roosevelt middle school nglc showcase
TRANSCRIPT
Roosevelt Middle School
NGLC Design Showcase January 20th, 2016
Mission
Indicators
Strategies
Roosevelt’s Learner-‐Centered Strategies
Exhibition of Student Work
Students design and present their ideas to authentic
audiences.
Academic Language Development and
Discourse Each unit of work in every class includes an essay, a speech/debate, or other
language-intensive product.
Teachers co-plan their lessons and include student and family input to ensure that students experience
learning that is connected personally to students, to other subjects, and to the
world.
Field Work All work connects to the real
world in some way. This could include a field trip, an
interaction with a professional of a certain field
of study, or an internship.
Project-Based Learning
Across the curriculum, students will collaborate on
meaningful projects that provoke critical thinking and require them to acquire and apply new knowledge in a problem-solving context. Real World
Application
Design Thinking In every class and
extracurricular activity, students will approach
challenges by designing and implementing solutions to
actual problems.
Interdisciplinary and Collaborative Curriculum
3
Engage with us… Rotate through each strategy based on your schedule: At each sta9on, you will find:
2 1
Overview of the Strategy
Students to talk about their CURRENT experiences
Some examples of what FUTURE student
experiences might look like
Please capture your thoughts and feedback on the graphic organizer
Advisory Students will monitor their progress on their learning
path through guided reflection and goal-setting
on a bi-weekly basis.
Student Ownership Students will drive much of
their own education, selecting topics for projects, setting their own learning
goals, monitoring their own progress, and learning to ask
for appropriate help.
Flexible Learning Environments
Students will have the opportunity to work in a
variety of settings (classroom, library, outside,
or makerspace) and instructional groups
(independently, peer-led small group, or with a
teacher in a small group).
Competency-Based Progression
Students will be assessed using a standards-based
rubrics so students, families, and school staff will know which skills a student has mastered, which s/he is
beginning to master, and which s/he is yet to master.
Personalized Learning Paths
Through adaptive instruction, each student will
have his/her own personalized plan that lays out his/her learning path to achieve high academic and
social outcomes. Personalized Instruction
Learner Profiles through
Digital Portfolios Students will create a digital
portfolio to keep track of their strengths, interests,
and needs and present their work to peers, families, and
school staff.
Personalized Instruction Teach to One: Math
Flex Time
Personalized Learning Paths
Using the the Teach To One (TTO) pla3orm and data algorithm, students receive personalized instruc;on that adapts to their needs on a daily basis across 4-‐5 learning modali;es, including online work and collabora;on tasks.
Through adap;ve instruc;on tools (such as i-‐Ready), students are able to access curriculum at a level right for them, which helps them achieve academic growth.
Our school day includes a “Flex Time” period that is dedicated to suppor;ng students’ learning needs and interests. Some students engage in targeted math or reading interven;on while others explore personal interests, such as drumming, dance, or spinning.
Digital Por+olios
Competency-‐Based Assessment
Flexible Learning Environments
Personalized Instruction FUTU
RE
S t u d e n t s w i l l h a v e t h e opportunity to work in a variety of se5ngs (classroom, library, outside, makerspace, etc...) and instruc>onal groups (peer-‐led small group, independently, with a teacher in a small group, etc…).
Instead of generic leBer-‐based grades, each competency will be assessed separately so students, families, and school staff will know which skills a student has mastered, which s/he is beginning to master, and which s/he is yet to master.
Students will create a digital porEolio to keep track of their learning strengths, interests, and needs, which will also be a way for them to present their work to peers, families, and school staff.
Exhibition of Student Work
Students design and present their ideas to authentic
audiences.
Academic Language Development and
Discourse Each unit of work in every class includes an essay, a speech/debate, or other
language-intensive product.
Teachers co-plan their lessons and include student and family input to ensure that students experience
learning that is connected personally to students, to other subjects, and to the
world.
Field Work All work connects to the real
world in some way. This could include a field trip, an
interaction with a professional of a certain field
of study, or an internship.
