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REPORT October 3, 2016 An overview of the process and recommendations for redefining, redesigning and re-imagining the learning environment to support college and career ready graduates.

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REPORT October 3, 2016

An overview of the process and recommendations for redefining, redesigning and re-imagining the learning environment to support college and career ready graduates.

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Purpose The Dysart Unified School District Governing Board established vision and mission statements and goals focused on ensuring all students graduate with the knowledge, skills and dispositions to fully prepare them to take on the challenges and reap the rewards of being a citizen of the new century. Effectively accomplishing this vision and these goals requires working collaboratively with all stakeholders and actively involving community members as partners. As part of the Strategic Plan Revision process, on October 3, 2016, Dysart Unified School District organized a 3R Summit: Redefine, Redesign, and Re-imagine Education.

The 3R Summit was designed to bring stakeholders together to examine, analyze and provide feedback on the essential components necessary to redefine, redesign, and re-imagine the learning and teaching environment to support college and career ready graduates.

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“Don't ask kids what they want to be when they grow up but what problems do they want to solve..”

- Jamie Casap The 3R Summit participants included business and community leaders, government leaders, representatives from higher education, parents, students, teachers, administrators and staff tasked with analyzing information about the iteration of education to prepare students to be future ready. The input gathered from the 3R Summit process will be provided to the action teams working on the Strategic Plan. In addition, through a series of stakeholders’ meetings at the local campus level and at the department level input on this critical topic will be gathered and used to inform the Strategic Plan revision process.

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Participants A total of 72 people, including facilitators, participated in the Summit activities and included: Administrators, Board Members, Board Candidates, Business Partners, Community Leaders, Government Leaders, Parents, Students, Support Staff, and Teachers.

● Gavin Arbuckle, Student, Marley Park Elementary

● Howard Bennett, Business Partner, SharpUSA

● Paul Bernardo, Government Leader, City of Surprise

● Karie Burns, Administrator, Principal, Surprise Elementary

● Clark Crace, Administrator, Director of Exceptional Student Services

● Alejandra Castro, Support Staff, Research Evaluation Coordinator

● Michele Caruso, Parent, Shadow Ridge High School

● Rachel Collyer, Business Partner, Sun Health

● William Coniam, Dysart Board Candidate

● Donna Davis, Community Member, Expect More Arizona

● Jennifer Davis, Parent ● Traci Davis, Community Member,

Marana Unified School District ● Lisa Fowler, Parent ● Kristie Franco, Administrator, Principal

Cimarron Springs Elementary ● Carmen Garay, Student, Sundown

Alternative ● Christina Garcia, Teacher, Dysart

High School

● James Grieshaber, Administrator, Career & Technical Education Coordinator

● Tara Groody, Parent ● Skip Hall, Government Leader, City of

Surprise Council Member ● Michael Hawkins, Administrator,

Principal Shadow Ridge High School ● Aadem Isai, Student, Canyon Ridge

Elementary ● Tracee Keough, Teacher, Innovation

Academy ● Jacob Kindschy, Teacher, Willow

Canyon High School ● Stephanie Kingsley, Teacher, Valley

Vista High School ● Kara Kujawa, Teacher, Valley Vista

High School ● Lea Lerner, Student, Canyon Ridge

Elementary ● Paige Mikos, Student, Marley Park

Elementary ● Cheryl Pete, Administrator, Assistant

Principal Willow Canyon High School ● Eva Pierce, Support Staff,

Administrative Assistant ● Priscilla Pimentel, Student, Sundown

Alternative ● Heather Pletnick, Community Leader,

Marana Unified School District

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● Ryan Pletnick, Community Leader, Deer Valley Unified School District

