glenwood magnet implementation committee
TRANSCRIPT
Glenwood Magnet Implementation Committee
Propos al
May 21, 2019
Glenwood Magnet Implementation Committee Sheryl Bauer - K DL Maggie Wu - 1st Grade DL Melissa Towne - 1st Grade
Traditional
Cally Stanford - 2nd Grade DL Shane Chinni - 3rd Grade Traditional
Cherry Zhang - 3rd Grade DL
Judy Bello - 5th Grade DL Kristen Cho - ESL teacher William Rathbun - Counselor
Channing Bennett - Assistant Principal
Katie Caggia - Principal Helen Atkins - Coordinator DL & ESL
Elaine Watson-Grant - Executive Director of Elementary Education & Special Programs
Jessica O’Donovan - Assistant Superintendent of Curriculum & Instruction
Renee Bosman & Traci Adams - Parent Representatives
Glenwood Magnet Implementation Timeline of Activities 2018 -19: Revised 3/7/19
● December 17: Glenwood Magnet Implementation Committee Meeting
● January 18: Glenwood Magnet Implementation Committee Meeting
● January 28: Committee Site Visit to Stough Elementary - Mandarin Immersion Program
● January 29: Parent/Community Input and Engagement Session #1
● February 6: GES Staff Roundtables
● February 7: Board update by Implementation committee members
● March 11: Glenwood Magnet Implementation Committee Meeting
● April 4: Board update by Implementation Committee members
● April 5: Glenwood Magnet Implementation Committee Meeting
● April 9: Parent/Community Input and Engagement Session #2 (Smith MS)
● April 15: Glenwood Magnet Implementation Committee Meeting
● April 26: Committee Site Visit to Weatherstone Elementary-STEM School of Distinction
● May 8: Glenwood Magnet Implementation Committee Meeting
● May 16: Conference call with Stewart Elementary-STEM/MDL School in Utah
● May 21: Draft implementation plan presented to the Board
● June 5: Board vote on plan
Glenwood Magnet Implementation Team Timeline of Activities 2018 -19: Revised 4/18/19
Engaging Stakeholders
Scroggs PreK Spring & Art Show Festival
● April 29 ● Based on feedback from Community Event, emphasized need for face-to-face
interaction
Flyer Distribution ● Distribution of flyers to apartment complexes, daycares, etc.
CHCCS Kindergarten Registration Event--Kidzu Museum
● May 13 ● DL Team will be available to provide information and
answer questions.
Additional activities since last board update on April 4, 2019
Community Engagement Session
April 9 60+ participants attended, including members of the Equity Advisory Council (EAC); applied REIA tool to guide discussion
GES Faculty Meeting
April 24 Staff members saw draft presentation and conducted building self-assessment on NC STEM Attribute Rubric
Es s ential Ques tions (EQs )
1. How will this plan help close the achievement gap? 2. How do we addres s the overcrowding at Glenwood over the long-term while
maintaining a two track program? 3. How can we promote divers ity acros s the s chool? 4. How can we further s trengthen the Mandarin Dual Language program to
ensure acces s and opportunity for all s tudents ? 5. How can we unite the Glenwood community? 6. How can we develop a program that meets the needs of all s tudents and
remains fis cally respons ible?
Key Changes to Draft Propos al Pres ented 4/4/19 bas ed on Stakeholder Feedback
● Added an es sential ques tion and information to specifically addres s how plan will help close the achievement gap
● Identified overarching magnet theme for Glenwood: STEAM² ● Revised lottery criteria for MDL Program ● Revised caps for K-1 in MDL Program ● Added s lides for 3-year draft implementation plan ● Revised the budget ● Added recommendation for bilingual s ignage at GES ● Added recommendation to partner with outs ide experts for technical as s is tance
and profes s ional development
Propos al
Alignment to CHCCS Strategic Plan
Student Success
● SS Goal 2: Empower and support all student groups to meet growth and achievement goals.
● SS Goal 5: Create a culture and system of support to empower, inspire
and engage students that embraces and values diversity.
Family Engagement
● FCE Goal 1: Engage families in the entire educational process.
