O.S.T.C.
One School, Two Campuses




Middle Program Development and Alignment
Shanghai
American School
has embarked on
achieving
Two Pre-K –12 Schools
to serve families
throughout Shanghai
The benefits of the one school two
campus philosophy are increased…

           …ability to serve students
             an...
The benefits of the one school two
campus philosophy are increased…

               …opportunity for
               studen...
SAS Self Study
We look for three outcomes

o   To build a deeper understanding of our
    organization
o   To transform th...
Where do we begin with
regard to Middle School
 Recommendations from our
  Midterm Accreditation
  Visiting Committee repo...
Where do we begin with
regard to middle School
Recommendations from our Midterm
 Accreditation Visiting Committee report:
...
Our WASC
Progress
Our WASC
Progress


 Profile
 Develop
Our WASC
Progress

                     Core
                     Values,
           Develop
                     EAGLES
 ...
Our WASC
Progress
                     Gather
                     Evidence
                       Core
                  ...
Our WASC
           Analyze
Progress
           Evidence
                      Gather
                      Evidence
     ...
Create
Our WASC
           Action Plan
           Analyze
Progress
           Evidence
                      Gather
      ...
Establish
                            Monitoring
           Create           Process
Our WASC
           Action Plan
     ...
WASC
                           Visiting
                           Committee

                            Establish
     ...
Celebrate
               Successes     WASC
                             Visiting
                             Committee

...
Celebrate
                                Successes     WASC
           Work on                            Visiting
      ...
What our Self Study looks like in
 SAS Middle Schools
  1. Gather and analyze research on what
     makes the best Middle ...
What our Self Study looks like in
SAS Middle Schools
Analyze research….                                October
           ...
What our Self Study looks
   like in SAS Middle Schools
           2. From the data, construct a
             “data pictur...
What our Self Study looks
  like in SAS Middle Schools

          5. Self Study Visiting
October
   2008
            Commi...
What our Self Study looks like in
SAS Middle Schools

6. Begin implementation:
   OSTC Alignment decisions for…
   •Middle...
Where do we begin with regard
to middle School
Recommendations from our Midterm
 Accreditation Visiting Committee report

...
Language Arts PK-12
  Math 6-12
  Science 6-12
  Chinese 6-12




Program Review 2007-8
Program Renewal 2008-9
http://teachers.saschinaonline.org/edpro
Our Goal…
“Create Programs, assessments and
experiences that serve to unite the school and
to celebrate the distinctivenes...
Schedule and Program Design


How does a school administration make
recommendations and decisions about
schedule and progr...
Planning and Coordination…

                   • Space
                   • Time
                   • Program
            ...
“An inviting, supportive, and
Space        safe environment…”
             -                  From “This We Believe”
     ...
“Organizational structures that support


    Time
                    meaningful relationships and learning.”
           ...
“Organizational structures that support
                         meaningful relationships and learning.”


Time           ...
“Organizational structures that support
                        meaningful relationships and learning.”


Time            ...
“Organizational structures that support
                                meaningful relationships and learning.”
          ...
Time
    Puxi
Further areas for alignment…
              SPECIALS
      30      Chinese/French/Spanish
      30      PE
  ...
-“Students and teachers engaged in active
                learning.”
Program         -“Curriculum that is relevant, challe...
“Multiple learning and teaching approaches
           that respond to their diversity. Since young
           adolescents ...
“Educators who value working with this age group
                    and are prepared to do so. Effective middle level
   ...
Other considerations:
•Points along a
 continuum
•Traditional Design to
 Best Design
•Written curriculum
•Maximum capacity
Middle School Parent Coffee Jan08
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Middle School Parent Coffee Jan08

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Middle School Parent Coffee Jan08

