EDUCATIONAL VISIONING

Hamilton Wenham Regional School District Wenham, MA

October 2013 Frank Locker Educational Planning

Ch 1 Contents + Acknowledgements

CONTENTS

Ch 1 Contents + Acknowledgements

Ch 2 Executive Summary Introduction Educational Vision Facility Concepts

Ch 3 Educational Vision Introduction Vision Components Guiding Principles School Transformation + Development Map Most Important Concepts for HWRSD Schools Effective Delivery of Programs + Services Modalities School Size + Grade Structure Efficient Delivery of Programs + Services School + District Choice Parent + Community Outreach Operational Parameters

Ch 4 Facility Concepts Introduction Places for Learning Facility Implications of the Educational Vision Contents + Ch 5 Appendices Acknowledgements 5.1 Workshop Notes Day 1 5.2 Workshop Notes Day 2 5.3 Workshop Notes Day 3 5.4 Responses to Innovations Challenge 5.5 Responses to Parent + Community Outreach Challenge 5.6 21st Century Schools Presentation 5.7 Places for Learning Presentation 5.8 School Transformation + Development Map

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 1 Frank Locker Educational Planning October 2013 Ch 1 Contents + Acknowledgements

ACKNOWLEDGEMENTS Visioning Team DISTRICT Jessica Connors Parent Celeste Bower Ass’t Superintendent Nancy deLorean Parent Catherine Harris Director, Student Services Marie Delorenzo Parent Gina Putnam Integrated Media Specialist Alisa Greco Parent Dr Michael Harvey Superintendent Tracey Hutchinson Parent Alan Taupier IT Director Amy Job Parent – MRMS Tracy Nicholson Parent SCHOOLS Jessica Spruyt Parent Jean Bailey Teacher - Elementary Art Jen Castracane Reading Specialist – MRMS/ Parent STUDENTS Jean Clifford Principal – Cutler ES Chris Davekos Student Raissa Farmer Teacher – MRMS, Science Ted Hogan Student/Senior – HWRHS Christopher Heath Principal – Winthrop ES Jordan Lake Student Heidi Hebert Teacher - Cutler ES – Technology Zachary Primshaw Student Corrie Hopley Teacher - Winthrop ES, Grade 1 John Hughes Interim Principal – MRMS COMMUNITY John Kotch Science - HWRHS Diane Coffey Buker Family/ FOB Kirsten Losee Teacher - HWRHS George Lamontagne Citizen Linda Mastrianni Teacher – Buker ES, Grade 4 Jennifer Scuteri Selectman Bill Melville New Media – HWRHS Bryan Menegui Administrator – HWRHS Architects Brian O’Donoghue Buker School SYMMES MAINI + McKEE ASSSOCIATES Eric Tracy Principal - HWRHS Jason Detwiler Intern Joanna Wilson SPED Teacher/Liaison/AT - HWRHS Phil Poinelli Partner in Charge Daniel Ruiz Project Architect SCHOOL COMMITTEE Bill Dery Barbara Lawrence Educational Planner FRANK LOCKER EDUCATIONAL PLANNING Sheila MacDonald 306c Dover Point Rd PARENTS Dover, NH 03820 Dana Allara Parent – HWRHS 617.412.7444 Helen Allard Parent www.franklocker.com Michele Baily Community Dr Frank Locker Grace Belfiore Parent - HWRHS Christina Comparato Parent/ Ed Fund Diane Coffey Parent/ FOB

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 2 Frank Locker Educational Planning October 2013 Ch 2 Executive Summary

INTRODUCTION This Educational Vision reflects the work of a Visioning Team; approximately 45 teachers, principals, central office administrators, students, parents, and community members. Created in three days of intense facilitated workshops, it is intended to guide the long-term development of both education and facilities for the Hamilton Wenham Regional School District (HWRSD).

This document "reports out" what was discussed across the three days, representing many ideas and opinions. It does not express a specific plan for moving forward.

VISION COMPONENTS Educational Vision The Educational Vision for HWRSD is described here through several components:  Guiding Principles  School Transformation and Development Map  Innovative Educational Deliveries  School Organization + Grade Structure  Learning Modalities  Efficient Delivery of Programs + Services  School + District Choice  Parent + Community Outreach Executive  Operational Parameters Facility Concepts Summary Facilities are defined though:  Places for Learning  Most Appropriate Planning Concepts  Facility Implications of the Educational Vision

EDUCATIONAL VISION The Guiding Principles presented here were created to express the

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 1 Frank Locker Educational Planning October 2013 Ch 2 Executive Summary

values, beliefs, and concepts developed by the Visioning Team in its in different points of evolution, and many schools expect to be in exploration of educational trends, best practices, and issues affecting st different points of evolution in the long-term future. The ST+DM the delivery of 21 century education. These Guiding Principles present characterizes schools and facilities on a 1 through 5 basis, with 1 as the the essence of that inquiry. They are not policy but they address the most traditional category, and 5 as the most transformed. overarching themes identified by participants. They may serve as a foundation for the future HWRSD schools. As such, they are intended Workshop participants worked in Micro Table Teams, with each team to form the basis of future educational delivery and facilities planning. addressing a school it knew well. They scored their chosen school Staff Professional Development is crucial to the successful separately, in the following categories: implementation of the educational concepts outlined here.  Educational Delivery Today  Facilities Today OVERARCHING GUIDING PRINCIPLES  Future Educational Delivery  Prepare students for success in the 21st century, an emerging  Future Facilities world of global competition, uncertain employment prospects, infinite access to information, and rapid change in technology The composite score for all schools serving all students, K-12, looked  Teach 21st century skills at the same time as traditional content like this:  Create 21st century learning spaces  Create life-long learners  Create school and community cultural attitudes that embrace flexibility for change  Create flexibility in facilities, thinking, scheduling, and curriculum  Make learning at HWRSD schools engaging, exciting, and enjoyable through more active, student-centered learning modalities  Make learning more relevant to the learner than it already is today  Pay conscious to building relationships with students, families, and communities through school structure and programs

The Guiding Principles are expressed in full in Ch 3, Educational Vision. School Transformation + Development Map This composite score gives a general of current HWRSD Workshop participants used the School Transformation + Development practices and facilities. The results articulated by grade groupings are Map (© 2013 Frank Locker Inc) to evaluate HWRSD’s current similar, but with several issues to note. educational deliveries and facilities, and to project the desired future for  The overall scoring of all Table Teams was relatively close on both. all four issues, indicating a high degree of consensus among workshop participants The ST+DM expresses the evolutionary shift in education in great detail,  Hamilton Wenham Regional High School (HWRHS) was chronicling educational practices and facility design. Schools today are assessed as currently having the most traditional school, with

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 2 Frank Locker Educational Planning October 2013 Ch 2 Executive Summary

the lowest Educational Delivery score for Today, at 2.07. The Blended learning is in its infancy stage. It does not have full support of desired future would have it as transformed as the other district the Visioning Team members who explored it, but it should be schools, at 4.65 considered a viable educational delivery for future years.  HWRHS facilities scores for Today were also the lowest of all district schools, at 1.87, despite it’s relatively recent renovation MASTERY BASED PERSONALIZED LEARNING 15 years ago in 1999 Traditional educational deliveries are based on seat time. Mastery The most important lessons from the ST+DM for the immediate future learning inverts the learning to make time the variable and learning the come from the difference between today’s situation and the desired constant. The goal is for all students to learn the content to the required future. The Visioning Team desires significant change in both, more depth, to “master” the . Some students will take longer to do than two columns out of five. For education this means that a program this; others less time. Mastery learning quickly becomes personalized of Professional Staff Development is recommended to be implemented, learning because no two students learn at the same pace. While this starting soon. For facilities, it means that facilities need to be flexible to theory was developed decades ago, it has been difficult to deploy. foster step change over time without compromising the Vision. In both Traditional school organizational concepts of grouping students by date cases a dialogue with the community needs to be engaged to share and of birth repelled effective deployment of mastery learning. Now, with receive comments and guidance on the exciting concepts proposed for computer-based adaptive learning tools, it shows great prospect for the future WHRSD schools. implementation.

Innovative Educational Deliveries The full implications of this type of learning are not well understood, but align with the educational values held by many Visioning Team Workshop participants explored three emerging, innovative educational members. Mastery learning was cautiously endorsed by the Table deliveries, and made recommendations for deployment at HWRSD Teams appraising it, but enthusiastically embraced by individuals in their schools. personal responses to Educational Innovations. See Appendix Ch 5.4 PROJECT-BASED LEARNING for full details. Half the Visioning Team explored project-based learning. This learning The prospects of improving learning with this approach are significant. modality meets curriculum content goals by asking students to address Further exploration by HWRSD is needed. deep, open-ended situations, such as solving problems or inventing things. It is naturally inclined to interdisciplinary learning and student st Full details of these explorations are outlined in Appendix Ch 5.2. collaboration, both highly valued 21 century learning values. This modality was enthusiastically embraced, but they asked “Will there be district support for project-based learning?” School Organization + Grade Structure Table Teams explored the many aspects of this issue including effective BLENDED LEARNING/FLIPPED CLASSROOMS and efficient delivery of programs and services, and school structure In blended learning (also known as the flipped classroom) students related to developmental ages of students. They concluded the receive their content knowledge from a source or prerecorded by the following: teacher (videos, learning programs, print, etc) and come to class ready to act on that knowledge, such as through discussion groups, skits, or EARLY CHILD LEARNING project-based learning. This approach frees teacher time to be more Full-day Kindergarten is more effective than ½ day. Preschool engaged with students than traditional direct teaching and lecturing. integrated with Kindergarten and Grade 1, or at least in the same building, is more effective than an isolated preschool program.

NEIGHBORHOOD VS SEQUENTIAL ELEMENTARY SCHOOLS

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 3 Frank Locker Educational Planning October 2013 Ch 2 Executive Summary

Comparisons were made, and Pros and Cons identified of K-5 schools This is correspondent with the concept of early years learning schools. and those serving students in a sequence, such as K-2/3-5. One group This organization would have the upper elementary years in grade noted that we don’t have neighborhood schools now, since so many groupings of two or three years. students are assigned to the school, with the most available capacity. GRADE GROUPINGS ALTERNATIVE GROUPING CONCEPT 3 HWRSD currently operates with the following grade groupings: Grade 9 Separated from Grades 10-12 K, 1, 2, 3, 4, 5 │6, 7, 8 │ 9, 10, 11, 12 Freshmen year was recognized as a time of significant transition at Developmental age breaks were described as follows: HWRHS. Nationally it is the year with the highest drop-out rate, PK │K, 1, 2 │3, 4, 5, 6 │7, 8, 9│10, 11│12 attributable in part to the transitions it presents students. Five Table PK │K, 1, 2 │ 3, 4, 5, 6, 7, 8, 9 │10, 11, 12 Teams suggested that 9th Graders were developmentally more aligned th PK, K, 1, 2, 3 │4, 5, 6, 7 │8, 9, 10, 11, 12 with middle school students than 10-12 Graders. Two Table Teams PK, K, 1, 2, │ 3, 4, 5, 6 │7, 8, 9 │10, 11, 12 proposed keeping Grade 9 with the middle school. A Freshman PK │ K, 1, 2, 3, 4 │5 │6, 7, 8 │ 9, 10, 11, 12 Academy (small learning community for Freshmen only as a part of the PK, K, 1 │ 2, 3, 4 │5, 6 │7, 8, 9 │10, 11. 12 high school) was suggested as a way of maintaining Grade 9 in the high PK, K, 1, 2, 3 │ 4, 5, 6 │ 7, 8, 9 │10, 11, 12 school but respecting student developmental differences.

Preferred grade groupings identified by the five Table Teams ORGANIZATION WITHIN SCHOOLS addressing the issue differed slightly: All Table Teams addressed issues which could have impact on PK, K, 1, 2 ║3, 4, 5, 6 ║7, 8 ║9, 10, 11, 12 organization within schools. PK, K, 1, 2, 3, 4, 5, 6, 7, 8 ║ 9, 10, 11, 12 Underscore = linked PK, K, 1║ 2, 3, 4 ║5, 6 ║ 7, 8, 9║10, 11. 12 Relationship-Building PK, K, 1, 2║ 3, 4, 5 ║ 6, 7, 8 ║ 9, 10, 11, 12 What is the maximum number of students that can be well known by a PK, K, 1, 2, 3 ║ 4, 5, 6 ║ 7, 8, 9║ 10, 11, 12 principal? By teachers/staff? Should principals or teachers/staff know all their students well? These five preferred grade grouping combinations significantly What is the maximum number of teachers/staff that can challenged current organizational concepts. These concepts are effectively/intuitively work together in a collaborative grouping? summarized below. A full description of these concepts is in Ch 3 Is it more effective for teachers/staff to collaborate? On what? Educational Vision, and Appendix Ch 5.3. They are further articulated in Appendix Ch 5.4, Responses to Innovations Challenge Their answers to these are outlined in Ch 3 Educational Vision. They generally desire HWRSD schools to be organized to foster relationships ALTERNATIVE GROUPING CONCEPT 1 in addition to delivering the curriculum. Early Child Learning Preschool (Pre-K) Pre-K aligned with at least Kindergarten and Grade 1 Professional Focus was preferred by five Table Teams. Is there an educational advantage for teachers/staff to have a small developmental age grouping? ALTERNATIVE GROUPING CONCEPT 2 Do Professional Learning Communities improve learning? Upper Elementary School Do Small Learning Communities improve learning? ║ 3, 4, 5 ║ or ║3, 4, 5, 6 ║ or ║ 4, 5, 6 ║ Visioning Participants concluded that Professional Learning Communities improve learning, and that Small Learning Communities

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 4 Frank Locker Educational Planning October 2013 Ch 2 Executive Summary support both relationships and Professional Learning Communities, and addressed by several Table Teams. Their are summarized therefore should be supported in district planning. below. Appendix Ch 5.3 outlines them by constituency group.

Learning Modalities This is a complicated issue. Workshop participants identified the following as among the issues: The Visioning Team reviewed twenty-one learning modalities, ranging  Economics: costs vs revenue from traditional direct teaching (lecturing) to independent study, and  Social/cultural diversity and acceptance ranked them in order of effectiveness for learning at HWRSD. Those  Opportunity for students and families deemed most effective, as determined by frequency of citing by the four  Facility and staff capacity Table Teams that took this challenge, are:  Curriculum offerings/enrichment F. Small group/seminars  Fairness in the selection process J. Project-based learning  Relationships O. Social/emotional learning  Commitment K. Making things, prototyping (action researched)  Athletics  Equity The modalities cited as least effective are: B. Lecture STUDENTS S. Distance Learning (such as VHS) The students had powerful insights. Some of their thoughts were:  Brings a lot of diversity for the reputation See Appendix Ch 5.2 for the complete response.  The program creates opportunities for choice students  They get a better opportunity for college Efficient Delivery of Programs + Services  HWRHS is well integrated – no discrimination Two Table Teams explored approaches to improve school operations.  Choice students are socially seamlessly integrated  HWRHS is currently over capacity, crammed They recognized District efforts to create in-district programs for special  Impact on class size is not a to eliminate the program needs students at less cost than out-of-district programs, and the anti-  If eliminated, would suffer from loss of diversity bullying program, OLWEUS. See wwwviolencepreventionworks.org. o No ethnic diversity o Different opinions They agreed:  Would like more diverse electives  Current school sizes do not contribute to efficient operations, as  Thoughts on electives and classroom deliveries: larger schools would be more efficient o Integrated project-based learning classes are more important  Shifting from the current K-5 schools to sequential K-2/3-5 that more electives schools was not perceived to save money, as busing would be o Learning is about making the connections increased due to larger service areas o It should be more engaging  Facilities present challenges to Special Education programs and o Integrated is the best way to learn to effective scheduling at the high school and middle school For thoughts of educators and community members see Ch 3, School + District Choice Educational Vision. The Pros and Cons of the current practice of allowing students from other districts to attend Hamilton Wenham Regional High School were

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 5 Frank Locker Educational Planning October 2013 Ch 2 Executive Summary

Parent + Community Outreach Two wanted change:  Spread the vacation times evenly throughout the year Visioning Team participants explored the current state and desired o Yes, improves learning future state of and relationships between the school  Year-round may improve teaching and learning district and parents and community. Collectively they believe the District  Year-round school year better for continuity of learning does has good and relations, but could do better, especially in creating opportunities for student learning that bridge the Current policies for teacher retention and advancement gap between school and community. A caveat to that is that students Are there alternatives to “seniority?” need to have the skills that would make them valuable to an internship The Student Table Team said: provider.  Authentic evaluation “with teeth” desired for teachers Their thoughts were shared as individuals, and are presented in full on a Other Table Teams said: spreadsheet in Appendix Ch 5.5.  Evaluations  Merit Operational Parameters  Incentive based “above and beyond” tier Workshop participants explored many of the fundamental operational  Particular expertise, school needs, performance evaluations parameters that bind the District stakeholders, and tie the District to the  District involvement/merit community. Highlights of their thoughts are below. The full outline is in  Recognize teachers’ use of Professional Development and Ch 3 Educational Vision and Appendix Ch 5.3. “added” involvement in school

Current school day start and end times Would they be more economical? There is universal belief that changed daily schedules would improve  Create different teacher roles in schools learning. The Student Table Team said they would prefer more time in o Create a teacher leader track school without homework. All respondents believe: o Create a classic movement scale  Earlier start for elementary  Later start for middle school and high school Facility Concepts One added this insight: PLACES FOR LEARNING  Offer HS classes outside of traditional (7:30 – 2:30) school day The Visioning Team reviewed fourteen exemplar schools from the USA, the United Kingdom, and Australia. Working in Table Teams they Current school calendar with 2+ month summer recess ranked the schools for appropriateness for the future HWRSD schools. The Student Table Team said:  Year-round would improve learning, not economics or families The Table Team responses reveal important concepts for planning future HWRSD facilities. Key aspects of the responses are as follows: Four Table Teams were in favor of the status quo:  Strong belief that the traditional school planning format of isolated classrooms placed along anonymous corridors is  Summer vacation best st  Facilities don’t support summer instruction (late June, early inappropriate for 21 century learning in HWRSD August)  Planning with suites of spaces linked to foster flow between o Need air-conditioning related teaching and learning activities  Time to rejuvenate, both students and teachers  Desire for learning space plans that support multiple learning  Need time for optional summer programs activities by small student groups  Many teachers are engaged in Professional Development  A variety of furniture that empowers different learning modalities

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 6 Frank Locker Educational Planning October 2013 Ch 2 Executive Summary

 Facilities support for project-based learning  Varied spaces and furniture allowing more focused support of  Location of teaching specialists very close to learning spaces various learning modalities  Support for teacher co-teaching o Collaboration  Spaces for student collaboration o Making things  Foster independent student exploration o Design  Windows between spaces to make learning visible  Allowed by teacher sharing  Zones for student presentations  21st century interpretation of the function and plans of Media Centers  Flexibility

Most Appropriate Planning Concepts G Concord Elementary Schools The two concepts deemed most appropriate for HWRSD schools are shown here. Full details of these and other preferred concepts are in Ch 4 Facility Concepts.

Cited five times M Milan HS Center for Innovative Studies

Featuring:  Library/Media Center organized as the access to all Classrooms  Shared spaces for hands-on learning, presentations, and computer uses all contained within the Learning Corridor  Small Group Rooms interspersed between Classrooms

Facility Implications of the Educational Vision The educational concepts developed by the Visioning Team have great implications for facilities.  Explore options related to sequential elementary schools, each with more students for operational economies, and each Featuring: serving fewer grade levels and larger attendance areas  Spaces to support project-based learning  Plan for Preschool as a grade level component of an  Teachers sharing spaces elementary school, not as a stand-alone facility  Students work in teams and individually

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 7 Frank Locker Educational Planning October 2013 Ch 2 Executive Summary

 Create flexible clusters of classrooms and related learning/support spaces to improve relationships and teacher teaming  Develop Small Learning Communities with students and teachers contiguously arranged on clusters, or pods  Select furniture that supports collaboration, different learning modalities, and is substantiated by brain research  Create a Freshman House at HWRHS, or reorganize the middle school and the high school to include Grade 9 in the middle school  Create Teacher Planning Centers to foster collaboration, Professional Development, and greater knowing of students by teachers  Plan new/renovated buildings that facilitate the most favored learning modalities and school organizational concepts  Support project-based learning with student furniture that allows layout of project displays, models, prototypes, display of student work, places to present findings on a regular basis, secure access to learning areas by expert members of the public, places to store supplies and projects in process, robust technology infrastructure, and places for student collaboration in small, active groups  Create labs for active learning, including applied sciences, STEM, and making things  Plan learning spaces to support grouping and regrouping of students in small varied groups, each of which may need acoustical isolation, technology access and large screens, and places to display work in progress and final products  Pilot places for students to learn personally as mastery learners, and if the spaces prove successful, deploy similar concepts throughout the District

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 8 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

INTRODUCTION This Educational Vision reflects the work of a Visioning Team; approximately 45 teachers, principals, central office administrators, Master Planning Team students, parents, and community members. Created in three days of intense facilitated workshops, it is intended to guide the long-term development of both education and facilities for The Hamilton Wenham Regional School District (HWRSD).

Day 1 was titled “Schools Snapshot.” Day 2 was “Educational Innovations + Community Concepts.” Day 3 was “Defining School.” Much of the work in those three days was conducted by Table Teams, small groupings of six to eight participants. They brainstormed, debated, and attempted to reach consensus on most of the defining issues. For the first day the Table Teams were interdisciplinary, with participants at each representing teachers, administrators, students, parents, and community members in K-12 groupings. For parts of the last two days of workshops participants worked in a variety of groupings, including by grade groupings, Super Table Teams (16+- people), Micro Teams (3 people), and, at times, a Student Team.

The purpose of this reorganization was to bring clear focus to each HWRSD grade grouping, and to give clear voice to the student group, the “customers” of HWRSD. They represent the receivers of education, and in many cases may be the constituents best positioned to define what its future should look like. Their responses have been recorded as the first responses to the various issues documented in workshop notes, Appendices Chs 5.2 and 5.3. The complete record of the workshops in the Appendices Ch 5.1 through 5.5, with workshop presentations in Educational Appendices Ch 5.5 through 5.8. Vision VISION COMPONENTS The Educational Vision for HWRSD is described here through several components:  Guiding Principles establish broad parameters for educational delivery, school structure, and facilities  School Transformation and Development Map (Copyright 2013 Frank Locker Inc) relates educational delivery and

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 1 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

facilities to national practices, both today and projected in the  Prepare students for success in the 21st century - an emerging future world of global competition, uncertain employment prospects,  Most Important Concepts for HWRSD schools identifies the infinite access to information, and rapid change in technology 21st Century determined by the Visioning Team to be most  Teach 21st century skills at the same time as traditional content important for the future  Create 21st century learning spaces  Innovative Educational Deliveries articulates effective  Create life-long learners techniques for future consideration  Create school and community cultural attitudes that embrace  Effective Delivery of Programs + Services explores flexibility for change approaches to improve school educational impact  Create flexibility in facilities, thinking, scheduling, and curriculum  Learning Modalities identifies the most effective and  Make learning at HWRSD schools engaging, exciting, and appropriate ways for teachers to reach students with curriculum enjoyable through more active, student-centered learning delivery modalities  School Size + Grade Structure defines preferred approaches  Make learning more relevant to the learner than it already is to the overall relationships of people and programs today  Efficient Delivery of Programs + Services explores  Pay conscious attention to building relationships with students, approaches to improve school operations families, and communities through school structure and  School + District Choice explores values related to the current programs practice of allowing students from other Districts to attend Hamilton Wenham Regional High School Educational Delivery  Parent + Community Outreach identifies strategies for Educational Delivery addresses overarching themes required to provide improving relationships st a 21 century high-performing educational experience for all HWRSD  Operational Parameters identifies policies to improve learning students.