Recommendation #1: Implement School-Wide Magnet Theme of STEAM² at Glenwood that Includes Mandarin for All and Maintains Traditional and DL Tracks (EQ 1, 3, 5 and 6)
Selecting an Overarching Magnet Theme ● GES faculty brains tormed potential themes ;
committee s elected top 4 ● Surveys were dis tributed in English, Arabic,
Chinese, Spanish, Karen, and Burmese ○ Digitally via email and webs ite ○ Hard copies via 4 acces s ible community
agencies
● Dis trict received 348 electronic and printed responses , including submis s ions in English, Karen/Burmese, and Spanish
Glenwood Magnet Theme: Survey Res ults
Rationale for Theme Selection:
● Common theme and language s tudy acros s s chool helps unify GES ● STEAM² was the mos t popular theme among survey respondents , including
among diverse families ● GES already facilitates many STEAM-related learning activities , leveraging the
s chool’s exis ting 1:1 technology initiative, flexible s eating, and participating in the North Carolina Technology in Education Society (NCTIES) showcase.
● STEAM² maximizes exis ting resources at State and local levels ● STEAM² uses principle of learning-by-doing, a highly effective way for
ALL s tudents to learn ● STEAM² prepares s tudents for future careers /global workforce
5th graders presenting at board meeting April 2018
3rd graders showcas ing “TED Talks” a t NCTIES
Students engaging in an Augmented Reality Sandbox observing landforms
Glenwood English Learner teaching board members robotics April 2019
2nd Grade STEAM leaders teaching Kindergarteners
Glenwood STEAM Activities
What is STEAM² and how does it impact learning?
Recommendation #2: Us e a Lottery in MDL and Traditional Tracks to Manage GES Student Enrollment Over Long-Term (EQ 2 and 3)
The Lottery Lottery for Mandarin Dual Language Track Lottery for Traditional Track (w/Mandarin FLES)
● All currently enrolled MDL students are guaranteed placement
● Rising kindergarteners with siblings currently enrolled in K-4 are guaranteed K placement in either track ○ If a student is withdrawn from Glenwood
at any point, sibling guarantee no longer applies for incoming K
Priority enrollment order:
1. Neighborhood segments districtwide for economically disadvantaged students
2. All students districtwide
● All currently enrolled Traditional students are guaranteed placement
● Rising kindergarteners with siblings currently enrolled in K-4 are guaranteed K placement in either track ○ If a student is withdrawn from Glenwood
at any point, sibling guarantee no longer applies for incoming K
Priority enrollment order:
1. Families in modified GES attendance zone 2. Neighborhood segments districtwide for
economically disadvantaged students 3. All students districtwide
Projected Enrollment K-5 Using a Lottery System (Phased in starting at Kindergarten in 2020-21)
Grade Traditional Enrollment
(Mandarin FLES) MDL
Enrollment Total Enrollment
K 17, 17 24, 24 Projected Total = ~480
18-19: ~495
(projection for
20-21 was 500+)
1 17, 17 24, 24
2 17, 17 22, 22
3 17, 17 21, 21*
4 22, 22 19, 20*
5 22, 22 18, 18*
24 classrooms total
*Collapse to 1 section if enrollment is 28 or below; provide additional TA support from building allocation
Clas s Size Mandate
Based on his torical attrition
data
Recommendation #3: Strengthen and Pers onalize Magnet Marketing (EQ 3 and 4)
Marketing Strategies to Recruit Divers e Families and Staff ● PreK family outreach (face-to-face) ● Community-based events (face-to-face) that includes current/ former parents ● Dis trict webs ite promotional materials ● Social media ● Pres s releases ● Magnet s chool flyers ● Kindergarten regis tration ● Kindergarten Kickoff - magnet marketing ● Dis trict dual language celebration ● J ob fairs at HBCUs & recruiting vis it to J amaica to attract diverse s taff
○ Prioritize diverse candidates for English s ide of MDL Program, Traditional Core Teachers , and Student Services
● TA to Teach Partnership ● Promotional videos
Recommendation #4: Continue to Provide Biliteracy and Equity Training for All Staff (EQs 1, 3, 4 and 6)
Continue to Provide Equity and Biliteracy Training for All Staff
● Ensure all staff are trained to work with a diverse student population to achieve program goals for all students ○ Incorporate equity training into new teacher orientation
● Build capacity of MDL staff to implement biliteracy framework to promote
language development and high yield strategies to promote content mastery in English and Chinese
Recommendation #5: Maintain 50-50 Language Dis tribution Model K-5 for MDL Program and Enhance Content Allocation (EQs 1, 4 and 6)
Current Ins tructional Model in MDL Program Grade K-2
● Chines e teachers : Math and Social Studies ● Englis h teachers : Englis h Language Arts and
Science
Grade 3-5
● Chines e teachers : Math ● Englis h teachers : Englis h Language Arts ● Social Studies and Science content/ s tandards
have been divided bas ed on relevancy in Chines e or Englis h.