  1. 1. O.S.T.C. One School, Two Campuses Middle Program Development and Alignment
  2. 2. Shanghai American School has embarked on achieving Two Pre-K –12 Schools to serve families throughout Shanghai
  3. 3. The benefits of the one school two campus philosophy are increased… …ability to serve students and their families. …ability to develop authentic interactive learning experiences using technology to promote 21st century learning skills.
  4. 4. The benefits of the one school two campus philosophy are increased… …opportunity for student interaction with peers across campuses in authentic and meaningful ways.
  5. 5. SAS Self Study We look for three outcomes o To build a deeper understanding of our organization o To transform the way we do our work o To design quality metrics that will allow us to measure and report our progress toward our mission and vision
  6. 6. Where do we begin with regard to Middle School Recommendations from our Midterm Accreditation Visiting Committee report: 1. “Create a long-term vision for the future relationship and educational consistency of the two campuses”
  7. 7. Where do we begin with regard to middle School Recommendations from our Midterm Accreditation Visiting Committee report: 2. “Using a multi-year curriculum review process, refine the documented curriculum in selected curricular areas to address . . . • Grade level expectations • Scope and sequence of content and skills • K-12 articulation • Linkage to appropriate School-wide Learning Results (EAGLES) • Assessment methods
  8. 8. Our WASC Progress
  9. 9. Our WASC Progress Profile Develop
  10. 10. Our WASC Progress Core Values, Develop EAGLES Profile
  11. 11. Our WASC Progress Gather Evidence Core Values, Develop EAGLES Profile
  12. 12. Our WASC Analyze Progress Evidence Gather Evidence Core Values, Develop EAGLES Profile
  13. 13. Create Our WASC Action Plan Analyze Progress Evidence Gather Evidence Core Values, Develop EAGLES Profile
  14. 14. Establish Monitoring Create Process Our WASC Action Plan Analyze Progress Evidence Gather Evidence Core Values, Develop EAGLES Profile
  15. 15. WASC Visiting Committee Establish Monitoring Create Process Our WASC Action Plan Analyze Progress Evidence Gather Evidence Core Values, Develop EAGLES Profile
  16. 16. Celebrate Successes WASC Visiting Committee Establish Monitoring Create Process Our WASC Action Plan Analyze Progress Evidence Gather Evidence Core Values, Develop EAGLES Profile
  17. 17. Celebrate Successes WASC Work on Visiting Recommendations Committee Establish Monitoring Create Process Our WASC Action Plan Analyze Progress Evidence Gather Evidence Core Values, Develop EAGLES Profile
  18. 18. What our Self Study looks like in SAS Middle Schools 1. Gather and analyze research on what makes the best Middle Schools • Our benchmark schools • Leading thinkers in the field October to March • Test scores and assessment data 2007-08 • What we know students need to know and be able to do to be successful in High School and beyond Administrators and faculty, with information to parents through parent coffees, ParentTalk and other means
  19. 19. What our Self Study looks like in SAS Middle Schools Analyze research…. October to March 2007-08  “This We Believe” (NMSA)  “Turning Points 2000” (Carnegie Foundation)  “Student Involved Assessment” (Rick Stiggens AND ATI)  “Differentiated Instruction” (Carol Ann Tomlinson)  www.nmsa.org  WWW.MIDDLEWEB.COM AND….  Our own WASC Recommendations
  20. 20. What our Self Study looks like in SAS Middle Schools 2. From the data, construct a “data picture” of an ideal Middle School that aligns with best practices. April to June 3. Make decisions related to MS 2008 Alignment 4. Design quality metrics to gauge our progress toward the goal
  21. 21. What our Self Study looks like in SAS Middle Schools 5. Self Study Visiting October 2008 Committee (WASC) provides outside validation of our self study and school-wide action plans and provide recommendations
  22. 22. What our Self Study looks like in SAS Middle Schools 6. Begin implementation: OSTC Alignment decisions for… •Middle School •Visiting Team recommendations •School-wide action plans November to May 2008-09
  23. 23. Where do we begin with regard to middle School Recommendations from our Midterm Accreditation Visiting Committee report – “Create a long-term vision for the future relationship and educational consistency of the two campuses” – “Using a multi-year curriculum review process, refine the documented curriculum in selected curricular areas to address . . .”
  24. 24. Language Arts PK-12 Math 6-12 Science 6-12 Chinese 6-12 Program Review 2007-8 Program Renewal 2008-9
  25. 25. http://teachers.saschinaonline.org/edpro
  26. 26. Our Goal… “Create Programs, assessments and experiences that serve to unite the school and to celebrate the distinctiveness of each campus community.” - FROM SAS VISION