INSTRUCTIONAL MODELS

 Employ project-based learning as a preferred learning modality GUIDING PRINCIPLES  The District should explore mastery learning as potential The Guiding Principles presented here were created to express the powerful educational delivery, share the results of its research values, beliefs, and concepts developed by the Visioning Team in its with educators and community, and implement trial programs to exploration of educational trends, best practices, and issues affecting create District-wide understanding and anticipation of it the delivery of 21st century education. These Guiding Principles present  Encourage teacher initiation of blended learning the essence of that inquiry. They are not policy but they address the  Support teacher collaboration and synchronous team teaching overarching themes identified by participants. They may serve as a  Engage students in real learning with a focus on their futures, foundation for the future WHRSD schools. As such, they are intended including t through internships when age appropriate to form the basis of future educational delivery and facilities planning.  Bring integrated, applied learning to core curriculum subjects in Staff Professional Development is crucial to the successful all grade levels implementation of the educational concepts outlined here.  Elevate making things as part of learning to a new level of respect and access, including technology education programs The Guiding Principles are: at Miles River Middle School and HWRHS  Make learning relate to future careers, starting in elementary Overarching Principles school

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 2 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

 Bring social/emotional learning through classroom deliveries Educational Structure and programs such as advisor-advisee Educational Structure establishes the organizational patterns necessary  Support interdisciplinary learning through scheduled teacher to group students and teachers in the most effective ways. planning, deliveries, scheduling, and classroom arrangements

GRADE GROUPINGS TECHNOLOGY INTEGRATION  Explore alternatives to the current grade structures that Our world is dependent on technology implementation in all aspects of recognize developmental ages of students life. Students must be provided with the technological skills and  Explore sequential elementary schools that serve more students knowledge which will enable them to function successfully in a global at each grade level but fewer grades in each school, offering context. Technology should include: increased educational effectiveness through concentrations of  Wireless capability in all spaces in school buildings specialists and focused teachers, plus greater operational  Proactively plan for virtual and distance learning experiences efficiencies though economies of scale  Integration of new media effectively in student learning: mobile  Create a Freshman House at the high school, a concentrated devices, social networking, virtual worlds th place for 9 Graders and their teachers, as a transition year into  Create places and learning goals for students to learn using high school, or reassign Grade 9 to the middle school new technologies  Plan for Preschool, preferably in the same building as traditional

early years grades Technology must not be viewed as a curriculum add-on, but, rather as  Plan for full-day Kindergarten for all students an effective tool to be utilized in meaningful instruction that is relevant

and rigorous. SCHOOL SIZE  Reach parents and community on a regular basis through use of  Explore increasing elementary school sizes to increase teacher technology: social media, blogs, wikis, emails collaboration and opportunities to learn from other teachers, and

to gain operation efficiencies COMMUNITY RELATIONS AND RESOURCES  sef  Increase community outreach with a coordinated K-12 program

to create a more connected public ORGANIZATION  Increase real world learning for students in the community  Restore instructional teams at the middle school through service learning at all schools and internships for high

school students RELATIONSHIPS  Create an organized system to encourage and assist in  Create advisor-advisee programs at MRMS and HWRHS increasing the number of parents and community members  Organize new/remodeled buildings as Small Learning volunteering in the schools, with a focus on their bringing unique Communities that support formation of relationships professional expertise and life experiences  Foster student collaboration to build communication skills and  Program opportunities for adult learning in school facilities after the ability to work with others normal school hours

 Create more “customer friendly” ways for parents to SCHEDULE communicate with teachers in the middle school and high  Create common planning time for teachers school  Institute strategic scheduling to empower the concepts outlined  Increase communication between the recreation program and here. The HWRSD school schedule must provide for flexibility, teachers, community, and businesses and collaboration

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 3 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

 Plan for increased afternoon school programming, including Extended Day programs  Explore starting the elementary schools earlier  Explore shifting the high school start time and stop times later, and running some courses to the dinner hour

Facility Implications

 Explore options related to sequential elementary schools, each

with more students for operational economies, and each

serving fewer grade levels and larger attendance areas

 Plan for Preschool as a grade level component of an

elementary school, not as a stand-along facility

 Create flexible clusters of classrooms and related

learning/support spaces to improve relationships and teacher

teaming

 Develop Small Learning Communities with students and The ST+DM expresses the evolutionary shift in education in great detail, teachers contiguously arranged on clusters, or pods chronicling educational practices and facility design. Schools today are  Select furniture that supports collaboration, different learning in different points of evolution, and many schools expect to be in modalities, and is substantiated by brain research different points of evolution in the long-term future. The ST+DM  Create a Freshman House at HWRHS, or reorganize the middle characterizes schools and facilities on a 1 through 5 basis, with 1 as the school and the high school to include Grade 9 in the middle most traditional category, and 5 as the most transformed. school

 Create Teacher Planning Centers to foster collaboration, Workshop participants worked in Micro Table Teams, each with three professional development, and greater knowing of students by people of different experiences, as educators, parents, students, or teachers community. Each team addressed one school it knew well. The teams  Plan new/renovated buildings that facilitate the most favored reviewed the multiple educational practices and facilities concepts in the learning modalities and school organizational concepts School Transformation + Development Map. They scored their chosen

school separately, in the following categories:

 Educational Delivery Today

 Facilities Today SCHOOL TRANSFORMATION +  Future Educational Delivery  Future Facilities DEVELOPMENT MAP Workshop participants used the School Transformation + Development Map (© 2013 Frank Locker Inc) to evaluate HWRSD’s current educational deliveries and facilities, and to project the desired future for both.

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 4 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

The composite score for all schools serving all students, K-12, looked like this:

This composite score gives a general understanding of current HWRSD practices and facilities. The results articulated by grade groupings are similar, but with several issues to note.

This level of detail reveals these observations:

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 5 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

 The overall scoring of all Table Teams was relatively close on  Support active, applied learning all four issues, indicating a high degree of consensus among workshop participants The thoughts of two of the Table Teams provide an inspirational  Hamilton Wenham Regional High School (HWRHS) was underscore to these concepts: assessed as currently having the most traditional school, with  Create a community that is engaged in a vision for change – the lowest Educational Delivery score for Today, at 2.07. The better delivery of education desired future would have it as transformed as the other District  It is important to not be complacent with being good, but having schools, at 4.65 innovation and risk-taking to be better  HWRHS facilities scores for Today were also the lowest of all District schools, at 1.87, despite it’s relatively recent renovation

The most important lessons from the ST+DM for the immediate future come from the difference between today’s situation and the desired INNOVATIVE EDUCATIONAL DELIVERIES future. The Visioning Team desires significant change in both, more Several Table Teams explored three emerging, innovative educational than two columns out of five. For education this means that a program deliveries, and made recommendations for deployment at HWRSD of Professional Staff Development needs to be implemented, starting schools. soon. For facilities, it means that facilities need to be flexible to foster step change over time without compromising the Vision. In both cases Project-Based Learning a dialogue with the community needs to be engaged to share and Four Table Teams, or half the Visioning Team, explored project-based receive comments and guidance on the exciting concepts proposed for learning. This learning modality meets curriculum content goals by the future WHRSD schools. asking students to address deep, open-ended situations, such as solving problems or inventing things. It is naturally inclined to interdisciplinary learning and student collaboration, both highly valued 21st century learning values. MOST IMPORTANT CONCEPTS FOR The Table Teams conceived these project ideas: HAMILTON WENHAM REGIONAL SCHOOL  Elementary Focus: Plan a trip for four to World Series, as a way to cover these content/subject areas: DISTRICT o Math Visioning Team members, working in eight Table Teams, were asked to o Social studies identify the three most important issues for learning in the 21st century at o Writing/reading HWRSD. The most important issues, based on frequency of citing and o Community whole group discussion, are: o Marketing o Tech st  Teach 21 century learning skills while simultaneously meeting o Public speaking curricular requirements  Elementary Focus: Geometry City, create city using recycled  Create 21st century spaces to support desired educational materials, to demonstrate knowledge of protractor and deliveries and school organizations vocabulary concepts  Flexibility in educational deliveries, schedules, and facilities  Middle School Focus: Lesson-based theater, covering:  Project-based learning o Marketing/outreach/sales  Foster collaboration among teachers, and among students o Writing/ELA

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 6 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

o Collaboration  Parent involvement is a must o Tech ( design, video, light, sound)  Math and physics could be better with this o Time management  Would need teacher support o Project management  Teacher teams could work on this  High School Focus: Science/Physics Egg Drop (currently done),  Will we have support from the District? covering: o Factor in altitude, speed of plane/air (wind) When asked “Do you think HWRSD should support blended o Follow design process (STEAM) learning/flipped classrooms in all classrooms, K-12, on a regular basis?” o Free fall/kinetic PS/vector/trig they replied:  Not for every lesson/every subject They noted these projects could be:  Not K-12, and not all lessons. It has promise, but needs  Highly prominent, multi-disciplinary, involve students, staff, development to meet needs parents, community backers  More hands-on time with kids Blended learning is in its infancy stage. It does not have full support of o Allows for differentiation the Visioning Team members who explored it, but it should be o Those who don’t prepare drag others down considered a viable educational delivery for future years.

When asked “Do you think HWRSD should support P-BL in all classrooms, K-12, on a regular basis?” they replied:  Yes, with an adaptive model Mastery-Based Personalized Learning  Yes, 1 caveat (extra-curricular or elective) Traditional educational deliveries are based on seat time. Typically  Currently done teachers share curriculum content and students learn it through various  Yes, with support (training) modalities. They learn it to different degrees (and thus receive different

grades for it.) When the available time for that content has elapsed, the And they asked “Will there be District support for project-based teacher moves the classroom focus to the next curricular topic, even learning? though some students may not have grasped the content very well.

Over a succession of years this practice results in wide variances in Blended Learning/Flipped Classrooms student knowledge, with some students performing much lower than In blended learning (also known as the flipped classroom) students grade level expectations, and some much higher. receive their content knowledge from a source or prerecorded by the teacher (videos, learning programs, print, etc) and come to class ready Mastery learning inverts the learning to make time the variable and to act on that knowledge, such as through discussion groups, skits, or learning the constant. The goal is for all students to learn the content to project-based learning. This approach frees teacher time to be more the required depth, to “master” the knowledge. Some students will take engaged with students than traditional direct teaching and lecturing. longer to do this; others less time. Mastery learning quickly becomes personalized learning because no two students learn at the same pace. Three Table Teams explored blended learning/flipped classrooms. While this theory was developed decades ago, it has been difficult to Their thoughts included: deploy. Traditional school organizational concept of grouping students  Teacher training a must by date of birth repelled effective deployment of mastery learning. Now,  Use of technology is critical with computer-based adaptive learning tools, it shows great prospect for  We need better access to technology implementation.  Student and teacher support

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 7 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

Four Table Teams addressed its adoption for HWRSD. Their explorations included these considerations. EFFECTIVE DELIVERY OF PROGRAMS + SERVICES When asked “How many students (in a typical class of 22-24 students) Five Table Teams explored the many aspects of this issue. They are learning below grade level?” the responded: concluded:  5  10  4-6 Early Child Learning And for “How many are above?” they responded: • Full-day Kindergarten is more effective than ½ day  5 • Preschool integrated with Kindergarten and Grade 1, or at least  3 in the same building, is more effective than an isolated  4-6 preschool program

“How many students don’t want others to know when they don’t Neighborhood vs Sequential Elementary understand the learning material?”  15-22 Schools  25 Comparisons were made, and Pros and Cons identified of K-5 schools  Nearly all and those serving students in a sequence, such as K-2/3-5. One group noted that we don’t have neighborhood schools now, since so many “How many students feel bad about themselves as learners?” students are assigned to the school with the most available capacity.  11 (about ½) Highlights of those conversations are below:  10  ≈ 5 (not same as bottom 5) NEIGHBORHOOD (K-5) SCHOOLS Pros: These responses, while varied, have a high degree of correlation. The  Children within a family are more likely to be together reveal the “down-side” of educational deliveries not only traditional  Transportation may be simpler deliveries, but innovative ones as well, because “seat time” is the most  Fewer transitions common denominator of all, and it has rarely ever been challenged.  Parent support enhanced with an allegiance to only one school  Sense of community/belonging Two Table Teams recommended HWRSD should support mastery-  Specials share teachers based, personalized learning in all K-12 classrooms on a regular basis.  Younger/older kids work together The other two did not respond.  Potential vertical curriculum alignment  Due to few students and teachers at each grade level the The prospects of improving learning with this approach are significant. following are reduced: Further exploration by HWRSD is needed. o Communication o Collaboration Full details of these explorations are outlined in Appendix Ch 5.2. o Horizontal alignment

Cons:  Mentoring opportunities  Stability for students with fewer transitions

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 8 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

 Building family/school relationships Improved/Missing Programs  Fewer students in each grade While the District has long been considered high achieving by traditional  Less cost effective standards, it could improve and/or add a number of programs and

deliveries. Those cited by the various table teams were: Sequential (K-2/3-5) SCHOOLS OVERALL K-12 Pros:  World is weak  Fresh  Community involvement could be improved  Easier to regulate class size  STEM and STEAM programs need to be implemented o The student pool per grade would increase from 40 to  More world languages are needed (One is not enough) 120  Technology education  Different focus depending on academic skill  Applied learning  Easier to group students with like learning styles

 Continuity, as all feed into same MS HWRHS  Sharing st  Students, especially Seniors, are missing out on 21 century  More teachers with expertise at each grade level skills o The teacher pool per grade would increase from two to o Internships six o Portfolio revision  Resources are in one place  Weakness  Fosters teacher collaboration o Facility  Allows a development focus o Applied physics  Less transition time for specialists  Spread too thin

 Have access out of District applied learning Cons: (VOC)  More/too many transitions

 Loss of older peers for K-2 students MILES RIVER MIDDLE SCHOOL  Less mentoring from older students  Tech-education is missing  Could lose neighborhood feelings  Middle school teaming is missing  Limited by facilities

 Transportation might increase ELEMENTARY SCHOOLS  Students don’t know all classmates (social) st  21 century skills (creative thinking/problem-solving)  Siblings could be in separate schools  Opportunities in coordination instruction outside of school  Families split/hard for parent involvement  Increase movement

 Could better connect current events to core learning PK-8 SCHOOLS o Students are not aware of diversity PK-8 schools were preferred by one Table Team. They cited the o Technology can facilitate this following:  Little recognition of social/emotional learning  Wider range of grades = fewer transitions for kids/teachers  No references to brain-based research  If a school is not a “fit,” then can switch  Move toward integrating the curriculum

 Scheduling – teacher collaboration

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 9 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

Overlooked Issues S. Distance Learning (such as VHS), cited by 3 of 4 Table Teams The following were identified as having been overlooked in past District

discussions: See Appendix Ch 5.2 for the complete response.  Teacher teaming – happens, but not systemic

 Looping choice positive and negative

 Essential to return to teams at MS

 School size limits o School configuration limits SCHOOL SIZE + GRADE STRUCTURE  If student/teacher ratio is appropriate Visioning Team members were asked to reflect on ideal school organizational structures. They considered developmental ages of Other Issues students, curriculum delivery, appropriate size of grade groupings, and CHOICE OF ELEMENTARY SCHOOL: the need for minimal transitions and increased continuity from grade to This concept would allow parents/students to choose a school that grade. See Appendix, Ch 5.2 for a thorough record of this issue. offered a particular characteristic or learning theme, such as a “year- round” elementary school, or an “integrated arts” elementary school. Grade Level Alignment Concern was raised that while these might be effective, the District may HWRSD currently operates with the following grade groupings: not be big enough to offer such choices. K, 1, 2, 3, 4, 5 │6, 7, 8 │ 9, 10, 11, 12 CLASS SIZE: The general belief is that District guidelines allow class size that is too All eight Table Teams addressed grade groupings, first by identifying large. Kindergarten especially was cited. Small learning spaces developmental age breaks of students, followed by preferred grade aggravate the perceived problem. grouping concepts. Developmental age breaks were described as follows by seven Table Teams: PK │K, 1, 2 │3, 4, 5, 6 │7, 8, 9│10, 11│12 LEARNING MODALITIES PK │K, 1, 2 │ 3, 4, 5, 6, 7, 8, 9 │10, 11, 12 PK, K, 1, 2, 3 4, 5, 6, 7 8, 9, 10, 11, 12 The Visioning Team reviewed twenty-one learning modalities, ranging │ │ PK, K, 1, 2, 3, 4, 5, 6 7, 8, 9 10, 11, 12 from traditional direct teaching (lecturing) to independent study, and │ │ │ PK K, 1, 2, 3, 4 5 6, 7, 8 9, 10, 11, 12 ranked them in order of effectiveness for learning at HWRSD. Those │ │ │ │ PK, K, 1 2, 3, 4 5, 6 7, 8, 9 10, 11. 12 deemed most effective, as determined by frequency of citing by the four │ │ │ │ PK, K, 1, 2, 3 4, 5, 6 7, 8, 9 10, 11, 12 Table Teams that took this challenge, are: │ │ │

F. Small group/seminars, cited by 4 of 4 Table Teams Preferred grade groupings identified by five Table Teams differed J. Project-based learning, cited by 3 of 4 Table Teams slightly: O. Social/emotional learning; cited by 2 of 4 Table Teams PK, K, 1, 2 3, 4, 5, 6 7, 8 9, 10, 11, 12 K. Making things, prototyping (action researched), cited by 2 of ║ ║ ║ PK, K, 1, 2, 3, 4, 5, 6, 7, 8 9, 10, 11, 12 xxx4 Table Teams ║ PK, K, 1 2, 3, 4 5, 6 7, 8, 9 10, 11. 12 ║ ║ ║ ║ PK, K, 1, 2 3, 4, 5 6, 7, 8 9, 10, 11, 12 The modalities cited as least effective are: ║ ║ ║ PK, K, 1, 2, 3 4, 5, 6 7, 8, 9 10, 11, 12 B. Lecture, cited by 4 of 4 Table Teams ║ ║ ║

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 10 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

All five preferred grade grouping had combinations that significantly high school) was suggested as a way of maintaining Grade 9 in the high challenged current organizational concepts. These concepts are school but respecting student developmental differences. summarized below. A full description of concepts developed by the Visioning Team is in Appendix Ch 5.3. Organization within Schools

All Table Teams addressed issues which could have impact on ALTERNATIVE GROUPING CONCEPT 1 organization within schools. Early Child Learning

Preschool (Pre-K) Pre-K aligned with at least Kindergarten and Grade 1 RELATIONSHIP-BUILDING was preferred by five Table Teams. What is the maximum number of students that can be well known

by a principal? In this regard they reflected national trends and research: Table Team responses varied, but ranged from 75 (in one year) to 400.  There is almost universal agreement that preschool is the best If it is important that principals know their students well – so these investment a community can make to assure student success in numbers could be a consideration for determining school size all years of public education  Engaging teachers with early years training and a passion for young students and their developmental needs increases By teachers/staff? teaching effectiveness Again responses varied. The range was 20/25 to 125, with caveats for  While Preschool could be added to any elementary school different grade levels. This range might suggest the upper size limit of program, clear focus on the spectrum of early years learning is any Small Learning Communities to be developed. effectively achieved through a critical mass of highly focused educators. This often means schools with only two or three Should principals or teachers/staff know all their students well? grade levels, and more students per grade level than typical All table Teams responded with “Yes” answers, but with conditioned neighborhood schools might have their answers. Many felt teacher knowing of students was more important than a principal’s knowing. ALTERNATIVE GROUPING CONCEPT 2 Upper Elementary School What is the maximum number of teachers/staff that can ║ 3, 4, 5 ║ or ║3, 4, 5, 6 ║ or ║ 4, 5, 6 ║ effectively/intuitively work together in a collaborative grouping? Table Team answers ranged from 2 to 8, with most in the 5 to 6 range. Suggested by five Table Teams, this is correspondent with the concept These answers correlate with the maximum number of students that of early years learning schools, this organization would have the upper could reasonably be known by teachers. elementary years in grade groupings of two or three years. Collaboration among teachers is highly dependent on the naturalness ALTERNATIVE GROUPING CONCEPT 3 and ease of the collaboration environment. Professional Learning Grade 9 Separated from Grades 10-12 Communities and Small Learning Communities could be sized to reflect Freshmen year was recognized as a time of significant transition at these numbers. HWRHS. Nationally it is the year with the highest drop-out rate, attributable in part to the transitions it presents students. Five Table Is it more effective for teachers/staff to collaborate? Teams suggested that 9th Graders were developmentally more aligned All Table Teams believed this to be true. They qualified it with these with middle school students than 10-12th Graders. Two Table Teams considerations: proposed keeping Grade 9 with the middle school. A Freshman  Need structure Academy (small learning community for Freshmen only as a part of the On what?

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 11 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

 Collaboration is effective on:  Help stretch, peer to peer, explore, model, share o Curriculum and assessment  Yes, with more allotted time o New programs (tech, math, anti-bully) o Refines the practice of teacher o Everything: curriculum and student o Relationships Do Small Learning Communities improve learning? o Project- based learning Seven said “Yes.” o Student needs  Yes more contact with knowledgeable instructor o Instructional strategies o Contact with familiar students o Identification of difficulties o More willing to take risks o Standards – expectations across curriculum areas o Easier to monitor progress and cater to individuals o Scheduling flexibility – team activities building  Increased focus/rigor o Transitions  Meeting social/emotional needs of students via strong o Interdisciplinary relationships o Curriculum, student growth and wellness  Yes, but there is a trade-off, losing diversity o Professional Development  Yes, increased likelihood of being ‘well known’ by other o School culture students and adults  Yes, by building relationships and community development PROFESSIONAL FOCUS Is there an educational advantage for teachers/staff to have a small CONCLUSION developmental age grouping? Planning for future school organizations should take into consideration All Table Teams said “Yes” to this, with these qualifications: all of the issues addressed above.  Better for teachers (time)  What about better for students?  Can teachers work more effectively?  There is a trade off. Everyone can find time, their expertise, however, the opportunities for cross-grade level learning, ie, EFFICIENT DELIVERY OF PROGRAMS + role modeling, student leadership, frosh SERVICES  Good for targeted Professional Development. Yes, but there’s Two Table Teams explored approaches to improve school operations. value to being aware of vertical alignment  If functioning right o They recognized District efforts to create in-District programs for special Support needs students at less cost than out-of-District programs, and the anti- o Collaboration o bullying program, OLWEUS. Gain knowledge  Yes, mentors They agreed:  Current school sizes do not contribute to efficient operations, as Do Professional Learning Communities improve learning? larger schools would be more efficient All Table Teams responded affirmatively, with these considerations:  Shifting from the current K-5 schools to sequential K-2/3-5  Yes, by fostering collaboration schools was not perceived to save money, as busing would be  Yes, depending on their structure and expectations increased due to larger service areas  Yes, if done/run correctly  Facilities present challenges to Special Education programs and  If clear objectives to effective scheduling at the high school and middle school

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 12 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

o Integrated project-based learning classes are more important SCHOOL + DISTRICT CHOICE that more electives Super Table Teams representing educators, students, and community o Learning is about making the connections members developed concepts of the Pros and Cons of the current o It should be more engaging practice of allowing students from other Districts to attend Hamilton o Integrated is the best way to learn Wenham Regional High School. Their thoughts are summarized below. Appendix Ch 5.3 outlines them by constituency group. Educators + Community This is a complicated issue. Workshop participants identified the Their composite thoughts of the educators and the community members following as among the issues: on these issues are:  Economics OBSERVATIONS o Costs  Hamilton-Wenham very homogeneous o Revenue  We need better communication of School Committee guidelines  Social/cultural diversity and acceptance  Opportunity for students and families PROS  Facility and staff capacity  Creates leadership opportunities  Curriculum offerings/enrichment  Opens up friendship possibilities  Fairness in the selection process  Extends the community  Relationships  Like the real world  Commitment  Families are more invested in education  Athletics  Choice allows children of faculty to attend school where they  Equity work; extends commitment of facility

Students CONS  It changes the feel of our community The students had powerful insights. Some of their thoughts were:  The increased number of students taxes building capacity  Brings a lot of diversity for the reputation  On a per-student basis, expenditure exceeds revenue  The program creates opportunities for choice students

 They get a better opportunity for college

 HWRHS is well integrated – no discrimination

 Choice students are socially seamlessly integrated  If there is a dollar difference between revenue and costs, it’s not PARENT + COMMUNITY OUTREACH equitable Visioning Team participants explored the current state and desired  HWRHS is currently over capacity, crammed future state of communications and relationships between the school  Impact on class size is not a reason to eliminate the program District and parents and community. Their thoughts were shared as  If there was a return of private school, could be a reason to individuals, and are presented in full on a spreadsheet in Appendix Ch reduce/eliminate 5.5.  If eliminated, would suffer from loss of diversity Collectively they believe the District does has good communication and o No ethnic diversity relations, but could do better, especially in creating opportunities for o Different opinions student learning that bridges the gap between school and community. A  Would like more diverse electives caveat to that is that students need to have the skills that would make  Thoughts on electives and classroom deliveries: them valuable to an internship provider.

