A Smart Future: 15-16 Progress Report

Year 1 Progress Report September 2016

A Smart Future 2018: WT’s Strategic Priorities

555 Morewood Avenue Pittsburgh, PA 15213 412.578.7500 www.winchesterthurston.org

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

A Smart Future 2018 – Year 1 Progress Report With a deep and shared commitment to Winchester Thurston students, our Domain 1: Domain 2: faculty, administration, and Programmatic Financial Innovation Vitality Board are developing, implementing, and supporting initiatives that Domain 3: Domain 4: Compettive & Generative sustain WT not only as the Sustainable Planning Facilities smart place to learn and to teach, but also as the place that enthusiastically embraces our founder’s mandate to “think also of the comfort and the rights of others.”

Through strategic efforts in four domains, we will stimulate an environment where smart meets heart. This document provides a progress report from 2015-2016, the first academic year of our 3-year plan.

The four domains are: 1.

2.

3.

4.

Programmatic Innovation Financial Vitality Competitive and Sustainable Facilities Generative Planning

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A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Domain 1: Programmatic Innovation

Strategy Draft an educational framework that outlines WT's approach to teaching; a competencybased curriculum; assessment strategies that assure learning is documented and measured effectively; and professional development.

Domain 1, Goal 1: Distinguished by a broad spectrum of teaching practices that engage students and enhance learning, WT will continue its growth by expanding faculty use of innovative and varied practices and by becoming a national leader in developing, assessing, and sharing teaching practices that meet the needs of the 21st century learner. Areas of emphasis include City as Our CampusSM and eLearning.

2015-2016 Activities Focus year faculty (those who are in a year of intensive reflection and self-evaluation) will set goals and collect data to inform and enhance their teaching practices.

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Complete

We will finalize a competency-based curriculum and assessment strategies.

In Process

In order to provide resources to help other schools replicate WT's approaches, we will document the professional development process and examples of teaching strategies in City as Our Campus, eLearning/STEM activities.

In Process

To create and share a model of competency-based curriculum and assessment activities, we will begin in the Middle School, where faculty will work with Department Chairs to develop competencies for each subject area.

In Process

We will develop new forms of assessment to measure learning in project-based, community-based, and other 21st century activities.

Increase local and national recognition of WT’s approach

Year 1 Progress (June 30, 2016)

We will survey faculty and staff to identify programs and approaches that provide promising topics for conferences and publications, then identify conferences and publications, providing support for proposals and articles.

In Process

In Process

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Year 1 Measures of Success and Accomplishment Number of returning focus year faculty who met their goals to enhance teaching practices and/or implement assessment strategies based on data collection.

100%

Completion of document outlining curriculum and assessment strategies.

Portions were created in a set of disciplines

Completion of document that includes examples of teaching strategies in City as Our Campus, eLearning/STEM activities.

Portions were created from various initiatives

Number of faculty and staff who present at local and national conferences, and/or publish in local and national publications.

A survey is planned for 2016-17 to gather data.

Number of departments completing the creation of a competencybased curriculum.

Number of divisions prepared to implement assessment strategies based on competency-based curriculum.

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75% of Middle School departments

25% (1 of 4)

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Computer Science in Second Grade Second graders studied programming concepts and wrote code using the app PlayCodeMonkey. As a culmination, Dr. Fay introduced a lesson in which students applied and extended the concepts they learned to move a robot around the classroom. The students were given new commands and had to order them in a sequence to move the robot to specific spots and pick up an object. In teams, they analyzed the steps needed, and tested their code by having members of the group execute the commands. When they identified bugs, they fixed their programs. The children even created new procedures: They taught the robot to dance by sequencing Step, Turn, and Jump commands and wave by sequencing Arm Up and Hand Left and Right. While creating Dance and Wave, students discovered the idea of a Loop command so that they could make the robot repeat the sequence many times.

WT Teaching Rubric Developed in 2014, this rubric is used by faculty to set goals, design curricula, and enhance teaching practice to ensure student learning and faculty growth are at the core of a Winchester Thurston education.

