Eastern Carver County Schools – District 112 Preparing each learner for success: The redesign journey of the Schools of Eastern Carver County Eastern Carver County Schools – District 112

The Charge Redesign the secondary schools of Eastern Carver County to prepare students for a future we can not predict.

Teachers Conference 1703

Students today can’t prepare bark to calculate their problems Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write! What if… Karl Fisch http://www.lps.k12.co.us/schools/arapahoe/fisch/whatif/whatif.ppt Thornburg, David. Edutrends 2010: Restructuring, Technology, and the Future of Education. Starsong Publications, 1992.

Principals Association 1815

Students today depend on paper too much Students today depend on paper too much. They don’t know how to write on a slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?

National Association of Teachers 1907

Students today depend too much upon ink Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.

The Rural American Teacher 1928

Students today depend upon store bought ink Students today depend upon store bought ink. They don’t know how to make their own. When they run out of ink they will be unable to write words or ciphers until their next trip to the settlement. This is a sad commentary on modern education.

Federal Teachers 1950

Ballpoint pens will be the ruin of education in our country Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries. It is 2007 and there is no shortage of issues in education. It is great to have people back. With it comes the energy and the passion. We are passionate about so many thing. Big issues and what sometimes seem to be simple things. I was at a meeting he other day and the energy and excitement was high. The topic of conversation….. New toilet paper and towel dispensers in the bathrooms… have you seen them? People were almost giddy as they talked in almost loving ways about how easy the toilet paper turned and how they could easily get a long piece instead of having to piece together small pieces that kept ripping off. Concern about softness… elementary would have like the sensors for our smallest learners. Jim Bach was delayed. And in 2007 there are other issues too.

The Teams Secondary Redesign Team 50+ teachers, administrators, students, and community members Meeting monthly, reading literature, creating vision, mission, core principles, and strategies Building Core Teams Team for each of five secondary schools (three middle schools and two high schools – one to be built and opened)

Secondary Schools Mission To prepare each learner for successful completion of a  post-secondary educational  program, life-long learning, career opportunities, and meaningful contributions as a citizen of the local and global community by providing personalized, rigorous, and relevant learning experiences.

Core Principles Six interdependent core principles guide our work Safe and nurturing environment Engaged learners Strong partnerships Integrated curriculum, instruction & assessment Excellent educational team Dynamic organization

A Realization No one jumps a 20 foot chasm in two 10 foot jumps. – Miguel Guhlin

Jumping the Chasm – Revolutionary Change Open a new high school Transition to three middle schools Reorganize staff in buildings Change school boundaries Change daily schedule Change graduation requirements Implement houses Implement 9th and 10th interdisciplinary teams Modify curriculum in every department Curriculum maps for every course Areas of interest and programs of study Capstone courses Accelerated courses Mastery learning implementation

Graduation Requirements What do we want our students to know, do, understand, and be like?

Curriculum Impact of Redesign Primary goal was to redesign course offerings to meet our new vision and develop a more focused academic program All content areas underwent a review process of existing courses Courses were eliminated, redesigned, or new courses were developed Curriculum maps were developed for all secondary courses All electives were organized within four areas of interest

Areas of Interest Arts and Communication Global Studies Health and Social Sciences STEM (Science, Technology, Engineering, and Math)

Programs of Study

Capstone Course Graduation Requirement Students will fulfill their graduation requirement by completing a culminating experience in a Capstone course within a program of study. Capstone courses will reflect best practices in project-based learning and focus in one or more the following areas: Internships & Mentoring Research & Product Development Publishing & Exhibition Real Solutions for Community & Global Problems

Time is a variable…. learning is our constant.

Accelerated Courses Science English Full-year Physics (9th gr) compacted into Physics X (9th gr, 1st sem) Full-year Chemistry (10th gr) compacted into Chemistry X (9th gr, 2nd sem) Same content, 2.0 credit/yr Remove much direct instruction, repetition, and practice Assume higher math ability and motivation English 9, 10, and 11 compacted into English X (9th-10th gr) Same standards, 1.5 credit/yr Add depth, rigor, independence in reading selections and analysis Assume higher reading/ writing ability and motivation

Accelerated Courses X classes by invitation only Benefits for students Identification rubric mainly based on standardized test scores at 95th percentile over multiple years Criteria identifies 10-15% of our students Of identified students, 10-20% opt out Benefits for students Challenges student with faster pace (and more depth and complexity in English) Creates opportunity for additional courses in student schedules

Mastery Learning in District 112 Collaborative process led by teacher leaders Identified common proficiencies based on foundational standards (necessary for success within course or future courses) Common assessment system Students must show mastery to earn credit for course

Mastery Learning in Science Regular assessments (quizzes, individual skill checks) Quick feedback Frequent and repeated opportunity to demonstrate mastery throughout course Individualized assessments created by locally developed software Formative data informs remediation and extension needs for students Continual reinforcement of foundational standards

Mastery Learning - Lessons Learned Students can master foundational standards Focus needs to shift from teaching to learning Student lack of prior knowledge/skills mitigated Gains in student achievement observed Student efficacy increased

Preliminary Results A promising start

Results – AP: Continued Fast Growth

Results – AP: Quantity AND Quality 2007 691 AP enrollments 35% took AND passed AP Exam 2010 1,093 AP enrollments 49% took AND passed AP Exam

Results - ACT Class of 2007 (533 graduates) 452 students took ACT 22.4 average composite score Class of 2010 (540 graduates) 521 students took ACT 23.7 average composite score

Eastern Carver County Schools – District 112 The Journey Continues… Questions… contact us Lynn Scearcy scearcyl@district112.org 952-556-6181 David Brecht brechtd@district112.org 952-556-7110 Eastern Carver County Schools – District 112