Interdisciplinary  SLC Program Design Erin McGary-Hamilton NWREL
Recreating Secondary Schools
Instructional Program Coherence
<ul><li>Objective </li></ul><ul><ul><li>Experience the process for interdisciplinary program design </li></ul></ul><ul><li...
What is Program Coherence? <ul><li>A set of interrelated programs for students and staff that are guided by a common frame...
21 st  Century Learning Skills How well does your vision support these important outcomes?
Student Data <ul><li>What specific student needs  does your data suggest to help students reach proficiency  in 21 st  Cen...
Vision and Mission <ul><li>If we could be what we wanted in five years, what would we be? </li></ul><ul><li>How would we k...
Step 1: Knows and Dos What do students need to know and be able to do? <ul><li>List your theme/academy name in the center ...
Partial Proficiency Map - 2 areas from 1 st  draft of 9 th  grade team work. Missing CTE & extended core standards. Standa...
Step 2: Proficiencies How can knows and dos be grouped into meaningful and coherent concepts? <ul><li>Study Noble High Sch...
Step 3: Adequacy Are these effective proficiencies? <ul><li>How would you modify your proficiencies to better meet the cri...
Step 4: Standards Mapping What content standards can be addressed through the proficiencies? <ul><li>Identify key content ...
Step 5: Demonstrations of Mastery What performance tasks will demonstrate that students have mastered proficiencies mid- a...
Next Steps
Action Plan Shareholder involvement Resources Needed Timeline Person Responsible Activity
Framework for Recreating Secondary Schools
Resources <ul><li>Recreating Secondary Schools, NWREL  http://www.nwrel.org/csdi/rss/coremore/services.php </li></ul><ul><...
Contact Information <ul><li>Erin McGary-Hamilton </li></ul><ul><li>Recreating Secondary Schools </li></ul><ul><li>Northwes...
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Interdisciplinary slc program design

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Interdisciplinary slc program design

  1. 1. Interdisciplinary SLC Program Design Erin McGary-Hamilton NWREL
  2. 2. Recreating Secondary Schools
  3. 3. Instructional Program Coherence
  4. 4. <ul><li>Objective </li></ul><ul><ul><li>Experience the process for interdisciplinary program design </li></ul></ul><ul><li>Outcomes </li></ul><ul><ul><li>Use tools and strategies to generate student proficiencies & demonstrations of mastery </li></ul></ul><ul><ul><li>Develop an action plan to continue this work back on your campus </li></ul></ul>
  5. 5. What is Program Coherence? <ul><li>A set of interrelated programs for students and staff that are guided by a common framework for </li></ul><ul><ul><ul><ul><li>Curriculum </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Instruction </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Assessment </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Learning climate </li></ul></ul></ul></ul><ul><li>and are pursued over a sustained period. </li></ul><ul><li>Watch the video for evidence of a common framework for each element </li></ul>
  6. 6. 21 st Century Learning Skills How well does your vision support these important outcomes?
  7. 7. Student Data <ul><li>What specific student needs does your data suggest to help students reach proficiency in 21 st Century Skills? </li></ul>
  8. 8. Vision and Mission <ul><li>If we could be what we wanted in five years, what would we be? </li></ul><ul><li>How would we know we are there? </li></ul><ul><li>What would be a stretch for ourselves? </li></ul><ul><li>What would be worth committing to over the next ten years? </li></ul><ul><li>What makes our SLC’s vision distinct? </li></ul>
  9. 9. Step 1: Knows and Dos What do students need to know and be able to do? <ul><li>List your theme/academy name in the center of the proficiency map </li></ul><ul><li>Study West Clermont materials for examples of student centered knows and dos </li></ul><ul><li>Brainstorm knows and dos </li></ul><ul><li>Share out </li></ul>
  10. 10. Partial Proficiency Map - 2 areas from 1 st draft of 9 th grade team work. Missing CTE & extended core standards. Standards Sci – 3.2 Math – A.1, A.2 Eng – 3.3, 2.2, 2.3, 2.4, 4.1 SS – 1.1, 1.2 Standards Sci – 1.2, 1.3 Math – A.1, A.2 Eng – 2.3, 2.4, 4.2 SS – 2.1, 2.3, 3.1, 3.2
  11. 11. Step 2: Proficiencies How can knows and dos be grouped into meaningful and coherent concepts? <ul><li>Study Noble High School guiding principles for examples of student proficiencies </li></ul><ul><li>Cluster knows and dos into 3 – 6 proficiency areas </li></ul><ul><li>Name them. Write proficiency names in gray boxes </li></ul>
  12. 12. Step 3: Adequacy Are these effective proficiencies? <ul><li>How would you modify your proficiencies to better meet the criteria? </li></ul><ul><li>Do they foster – </li></ul><ul><ul><ul><li>Focus </li></ul></ul></ul><ul><ul><ul><li>Coherence </li></ul></ul></ul><ul><ul><ul><li>Relevance </li></ul></ul></ul><ul><ul><ul><li>Equity </li></ul></ul></ul><ul><ul><ul><li>Priorities </li></ul></ul></ul>
  13. 13. Step 4: Standards Mapping What content standards can be addressed through the proficiencies? <ul><li>Identify key content standards for your discipline that: </li></ul><ul><ul><li>Relate to one of the proficiencies </li></ul></ul><ul><ul><li>Address a high need area identified in your student data </li></ul></ul><ul><ul><li>Are high impact and worth spending time on </li></ul></ul><ul><ul><li>Can be taught across the curriculum </li></ul></ul><ul><li>Color code them by expectations at higher and lower grade levels </li></ul>
  14. 14. Step 5: Demonstrations of Mastery What performance tasks will demonstrate that students have mastered proficiencies mid- and endpoints of study? <ul><li>Study High Tech High Senior Project </li></ul><ul><li>If you already have a senior project: </li></ul><ul><ul><li>How well does it demonstrate the desired proficiencies? </li></ul></ul><ul><ul><li>How could it be extended to other grade levels to show progress? </li></ul></ul><ul><li>If developing demonstrations of mastery: </li></ul><ul><ul><li>What is an appropriate level of mastery of proficiencies at upper and lower grade levels? </li></ul></ul><ul><ul><li>How could students demonstrate their mastery of 2 or more proficiencies through a performance task? </li></ul></ul>
  15. 15. Next Steps
  16. 16. Action Plan Shareholder involvement Resources Needed Timeline Person Responsible Activity
  17. 17. Framework for Recreating Secondary Schools
  18. 18. Resources <ul><li>Recreating Secondary Schools, NWREL http://www.nwrel.org/csdi/rss/coremore/services.php </li></ul><ul><li>Smaller Learning Communities Program, US Department of Education http://slcp.ed.gov/ </li></ul><ul><li>SLC Tutorials (Scheduling, Instructional Improvement Teams, Building Staff Ownership, Parent Engagement, Evaluation, Measurable Goals & Objectives http://slcp.ed.gov/tutorials/ </li></ul><ul><li>Video - Integrated Curriculum: Connecting & Collaborating, Small Schools Project, Picturing the Possibilities Video Series http://www.smallschoolsproject.org </li></ul>
  19. 19. Contact Information <ul><li>Erin McGary-Hamilton </li></ul><ul><li>Recreating Secondary Schools </li></ul><ul><li>Northwest Regional Educational Laboratory </li></ul><ul><li>www.nwrel.org/csdi/rss/coremore/services.php </li></ul><ul><li>[email_address] </li></ul><ul><li>503-275-9641 </li></ul>

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