New teaching demands a learning environment in which the teacher: • Responds to the fact that

•

Seventh Grade Students as Science Teachers Seventh graders studied electricity, specifically Ohm's Law, which relates current, voltage, and resistance. Building on what they had learned in Lower School, they constructed circuits, then added resistors to them. Throughout the year, their teacher, Ms. Hannan, had posted video clips on her web page to reinforce concepts; when she had difficulty locating suitable clips about Ohm's Law, she challenged the students to create their own. In groups using iMovie, students had to clearly explain the variables, how they work together, and solve a problem. “The students really took off with this assignment in their own creative ways,” recalls Hannan. “We spent a class watching all of the videos. The student feedback was great and they commented that they really felt like they understood the concepts better when they were asked to teach them. They had a lot of fun too!”

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•

•

•

students no longer merely consume information, by requiring them to construct meaning and create content for a real world audience.

Designs lessons recognizing that problem solving itself is a curriculum as well as a process.

This requires students to acquire and apply knowledge, to employ self-directed learning strategies, and to collaborate with a team.

Incorporates physical movement to promote and stimulate greater creativity, communication, learning, and cognitive retention.

Integrates online resources routinely and technology tools comprehensively to support curricular goals, recognizing the new learner is fully immersed in a virtual experience.

Challenges students to use skills and knowledge to develop new ideas, design new solutions, and create new products in response to the needs of their local and global communities.

This brings meaning to the issues in question and motivates students to produce work that is valid and of high quality.

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Computer Science Innovations Mentorship Program Computer Science Innovations is a Level 3 Computer Science course taught by Mr. Nassar in Upper School. Students bring a product to fruition by the year's end. They carefully research their project, determining the best programming language and the best hardware to use. In 2015-2016, students chose such topics as building an autonomous terrarium that will keep a plant alive with no human intervention, creating a puzzle arcade game that teaches young children collaboration skills, and developing an artificial intelligence that will write its own jazz melodies over standards' chords. Through City as Our Campus, each student worked with a professional mentor. They met with their mentor at the beginning of the year to discuss their project idea and receive valuable feedback about how to move forward, as well as learn of potential pitfalls to avoid. Mentors included founders of GreenSinner, a local terrarium company, members of the Entertainment Technology Center at CMU, and CMU professor Roger Dannenburg, creator of free and popularly used Audacity music software. Students were not only able to make better progress on their projects with mentoring support, but also were able to see firsthand how their efforts in class could lead to a successful career in a field in which they are interested. All students met with their mentor midway through the year, so that they could show their progress to these professionals.

This midyear meeting encouraged students to stay focused throughout the process. Moreover, each mentor was present at the end-of-year STEM Symposium to see the students' final work.

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A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Domain 1: Programmatic Innovation

Strategy Develop a plan for summer academic enrichment and advancement for students PK through Grade 12.

Domain 1, Goal 2: WT will create enrollment demand by developing and offering innovative, dynamic summer academic programs that enrich and advance students at all ages, and introduce prospective students and parents to the full WT experience.

2015-2016 Activities Explore immediate themes of interest and demand.

Outline goals for several programs to be featured in summer 2016. Launch and evaluate 2016 programs.

Work with Department Chairs and faculty to promote new summer academic programs at WT.

Create team of faculty and program partners to define goals and guidelines for tracking student progress; articulate program outcomes (e.g., certificates, credit, badges).

Identify prospective team members and partners, and develop ideas for programming.

Increase profile and recognition of summer academic programs.

Elevate exposure so that members of the greater community look to WT to help achieve academic advancement for students of all ages.

Identify academic events, conferences, competitions.

Research organizations that may be able to connect us to students interested in summer academic advancement, enrichment, and challenge.

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Year 1 Progress (June 30, 2016) Complete

Complete

In Process

In Process

Research connections with international schools; develop strategy for summer 2017 to attract overseas students for a 2-, 3-, or 4-week intensive.

In Process

Explore how “smart meets heart� brand can tie into marketing strategy for summer academic programs.

In Process

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Year 1 Measures of Success and Accomplishment Number of summer academic courses offered Number of Grade 6-12 project-based, skill building STEAM programs Number of students enrolled in new programs Number of academic departments engaged in defining new programs Number of WT faculty engaged in defining new programs and partnerships Number of new partnerships created for summer programs

2 (increase from 1 in 2014-2015)

9 (increase from 1 in 2014-2015)

50 (increase from 12 in 2014-2015)

7 (increase from 3 in 2014-2015)

4 (increase from 0 in 2014-2015)

1 (increase from 0 in 2014-2015)

Summer Academic Programs, 2016 • • • • • • • • • • •

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PreCalculus Speech Sharpen Your Skills Algebra Animal Behavior Make Your Mark Engineering Camp Urban Art Coding for Girls Clay Intensive WT MD CampE Video Game Design

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Domain 1: Programmatic Innovation

Domain 1, Goal 3: WT will seek to foster a culture of well-being by exploring, developing and enhancing a program that promotes moral life, student wellness, and equity and inclusion.

