VISIONPreparing each student for post-secondary success through a culture of excellence in:• Challenging academics• Critical thinking• Purposeful collaboration• Applied innovation• Global stewardship

Challenging students and graduates to become informed, caring contributors.

HSD 2025: Graduate Learner Outcomes•Foundational Content Areas

•Global Literacy

•Technology Literacy

•Entrepreneurial Learning

•Environmental Sustainability

•Thinking

•Life Skills

High School of the Future

Recommendations

High School of the Future

Board of EducationAugust 2010

High School of the Future Research

Study Team Redefining how high schools go about the business of educating students is critical as we work to prepare each student for post-secondary success and challenge them to become informed, caring contributors who can meet the challenges of the 21st Century.

Barb Van Loenen – Board of EducationMary Bowen-Eggebraaten – Superintendent Sandi Kovatch – Learning ServicesPeg Shoemaker – Staff DevelopmentEd Lucas – HS Administrative Rep.Jim Dalluhn – MS Administrative Rep.Susie Prather – Elem. Administrative Rep.Nancy Toll – IT Andy Haase – HS ArtsChuck Bublitz – HS World LanguagesEd Johnson – HS Special EducationJody Gabriel – HS Social StudiesJosh Halvorson – HS ScienceKim Powers – HS Language ArtsMelisa Hansen – HS School-to-WorkSteve Sollom – HS MathematicsSylvia Strom – HS Family & Consumer Ed.Chris Berglund – HS StudentTessa Bakken – HS StudentLiz Malanaphy – ParentBrian Zelenak – Community RepTom Brinsko – Community Rep.Tracy Habisch-Ahlin – Facilitator/Communications

High School of the Future Research

Study Team Charge

• Research and analyze best practice high school models for learning with support 21st Century learning skills and the strategic vision of HSD 2025.

• Present High School of the Future recommendation(s) for organization and structure to the Board of Education for approval.

New Trier

Decatur Central HS

MN Zoo School

The mission of the School of Environmental Studies is to be a community of leaders learning to enhance the relationship between humans and their environment.http://www.district196.org/ses/index.html

School Visit Jan. 28, 2010By

Tom BrinskoMelisa Hansen

Barb Van LoenenSusie Prather

Organization & Structure•Project-based learning with relevant field studies and partnerships with MN Zoo, MN Pollution Control Agency, City of Apple Valley, etc.

•3 Trimesters with each Trimester followed by a 2 week in depth field study.

•Integrated and team taught – teachers accept teaching other subjects.

•Small study groups – teachers know students.

•UBD’s with essential questions.

•Assessment – student portfolios reflect each trimester on growth and set goals.

•Flexible learning space.

Field Study Examples

Marine BiologyPoetry WorkshopClimate Change PolicyOutdoor PhotographyMissouri BikingWilderness First AidTheater in the CityMN Winter ExperienceCosta RicaNew ZealandScuba CertificationBoundary WatersHuman MedicineFrance & Spain

Decatur Central High SchoolSMALLER LEARNING COMMUNITIES

PERSONAL RELATIONSHIPSHIGH ACADEMIC STANDARDS

FAMILY/SCHOOL PARTNERSHIPS

Organization and Structure • RELATIONSHIPS

• RELEVANT

• RIGOR

Need for Change

•Approximately 1750 students•About 12% minorities•Over 50% free and reduced•Transient population•65% proficient•950-980 SAT’s•2 years of research and $2 million

Small Learning Communities350 students or lessStudents stay in same community all four yearsStructured advisory

Small Learning Communities based on student interestSenior Year looks different

College course work option Senior Year

New Tech School of IdeasDecatur Discover AcademyChoice AcademyEdge AcademyI.C.E. AcademySchool of Quest and Inquiry

New Trier Township High School

To commit minds to inquiry, hearts to compassion, and lives to the service of humanity.

•Enrollment = 4,151 students•Approximately 98% graduates enroll in college•Average ACT Composite = 27.4•School Within a School – Integrated

Global Studies School•Over 150 co-curricular clubs with extensive community service

ADVISEEADVISORADVISOR CHAIRSTUDENT SUPPORT SERVICES

New Trier Adviser System The advisor room provides an antidote to anonymity, a home away

from home. It is a comfort for students to begin each day with a mentor.

Advisors are faculty who accept the adviser assignment as 1/5 of the teaching responsibility.There are 160 advisor rooms with 25 students each.25 minutes together each day for 4 yrs.

SENIOR YEAR LOOKS DIFFERENTSeniors spend the final 5 weeks of the 4th quarter on their projects, which culminate in an individual exhibition of their work.

Senior Service Project

Post-High School Counselor Meetings

Senior Class Program – OFF TO COLLEGE (national guest speaker)

HSD 2025Strategic Vision

Graduate Learner Outcomes

High School of the Future

Advisories

SmallLearnin

gComm.

Project-BasedLearnin

g

Transitions

Advisories

Students with same Advisor all 4 years of HS

Assumes that classroom teachers who see students daily can be the first resource for students in matters of personal adjustment and academics.

Students and Advisors

Builds relationships:teacher to student and student to student

Parents and Advisors•Better communication about student learning needs and monitor academic progress•Inform each other of special concerns or changes

Advisors with Students &

Parents•Facilitates communication between school and family•Identify student interests and strengths•Assist in planning academic and personal goals

Small Learning

Communities

Similar to the MS House Concept, but students would remain in the same small learning community

throughout their HS careers.

Promotes relationships staff to student and student to student.

Often designed to the academic interests of students or learning styles – offering greater personalization of learning goals.

Some research suggests that SLC:•Improve academic success•Higher graduation rates•Students more likely to take advanced courses•Students more likely to participate in co-curricular activities

Project-based

Learning

Personalization of Learning – students are engaged and interested in their own learning

Builds community partnerships

Learning is relevant, rigorous and assessed - student plan must meet state standards

Requires independent learning and ability to work in teams – teacher supports student learning

Student presentation of work

Provides opportunities to explore career options

Transitions

Supported transitions into HS and out of HS

Senior Year Looks

Different•Greater autonomy•Service•Higher educationFreshmen

support for adjusting academically and socially.