1. Innovating NYC: New Models of Practice in NYC Schools26 Future-State School Designs5 Network Common GroundsFrom the iZone360 communityDesign Process, Spring 2011
2. CFN 101: Bridges For Learning In partnership with Kunskapsskolan USASchools:• Global Technology Preparatory• IS 289• MS 250 – West Side Collaborative Middle School• School of the Future• Tompkins Square Middle School• Young Women’s Leadership School of Astoria
3. CFN 101: Building a Bridge to the Future •Offering ongoing feedback & encouragement • Serving as a point of contact & information source • Facilitating opportunities for cross-school learning • Advocating for circumstances that enable innovation• Supporting the development of bold, yet realistic strategic plans• Connecting schools with sources of expertise & other resources
4. VISION FOR THE FUTURE OR LEARNING"You dont change performance without changing the instructional core. The relationship of the teacher and the student in the presence of content must be at the center of efforts to improve performance.” --Richard Elmore, Instructional Rounds Teacher Roles: teachers as coaches, designers, facilitators of learning Student Roles: Tasks: students as independent •inquiry-based projects agents and owners of yielding authentic expressions their own learning & real-world applications • technology as a learning tool • digital portfolios
5. Global Tech Prep’s Future State Design Flexible scheduling Challenged-Based for shared Learning with Graduating professional teachers as learners planning and to facilitators prepared for maximize student implementing tasks learning.traditional and that are authentic,online learning based on real-worldenvironments. problems and gives students choice. PERSONALIZED, BLENDED (PART ON- LINE, PART IN-PERSON) LEARNING ENVIRONMENT GIVING STUDENTS CHOICES, VOICES, AND FLUENCY IN 21ST CENTURY SKILLS. Extending the learning day to Individualizing6:00 P for each .M student to learning plansengage in college Digital and goals for and career portfolios for each student. exploration. every student.
6. 1950’s through Present: The Future at GTP: Teacher-Dominated Student-Centered Innovative ClassroomsTraditional Classrooms with students collaborating on real-world (*yawn*) issues with teachers as facilitators! (*yay*)
7. We believe that schools in general, and WSC specifically, need to be creative and active learning environments whose form should support the function of nurturing students with the capacity to shape Organizational Alignment with FSDThe Future of Learning at West Side Collaborative • All teachers will have “office hours” as student coaches West Side Collaborative Middle School 250 participated in the iZone Time and Staffing • Coach class sessions built into schedule - Pilot (distinguished from WSC advisory/teen issues) • Transition from traditional grading to mastery Highlights: of standards framework personalized instruction using flexible • Student-led parent conferences using Personal student groupings based on formative Learning Plans – student evidence /summative assessments collecting/goal-setting Creative use of technology to build student • FSD Roadmaps created for teachers, students independence and parents Extended learning time beyond the • Spring Digital portfolio/exhibition days classroom through a Saturday Digital • By the spring term 8th grade students will Academy based on TED Talks select/design their own learning experiences Expanded staff collaboration for assessment during “learning lab” blocks and planning through customized online • Teachers will move fluidly through roles such portal as facilitator, coach, lead teacher, teacher ideas rather than merely receive them from teachers. leader as they and their colleagues decide how to use each other’s expertise and skills to promote a complex, multifaceted, learner- driven community. Instructional Alignment with FSD • Students at WSC will be empowered to be self-directed learners in the spirit of an artist apprentice who pursues learning a craft and developing a project with the guidance of a person more familiar with that art form. • Students will create their own learning goals with support from a “coach”, selecting strategies to try to master their goals. • Students will expand their use of Google docs to manage their work, communicate with staff, build project web pages and design personal online portfolio sites. • Students will participate in iConnect , iChoose and iInquire Immersion Weeks, designed for deep exploration of topics • Students will have choice in scheduling learning lab sessions to explore independent projects • Student groups and schedules will be flexible based on talents/learning goals and interests
8. The Lens: The curriculum – the The organizing framework: ‘Studies’medium for thinking & social or units that are built to practiceexperiences that provide a platform common, high leverage intellectualfor metacognitive awareness, work in an ‘apprenticeship model’ &increased self-efficacy and are anchored by performancecommunity responsibility assessments. Core Elements of Personalization: Humanities and Science Math - Inquiry based units where - Three time a year skills diagnostic to students choose a research focus pinpoint gaps and enrichment needs in after content and concept students’ mathematical skills. immersion. - Individualized student action plans to - Increased workshop time in class. address gaps and enrichment needs. - Partner research. - Action plans to be worked on once a - Access to online databases, week in flexible, 6-8 homogenous media, and sites for research. learning groups and through a blend of online programs and podcasts.