Strategy

2015-2016 Activities

Investigate the development of a mindfulness curriculum

Investigate and evaluate various resources on mindfulness.

Invite all faculty to consider the Mindful Schools course, framing the context and explaining our overall interest in pursuing this as a school community. Hold a professional development workshop in mindfulness.

Join Making Caring Common and develop programs as a result

Attend Harvard’s Making Caring Common conference.

Develop and implement programs to promote health and wellness

Promote cross-cultural understanding

Year 1 Progress (June 30, 2016)

Complete

Complete

Conduct Making Caring Common Climate Survey; use results to identify issues specific to WT. Based on survey results and conference, develop and /or enhance curricula for WT. Ninth Grade Seminar: Develop seminar on Suicide Prevention, Healthy Relationships, and Conflict Resolution/Communication, to begin in 2016-2017.

In Process

Complete

Evaluate the Freedom from Chemical Dependency program we have been offering and develop ideas for a more comprehensive and expansive program.

In Process

Contract with Sam Bushman for educational sessions on sexuality in 2016-2017 with eighth graders, eleventh graders, and parents.

In Process

Draft and disseminate statement on Equity & Inclusion to guide our strategic plans and actions.

Complete

Create a new position: Director of Equity & Inclusion.

Complete

Bring “Think also of the comfort and the rights of others” to life as our guiding principle for interaction, and for developing students with strong character.

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Set goals and develop strategies and tactics for the 20162017 school year.

Complete

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Equity and Inclusion Statement As a means to fulfill our credo, “Think also of the comfort and the rights of others,� Winchester Thurston will be an inclusive community and will pursue the social and pedagogical benefits that diversity brings. We will place the highest value on enabling students to understand their own cultural identity and those of others. It is our moral imperative to be courageous and intentional in promoting understanding, addressing bias, identifying and honoring qualities of justice, respecting multiple perspectives and contributions, and valuing the dignity of all.

Adopted by the Board of Trustees, 2015-2016

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A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Domain 1: Programmatic Innovation

Strategy Develop the North Hills Campus Outdoor Classroom ethos to enrich the learning experience for students.

Domain 1, Goal 4: WT will utilize the natural environment of the North Hills Campus to enrich the learning experience for students and differentiate the program; the school will also further the educational collaboration between the City and North Hills Campus Lower Schools to broaden the educational and social opportunities for the students on each campus.

2015-2016 Activities Create PK-5 Outdoor Classroom curriculum that aligns learning objectives across grades and disciplines, and provides at least one outdoor learning experience per trimester, per grade level.

Provide time for all Lower School faculty to increase collaborations in depth and breadth.

Connect "Think Also" and the core values to the Outdoor Classroom, enhancing active engagement and applying WT values to the unique assets of the North Hills Campus.

To enhance both the Outdoor Classroom and City As Our Campus experiences at the North Hills Campus, increase the number and depth of the partnerships with outside organizations and establish the campus as a thought leader in the community.

Complete

Complete

Complete

Foster professional development related to outdoor learning for North Hills Campus faculty.

In Process

Partner with City As Our Campus to co-develop community-based partnerships.

In Process

Offer community events and support the work of campus thought leaders to establish the North Hills Campus as an educational leader and innovator, increasing brand and awareness.

In Process

Explore feasibility and return on investment for partnership with local schools.

In Process

Create Outdoor Classroom Learning Coordinator position to champion development and integration of the Outdoor Classroom curriculum and support faculty implementation.

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Year 1 Progress (June 30, 2016)

Complete

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report Differentiate the program in the marketplace, partnering with Admission to positively impact the enrollment of the North Hills Campus.

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Present the North Hills Campus and City Campus Lower School as one program offering two different environments; highlight collaboration to positively impact enrollment at both campuses.

In Process

Create specific marketing materials for North Hills Campus awareness building, recruitment, and retention.

In Process

Promote the unique benefits Lower School students at both campuses receive, e.g. Computer Science, Outdoor Classrooms, City as Our Campus.