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 13 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

Here is a sampling of their thoughts: District to the community. Highlights of their thoughts are below. The full outline is in Appendix Ch 5.3. Ways HWRSD students/programs connect with/serve parents and community: Current school day start and end times  Accord Food Pantry, Aspen The Student Table Team said:  Buker Blog  Would prefer more time in school without homework  Kids Care Club  Parent Nights All Table Teams believe:  History Fair  Earlier start for elementary  Seniors Helping Seniors  Later start for middle school and high school

Ways HWRSD does not connect/serve parents and community One added this insight:  Lack of communication about what is happening in our schools  Offer HS classes outside of traditional (7:30 – 2:30) school day  No formal/frequent mechanisms  Extended day programs for elementary Current school calendar with 2+ month summer recess  Some way for parents to inform Administration about child's The Student Table Team said: experience with teachers  Year-round would improve learning, not economics or families  Guest visits/business/community volunteers  By not allowing community members/professionals to Four Table Teams were in favor of the status quo: communicate - "bringing them in"  Summer vacation best  Advisor/advisee program middle school and high school  Facilities don’t support summer instruction (late June, early  Multi-age tutoring within schools (high school helping August) elementary students of example) o Need air-conditioning  Coat Drive  Time to rejuvenate, both students and teachers  Musical performances at local senior living facilities  Need time for optional summer programs  Small-engine repair for the community  Many teachers are engaged in Professional Development

Internship + Service Learning Opportunities Two wanted change:  Looking for real-world experience but they need to be prepared  Spread the vacation times evenly throughout the year with skills that will make them valuable to their sponsor o Yes, improves learning  Years ago we had an internship program for Seniors. I would  Year-round may improve teaching and learning love to see it come back for all skill levels by application. Let  Year-round school year better for continuity of learning the student make the argument to support what they want to do Current policies for teacher retention and advancement Are there alternatives to “seniority?” The Student Table Team said:  Authentic evaluation “with teeth” desired for teachers OPERATIONAL PARAMETERS Other Table Teams said: Working in Table Teams, participants explored many of the fundamental  Evaluations operational parameters that bind the District stakeholders, and tie the  Merit  Incentive-based “above and beyond” tier

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 14 Frank Locker Educational Planning October 2013 Ch 3 Educational Vision

 Particular expertise, school needs, performance evaluations  District involvement/merit  Recognize teachers’ use of Professional Development and “added” involvement in school

How would any alternatives improve teaching and learning?  Greater involvement in the District  Allow staffing to be based on student needs  Retention of “best teachers”

Would they be more economical?  Could be if there is pay scale based on years of service  Possibly  Yes  Create different teacher roles in schools o Create a teacher leader track o Create a classic movement scale

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 15 Frank Locker Educational Planning October 2013 Ch 4 Facility Concepts

INTRODUCTION The Visioning Team developed concepts for the future Hamilton Wenham Regional School District (HWRSD) schools. They are defined though:  Places for Learning, detailed descriptions of the learning environments  Facility Implications of the Educational Vision, concepts distilled from the educational concepts developed by the Visioning Team and outlined in Ch 3, Educational Vision

PLACES FOR LEARNING The Visioning Team reviewed fourteen exemplar schools from the USA, the United Kingdom, and Australia. Working in Table Teams they ranked the schools for appropriateness for the future HWRSD schools.

The Table Team responses reveal important concepts for planning future HWRSD facilities. Key aspects of the responses are as follows:  Strong belief that the traditional school planning format of isolated classrooms placed along anonymous corridors is inappropriate for 21st century learning in HWRSD  Planning with suites of spaces, linked to foster flow between related teaching and learning activities  Desire for learning space plans that support multiple learning activities by small student groups  A variety of furniture that empowers different learning modalities  Facilities support for project-based learning Facility  Location of teaching specialists very close to learning spaces  Support for teacher co-teaching Concepts  Spaces for student collaboration  Foster independent student exploration  Windows between spaces to make learning visible  Zones for student presentations  21st century interpretation of the function and plans of Media Centers  Flexibility

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 1 Frank Locker Educational Planning October 2013 Ch 4 Facility Concepts

Most Appropriate Planning Concepts Table Team comments included:  Skylights ALL RESPONSES  Multi-purpose Café – furniture The composite scoring of all of the Table Team responses gives a good  Cubicles (multiple types) indication of the overall values and goals of the workshop participants.  Loft The overall scores for each exemplar immediately follow, accompanied  Quick shift of collaboration tables by representative photos and Table Team comments for each.  Breakout booths

 Transparency HS/MS Most appropriate in order starting with most cited:  High interest space

 Sense of light/airy Cited five times  Fosters respect M Milan HS Center for Innovative Studies  * Need to invest in teacher/teams collaboration or design won’t

be used to potential

 Group booth areas

 Lots of interior glass

 Lots of student workspace

 Independent exploration

 Collaboration

 ↑ Independent, self-monitored learning

G Concord Elementary Schools

Featuring:

 Spaces to support project-based learning

 Teachers share spaces

 Students work in teams and individually Featuring:  Varied spaces and furniture allowing more focused support of  Library/Media Center organized as the access to all Classrooms various learning modalities  Shared spaces for hands-on learning, presentations, and o Collaboration computer uses all contained within the Learning Corridor o Making things  Small Group Rooms interspersed between Classrooms o Design

 Allowed by teacher sharing

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 2 Frank Locker Educational Planning October 2013 Ch 4 Facility Concepts

Table Team comments included: Table Team comments included:  Color  Elementary – literacy focus  3D architectural/detail  Shared specialist space  Curves/profiles  Folding walls  Combines traditional with innovative o Best budgetary →  Flexibility, adaptability  Breakout spaces integrated into classroom  Common core – displays, flex space  Barn doors  HS/MS  Good use of Hallway space  Library integration  Specialist Centers  Display area  Specialist Area  Breakout spaces  Small and large group spaces/flexible  Library Corridor  Barn doors  Display space  Shared support space between classic instructional rooms with  Different sized rooms open walls  Small corner rooms  Breakout spaces outside rooms for flex use  Learning Corridor   Presentation spaces  Small group spaces Cited three times K Forest Avenue K-2 Center Cited four times D Springfield Literacy Center

Featuring: Featuring:  Shared spaces for use by an integrated teaching team  Support spaces for educational specialists between Classrooms  Learning Studios surround shared Commons area  Sliding barn doors between Classrooms and Specialist Spaces  Windows between Studios and Commons area  Use of Corridor as breakout space  Teacher Planning Center as home base for teachers  Sliding glass wall to the Corridor  Presentation area  15 to 1 student teacher ratio for Grade 1  Barn doors between Learning Studios  25 to 1 student teacher ratio for Kindergarten

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 3 Frank Locker Educational Planning October 2013 Ch 4 Facility Concepts

Cited two times Cited two times F Slate Magazine 5th Grade Classroom Competition I Cristo Rey Minneapolis

Featuring:  Classrooms/Studios arranged with student team work spaces surrounding an active hands-on learning space Featuring:  Water and cabinets in the hands-on area to facilitate projects  Use of circulation as learning space and demonstrations  Garage doors between Learning Studios and circulation spaces  Symmetrical outdoor learning spaces  Cafeteria functions overlapped with circulation  Flexible furniture  Teacher Planning Centers  An outside learning space mirroring the interior space  Classrooms/Studios open to a shared Table Team comments included: collaboration/presentation/breakout/circulation zone o Garage doors  Folding window walls allow separation or connections between o Furniture, stand-up tables Classrooms/Studios and the circulation zone as desired o Flexible environment o Detail, color, patterns Table Team comments included: o Garage doors o Brings outside in o Common/flexible spaces o Combination of shared + private space – flexible o Walkway/workway o Indoor/outdoor or ↑natural light o Open space to allow for differentiated instruction o Halls, walls, floors for learning

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 4 Frank Locker Educational Planning October 2013 Ch 4 Facility Concepts

Cited one time Featuring: H Waverly High School  Teacher teaming  Individual learning plans for each student  Micro tests each day to determine next day’s learning  Multiple learning modalities, including those established by each student as their favored ones

Table Team comments included:  Individualized learning  Project-based

Least Appropriate Planning Concepts

Cited four times

A Thompson Middle School

Featuring:

 Small Learning Community for 200 students

 Suite of learning spaces

 “Fat L” Classrooms offering more corners for student

collaboration

 Circulation used for learning

 Small Group Rooms

 Teacher Collaboration Center

Table Team comments included:

 “House” teams with breakout spaces

 Open walls between Classrooms

Cited two times Cited one time P School of One P School of One This was also cited twice as Most Favored

Cited one time th F Slate Magazine 5 Grade Classroom Competition

This was also cited twice as Most Favored

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 5 Frank Locker Educational Planning October 2013 Ch 4 Facility Concepts

Student Opinion of Planning Concepts  Support project-based learning with student furniture that allows layout of project displays, models, prototypes, display of student HS Focus work, places to present findings on a regular basis, secure Most appropriate access to learning areas by expert members of the public, M Milan HS Center for Innovative Studies places to store supplies and projects in process, robust I Cristo Rey Minneapolis technology infrastructure, and places for student collaboration in G Concord Elementary Schools small, active groups

 Create labs for active learning, including applied sciences, Least appropriate STEM, and making things P School of One  Plan learning spaces to support grouping and regrouping of

students in small varied groups, each of which may need

acoustical isolation, technology access and large screens, and

places to display work in progress and final products FACILITY IMPLICATIONS OF THE  Pilot places for students to learn personally as mastery learners, and if the spaces prove successful, deploy similar concepts EDUCATIONAL VISION throughout the District The educational concepts developed by the Visioning Team have great implications for facilities. These concepts need to be reviewed in the context of the District’s existing buildings and/or if significant reconfiguration or building replacement results from the Master Plan.  Explore options related to sequential elementary schools, each with more students for operational economies, and each serving fewer grade levels and larger attendance areas  Plan for Preschool as a grade level component of an elementary school, not as a stand-alone facility  Create flexible clusters of classrooms and related learning/support spaces to improve relationships and teacher teaming  Develop Small Learning Communities with students and teachers contiguously arranged on clusters, or pods  Select furniture that supports collaboration, different learning modalities, and is substantiated by brain research  Explore a Freshman House at HWRHS, or reorganize the middle school and the high school to include Grade 9 in the middle school  Create or improve Teacher Planning Centers to foster collaboration, Professional Development, and greater knowing of students by teachers  Plan new/renovated buildings that facilitate the most favored learning modalities and school organizational concepts

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 6 Frank Locker Educational Planning October 2013 Ch 5.1 Notes Workshop 1

AGENDA The first Visioning workshop was held on 7th October 2013. Notes of all activities follow:  Pre-Workshop Videos  Synopsis of Current School Organization st  21 Century Schools Presentation  What’s Relevant/Not Relevant to learning at Hamilton Wenham Regional School District?  21st Century Schools Most Important Issues  What Works at HWRSD? What Could be Better? th  Project-Based Learning: Eeva Reeder’s 10 Grade Geometry Class  Defining Student Success in Life  Review of Current Programs, Services, Deliveries, + School Organizational Structure  Educational Delivery in 2030

PRE-WORKSHOP VIDEOS The Visioning Team was asked to review three videos on education:  Randy Nelson on Living and Learning in the Collaborative Age  Sir Ken Robinson on  Steelcase LearnLab

Visioning Team members identified the most important lessons from the videos in a whole group discussion. Here are their responses:  Pixar – Not judging Notes o Ideas!  Sir Ken Workshop 1 o Creativity is not led in school o Education is another form of survival  How we utilize different learning styles o Collaborative o One size does not fit all  Coaching model is appropriate. See: o Met School o Avalon Schools o Project-based learning

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 1 Frank Locker Educational Planning October 2013 Ch 5.1 Notes Workshop 1

 Steelcase LearnLab o The 20th century was a century of creating efficient o Different schools; the 21st century has been a century of looking o Flexible for effectiveness in schools o Collaborate o 20th century was the century of the teacher; 21st o Teachers able to century is the century of the learner o Simple fix with swivel chairs o The teacher used to hold all the information; now the  There is a tension between process and content teacher is the guide o Employers want process  Research in learning informs us of many effective educational o Standardized testing wants content practices o Some are gaining popularity o Others are not yet in general practice  Learning is more effective when students apply their learning immediately SYNOPSIS OF CURRENT SCHOOL  The Multiple Intelligence theory explains why different students ORGANIZATION learn best in different ways Michael Harvey outlined a few critical aspects of the school district:  21st Century Skills Framework offers a clear concept of skills  The District learning results, by standard measures, are great students need for success in our rapidly changing global  The District has slowly declining enrollments economy. It establishes: o Core, subject-based learning is not sufficient any more  The high school receives a large number of “choice” students o st from neighboring districts. Last year the total was just over 100 Learning relevant 21 century survival skills is just as students important, perhaps more important. These include: o The “choice” students bring economies of scale and allow  Learning and innovation skills the school to offer more courses  Life and career skills o The cost to educate each exceeds the amount of  Information, media, and technology skills reimbursement the District gets from the state  Learning should be interdisciplinary, bridging the gaps between  Do we put anything here about the cost? subject areas  The elementary schools are relatively small, and in old buildings  Learning should be infused with 21st century themes These located relatively close to each other include: o Global awareness  The middle school is the only relatively new building o  The high school was partially renovated in 1999 Financial, economic, business and entrepreneurial literacy o Civic literacy o Health literacy  Learning is a social activity. Students learn better when they 21st CENTURY SCHOOLS PRESENTATION are in strong relationships with teachers and peers Frank Locker presented on the changing values, goals, and deliveries  The Relevance and Rigor Framework of the International that characterize the most progressive thinking about schools in the Center for Leadership in Education correlated Bloom’s United States, and worldwide, today. Key points included: Taxonomy with application, offering a concise understanding of  20th vs 21st century schools: effective learning  Teachers’ work is supported through strong relationships with other professionals

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 2 Frank Locker Educational Planning October 2013 Ch 5.1 Notes Workshop 1

 Schools are looking for more community connections to improve student learning  Flexible furniture is needed to bring the student the support to learn in a variety of modalities

WHAT’S RELEVANT/NOT RELEVANT TO LEARNING AT HAMILTON WENHAM REGIONAL SCHOOL DISTRICT? Individual Responses Visioningg Team members scored the relevancy of the different issues outlined while Frank was presenting. Here is a compilation of their scores. Individual comments follow.

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 3 Frank Locker Educational Planning October 2013 Ch 5.1 Notes Workshop 1

Individual Comments  Meeting all learning styles  What is the end goal? Comments from individual Visioning Team members in response to the  School systems have only been focusing on linguists and math presentation issues are as follows:  Meet more students’ needs. Support all students

 Differentiated instruction ISSUE  Understanding differences of intelligences to make it work 1 Learning Pyramid  We already knew this  I agree with order  Different skills would be benefited  Hands-on, integrative, interdisciplinary – may require teaching  Many different types of learning are used multi-age groups  It’s true – but disregarded too often  Deeper understanding, responsibility  Students all have strengths and weaknesses but use strength to  To identify what should/shouldn’t be moving develop all skills  Seems to take out of time???

 Don’t agree with all synthesizing 3 Integrate arts in core learning  Touches upon different learning styles  Irrelevant to our school  The goals is a long-term education so the more it becomes  Improvisation requires synthesizing information, taking risks, internalized – the better and teaching others  True  Experiential  On a daily basis, I see the positive effects of this kind of  So important but something scary to balance it, to integrate it teaching (when it happens) with my students and my own purposefully, not just tack it on children and I see the negative effects when the teaching does  Yes, but needs to be done well not allow for the multiple intelligences, need for movement, and  Learning is doing varied learning/teaching environment  Widely available outside of school day in our community – few o Discouragement ELL o Disengaged  Arts are excellent in HW but not integrated as much into core o Frustration learning  Active learning  Personal weakness  It is important the way we learn  Acting helps to learn/retain  Love the flipping of the model  I’ve seen it work – eg Harlem Violin  Active learning – HW has opportunities for this outside the  The mind and body are integrated classroom but not inside  Great experience - Waldorf  Upside down, yes, however the 10% must be incredible to

ensure success with 90% 4 Environmental Sciences/Sustainable Living/STEM/STEAM  Enjoying all children of all styles  Very important  Teachers trained to use this method  I like the idea of dinner table talk  The learning process needs to be active. “Flip the classroom”  Too specific of a task to meet all learners? with responsibility  Get out of the classroom. Project-based/learn by doing  I still have trouble retaining order – a little structure can go too  Not only important as learning experience but for internalizing far our global need to focus on environment and create solutions.

Respect for environment from Day 1 2 Gardner: Multiple Intelligences  Hands-on environmental awareness of future  It is the teacher’s job to adapt to the student?

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 4 Frank Locker Educational Planning October 2013 Ch 5.1 Notes Workshop 1

 “Hands-on”  Building a relationship with a teacher is important  More fun way of learning – helps kids pay attention  I would need to read more to understand  HW is very strong on humanities and arts; STEM not as strong.  We are fairly small-net as ??? ??? this, but doesn’t focus on Also HW are MA “green communities” – a lot to build on with the prep for life/decision community, but not featured in schools  Would be beneficial to students  Teachers’ outside skills beneficial. Would be very beneficial to  Again, I’ve seen this work. We need an advisor/advisee students system. Also humanities – THE MET  Critical to teach kids about sustainability so they can teach their  Social aptitude is important to success parents  Ability grouping is a plague in our district and limits opportunities  The environment (and world) as a topic is a great learning tool for inclusion of students with disabilities which engages kids, parents, teachers + community  Kids can get too pigeon-holed. Kids learn a lot in a summer.  Immediately applicable + relevant Like the advisor/advisee  Great experience – Waldorf  Our grade level sizes (>17<) fits with this!  Promoting decision making should be part of this  Our numbers are there already

5 Relationships: Dunbar’s Law, “Magic of 150”, Breaking Ranks, 6 Computers for Learning: Adaptive Learning, Blended Learning, Advisor/Advisee programs Computer Games Learning  Summer vacation is important but advisor programs are as well  Need tech plan completed  Enviro model + coaching, collaborative advisor  I like technology – can find the best way to teach us  Smaller groups = more trust  Privacy + data dictate all learning risks losing spontaneity  We know them – they know us. Collaboration   We have a small district. Relationship among peers is very  Maybe not for younger students common  Don’t want the specific technology to be the focus. Want the  I’ve been in classrooms with multiple-age groups. It actually focus to be on the bigger picture helps  Interesting – getting some parent push-back re use of  I think relevant, but not sure as important as many other things technology we are discussing  Motivating to kids – MIT – Scratch/save work/problem solve with  Relationships vital – value our current 6 years in elementary failures. Easy to adapt school model  But teachers need to be well informed on how to integrate this  What does this mean re relationships + teacher loads of 150 – medium and be interactive with the students 500?  Need to learn more – elementary?  Sub-groups by learning style, age, sports, Academies, interest,  Guide students’ learning ability Small Learning Communities  More interested in using technology as a tool for creating  I believe in the small grouping but doing the grouping is hard  HW starting on flipping classrooms; has not started  Value of relationships adaptive/learning  Take “responsibility”  Student-involvement  Relationships are essential to learning in MS – students need to  Helpful in some classes – not in others. Depends on how be and feel known teachers are together  Can’t know 100 people well – one on one. Learn different “stuff”  Depends on the game – should be great over the summer – meet with advisor/advisee like college  Authentic relationships can be built

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 5 Frank Locker Educational Planning October 2013 Ch 5.1 Notes Workshop 1

 Students are using computers and technology. Schools need to  Slide 8/typo in unpredictable capitalize on this! Students should be integrated and actively  Business and education need to work together. We need to work with all student relationships prepare our kids for “real world” success in business  Should not be data driven; the foundation of education still must  Helps kids create something personally meaningful be interpersonal relationships 9 21st Century Skills 7 Revised Bloom’s Taxonomy  A focus point  I like the idea but not everybody is creative  Life skills/communication is important  Application of knowledge for later use  Multi-task, learning  Web’s depth of knowledge  Always developing  But should not reflect time spent  4C’s!  Guide for instruction/planning  Teaches  To be more creative  Life skills – bottom up  Process input. In the age of Google, who really needs to  To be creative memorize a ton of facts?  4C’s – creativity, critical thinking, collaboration  Need push to active learning; creating  Skills needed are changing  Noun → verb  Combining “worlds” through technology  Share Q – around sharing support how low K-1, 2. This is very  4C’s – my HS son says his attempts at the HS are generally much a systemic area of needed also with Webb – towards top squashed & less - OK  Vital to move forward + stay modern  Action words - key  Chutter’s Candy Connection – NH  Invention and creativity are demanded in today’s world  What upper class has been doing in many years!  Should only be a ??? at learning; too many unhealthy side  We need to look at the whole child and prepare them for life effects using all subjects (4C’s)  Taps into creative learning and also a start at creation  Makes it relevant and meaningful  Defines what kids need to do/taps into kids/engages more 8 Daggett: Relevance + Rigor Framework  I’m a math person who does not like all answers to be correct 10 Jerald’s Research on 21st Cent Education  Can adapt to any situation  Social skills are important  The end all to all problems that do not apply to real world  May be true – but who teaches what have to do with ???  “ is more important than knowledge.” Real-world knowledge? problem solving  Should not think of these as comparable to each other  Apply – action  These are kids! Not employees!  Applying knowledge to solve complex problems is the future  After sitting in a classroom the last 11 years and trying to find  Application – apply across board specialty job, I know first hand  Do they have to be different approaches – multiplication tables,  Divide? state capitals – use ??? ?  Skills as priorities  What if not what is?  Artificial separation between the disciplines and skills rated high  Gets to active/authentic learning  Business work ethic – bottom line $  Ability to apply knowledge is good  Employability is a necessary reality  There should be more real-world connections  Vital for our schools to get ahead with technology

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 6 Frank Locker Educational Planning October 2013 Ch 5.1 Notes Workshop 1

 Need to open opportunity and engage students  The idea of building all new facilities is not financially realistic.  New skills are needed – ie critical thinking, oral communication, Also, we don’t know what facilities might be best 10, 20, 30 teamwork + ethics vs content years from now  Problem: kids learn to “take it”  This is important, but we don’t do it well  We should/could use to design. Nice to teach leadership  If it’s being used in elementary or middle, there needs to be time taken to talk about appropriate use of space. Will have to be 11 Project Based Learning, Africa, Café Parisian revised frequently at elementary  Projects (if students are interested) would create more learning  Creates more creative + collaborative opportunities  Exciting – allows for the potential for long-term collaboration  We had this but lost it! We miss our team in clusters in projects and enhance community life classrooms – we have been transformed to a 1970’s junior high!  Blind leading the blind. 6th grade – give me a break. Undergrad  Students/teachers truly know one another – trust… - yes  Small class sizes are better, you can focus and work better  Real-life application together with 10 people rather than 30 people  Similar to Science Fair  Reminds me of the reading lofts from First Grade  So important but overwhelming to implement  ESP service/community learning  This is how I continue to learn. Life-long learning motivator is  A way to ensure authenticity; could be a way for HW to lead the project-based pack & we have excellent regional resources for this  Love the idea but have reservations on how you hold all kids in  Yes to a “suite of spaces” group accountable. How do those with disabilities – like slow  The learning environment would be much improved processing but capable – fit into this model? Needs to be  It works + is fun + interesting for students. Service learning – carefully thought out to be success for all very good  Engaged, motivated learning  The space needs to support and encourage collaborative  Collaboration, teaches all can be correct. What did the learning – Could open it up to community student(s) learn? Engage  Has a lot of potential for access for students who utilize walkers,  Learning with projects is much more helpful wheel chairs, etc. Really enables options for class structure.  Articulating is how teachers will learn to create well-designed This would lay a foundation that opens up possibilities for the projects that meet learning objectives and work as projects time inclusion of students with disabilities, including those with  Teachers need to embrace. The way to go significant disabilities  Real-world follow-through? Or project for learning’s sake?  Again, more comfortable, better flow, more like people  Requires multi-discipline approach with department required to communicate work in unison  This is important if it is built upon interdisciplinary ???, not  Best way to incorporate many lessons putting same stuff in a different box  Again, it works to engage students  Would solve real-life problems using all the necessary skill 13 Flexible, Varied, Brain Based Furniture  Fun, sense of accomplishment  Students need to fidget – but would cost $. I like different  Way more interesting; move away from babysit/control model seating but do not want office style. Comfort is important  Enhances different learning styles. Movement increases 12 Clusters, Pods, Small Learning Communities synthesis of info between both sides of the brain  Need at MS  Really. How much difference does this make - <>.0001<>?  I like the idea to ease from one subject to the next  Movement – but distracting in a traditional classroom?