9. The Lens: Goal Setting & Reflection – time The organizing framework:to personally contextualize classroom Student reflection throughoutstruggles and successes in order to classroom ‘studies’ in a one-on-demystify and break through roadblocks to one coaching model with apersonal excellence. teacher advisor. Core Elements for Personalization: • Weekly one-on-one meetings with advisor. • Weekly meetings consistently adhere to protocols to focus on core goal versus ad hoc issues. • Mixed Grade Advisory to allow advisors and students to build three-year relationship and to allow mixed grade student support opportunities. • Students meet with advisors at the beginning of each day to independently read on their level and the end of each day to clarify and get started on assignments. • Regular Middle School meetings to discuss student progress and successes with coaching model. THE MAGICAL PORTAL The lens: The SOF information system where teachers share, organize & store resources; where teachers report student progress on essential benchmarks; where students work with advisors to reflect & set goals; where students, advisors and families can track learning progressions in different classes; where students, advisors and families access assignments & resources; where students can network with their peers about assignments, activities and social interests. Core Elements for Personalization: Large social networking element to leverage peer support and student community connection. Access to significant and lean student progress data to maximize real reflection. Access to resources for students and families to allow work space to extend beyond the school walls.
10. The Future State of Tompkins Square Middle Schoolis all about supporting developing deepunderstanding of why theyre doing what theyre doing; beingengaged in rich curriculum suited to their needs, interests,and learning styles; and benefitting froma schedule providing multiple modalities to maximize learningfor all students. WHAT WE’LL DO IN YEAR ONE: Adopt and implement a mastery-based assessment platform that is flexible and transparent enough for all the major constituents (students, parents, teachers, administration) to use effectivelyWHY WE’LL DO THIS:•To create a more precise picture of student learning that recognizes studentsdifferent needs, specific strengths and weaknesses•To identify skills to target across the curriculum, including study skills, criticalthinking, literacy and character/SEL components•To give students more ownership over their education
11. WHAT WE’LL DO IN YEAR TWO:Redesign the school schedule to be flexible enough to encompass the needs & learning styles of different learners as well as toprovide the common planning time staff will need to sustain these different approaches WHY WE’LL DO THIS: •To adjust our schedule to best support students’ individual learning needs •To create a more precise picture of student learning with a schedule that allows for tailoring of education for individual/groups of students •To use our Year 1 successes as a launching pad for figuring out how to successfully structure a students day based on his/her learning profile
12. Smart Use of TechnologyInquiry-Based Personalized Curriculum Education
13. In order to give every student a Personalized Education, we will examine and challenge the traditional school grouping and pacing guidelines that only take age into account. By acknowledging theindividual interests and needs of students, and offeringthem a variety of paths and timeframes to accomplish their educational goals, we will approach true differentiation for all. We will also help students acquire the tools they need to set goals and evaluate their own progress and struggles. The Smart Use of Technology will make the school experience more interesting, personal and relevant for students, and will allow teachers to be more innovative and effective . Our curriculum planning will include a space for new technology, and, as a result, we will be able to provide multiple modalities for different learners, and real-world applications for all students. Technology will be a partner in our school. We recognize teachers as subject specialists and uniquely-skilled individuals. In our “future state,” we see Teachers as Designers. That means not only will teachers use their expertise to design purposeful, engaging and intentional curricula that can be used personally or by Students are far more engaged and invested in their colleagues, but they will also step out of the schoolwork when they can see its relevance. Inquiry-Based traditional “lecturer” role, and into the roles of Curriculum means that courses and units of study will expert and facilitator. culminate in end-products that are clear, purposeful, engaging and have real-world applications. School as a launchpad
14. CFN 404 In partnership with New Tech NetworkSchools:• Academy of Urban Planning• Arts & Media Preparatory Academy• Bushwick School for Social Justice• Hillside Arts & Letters Academy• Hudson High School of Learning Technologies
15. In The Byam NetworkStudent Centered Learning Means: • Project-based learning as a critical instructional strategy. • Pathways for students to create and pursue learning experiences outside of formal classroom structures. • Technology as a lever to support competency based assessments and access to a world of learning. • Relationships that empower students to engage with rigorous challenges. Byam Network
16. Our Network vision is that by sharing a vision of this:We can provide each other with this: Ongoing Shared Strategies and Solutions Professional Inspiration! Learning
17. Academy of Urban PlanningCurrent State Future State Class Schedules45 Min CollegeClasses, 5x We believe that the high school experience should emulate Typeper week college as closely as possible. Our classes will be different Schedule lengths depending on their needs and will not meet every day. Students will have project work time built into their schedules.Teacher Instructional Model ProjectCentered Through project based learning, we will create an environment Based where Teachers are Mentors, and Students are Creators. Learning Building on their knowledge of the urban environment, students can serve as co-designers of the curriculum and inform project development.Content Content Integration Multi-Specific Disciplinary, We will create an environment where students can articulateClasses theme- competencies and pursue them through a variety of pathways including courses, collaborative/integrated projects, and integrated individualized projects. experiences Mr. Rodney Orji. Principal CFN 404 New Tech Network