Project-Based Learning
Across the curriculum, students will collaborate on
meaningful projects that provoke critical thinking and require them to acquire and apply new knowledge in a problem-solving context. Real World
Application
Design Thinking In every class and
extracurricular activity, students will approach
challenges by designing and implementing solutions to
actual problems.
Interdisciplinary and Collaborative Curriculum
Real World Application Design Labs and Computer Science
Inquiry-‐Based Projects
Academic Discussion
Our students have the opportunity to engage in design thinking and making in our design courses and learn computer coding and robo7cs in our computer science course.
In our science courses, students explore the Next Genera7on Science Standards (NGSS) through inquiry-‐based tasks that require students to think and act like scien7sts.
Across al l content areas, students engage in meaningful discussions with their peers that help them build valuable communica7on skills and co-‐construct content knowledge.
Real World Application
Field Work
Interdisciplinary Projects
Student Work Exhibi;ons
FUTURE
Our vision is that all work our students do will connect to the real world in some way. As such, we will focus on ge:ng our students into the field to meet experts, collect data, explore new ideas, and expand their vision of what their future might hold.
Across the curriculum, our students will collaborate on meaningful projects that provoke cri@cal thinking and require them to acquire and apply new knowledge in a problem-‐solving context.
Students wi l l per iodica l ly present their ideas and work to c o m m u n i t y m e m b e r s , professionals, and peers for feedback and cri@que.
Habits of Mind We focus on supporting
students to develop a range of “soft skills,” such as curiosity, grit, and self-control, that they can
leverage to excel in the classroom and in life.
PBIS and Restorative Practices
Student Jobs Our students take an active role in the operation of our
school by fulfilling meaningful jobs such as
working in the office, facilitating assemblies,
leading tours, and running our student store.
Campus Aesthetics High-quality student work
will be displayed everywhere in the school. Students take ownership over the school grounds by taking care of their personal workspaces
and common areas.
Family Engagement We seek to partner with families to support our
students by creating open communication channels
and hosting engaging events.
Whole Child Approach
Advisory Our advisories support students in developing
social and emotional learning (SEL) skills,
monitoring academic progress, and goal-setting.
We create a positive school climate by: implementing tiered
behavioral interventions that support our students’ diverse social
and emotional needs and supporting students to solve
problems with peers and community members via restorative justice skills.
Whole Child Approach Community Building Circles
Student Store
Student-‐Led Conferences
In core classes, students par0cipate in regular (3-‐4 0mes per month) community building circles that promote communica0on skills and help members of the class get to know one another on a deeper level.
As part of our approach to posi0ve behavior interven0on, our students e a r n “ B u l l d o g B u c k s ” f o r demonstra0ng expected behaviors around the school. They can redeem their “Bulldog Bucks” for school supplies, sports equipment, and other small items in our student-‐run store.
Students, parents/guardians, and advisors par0cipate in student-‐led conferences (SLCs), which aim to move the student from a passive recipient of informa0on to an ac0ve par0cipant through an open dialogue with their parents and advisor around their academic progress.
Whole Child Approach
Habits of Mind
Family Engagement via Text
Peer-‐Led Restora<ve Jus<ce
FUTURE
We will focus on suppor/ng students to develop a range of “so6 skills,” such as curiosity, grit, and self-‐control, that they can leverage to excel in the classroom and in life.
We aim to support our students b y m a i n t a i n i n g o p e n communica/on channels with their families. One way we plan to do this is by using bilingual text messages to support meaningful conversa/ons at home.
A next step in our implementa/on of restora/ve prac/ces is to train our students to lead restora/ve conversa/ons and community building circles with their peers.
Roosevelt Middle School
Learn more: h+p://rooseveltredesigned.weebly.com
Roosevelt’s mission is to empower all students to be community leaders by providing them with a strong academic founda>on, equipping them with 21st century skills, and ins>lling a community ethic. We will accomplish these outcomes by crea>ng a vibrant learning experience through engaging personalized instruc>on, designing solu>ons to real-‐world problems, and by suppor>ng the whole child. We believe that our model will provide students with a strong founda>on for success in high school, college, career, and global ci>zenship.