4 Students today can’t prepare bark to calculate their problems Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write!What if… Karl FischThornburg, David. Edutrends 2010: Restructuring, Technology, and the Future of Education. Starsong Publications, 1992.
6 Students today depend on paper too much Students today depend on paper too much. They don’t know how to write on a slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?
10 Students today depend upon store bought ink Students today depend upon store bought ink. They don’t know how to make their own. When they run out of ink they will be unable to write words or ciphers until their next trip to the settlement. This is a sad commentary on modern education.
12 Ballpoint pens will be the ruin of education in our country Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries.It is 2007 and there is no shortage of issues in education. It is great to have people back. With it comes the energy and the passion. We are passionate about so many thing. Big issues and what sometimes seem to be simple things. I was at a meeting he other day and the energy and excitement was high. The topic of conversation….. New toilet paper and towel dispensers in the bathrooms… have you seen them? People were almost giddy as they talked in almost loving ways about how easy the toilet paper turned and how they could easily get a long piece instead of having to piece together small pieces that kept ripping off. Concern about softness… elementary would have like the sensors for our smallest learners. Jim Bach was delayed. And in 2007 there are other issues too.
13 The Teams Secondary Redesign Team 50+ teachers, administrators, students, and community membersMeeting monthly, reading literature, creating vision, mission, core principles, and strategiesBuilding Core TeamsTeam for each of five secondary schools (three middle schools and two high schools – one to be built and opened)
14 Secondary Schools Mission To prepare each learnerforsuccessful completion of a post-secondary educational program,life-long learning,career opportunities,and meaningful contributions as a citizenof the local and global communitybyproviding personalized, rigorous,and relevant learning experiences.
15 Core Principles Six interdependent core principles guide our work Safe and nurturing environmentEngaged learnersStrong partnershipsIntegrated curriculum, instruction & assessmentExcellent educational teamDynamic organization
16 A RealizationNo one jumps a 20 foot chasm in two 10 foot jumps. – Miguel Guhlin
17 Jumping the Chasm – Revolutionary Change Open a new high schoolTransition to three middle schoolsReorganize staff in buildingsChange school boundariesChange daily scheduleChange graduation requirementsImplement housesImplement 9th and 10th interdisciplinary teamsModify curriculum in every departmentCurriculum maps for every courseAreas of interest and programs of studyCapstone coursesAccelerated coursesMastery learning implementation
18 Graduation Requirements What do we want our students to know, do, understand, and be like?
19 Curriculum Impact of Redesign Primary goal was to redesign course offerings to meet our new vision and develop a more focused academic programAll content areas underwent a review process of existing coursesCourses were eliminated, redesigned, or new courses were developedCurriculum maps were developed for all secondary coursesAll electives were organized within four areas of interest
20 Areas of Interest Arts and Communication Global Studies Health and Social SciencesSTEM (Science, Technology, Engineering, and Math)
22 Capstone Course Graduation Requirement Students will fulfill their graduation requirement by completing a culminating experience in a Capstone course within a program of study. Capstone courses will reflect best practices in project-based learning and focus in one or more the following areas:Internships & MentoringResearch & Product DevelopmentPublishing & ExhibitionReal Solutions for Community & Global Problems
24 Accelerated CoursesScienceEnglishFull-year Physics (9th gr) compacted into Physics X (9th gr, 1st sem)Full-year Chemistry (10th gr) compacted into Chemistry X (9th gr, 2nd sem)Same content, 2.0 credit/yrRemove much direct instruction, repetition, and practiceAssume higher math ability and motivationEnglish 9, 10, and 11 compacted into English X (9th-10th gr)Same standards, 1.5 credit/yrAdd depth, rigor, independence in reading selections and analysisAssume higher reading/ writing ability and motivation
25 Accelerated Courses X classes by invitation only Benefits for students Identification rubric mainly based on standardized test scores at 95th percentile over multiple yearsCriteria identifies 10-15% of our studentsOf identified students, 10-20% opt outBenefits for studentsChallenges student with faster pace (and more depth and complexity in English)Creates opportunity for additional courses in student schedules
26 Mastery Learning in District 112 Collaborative process led by teacher leadersIdentified common proficiencies based on foundational standards (necessary for success within course or future courses)Common assessment systemStudents must show mastery to earn credit for course
27 Mastery Learning in Science Regular assessments (quizzes, individual skill checks)Quick feedbackFrequent and repeated opportunity to demonstrate mastery throughout courseIndividualized assessments created by locally developed softwareFormative data informs remediation and extension needs for studentsContinual reinforcement of foundational standards
28 Mastery Learning - Lessons Learned Students can master foundational standardsFocus needs to shift from teaching to learningStudent lack of prior knowledge/skills mitigatedGains in student achievement observedStudent efficacy increased