18. DigitallyTransparentCommunity Project-Based Learning School-wide assessment practices Teacher Mentors Student Mr. Rodney Orji. Principal CFN 404 Creators New Tech Network
19. Arts & Media Prep’s Process Toward a Future State DesignHow do we better meet the needs of each individual student? help students build capacity as self-starters (independent learners, initiative, entrepreneurs)? increase engagement, and promote collaboration and creative problem solving? develop the culture of independent readers (moving “ones” to “threes” on SATs)? help our students learn the deeper foundational issues that shaped our world? get our students to regularly understand, articulate, and defend a position with evidence? get students to defend their learning? get teachers to remove themselves from being the central actors in the classroom? get teachers, parents, and students to give priority to the thinking process?Clarity of Instructional Goals: Promote Inquiry Instruction (2007 & Cont.); Create system of Learning Outcomes for all classes; Teachersparticipate in CCS PBA Pilot (2009-11); Align Learning Outcomes to Common Core Standards (2010 and cont.); Developing PBATs in all classes(Sept. 2010 and cont.); Modus Operandi = Circle discussions, debates, problem-based or inquiry-based PBL (2009, Cont.); Teachers are writing andcomparing projects for September/October (May-June 2011), using PBL Starter Kit and other templates (some of these projects will now addressoutcomes in other subject areas); Re-examine and tweak previous Learning Outcomes (May-June 2011); Create schedule to emphasize longerperiods, daily silent reading time (whole school same time), daily advisory, additional choices during the day, college writing in upper classes,Number-Sense class for incoming struggling math students (support without tracking), longer PD session for teacher collaboration (May 2011)Communication: Use technology to build transparency around grading and curriculum to students, parents, and school staff (2009); Buy-in foriZone initiative for staff and parent organizations (Jan-Feb 2011); Buy-in establishing need for new program (May 2011); Revision of defining AMPCore Values with school staff, students, and parents (May-June 2011); Analysis and Communication of next steps (ongoing)Initiatives for 2011-12: Inquiry team will research strategies to assist the high-capacity under-achievers; Teachers learn to managetime/benchmarks for students as they engage in PBL; Implementation of AMP’s new Core Values; Develop First Days of School Curriculum (and fornew admits) addressing learning behaviors with PBL, Circle Discussions, and Debates, and social interactions; Develop Fairness Committees forschool community; Improve our current student Goal Setting sessions that move toward Individual Learning Plans for each student; Improve parentparticipation and understanding of instructional philosophy and college readiness; Improve portfolio collections with one method; Develop teachercourses in Echo; Seek ways to inspire, support, and challenge 5% of students that are disengaged with school in general, testing new forms oflearning (perhaps through online programs, etc.)
20. Bushwick School for Social Justice Principal Mark Rush CFN 404 New Tech Network
21. Project Based LearningDigitally Transparent Learning CommunityStudents as Passion-Based Learners and Adults as AdvisorsGrading that informs instruction and guides learningPersonalized LearningPrincipal Matthew Ritter CFN 404 New Tech Network
22. Visually Transparent School Community Digital Portfolio Passion Based Learning Project Based Learning Competency Based Assessment Personalized LearningPre, Mid Post (Advisory) and Interest Assessment
23. Hudson High School of Learning Technologies iZone360 Instructional Framework An ISA School / CFN 404 – Partnered with New Tech Network Competency Based Personal Dispositions Rubrics / Feedback Revision Unifying Big Ideas / Framework: Unifying Common Framewor ICAPP Core Curriculum k Personalized Assessment Learning Plans Standards Global Skills Multiple ModalitiesHow We Learn… What We Learn… ICAPP: Imagination, Collaboration, Analysis, Perspective and Passion
24. Hudson High School of Learning Technologies iZone360 Instructional Framework An ISA School / CFN 404 – Partnered with New Tech Network What We Learn… Big Ideas and Common Core Standards Personal Dispositions Global Skills The power of questioning. The logic of Habits of Work / Habits of Heart Transliteracy skills Mathematics. The development of Respect, Commitment Problem Solving societies. The impact of war. The Persistence, Integrity, Responsibility, Collaboration and Communication complexity of Science. Self control, Self Motivation (ICT) Digital Literacy Information and Media Literacy CCSs skills for college and career readinessHow We Learn… Blended Learning Habits Of Mind Passion Based Learning Digital Content / Online Resources ICAPP: Student Driven Teacher designed blended curriculum Imagination, Collaboration, Analysis, Personalized Common Core Standards Perspective and Passion Collaborative Face to Face /Online / Virtual Courses Participation in online communities Student Learning Guides (SLGs) Inquiry Differentiated Differentiated / Self Paced Using inquiry to guide learning, Informed by dataCourses as a series of demonstrable skills deconstruct problems and develop Multiple Modalities Teacher WebPages / Student WebPages multi-faceted solutions. Hudson High School is committed to developing an intellectually engaging personalized blended learning model. Though the Instructional framework described here highlights curriculum and assessment, we believe that all organizational, budgetary, staffing and scheduling decisions are in effect instructional decisions, and therefore should be guided by and support, instructional coherence. Hudson’s organizational framework is informed by the ISA seven principles.