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 Yes this is important, but not as important as the overall  Yes but, learn from the past. Be mindful of “open plan” pitfalls – educational vision shift in practices must coincide  Need to move furniture/people to fit task  Supports needed collaboration and learning space  Yes, but we need to be willing to adapt. This is easy to change  Must train teachers to use/open classroom debacle and easy to do poorly  Better use of teacher’s skills. Don’t make it so busy  Seems like a somewhat low cost way to move forward – the  Nice to see HS classroom designed like elementary classrooms challenge is how to stay current → give choice to kids  Keeps focus  Facility/furniture either supports or inhibits learning 16 Teacher Planning Centers  To stimulate/accommodate varied needs  Different teachers should meet  Less furniture at elementary  Cultural change regarding collaboration  Moving towards shifts. Flex space “upgrades” needed still  Love the concept but things are changing so fast. I am not sure  School is difficult to sit through/focus without moving there will even be a Computer Lab in 5 years  Furniture - key to change  The only times the teachers get together  Allows for sensory needs of all students, especially students  If a teacher is not going to have a special room, I feel they at with disabilities – “normalizes” this need least need a home base that’s theirs  Furniture should support what we want kids to do/right now it’s  Collaboration – but also need teachers to keep own ideas about control  Providing time is also need to encourage collaboration  I found more sharing of ideas occurred when we had a central 14 New Technology Close By Teacher’s Room for lunches  IMPT?  New time to collaborate  Technical changes – expectation of teachers?  Increase collaboration  As a supplement  Looked like really inefficient large environment  Relevant if accessible to all  Need to get rid of department structure, need to get rid of desks  “New” = global  Teacher sharing 17 New Media Center Concepts  1 to 1?  Social setting  Presents more learning  Still 1 kid – 1 computer. May be nice to have  Mobile tech = instant access to knowledge/creative tools  Social groups – what about introvert vs extrovert?  Ease of teacher flow important 15 21st Century Learning Spaces  Open concept + group learning  Need to be eco-aware – “green”  Better use of “tech” space  Needs variety of space for variety of teaching  Integrated/not a separate class  What will it cost to make changes to the existing structure?  Allow places for the introvert – so much emphasis on  Communication is key in order to collaborate collaborative  Sharing facilities necessitates, or at least promotes,  Knowledge is not with books anymore – why shouldn’t the collaboration space reflect that?  Open learning space is good  Workplaces for deep study. Collaboration raised in importance 18 Flexibility for Change  Flexibility  Try to change building without spending lots of $  Need for a specific place? Mobile computing/cloud  Adaptable

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 No matter how carefully we plan, we will probably not be able to  Get Seniors out → if they are going to live a life of foresee all future needs independence, why don’t we put them in a place where they  Able to adjust to different needs learn it?  With regard to also change if plan doesn’t work  Absolutely necessary given the rapidly-evolving global 21 New Schedule Concepts, Integrated Learning community  Make MS/HS more efficient  Very important since HW is very much at the start of long-term  New schedule planning. We don’t know which direction we will go in  Self-directed service/APP oriented  History of poor ??? ??? placing of town building  Love the planned block. MRMS – huge problem with no time to  Environment needs to support change connect with adults  Who knows what’s coming?  Could be wasted time  Like integrated learning  The schedule and master schedule are the heart of what we  Flexibility in space = respect for changing world believe about teaching and learning  Better schedule gives more learning spaces for students 19 Clusters, Breakout + Commons  Our current schedule in HS does not work well  Comfort + small groups  Schedule is a big challenge for us. Also  Natural light companies/parents/community groups not seen as partners –  We value our current, limited breakout spaces/tables in public we need this! spaces  Time shared  Schools are social spaces and learning can happen anywhere  Taking 3 courses may not be enough  Had this in HS – did not use the bell 20 Internships, Service Learning  Move away from babysitting and central-based scheduling  Base everything on student interest. Community days are needed 22 Integrated Applied Learning  Community involvement mainly limited to friends, groups, and  I think Wood/Metal Shops are needed fundraisers. WE NEED MORE HERE!!  Something to be proud of  Who organizes? Expectations of teachers?  Eliminated HWRSD a few years ago at MS level – teacher  Real-world – out of the school into life after school problem-solving  Not sure this is right for everyone – but great idea for sure  We need more opportunities for students  Absolutely! Especially for Seniors  Promotes design thinking/creativity  For many students I see, real-life purpose might be the motivation they need to push through with their learning 23 Teacher Teaming/Collaboration disabilities and find learning strategies that work for them  More math and science students  “Learn by doing” – able to be placed after school  Multi-age disciplinary = innovation  Probably less relevant here due to socioeconomic level and  Again, who are these teachers? Critical! opportunities available to our students already  But with time to be extrovert  More closely replicates post-school life  Seems more for college level  Back to internships from the 80’s. Seniors helping Seniors in  How else will we create new ideas? our HS  Planning is key and the piece that often gets dropped because  Provides real-world examples of scheduling issues  Fund to have relevance in community  Collaboration is key; also need to hold individual accountable

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 Teams are able to better meet needs of wide range ability/style ST  Time to make classroom visits non-judgmental and non-scary 21 CENTURY SCHOOLS MOST  Must make sure teams work together well IMPORTANT ISSUES  Interested in knowing more. What do the “measures” look like Visioning Team members, working in Table Teams, were asked to for core areas of focus area? identify the three most important issues for learning in the 21st century in  Depends on the manner teachers collaborate the Hamilton Wenham Regional School District. The results were:  Key to change  Again, doesn’t address introvert SUMMARY  Shares knowledge and interdisciplinary thinking 3 Most Important Issues for HWRSD  Flexibility 24 End of the Classroom as We Know it Today  Collaboration  Worried about the cost vs benefit  21st century skills  We need a new model but how do we keep it flexible enough?  Faculty schedule We don’t know what we will need in the future  Project-based learning + service + internships  Yes – but it’s as much teaching as classroom  Community recognition  As a parent and teacher, I am ready for positive change! I have  Risk-taking been very frustrated with where MCAS has inadvertently led us  Student-centered TABLE TEAM 1  Systematic changes is required at all levels 3 Most Important Issues for HWRSD  Facilitates our shifting  How does faculty inform learning process?  Having individual rooms that foster a specific idea based on o How to align resources? subject and scope would be better than now  Parents  Yes!  Teachers  Are we willing to change our expectations and not re-live our  Community own experiences of school?  Curriculum  Building 25 Other  Changing learning processes to be relationship-based,  *Modular = changeable integrative, collaborative, and complimentary to all learning  Moving forward styles  “Should be”’ in future  Not being complacent with being good, but having innovation  Create consensus in community and risk-taking to be better  Students took ownership of all aspects  Highlights learning style + skill of each student with teacher TABLE TEAM 2  Method of celebrating hard work, creativity and skills 3 Most Important Issues for HWRSD  What works? 4. Skills, Flex, Collaboration 8. Daggett

9. Skills

18. Flexibility

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TABLE TEAM 3 7 + 8. Revised Bloom’s Taxonomy and Daggett Relevance + 3 Most Important Issues for HWRSD xxiRigor framework 1. 21st century skills 11 + 19 + 23. Student teacher collaboration 2. Project-based learning (integrated applied learning) o Student/student 3. Flexible for change o Teacher/teacher o Be a productive member of society TABLE TEAM 4 3 Most Important Issues for HWRSD TABLE TEAM 8  Project-based learning for us 3 Most Important Issues for HWRSD  Change and group think  Create a community that is engaged in a vision for change – o Community better delivery of education o Staff  The need for 21st century skills o Families  Facilities need to reflect the flexibility that is needed for o How do we value 21st century skills? movement into the future  How to integrate 21st century skills to current curriculum?  Support for implementing risk and flexibility o Schedule o Staff o Physical space WHAT WORKS AT HWRSD? WHAT COULD BE BETTER? TABLE TEAM 5 Frank Locker led a whole-group brainstorming session to address these 3 Most Important Issues for HWRSD issues relative to Hamilton-Wenham Regional School District.  Project-based learning  21st century skills  21st century learning spaces What Works?  School assignments TABLE TEAM 6 o Diversity for kids 3 Most Important Issues for HWRSD  Special needs served in schools 1. Flip the pyramid to encourage active and applied learning,  Small xxiservice, internships  MS + HS 2. Encourage “Magic of 150” for student and teachers (look at  Dedication of teachers despite lack of leaders HS xxicurrent relationships - coaches, band, and theatre) as well as  Successful district xxiteachers for exchange of ideas (common Teachers’ Room for  Community member helpers xxilunch)  At HS, co-curriculars are great 3. Flexible physical space combined with innovative scheduling What Could be Better? TABLE TEAM 7  School assignments 3 Most Important st o Kindergarten 15 + 24. 21 Century learning spaces/end of classroom as we  Special Needs in one school know it and knowing how to use it  Small  MS + HS

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 When you are used to doing own thing, don’t like leadership  Architects 40% of grade  Utilizing community resources  Architects several times o Community resources underutilized  Community involvement  State budgeting formula unnecessary burden on district o Kids interact with professionals  Complacency  Community gets to know about inside school o No urgency toward great o Parents are best allies  Assumption anything new is more $  Project-based learning needs tools  Schedule driven  HWRHS schools have teacher teams o Schedule gets in the way o Could add public o Different schedules at HS and MS  Science Fair, History Fair  1 Foreign language - Spanish  Boy Scouts accredit community adults o Too little  Student highlight - kids learn style strengths/weaknesses o Too late  Winners and losers  Not enough electives o That is life  No advisor/advisee at MS  Immersion in real project  Facilities o Where is the geometry? o Prevent o How/when done? o Maintenance  Ted Talks – good application  Dis-equity of three different elementary schools  Trust the teacher o When done o Cultural expectations  Flexibility of space and time : EEVA  Teaching to the test vs real learning PROJECT-BASED LEARNING  Student: Learning this for MCAS is not a good reason REEDER’S 10TH GRADE GEOMETRY CLASS In this video Eeva Reeder’s geometry class designs a school for the year 2050 in an end-of-year project lasting six weeks. Students work in teams. Two local architects work with the students during the project DEFINING STUDENT SUCCESS IN LIFE and are the external experts for the end of project review and The Visioning Team was given the challenge below. assessment. The architects are responsible for determining 40% of the student grade. DEFINE STUDENT SUCCESS IN LIFE

Workshop participants’ comments included: Identify your focus: elementary, middle, high, or K-12.  Community is under-utilized resource in HWRSD A. Define success in life for our students.  Real legitimacy – real life situation B. What do our students need from us to be successful  No spitting back of formulas here in life? o Life skills C. Define the kind of place elementary school, middle  Student public speaking important  Collaboration ‘in the box’ school, or high school should be.  Rubric a. Identify what educators should be doing.  Refined over 8 years

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b. Identify what students should be doing in TABLE TEAM 2 school. K-12 Focus A. Happiness, self, motivation i. And out of school.  Be confident in one’s self  Financially secure Seven Table Teams responded to the question, focusing on elementary,  Be good communicators middle or high school students, or K-12 students in general. Their B. Be a critical thinker responses were:  Build relationship  Problem solving TABLE TEAM 1 C. K-12 Focus a. Inspiring, foundations, coaching 1. o b. Absorbing and questioning Happiness i. Having fun, engaging the community o Self-efficacy o Confidence TABLE TEAM 3 o Risk-taking o Elementary Focus Relationships A. o Money – financially sound and wise o  Happy Self-knowledge  Engaged o Knowledgeable o  Enthusiastic Resiliency  Self-advancing  2. Now 3/10  Problem solver o Support/safety to take risk o  Able to work with others Experiment  Friends o Inspiration o  Developing independence Passionate mentors  Empathy o Relaxation/self-care skills/stress management o B. Fostering environments and materials  Safe environment  3.  Encouragement o Teaching useful skills o  Family outreach/involvement Inspiring risk-taking and thinking outside box  Resources and tools o Inclusive environment o  High expectations Humorous  Structure o Flexibility o C. Communication a. o Multi-modal o o Collaboration Interactive/hands-on learning o Listening o Bi: Giving back to community o o Risk taking Bi: Practice self-care o Facilitating o Experimenting b.

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o Creating o Taking risks o Trying/effective effort o Collaboration, growing o Communicating o Problem solving o Problem solving o Creating, communicating o Ask questions/make friends  Play TABLE TEAM 6  Exercise K-12 Focus  Trying new things  Demonstrating responsibility  Explore  Community service  Community service  Stand tall to peer pressure  Involvement in sports/activities/work TABLE TEAM 5  Socializing K-12 Focus  Reading for school/for fun A.  Awareness of the world/global citizen  Self-sufficient  Unstructured free time, playing  Employable  Taking healthy risks  Choose field of interest  Confidence TABLE TEAM 7  Healthy relationships  Have access to all opportunities that they wish to pursue  Responsible o Don’t allow them to shut their own doors  Lifelong learner o Be a productive member of society B. o Be life-long learners  Opportunities to explore interests  A vision to define their path  Foundation skills o Health modeling  Communication/literacy o Have opportunities to take risks, make mistakes, fail  Support, emotional, financial o Know difference between collaboration vs plagiarism  Encouragement, feedback  Provide safe, non-judgmental schools  Safe place to take healthy risks o Ask the right questions and listen to the answer C. o Provide current learning experience a. o Educate what colleges/employers/vocations look for o Teaching o Determine student interests o Assessment o Engaging parents/guardians as partners o Planning appropriate opportunities for learning o Building relationships o Staying current in best practices o Providing encouragement b. o Active participation o Demonstrating effort

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REVIEW OF CURRENT PROGRAMS, On your flipchart(s), record your table team’s answers to the following questions: SERVICES, DELIVERIES, + SCHOOL 1. Identify the number + the topic ORGANIZATIONAL STRUCTURE 2. Is this topic something we are serving right now at The Visioning Team was given this challenge: Hamilton Wenham Regional School District? 3. If so, how/where/in what way do we currently serve PROGRAM REVIEW the topic? Here is a starter list of topics, covering types of learners and 4. Is this topic important? How much? learning modalities currently at Hamilton Wenham Regional 5. How well do we serve the topic? School District. This list is not complete. Brainstorm with 6. Should we improve our your table team to add others that are worth exploring. programs/service/organization focused on this topic? Yes or No? TOPICS: LEARNERS, MODALITIES, + RELATIONSHIPS 7. If “Yes”, how do we do that? If “No”, why not? 1. Students with special needs: Special Education 8. Identify facilities implications of your improvement 2. Students with special needs: Gifted concepts 3. Advanced placement/honors 4. Students who think (or we think) will not go to Here are their responses: college/tech school/military #1 STUDENTS WITH SPECIAL NEEDS: SPECIAL EDUCATION 5. Students who are bored/disengaged with school Table Team 1 6. Students who are musical learners in core courses 1. #1 SPED 7. Students who are bodily/kinesthetic learners in core 2. Yes – 1st support teams st courses 3. 1 teams o 8. Students who are visual learners in core courses Process for testing, etc. o Specialists serve kids with IEPS 9. Social emotional learning in core courses o Segregated programs and inclusion 10. Critical thinking skills in core courses 4. Yes 11. Problem solving in core courses 5. Elem – lots of support 12. Interdisciplinary learning in core courses o Transitions ES to MS a weakness in collaboration to make 13. Applied learning in core courses transition o Schedule drivers services 14. Teacher collaboration in core courses o More communication needed with parents re: paper work 15. Others of your choice and responsibilities 6. There are a number of struggling learners not in IEPs who Each table will pick a few of these topics to review. All need more RTI - fall into a gap items are to be addressed. 7. WP skills classes o How to differentiate in classes without? o How to collaborate and co-teach for effective teaching?

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8. Teacher time 4. Yes, very important if goal is for all to reach full potential for o Learn how to collaborate this % of student o Appropriate designated spaces for OT/PT, etc 5. We could do better! o Quiet spaces without distraction 6. Yes!! 7. Explore opportunities and plan partner with other Table Team 8 organizations/institutions 1. Yes 8. Facilities 2. Yes, Pre-K through age 21 3. Out-of-district/in-district #3 ADVANCED PLACEMENT/HONORS o Specialized programs Not chosen. o Supported services in classroom o Tuition in programs #4 STUDENTS WHO THINK (OR WE THINK) WILL NOT GO TO o Early programs XXXXXCOLLEGE/TECH SCHOOL/MILITARY o Co-taught classrooms Table Team 3 o Tutorial 4. Students who think or we think will not go to college/tech or o Accommodations through 504 military 4. Yes o IEP transition plans o Provide the right integration/mainstream services so that our o Guidance counselor students are successful o Electives o Community o Expand diversified learning o Legal requirement vs reality  Yes, it is very important o How well?  Not serving really well, not equitable 5. Are we over-identifying?  Yes, we should improve the program o How can we best meet the needs?  Yes, improvement at middle school level o Middle school has higher rated o Improve/expand HS guidance o Strong specialized programs yet how can we be more o Improve diversified learning inclusive? o Teaching others 6. Overlap w/#9 Social Emotional Learning o Teaching assistant o How to highlight the strong and qualified master Special Ed o Community mentorships teachers and provide mentoring and support for reg ed 7. Strengthen guidance support for all #5 STUDENTS WHO ARE BORED/DISENGAGED WITH SCHOOL 8. Building SPED teachers Table Team 5 o Spaces and design of school does not best support services Students who are bored and disengaged with school and collaborative co-teaching  We are not currently addressing these issues in a systematic o Training of para-professionals way in our schools  (IST System) Support for higher profile needs #2 STUDENTS WITH SPECIAL NEEDS: GIFTED o Compliant/respectful students who put in a minimal effort Table Team 2 during the day 1. #2 Special needs – gifted o How to measure? 2. No specific programs K-12 o Survey students 3. N/A o Be open for opportunities - HS Genius Bar

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o Physical environment could positively impact 7. Get out of the bubble – see what others are doing o Collaborative conversations among teachers provide o Integrate across subjects extensions/challenges not just more of the same o Problem solving o Questioning #6 STUDENTS WHO ARE MUSICAL LEARNERS IN CORE o Need common definition into the T’s first COURSES o More focus on upper level of Bloom + Daggett Not chosen. 8. Small group areas o Variety of flexible spaces, including outdoor options #7 STUDENTS WHO ARE BODILY/KINESTHETIC LEARNERS IN o Right side CORE COURSES Not chosen. #11 PROBLEM SOLVING IN CORE COURSES Table Team 3 #8 STUDENTS WHO ARE VISUAL LEARNERS IN CORE COURSES 2. Yes. Not chosen. 3. Teaching explicit problem solving strategies

#9 SOCIAL EMOTIONAL LEARNING IN CORE COURSES #12 INTERDISCIPLINARY LEARNING IN CORE COURSES Table Team 1 Table Team 6 2/3. Yes  Expand idea of ‘interdisciplinary’ o Ear – strong (responsive classroom, kids in company)  We are minimally serving this needs, less so as the students o Mid – moderate/low (adjustment/change is not addressed as age well) o State regs discourage ‘time on task’ - teach to test o High – moderate (time of crisis, classroom expectations,  Elementary schools, by definition of one classroom teacher, are respect) doing this better 4. Yes, very important  HS has new forensics class (chem, anatomy, bio, writing, 5. Need improvement in MS/HS debate) 6. Yes. o HS manufacturing class (applied tech, math) o Advisor program (middle school adult/student relationship)  Very important to hit various interests and learning styles o Increase peer to peer o We need: 8. Time to develop relationships o Teacher collaboration time o Scheduling o Increase project-based learning o Need large communal area o School visits to districts that do this better o Internships for all learning levels #10 CRITICAL THINKING SKILLS IN CORE COURSES o Volunteerism as part of portfolio Table Team 7 1. #13 APPLIED LEARNING IN CORE COURSES 2/3. Where we think about it most is at HS level in history – not Not chosen. as well as we could be there or elsewhere 4. Yes. Can look everything else up, need critical thinking skills #14 TEACHER COLLABORATION IN CORE COURSES to take what you know and apply to a different/unique situation Table Team 4 5. Not well enough 1. 14# Teacher collaboration in core 6. Needs to be integrated, yes. (Field trips?) 2. Somewhat in elementary

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o Facilitated by individuals and proximity and schedule at HS 2. What will faculty/staff at HWRSD be doing later in o By chance the 21st century? o No teams at MS (6-8) o No joint planning a. What is “a day in the life of a teacher?” 3. Catch as catch can b. How might facilities be impacted? o No formal collaboration at elementary based on projects 3. What will the nature of school be like later in the 4. Yes, very. 21st Century? o It inspires teachers and kids and deepens/reinforces learning a. How might facilities be impacted? o Helps kids make connections we might lose 5. Not 4. How will the community be involved in the 6. Yes school? 7. Make it a priority Or, how will the school be involved in the o Set up schedule around it community? o Design a. How might facilities be impacted? o Staff appropriately  Facilities needs and necessary tools 5. How can buildings be flexible to respond to o Students: Work spaces large enough to accommodate changing needs? groups a. How might facilities be impacted? o Staff:¨ Formal and informal gathering and work spaces besides copy machine and bathrooms Three Table Teams responded to the challenge. Their thoughts were:

#15 OTHERS OF YOUR CHOICE TABLE TEAM 4 Not chosen. Middle School Focus 2. Day in the life – student o 6th different, then 7 or 8 o Teachers work in teams o Interdisciplinary project-based EDUCATIONAL DELIVERY IN 2030 o 6th grades transitional, different, more guidance Workshop participants were given this challenge: o Facility – 6th different space at least part of day 2. Day in the life - teacher EDUCATIONAL DELIVERY IN 2030 o Teachers work in team/grade level/projects Identify your focus: elementary, middle, or high school o Classes co-taught o Fluid partnerships o Answer a few of the following questions: Facility flexible to allow movement 3. MS facility allows participation in environmental/social 1. What will students at Hamilton Wenham Regional st projects School District (HWRSD) be doing later in the 21 o Community, service projects century? o Compost a. What is “a day in the life of a student?” o Sustainable landscape designs o b. How might facilities be impacted? Solar energy o Recycle

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o Child care o Welcome parents/community o Tutoring

TABLE TEAM 7 High School Focus  _% of daily life will include on-line learning  Day shared w/working  Flexible timing/scheduling  Some learning at home? Loss of social skills  Students more accountable for their education  Self-aware, more independent o More self-confident o More caring  Facilities more collaborative and flexible  Teacher as coach  More small groups  International teaching and learning  Project-based that is all inclusive  Cradle to grave HS

TABLE TEAM 8 K-12 Focus  Students will be doing o Target based, collaborative integrated projects o Self-directed small groups o Interdisciplinary focus o Mastery of 21st century skills o These skills will be critical to the success in school and later in work/life o Technology will be seamless in all they do  Teacher will be guides and balance of power will be more equal o Student-centered vs teacher-centered  Teachers will be team-based and feel supported themselves  The environment will be more diverse and focus is more global regional issues o Think and act globally  Greater involvement of whole community  Facilities will be built in a way that supports learning o Design/furniture o Chairs/desks bubble o Open to the environment

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AGENDA The second Visioning workshop was held on 21st October 2013. Notes of all activities follow:  Learning Modalities  Mastery-Based Personalized Learning  Project-Based Learning  Blended Learning/Flipped Classrooms  Efficient Delivery of Programs + Services  Effective Delivery of Programs + Services  Larry Rosenstock on High Tech High  Exploring Innovations in Education  School Size + Grade Structure

LEARNING MODALITIES

Four Table Teams were given this challenge:

Identify your focus: elementary, middle, high school, or K-12.

Here is a list of learning modalities. Which ones should we be using most at HWRSD? Least? Rank them in order of effective for learning, from most to least. (Importance implies extensive application.)

Notes Group consensus discussion:  Record your work on flipcharts Workshop 2  Identify only the top five and the bottom three  Identify the facilities implications of the most important choices

Identify only the top five and the bottom three.

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Top 5 Bot 3 Why/ The responses were: XXXXXXXXXXXXXXWhen? A. Direct teaching ______SUMMARY B. Lecture (sustained direct teaching) Most Cited as Effective Learning: F. Small group/seminars, cited by 4 of 4 Table Teams ______J. Project-based learning, cited by 3 of 4 Table Teams C. Seminar instruction ______O. Social/emotional learning; cited by 2 of 4 Table Teams D. Teacher team/synchronous collaboration K. Making things, prototyping (action researched), cited by 2 of ______xxx4 Table Teams E. Independent study (Senior Project) Most Cited as Least Effective: B. Lecture, cited by 4 of 4 Table Teams ____i ______S. Distance Learning (VHS), cited by 3 of 4 Table Teams F. Small group work/student collaboration ____i ______TABLE TEAM 1 G. Peer tutoring/teaching ______Top 5: H. Internships ______A. Direct teaching F. Small group I. Service learning ______G. Peer Tutoring/Teaching J. Project-based learning ______O. Social/Emotional K. Making things, prototyping ______T. Computer/mobile devices L. Interdisciplinary learning ______Bottom 3: M. Thematic/integrated learning B. Lecture S. Distance Learning (VHS) ______P. Student Presentations N. Integrated arts learning ______O. Social/emotional learning ______TABLE TEAM 2 P. Student presentations ______Top 5: Q. Computer-based: adaptive, games F. Small group J. Project-based ______K. Making R. Blended learning/flipped classroom L. Interdisciplinary ______R. Blended Flipped S. Distance learning ______Bottom 3: T. Technology with mobile devices A Direct instruction B. Lecture ______C. Seminar U. Technology with desktop devices ______TABLE TEAM 4 V. Other ______Elementary Focus Top 5: D. Teacher/team synchronous collaboration

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F. Small group/student collaboration d. How many students don’t want others to know J. Project-based learning when they don’t understand the learning M. Thematic/integrated learning O. Social/emotional learning material? Bottom 3: e. How many students feel bad about B. Lecture themselves as learners? C. Seminar 3. Could mastery-based, personalized learning improve S. Distance learning learning at HWRSD?

