Students today cant 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 Fisch http://www.lps.k12.co.us/schools/arapahoe/fisch/whatif/whatif.ppthttp://www.lps.k12.co.us/schools/arapahoe/fisch/whatif/whatif.ppt Thornburg, David. Edutrends 2010: Restructuring, Technology, and the Future of Education. Starsong Publications, 1992.
Students today depend on paper too much. They dont know how to write on a slate without getting chalk dust all over themselves. They cant clean a slate properly. What will they do when they run out of paper?
Students today depend upon store bought ink. They dont 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.
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.
The Teams Secondary Redesign Team 50+ teachers, administrators, students, and community members Meeting monthly, reading literature, creating vision, mission, core principles, and strategies Building Core Teams Team for each of five secondary schools (three middle schools and two high schools – one to be built and opened)
Secondary Schools Mission To prepare each learner for successful completion of a post-secondary educational program, life-long learning, career opportunities, and meaningful contributions as a citizen of the local and global community by providing personalized, rigorous, and relevant learning experiences.
Core Principles Six interdependent core principles guide our work Safe and nurturing environment Engaged learners Strong partnerships Integrated curriculum, instruction & assessment Excellent educational team Dynamic organization
A Realization No one jumps a 20 foot chasm in two 10 foot jumps. – Miguel Guhlin
Jumping the Chasm – Revolutionary Change Open a new high school Transition to three middle schools Reorganize staff in buildings Change school boundaries Change daily schedule Change graduation requirements Implement houses Implement 9 th and 10 th interdisciplinary teams Modify curriculum in every department Curriculum maps for every course Areas of interest and programs of study Capstone courses Accelerated courses Mastery learning implementation
What do we want our students to know, do, understand, and be like? Graduation Requirements
Curriculum Impact of Redesign Primary goal was to redesign course offerings to meet our new vision and develop a more focused academic program All content areas underwent a review process of existing courses Courses were eliminated, redesigned, or new courses were developed Curriculum maps were developed for all secondary courses All electives were organized within four areas of interest
Areas of Interest Arts and Communication Global Studies Health and Social Sciences STEM (Science, Technology, Engineering, and Math)
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 & Mentoring Research & Product Development Publishing & Exhibition Real Solutions for Community & Global Problems
Accelerated Courses Full-year Physics (9 th gr) compacted into Physics X (9 th gr, 1 st sem) Full-year Chemistry (10 th gr) compacted into Chemistry X (9 th gr, 2 nd sem) Same content, 2.0 credit/yr Remove much direct instruction, repetition, and practice Assume higher math ability and motivation English 9, 10, and 11 compacted into English X (9 th -10 th gr) Same standards, 1.5 credit/yr Add depth, rigor, independence in reading selections and analysis Assume higher reading/ writing ability and motivation ScienceEnglish
Accelerated Courses X classes by invitation only Identification rubric mainly based on standardized test scores at 95 th percentile over multiple years Criteria identifies 10-15% of our students Of identified students, 10-20% opt out Benefits for students Challenges student with faster pace (and more depth and complexity in English) Creates opportunity for additional courses in student schedules
Mastery Learning in District 112 Collaborative process led by teacher leaders Identified common proficiencies based on foundational standards (necessary for success within course or future courses) Common assessment system Students must show mastery to earn credit for course
Mastery Learning in Science Regular assessments (quizzes, individual skill checks) Quick feedback Frequent and repeated opportunity to demonstrate mastery throughout course Individualized assessments created by locally developed software Formative data informs remediation and extension needs for students Continual reinforcement of foundational standards
Mastery Learning - Lessons Learned Students can master foundational standards Focus needs to shift from teaching to learning Student lack of prior knowledge/skills mitigated Gains in student achievement observed Student efficacy increased