Community Report RESEARCH AND FINDINGS OF REYNOLDSBURG CITY SCHOOLS’ CORE PLANNING TEAMS
DECEMBER 2008
Preliminary Recommendations July 2008 K-12 STEM Initiative 2. One O Hi High hS School h l Id Identity tit 1.
September 2008 Three core p planning g teams convened to research options p and make further recommendations to the superintendent.
K-12 STEM Core Planning g CHARG GE FIND COMMON QUALITIES AND BEST PRACTICES OF SUCCESSFUL STEM SCHOOLS AND PROGRAMS.
SUBCOMMITTEES 他 他 他
Elementary El Middle High
R h Reach Research Report D to the h S i d D 6 Due Superintendent Dec. 16
STEM Education Think Well
21st Century Learners
Do G d Good
Create Beauty
• Scientific exploration of complex topics. • Partnerships enhance work i & out off the in h classroom. • Arts and humanities g are integral.
Life
Think Well
Inquiring students are . . .
Inquiry-based teaching is exploration of complex
Work
the hands-on hands on
y Problem-solvers
y Logical-thinkers A Academics s
researching, proposing, conclusions.
y Inventors y Self-reliant
topics by questioning, testing and defending
y Innovators I
y Collaborators
Education n
Do Good Professionals and
d draw connections i b between school work and the real world. Student work serves the community community.
B Business
students and educators
Dell, D ll IInc. Dynalab EMH&T Fifth Third Bank Moody Nolan Architects Reynoldsburg ld b Area Chamber h b off Commerce WesBanco
C Community y
y members help p community
Capital University EdWorks Excel Academy F Franklin kli County C t Educational Ed ti lS Services i C Center t Ohio Dominican University Ohio Support Team 11 Ohio University Otterbein College PAST Foundation F d ti REA/RSSA Silver, Strong and Associates Tripod Project
American Society of Civil Engineers City of Reynoldsburg Columbus Museum of Art Franklin County Soil & Water Conservation Licking County Soil & Water Conservation Ohio Department of Agriculture Poetry Collaborative Reynoldsburg Truro Historical Society WOSU
Create Beauty
Life
Stand Up for Shakespeare Partners Royal Shakespeare Company OSU College of Education, College of Human Ecology and Theater Department Reynoldsburg teachers, students
The arts and humanities
to understand their culture
Work
are necessary for students
A Academics
and their world.
Program Components y Use of literature to confront fundamental ethical issues regarding science, technology and the evolving human condition y Projects combine arts and sciences to promote creativity, innovation, cultural awareness and global competence.
Elementary El t C Core Pl Planning i Team CHARGE IDENTIFY PROMISING TEACHING PRACTICES AND POSSIBILITIES FOR ELEMENTARY SCHOOLS OF CHOICE.
SUBCOMMITTEES 他 他 他
How the World Works How We Communicate How We Learn
R h Reach Research Report D to Due t th the S Superintendent i t d tD Dec. 16
Sub-committees Many programs draw on elements from two or three of the bubbles. bubbles
How the World Works
How We Learn
Schools of Choice
How We Communicate
Special Focus Schools Successful magnet schools often share elements promoted by the Ohio STEM Learning Network. y Rigorous, standards-based curriculum y Small so that teachers know students well y Hands-on H d instruction, i t ti llearning i th through h projects j t y Partnerships with community groups and businesses
Many incorporate looping, multi-age classrooms or yearround calendars.
Elementary Recommendations P t should h ld h h i Parents have choices
Neighborhood School
N Neighborhood i hb h d conceptt preserved d within school of choice
Neighborhood School
Schools of Choice Neighborhood School
Neighborhood attendance District-wide attendance by choice
Neighborhood School
• Neighborhood schools should be preserved. • At least one school of choice should be created (perhaps two). • Professional training and communication are imperative.
High g School Core Planning g CHARGE EVALUATE POSSIBLE HIGH SCHOOL CONFIGURATIONS.
SUBCOMMITTEES 他 他 他
Core Values 9-10 / 11-12 Small schools
R h Reach Research Report D to Due t th the S Superintendent i t d tD Dec. 16
Core Values
Personalization
RHS Mission Reynoldsburg Reach
Community Expectations
Academic Press
Data Coalition of Essential
Schools Common Principles National and
international research Core Values of Small
Schools models and 910/11-12 models
An internationally competitive, high quality school school.
Academic Press Encourage and enable lifelong learning Foster effective thinking and communication skills across the
curriculum Inspire and honor the active stewardship of family, nation, and global
interdependence of people, society, and the environment High expectations challenge and expand the comfortable limits of
thought, tolerance, and performance
Personalization Focus on the future so that students know where they are headed Allow ownership of choices that honor diversity and build on the
strength of the community Deliberately and explicitly challenge all forms of inequity and foster
respect for self, others, and our environment Engage each individual's individual s unique gifts, gifts passions, passions and intentions by
creating small, heterogeneous, collaborative learning communities that encourage innovation and honor the voices of all Make work meaningful through goal setting, self-evaluation, and the
ability to reflect on one’s work
Community Expectations Create opportunity Provide safety Prepare for change in a technological society Effectively communicate among
teacher/student/parent/administration/community Partner with families and the community Create community cohesion and equity
Key Components 10th Grade Declaration A cumulative exhibition of what the student has accomplished and how the student plans to proceed to graduation, including transition to external options (Eastland-Fairfield or Trailblazers).
Commencement Exhibition A presentation that demonstrates the ability of a student to graduate and plans for life after high school.
Embedded Advisory Connect students to adults through an advisory program to promote personalization.
Model A S Summit i Road R d Campus C
Li i Livingston Avenue A C Campus
Commencement by Exhibition
10th Grade Declaration
11 12 11-12 Small School
11 12 11-12 Small School
11 12 11-12 Small School
9 10 9-10 House School
9 10 9-10 House School
9 10 9-10 House School
Students divided by grade level with the larger 9-10 population placed in the larger building Specialized 11-12 small schools based on student choice More generalized 9-10 “Houses” prepare students for small school choices
Model A Benefits
Concerns
y Ensures equity
y Adds a transition for
y Horizontal consistency
students y Vertical planning/collaboration l i / ll b i y Logistics/costs of t transportation, t ti tteacher h assignments, etc.
y Grade-level
databases/materials with no overlapping costs t
Model B Summit Road Campus
Livingston Avenue Campus
Commencement by Exhibition 11-12 Small School
11-12 Small School
11-12 Small School
11-12 Small School
11-12 Small School
11-12 Small School
9-10
9-10
10th Grade Declaration 9-10
9-10
Math/Science House Schools
9-10
9-10
Arts/Humanities House Schools
8th Grade Preference
• Junior high advisory program helps parents, student choose a 9-10 house based on interest and aptitude • By end of 10th grade, students choose a specialized small school • Students can cross over to the other building if necessary to complete their declared program.
Model B Benefits
Concerns
y Personalization/more
y Choice system/lottery
choices y Vertical alignment (912)) y Upperclass role models
y Maintaining balanced
enrollments y Risk of sliding back into ineffective t diti traditional l practices ti
Summary The Planning Committee believes both of these models will generate staff enthusiasm and serve students well. Next Steps: y Analyze cost and logistics of high school models y Superintendent Dackin makes recommendations to
the board of education in January
y Continue planning based on direction determined by
the board