In Process

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Fifth Grade Aquatic Habitats Pond Improvement Project The fifth grade aquatic habitats pond improvement project sprang from science teacher Heather Capezzuti’s many years of studying the pond at the North Hills Campus. “The pond has gone through many changes. In the 25 years that I have known WT, it has been dredged twice. As a result of these observations, I decided to write a unit for my fifth grade class called Aquatic Habitats. It is based on the essential question, ‘Is the pond a healthy aquatic habitat?’”

In this course, students initially take a walk around the pond looking for evidence to support their ideas. “We make observations that we categorize as poor, fair, or good, and talk about what it means to be a healthy habitat. We learn about watersheds and how the runoff that drains into our pond can affect the water chemistry. We also conduct simple water quality tests such as pH, dissolved oxygen, nitrate, temperature, and turbidity. We discuss how biotic and abiotic factors in and around our pond interact with each other and how small changes can affect this delicate balance. We look at aquatic food chains and food webs, and search for indicator species, like macroinvertebrates, insects whose presence tells us about the water quality.”

With all of this information, students then try to analyze and interpret results to make meaningful and accurate conclusions. Adam Nye, Director of City as Our Campus, connected Capezzuti with AquaticEdge in the fall. These consultants met with the students during a Lunch and Learn session to review and discuss the variety of factors that affect pond health.

The students then went down to the pond during science class to collect water samples. The samples were labeled and sent to a Penn State lab for analysis. After discussing and interpreting the results, students decided to test for sodium and chloride to see if the high levels of total dissolved solids might come from the winter salt application in the parking lot. They used the canoe to collect additional water samples.

“We also used digital meters to test for pH and total dissolved solids on sight.” Later in the year, students took additional samples and discussed native, non-native, and invasive plant species to learn which native species are best for controlling nonpoint source pollution (like the parking lot runoff) and which ones are best to plant on-sight given the test results. “Our students are gaining real-world experience by helping to solve real-world problems,” says Capezzuti.

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A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Year 1 Measures of Success and Accomplishment Number of outdoor learning experiences offered at the North Hills Campus as a result of the new curriculum Number of cross-campus collaborations implemented between the two Lower Schools Number of professional development trainings attended related to the Outdoor Classroom Number of community partnerships created with City as Our Campus Number of community engagement events held Number of prospective school partners identified Number of joint Admission events held across the two campuses Number of marketing pieces created for the North Hills Campus specifically

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At least 1 per trimester at each grade level

61 (increased from 27 in 2014-2015)

6 11 5 (increase from 2 in 2014-2015)

4 11 (increase over 0 in 2014-2015)

9 (increase over 1 in 2014-2015)

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Financial Vitality

Domain 2, Goal 1: WT will evaluate the impact of increasing international student enrollment; we will assess the needs of international students and develop a plan to best serve these needs.

Strategy

2015-2016 Activities

Develop a support network for international students and WT faculty to improve the experience of both students and teachers and to become a more attractive school to prospective international students.

Establish a Dean of International Students position to support student activities and serve as a liaison to international parents.

Complete

Establish a Middle School Advisor for the increasing number of international students in this division.

Complete

Hire an English as a Second Language (ESL) instructor to work with students and faculty.

Develop an International Student and Parent Satisfaction Survey to be implemented each summer.

Explore housing options for international students.

Enhance WT's brand and reputation in China to attract the most qualified students

Expand outreach to placement agencies.

Research a visit to China in the fall of 2017 to meet with parents and alumnae/i and to recruit students.

Evaluate the connection between TOEFL score and academic performance to determine the best indicator of academic success at WT. Change the Chinese name of the school to be more reflective of school culture.

Ensure the enrollment of international students has a positive impact on WT's culture and community.

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Gather feedback from the WT community (faculty, parents, etc.) about ways that international students may be impacting our community, and to ensure a positive experience for all.