TABLE TEAM 6 4. If so, how? Top 5: 5. What would classroom activities look like? K. Making things, prototyping (action researched) 6. What tools, technologies and teacher training would J. Project-based we need? H. Internships depending on organization 7. Would teachers be more effective working with each F. Small group/seminars Bottom 2: other? B. Lecture 8. What might this mean for facilities? S. Distance learning 9. Do you think HWRSD should support mastery-based, personalized learning in all classrooms, K-12, on a regular basis?

MASTERY-BASED PERSONALIZED The responses were: TABLE TEAM 3 LEARNING Math 7th Grade Focus Four Table Teams addressed this challenge: 1. 7th grade math 2. Identify your focus: elementary, middle, high school, or a. 22 K-12. b. 5 c. 5 d. 15-22 Develop a project to serve as the vehicle for learning e. 11 (about ½) 1. Identify a classroom, by grade level (and subject if 3. Yes appropriate) at HWRSD. 4. Differentiated, personalized instruction 2. Answer these questions: 5. Expand/contract classroom as necessary  Using technology/peer groups to measure and meet the a. How many students in the class? needs of students b. How many students are learning below grade 6. Repeat teacher and student assessment technology as a level? tool c. How many are above?  Professional Development/planning 7. Yes. Collaboration enhances the application of teacher skill set as needed by students

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8. Modular, flexible spaces  Flexible classroom, flexible furniture 9. Yes, as needed 6. Teacher coaching around differentiation  ‘Structured’ planning time TABLE TEAM 5  Flexible people (adults) Math 6th Grade Focus  Encourages increased inclusion of all learners – flexible 2. a. 24 kids b. 10 c. 3 TABLE TEAM 8 d. 25 Elementary Focus e. 10 1. Elementary – ready 3. Yes, needs strategic plan and support, all grades 2. 4. Coordination of schools/common assessment/data collection a. 22 students to support/inform instruction b. Below ≈ 4-6 5. Multi-modal learning – computerized quizzes (Sociative/ c. Above ≈ 4-6 Edmodo/ Schoology) d. Nearly all 6. Tools, tech, teacher training e. ≈ 5 (not same as bottom 5)  Strong RTI model – district wide 3. Yes  Tech support – vehicle for communication 4. All appropriately challenged 7. Yes 5. Technology  Communication - district  Small groups  Students, teachers, TAs, leadership  Different modalities  Oversight  Students teaching students  Oversight 6. Redesigned space 8. Facilities:  Frequency  K-1, 2-4 schools?  Focus  Schedule change  Short formative assessments  Value collaboration time  Assessment data quickly available to teachers  Effective, prompt use of data TABLE TEAM 7 7. Yes K-12 Focus 8. Flexible space Typical Classroom 1. Grades K-12 2. #2 is a typical classroom a. Class size, 15-25, say 20 b. Learning below grade level PROJECT-BASED LEARNING c. Learning above grade level (not tracked classes) Four Table Teams took this challenge: d Don’t want others to know vs willingness to take risk 4. PLP = IEP for every student Identify your focus: elementary, middle, high school, or 5. More than one adult in classrooms K-12.  Varied activities  Easy access to storage Develop a project to serve as the vehicle for learning

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1. Identify the learning/curriculum goals 8. Now 2. Conceive the project. The project should be 9. Yes, with an adaptive model 10. The tech for video conference, etc, space for group work sufficiently complex to not have a single solution. EXAMPLE: Design a marketing strategy to TABLE TEAM 3 market independent student summer businesses. Middle School Focus 3. Describe the content/subject areas. One, two, or 1. 2). Lesson-based theater (1 semester) more? Bonus for interdisciplinary! 2. (10) Students will develop all 3. Content/subject areas 4. How long does it last? A. Marketing/outreach/sales 5. How prominent is the project within the context of the B. Writing/ELA year/curriculum? C. Collaboration 6. Does it involve community responsibility/service? D. Tech (set design, video, light, sound) How? E. Time management F. Project management 7. Is it enhanced through community experts? 4. Semester 8. When could this get started? 5. Highly prominent, multi-disciplinary, involve students, staff, 9. Do you think HWRSD should support P-BL in all xxxxxparents, community backers classrooms, K-12, on a regular basis? 6. Yes, none can drive? Fund donations? Senior citizens 10. What might this mean for facilities? 7. Yes, marketing, writers, design, trades, engineering, financial 8. Second semester Their responses were: 9. Yes, 1 caveat (EC or elective) 10. Coordination of resources o People SUMMARY WHOLE GROUP DISCUSSION o  Hard to not be interdisciplinary Money o Course connections  It can work as the main course, not dessert o Time TABLE TEAM 2 Elementary Focus TABLE TEAM 4 1. Interdisciplinary learning via current events High School Focus 2. Plan a trip for four to World Series Science/Physics Egg Drop 3. Content/subject areas  Follow design process (STEAM) o Math  Free fall/kinetic PS/vector/trig o Social studies  Drop supplies or people for a natural disaster o  Factor in altitude, speed of plane/air (wind) Writing/reading o o Community Drop zone without damaging product (egg) o Marketing  Design – Tech Ed, CAD program o Tech  Create – Tech Ed o Public speakers  Test - apply physics concepts 6. Public service announcement of fan etiquette  Market 7. Local travel agent to review 5. 3-4 weeks, end of 1st term

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6. No 1. Reflect on the Khan Academy videos 7. Pilots, Red Cross, Coast Guard, FEMA 2. Imagine that your students have experienced a 8. Currently done 9. Absolutely similar video covering the content of a subject you 10. Nothing teach 3. Construct a classroom activity that will engage your students to actively use the content and TABLE TEAM 8 understandings of the video Elementary Focus 2. Geometry City a. Describe the activity 3. At home b. Formulate the questions/parameters for that o Use panorama of city block (Google Maps) activity o Protractor 4. Prepare to facilitate that activity o Vocabulary (parallel, angles, etc) 5. Project what your life as a teacher would be like if o Generate questions for teacher o Create a method you had to know the content of the videos but didn’t 4. At school have to deliver that content o Create city using recycled materials a. What could you do that you do not do now? o Demonstrate knowledge of protractor and vocabulary b. Would there be any liabilities? concepts c. Other considerations 5. How prominent? a. More hands-on time with kids 6. Do you think HWRSD should support blended  Allows for differentiation learning/flipped classrooms in all classrooms, K-12,  Those who don’t prepare drag others down on a regular basis? b. More prep time for teacher 7. What might this mean for facilities?  Need more teacher collaboration c. Computer access The responses were: 6. Yes, with support (training) 7. Computer/tech access SUMMARY WHOLE GROUP DISCUSSION o Small group work focus  Teacher training a must  Use of technology is critical  We need better access to technology  Student and teacher support BLENDED LEARNING/FLIPPED  Parent involvement is a must  Math and physics could be better with this CLASSROOMS  Would need teacher support Three Table Teams addressed this challenge:  Teacher teams could work on this  Will we have support from the district? Identify your focus: elementary, middle, high school, or TABLE TEAM 5 K-12. 1. Khan Academy

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o Benefits parents (can see what students are learning) 3. Activity o Review/repetition of materials o Identify in small group o Length of screen costs o Origins from indigenous to European culture (chart) 2. Parts of the Cell o Components of celebration 3. Classroom activity  Purpose o At home  Arts  Students watch 5 minute screen cast about the POC  Music  Enter ticket  Food  Complete diagram handset  Costumes  Labeling the parts (supported)  Stories o In class  Language  Stations: microscope  Myths  Parts to picture (matching)  Other applicable culture elements  Build-a-cell o Plan a fiesta  Exit ticket 4. Research/planning  Diagram o Roles/jobs  Label POC (not supported) o Recording 4. Prep time to create screen cast/class lesson/stations o Time line o Resources/iPod/computer/technology/training o Resources 5. Shift – still delivering content 5. How prominent? a. UDL/DI reaching all learners o Be more class time for instructor b. Time o Liabilities c. Access to computers at home (students) spare time  What if you need clarification at time o What if student doesn’t do homework?  Needs o UDL o Other - learning styles  All learners (may benefit GN students, but really all 6. HWRSD – support?  Encouraged DI o No not at all o Students benefit from teacher-generated/identified screen o Not K-12 casts – relationship learners o Not all lessons 6. Not for every lesson/every subject o Has promise, needs development to needs 7. Classroom arrangement needs consideration 7. Facilities o Every kids have facilities at home TABLE TEAM 6 o Even at school 1. Reflect on the Khan Academy videos o Research, watching not effective TABLE TEAM 7 o Can’t ask a video a question Middle School Social Studies focus o Learning style  Reflection notes o Can’t follow and try bit by bit o Repeated viewing o Why not read a text? o Self-paced o Selection important o Opportunity to expand and explore 2. Video - -Fiesta in Mexico o Enrich, spark interest

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o Parent able to facilitate and support a. Which schools have challenges?  Pre-revolution b. Which programs have challenges? o – Access o Screen time 4. Identify any examples of brilliance/cleverness o Quick access to others (peers, adults) 5. Review staffing and hidden costs  Activity - teacher assigns a. Including itinerant “lost time” o View 2 selected video clips offering details on each side of 6. Identify potential solutions to identified the “freedom” debate challenges/problems  Loyalists  Pats/revs a. Is staff inefficiency/redundancy due to building o Teacher-guided review of key issues size a problem?  POV in order for students to engage in mini-debates b. Other?  Not sure of side of argument until I get to class  Class divided into two groups with task to selected arguments Discuss in small groups. o Point - counterpoint  Question: What do we need to have more information about in Report out. order to understand the issues of that divide? TABLE TEAM 3 1. No – staffing (duplication of resources) 2. Neighborhood schools vs sequential schools Neighborhood: EFFICIENT DELIVERY OF PROGRAMS + Pros: Walking to school supports social/emotional Cons: Lack of density, lack of consistency SERVICES Sequential: Two Table Teams addressed this challenge: Pros: More cost of efficient sequential, effective use of specialists Identify your focus: elementary, middle, high school, or Cons: Transportation, loss of multi-aged learning K-12. 3. SPED service delivery o Maintenance of infrastructure FOCUS ON COSTS/EFFICIENCIES OF OPERATIONS o Age of facilities, lights, heat, etc 4. Anti-bullying program (OLWEUS) efficient due to intimacy Discuss these issues: %. Food services, support, custodial, SPED services 1. Do our current school sizes result in efficient 7. Upgrade/update facilities vs bandage operations? TABLE TEAM 4 2. Compare neighborhood (P)K-5 elementary schools 1. Comme si, comme ça with sequential (P)K-2/ 3-5 schools. 2. Sequential a. What are the “Pros” of each? Pros b. What are the “Cons” of each? o Resources are age appropriate 3. Identify any operational challenges/problems you  Early childhood  Intermediary think our schools have o Continuity

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Cons o Common relationships due to special programs in specific o Too many transitions (student should take until December to building adjust) 4. Movement to reduce district out-placements by creating in-district o Lack of continuity (ie, adjustment counselors) xxxxxprograms o Bus transportation 5. See #1. 3. Flexibility of space 6. See #3 (challenges) o Scheduling continuity HS to MS o More opportunities for district-side targeted Professional 5. HS, MS staff Development, in-district collaboration 6. See #5 o Solution – shared facilities, purchasing (paper, cleaning supplies) TABLE TEAM 7 Elementary Focus 1. No, not the most efficient o Obvious inefficiencies o Bussing EFFECTIVE DELIVERY OF PROGRAMS + o Shared staff SERVICES o Size – too small? o Five Table Teams were given this challenge: Economy of scale o Support models o Operational costs Identify your focus: elementary, middle, high school, or  Larger schools more efficient K-12. 2. Compare: FOCUS ON QUALITY, CONTINUITY, AND Neighborhood CONSISTENCY OF DELIVERY Pros: Discuss these issues:  PK-5  Status quo 1. Consider curriculum delivery. What is educationally  Small most effective/appropriate? Cons: a. Kindergarten: ½ day vs all-day K  Single building – 800+ b. Preschool: how extensive?  Too large i. Is it more effective to have Preschool Sequential Pros: with grades K and 1?  PK-2, 3-5 c. Substantially separate Special Education  Target Professional Development d. Special services:  Common experiences i. Reading  Collaboration ii. Title 1 Cons:  New transitions iii. OT/PT  Model change (4) iv. Other  Parents/kids at multiple schools e. General education delivery 3. Transportation (school) f. “Specials”: art, music, PE, technology

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2. What are we missing/not doing well enough? a. Choose 1 a. 21st century skills b. Integrated Pre-K c. Effective for children @ Winthrop - efficient way to deliver b. STEM or STEAM services c. Applied learning  Cons: No exposure to other schools d. Integrated arts d. e. Movement i. Yes f. World awareness ii. Could be used more efficiently iii. Yes, if facility is appropriate/available g. Other e. Yes, but boredom/styles could be addressed 3. Is equity important? What does equity mean?  HW is maybe not effective 4. Compare neighborhood (P)K-5 elementary schools  Need to dig deeper with sequential (P)K-2/  HS start later 3-5 schools. f. Yes, but sharing specialists is difficult  Needs more hands-on a. What are the “Pros” of each? 2. Missing/not doing well b. What are the “Cons” of each? a. HS missing out on 21st century skills, especially Seniors 5. Could we have choice schools in HWRSD? Or  Internships choice Schools Within Schools?  Portfolio revision 6. What effective deliveries have we b. Weakness  Facility overlooked/underplayed?  Lack of importance a. Multiage  Tech-ed missing at MS b. Looping  Ap physics c. Teacher teaming  c. Weakness 7. Are there notable brilliant/clever/laudable/notable  Spread too thin  Have access out-of-district applied learning (VOC) educational strategies/situations? d. Music is a strength 8. Are there challenges?  Needs to be more mainstream 9. Identify potential solutions to identified e. Ability to leave campus (HS challenges/problems  Movement throughout the day in addition to gym 10. Are HWRSD’s current class size guidelines 4. Compare: Sequential appropriate? If not what should they be? If lower, Pros: how could they be afforded?  Sequential  Fresh Discuss in your small group table teams  Regulate class size Report out  Different focus depending on academic skill  Group kids with like learning styles TABLE TEAM 1  All feed into same MS (continuity) 1. Curriculum delivery Cons:

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 Too much transition a. K – all day!  Loss of older peers b. Preschool  More teacher collaboration  More flexible  Lose neighborhood  In same building with K-2 (opportunities for  Kid pool 40-120 collaboration and better transition)  Teacher pool 2-6  Not necessarily integrated 5. No, maybe HS c. Inclusion relevant to long-term student goals, individualized 6. Overlooked/underplayed access a. If student/teacher ratio is appropriate d. Data-driven social services to ensure students are identified b. Depends on teachers and students xxxxx(RTI) 10. Yes. Choice students provide positive impact e. RTI-based instruction for all students, account for learner xxxxxvariability – DI TABLE TEAM 2 f. Specials can be more integrated into classroom instruction 1. Curriculum delivery xxxxx(theme-based/interdisciplinary) o Full-day 2. Missing/not doing well  Better pace, meeting state demands a. 21st century skills (rote vs creative thinking/problem-  More social growth solving) 2. Missing/not doing well  Inconsistent f. World awareness – weak  What is it? g. Community involvement b. Opportunities in coordination instruction outside of 3.. “Equity does not mean identical” school/community-based for “building” o Limited by space c. Increase movement 4. Sequential d. Increase Pros: e. Movement important (not enough)  Sharing f. Could better connect current events  Expertise – more teachers with expertise  Relevant  Grade-level collaboration  Diversity – not aware  Grouping district kids  Technology can facilitate this Cons: g. Dropping ball on social/emotional importance “brain-based  Limited by facilities research”  Many transitions 3. Yes – duh (all students get what they need to reach 5. No size potential) 6. Size limits 4. Compare o School configuration limits K-5 7. Common Core – Elem creating own lessons Pros: 8. Budget issues, leadership changes  Family kids together 10. No appropriate - lower  Transportation  Transition TABLE TEAM 5  Parent support enhanced (1 school) Elementary Focus  Sense of community/belonging 1. Curriculum delivery  Specials – share teachers

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 Younger/older kids work together b. Preschool 1-2 year  Vertical alignment  Flexibility movement based on maturity Cons: c. SPED – separate  Communication ↓  Dependent on individual cases  Collaboration ↓  But with opportunities for interactions with other  Horizontal alignment students PK-2/3-5  Important access to opportunities to excel Pros: d. Regimented schedule  Collaboration/development focus  Lack of communication - consult with class teachers  Less transition for specialists would be better  Faculty/equipment better e. General education delivery Cons:  Lack of curriculum coordination in many subjects  Families split - hard for parent involvement f. Specials  Transportation  More access – opportunities for interdisciplinary K-5  Less mentoring from older students  More choice in 6-12 5. No (maybe tough at high schools?) 2. We need all of them 6. Should be considered o STEM – STEAM a. Looping choice positive and negative o Languages (1 is not enough) c. Yes, essential to return to teams at MS o Tech ed 7. Buker o Applied learning o Garden (service project with MS) 3. Equity o Online/Edmodo initiative/iPad o Everybody doesn’t get the same, but everybody gets what 8. Yes they need o IXL Math/podcasts/kids - Cutler o One size does not fit all o Winthrop 4. PK-8  Tiered system of instruction o Wider range of grades = fewer transitions for kids/teachers  Using data effectively o Smaller elementary schools – sense of community  Assessment o If a school is not a “fit” can switch o Cutler – data collection o Choice at HS level is important 9. Deal with resistance to change  Regional magnet schools? o Teachers  Academies within school o Community/parents 6. Opportunities for multiage o Students o Mixes benefit students o Communicate/education/authentic support around change o Flexible @ HS + 10. Class size 7. Yes o Should be discussed 8. Yes. o Particularly in K (decrease) 9/10 Classes too large/spaces too small

TABLE TEAM 6 TABLE TEAM 8 1. Curriculum delivery Elementary Focus a. Full-day 1. Curriculum delivery

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a. A full-day K with modified schedule, expectations LARRY ROSENSTOCK ON HIGH TECH HIGH  Open-ended choice time  Explore time The Visioning Team watched a video of Larry Rosenstock, founder and Chief Executive Officer of High Tech High, San Diego, sharing concepts  Montessori-esque st b. Available preschool and images of this highly successful 21 century school.  Affordable preschool  But not mandatory Comments from the workshop participants included:  Interactions between grades is a positive  This was inspirational o c. More integration Revealed different ways to do things  More effective overall  Facility d. Evaluate “pull-outs” from integrated classrooms  Light 2. Missing/not doing well  Glass a-g Move toward integrating all into curriculum  Free flowing classrooms  Scheduling – teacher collaboration  Respect was emphasized o c. More integration Teacher to teacher o 3. Important but equity ≠same Student to student o 4. We don’t have neighborhood schools now Student to teacher o Neighborhood Diversity Pros:  Kids were making things  Mentoring opportunities  Authentic learning o  Stability – fewer transitions Things o  Building family/school relationships Relationships Cons:  School designed for curation o  Fewer students in each grade Kids motivated when work is seen o  Less cost effective Audience of peers o K-2, 3-5 School Years at school is not a pass-through Pros:  Very open with little nooks  Flexibility #s classrooms per grade  Cautious about high tech  Resources in one place  HWRSD students like the idea o  Teacher collaboration Like high ceilings o o Cons People seem to express themselves there  Transportation  Entire building used for teaching and learning  Transitions  Definition of rigor is excellent o  Students don’t know all classmates (social) Passion o  Siblings in separate schools Working with professionals 5. Yes. Not sure we are big enough  Encouraged teachers to explore interests/passions o 6. Could be more opportunities for A + B Share with kids o Teacher teaming – happens, but not systemic  Teachers share passions 7. Need more communication when something is brilliant/working  Teachers mentor 8. Yes  They are doing work worth doing 10. Guidelines okay, but are these followed?  Quality of teachers based on quality of student work

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 This is a liberal arts school in disguise  It is a question of will 3. Identify a step-by-step strategy to achieve its  Willingness to take risks  Kids don’t have any idea about jobs implementation o What you might love a. Who needs to be a part of the dialogue? o Middle school is great time to explore b. Who is empowered to decide to implement? o More gusto than Paxton Patterson c. What resources do we/they need to implement?

d. What communication needs to happen?

EXPLORING INNOVATIONS IN EDUCATION 4. If you finish early, pick another The Visioning Team addressed the next challenge individually, completing the worksheet as individuals. The responses are long and thorough. They are captured in Appendix Ch 5.4, Responses to Innovation Challenge. SCHOOL SIZE + GRADE STRUCTURE Identify your focus: elementary, middle, high school, or This was the challenge: K-12. FOCUS ON THE IMPACT OF SIZE AND GRADE 1. Identify the most effective and/or provocative STRUCTURE ON LEARNING educational practice/school organizational Discuss these issues: concept we have discussed (or maybe should 1. Identify any natural developmental breaks/thresholds have discussed) that we are not yet practicing at in the PK-12 continuity HWRSD. PK K 1 2 3 4 5 6 7 8 9 10 11 12

Among the things we have considered are: Identify ideal grade groupings. i. Project-based learning 2. Relationship-building ii. Sequential elementary schools a. What is the maximum number of students that iii. Differently sized schools can be well known by a principal? iv. Early child learning b. By teachers/staff? v. Mastery-based personalized learning c. Should principals or teachers/staff know all vi. Thematic, choice schools or schools their students well? within schools d. What is the maximum number of teachers/staff vii. Others that can effectively/intuitively work together in

a collaborative grouping? 2. Why is it effective and/or provocative?

