MODULAR CUSTOMIZED LEARNINGDr. Kevin Lein – Wild West Conference– June 5, 2013

Grads.... Really Readyfor Life?

Class of 2013...

Mature Responsible Problem-solvers Communicators Participating Citizens Educated Consumers Global thinkers.....etc.

Can we give them what they need?

Yes.

Back to the ideals of who we really wished we could

Be... School could be

Yes...you can do this...and you better...Dr. Donald Siviski – former teacher,

principal, superintendent – now advisor to the governor of Maine for Education Change.

“I have searched my entire life and finally there is an answer to real reform that will make all the difference – not just in education, but in entire culture.”

Focus on positive change...

Academic Mission - The academic mission of the Harrisburg High School is to afford students the opportunity to become independent decision-makers. To reach this expectation, students will become creative problem-solvers, informed and responsible citizens, quality communicators, curious observers, 21st century prepared consumer, and appreciative participants of fine arts and wellness.

History....

Handcuffed teachers Omaha Westside Wausau West High Maine Cohort of Customized Learning Adams 50

Basic Vision....

ZPD – there is a zone of proximal development for every student – why not try to affect change where they are, instead of where we think they are?

Quit worrying about time (including attendance, Carnegie units, etc.), comparative academia, grades, standardized tests

Focus on what a student has and what they can be - POTENTIAL

How?.....

Implement time reform – for us – modular schedule – proven to offer flexibility, more time for teachers WITH students, more responsibility for students, teachers as professionals

Aspire to an IEP for every student – customizeHierarchy – Measurement Topics, Learning

Targets, Learning Target Components, Formative Assessment

Modular Schedule...

Modular Schedule...

Staff schedule first draft MOD 2013 master schedule first draft MOD

Time serves students...Not students serving time....

Schedule....

Large Group, Mid-Groups, Small Groups

Direct instruction in large groupFlipped instruction in mid-groupsDirect intervention and acceleration – small

groups

Does not substitute efficiency for effectiveness – establishes both as equal partners

Customizing...

Again – simple idea of describing a spectrum of curricula – from Least Common Need to Highest Likely Need with NO CEILING

Begins with Measurement Topics Next Learning Targets Next Capacity Matrix of Accountability Assessment evidenceMove on...

Measurement Topics...

Measurement topic...

Measurement topics...

Create a curriculum that truly:

Directs learners in knowledge and skill to an end that enables validation of “life ready.”

Is completely timeless – must progress from beginning to a defined end, but then – no CEILING.

Next hierarchal step – Learning targets

Learning targets...

UnpackedStandards

The capacity matrix....

The accountability sheet...

Measurement topic articulated with academic mission essential skills.

Learning TargetPre- and Post-AssessmentLearning Target ComponentsTaxonomyEvidence Menu Capacity Matrix SS

example.doc

Taxonomy....non-negotiable..

ALL STUDENTS MUST SCORE A 3(ANALYSIS) TO MOVE ON.

Lesson Planning/MCCL Taxonomy 1 page (1).pdf

Capacity Matrix SS example.doc

Learning Target Components....Activity is NOT achievement. Real evidence and performance-based display of DK (Declarative Knowledge) and PK ( Procedural Knowledge)

When components displayed maximally, and student has reached the Analysis stage – can move on – or reach for greater depth to utilization level.

Motivation – still developing.Capacity Matrix SS example.doc

Planning the lessons...

Necessary to design flexible lessons that allow students – Voice and Choice – yet still direct to specific goals

Lesson Planning/Lesson Design Template.doc

In addition...the work to get here..On our website – the guiding principles.. http://highschool.harrisburgdistrict42-

1.org

Our ten tenets of instruction: Standard Development/TEN TENETS OF

INSTRUCTION.doc

And...the LMS...

Learning Management System.. Necessary for tracking and

transparency...

Where are we...

-Simulated two days in May with next year’s 8th grade

-Schedule is tentatively complete-Building logistics, resources, personnel hired-Four days PD building the MT’s and LT’s (May 28-

31), reinforcing tenets-Four more days next week – LT’s and lesson

planning, assessment capture and creation, completion of tenets and SOP’s

-

Where we are, continued...