  27. 27. Schedule and Program Design How does a school administration make recommendations and decisions about schedule and programs offered?
  28. 28. Planning and Coordination… • Space • Time • Program • People  To further the school’s mission and vision….
  29. 29. “An inviting, supportive, and Space safe environment…” - From “This We Believe” National Middle School Association • Appropriate to the subject • Shared spaces available to everyone • Enough to go around
  30. 30. “Organizational structures that support Time meaningful relationships and learning.” “Multiple learning and teaching approaches that respond to their diversity.” - From “This We Believe” National Middle School Association  Length & arrangement of school year  Length & arrangement of school day  Length of periods/blocks appropriate to the subject  Arrangement of time within a period/block  Number of class meeting times per cycle  Enough of it!  Quality of it!  Appropriateness to activity  ‘Prime Time’ utilized
  31. 31. “Organizational structures that support meaningful relationships and learning.” Time “Multiple learning and teaching approaches that respond to their diversity.” - From “This We Believe” National Middle School Association Pudong Current Year Example is listed as Min. per Semester Ave. Min per Day 5355 63.75 CORES Math AVERAGES and 5355 3570 63.75 42.5 Science HUM 14280 Total CORE may vary depending 3465 41.25 Specials Chinese/French/Spanish on team, grade level 3465 3465 3465 41.25 41.25 41.25 PE Music Rotation 13860 Total Specials and units being Programs Art Health 840 10 Home Room* 1732.5 1732.5 1680 20 Advisory* taught 1680 20 Elective* 4200 Extra Programs* 35 35 Lunch 420 Min Per Day
  32. 32. “Organizational structures that support meaningful relationships and learning.” Time “Multiple learning and teaching approaches that respond to their diversity.” - From “This We Believe” National Middle School Association Puxi Current Year Example is listed as Min. per Sem. 3360 Ave. min per Day 40 CORES Math AVERAGES and 3360 3360 3360 40 40 40 Science LA SS 13440 Total CORE may vary depending 2520 2520 30 30 SPECIALS Chinese/French/Spanish PE on team, grade level 2520 2520 30 30 Music Rotation PROGRAMS 10080 Art Health and units being 3360 40 Literacy 3360 840 1680 2100 25 Advisory* 1260 15 Home Base* 3360 Extra Programs* taught 3780 45 Lunch 1260 15 CORE Break 420 Min Per Day
  33. 33. “Organizational structures that support meaningful relationships and learning.” “Multiple learning and teaching approaches that Time respond to their diversity.” - From “This We Believe” National Middle School Association Pudong In Planning…. Ave. Min per Day CORES s… 45 Math on 45 Science 180 minutes per day of Core ti 45 HUM ta 45 HUM ro Puxi In In Planning…. Ave. Min per Day CORES 45 Math 45 Science 180 minutes per day of Core 45 LA 45 Social Studies
  34. 34. Time Puxi Further areas for alignment… SPECIALS 30 Chinese/French/Spanish 30 PE 30 Music 30 Rotation PROGRAMS Art Health 40 Literacy 840 1680 25 Advisory* 15 Home Base* With the Middle School Pudong Alignment Task Force, to Further areas for alignment… be shared with the Specials Student Programs 41.25 Chinese/French/Spanish Committee…. 41.25 PE 41.25 Music AND 41.25 Rotation …. Reported to parents Programs Art Health through ParentTalk and 10 Home Room* 1732.5 1732.5 MS Parent Coffees 20 Advisory* 20 Elective*
  35. 35. -“Students and teachers engaged in active learning.” Program -“Curriculum that is relevant, challenging, integrative, and exploratory.” - “Assessment and evaluation programs that promote quality learning.” - From “This We Believe” National Middle School Association  SAS Standards & Benchmarks  Conscious choices  Both curricular & co- curricular  Core and specialists
  36. 36. “Multiple learning and teaching approaches that respond to their diversity. Since young adolescents learn best through engagement People and interaction, learning strategies involve students in dialogue with teachers and with one another.” - From “This We Believe” National Middle School Association  Students –Appropriate to developmental needs –Includes ‘break / breather’ –Meets ‘wants’ and ‘needs’
  37. 37. “Educators who value working with this age group and are prepared to do so. Effective middle level educators understand the developmental uniqueness People of the age group, the curriculum they teach, and effective learning and assessment strategies. They need specific teacher preparation before entering the classroom and continuous professional development as they pursue their careers.” - From “This We Believe” National Middle School Association  Teachers – Fully utilized – Qualified for assignments – Common Planning / Preparation – Facilitates team teaching
  38. 38. Other considerations: •Points along a continuum •Traditional Design to Best Design •Written curriculum •Maximum capacity

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