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e. Is it more effective for teachers/staff to o 6 to 7 a big jump collaborate? o If one switches schools, the jump is too much o Zach said: i. On what?  7 and 8 should be at one school 3. Professional focus o Jordan said: a. Is there an educational advantage for  Don’t separate 7 and 8 teachers/staff to have a small developmental  Like 3 years in middle school th age grouping?  By 8 grade, students are ready to move on o Chris said: b. Do Professional Learning Communities  As 8th grader, 6th is so far away improve learning?  8th should be like HS i. How?  8th graders are ready to make transition into high school ii. What kind? o Big maturity different c. Do Small Learning Communities improve o Like anticipation  Make 9th a transition year learning? i. How? TABLE TEAM 1 ii. What kind? 1. School structure Developmental Discuss in your small group table teams PK │K, 1, 2 │3, 4, 5, 6 │7, 8, 9│10, 11│12 Report out Grade groupings PK, K, 1, 2 ║3, 4, 5, 6 ║7, 8 ║9, 10, 11, 12

Eight Table Teams responded to the challenge. Their work follows this 2. Relationship-building summary: a. 75-100 in one year, more as years go on b. 75 (HS) maybe more SUMMARY WHOLE GROUP DISCUSSION th th c. Principal no/Teacher yes  9 graders are different than 10 graders, cited by 4 out of 8 d. 3-5 Table Teams e. Yes  Student development is different after Grade 9 o th  Need structure But keep 9 Grade in HS  New programs (tech, math, anti-bully)  Competition for college 3. Professional focus  4 years college transcripts a. Yes  7 and 8 are more alike b. Yes if functioning right o 9th -10th more alike o th th  Support 9 not like 7 , w/ 10-12  Collaboration  MS should not be a two year experience. Could be:  Gain knowledge o 6, 7, 8 o c. Yes, mentors 5, 6, 7, 8  Min # grades/school TABLE TEAM 2 Questions were directed to the students: 1. School structure:  Regarding two year schools

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Developmental TABLE TEAM 4 PK │K, 1, 2 │ 3, 4, 5, 6, 7, 8, 9 │10, 11, 12 1. School structure: Grade grouping Developmental PK, K, 1, 2, 3, 4, 5, 6, 7, 8 ║ 9, 10, 11, 12 PK, K, 1, 2, │ 3, 4, 5, 6 │7, 8, 9 │10, 11, 12

2 Relationship-building 2. Relationship-building a. Depends on the principal (250?) a. 300-400 time in building b. Depends on grade level b. 20/class c. Of course c. Ideally d. 5-6 d. 6 e. Yes, everything: curriculum and student e. Yes, developing curriculum, addressing student needs, 3. Professional focus instructional strategies a. Easier to develop more expertise 3. Professional focus b. Yes, collaboration a. There is a trade off. Everyone can find time, their expertise, c. Yes more contact with knowledgeable instructor however, the opportunities for cross-grade level learning, ie,  Contact with familiar students role modeling, student leadership, frosh  More willing to take risks b. Yes, depending on their structure and expectations  Easier to monitor progress and cater to individuals c. Yes, but there is a trade off, losing diversity

TABLE TEAM 3 TABLE TEAM 5 1. School structure: 1. School structure: Developmental Developmental PK, K, 1, 2, 3 │4, 5, 6, 7 │8, 9, 10, 11, 12 PK │ K, 1, 2, 3, 4 │5 │6, 7, 8 │ 9, 10, 11, 12

2. Relationship-building 2. Relationship-building a. 300 a. Need to know names/have familiarity with/be visible/present, b. 15-20 by class per relationship appropriate c. Teachers and staff (different level than principal) b. No Magic # - more relationships the better d. 2-6 c. More we have – less personal connection e. Yes. . . .curriculum, assessment, relationships, Project-  It’s important for teachers to develop relationships to Based Learning the best of their ability (no magic #) 3. Professional focus d. What is an effective team at that point in time, with whatever a. Yes particular issue? b. Yes. e. Yes, it has the potential to have huge impact on: i. Teachers + administration focus on curriculum  Student needs/identification of difficulties issues, based on data  Standards – expectations across curriculum areas ii. Change in content, delivery  Scheduling flexibility – team activities building c. Yes  Transitions i. Increased focus/rigor  Interdisciplinary ii. Meeting social/emotional needs of students via Note: Class-size dependent, important, team model? strong relationships Advisory: each student has at least one adult

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3. Professional focus  Curriculum, student growth and wellness a. Yes – duh. Big issue  Professional Development  Better for teachers (time)  School culture  What about better for students? 3. Professional focus  Can teacher work more effectively? a. Targeted Professional Development b. PLC b. Professional learning communities  Yes, if done/run correctly  i. Help stretch, peer to peer, explore, model, share  Clear objectives  ii. c. Yes c. Yes, increased likelihood of being “well known” by other students and adults TABLE TEAM 6  Relationships and community development 1. School structure: Developmental TABLE TEAM 8 PK, K, 1 │ 2, 3, 4 │5, 6 │7, 8, 9 │10, 11. 12 1. School structure: Grade grouping Developmental PK, K, 1║ 2, 3, 4 ║5, 6 ║ 7, 8, 9 ║10, 11. 12 PK, K, 1, 2, 3 │ 4, 5, 6 │ 7, 8, 9 │10, 11, 12 (5 - 6 - 7 are a Hormone Storm) Developmental This is a grouping by age. We should be grouping by maturity PK, K, 1, 2, 3 ║ 4, 5, 6║ 7, 8, 9║ 10, 11, 12 assessment, not age 2. Relationship-building a. 175 2. Well known b. 50 a. 200-300 c. Nice for Principal, necessary for teachers b. 25→ 125 depending on age, relationship d. 6ish c. Yes. e. Yes on everything d. 5-8 3. Professional focus e. Yes a. Yes, but there’s value to being aware of vertical alignment  On curriculum/skills b. Yes, with more allotted time  On students  Refines the practice of teacher  On interventions and support c. Yes  On passions  Building relationships

TABLE TEAM 7 PK, K, 1, 2 ║ 3, 4, 5 ║ 6, 7, 8║9, 10, 11, 12 9th Freshman academy 2. Relationship-building a. Well known →↑#’s = ↓ known well b. Yes c. Well known – yes in order to be available to support student/family needs d. Depends on the task and the group and structure e. Collaborate, yes on all areas

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AGENDA The second Visioning Workshop was held on 28th October 2013. Notes of all activities follow:  District Demographics  School Transformation + Development Map  School + District Choice  Parent + Community Outreach  Places for Learning  Operational Parameters  Reflections

DISTRICT DEMOGRAPHICS Phil Poinelli, primary architect for the district Master Plan project, shared demographic and enrollment information received from Cropper GIS, project demographer. He shared the following:  The fertility rates for the Hamilton Wenham Regional School District (HWRSD) are below replacement levels during the entire life of the forecasts. (TFR=1.76 for the district vs 2.1 for replacement level)  Most of the in-migrating households to the district contain population in the 0-to-9 and 30-to-44 age groups  The locally raised 18-to-24 year old population (recent graduating high school Seniors) continues to leave the district, going to college or moving to other urban areas  The primary factors causing the District's enrollment to decline after 2013 is an increase in the number of out-migrants in the Notes local 18-to-24 year old age group, the rise in the number of empty nest households and a slight decrease in the number of Workshop 3 in-migrating of younger families  Changes in year-to-year enrollment will largely be due to smaller grade cohorts in conjunction with larger grade cohorts leaving the system  If there was zero migration in the district during the 2013-14 to 2016-17 time period, the elementary (K-5) enrollment would decline by 130 students. The elementary enrollment is forecasted to decline by 26 students the same period  If the current home construction trends continue, the number of existing home sales and the occupancy rates of the rental

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housing units will continue to be the dominant factor affecting  Educational Delivery Now the amount of population and enrollment change  Facilities Now  Total enrollment is forecasted to decrease by 93 students, or -  Future Educational Delivery 4.8 %, between 2013-14 and 2017-18. Total enrollment will  Future Facilities decline by 70 students, or -3.8%, from 2017-18 to 2023-24  The high school has an enrollment of approximately 700, of The scores are shown below:. which 115 are “choice students” from other school districts SCHOOL TRANSFORMATION + DEVELOPMENT MAP  The number of choice students had balanced the enrollment drops in recent years at the high school, the only building which EDUCATION FACILITIES Table Team is open for choice placements Now Now  The high school has a screening method for choice applicants, # Allegiance Future Future but last year all students who were interested in attending the 1 Cutler 2.79 4.88 1.64 4.71 high school were admitted 2 Winthrop 2.83 4.46 2.07 3.76  The elementary schools each have distinct attendance areas, 3 Buker 2.64 4.47 2.29 4.63 but are located fairly close to each other near the center of the TOTAL 8.26 13.81 6.00 13.10 district AVERAGE ES  The policy of assigning new students to the elementary school 2.75 4.60 2.00 4.37 with capacity obscures the attendance boundaries SCORE

4 Miles River 1.99 4.89 2.13 4.59 5 Miles River 2.15 4.67 2.16 4.37 SCHOOL TRANSFORMATION + TOTAL 4.14 9.56 4.29 8.96 AVERAGE MS 2.07 4.78 2.15 4.48 DEVELOPMENT MAP SCORE Workshop participants used the School Transformation + Development Map (© 2013 Frank Locker Inc) to evaluate HWRSD’s current 6 HS 2.01 4.96 1.93 4.69 educational delivery and facilities, and to project the desired future for 7 HS 2.16 4.68 1.89 4.61 both. 8 HS 2.10 4.23 1.84 4.56 9 HS 2.09 4.56 1.60 4.79 The ST+DM expresses the evolutionary shift in education in great detail, chronicling educational practices and facility design. Schools today are in different points of evolution, and many schools expect to be in 10 HS Students 2.01 4.83 2.07 4.19 different points of evolution in the long term future. The ST+DM TOTAL 10.37 23.26 9.33 22.84 AVERAGE HS characterizes schools and facilities on a 1 through 5 basis, with 1 as the 2.07 4.65 1.87 4.57 most traditional category, and 5 as the most transformed. SCORE DISTRICT Workshop participants worked in teams to review the multiple AVERAGE 2.30 4.68 2.00 4.47 educational practices and facilities concepts in the School SCORES Transformation + Development Map. They scored the HWRSD schools in the following categories:

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 Acceptance SCHOOL + DISTRICT CHOICE  Commitment The participants reorganized as Super Table Teams, each representing  Opportunity a constituency, to address this challenge:  Athletics  Equity Explore the advantages and disadvantages of school + district choice. Pros: o Leadership o In the current school year approximately 115 students from Friendships o Extends community other districts have chosen to attend school in HWRSD. All o Like real world of these are at the high school, raising the enrollment from o Families more invested in education 563 to 678. o Faculty children, extends commitment of facility Cons: o Identify the Pros: and the Cons: of school choice. Take into Change feel of community o Building capacity consideration: o Revenue vs expenditure 1. Social conscience o Hamilton-Wenham very homogeneous 2. Diversity o We need better communication of SC guidelines 3. Available capacity 4. Costs of operations SUPER TABLE TEAM 2 Community Members 5. Costs of facilities improvements  Economics 6. Curriculum offerings  Cost 7. Sports  Diversity 8. Arts  Opportunity 9. Other  Capacity  Electives (more)  Programming Discuss in your small group table teams  Population Report out  Beneficial  Needs The responses were:  Problems SUPER TABLE TEAM 1  Privilege Educators  Income  Selection process – lottery  Late  Diversity  Enrichment SUPER TABLE TEAM 3  Curriculum Students  Revenue  Guesses at number of choice students in the high school:  Relationships o 50-75

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o 75 1. Identify all the ways HWRSD students/programs o 115 connect with/serve parents and community  They come from: o Gloucester a. For each, assess: o Peabody i. Extent o Danvers ii. Effectiveness o Lynn b. Identify ways of connecting better o Beverly 2. Identify ways HWRSD does not connect/serve o Ipswich o Salem parents and community (missed opportunities)  Brings a lot of diversity there for the reputation 3. Identify internship and service learning opportunities  Opportunities for choice students for students  Better opportunity for college a. Current  Well integrated – no discrimination b. Possible  Socially seamlessly integrated  Cost – actual cost vs spent cost  If there is a $ difference - it’s not equitable Discuss in your small group table teams  Currently over capacity, crammed Report out  Impact on class size is not a reason to eliminate  If there was a return of private school, could be a reason to The numerous responses have been recorded on a spreadsheet, and reduce/eliminate are included in Appendix Ch 5.5.  If eliminated, would suffer from loss of diversity o No ethnic diversity o Different opinions  Awkward size for curriculum  Would like more diverse electives, not necessarily tied to # of PLACES FOR LEARNING electives The workshop participants analyzed places for learning and established  Integrated project-base class is more important that more preferences for the future Hamilton Wenham Regional School District electives schools. Options were reviewed, ranked, and evaluated by Table  Making the connections Teams.  More engaging  Integrated is the best way to learn Workshop participants were asked to:  Rank the choices  Identify the three most appropriate for their future school  Identify the one least appropriate  Explain why PARENT + COMMUNITY OUTREACH Visioning Team members responded to this challenge as individuals, The physical places shown in the challenge were proxy for educational undertaking the challenge as a reflective lunch activity. deliveries. While reviewing these physical places, participants were actually projecting the future of learning, and how to best support it.

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Each of the exemplars reviewed by the workshop participants supports a range of learning modalities, and can best support different teaching deliveries and student activities. No single exemplar supports every possible delivery and activity.

The contenders were: A Thompson Middle School B Ideal Math Classroom C Grand Rapids Middle Schools D Springfield Literacy Center E Ipswich Middle School F Slate Magazine 5th Grade Classroom Competition G Concord Elementary Schools H Waverly High School I Cristo Rey Minneapolis J New Tech High K Forest Avenue K-2 Center L Wooranna Park Primary School M Milan HS Center for Innovative Studies N Australia Mathematics + Science School O Minnesota New Country School P School of One

Images for these contenders are:

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Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 6 Frank Locker Educational Planning October 2013 Ch 5.3 Notes Workshop 3

F Slate Magazine 5th Grade Classroom Competition

Preferences of the Table Teams were:

SUMMARY STUDENT TABLE TEAM Number of citations as Most Appropriate HS Focus 5 citations Most appropriate M Milan HS Center for Innovative Studies M Milan HS Center for Innovative Studies G Concord Elementary Schools o Skylights 4 citations o Multi-purpose Café – furniture D Springfield Literacy Center o Cubicles (multiple types) 3 citations o Loft K Forest Avenue K-2 Center I Cristo Rey Minneapolis 2 citations o Garage doors F Slate Magazine 5th Grade Classroom Competition o Furniture, stand-up tables I Cristo Rey Minneapolis o Flexible environment 1 citation o Detail, color, patterns H Waverly High School G Concord Elementary Schools P School of One o Color o 3D architectural/detail Number of citations as Least Appropriate o Curves/profiles 4 citations *Good to have food offered at all times A Thompson Middle School 2 citations Least appropriate P School of One P School of One 1 citation o Aspect ratio

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o Testing/system o Go-to not go-through o Long corridor o Balanced Feng Shui M Milan HS Center for Innovative Studies TABLE TEAM 1 o High interest space K-12 Focus o Sense of light/airy Most appropriate o Fosters respect G Concord Elementary Schools o * Need to invest in teacher/teams collaboration or design o Combines traditional with innovative won’t be used to potential o Flexibility, adaptability o Common core – displays, flex space Least appropriate o HS/MS A Thompson Middle School D Springfield Literacy Center  We work here! o Elementary – literacy focus  Blocks collaboration + innovation o Shared specialist space o Folding walls TABLE TEAM 3  Best budgetary → K-12 Focus M Milan HS Center for Innovative Studies Most appropriate o Quick shift of collaboration tables G Concord Elementary Schools o Breakout booths o Library integration o Transparency HS/MS o Display area o Breakout spaces Least appropriate D Springfield Literacy Center P School of One o Breakout spaces integrated into classroom o Sterile – computer o Barn doors  Driven o Good use of hallway space  Programmed o Specialist Centers  Evaluated M Milan HS Center for Innovative Studies o Not enough teacher direction  Group booth areas o Why still grouped if working on different things at different  Lots of interior glass paces?  Lots of student workspace

TABLE TEAM 2 Least appropriate MS Focus F Slate Magazine 5th Grade Classroom Competition Most appropriate o Too much outdoor space F Slate Magazine 5th Grade Classroom Competition o Very open concept o Brings outside in o Combination of shared + private space – flexible TABLE TEAM 4 H New Tech High ES Focus o Lends itself to teams Most appropriate o Science + engineering together D Springfield Literacy Center o Flexible + varied spaces o Specialist area

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o Small and large group spaces/flexible o Indoor/outdoor or ↑natural light o Barn doors o Open space to allow for differentiated instruction K Forest Avenue K-2 Center o Halls, walls, floors for learning o Stage/presentation area K-12 Focus o Varied size rooms Least appropriate o Teacher Collaboration Center A Thompson Middle School o Common Area o Allowed for large, many small, and individual spaces G Concord Elementary Schools o K-12 o Library Corridor o Display space TABLE TEAM 6 o Different sized rooms K-12 Focus o Small corner rooms Most appropriate I Cristo Rey Minneapolis G Concord Elementary Schools o Garage doors o Learning corridor o Common/flexible spaces o Presentation spaces o Walkway/workway o Small group spaces K Forest Avenue K-2 Center Least appropriate o Flexibility A Thompson Middle School o Teacher collaboration o Lack of flexibility and opportunities to collaborate o Allows for testing o Use of light TABLE TEAM 5 P School of One HS – MS Focus o Individualized learning Most appropriate o Project-based H Waverly High School o “House” teams with breakout spaces Least appropriate o Open walls between classrooms A Thompson Middle School M Milan HS Center for Innovative Studies o Isolation o Independent exploration o No collaboration o Collaboration o Not flexible o ↑ Independent, self-monitored learning o Restrictive

ES Focus Most appropriate D Springfield Literacy Center o Shared support space between classic instructional rooms OPERATIONAL PARAMETERS with open walls This was the challenge: o Breakout spaces outside rooms for flex use o Storage For each issue below: K Forest Avenue K-2 Center/ th  Identify the Pros: and the Cons: of current operations F Slate Magazine 5 Grade Classroom Competition  Explore alternatives

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The issues are: 2. Summer vacation best 1. Current school day start and end times o Facilities don’t support summer instruction (late June, early August) a. Consider earlier start, later end, varied o Time to rejuvenate, student/teachers start/end o Optional summer programs b. Others? o Many teachers are engaged in Professional Development 2. Current school calendar with 2+ month summer  3. Teacher retention/advancement recess a. Evaluations b. Retention of “best teachers” a. Would a “year round” calendar: c. Could be if there is pay scale based on years of service i. Improve teaching and learning? ii. Be more economical? TABLE TEAM 2 iii. Be better for families? 1. Start and end times 3. Current policies for teacher retention and o Swap times for elementary and HS o Early – elementary advancement o Later – HS and MS a. Are there alternatives to “seniority?” o Possible varied start times b. How would any alternatives improve teaching 2. Vacation and learning? o Spread the vacation times evenly throughout the year c. Would they be more economical? a. Yes, improves learning b. Unknown c. Depends on the family Discuss in your small group table teams 3. Teacher retention and advancement Report out a. Particular expertise, school needs, performance evaluations STUDENT TABLE TEAM b. Allow staffing to be based on student needs 1. Start/end time c. Possibly o Flip with elementary school o Would prefer more time in school without homework TABLE TEAM 3 2. “Year round” calendar or non-traditional 1. Start/end times o Happiness goes down – stress goes up o Earlier-elem o Would improve learning, not economics or families o Later – HS 3. Retention and advancement  Teachers use time before kids arrive o No seniority  Ex - T 7:40AM S 8:15PM o Authentic evaluation - “with teeth” - for teachers 2. Year round not good o Economics not a priority o Families o Need AC TABLE TEAM 1 o Year-round may improve teaching and learning 1. Earlier start - elementary 3. Development of teacher leaders o Later start for older student – not morning o Merit pay/local discounts o Dual times for HS internships/extracurricular o Peer coaching

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 10 Frank Locker Educational Planning October 2013 Ch 5.3 Notes Workshop 3

TABLE TEAM 4 TABLE TEAM 6 1. Start/end times 1. Switch elementary and HS start time o HS/MS start later, elementary start early (better for students) o Daycare issues pop up after school o HS classes outside of traditional (7:30 – 2:30) school day o Longer school day, include time for sports or clubs 2. Year-round school year better for continuity of learning 2. Students choose to go 3 out of 4 quarters of a year o Heating/AC needs $? o 1 quarter in Senior year can be used for internship Cons: o Summer enrichment programs  Childcare for families $ o Have mini clubs during school day that are taught by  Increased stress for all community volunteers  Limited opportunities for camps, etc 3. Use merit vs tenure seniority 3. Teacher retention and advancement o Evaluation system is geared to allow this a. District involvement/merit o Recognize teachers’ use of Professional Development and b. Greater involvement in the district “added” involvement in school c. Yes

TABLE TEAM 5 1. Start/end time Pros: REFLECTIONS o HS 9:00 start Comments from the Visioning Team in the last few minutes of the last of o Elementary “ready” earlier three days of working together and focusing on the future of school in Cons: HWRSD: o Extracurricular transportation $  More important to teach how to learn than teach to a test o Childcare and after-school jobs  The architects should meet with a teachers’ committee 2. “Year-round” calendar or non-traditional  Eric expressed a concern o Pros: It is easy to get excited with this work o o Must haves – climate control But our teachers have not seen this o o Less “summer loss” learning Don’t know how they will respond o o Staffing more stable Need Professional Development for teachers o Not have “ramp up” efforts  Need a Strategic Plan to coordinate the deployment of these Cons: ideas o Family impacts o Child care o Vacation times o “Camps” o Staff and student not having summer jobs 3. Retention and advancement o Incentive-based “above and beyond” tier o Different roles in school  Teacher leader track  Classic movement scale

Educational Visioning Hamilton-Wenham Regional School District Wenham, MA 11 Frank Locker Educational Planning October 2013 Ch 5.4 Responses to Innovations Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 2 21st October 2013 Responses to INNOVATIONS IN EDUCATION 1. MOST EFFECTIVE/ RESPONSE # STEP BY STEP STRATEGY FOCUS PROVOCATIVE ISSUE 2. WHY b. Who should a. Who should be a part c. What resources needed? d. What communication? decide? Describe effectiveness, Real-life application, interdisciplinary, student how to administer, now to Project-based Teachers, administrators, Teachers, Materials, space, support, outside 1 ES i. engagement, hands-on, more about process monitor goals for students, learning parents administrators resources than product student impact, student desire

P-BL needs to be a priority Project-based P-BL increases student motivation and deep District/school 2 ES i. for school leadership and PD/ time to plan and collaborate learning learning. leadership teaching staff

1. Planning/collaboration time for teachers, 2. Flexible scheduling, 3. Flexible budget process - (ie, Incorporates lots of skills, inspires inquiry & What if there is a need/direction Project-based Teacher teams, Principal/ curriculum 3 ES i. higher-level thinking skills + passion for that we didn't think of a year in learning budget/schedule makers managers/ teachers! learning advance?) 4. Staff development, including administration on P-BL on collaboration skills, vs division of labor

P-BL - great to do - support with time and Project-based 5 MS i. resources. Instructional teams are needed at learning the middle school.

Teachers and curriculum leaders. A challenge - we From administration - Teachers need to be don't have a "curriculum We need PD to ensure we have a clarification of P-BL can be used to differentiate instruction, empowered but also director" and need to common understanding of the expectations for using Project-based address required standards, and give students want to know they are 9 K-12 i. outline the student(s) that depth of P-BL. The ability to use P-BL to teachers. From learning the opportunity to engage in higher-level supported by we have in place to make P-BL in a "test-driven" curriculum teachers - articulation of thinking skills administrative curriculum decisions. needs to be better understood expectations/ why resources Right now, it varies by to students and families teachers

1 Ch 5.4 Responses to Innovations Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 2 21st October 2013 Responses to INNOVATIONS IN EDUCATION 1. MOST EFFECTIVE/ RESPONSE # STEP BY STEP STRATEGY FOCUS PROVOCATIVE ISSUE 2. WHY b. Who should a. Who should be a part c. What resources needed? d. What communication? decide?

If the Master Plan Is partly facility based, then it will need to be both a school and All of the community and town decision. But, Need to first get Less boring, more inspirational learning; not the state as there needs to Communication → at least two Project-based the final decision, the agreement that there is a 12 UNK i. teaching to the standardized test but creating be appropriate buy-in if years of information, then a $ learning programming piece, problem - that we can do life-long learners there is to be a funding request - a long-term plan needs to be made by better component the SC/ Superintendent/ other administrators/ teachers

Teachers, parents - projects need to be P-BL provides the best opportunity for ALL supported by parents, but Project-based Time to develop the lessons and 13 UNK i. learners to be engaged in interesting not done or driven by Principals learning interdisciplinary working groups curriculum them. Projects would need to be the same in all grade level classes

It is t he most innovative and provocative We would need resources for the because it is a shift with regard to philosophy The dialogue would need construction of new buildings, and practice. It is effective because it is I would hope that we to happen at every level - technology, every chair and student-focused and integrates all learning would empower all Communication at all Project-based top down - including furniture within, newer resources 20 UNK i. modalities and styles and could create the stakeholders and levels from planning learning administration, dedicated to the layout, and greatest impact with regard to the learning every one at every stages to implementation teachers/staff, parents, architectural planning to create a process - both for the students and the level students, community learning environment where great teachers. It would challenge and support the things happen growth of knowledge and passion for learning

Large scale P-BL that spans district. i. HS - 8- School community, school Communication - a lot - Project-based 12. v. K-3, vi. 4 - 9. P-BL is the most Implementation - 22 UNK i. leadership, teachers, tax Almost none Boston Globe, cable learning effective in that the student will have the most superintendent payers access TV, newsletter independent means of teaching P-BL could grow in the HS. I think it would motivate students to learn if there were Parents, students, Students need to Project-based Administration, School 23 UNK i. projects that put them in "real-life" situations. administration, Money communicate their will to learning Committee Like mentioned earlier: a rescue to parachute budget learn/find their profession food into our military

Project-based P-BL meets the needs of all levels of learners. 27 UNK i. learning Provides for deep engagement

2 Ch 5.4 Responses to Innovations Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 2 21st October 2013 Responses to INNOVATIONS IN EDUCATION 1. MOST EFFECTIVE/ RESPONSE # STEP BY STEP STRATEGY FOCUS PROVOCATIVE ISSUE 2. WHY b. Who should a. Who should be a part c. What resources needed? d. What communication? decide?