25. CFN 107: A Network of Dynamic Learning Communities In partnership with New Tech NetworkSchools:• Brooklyn High School of the Arts• El Puente Academy for Peace and Justice• Gregorio Luperon High School for Science and Mathematics• City As School – High School M560• N.Y.C. Lab School for Collaborative Studies• N.Y.C. iSchool
26. CFN 107 iZone Future State Dynamic Infrastructure Support Pedagogy Assessment for Mastery Widespread use of technology PBL Personalized Learning Plans Master schedule accommodates different Online Learning Digital Portfolios learners Blended Learning Mastery Tracker Master Schedule accommodates teacher Field Experiences collaborationTeacher as Facilitator Creative use of space Competencies Cultural Practices & Artifacts Common Core Sustainable Skills School Mission and Vision Advisory School Events and Rituals Student Needs and EmpowermentIn this diagram, orange arrows may be interpreted as “informs”. So, Student Needs inform the choice of the Sustainable Skills, the pedagogyused, and the Cultural Practices, and the Assessment for Mastery.
27. CFN 107 iZone Future State DynamicThis diagram could show the relationship between many of the actions that the schools take as they think about creating a Student-centeredenvironment, and it reads a bit from bottom to top.It is arranged in echelons to provide some meta-narrative: 1) Student Needs and Empowerment provide the foundation for all this work 2) Green Boxes provide the important factors at the school level that make the schools in this network unique 3) Blue boxes embrace much of the work that must be accomplished in the iZone work. Accordingly, most of the ongoing questions are about these areas.In transmitting this design to another school, that school might: 1) Establish two things a. The Sustainable Skills as competencies that they wish to impart to their population, which are systematically taught and assessed along with the Common Core. b. The needs of the population that they serve locally 2) Adopt a pedagogy to embrace not just the common core standards, but those sustainable skills they have identified. This should be done both through collaborative practices like PBL, but also with online resources that may allow for unique integrations and individualized pacing, to name just two examples. 3) Develop Assessment practices that foster mastery learning in all competencies 4) Consider and adopt the cultural practices that connect the community, motivate students, and reinforce all competencies. 5) Adjust schedule and space to accommodate the need for teachers to collaborate; for different students to have different needs met; for the extended time and space needs for PBL.
28. Brooklyn High School of the Arts "Engaging talented students in a rigorous, personalized, and innovative academic environment."iZone360 Childrens First Network 107
29. The BHSA Steps of Successful Innovation Fall 2013-Spring 2014: students immersed in a blended, rigorous, personalized curricula and arts program Fall 2012-Spring 2013: revision and reﬂection of blended model of learning, fostering a permeable school environment through persistent collaborative modalities Fall 2011-Spring 2012: project-based learning (PBL), PBL- trained teachers serving as coaches and facilitators of learning, implementing individualized learning plans, technology driven curriculaSummer 2011: New Tech Network training, ﬂexible block scheduling, paradigm shift of pedagogical roles, recruitment, integration of technology
30. Project Based Learning Project Based Learning El Puente Academy for Peace and Justice iZone 360 Initiative Individualized Mastery LearningSoul Standards
31. Year 1 Early adopter teachers will align project based learning opportunities to the Common Core State Standards. Pilot digital portfolios and online honors and advanced placement courses. Create a database to track academic mastery and soul standards. Year 2 Recruit, train and support more teachers interested in transforming their practice through the use of project based learning. Reflect, analyze and refine the process. Year 3 Project based learning is a consistent practice. Sustainable system in place for tracking academic mastery and soul standards.
32. Gregorio Luperon High SchoolIn 3 years… Future State Design CFN107 1. Online courses that will address gaps in education. Extremely weak students 2. Online courses that will help students “catch up” with literacy problems when they have failed courses.(5-6 year graduation cohort) 3. Individual scheduling based on student needs that will be complemented by advisory groups with a focus on literacy skills. 4. Academic program with an iPad component. 5. Adjusted curriculum that varies in pace and content so as to meet these students’ unique needs.1. Courses that have a PBL component. Advanced students, who come in2. Research papers. L3 or L4 with a strong foundation3. Individual scheduling based on student needs from their native country. that will be complemented by advisory groups. (able to graduate in 3 years)
33. Gregorio Luperon High School Entry Points Future State Design CFN107 Year 3 • Online courses and advisory groups to address PBL advanced students’ needs earlier. (New Tech) • Collaboration with New Tech to provide a final year of high school for college readiness instruction. Year 2 Online Courses (Component Partner) • Completion of ALL PD for technology. • Concrete plan for how to roll out blended instruction. • A shortened day/blended environment mini school. Year 1Advisory Groups • Need PD/support. Summer PDs? • Need creative scheduling since we are an ELL school. *Happening NOW! * • Need to keep goal basic for 1st year to perfect CM maps and mastery skills. • Structure needed for individual scheduling.