-Four days in August to cement plans, certify environment, clarify and ready

-Four-day orientation for students – first four days of school

-Student-led conferences during school days in early October

-Continued PLC development with MOD/MCL crew every week

-Data manager to lead discussion and review

Finally...

Over half the school in MOD/MCL in 2014-15(430 of 770 students)

Two/thirds to entire school – 2015-16 – projected growth to 850

Other items: Danielson Pilot School, School Climate Data gathering, Articulation with regional higher education

How we utilized the fieldbook..Each following slide is an example of our

preparation for moving to MOD/MCLEvidence – ranking, and growth

possibilities

Staff and administration generated.

Positive change...what has been doneInstructional connections... Student-Engagement & Questioning

procedures(Direct Questioning, depth of questioning, response)Sept 26-October 7 Student preparation and activity – reading, writing, communicating,

problem-solving, critical thinking, appreciation for the artsOctober 17-27 Bloom’s Taxonomy within planning, selection of instruction,

questioning, assessmentOctober 31-Nov. 11 Student/Teacher Relationship – interaction, management, motivationNovember 14 – Dec. 2 Assessment – formative, summative, informal, formal, etc. – Review

assessment plans and Campus prior to visitsDec. 5- End of school 1 Student Engagement and Learning Management – Formal Observation

with Harrisburg Student learner template, Student independence

Positive change....

Academic –Academy of Reading Extra HelpLeap High On-line courses – AP and

NovanetHybrid courses Work-based ExperienceOn-Line Texts SSR focusAdditional curriculum – Zoology, Stats, Business,

Research, etc.Graduation Requirements Semester Exam changesCommon Core ACT on-siteSenior Projects Freshman Portfolios

Positive change...

School Climate and Culture...TAP Top 20SAT Cell Phone PolicyDance Policy Discipline GridSenior Privileges ImprovHOSA 8th grade OrientationPLC Pledge of AllegianceDanielson WebsiteMy Big Campus Deaf EducationHonor Roll Subway program Resource Room immersionTiger Den SRO visibilityOutside Counselor Assemblies – Mayor, CEO’s, Arts, Vets, BullyingParent’s Matter Children’s Miracle NetworkSpecial Olympics Library additions and electronic resourcesMiddle School Tutoring Elementary School articulationsAlumni Survey One-to-one laptops

Some data....

132 more students in two years – 680 next year, 740 in 2014, 800 in 2015

16 new faculty – Four lost faculty – add between 5-10 next year – If we added 10, almost half would be within the last three years

ACT increased by 1.8Proficient maintained 2 of 3 each yearAcademy of Reading – 1.8Attendance rate – 95 percent

How do they act...

Despite more students....

11-12 607 behaviors(200 Tardy) 322 detention 31 Sschool 37 ISS 7 OSS

10-11 676 behaviors(186 tardy) 338 detention 62 Sschool 43 ISS 6 OSS

9-10 570 behaviors(159 tardy) 205 detentions 6 Sschool 47 ISS 12 OSS

Cell Pone – 9-10 235, 10-11 88, 11-12 51

The vision – An IEP for every studentCustomized Learning for all• Independence• Not just Career and College Readiness – life

preparation• Empowering students – bottom up – value

individuals• Don’t throw out the baby with the bathwater –

too easy – how about throw out the bathwater when you have better bathwater

• Loosen the grip on students, grade level, classes – focus on learners, learner outcomes, learning opportunities – Learners come in all shapes and sizes

Characteristics to make this workLearning: Emergent – Philosophy is constructivist

with the learner owning the path. Educators understand motivation and engagement.

Proficient – Learner plans learning experience with advisor. Learning is relevant. New knowledge is valued. Learners learn at individual maximum pace.

Addressed?

Business classesWellness ClassArt classes Research class and other bits and pieces

Project-based introduction and foray

Goals set – evaluation focus on: Student engagement, higher-order thinking,

authentic assessmentEmergent

Characteristics to make this workCurriculum: Emergent – Written in a learner outcome

format. Target knowledge is identified and rubrics for assessment. Outcomes and assessments online for all to view.

Proficient – Outcomes aligned with school vision and goals. Subjects are aligned to real problems and authentic assessments. Inquiry, analysis, creativity, collaboration are highly valued.

Addressed?

Mission and goals set Outcomes developed Comparative data

Common Core

Maybe not proficient across the board – relevance? Integration?

