1. Grade Level 11 Ferguson, Little, Heslop, Saeugling, Navarro, Moos

2. Our Challenge: Teachers have observed that students seem to be more driven by task completion and grades rather than a drive to learn skills and be prepared to participate in an ever- changing world.

3. Our Essential Question(s): Is LPS creating upperclassman who can describe how their learning matters beyond the classroom?

4. Summary: We decided to use a survey to gain a deeper understanding of the 11th grade perception of how well students are prepared for life beyond LPS. It was determined that the students would give an authentic account to each question. Ferguson provided the time and space for the students to answer the survey. She frequently promotes the other courses in class and therefore any bias to history would be avoided. We determined it was important to gain an understanding to help our specific class as well as a more general sense of the students’ opinion of how well LPS has prepared them to be life-long learners.

5. Summary: “The Questions” For each class: Please describe what skills or knowledge you are learning, practicing, and mastering in this class that you feel will serve you beyond the classroom. Overall Questions for Student input and growth, and our focus: ●In 10 years, what skills or knowledge do you think you will need to be a successful version of yourself that you can be proud of? ●Given how the world will change in 10 years, what skills or knowledge do you think you will need to engage with the pressing issues of that time? ●In your opinion, what are the most valuable skills you are learning right now at LPS?

6. Student Voices 1. In 10 years, what skills or knowledge do you think you will need to be a successful version of yourself that you can be proud of? 1.Given how the world will change in 10 years, what skills or knowledge do you think you will need to engage with the pressing issues of that time? 2.all responsesall responses 2. 1

7. Post Class Meeting: Individual ClassroomsAs A Whole Grade Level Unified front: Contextualizing skills in the long term to college and beyond. All teachers are going to be more transparent in communicating impact of long-term knowledge and skills Coaches will observe 11th grade classrooms and ask students in what ways the task they are completing is building skills that will benefit beyond this class and beyond LPS?

8. Results / Anecdotes: Anecdotes from 11th grade classrooms - ●Moos - goal setting and reflections ●Sqy - Post mid-term launch asking about long-term skill acquisition ●Seth - John A in Eng 3 ●Sandy - connecting assignments and skills to college and being an informed member of society.

9. Resources: ●Survey AdministeredSurvey Administered ●Raw Data; Organized Data (by classes)Raw DataOrganized Data ●Whole class PresentationPresentation ●Protocol during the meetingProtocol ●Data students receivedData

10. Timeline of Next Steps: What’s next?: For this next cycle we will continue working on student self-management through rubrics, meta-cognition and organization. Within our own classrooms we’re continuing to spiral the importance of our subjects outside of school. Questions we have: Could a course like Ac Lead 2 be useful for our upperclassmen to develop time management and organizational skills?