2. An Educational Revolution: Building a World-Class Educational Program Cynthia Soo Hoo Tse & Shonnah Pannepacker EDU 6054 Professor Daly June 2010

3. Intro Something needs to change Something needs to change Are we failing our students or ourselves? Are we failing our students or ourselves? Whose responsibility is it? Whose responsibility is it? The facts The facts The plan of action The plan of action

4. Are We Failing our students? US Headlines - A Nation At Risk: The Imperative For Educational Reform - Hundreds of schools fail new standards - John Stossel's 'Stupid in America‘ - U.S. education falling behind those of other countries - Are Public School Students Prepared for the “Real World?” - 'High school dropout crisis' continues in U.S. - Education: Failing schools? Failing government, more like Many children can't read or write when they reach secondary school - We are failing our schools -- there is no more 'fat' to cut

5. US Statistics College enrollment immediately after HS currently fluctuates between 62 and 69 percent College enrollment immediately after HS currently fluctuates between 62 and 69 percent ~58% of 1 st -time students seeking a bachelor’s degree (or equivalent) and attending a 4-year institution full time in 2000-01 completed said degree within 6 years (vary by race/ ethnicity and sex) ~58% of 1 st -time students seeking a bachelor’s degree (or equivalent) and attending a 4-year institution full time in 2000-01 completed said degree within 6 years (vary by race/ ethnicity and sex) Graduation rates higher at private not-for-profit institutions than at public or private for-profits Graduation rates higher at private not-for-profit institutions than at public or private for-profits Rates higher for females than males Rates higher for females than males (Source: National Center for Education Statistics)

6. We need a Revolution Where are we going?

7. We need a Revolution… …to put an end to stubborn cycles of poverty and social failure …to put an end to stubborn cycles of poverty and social failure …to put our country on track for long-term economic prosperity …to put our country on track for long-term economic prosperity …to address the needs of children who have long been ignored and marginalized in chronically low-achieving schools …to address the needs of children who have long been ignored and marginalized in chronically low-achieving schools …so states and school districts have an opportunity to put unprecedented resources toward reforms that would increase graduation rates, reduce dropout rates, and improve teacher quality for all students …so states and school districts have an opportunity to put unprecedented resources toward reforms that would increase graduation rates, reduce dropout rates, and improve teacher quality for all students …particularly for children who most need good teaching in order to catch up …particularly for children who most need good teaching in order to catch up (Source: Duncan, Duncan floats school turnaround plan. eSchool News. http://www.eschoolnews.com/2009/08/27/duncan-floats-school- turnaround-plan/ ) http://www.eschoolnews.com/2009/08/27/duncan-floats-school- turnaround-plan/ http://www.eschoolnews.com/2009/08/27/duncan-floats-school- turnaround-plan/

8. Building a World Class Educational System “though the world does not change with a change of paradigm, the scientists afterward works in a different world” – Thomas S. Kuhn

9. Models and Theories Montessori Piaget Socrates Bloom’s Taxonomy Skinner Community Multiple intelligences Electives MET/SLCs Bottom-up approach Birth – age 3 Student-Centric

10. 3- Tier System Home & Local School Connect - Birth – Age 3 Community Model School - Grades PreK – 8 (Pre-K – 2, 3 – 5, 6 – 8) High School – MET Model - Grade 9-12

11. Home & Local School Connect Birth – Age 3 A child’s cognitive development and intellectual capacity does not start when they enter school, it begins at birth. A child’s cognitive development and intellectual capacity does not start when they enter school, it begins at birth.

12. Home & Local School Connect Birth – Age 3 “Language Dancing” Educational refresher classes Health & Wellness Care giving Support groups First aid classes Stimulating play/ activities

13. Community Model School Grades PreK – 8 “It Takes a Village to Raise a Child” – African Proverb

14. Pre-K - 2 The Montessori Method: self-directed learning activities based on the individual discovery of interests self-directed learning activities based on the individual discovery of interests Stimulates intellectual curiosity Stimulates intellectual curiosity Promotes independence Promotes independence stimulates using sensorial activities stimulates using sensorial activities make use of students intrinsic motivation make use of students intrinsic motivation does not correct students but does not correct students but constantly observes, monitors, evaluates and guides constantly observes, monitors, evaluates and guides nurtures life long learners nurtures life long learners

15. Pre-K - 2 The greatest sign of success for a teacher is to be able to say. “The children are now working as if I did not exist” -Maria Montessori

16. We need to identify each student’s learning style by providing opportunities for them to explore each one.

17. Grade 3-5 Makes use of each students pre-K – 2 portfolio (Strengths and Learning Style) Makes use of each students pre-K – 2 portfolio (Strengths and Learning Style) Create Flexible grouping Create Flexible grouping Using multi platform assessments Using multi platform assessments Technology is student centered Technology is student centered Inquiry Based Learning Inquiry Based Learning

18. Grade 3 - 5

19. Grades 3 - 5 Evaluations Monitor progress, learning style, strengths and needs as well as individual interests (multi-platform) Monitor progress, learning style, strengths and needs as well as individual interests (multi-platform) Provide immediate feedback Provide immediate feedback Individualize tailored learning plan Individualize tailored learning plan “Programmed Instruction” that is inquiry based and self-pacing “Programmed Instruction” that is inquiry based and self-pacing

20. Grades 6-8 Allow students to transition in a familiar space (Pre-K – 8 school) Allow students to transition in a familiar space (Pre-K – 8 school) Project based curriculum Project based curriculum Building stronger connections to what they are learning Building stronger connections to what they are learning Makes use of community programs and resources for projects Makes use of community programs and resources for projects Uses interactive Web tools for collaboration Uses interactive Web tools for collaboration

21. Grade 6 – 8

22. Grades 6 - 8 Whether we’re going up or coming down, our goal is to meet each child at their level and give them the support to reach their full potential

23. High School – MET/SLC Model Grade 9-12 Small learning environments Small learning environments Sense of community Sense of community Adults who care—faculty advisory systems Adults who care—faculty advisory systems Educate the “whole child”—student wellness center for socioemotional needs Educate the “whole child”—student wellness center for socioemotional needs Involve parents and the community Involve parents and the community

24. Grades 9 - 12 “…it is important that both parents and students themselves understand the connection between good attendance and good grades,” (Quint, et al., 15) “…the district offers parents refresher courses in writing, math, and computer skills and is creating pathways for them to earn a college diploma, ” (Quint, et al., 15)

25. Grades 9 - 12 “But their challenge is even larger because today’s teachers need to know and be able to do things their predecessors did not. They have to be prepared to educate all of their students to achieve the highest learning outcomes in history. This is a fundamentally different job than that of past generations of teachers. Perhaps the most important difference is the meaning ascribed to educate,” (Levine, 11).

26. Recap

27. Conclusion

28. Credits/Bibliography