Schedule would allow team teaching, interdisciplinary

Semi-Proficient

Characteristics to make this workInstruction: -Emergent - Learners grouped according to targets,

grade levels blur. Flip and other seminars created to replace lectures. Learning goals are focus, not just activity and assignments.

Proficient – Specific learner goals and targets track learner. A formative approach calculates progress connected to goals, not comparative analysis with students. Technology is used to match disciplines and students to learning style and strengths of each student. Learning is obviously differentiated. Large group settings maximize delivery, small group setting personalize instruction.

Addressed

Learner outcomes being established

Evaluation strand – differentiation and assessment procedures addressed

Tracking and customizing – Academy of Reading, on-line courses, Leap High, CTE, College Algebra, Wellness, Redux

Graduation requirements adjusted for higher expectations

Pre-requisites – not age-based

Schedule change would allow for this change

Emergent – Proficient and advanced in some cases – sorely lacking in core – no differentiation at all in large percentage

of courses

Characteristics to make this workAssessment: -Emergent – Directly aligned to outcomes.

Presented in multiple formats including project-based, portfolio and demonstrations. Available for viewing on-line.

-Proficient – Electronic portfolio shows complete record of learning accomplishment. Portfolios accessible to parents, teachers, learners. Data from portfolios utilized to provide continuous feedback and improve learning. Authentic assessments only.

Addressed

Beginning this process

Addressed in Assessment plans and evaluation and in classes employing differentiation – Art, Business, Wellness, Leap High, Redux

Portfolio process beginning this year

Semi-Proficient

Characteristics to make this work Stakeholders: -Emergent – Parents and community

members are supportive of teachers and school. Majority of stakeholders support the vision to meet student and societal needs.

-Proficient - Community serves as a learning laboratory willingly. Adults mentor learners, business open for learning and partnership. Community members engage in online forum with learners and staff.

Addressed?

Yes – supportive community

Some courses utilizing community sources

Schedule would allow more flexibility to articulate – guest speakers, student internships, etc.

Emergent

Characteristics to make this workPersonnel: Emergent – Employees hired and retained because of

passion for education and shared vision of customized learning. Caring and respectful in interaction and connect personally with learners with sincerity. Advance professionally. Educators know that students learn in different ways and are flexible in impacting learning styles and rates of learning. High expectations for selves and students. Collaboration between staff, teachers, students and parents.

Proficient – Selection, supervision and advancement of employees matches vision and mission. Professional learning culture encourages and supports risk-taking. PD aligned with customized learning. Employees commit to creating individualized learning plan for learners. Mentoring and peer coaching among employees is inherent.

Addressed

Hiring practices in line with vision including inclusion of department chairs in process

Top 20 curriculum for staff and studentsPD money and encouragement – Professional plans

encouragedDifferentiation?High expectations elucidated and expectedPLC’s begunTAP for Individual Learning plans – yet to beginRisk-Taking??Peer-to-Peer Danielson to begin this year

Semi-Proficient

Characteristics to make this workStructure: Emergent – Technology is sufficient for

communication and policies and practice. Scheduling technology is devised for individual learning and implemented. Accountability technology is utilized. Instructional support is provided.

Proficient – Integrationist are available. All details of accountability and instructional record-keeping are provided.

Addressed

Infinite Campus – exploration of new usesMy Big Campus platform – State email Cell phone usageInterwrite boardOn line coursesOn line texts – Math, etc.Tech staff

Proficient

Characteristics to make this workTechnology: Emergent – Every student has access to

computer and internet. Teachers and students geared toward use of technology for 21st century skills – higher order thinking, research, collaboration and creativity. Classrooms are connected.

Proficient – Curriculum can be accessed anytime...anywhere. The system supports development of Personal Learning Plans. The system can track information necessary for accountability and improvement.

Addressed?

Anywhere...anytime programPersonal Learning Plans possible on SD

MyLife21st century skill examined in evaluations,

in-services, etc.

Semi-Proficient

Characteristics to make this workLeadership: – Emergent - effective agents of change,

involve appropriate parties, articulate a mission, vision, guiding principles and learner outcomes

--Proficient – future-focused, visionary with the courage to take risks, foster a culture that values and rewards student success, creativity, innovation and high quality. Communicate the vision and describe the impacts.

