CORE COMPONENTS MODELS PARAMETERS School Redesign

Einstein’s adage “The definition of insanity is doing the same thing over and over again and expecting different results.” “If you always do what you have always done, you will always get what you always got.” TPS needs to respond to changes in: Community demographics Economic and political realities: need for post-secondary education for most jobs Workplace competencies Industrial model of education: one-size-fits-all Standards: rigorous national/international expectations Assessments: application, not memorization Knowledge of what constitutes best practice

Core components Nearly all research on secondary school reform contains the following components: Curriculum Revision Student Personalization Middle School Connections Enhanced Use of Technology Excellent Teaching Practices Capstone Experience Student Supports Higher Education Connections Accountability and Assessment Source: CT’s Secondary School Reform Initiative

Personalized learning environments Structures that promote relationships between teachers and students  Advisory  mentors Instruction matched to interests, learning style, aptitudes, choices  projects Student voice in decision-making and school governance Student success plans (grades 6-14)

Student supports Connection to a teacher or other staff member who checks in regularly and is available for problems or celebrations Someone to act as a positive role model Someone to hold student accountable Someone to support or encourage Supports including basic needs (food, shelter, safety)

Relevant and rigorous work Standards-based instruction that chunks and scaffolds concepts into big ideas and enduring understandings rather than omitting rigorous concepts Allows for student choices that are appropriate to each student’s instructional and independent reading level Allows for projects that address key objectives and learning goals in novel ways Curriculum that is relevant, not rote

High quality teachers and leaders Teachers use a wide variety of instructional strategies and adjust them to meet student needs Teachers reflect on practice, collaborate, and use data to improve instruction Leaders are visible and pro-active Leaders are outcome and goal driven Teachers and leaders believe in a school culture in which “failure is not an option”* *Source: A. Blankstein, Hope Foundation, PLC

Multiple pathways Alternate ways to earn credits  Online  Tutoring  Work experience  Test-out/demonstrate mastery through test, project, or portfolio Course selection that doesn’t “close doors” Internships or shadowing to “try out” areas of interest Capstone projects or portfolios to demonstrate mastery

Models Themed or interest-based magnet program Blended learning programming including independent, online course delivery and face-to-face instruction School within a school (program) Academies, houses, or teams housed in same place Contract schools (students have to meet agreed upon learning outcomes) Cooperative work experiences Capstone or culminating projects

Parameters Existing facilities Access to other facilities (city, partners) Contracts with staff Transportation Technology infrastructure Support services (custodial, food, health, etc.) Scheduling Extra-curricular programming (sports, clubs, etc.)

Costs of transformation Curriculum Development Professional Development Possible extended day/year Possible extended assignment (mentoring, scheduling) Access to an online learning platform Possible new positions (deans, lead teachers, youth development specialists) Transportation for extended campus experiences