Year 1 Progress (June 30, 2016)

Complete

In Process

In Process In Process In Process In Process

In Process In Process

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Year 1 Measures of Success and Accomplishment Number of faculty dedicated to international students Change in number of applications from international students Strength of applicants, measured by change in average TOEFL scores of 9th grade applicants Selectivity, measured by change in percentage of international applicants accepted Change in average GPA of international students

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2.6 (increase from 0 in 2014-2105)

-8 (from 25 in 2014-2015 to 17 in 2015-2016)

+10 points (over 2014-2015 average TOEFL score)

-1% (from 39% accepted for 15-16 to 38% accepted for 16-17; acceptance rate for 14-15 was 50%)

No change (average international 9th grade GPA was 3.75 in 2014-2015 and 2015-2016)

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Financial Vitality

Domain 2, Goal 2: WT will re-evaluate and redefine the brand, positioning the school as an educational thought leader and authentically promoting it to attract and retain students, growing our enrollment and fundraising.

Strategy

2015-2016 Activities

Differentiate WT by connecting the brand to tangible value elements.

Survey young alumnae/i on their WT experience; use the data to generate differentiation messages that demonstrate the value of a WT education.

Develop messaging platform for “Where smart meets heart;� use it to guide communication and outreach to admission and advancement constituents. Roll out platform to faculty, staff, and other appropriate community members (Parents Association president, relevant Board committee members) and orient them in its use.

Inspire prospective families to learn about WT (to call; to visit; to apply; to enroll).

Realize regional and national recognition by positioning key academic leaders as thought leaders and resources in the education industry.

Learn from what we do.

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Year 1 Progress (June 30, 2016) Complete

In Process

Align what we have learned about our audience from branding research into a comprehensive media strategy.

Complete

Research differences between internally focused and externally focused websites.

Complete

Develop and launch new web site and Admission materials.

In Process

Develop media pitches, generate content highlighting programmatic offerings: City as Our Campus; eLearning; Outdoor Learning; Early Childhood education.

In Process

Identify opportunities for thought leadership. Coach and encourage employees to share their expertise through speaking engagements, editorial writing, and media interviews.

Create and systematically disseminate event evaluations, and use the results for future planning and enhancements.

In Process

In Process

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

WT: where smart meets heart.

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•

Our academics are rigorous; students achieve and succeed at the highest levels.

•

Our strong foundational academics are paired with a dynamic, nationally recognized approach to project-based learning, City as Our Campussm; students are prepared to thrive in the real world.

•

Our teaching is innovative; we’re leading the way in academic learning.

•

There is no “one” WT student; we encourage students to be who they are – smart, artistic, athletic, community-driven – all at the highest level.

•

The only thing more powerful than what students learn is why they learn it; students’ academic, intellectual, and extracurricular pursuits are grounded in civic responsibility and engagement.

•

WT’s credo is as vibrant today as it was when it was penned more than a century ago: Think also of the comfort and the rights of others.

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Competitive & Sustainable Facilities

Strategy

Domain 3, Goal 1: WT will establish a master plan that prioritizes short- and long-term programmatic and enrollment needs, and that can be implemented incrementally resulting in facilities that maximize our current footprint(s), match the quality of our educational program, appeal to prospective families, and reduce our carbon footprint.

2015-2016 Activities

Year 1 Progress (June 30, 2016)

WT will research Master Planning firms with the desire to engage an expert in this field to assist WT.

Research potential master planning firms and engage a firm to work with WT.

WT will engage a Master Planning firm to create a master plan for the school.

Engage the WT community to determine the programmatic, enrollment and operational needs of the school.

In Process

Fully support the master planning firm as it works with the WT community.

In Process

Work with the sustainability steering committee to identify opportunities for green design and building as part of the master planning process, as well as opportunities to deploy recommendations from the energy audit.

In Process

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Complete

A Smart Future 2018: WT’s Strategic Priorities 2015-2016 Progress Report

Domain 4: Generative Planning

Domain 4, Goal 1: To ensure an ongoing commitment to innovation and sustainability, WT will monitor and analyze trends, study and explore the feasibility of long-term strategies, and recommend educational, programmatic, and fiscal initiatives for future strategic plans.

Strategy

2015-2016 Activities

Develop a framework and process for long-term innovation planning.

Establish a Generative Thinking Task Force of the Board to determine how we will accomplish this work.

Appoint the Associate Head for Strategic and External Affairs to conduct research and guide efforts to develop programmatic and business model innovation for WT.

Complete

Complete

Study innovation processes and structures in schools and other organizations.

In Process

Articulate purpose as well as specific desired outcomes and measures.

In Process

Identify and analyze key economic, societal, educational, and technological trends.

In Process

Study innovative models.

Generate a set of prospective strategies to test and study.

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Year 1 Progress (June 30, 2016)

In Process In Process