34. CITY AS SCHOOL HIGH SCHOOL CFN107 CAS graduates will be able to…Apply Their Knowledge Communicate Effectively Work Well in Groups Get Things Done …by meeting students …through experiential …by developing strong where they are learning relationships• Erasing barriers that might cause quitting • Meaningful learning • Sense of trust between adults in building,(including emotional, medical and legal opportunities students, and parentssupport) • Multiple ways of • Acceptance and empowerment of staff• Not giving students a reason to stop demonstrating mastery and students• Redefining success and providing more • Learning from experts • Choice for staff and students for what andavenues to success how to teach and what and how to learn• Providing numerous opportunities forstudents to start over and build on theirmistakes …accelerated through innovations such as… New uses of technology to Partnership with Customized spaces and facilitate personalized New Tech to help schedules to ensure students learning anywhere and create PBL in the have the right instruction, at anytime classrooms the right time, in the right place, in the right way
35. “Inspired by the power of collaboration, the Lab School challenges students to soar intellectually and to act bravely in our complex world community” New State Design = Habits of Lab Habits of Lab Learners Learners in Practice • Questioning / Being Curious Reform the Instructional Day to allow for varied class size, varied class time, and increased staff • Observing Closely collaboration. Differentiate and dynamically respond to student • Thinking Flexibly / Seeing learning needs so that all students can “soar intellectually.” Multiple Perspectives Teach into and assess for student understanding of political, economic and social intersections • Tolerating Ambiguity with self and community: “Acting Bravely.” Systematically teach and assess social and • Persisting emotional learning: self awareness, social awareness, relationship development, decision • Reflecting making. Teach into and assess for overall Student Health • Connecting and Wellness. Support teachers with comprehensive and • Taking Responsible Risks differentiated professional development Refine curriculum and pedagogy that works in • Collaborating the service of student mastery of Habits of Lab Learners and the Common Core.
36. “Inspired by the power of collaboration, the Lab School challenges students to soar intellectually and to act bravely in our complex world community” Taking Responsible Collaborating Reflecting Risks “Today’s grads enter a cultural climate that preaches the self as the center of a life. But, of course as they age, they’ll discover the tasks of life are at the center. Fulfillment is a byproduct of how people engage their tasks, and can’t be pursued directly. Most of us are egotistical and most are self-concerned most of the time, but it’s nonetheless true that life comes to a point only in those moments when the self dissolves into some task. The purpose in life is not to find yourself. It’s to lose yourself.” “It’s Not About You”, David Brooks, The New York Times, May 30, 2011
37. iSchool Mastery Tracking Area of FocusChallenge‐ Online Core Field Based Advisory Learning Experiences Experience Learning Individualized Student Scheduling Individualization and Metacognitive Skill Innovation Personalization Development
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39. CFN 411: The Innovative Schools Network In partnership with Eskolta LLC.Schools:• Bronx Writing Academy• New Design High School• University Heights Secondary School• Washington Heights Expeditionary Learning School (WHEELS)
40. CFN 411iZone schools are lab sites for our Network where we are Innovative Schools Networkincubating models of effective practice aligned with the fivepillars to inform our collective work and help usadvance our two network goals Pedagogy CurriculumWe are working • Consistency in classroom • Students frequently articulatetowards… practice that reflects the arguments supported by Principal’s Vision for strong reasoning and evidence both instruction and engages verbally and in extended writing students in higher-order and mathematical assignments thinkingTo get there, next • Principals and APs provide • All students complete at leastyear… frequent quality feedback and one task aligned to Writing PD to teachers on classroom Standard #1 using a non-fiction practice (using Danielson) and text AND ne task that uses the quality of assessments and mathematical modeling with a related student work grade appropriate content focus
41. Our Approach to Change Our Future Design State…Drawing on the Unique Vision of Instruction & AssessmentEach School to Reach Shared Goals • Integrate authentic, real-…Using Technology to Support world experiences into every class aligned to Common CoreCommunication, Collaboration, and Depth of Knowledge.and Implementation Program & Scheduling • Move away from the “factory” model of the school day, using Teacher more flexible and coherent Design Teams blocks of instruction to Lab Sites • Empower our intensify students’ learning. students with • Leverage the the skills and unique skills of Goals & Differentiation responsibility to a team of take charge of Network teachers to their own • Enable teachers to identify launch future. and give feedback on the gaps • Design change meaningful in those skills that lie at the based on the change. heart of each school’s vision unique context of what it means to be a and vision of successful adult. each school.