● Bill Pupo, Community Leader ● Hannah Redwood, Student,

Innovation Academy ● Kristin Reidy, Community Leader,

Marana Unified School District ● Ginger Richards, Community Leader,

Boulder Creek High School ● Jason Richmond, Business Partner,

SharpUSA ● Valerie Roderick, Post Secondary ● Russ Rosenthal, Parent, Shadow

Ridge High School ● Jim Shano, Government Leader, City

of El Mirage, Deputy City Manager ● Tiffany Smith, Teacher, Shadow Ridge

High School ● Jeremy St. Germain, Administrator,

Principal, Kingswood Elementary

● Kevin Stilwell, Business Partner, Sharp USA

● William Swinney, Board Candidate ● Todd Tande, Government Leader, City

of Surprise Council Member ● Jennifer Tanner, Governing Board

Member ● Rachel Villanueva, Government

Leader, City of Surprise Council Member

● Tahlya Visintainer, Business Partner, Sun Health

● John Williams, Government Leader, City of Surprise Council Member

● Bob Wingenroth, Government Leader, City of Surprise City Manager

● Karen Winterstein, Administrator, Director Student Services

Facilitators ● Kathleen Attilio, 21st Century

Coordinator ● David Beard, 21st Century

Coordinator ● Michelle Benham, Director

Instructional Technology ● Patti Buck, Exec. Director Human

Resources ● Paige Davis, 21st Century Coordinator ● Jim Dean, Assistant Superintendent ● Valerie Downs, 21st Century

Coordinator ● Jack Eaton, Exec. Director Business

● Alanna Eimers, 21st Century Coordinator

● Connie Ferguson, 21st Century Coordinator

● Amalia Garcia, Principal, Luke Elementary

● Amy Hartjen, Principal, Dysart High School

● Dayna Hess, 21st Century Coordinator

● April Holton, 21st Century Coordinator ● Shelley Isai, Principal, Canyon Ridge

Elementary

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● Sharla Jewett, Exceptional Student Services Coordinator

● Dana Kaye, Principal, Marley Park Elementary

● Aaron Killeen, 21st Century Coordinator

● Steven Mattingly, Human Resources Administrator

● Carly McVay, Public Relations Specialist

● Kristie Martorelli, Professional Development Coordinator

● Heidi Morton, 21st Century Coordinator

● Gail Pletnick, Superintendent ● Steve Poling, Assistant

Superintendent ● Heather Rankin, 21st Century

Coordinator ● Kristina Sanchez, Personnel Specialist ● Marydel Speidel, Director of Finance ● Jill Steenburg, 21st Century

Coordinator ● Josephine Tokhi, Principal, Sunset

Hills Elementary

Presenters Jamie Casap, Google Educational Evangelist

Jaime Casap is the Chief Education Evangelist at Google, Incorporated. Jaime shared information about how the power and potential of the web, technology, and innovative tools are enabling and supporting capabilities in pursuit of creating powerful learning models. During his eight years at Google, Jaime was part of the team that launched Google Apps for universities, launched Google Apps into K12, and helped get Chromebooks off the ground and into schools. Today he is responsible for working across all internal teams that impact education, and he works with educational organizations around the world, helping them find ways to improve the quality of education through the use of technology. Born and raised as a first generation American to a single mother on welfare in Hell’s Kitchen, New York, Jaime understands and appreciates the power education has to change the destiny of a family in just one generation.

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In addition to his role at Google, Jaime serves on the Arizona Science Foundation Board of Directors, on the Board of Directors for New Global Citizens, and serves in advisory roles to dozens of organizations focused on improving education. Jaime is a Faculty Associate at Arizona State University.. You can follow Jaime on Google+ at +Jaime Casap and Twitter @jcasap.

“I learned today (that) this is not about the 3-Rs, it’s about us. ”

- Priscilla Pimental, Student

A panel of Dysart students representing various schools and grade levels provided insight into how students learn and what their learning needs are.

Student Panel

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● Carmen Garay, Sundown Alternative ● Aadem Isai, Canyon Ridge Elementary ● Gavin Arbuckle , Marley Park Elementary ● Priscilla Pimental, Sundown Alternative

Process The participants were sent materials in advance to provide relevant background information. Those materials included:

● Embracing a Different Way - Devin Vodicka, TEDxElCajonSalon ● How To Brainstorm Like A Googler - Fast Company ● 10 Jobs that did not exist 10 years ago - World Economic Forum ● How will technology change the future of work? - World Economic Forum

At the Summit, the stakeholders heard from experts in the field of education, including the users, the students. The presentations were designed to stimulate communications and critical thinking about redefining, redesigning and re-imagining education.

