preparing each learner for success: the redesign journey of the schools of eastern carver county

PREPARING EACH LEARNER FOR SUCCESS:THE REDESIGN JOURNEY OF THE SCHOOLS OF EASTERN CARVER COUNTY

Eastern Carver County Schools – District 112

Redesign the secondary schools of Eastern Carver County to prepare students for a future we can not predict.

The Charge

TEACHERS CONFERENCE

1703

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 Fisch http://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.

PRINCIPALS ASSOCIATION

1815

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?

NATIONAL ASSOCIATION OF TEACHERS

1907

Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.

THE RURAL AMERICAN TEACHER

1928

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.

FEDERAL TEACHERS

1950

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 MissionTo prepare each learnerfor

successful completion of a  post-secondary educational

 program,life-long learning,

career opportunities,and meaningful contributions as

a citizen of the local and global

communityby

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 9th and 10th 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)

Programs of Study

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

learning is our constant.

Time is a variable….

Accelerated Courses

Full-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/yr

Remove much direct instruction, repetition, and practice

Assume higher math ability and motivation

English 9, 10, and 11 compacted into English X (9th-10th gr)

Same standards, 1.5 credit/yr

Add depth, rigor, independence in reading selections and analysis

Assume higher reading/ writing ability and motivation

Science English

Accelerated Courses

X classes by invitation only Identification rubric mainly based on

standardized test scores at 95th 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

A promising start

Preliminary Results

Results – AP: Continued Fast Growth

0

200

400

600

800

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1400

2007 2008 2009 2010 2011

AP Course Enrollments: 83% increase in 4 yrsAP Exams Given: 161 % increase in 4 yrsAP Exams Passed: 120% increase in 3 yrs

Results – AP: Quantity AND Quality

2007 691 AP enrollments 35% took AND passed AP Exam

2010 1,093 AP enrollments 49% took AND passed AP Exam

Results - ACT

Class of 2007 (533 graduates) 452 students took ACT 22.4 average composite score

Class of 2010 (540 graduates) 521 students took ACT 23.7 average composite score

THE JOURNEY CONTINUES…

QUESTIONS… CONTACT USLYNN SCEARCY SCEARCYL@DISTRICT112.ORG

952-556-6181DAVID BRECHT

BRECHTD@DISTRICT112.ORG952-556-7110

Eastern Carver County Schools – District 112