Truly, everyone; meaning teachers, across all levels If i. and v. can be brought together, we'll & disciplines, hopefully reach those students who fall in the administration and grey area - not gifted or self-motivated but also Project-based community members not eligible for SPED. At the same time, it will learning + Mastery because I feel for this to 4 MS i. + v. give the gifted a chance to stretch themselves I'm not sure based personalized truly reach its potential, in meaningful, real-world ways and it will also learning there need to be access to help those with learning disabilities who need many resources including, a variety of active, visual, kinesthetic possibly, taxes - and approaches before internalizing new skills commitments across the board

Project-based learning + Mastery P-BL is effective as it's putting the knowledge Department heads that Flip classroom - student Administration, students, 8 HS i. + v. Superintendent based personalized to practical use talk to teachers knowledge and teachers learning

The decision of exactly what each teacher needs for their new teaching style also new plans for Project-based each classroom. Flipped learning + Mastery The technology specified for each classroom: Needs to be Teachers and based personalized It is effective because it is more interactive subjects' needs, classrooms need done effectively and whole- i. + v. administrators to allow Teachers and 16 UNK learning + Small and fosters an environment for questions and to change their set-up, including heartedly by teacher to be + vii. teaching of this style administration groups learning interaction to further learning furniture, IPads/tablets, chairs, effective. A teacher learning and classroom sets tables cannot decide to use to accommodate variations of a flipped classroom because the effectiveness is gone and information is lost for students

3 Ch 5.4 Responses to Innovations Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 2 21st October 2013 Responses to INNOVATIONS IN EDUCATION 1. MOST EFFECTIVE/ RESPONSE # STEP BY STEP STRATEGY FOCUS PROVOCATIVE ISSUE 2. WHY b. Who should a. Who should be a part c. What resources needed? d. What communication? decide?

Mastery based personalized learning + Smaller learning groups, Both the teachers focusing on who and the students. If Technology is a huge factor in the Communication between learns differently Smaller groups help focus kids, and each Teachers + students - i. + the students enjoy learning styles part of teaching. the facilities and students 6 HS and focus on that person learns differently, and focusing on that Students give their input vii. learning, then the Using different technologies to implement the different different style of is important and teachers help teach teachers will enjoy would be very useful ways of learning learning, not just teaching for some students but for every single student enrolled at the school

Sequential What does research support? This is missing 9a UNK ii. elementary schools from several of our conversations

Ongoing updates, Online information and updates, updates. One Sequential Sequential elementary - → not 1 giant school. This group → steering Superintendent with 27a UNK ii. presentation, "limited" public open- place for information so elementary schools Focus → developmental levels group School Committee mic forums the details and the message is the same

We all went through elementary → high school. What really worked for each of us? How can this Resources → let's not throw away be enhanced with today's In theory, it should build maximum potential for everything from the past and discoveries & every student on spectrum It would allow one centuries of teaching. We do not technologies? Let's not teacher to reach academically challenged and Mastery based need to reinvent the wheel of underestimate the power gifted kids by always knowing through daily Teachers + parents + Principals, 28 Parent v. personalized education. Let's use technology of a great individual ??? where each student is. It is provocative students Superintendent learning and some new ideas to enhance teacher → one who because implementing for success seems like the learning process and to inspires and ignites that a "dream." Not sure it can actually work given implement this kind of curiosity in each student. I time/budget constraints individualized teaching still remember mine → 6th grade, Mrs. Boutin! Pair the talent of the individual with the new technology to deliver information

4 Ch 5.4 Responses to Innovations Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 2 21st October 2013 Responses to INNOVATIONS IN EDUCATION 1. MOST EFFECTIVE/ RESPONSE # STEP BY STEP STRATEGY FOCUS PROVOCATIVE ISSUE 2. WHY b. Who should a. Who should be a part c. What resources needed? d. What communication? decide?

****Most important - can be combined with RTI. Content area - teachers should be addressing skills and understandings which are lacking. Let's add math/reading & writing tutorials to teacher & student schedules. Mastery based Teams could assign students to these tutorials 5a UNK v. personalized and change groupings as needed! Each learning content-area teacher would have an area + provide focused instructions. Mastery-based learning and RTI (meaningfully delivered) would ensure that all of our students are making gains instead of failing further and further behind.

I am all for this because at base, pretty much every thing I do begs the question: "Is it a good investment of my time for my future?" I Mastery based learned from a speech that Steve Jobs said 23a UNK v. personalized that time is our most sacred resource, learning therefore he dropped out of college to focus on what was the best investment of time for him

Mastery based personalized learning + Smaller learning groups, Each student is constantly learning and being Research, technology, flexible focusing on who challenged at his/her optimal level. School community Planning committee spaces, data collection and learns differently Provocative because would require a (students, teachers, made up of above to Introduce reasons for v. + assessment tools, teacher 17 UNK and focus on that complete change of thoughts/expectations of administration, parents) as report to wanting to change/add to vii. training, varied teaching materials different style of students, teachers, parents, and public; well as the large tax- Superintendent + the way our children learn to support differentiated learning learning, not just acquire new/different resources, materials, paying community School Committee and learning styles for some students buildings but for every single student enrolled at the school

5 Ch 5.4 Responses to Innovations Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 2 21st October 2013 Responses to INNOVATIONS IN EDUCATION 1. MOST EFFECTIVE/ RESPONSE # STEP BY STEP STRATEGY FOCUS PROVOCATIVE ISSUE 2. WHY b. Who should a. Who should be a part c. What resources needed? d. What communication? decide?

Mastery based personalized Teachers would need training in learning + Smaller Ultimately, the District how to implement this practice. There would need to be a learning groups, leadership would Master-based personalized learning is They also would need lot of communication with focusing on who make the decision to effective because it ensures that all students Teachers, parent and instructional resources, such as parents, teachers and the learns differently implement Mastery v. + are mastering the knowledge and skills they administration would need formative assessments to public about this change. 18 UNK and focus on that Training, but that vii. need to be successful. This would eliminate to be a part of this implement. The assessment The stakeholders would different style of decision would the "I taught it, they just didn’t' learn it" dialogue system would require the need to know why this learning, not just require a lot of problem technology for analysis. Facilities change is needed + how it for some students dialogue among the would also need to be will help students learn but for every single three groups. restructured. student enrolled at the school

Mastery based It would be best if personalized there were Developing a personalized learning plan and Two-way communication learning + Smaller collaboration implementing it across the board is a big about what is being learning groups, Administrators, teachers, between undertaking including extensive teacher Need - tutoring, training, training! implemented, how things focusing on who students, parents, and administration and training, facilities re-evaluation, work with the Need - I inspired, motivated are working, what is being learns differently broader community. It will teaching staff. v. + community to foster understanding, etc. A teacher/leaders who are willing to innovated, what is not 21 UNK and focus on that be important for all to Although the vii. personalized learning program, if implemented mentor others, take risks and put working, a way to trumpet different style of understand the program administrators have correctly, will challenge all students and in extra effort to get the program and celebrate what does learning, not just and the goals in order for the final say, prepare them for the real-world problem up and running work and then a way for for some students it to be accepted teachers much be on solving and work experiences they will likely other teachers to use and but for every single board and passionate encounter build on that success student enrolled at in order for this to be the school effective

6 Ch 5.4 Responses to Innovations Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 2 21st October 2013 Responses to INNOVATIONS IN EDUCATION 1. MOST EFFECTIVE/ RESPONSE # STEP BY STEP STRATEGY FOCUS PROVOCATIVE ISSUE 2. WHY b. Who should a. Who should be a part c. What resources needed? d. What communication? decide?

Mastery based personalized learning + Thematic, choice schools or schools Requires all teachers to get on board and within schools + PD time. Structured collaborative reach all students. Impetus to implement Smaller learning planning time. Week (?) of School/grade level effective RTI + SPED service delivery in v. + groups, focusing Superintendent, school to learn how to prepare to forums. Focus groups. general ed classrooms. Differentiates for ALL 10 K-12 vi. on who learns Parents principals, curriculum implement. Hands-on coaching & Blog/e-mail updates? learners. Is a system that enables successful +vii. differently and leaders & coaches constructive feedback. Parent speaker? & authentic inclusion of students with focus on that Technology to assist in [TRANSPARANCY!!] disabilities, even significant disabilities. different style of differentiating & taking data Allows for enrichment. learning, not just for some students but for every single student enrolled at the school

Thematic, choice It's an interesting idea but may cause 7 HS vi. schools or schools All stakeholders Leaders Research/information Rationale, + why? competition between departments within schools

Schools within schools. This reminds me of universities, which I like. It would be nice to have a choice on what I specifically want to be Thematic, choice taught. 1) gain money, 2) respect students 23b UNK vi. schools or schools and let them choose what they want to study, within schools 3) offer possibility of schools within our school that focuses on a main subject that would help students find their passion and profession

We need to uncover the costs ($ or resources) it takes to operate 3 elementary schools vs 2, Thematic, choice or even 1. Could you have 1 building with 2 Community & school 13a UNK vi. schools or schools School Committee $ for building - will of the people TONS!! schools? We can better control class size, leadership within schools deliver services and specials. We can more strategically group teachers with students

7 Ch 5.4 Responses to Innovations Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 2 21st October 2013 Responses to INNOVATIONS IN EDUCATION 1. MOST EFFECTIVE/ RESPONSE # STEP BY STEP STRATEGY FOCUS PROVOCATIVE ISSUE 2. WHY b. Who should a. Who should be a part c. What resources needed? d. What communication? decide?

Something we haven't done and meets the needs of students. 9th Grade Academy and 2 Schools within teacher teams for 6th, 3 teacher teams for 7th, Teachers, administrators, 14 UNK vi. School Committee Model sites schools and 4 teacher teams for 8th. Support students parents through the transitions and developmental stages

Focus: A 9th Grade program - "Academy" heterogeneously grouped. Allows for one year of developmental growth and accurate School Gather data/opinion, Thematic, choice Existing resources can do it. If t assessment by staff. Data informs us that a administration/parents/cen develop presentation, 26 UNK vi. schools or schools Superintendent exam teaching is desired, then large number of Freshman boys (in particular) tral administration/School provide info on within schools staffing could be examined struggle in Grade 9. It has a damaging impact Committee implementation progress on their GPA and future course selection/approval

Reconfiguring the schools provides the Differently sized/ opportunity for teachers to work regularly in School staff, leaderships, Community/district Community input/survey - 2a UNK vii. Appropriate facilities configured schools large teams. Creates options for student community members leadership school community input groupings Restructuring may impact decisions regarding Community meetings. instruction, methodologies, pedagogy, School committee, school Research review. "Written" literature community building, staffing, and vision. leadership - Leadership with 11 K-12 vii. Grade structure Visits/observations. Fiscal campaign. Clear We're a small district. Think out of the box. community/students School Committee analysis explanation of goals and Restructure may allow us to offer more in included objectives more varied ways

Reorganize the K- 12 structure - K, 1- 6, 7-9, 10-12. The organizational model would be disrupted - Foster more P-BL The school district, All parties affected should 15 UNK vii. the students would take on a greater role in The school district $ and hard work and experiment students, parents be involved at some point their individual learning (project-based) with thematic- based schools within the schools

8 Ch 5.4 Responses to Innovations Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 2 21st October 2013 Responses to INNOVATIONS IN EDUCATION 1. MOST EFFECTIVE/ RESPONSE # STEP BY STEP STRATEGY FOCUS PROVOCATIVE ISSUE 2. WHY b. Who should a. Who should be a part c. What resources needed? d. What communication? decide?

Seat time vs mastery, grouping + advancing based on mastery. Should have discussed the school year - learning into summer. District strategic Variety of stakeholders - Making things/prototyping, flexible learning plan/goal. Frequent and on-going parents, students, Money and appropriate facilities, 25 UNK vii. environments, blended learning. Does all Superintendent, from FYI news- blasts, teachers, community human and material capital learning need to be classroom (in school School Committee, updates members building) based? Effective and provocative? support from Union Things we aren't or are doing minimally, small pockets of excellence or inspiration

The idea that in the future each student might Certainly do not expect to get have a partly-personalized plan for their there in one step/go. Start by learning from what is currently K-12. This incorporating aspects of master would entail learning coach/ mentor helping a learning (frequent formative student choose what and how they study, feedback), differentiation, based on student interest/ passion, abilities, modalities etc, within existing and electronically assisted mastery structure. Encourage "flipped information. As the student gets older, this classroom" - teachers who do this Personalized might include authentic activities outside of soon find that students start to 19 UNK vii. learning plans school for which they get credit for contact & move at different paces and use process skills. But will also include keeping different recourses, etc. Get track they will cover all generally-agreed on flexibilities in schedules, credits, required learning objectives. Effective etc. Give credit for because 1) kids are engaged + motivated, 2) outcomes/projects/internships, working at true learning even, 3) teachers not etc - not just seat time. Involve wasting time teaching to those who already teachers, teachers, teachers, know content or they-re too far behind to make administrator, students. Change sense of it fed and state policies!

1) Restructure schools of education - no undergraduate teaching college, 2) higher pay in Everyone - students, Superintendent/union exchange for higher degree of Really good Because if we don't have highly skilled teachers, parents, s have to change. professionalism, 3) higher Honest discussion of 24 UNK vii. teacher training teachers, we are always trying to compensate community, schools of Culture of US has to expectations of failings of current system and PD for bad etching education change schools/educators, 4) $ for field trips to study really good schools + systems in Finland!, 5) will to change

9 Ch 5.5 Responses to Parent + Community Outreach Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 3 28th October 2013 Responses to PARENT + COMMUNITY OUTREACH 3. Internship + Service Learning 1. Ways HWRSD 1.b. ways to 2. Ways HWRSD does not Opportunities RESPONSE POSITION, students/programs connect 1.a.i. Extent 1.a.ii. Effectiveness connect connect/serve parents and Discuss and Report Out # UNK with/serve parents and better community a. Current b. Possible community

Parent/Teacher feedback. Elementary school "graduation" Connect with local Clubs - with 1 UNK Accord Food Pantry, Aspen If the students were more ceremonies for parents businesses community support interactive with community

Complete lack of communication about what is happening in our 2 UNK schools. No formal/ frequent mechanisms Meaningful Parent evaluation of teachers "I Outside clubs//ILPMS - Food 3 UNK Newsletters service reach" basic rubric with plan for Tech services Pantry/Kids Care Club projects subjective feedback MRMS - parent Friend's communication via Groups (3 website lacking. No schools/3 Holiday food service Extended day programs for teacher/class pages. 4 Parent Buker Blog - love it! groups - at Accord/life skills elementary Parent - teacher should MRMS evaluation/feedback. coordinate Measures of effective more) teaching Class pages - Some way for parents to inform Websites - elementary Administration about child's 5 UNK Buker Blog, Aspen good school, Food experience with teachers - feedback - Pantry teacher performance Cutler School Art Gallery - community artist exhibit + visit classes. Wenham Curriculum - updates + Elementary Guest visits/business/community Museum/Cape Ann 6 announcements through school Educator volunteers Museum - student exhibit websites. spaces. "Giving tree" donations - local and global places in need

Life skills, community service, "showcase" 5th Grade play, musicals, Grand By not allowing community Life Skills - Best Educator/ Friend's, Gabe's Run, 7 Kids Care Club members/professionals to Buddies (MRMS), Parent Melody Miles, Cutler communicate - "bringing them in" H2O art exhibits, Interyear - Junior Rotary, Wenham/student museum

1 Ch 5.5 Responses to Parent + Community Outreach Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 3 28th October 2013 Responses to PARENT + COMMUNITY OUTREACH 3. Internship + Service Learning 1. Ways HWRSD 1.b. ways to 2. Ways HWRSD does not Opportunities RESPONSE POSITION, students/programs connect 1.a.i. Extent 1.a.ii. Effectiveness connect connect/serve parents and Discuss and Report Out # UNK with/serve parents and better community a. Current b. Possible community

Parent/teacher newsletter - more consistency in website. Community nights at school - 8 UNK Halloween Happens, Ice Cream Social. Volunteer program is strong at elementary level

Fine + Performing arts programs - excellent athletics. MS limited club/service opportunities. HS - Service Project in 9 UNK excellent. Website getting Wellness Class - 1 better. GTO/Friends Groups, E- grade - 1 quarter mails. Open houses, parent volunteers - pretty good at MS

Elem: Classroom; newsletters; website; social events. MS/HS: Adminis- newsletters/presentations 10 Special Ed Class trator friends/community events. Special Ed: SEPAC meetings(?). Website. Need to do - internships

Community events like Fall Festival (?) - at Buker, Blog, C-Eo, Parent Nite, Open Anything that is career other elementaries, we Keep people informed about CIA Educator/ Haus, Seniors Helping Seniors, More open or service-based - don't have those but we (Curriculum Instruction Internships; Seniors 11 Adminis- Website, Twitter, Aspen, Wikis invitations to Could/should add do have Performance, Assessment). Show parents what Helping Seniors trator Blogs for Access for ITS parent school community service SPED, etc. Graduation - kids can do/Haus Accomplished would be nice requirement these tend to be more organized/formal than other things

2 Ch 5.5 Responses to Parent + Community Outreach Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 3 28th October 2013 Responses to PARENT + COMMUNITY OUTREACH 3. Internship + Service Learning 1. Ways HWRSD 1.b. ways to 2. Ways HWRSD does not Opportunities RESPONSE POSITION, students/programs connect 1.a.i. Extent 1.a.ii. Effectiveness connect connect/serve parents and Discuss and Report Out # UNK with/serve parents and better community a. Current b. Possible community

We have to take our middle school out of school district. Very little connecting with Parent/ adults. No one knew Wikis, blogs, classroom Educational her emotionally, communities, parent/teacher Advisor/advisee program middle 12 Fund/ socially, newsletters. Elementary - family school + high school. Friends of academically. She events Winthrop craved connecting with adults. She also had to be academically challenged Arts, music, sports, Interact, Thanksgiving Turkey Drive, Missed opportunity - not involving Rotary, Service Learning, Need to be more 13 UNK parents in sharing resources, Seniors Helping Seniors, Child visible expertise, and mentorship Development, tutors, effective with students doing 1X

Database to Classes service inventory No adjuncts. Few residents come to learning in community Inventory assets, visiting Some parents community - schools, transportation/ little - are there any school artists, courses co=taught 14 UNK Parent Nights, History Fair volunteer - a Modest access to newspapers/ no mechanism for newspapers? 10A - with teachers. Use few experts individuals volunteering pre-school special buildings in community willing to share groups

Curriculum nights, Ice Cream Speaker in the evening, Socials, MRMS Arts Night, daytime speakers? Are Science + History Fair, arts parents/community invited events, Rover Nights, Coffee Communication about curriculum Junior Book Awards? 15 UNK G + H - no coordinator with Principal, social media, happenings Parents invited/included, Grand Friend's Day, two 9th Scholarship Evening, Grade, one 8th Grade Parents' Portfolio Wednesday, MS - Night service learning

Looking for real-world Service experience but they learning is need to be prepared 16 UNK I don't know different at with skills that will large schools make them valuable to their sponsor

3 Ch 5.5 Responses to Parent + Community Outreach Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 3 28th October 2013 Responses to PARENT + COMMUNITY OUTREACH 3. Internship + Service Learning 1. Ways HWRSD 1.b. ways to 2. Ways HWRSD does not Opportunities RESPONSE POSITION, students/programs connect 1.a.i. Extent 1.a.ii. Effectiveness connect connect/serve parents and Discuss and Report Out # UNK with/serve parents and better community a. Current b. Possible community

More More community Through Contacting adults in positions that 17 Student Community Service Effective internships service and volunteer interact could assist learning in classrooms and jobs work There is not much student connection with parents Through Possibly through the during school volunteering in Through sporting events and after- Am not sure of any middle school 18 Student time. So far classes and in school activities internship possibilities teachers, and the there are no the Main town businesses problems with Offices having no connections with parents Should use buildings on "off" hours Years ago we had an for community needs. Team with internship program for Seniors Helping Seniors - one ACORD Food Pantry for food drives seniors. I would love day only - should be expanded, and special programs. Multi-age School to see it come back Turkey & fixings for community, tutoring within schools (high school 19 Committee/ for all skill levels by Peru trip - school supplies helping elementary students of Parent application. Let the eyeglasses & luggage, Writing example). Coat Drive. Musical student make the Center - peer tutoring performances at local senior living argument to support facilities. Small-engine repair what they want to do community

Blogs, twitter, e-mails, phone calls, website, Aspen, Curriculum More volunteer Night. opportunities, Improved now communication Community Garden, 20 Parent with new between rec program Soup Kitchen/Food website and teachers and Pantry construction. community Difficult to businesses connect with teachers in higher grades (6th grade +)

4 Ch 5.5 Responses to Parent + Community Outreach Challenge

HAMILTON WENHAM REGIONAL SCHOOL DISTRICT Frank Locker Educational Planning Visioning Workshop 3 28th October 2013 Responses to PARENT + COMMUNITY OUTREACH 3. Internship + Service Learning 1. Ways HWRSD 1.b. ways to 2. Ways HWRSD does not Opportunities RESPONSE POSITION, students/programs connect 1.a.i. Extent 1.a.ii. Effectiveness connect connect/serve parents and Discuss and Report Out # UNK with/serve parents and better community a. Current b. Possible community

Elementary very effective staff and Elementary: Cutler, Kids Care programming Program (at one point, it ran (especially students because of effort of Guidance with special needs). Department and staff. Monthly Pre-school Middle - less in-house collection of supplies services effective. The staff for the needy. Middle School: students with needs more service projects as life skills part special needs, leadership and 21 Parent of regular classes. High School - K-5, coordinated efforts to Interact Club (working at Rotary, elementary - 6- meet needs of Best Buddies Mentor Program, 8, middle, 9- teacher prep. (I feel Senior with Freshman, National 12, high more effort needed to Honor Society. HWRSD school be placed at this age community service, parents & point.) HS - good community. Primary through the programs/overall schools. PreK-12. strong courses + instruction. Middle school

1. HWCAM, students/staff community access TV station; great service but little recognition by community of HS Student internships students' role. 2. Performing are generally limited Arts - strong community to in-school "teaching attendance at performing arts assistants" where events - passive activity - Missed opportunities: No regular students do clerical Superin- parents/community only attend. service-learning program to engage work for teachers. 22 tendent 3. Interact Club - Student all students in community service (Diversified Learning) Service Club tied to local Rotary activities throughout the school year Could have much Club - little outside recognition of more robust program activities to this group. 4. with sufficient Seniors Helping Seniors - Day of resource and Service for HS students during scheduling last week of class, one shot activity that happens late in students' career 1. Often, We could No students know/ do Replace 2nd 2. Sports 1. Just a way to 1. Athletic games have all any internships - semester of Senior teams connect Community service, Internship 23 Student 2. Fundraising students do there are many year. Could be 3. Help 2 Effective Program 3. Community Service Clubs community service trips and internships/ service communities 3. Pretty effective service service clubs programs interact

5 Ch 5.6 21st Century Schools Presentation

A Short History of American Public Schools A Short Future of American Public Schools 100 YEARS AGO 75 YEARS AGO TODAY TODAY

21st Century Schools Hamilton Wenham Regional School District

Frank Locker PhD [email protected] 50 YEARS AGO TODAY TODAY TODAY © 2013 Frank Locker Inc

21st Century Learning Measures of Success? Measures of Success? 20th CENTURY 21st CENTURY HOW DO WE KNOW WE ARE DOING THE RIGHT THING? HOW DO WE KNOW WE ARE DOING THE RIGHT THING? TEACHER CENTERED STUDENT CENTERED • Standardized testing •Focus on teaching efficiency •Focus on learning effectiveness •Producing workers for an •Producing citizens for a post- • Course failure rates industrial age industrial age • Attendance rates What do students want to talk about •Content knowledge •Relationships + skills • Graduation rates •“Broadcast” teaching •Personalized learning at the dinner table every night? • Student behavior •Students work alone •Cooperative learning • Parent involvement •Content is abstracted •Content is relevant • College/post-secondary •Teacher is holder of knowledge •Teacher is a guide admission •Teacher works alone •Teacher collaboration + teams • College/post-secondary •Subjects taught separately •Integrated/interdisciplinary graduation learning • Others? •Mostly direct instruction + papers •Problem-based/project-based learning

1 Ch 5.6 21st Century Schools Presentation

21st Century Learning Informing 21st Century Learning Informing 21st Century Learning STUDENT CENTERED Daniel Pink Wired Magazine Tony Wagner Thomas Global Achievement Virtual Critical Thinking Friedman A Whole New Mind Gap World is Clayton Engagement Flat Christianson Integrated Relationships Disrupting Creative Class Collaborative Trilling + Active + Applied Thomas Friedman Fadel Out of School Hot, Flat + Crowded 21st Century Relevant Skills Sharing Resources Daniel Personalized Goleman Interdisciplinary Emotional 21st Century Skills Intelligence Make Learning Visible Howard Matthew Rigor + Relevance Gardner Crawford Handbook Frames of Shop Class as Schedule/Timetable Mind Soulcraft

1 2 2 Learning Research Learning Research Learning Research LEARNING PYRAMID MULTIPLE INTELLIGENCES MULTIPLE INTELLIGENCES Rate of retention of different modes of learning

ACTIVE LEARNING + RESPONSIBILITY CREATES MORE • There are eight or more intelligences • There are eight or more intelligences RETENTION THAN Howard Howard PASSIVE • People are strong in some, not in others • People are strong in some, not in others Gardner • Every student’s education should engage natural Gardner • Every student’s education should engage natural LEARNING strengths, so they can develop others strengths, so they can develop others NTL Institute for Applied Behavioral Science Darleen Fabio Graduate Student, Educational Technology,SDSU Darleen Fabio Graduate Student, Educational Technology,SDSU

2 Ch 5.6 21st Century Schools Presentation

2 3 4 Learning Research Learning Research Learning Research MULTIPLE INTELLIGENCES INTEGRATED ARTS ENVIRONMENTAL SCIENCES/SUSTAINABLE LIVING Core learning goes up when arts are integrated Environmental sciences schools have higher levels in core classrooms, especially for English of parental contact than typical schools… language learners …And great math scores Theodore Judah ES, Sacramento, CA

• There are eight or more intelligences Howard • People are strong in some, not in others “Give me a classroom Gardner big enough to dance • Every student’s education should engage natural Barnes Sustainable Living ES, Burlington, VT strengths, so they can develop others in.” Frank Locker Educational Planning Darleen Fabio Graduate Student, Educational Technology,SDSU Frank Locker Educational Planning

5 5 5 Learning Research Defining 21st Century Learning Defining 21st Century Learning RELATIONSHIPS NATIONAL SECONDARY SCHOOL RELATIONSHIPS: ADVISOR/ADVISEE PROGRAMS PRINCIPALS ASSOCIATION MAGIC OF 150 Dunbar’s Number BREAKING RANKS Changing an American Institution • 9th : Transition into HS The theoretical cognitive limit to the number of th people with whom one can maintain stable social Recommended Strategies Include: • 10 : Portfolio relationships. These are relationships in which an •Teacher is coach and facilitator/ student is worker • 11th : Life After HS •Integrate assessment with instruction individual knows who each person is, and how each • 12th : Senior Project person relates to every other person. •Small learning units/banish anonymity: 600 students 150 is really 100 to 225 max •Reorganize traditional departmental structure to meet needs of more integrated curriculum GOOGLE THE •Alternatives to tracking and ability grouping “MAGIC OF 150”

Poland Regional High School

3 Ch 5.6 21st Century Schools Presentation

6 6 6 Defining 21st Century Learning Defining 21st Century Learning Defining 21st Century Learning COMPUTER LEARNING ADAPTIVE LEARNING BLENDED LEARNING; FLIP THE CLASSROOM The Knewton Adaptive Learning Platform consolidates data science, statistics, , content graphing, machine learning, tagging, and infrastructure in one place in order to enable personalization at DISRUPTING CLASS massive scale. Clayton Christensen •By 2014, 25% of HS courses will be on line •By 2019, 50% of HS courses will be on line

The Knewton platform can also provide concept-level analytics for students and teachers, pinpoint student proficiency measurement, content efficacy measurement, student engagement optimization, and more.