Child starting their day in English
Child starting their day in
Chinese
1st two hour
instructional block
ELA Integrated with Science
Math
Social Studies
SWITCH
2nd two hour
instructional block
Math ELA Integrated with Science
Social Studies
Child starting their day in English Class Child starting their day in Chinese Class
1st block of instructional day
English Language Arts Mandarin Language Arts
Math Sci or SS.
Math Sci or SS.
2nd block of instructional day
Mandarin Language Arts English Language Arts
Math Sci or SS.
Math Sci or SS.
Propos ed Model
Benefits: Students will...
● receive one hour of daily language arts instruction in both languages, which promotes biliteracy and biculturalism.
● receive content instruction in both languages, which
promotes bilingualism.
Proposed Model: Maintain 50-50 Language Dis tribution Model K-5 for MDL Program and Enhance Content Allocation
Recommendation #6: Provide Chines e Language Development & Bilingual Support (EQs 1, 4 and 6)
Provide Chinese Language Development & Bilingual Support
Mandarin as a Foreign Language Teacher
(Traditional Program)
Mandarin Language Arts Teacher
(Dual Language Program)
Mandarin Interventionist (Dual Language Program)
Bilingual Coach (Whole School)
Provide Mandarin as a foreign language for 90 minutes each week to K-5 Traditional s tudents beginning in 2020-21 (replacing FLES French pos ition)
Provide Mandarin as a s econd language for 90 minutes each week to K-5 Mandarin Dual Language s tudents beginning in 2020-21 (replacing FLES French pos ition)
Provide bilingual intervention in language arts and math to K-5 Mandarin Dual Language s tudents beginning in 2020-21 (currently .5 FTE)
Provide support to all teachers in curriculum development and high yield, culturally relevant ins tructional s trategies (when vacancy becomes available)
Recommendation #7: Increas e Ins tructional Time in Mandarin for All Students (EQ 1, 4 and 6)
Increase Instructional Time in Mandarin for All Students
● Strive to fill future special area vacancies with bilingual staff (e.g., art, music, PE)
● Schedule students together in special area classes (across programs)
to promote peer collaboration and integration
Recommendation #8: Enhance Middle School MDL Offerings by Adding One Period of Bilingual Content Ins truction (EQs 1, 4 and 6)
Enhance Middle School MDL Offerings by Adding One Period of Bilingual Content Instruction
● Increase instructional time in Mandarin to achieve higher language proficiency levels and challenge students academically at MS level ○ Enhanced model is contingent on identifying a viable vacancy, finding a
balanced bilingual content teacher in science or social studies and meeting district guidelines for class sizes
Recommendation #9: Implement Strategies to Promote Unity and Coherence Acros s Glenwood Community (EQ 5)
Implement Strategies to Promote Unity and Coherence
Families/Community:
● Promote STEAM² theme across entire school ● Reorganize Parent-Teacher Association (PTA) Committees to expand participation and
clarify goals (e.g., STEAM Committee, Family Engagement Committee, Mandarin Language and Culture Committee)
● Distribute donated resources equitably (across programs) ● Implement cross-program events and projects (e.g., multicultural gala, school
beautification) ● Maintain child-centered mindset - making decisions based on what is best for kids ● Maximize community resources to enrich curriculum across programs ● Plan student/family engagement sessions to ensure that students have common school
experiences (e.g.schoolwide first grade night)
Implement Strategies to Promote Unity and Coherence Unity and Coherence
Staff:
● Promote STEAM² theme across the entire school ● Planning -- all teachers should have scheduled opportunities to collaborate
○ Grade level planning ○ Program Planning ○ Vertical planning ○ Rotating planning schedule within and across programs
● Teacher showcasing to glean ideas across grade levels and programs ○ Promotes collaboration and positive mindset