42. Bronx Writing Academy Future State Design Performance TasksThrough community partnerships andstaggered teacher schedules, BWA will Every class will integrate Deeper Classroom Thinkingexpand the student day to 6pm, creating assessments that usemore opportunity for student writing and performance-enrichment and teacher planning. based tasks to identify individualized instruction that will target needs of 8am both students who struggle and those who excel. JulyAugust By gradually redistributing summer vacation days to other parts of the year, BWA will 6pm decrease time away from learning and increase continuity of growth. This extra time will enable a more flexible schedule in which students will shift in and out of classes based on need. Individual Support
43. Bronx Writing AcademyOBJECTIVE 1. EXPANDED TIME FOR PLANNING AND LEARNING BWA will become a year-round school with an extended school day, giving students more time to learn and less time to forget, while giving teachers more time to plan and more opportunities for different schedules. – Citizen Schools apprenticeships that complement the school day – Planning time integrated into the school day. – Staggered teacher schedules that allow for longer school day for students. – Shorter breaks to reduce time for students to backslide in learning.OBJECTIVE 2. FLEXIBLE CURRICULUM ALIGNED TO HIGH STANDARDS BWA will help students reach mastery of globally competitive skills, using curriculum, instruction, and assessment to provide personalized instruction to every student. – Align performance-based tasks to Common Core skills (especially writing) for every BWA student – Use online tools to support interim assessments aligned to competency-based indicators and to identify differentiated content and materials in response to assessments – Begin using module-based instruction to enable students to move in and out of courses each marking period. – Review existing curricula to incorporate more use of assessments to differentiate instruction for individual student needsOBJECTIVE 3. FLEXIBLE PROGRAMMING AND SCHEDULING. BWA will be a student-centered school in which student programs and schedules can be easily changed to adapt to their changing needs. – Create equity and interchangeability in schedule by moving to 72-minute periods – Adjust programming to be based on individual student needs. – Create process for moving students in and out of classes each marking period. – Provide professional development to teachers to support program and schedule changes.
44. New Design HighSchool Future • Products, experiences, activities, skills, and belief MILESTONES FOR TRANSFORMATIVE LEARNINGState Design • Intellectual, academic, and socio-emotional • Markers of growth in critical thinking and maturity NDHS will be a• Learner-centered instructionTEACHER AS COACH school where• Milestones for emotional growth every student • Individual, small group, and IN THE BEEHIVE• Activities aligned to milestones full group instruction learns to make • Direct, guided, and smart choices. independent learning • Use of formative and periodic skill-based assessments • Growing collection of materials and video IN THE CLOUD • Opportunities for students and adults to see colleagues’ practices online • Mechanisms for instructional leadership team to give feedback and support
45. New Design High SchoolGOAL 1: ASSESS EVERY STUDENT ACROSS MEANINGFUL MILESTONES FOR TRANSFORMATIVE LEARNING• Define the components of transformative learning and regularly assess every student’s progress against these components• Use existing tri-weekly department meetings to seed change now and in Year 1• Identify a set of competencies: products, processes, experiences, skills, and socio-emotional growth• Select and modify assessments we can easily use to measure each student’s progress• Create an intuitive and comprehensive way to see each student’s progress• Articulate a sequence of levels for competencies to identify how each student is progressing through high schoolGOAL 2: DEFINE N.D.H.S. INSTRUCTIONAL MODEL THAT IS LEARNER-CENTERED• Use a model (or models) of instruction that enables all students to reach transformative learning moments• Use existing weekly Professional Development Pod meetings to seed change in Year 1• Increase the opportunity for students to engage in research, expression, presentation, feedback, and revision• Make learning more interactive by using a “Beehive” classroom structure in which students engage in structured yet organic collaboration and feedback in every class• Implement a model of teacher as coach in Design For Life advisory classesGOAL 3: ENHANCE COLLABORATION AND SUPPORT FOR LEARNING• Increasing collaboration and transparency between departments, between staff members, between students, as well as between the school and the wider world• Capitalizing on the existing structure of tri-weekly Department Meetings and weekly Professional Development Pod meetings, as well as strengthening Instructional Leadership Team to create space for regular collaboration• Using technology to record and share work products, portfolios, and effective practices among students and adults• Increasing human capital in the classrooms in the form of experts and audiences for student projects and presentations• Increasing human capital in the classrooms in the form of tutors and mentors to provide individualized support
46. University Heights High School Future State Design Active Engagement of Students through Purposeful Learning… …Real-world experiences and online tasks give students the opportunity A Focus on Personal to excel. Preparing Students for Learning… the Digital World… …Students select and …Interdisciplinary projectspresent their best work to expose students to globaldemonstrate college-ready skills that prepare them skills. for the 21st century. A Community of Critical Thinkers Moving Forward with Purpose
47. University Heights High SchoolGOAL 1: Address 21st-century standards for college and career readiness in every class.• Define 21st-century standards for learning and integrate these into instruction.• Pilot effort with a Specialty Team of 3-5 teachers• Develop and revise curriculum maps by department• Use reports and classroom visits to spread work from Specialty Team to full schoolGOAL 2: Engage students’ interest through project-based learning and authentic assessment• Use a model (or models) of instruction that enables all students to reach transformative learning moments• Develop projects that integrate 21st-century skills as part of all classes• Integrate authentic assessments into curriculum building to Performance Based Assessment Tasks (PBATs)• Enhance the use of digital portfolios as a way for every students to reflect on learning and display knowledgeGOAL 3: Use individual and small-group instruction to personalize learning• Leverage technology and previous work to identify individual student needs and address these with greater intensity.• Incorporate time for individual learning into schedule• Use online learning to provide self-paced support during individual learning time• Develop and use diagnostic assessments to identify individual student strengths and needs• Create small learning communities (8 to 10 students) with students in need of special support