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Participants then engaged in collaborative and creative interactive activities that produced feedback to help inform decisions on creating a new century learning environment to support future ready students. Stakeholders were divided into groups of up to 7 people and assigned to 10 different tables. The table top groups were facilitated by a host and engaged in the Google Moon shot process (see How To Brainstorm Like A Googler for more information). These activities included:

Know the User:

A panel of 6th to 12th grade Dysart students were interviewed about how they learn. This was then followed by a World Cafe activity in which participants engaged in conversation around the question:

What do we have to do in education to meet the learning needs of students (the users), if we are to prepare them to be future ready?

See summary of responses in Appendix A: World Cafe Summary

10X Thinking

Table groups brainstormed around the following question:

What are the essential elements or components that must be in place to build the learning environment that meets our students’ needs?

How do we meet the needs of the user? What does that look like? You are redesigning and re-imagining education.

This process included:

● brainstorming individually, ● sharing written ideas and ● identifying the most critical components.

As a table, the group then identified the top 3-4 priority components/elements for designing a learning environment that supported future ready graduates.

See summary of responses in Appendix B: Components of a Future Ready Learning Environment

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Prototyping

Each table group created a prototype or physical manifestation representing one of the priority components of a future ready learning environment.

See summary of prototypes in Appendix C: Prototypes

Sharing Facilitators hosted the prototype displays as participants conducted a carousel walk in which stakeholders learned about the components identified and the prototype created by each table group.

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Next Steps This report, summarizing the activities and outcomes from the 3R Summit, will be shared with the Strategic Plan Action teams working to revise the district plan and with the Profile of a Graduate Revision Team.

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APPENDIX A: World Cafe Summary

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TABLE What do we have to do in education to meet the learning needs of students (the users), if we are to prepare them to be future ready?

1 ● Moving students around the classroom. They learn by moving around. Incorporating physical activity.

● Building community engagement and educate. Build capacity and have the dialogue on the importance of educating students. Not why should we, but how should we? The classroom world is very different than what many are familiar with. Understand the reality of today’s classroom.

● Parent and non-parental involvement and bring community into the classroom and show what resources

● Individualized learning at the student’s own pace ● Student-led schedule, very similar to college classes. They know

when/what time of the day they work best. ● Adaptive and flexible ● Continue to find resources for students. Tutoring when students are

available. ● Changing the way we look at teachers - see them more as coaches.

Empower more learners. ● Student is #1 - how do they want to learn? ● Give the students choice in a way they want to learn, that will help them

get engaged and be involved in their education. ● Listening to the students and not talking to them ● Ability to fail. Our teachers can adjust their classrooms if needed and

change the learning environment. ● Work together/not compete. They succeed together. Help each other. ● Students may be on either side of the learning table. Both learning from

others students and in other instances you may help your peers. You retain 95% of what you teach others.

● Teacher asks when the students are ready to take the test.

2 ● Do we understand how students learn? ● How do they learn? ● How does the teacher teach to the learning style? ● Passionate teachers motivate students to be passionate about learning ● Empower / Embrace students’ change (learning style)

3 ● Teach our teachers and students that collaboration is good for learning. ● Asking our students what they want to learn and how they want to learn. ● Link the learning to things students want to learn about, such as sports or

video games ● Proper training

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● Change the learning environment with real world connections 4 ● Building true capacity with our educational leaders (teachers, support

staff). ● Ensuring teachers are equipped with multiple instructional tools with the

rationale/the why (Professional Learning). ● Inclusive approach to computer science; having students and the

educational team knowing the why and relevance. ● Drive with purpose and passion. ● Informing students along the whole way of their educational path.

All stakeholders need to think outside the box and truly have a common understanding of the outcome for our students and the role education plays in our society.

● Providing autonomy for teachers and students; focusing on what will really impact student success.

● Modeling relationship building and educational integrity (purpose, passion, character).

● Authentic collaboration and know your user!

5 ● Empower students to ask questions and teach based off of these. ● Providing students with more choice to maximize their individual potential ● More flexibility with topics, how students show mastery, use flexibility with

time. ● Working on collaboration and connections to the real world. ● Listen to the students, help them to develop their passions.