● Theme-specific committees (to include entire staff) ● Distribute donated resources equitably (across programs) ● Plan strategically for physical space (e.g., cluster grade levels together) ● Collaborate with UNC for research, professional learning, interns, etc. ● Maintain student-focused norms
Implement Strategies to Promote Unity and Coherence
Students:
● Students from both programs participate together in: ○ Special area classes (PE, art, music) ○ Lunch and recess ○ Cross-program events (e.g., field trips, festivals, projects) ○ Friday Clubs. (e.g. cooking, coding, dance)
● Plan strategically for physical space (e.g., cluster grade levels together)
● Biggles and Littles
○ Provide peer-to-peer support, across grade levels and programs
Recommendation #10: Pos t Bilingual Signage at GES to Mark Common Areas in Englis h and Mandarin (EQ 4 and 5)
Post Bilingual Signage at GES to Mark Common Areas in English and Mandarin
● Signify s chool as a bilingual learning environment ● Acknowledge Mandarin as an important language in
the s chool ● Provide additional opportunities for all s tudents to
practice contextualized reading in Mandarin ● Help Englis h Learners feel welcome and acclimate
to their new environment
Recommendation #11: Partner with outs ide experts for technical as s is tance and profes s ional development (EQ 1, 3, 4 5, and 6)
Res earching Profes s ional Development Organizations
Building Magnet Infras tructure: Strategic Planning to Build Effective
Sys tems and Structures
Building STEAM Expertis e: Curriculum Development and
Clas s room Practice
● Magnet Schools of America ● Wake UtD ● NC State: PBI Global ● NC Science, Math & Technology
Education (SMT) Center ● NC State: The Science House TregoED
Making data-driven decis ions
Three Year Overview: Planning, Implementation, Evaluation
Timeline Activity Description
Summer 2019
● Strategic Planning with GES Magnet Committee
● Develop a strategic design implementation plan based on the Five Pillars for Magnet Schools:
1. Diversity 2. Innovative curriculum and PD 3. Academic excellence for all 4. High quality instructional systems 5. Family/community partnerships
Three Year Overview: Planning, Implementation, Evaluation
Timeline Activity Description
School Year 2019-2020
Faculty Workshops: ● Setting a Foundation for High
Functioning Magnet Schools with Fidelity (August)
● Ensuring Diverse Student
Populations; Successful Recruitment and Retention Practices for Magnet Pathways (Fall)
● Professional development on
STEAM practices: problem-based learning (ongoing)
● Unpack the 5 Pillars for Magnet Schools by exploring research briefs, Ted Talks, exemplar programs, and group think tanks to ensure GES magnet program reflects a truly rigorous, diverse, and engaging environment in which all students demonstrate achievement gains.
● Develop a student recruitment/retention
framework using a whole system approach of support for students and families.
● Participate in workshops and receive follow-Up job-embedded coaching on implementation
Three Year Overview: Planning, Implementation, Evaluation Timeline Activity Description
Summer 2020
Faculty Workshop: ● “Steamify” GES with professional
learning and curriculum development
Teacher Teams:
● Develop curricular units aligned
with Science Standards and Engineering Practices.
● Develop Mandarin Language Arts and FLES curriculum
● Develop new Mandarin and English
units based on revised content allocation
● Engage in best practices of Science,
Technology, Engineering, Arts, and Mathematics to create student-centered learning experiences that include community partnerships
● Curriculum Development Summer
Institute
Three Year Overview: Planning, Implementation, Evaluation
Timeline Activity Description
School Year 2020-2021 (Year 1 of Implementation)
Faculty Workshops: ● Cultural Competency
Training ● Explore opportunities for
Magnet Schools Assistance Program (MSAP) federal grant funding
● Use research-based practices to support administrators and teachers in developing and taking action on creating structures that promote equity and excellence in school culture, instructional strategies, and resources.