48. WHEELS Future State Design Instead of a school where each student experiences a jagged Week 1 Week 2 Week 3 Week 4 assortment of 65-minute classes Science: Science: Science: Science: stitched together each day… 9:00 Lesson #1 Lesson #2 Lesson #3 Lesson #4 Soc. Studies: Soc. Studies: Soc. Studies: Soc. Studies: 10:00 Lesson #1 Lesson #2 Lesson #3 Lesson #4 Spanish: Spanish: Spanish: Spanish: 11:00 Lesson #1 Lesson #2 Lesson #3 Lesson #4 Week 1 Week 2 Week 3 Week 4 9:00…WHEELS will be a school Social Studies:where each student learns 10:00 Four-Week Intensive Study of athrough a series of four-week Meaningful Topicintensive explorations. 11:00
49. Washington Heights Expeditionary Learning SchoolGOAL 1: Increase engagement, rigor, and retention of learning. The school’s model for delivering instruction will be redesigned so that all social studies, science, and Spanish units from November to March are intensive, project-based experiences, supported by coursework in Math and ELA. Instead of the traditional form of schooling in which students take classes of 65 minutes in length in periods throughout the day, the school’s curriculum will be formed around entire weeks spent on the same subject with the same teacher, to provide depth that is impossible in small periods. – Pilot effort in 9th grade team – Use reflection on staff and in student body to inform design – Determine role of portfolios in assessing and measuring retention of learningGOAL 2: Create more opportunities to individualize learning and feedback In redesigning the school’s method for delivering instruction, the teacher-to-student ratio during each individual intensive will be reduced by two-thirds, giving these teachers only 27 students in their caseload. This will enable teachers to provide more personalized support to the students in their classes. – Pilot effort in 9th-grade team – Redesign schedule to accommodate shifted teacher role – Develop individualized learning materials that assist teachers in leveraging reduced caseload to provide more personalized feedback and support to studentsGOAL 3: Redefine teacher role to be coach and facilitator. In redesigning the school’s method for delivering instruction, the role of teacher will shift from that of providing content in disjointed sessions that occur in small blocks of time throughout the year, to instead guiding students through coherent experiences that take place over several days or weeks at a time. – Pilot effort in 9th-grade team – Document effective methods for teachers to act as facilitators of experiential learning – Build literacy and numeracy support through seamless collaboration with math and ELA teachers
50. CFN 532: CEI-PEA In partnership with Re-Inventing Schools Coalition (RISC)Schools:• J.H.S 151 – Lou Gehrig Academy• P.S. 89 – Williamsbridge School• P.S. 333 – Manhattan School for Children• Holcombe L. Rucker High School of Community Research• Soundview Academy for Culture and Scholarship
51. CFN 532: Network Common GroundStudent and Staff Roles • We as a network believe in engagement and professional learning for all adults in the building. • We as a network believe in developing “student inquiry” that allows for student leadership.Personalized Learning Plans • We as a network believe in personalized learning plans that are a collaborative effort between the home, student, and school. We believe that classes should encourage real-world application and access to career knowledge and real-world applications. • We as a network believe that personalized learning plans should include goal-setting meetings, feedback, and follow-up through a mentor or advisory system. • We as a network believe in the importance of e-portfolios for entrance into high school, college, and career. E-portfolios should be accessible by the student, teacher, and parent.Multiple Learning Modalities • We as a network believe that in three years, all of the adults in the building will know the learning style and strengths of each student. In order to do this, we will need to give students more choice about how they learn. • We as a network believe in blended models of learning that utilize independent and group work which builds social and emotional, as well as academic skills. • We as a network believe in the power of technology to facilitate this approach to learning. • We as a network believe in a system that allows for student choice.Competency-Based Learning and Assessment • We as a network believe in a transparent, rich feedback loop between teacher, student, and parent. • We as a network believe in multiple forms of representation and assessment to ascertain a rich measure of student learning. • We as a network believe that students are engaging in rich content, not just skill development, through real-world learning that goes beyond the school walls. • We as a network believe in targeted learning objectives.
52. Lou Gehrig Academy A Community of Champions CORE BeliefsWe at the Lou Gehrig Academy/IS 151 community believe that ... Students are actively engaged in the planning, revising and owning of their personalized educational experience. Students receive a rigorous, standards-based curriculum which will prepare them for the 21st century. Students learn at their own pace and their education is organized around their interests, their needs, and their many learning styles. Students are respectful, responsible, organized, and prepared to learn. Students are learning to become independent thinkers and are applying their knowledge to real-world experiences. Students learn to solve practical problems with innovative solutions. Students develop school unity and identity through academic and extra-curricular activities. Teachers are technologically literate guides who facilitate a rich project-based education. Teachers are compassionate, respectful and nurturing. Teachers have sound knowledge of content and continuously challenge one another to build a strong academic atmosphere. Teachers collaborate with administrators, parents, staff, and students in order to make the decisions that are in the best interests for the learner’s future.