6 ● Look forward to the future to anticipate creating aspirational goals. Building relationships with community partners to create a future workforce.

o We need to align our efforts (state, local community, and in the classrooms-- create a value proposition of valuing education -- how it benefits them); we then orchestrate learning to connect with students so we can design learning to meet with interests and passions of the students.

o Let technology help support build foundations. Build responsible digital citizenship.

o Everyone in the room has more learning opportunity; activate learning potential. Give teachers permission to let go and build the safety of failing forward as educator.

● By creating a proposition (plan) of valuing education and aligning our state, local community and classroom expectations, we can create an education system where students are comfortable using technology, teachers are comfortable with failing forward, and ALL are creating goals

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that meet the interests and passions of students to create a generation of future ready learners.

7 ● Allow the students to determine and have choice in the classroom learning environment, including how, what, when, and why we learn. This is the key to motivating our students and building passion on the teacher and student end. We know that the time is now and that the future is already here.

8 ● Engaging all students-what are their innate strengths and needs, how do we motivate them and involve them in their learning

● Skills to work with others-effective collaboration, experimentation, and communication

● Personalization through student choice, flexibility, teacher facilitation

9 ● Teacher using facilitator model including training Universities using this teaching model as well Relationship centered.

● Keep motivation. ● “Skin in the game” teachers and students ● Inspired by using real-world applications. ● How to get it here-to-here ● We all wear the facilitator hat and the learner hat ● Instilling that passion of learning in students ● Validation

10 ● Recognize individualized need for flexibility/choice regarding student learning, while providing educators continuing growth and support needed to implement a more personalized learning environment.

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APPENDIX B: Components of a Future Ready Learning Environment

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Table What are the essential elements or components that must be in place to build the learning environment that meets our students’ needs? How do we meet the needs of the user? What does that look like? You are redesigning and re-imagining education.

1 ● Help your peers; you retain 95% of what you teach others. ● Teacher asks when the students are ready to take the test.

Priorities:

o Personalization for students - ● physical movement ● student-led schedules ● allow them to work together and educate each other as well ● empower them to make their choices

● Different delivery methods for the students. ● While teachers allow them to work together, should play an active role in

having students stay on task.

2 Empower Change (District to administrator, administrator to teachers, teachers to student, students to students, students to family and community members), Nurture change and growth, teach teachers to be effective facilitators of student team work (students enjoy this, group work), iteration-continued growth, failure can be considered successful, failure is new learning, passion can be taught (Professional Development). Priorities:

● Constant specific feedback for continued iteration ● Flexible learning environment for students ● Professional Development-building passionate educators

3 Classroom environment: (time, path, place and pace) ● Furniture ● Scheduling ● Home/work environment looking like school ● Collaboration ● Relevant learning ● Snacks/music

Training: ● Lesson design to encourage facilitation of learning ● Teacher leaders together in teams ● PD for teachers in innovation ● Problem Based Learning ● Technology training

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Students choice for learning: ● Control their own learning ● Self-paced, self-directed learning options ● Fun games to promote mastery ● Time to learn ● Student forums to share ideas to make changes

Priorities: ● Training- shift our mindsets ● Time ● Path ● Place ● Pace

4 Priorities: ● School-wide, ongoing, collaborative, professional learning- ALL

stakeholders ● Learning with a when, where, and how mindset ● Purposeful autonomy for teachers in curriculum/benchmarking ● Globalization and thinking outside the box is vital

5 Priorities: ● Teacher training compensated for all. ● Flexibility in classroom regarding time and physical features. ● Student choice regarding content. ● Student centered classrooms without borders. (Listen to student questions,

allow them to explore collaboratively) ● Give teachers tools to personalize.