Addressed?

Established Mission and Goals and working on learner outcomes

This is a risk-taking venture – no risk, no reward

Has been communicated – thoroughlyTalked to each of you individually about

this process and future.

???? Up to you to decide

Angst

Money

Facility

Work and PD

Fear – students, unknown, change

From here to....?

Choices – new bathwater?

Some old and some new bathwater

Comfortable in the same bathwater?

Will keep believing that this risk is worth it.

Harrisburg High Guiding Principles Our beliefs about the learner:   ALL STUDENTS CAN REACH POTENTIAL IF GIVEN THE OPPORTUNITY. Students learn in different ways and different timeframes. Successful learning breeds continued success, esteem attitude and motivation. Mistakes are a positive and necessary aspect of learning. Student learning requires a positive and validating relationship with teachers. Student learning is enhanced by meaningful, relevant and complex tasks. Intrinsic motivation and meta-cognition are the keys to lifelong learning. Student learning requires frequent, formative feedback. Student learning must be future-focused and life-relevant. Students should be challenged, not frustrated (ZPD-Zone of Proximal

Development).

Guiding Principles - Teachers Our beliefs about teachers:   TEACHERS ARE THE SINGLE MOST IMPORTANT FACTOR IN

STUDENTS REACHING POTENTIAL. Teachers are models of continuous learning and improvement. Teachers inspire, motivate and empower. Teaching is collaborative. Teachers set the conditions for a safe and welcoming environment. Teachers are current and competent in pedagogy and human

development. Teachers relate to and connect with students of all levels. Teaching and learning are a cause and effect relationship. Teachers make decision utilizing the ZPD. Teachers are future-focused with life-relevance in mind.

Guiding Principles - Community Our beliefs about the learning community(staff, students, parents,

community:   ALL STAKEHOLDERS IN THE COMMUNITY ARE PARTNERS IN EDUCATION. Learning communities(LCs) align all systems, policies and practices to suppor the

principle that students learn in different ways and different timeframes. LCs have high expectations for all students in staff, that all should reach for

potential each day. LCs embrace accountability and strive for continuous improvement. LCs encourage risk-taking and innovation. LCs have a clear, shared purpose and direction. All LC members are committed to the mission and vision and empowered to

achieve it. Communication in the LC is paramount, frequent, and transparent. LCs are inclusive and celebrate diversity LCs are future-focused with life-relevance in mind.

Process for Implementation..

Curriculum and Instruction Create curriculum flow chart for all disciplines. Align Measurement Topics(MT) across all disciplines using Common Core, state and

national standards, within the context of the Academic Mission. Concentrate efforts on 2013-14 at outset with total flow chart in mind. Continued work in 2013-14 for 2014-15 MTs, etc.

Create Learning targets within MTs. Unpack standards for clarity and kid- and parent-friendly language.

Establish taxonomy for learning targets. Establish SOP for school environment, class procedures and assessment and evaluation. Create formative assessments to match learning targets, rubrics, exemplars, menu of

possible evaluations for “voice and choice”. Implement MOD schedule for fluidity of student and staff attention to ZPD which makes

learning timeless for advancement and mastery. Select a student/teacher/staff/parent communication platform that is ubiquitous and

consistent and singular. Develop and begin implementation of standards-based reporting with extinction of the

Carnegie Unit and connected system of taxonomy calculation.(4 point system). Investigate and assist in creating tracking software. Continuous improvement in technology integration including on-line resources coursework.

Implementation...LeadershipLeadership: Lead focused staff development on implementation of 10

strategy/questions that mirror the latest research of effective instruction and directly articulate with the MOD/MCL system reform.

Provide appropriate facility and instructional resources. Align and create a data plan that will inform stakeholders and

influence future decision-making. Establish distinct protocols for evaluation. Designate and develop leaders of teachers and learners with

intentional distribution of duties. Prepare staff outside the MOD/MCL for future immersion. Articulate with higher education in regard to MOD/MCL concept and

distinction of new reporting methods (transcripts ). Articulate with higher education to provide more opportunities for

dual credit and collegiate credit

Implementation...CommunityCommunity

Develop systematic communication practices that provide two-way dialogue.

Utilize career and workforce partnerships Coordinate with state and national

agencies to support and promote the MOD/MCL concept