53. Lou Gehrig Academy A Community of Champions School Design / 3- Year PlanFirst Year: 6th Grade Second Creating & monitoring classroom vision. Teacher training CDD & IDD. Raise student voice & choice. Create resource room for parents. School wide discipline plan. Traditional curriculum aligned to ELA/Math core standards. Group learning plans. Project based learning PDs. Create student profile with menu of options. Plan for performance levels. Beacon teacher support. Third FirstSecond Year: 6th & 7th Grades Creating & monitoring SV & COFC. Implement advisory grade teachers. All competencies written for four content areas. Group learning plans & implementation of personalized learning plans. Beacon teachers train 7th & 8th grade staff members. Blending instruction. Independent choosing options for course study & modes of learning. Implement performance levels & assessments. Continue teacher development and monitoring systems. iZone evaluation data, monitor OSAT.Third Year: All Grades Creating & monitoring of SV & COFC for 6-8th grades. HOME RUN! Teachers as facilitators/Students as partners. School community members are all actively engaged. All competencies written for four content areas as well as visual arts, performance arts, PE/Health, technology, foreign language, personal/social development. Students determine modes of learning. Implement performance levels/assessments in all areas, all grades. Finalization of iZone Handbook. Monitor OSAT.
54. Multiple Competency-Based Learning Learning Modalities & Assessments • Rigorous, high quality differentiated • Curriculum organized around instruction competencies in performance levels • Students grouped according to • Tasks and projects have “real mastery of competencies world” relevance • Strengths and interests inform • Blended teaching model integrates and support individual student instruction with computer learning technology . • Students evaluate their learning Personalized Mastery Learning Leadership • Students own their Continuous • Expectations for learning Improvement stakeholders clearly defined Shared Vision • Students create, monitor,• Plan-Do-Check-Adjust model • On-going collaboration • Students create & internalize and adjust personalized used by all stakeholders to • Parental involvement goals & shared vision learning plans. ensure continuous • Students as leaders in • Shared vision clearly • Technology utilized to track improvement the classroom and articulated, evaluated, and progress and performance• Data used to determine beyond refined levels trends and refine processes & procedures .
55. Shared Vision • Routinely evaluate and revise the shared vision in collaboration with Personalized Multiple Learning teachers, parents, and students. Mastery Learning Modalities • Administrators utilize a multi-media approach to ensure that the shared • Administrators routinely evaluate staff ability to vision is clearly articulated to all • Students create, monitor and adjust deliver high quality instruction which is differentiated members of the school community. personalized learning plans. and based on personal • Parents are routinely involved in • Students and teachers create SMART goals. learning modalities and interests. refining shared vision to ensure • Technology is used to track progress and • Actively group and regroup students according to Implementation. • Time is allotted for students to routinely performance levels. • Students’ voice will drive the learning. needs and personalized mastery of competencies. • All students have access to the use of multiple Continuous discuss goals and internalize the shared vision. • Administrators provide members of all constituencies with data and data analysis on modalities throughout the day to prepare them for a globally competitive world. Improvement student mastery and trends across subgroups. • Implementation of a blended teaching model • Teachers meet on a consistent basis to integrates teacher directed instruction with collaborate on the Plan-Do-Check-Adjust computer technology. model. • Students will consistently meet with other students, teachers, administratorsLeadership and parents to collaborate on the Plan- Do-Check-Adjust process.• Administrators facilitate and provide opportunities for members of different Competence Based Learning &constituencies to routinely collaborate to ensure that expectations are met.• Students play an active role in student government. Assessments• Students assume a leadership role in the classroom by providing feedback topeers and teachers, and collaborating with teachers to create goals and design • Teachers implement rigorous curriculum that is organized around competencies, comprehensible topersonal learning plans based on mastery of competencies. each learner and ensures that students are prepared to meet the challenges of a globally competitive• Parent coordinator continues to deliver information on the importance of society.parental involvement towards student success. • Tasks and projects have clear relevance to the “real world”. . • Students evaluate their assessments to determine their competency performance. level.
56. iZone Future State Design
57. Graduation is linked to mastery of competencies in the CCSS, Community Building, and Community Research Standards. Students know how they learn best but also have opportunities to develop in other styles of learning. Students set goals and monitor their progress while moving in and out of learning lanes as opposed to tracks. Students own their learning by creating original and interdisciplinary demonstrations of mastery. Teachers serve as facilitators and coaches. Students operate in learning spaces in which they have a voice and share the same vision. Students, parents and staff utilize technologies which make learning, facilitating and monitoring PML possible.
58. BEACON Students and Teachers transform classrooms by: 1. Organizing curriculum around competencies 2. Using pre-assessments to know which competencies students have already begun to master. 3.Facilitating group learning plans for how students learn. 4.Students create personal learning plans that indicate multiple ways to demonstrate mastery 99thGrade th Grade Collaboration FIRST YEAR 11th Grade ROAD MAP GOAL: 11th Grade All Rucker HS Coaching Collaboration teachers and students will experience a10th Grade Beacon 12th Grade PML unit ofTeachers and Students Collaboration study. 12th Grade 12Grade