark greater controversy approaches. high- learning Implementing standards-based for helping all measures Encouraging shared responsibility stakes testing. and tough accountability As standards volatile areas of discussion. students achieve high are three of the more the these uncertainties about a way of responding to The first planning meeting for the dialogue was held standards movement, former U.S. Secretary of "have November 8-10, 2000, in Denver, Colorado. Forty Education Richard Riley advised the nation to participants attended, including students, parents, dialogue with parents and a healthy and ongoing and leaders from numerous education organizations. teachers." City, A spring kick-off event will be held in Kansas McREL agrees and is joining the North Central and the Missouri, in April 2001. Some 200 educators and Regional Educational Laboratory (NCREL) and community members from the McREL and NCREL Berkana Institute of Provo, Utah, an education regions and from around the nation will be invited. national research foundation, to initiate a unique The Once begun, the dialogue will be facilitated and conversation about standards-based reform. sustained through local, regional, and national National Dialogue for Standards-Based Education Web site. events, connected through an interactive national, regional, state, will occur at all levels and provide a forum for sharing and local For more information about the National Dialogue, and underlying success stories, research, beliefs, call 1.877.846.2332 or visit our Web site at assumptions. www.nationaldialogue.org. You may also e-mail and Bryan Goodwin at [email protected]. The partners intend to give communities chance to educators who hold varying perspectives a www.mcrel.org, 8 10