● Next funding cycle is scheduled to open in Spring 2021.
Three Year Overview: Planning, Implementation, Evaluation
Timeline Activity Description
Summer 2021
GES Magnet Committee: ● Sustainability Planning
● Becoming a STEM School of
Distinction
● Analyze attrition data and conduct parent
focus groups to gather initial feedback; review successful models identified for their sustainability over time.
● Examine exemplar practices in model
magnet schools and STEAM schools of distinction throughout the country; begin planning next steps to strategically implement the NC STEM Attribute Implementation Rubric to guide GES toward earning recognition for STEAM leadership.
Three Year Overview: Planning, Implementation, Evaluation
Timeline Activity Description
School Year 2021-2022 (Year 2 of Implementation)
Full Faculty: ● Advanced Theme-Based
Coaching
● STEM School of Distinction
Readiness/Self-Assessment
● Reflect on instructional practices to fully implement project-based STEAM education in an authentic and innovative learning environment.
● Simulate a quasi-certification activity and evaluate program strengths and challenges that can be used in strategic planning for school improvement efforts.
Three Year Overview: Planning, Implementation, Evaluation
Timeline Activity Description
Summer 2022
GES Magnet Committee: ● Prepare and submit
application to NC DPI to earn recognition as STEM School of Distinction
● Based on the NC DPI’s STEM Attribute Implementation Rubric, the STEM Schools of Distinction process defines and ensures consistent, essential elements and characteristics of the highest-quality STEM programs across the State.
Three Year Overview: Planning, Implementation, Evaluation
Timeline Activity Description
School Year 2022-2023 (Year 3 of Implementation)
Full Faculty: ● Participate in the process of
becoming a STEM School of Distinction
● This year-long process involves a rigorous
360° evaluation conducted by a panel of reviewers from across the State; includes quantitative and qualitative data review (e.g., student performance data, survey data, focus group data) and a site visit.
How will this plan help clos e the achievement gap? Research Finding Glenwood Magnet Proposal
Schools should focus on reading and writing achievement early in students’ education to to reduce the risk of underperformance in academics and behaviors
Recommends more time in language arts instruction in English and Mandarin, to develop reading and writing skills
Research emphasizes a focus on appropriate intervention in areas of need, including language, literacy, and content
Recommends the addition of an interventionist to address areas of need
Integration of STEM subjects has the most positive effects on elementary students, academically and otherwise
Proposal includes STEAM as the overarching theme for the magnet school.
Inquiry-based and problem-based instruction are shown to improve the performance of at risk student groups.
Inquiry-based and Problem-based instruction are key pillars of the STEAM approach
Enrichment through language learning has multiple benefits, academically, cognitively, and culturally
All students study Mandarin--World Language or Dual Language, starting in Kindergarten.
For more detailed research notes and sources , click here.
Projected Budget Increas es
Cos t Allocations in Year 1-3
Confucius Grant - $70,000 + materials over five years , from 2019-2023
DL Research Federal Grant - $256,470.00 over three years , from 2017-2020
Summary of Propos al ● Implement s chool-wide magnet theme of STEAM² at Glenwood that includes
Mandarin for all and maintains traditional and DL tracks
● Use lottery for both tracks to manage s chool enrollment over long-term
● Strengthen and personalize magnet marketing to attract/ retain diverse families
● Continue to provide biliteracy and equity training for all s taff
● Maintain 50-50 language dis tribution K-5 in MDL program and enhance content allocation with daily literacy/ language arts ins truction in both languages
● Provide Chinese language development and support for all s tudents and teachers
Summary of Propos al (Continued) ● Increase ins tructional time in Mandarin for all s tudents by filling future special
area vacancies with bilingual s taff
● Enhance middle s chool MDL program by adding a bilingual content clas s
● Implement s trategies to unify s taff, s tudents and families /community
● Pos t bilingual s ignage at GES to mark common areas in English and Mandarin
● Partner with outs ide experts for technical as s is tance and profes s ional development to build capacity in magnet infras tructure and STEAM content/practices
Ques tions ?