6 Priorities: ● Create flexible, engaging groups and schedules ● Creative/collaborative experiential learning opportunities ● Resources (technology/infrastructure needed, PD) needed to implement

the 1st two components

7 Priorities: ● Student driven learning and flexibility ● Standards infused, student choice ● Less traditional and more innovative ● Teachers and students learning to iterate

8 Priorities: ● Customized System Supports ● Flexible classrooms ● Innovate through collaboration

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9 Priorities: ● Communication ● Personalization ● Training ● Relationships

10 Priorities: ● Technology ● Student options for knowledge: content/assessments ● Classroom ● Feedback to promote continual evolution

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APPENDIX C: Prototypes

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Table

Priority Component

Prototype

1 Personalized Learning

Utilizing Mindmeister

2 Academic personalization

Project was created as a metaphor: ● Mentally, each student advances academically differently (pace of

learning, style of learning, emotions, etc.) The project details doors side-by-side 360 degrees, allowing any student to enter from any learning path a student may have as they as they enter the classroom. The project details windows side-by-side 360 degrees, allowing any student to view from outside-in or inside-out allowing for mental exploration, creating vision, and problem solving from any vision path a student may have. The project has an empty classroom to ensure opportunities of flexibility for learning:

▪ There is no front or back of the class ▪ Provides a nurturing environment specific student

learning ▪ The teacher appropriately manages content specific

and facilitates the students as they appropriately determine the how, when, and where they learn.

The project specifically has no ceiling, allowing any student at any time to accelerate and soar with their learning beyond the doors of the classroom.

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3 Mindshifts

necessary for personalized learning to be a success.

Canvas The prototype created an image of the important mindshifts that are necessary for personalized learning to be a success. We felt the current ways we approach time, path, place and pace need to be changed. For example, we can have flexible hours to meet the needs of students and families and/or students can schedule their time based on what meets their learning style. The learning path should allow students to follow purpose and passion. The classroom environment or “place” is modified to meet the needs of diverse learning styles. Lastly, the pace students learn is personalized to meet their needs. They have a say in how the day is scheduled and learn how to manage time to ensure required lessons are completed.

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4 Learning Space Floor Planning

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5 Teachers need to be supported in this journey in adding tools to their tool belts.

6 Indoor/outdoor classroom where students come and go-flexible learning environment.

Lego

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7 Traditional learning environment vs. the flexible learning environment

Silhouette app

8 Innovate through collaboration

Video Production Production Proposal

Today’s Date: October 3rd, 2016 Project Name: Clean Drinking Water PSA Describe the Tone and Tempo:

Persuasive Devices that will be used:

Type of Conflict: Dramatic Situations: Producer: - Overall Mgt – make sure it gets done

Director: - Story Mgt & how it gets done

Director of Photography Key Grip: - Mgt of tripods, dollies and cameras

Gaffer: - Overall Mgt of lights/set

Script Supervisor:

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Wardrobe/Makeup: Set Design incl. Props: Sound Supervisor: Writer: Other Team Members & Job Descriptions (how many actors?):

Proposed Start/End Dates: Proposed/Required Air Date: (if known)

Pitch and Written Description/Depiction of Production (Who, Where, When, Why and What/How): – Plus “10 sentence outline of production”

Proposed Length (in minutes):

Production Schedule (Basic breakdown of production stages w/Dates):

Resource Requirements including props:

Target Audience: Purpose of Production: What technology resources are you planning on using and why?

Resources: https://www.youtube.com/user/WCHSCH22/search?query=psa This is a list of PSA’s that we could emulate? https://www.koshland-science-museum.org/water/html/en/Overview/Four-Characteristics-of-Drinking-Water.html This is an article explaining the importance of clean water. Facts about Water-site list facts about water and sanitation around the world

water.org -video resources on water around the world.

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Use of Google Hangouts to communicate with students in other parts of the country/world

9 Relationship: The Fourth R

Stop Motion Animation The components of the importance of relationships include the teacher modeling the facilitator role within the classroom and being flexible and open to student-led discussion and not only asking for one right answer. The facilitator role also includes the importance of a continuation of learning to let the students lead. The teacher is aware of the environment in which the students live and tailors projects and assignments that the students feel passionate about. This also includes creating an environment where the students feel validated and are given feedback beyond the gradebook. The second component is the student as the facilitator in taking the lead to guide the discussion in group, partner and online collaboratory settings to increase accountability amongst the students. A third component is allowing members of the community to present about their job experience to inspire students to participate in learning opportunities beyond the classroom such as volunteering, job shadowing, etc. The video shows that in order to meet the learning needs of students to prepare them to be future ready, the learning needs to come from many directions: Teacher to Student

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Student to Teacher Student to Student Community to Student Student to Community- both local and global

10 Feedback to

promote continual evolution

Zspace.

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