6 7 8 Defining 21st Century Learning Learning Research Learning Research BLENDED LEARNING; FLIP THE CLASSROOM BLOOMS TAXONOMY RIGOR + RELEVANCE

EVALUATION 6 SYNTHESIS 5 CD Assimilation Adaptation ANALYSIS 4

APPLICATION 3 COMPREHENSION 2 AB Acquisition Application BLOOM’S BLOOM’S TAXONOMY AWARENESS 1 STATES KNOWLEDGEOF STATES

1 2 3 4 5 KNOWLEDGE APPLY APPLY TO IN ONE ACROSS REAL-WORLD DISCIPLINES UNPREDICABLE DISCIPLINE SITUATIONS APPLY APPLY TO IN ONE REAL-WORLD DISCIPLINE PREDICABLE SITUATIONS APPLICATION

Source: International Center for Leadership in Education WWW.LeaderEd.com

4 Ch 5.6 21st Century Schools Presentation

8 8 8 Learning Research Learning Research Learning Research RIGOR + RELEVANCE RIGOR + RELEVANCE RIGOR + RELEVANCE Elementary Middle High School School School A D A D A D Acquisition Adaptation Acquisition Adaptation Acquisition Adaptation • View an historical video • Analyze and debate the role • Write an essay on an • Develop guidelines for • Put words together in • Publish a brochure and answer factual of advertising in school historical topic publishing content on Internet sentence format • Collect data on an event and questions. • Hold a competition to pages • Memorize compare it to expected results, • Calculate volume of determine when using a • Solve and graph multiplication tables such as the number of faulty regular solids calculator or doing mental linear equations • Create formulas to predict parts manufactured • Demonstrate phases • Construct models of math is most efficient. changes in stock market values of the moon • Design a candy dispenser that • Memorize elements molecules using • Collect data and make works without gravity in Periodic Table • Design and construct a robot • Memorize names, toothpicks, marshmallows, recommendations to address locations, and capital • Research a location in the U.S. and gumdrops. a community environmental • Research key aspects • Analyze a school/community cities of U.S. states and explain why it is a good • Look up the definition of issue. of the state problem, suggest a solution, place to live the "word of the day." • Create a Bill of Rights for constitution and prepare a plan to solve it. Source: International Center for Leadership in Education WWW.LeaderEd.com International Center for Leadership in Education WWW.LeaderEd.com your school or classroom. Source: International Center for Leadership in Education WWW.LeaderEd.com

9 9 9 Learning Research Partnership for 21st Century Skills Partnership for 21st Century Skills PARTNERSHIP FOR 21ST CENTURY SKILLS CORE ACADEMIC AREAS 21ST CENTURY THEMES • English/Reading • Global Awareness • World Languages • Financial, Economic, • The Arts Business + Entrepreneurial • Mathematics Literacy • Science • Civic Literacy • Geography • Health Literacy • History • Government/Civics Multi-Disciplinary Still matter a great deal but are no longer sufficient Weave through content areas

Partnership for 21st Century Skills Charles Fadel: Deep Dives in the 21st Century Curriculum Charles Fadel: Deep Dives in the 21st Century Curriculum

5 Ch 5.6 21st Century Schools Presentation

9 9 9 Partnership for 21st Century Skills Partnership for 21st Century Skills Partnership for 21st Century Skills CORE ACADEMICAREAS 21ST CENTURY THEMES 21ST CENTURY SKILLS THE FOUR ‘Cs” • English/Reading • Global Awareness LEARNING + INFORMATION, MEDIA • Creativity + innovation • World Languages • Financial, Economic, INNOVATION + TECHNOLOGY • The Arts Business + SKILLS SKILLS Entrepreneurial • Creativity + innovation • Information Literacy • Critical thinking + • Mathematics Literacy • Critical thinking + • Media Literacy problem solving • Science • Civic Literacy problem solving • ICT (Information, • Geography • Communication Communication + • Health Literacy Technology) Literacy • Communication • History • Collaboration • Government/Civics LIFE + CAREER SKILLS • Collaboration • Flexibility + adaptability • Initiative + self direction Global Awareness = • Social + cross-cultural Geography + Languages + History + Sociology + skills • Productivity + Music + Art accountability • Leadership + responsibility

Charles Fadel: Deep Dives in the 21st Century Curriculum Partnership for 21st Century Skills Partnership for 21st Century Skills

RESEARCH 10 RESEARCH 10 RESEARCH 10

Craig Jerald: Defining a 21st Century Education Craig Jerald: Defining a 21st Century Education Craig Jerald: Defining a 21st Century Education

6 Ch 5.6 21st Century Schools Presentation

10 11 11 RESEARCH Learning Research Africa Discovery PROJECT BASED LEARNING MANCHESTER, MA, MEMORIAL SCHOOL

There is ample evidence that PBL is an effective method for teaching students complex processes and procedures such as planning, communicating, problem solving, and decision making.

There is some evidence that PBL, in comparison to other instructional methods, has value for enhancing the quality of students' learning in subject matter areas, leading to the tentative claim that learning higher-level cognitive skills via PBL is associated with increased capability on the part of students for applying that learning in novel, problem solving contexts. Craig Jerald: Defining a 21st Century Education A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING John W. Thomas, Ph. D, 2000 Massachusetts Dept Education 21st Century Skills Task Force

11 11 11 Defining 21st Century Learning Café Parisien Café Parisien MASSACHUSETTS DEPT OF EDUCATION ARLINGTON, MA, HIGH SCHOOL ARLINGTON, MA, HIGH SCHOOL PROJECT REQUIREMENTS • Business plan • Outside experts • Real estate analysis • Talk to students in (in Paris) France • Café name • Location mapping • Café space design • Business plan • Café menu design spreadsheets • Nutrition analysis • Menu graphics • Set prices for menu • Model of design (Euros) • Presentation to “jury” • Correlation of location-market demographics-menu- space design • Speak French

Arlington HS 11th Grade French Class Arlington HS 11th Grade French Class

7 Ch 5.6 21st Century Schools Presentation

21st Century Schools 20th Century Schools 20th Century Schools NEW CLASSROOM CONCEPTS

• What is and where is a classroom?

CCC C CCCCCCCCCCCCCCCCCCCCCCCCCCCCC C

CCC C CCCCCCCCCCCCCCCCCCCCCCCCCCCCC C

DISJOINTED CURRICULUM DELIVERED BY INDIVIDUAL TEACHERS IN AN ISOLATED SETTING

21st Century Schools 12 21st Century Schools 12 21st Century Schools 12

INTERNSHIPS + SERVICE LEARNING CC IN THE COMMUNITY E BB PLACE-BASED C E CC CC CC CC B F CC C LEARNING E E E E E BB BB BB BB C B BB B A E E E E D E C B F C B F C B F C B F C B F C B C B C B C B C B A A A A A D D D D D E C B C B INTEGRATED CURRICULUM INTEGRATED CURRICULUM INTEGRATED CURRICULUM D DELIVERED BY DELIVERED BY DELIVERED BY COLLABORATIVE TEACHERS IN COLLABORATIVE TEACHERS IN COLLABORATIVE TEACHERS IN F A RELATIONSHIP-BASED A RELATIONSHIP-BASED A RELATIONSHIP-BASED A SETTING SETTING SETTING

8 Ch 5.6 21st Century Schools Presentation

13 13 13 20th + 21st Century Furniture 21st Century Furniture 21st Century Furniture COLLABORATION AGILE, FLEXIBLE

VS Furniture VS Furniture

13 14 15 21st Century Furniture 21st Century Learning Spaces 21st Century Learning Spaces STAND UP DESKS RM REAL CENTRE UK, USA, AUSTRALIA SLATE MAGAZINE CLASSROOM OF THE FUTURE

5th GRADE EXPLORATION STUDIO

Safco AlphaBetter RMeducation Greg Stack NER Architects

9 Ch 5.6 21st Century Schools Presentation

15 15 15 21st Century Learning Spaces 21st Century Learning Spaces 21st Century Learning Spaces MULTILE LEARNING MODALITIES LEARNING IS A SOCIAL ACTIVITY MAKE LEARNING VISIBLE

Grand Rapids Christian High School, Frank Locker Educational Planning/ AMDG Architects High Tech High, David Stephen, Designer Leigh Academy, Building Design Partnership

15 15 15 21st Century Learning Spaces 21st Century Learning Spaces 21st Century Learning Spaces STUDIOS NOT CLASSROOMS WORKSPACES FOR DEEP STUDY MAKE LEARNING VISIBLE

High Tech High, David Stephen, Designer

10 Ch 5.6 21st Century Schools Presentation

16 16 17 Cedar Springs MS Oxford Hills Comprehensive High School End of the Library as We Know it Today CEDAR SPRINGS, MI SOUTH PARIS, ME VICTORIA, AUSTRALIA DEPT EDUCATION Relationships: Teacher Planning Centers

LIBRARY

Frank Locker DeJONG Educational Planners BetaDesign Architects Frank Locker/PDT Architects

Gaudet Middle School 17 Gaudet Middle School 17 Gaudet Middle School 17 MIDDLETOWN, RI MIDDLETOWN, RI MIDDLETOWN, RI •Internet café •Internet café •Amoeba seating •Amoeba seating •Café “booths” •Café “booths” •Shelving for sitting in •Shelving for sitting in

Frank Locker educational planner/Fielding Nair International/Litman Architects Frank Locker educational planner/Fielding Nair International/Litman Architects

11 Ch 5.6 21st Century Schools Presentation

18 TCHR PLAN Flexible Platform for Change 18 Flexible Platform for Change 18 Flexible Platform for Change CENTER GLACIER HS, KALISPELL, MT GLACIER HS, KALISPELL, MT GLACIER HS, KALISPELL, MT SCIENCE •Agile organizational planning •21st Century Skills •Small Learning COMMON/ CLASSRMS Communities BREAKOUT •College articulation ART ART ART MEDIA PERF ARTS MEDIA PERF ARTS MEDIA PERF ARTS PE PE PE CTR CTR CTR SCIENCE SCIENCE INTEGRATED LEARNING INTERDISCIPLINARY BUSINESS WELLNESS ARTS 9TH YEAR MATH ENGLISH BUSINESS CORE ACADEMIES CAREER CAREER CAREER TRANSITION HISTORY ACADEMY ACADEMY ACADEMY ACADEMY

Frank Locker educational planner (DeJONG) CTA Architects Frank Locker educational planner (DeJONG) CTA Architects Frank Locker educational planner (DeJONG) CTA Architects

West Woods Upper Elementary 19 Old Town Elementary School 19 Helsinki Primary Schools 19 FARMINGTON, CT OLD TOWN, ME HELSINKI, FINLAND • Teacher Collaboration • Community of Learners • Authentic Assessments

SMALL LEARNING COMMUNITY KIVA- SMALL LEARNING COMMONS COMMUNITY TEACHER • Variety of Learning PLANNING Styles CENTER • Small School Culture

JCJ Architects Frank Locker educational planner PDT Architects

12 Ch 5.6 21st Century Schools Presentation

19 19 20 Helsinki Primary Schools TEACHER Ipswich HS/MS Internships, Advisories, Project-Based Learning HELSINKI, FINLAND Ipswich, MA MET SCHOOL, PROVIDENCE, RI, USA CENTER •Lower socio-economic students who otherwise might have dropped out ADVISORIES SOC STUD SOC STUD •92% attendanceADVISORY rate (local average 81%) •98% graduation rate (local average 87%) ENGLISH ENGLISH COMMONS •98% college attendance rate; 75% college COMMONS SPL ED graduation rate (50% national average; 6% national average for lower socio-economicADVISORY students) MATH MATH •75% are first ones in their families to go to college CLASSROOMS •#1 in state for School Climate TCHRS SCIENCE SCIENCE •#1 in state for Parent Involvement •#1 in state for Teacher Availability (Academic Issues) •#1 in state for Teacher Availability (Personal Issues) COMMONS/ BREAKOUT Flansburgh Associates Architects FRANK LOCKER Educational Planning with HMFH Architects

Internships, Advisories, Project-Based Learning20 Internships, Advisories, Project-Based Learning20 Service Learning 20 MET SCHOOL, PROVIDENCE, RI, USA MET SCHOOL, PROVIDENCE, RI, USA LITTLETON HS, LITTLETON, NH •Small school:120 students ADVISORIES •Variety of •Internships in business + institutions 2 days/week, 4 Learning Styles years ADVISORY •Small School Chudder’s •Personalised learning: curriculum wrapped around Culture student interests General Store COMMONS •Neighborhood SCHOOL SCHOOL •Project-based learning/didactic teaching Schools FOR 120 ENTREPRENEURSHIP FOR 120 •Teachers are advisorsADVISORY •Center of CENTER Community •School integral in community HEALTH CTR GYM •Use Sports Hall+ services in community centre CAFÉ- •Use Community College for Advanced Placement BLACK BOX QUAD- PLAYFIELD High School SCHOOL SCHOOL FOR 120 FOR 120 FRANK LOCKER Educational Planning with HMFH Architects Concordia Architects Concordia Architects

13 Ch 5.6 21st Century Schools Presentation

21 22 22 Thomas Jefferson HS Applied Technology CenterCanby HS, Canby, OR Applied Technology CenterCanby HS, Canby, OR ARLINGTON, VA #1 Achieving HS in USA, 3 years in a row COMMUNI- US News + World Report BIO-AG CATIONS SCHEDULE TEACHER •Period 8 is unassigned ENGINEERING OFFICE •Students do projects, independent work, find teachers •Freshman course: Biology/English/ BOARD Engineering •Variety of ROOM •Thematic Learning Learning Styles •Integrated Learning •Academic & Technical Learning •Integrating •Community Service •Project-Based Learning Technology •Flexible Learning Spaces

Dull, Olson, Weekes Architects Dull, Olson, Weekes Architects

23 New Tech High 23 New Tech High 23 Blue Point School New Tech Network SCARBOROUGH, ME EDUCATIONAL ATTRIBUTES LEARNING RESULTS •21st Century Skills CALIFORNIA STANDARDS TEST SCORES 2009 K-2 MULTI-AGE CLASSROOMS •Standardized testing scores significantly higher than Biology 10th 11th comparative schools NEW TECH HIGH •High university acceptance/attendance: 89% •% Advanced 47% 47% •1.5X national average university graduation rate: 80% •% Proficient 25% 25% •2X national university enrollment in science + math: 40% ALL COUNTY SCHOOLS •% Advanced 19% 19% •% Proficient 28% 18%

ALL CALIFORNIA SCHOOLS “How can we teach children collaboration if •% Advanced 21% 20% every adult they see in the building is working •% Proficient 24% 22% alone?”

PDT Architects NTD Architects California Standardized Testing + Reporting (STAR) www.star.cde.ca.gov/star 2009

14 Ch 5.6 21st Century Schools Presentation

New Tech High 23 New Tech High 23 New Tech High 23 New Tech Network New Tech Network New Tech Network SCHOOL ORGANISATION WHAT ARE STUDENTS EVALUATED ON? INTERDISCIPLINARY/INTEGRATED TEACHING •Year levels 9-12 MEASURED •Geography + Language Arts •400 students per school maximum •Critical thinking •Computer Applications + Science •Integrated, interdisciplinary teaching •Collaboration •Biology + Literature •100% project-based learning •Oral communication •Math + Environmental Science •Teacher teams (2 or 3 teachers, synchronous) •Written communication •Computer Apps + Language Arts •Collaborative learning (2 to 4 student teams) •Technology literacy •Political Studies (Language Arts + Government + •Double block periods: 180 minutes •Citizenship and ethics Economics) •12 credits (1/2 year) university courses before graduation •Career preparation •Math + Engineering •Internships •Core subject mastery •Technology + Math •Student generated senior •Communication Studies (Lang Arts + Drama) project NOT MEASURED •Global Studies (Lang Arts + World History) •1:1 computers since 1996 •Creativity •American Studies (Language Arts + US History) •Bio-Fitness (Biology + Health + PE) •Spatial Studies (Digital Media + Geometry)

Taught by 2 teacher teams in 180 minute classes

New Tech High 23 New Tech High 23 New Tech High 23 New Tech Network New Tech Network New Tech Network PROJECT BASED LEARNING SAMPLE PROJECTS SAMPLE PROJECTS •Initiated with an event •Animal Farm and Economics •Solar Energy •Open-ended, essential question •1984 – Big Brother is Watching You •Students research heat transfer and energy •Interdisciplinary learning •Middle East Peace Conference transformations to design a device that would capture •Teacher project preparation and student execution guided •CSI Investigation the sun's energy and convert it into useful energy for by rubrics •Imperialist Intervention in Haiti cooking. •Students work in teams •Down to Earth •Outside experts for initiation, check-in, and final review •Students investigate satellite orbits in order to •Projects create the “need to know” determine the arc a satellite signal would cover, and use •Supported by: this information to find the number of satellites needed •Direct teaching to cover the circumference of the Earth •Small group •Iron Chef discussions •Students discover how the logic of chemical •Homework stoichiometry can be used every day in the kitchen •Authentic evaluations •Reflection afterward NTD Architects

15 Ch 5.6 21st Century Schools Presentation

23 23 23 New Tech Network LEARNING RESULTS New Tech Network LEARNING RESULTS Middletown Public Schools COPERATIVE MIDDLETOWN, RI, USA LEARNING

LARGE GROUP EVENTS

CAVES COPERATIVE LEARNING

Forest Avenue School K-2 Center 23 Forest Avenue School K-2 Centre 23 Forest Avenue School K-2 Centre 23 MIDDLETOWN, RI MIDDLETOWN, RI, USA MIDDLETOWN, RI, USA Teacher Teacher Teams, Teams, Multi-Age, Multi-Age, Flexible Flexible Student Student Groups Groups

Frank Locker/Fielding Nair International Educational Planners Litman Architects Frank Locker/Fielding Nair International Educational Planners Litman Architects Frank Locker/Fielding Nair International Educational Planners Litman Architects

16 Ch 5.6 21st Century Schools Presentation

23 23 23 Forest Avenue School K-2 Centre Forest Avenue School K-2 Centre Forest Avenue School K-2 Centre MIDDLETOWN, RI, USA MIDDLETOWN, RI, USA MIDDLETOWN, RI, USA Teacher Teams, Multi-Age, 2 3 4 Flexible Student Groups PROJECT/ 4 Core TUTORIAL Teachers + AREA 2 Spl Ed 1 Teachers + COMMONS Specialists COMMONS with TEACHER STAGE 85 Students CENTER TEACHER STAGE CENTER

Frank Locker/Fielding Nair International Educational Planners Litman Architects Frank Locker/Fielding Nair International Educational Planners Litman Architects Frank Locker/Fielding Nair International Educational Planners Litman Architects

The End of the Classroom as We Know it Today The End of the Classroom as We Know it Today The End of the Classroom as We Know it Today Wooranna Park Primary School 24 Wooranna Park Primary School 24 Wooranna Park Primary School 24 MELBOURNE, AUSTRALIA MELBOURNE, AUSTRALIA MELBOURNE, AUSTRALIA • Year 5 + 6 • 110 Students • Teacher Teams • Activity Zones • Project-Based Learning

BEFORE AFTER • High Poverty • Test Scores at 36% - 73% vs 12% Expected per Student Family Occupation Mary Featherston Designer Mary Featherston Designer Mary Featherston Designer

17 Ch 5.6 21st Century Schools Presentation

Center for Innovative Studies 24 Center for Innovative Studies 24 Center for Innovative Studies 24 MILAN, MI MILAN, MI MILAN, MI

The End of the Classroom as We Know it Today The End of the Classroom as We Know it Today The End of the Classroom as We Know it Today

Fanning/Howey Associates Architects Fanning/Howey Associates Architects Fanning/Howey Associates Architects

18 Ch 5.7 Places for Learning

Places for Learning- A Typology Places for Learning- A Typology ORGANIZATION YOUR ASSIGNMENT From: To: RANK Most traditional Most innovative Teachers work alone Teachers work together •Work with your table team mates. Identify: Students learn in class Personalized learning •The 3 most appropriate exemplars. Isolated subjects Integrated curriculum • What qualities did you admire? Teach + test learning Project-based learning Places for Learning Schedule controls time Students + teachers •The 1 least appropriate. control time A TYPOLOGY • What qualities did you dislike? Two Tipping Points: Hamilton-Wenham Regional School District Teachers: Work together in shared spaces Frank Locker PhD Students: [email protected] Initiative/responsibility for own learning © 2013 Frank Locker Inc

ISOLATED CLASSROOMS/“TEACHING WALL” “IDEAL” MATH CLASSROOM STUDIO SPACE Thompson Middle School Grand Rapids Public Schools NEWPORT, RI DARTMOUTH, UK MIDDLE SCHOOLS A B C

HMFH Architects Kilworth Edunova Frank Locker/DeJONG Inc

1 Ch 5.7 Places for Learning

INTERSTITUAL + BREAKOUT SPACES CONNECTED STUDIOS WITH COMMONS FLOWING STUDIOS WITH COMMON SPACE F Springfield Literacy Center Ipswich Middle School Slate Magazine 5th Grade Exploratory Classrm SPRINGFIELD, PA IPSWICH, MA E D

Burt Hill Architects Flansburgh Associates Architects Greg Stack NER Architects

COMMON SPACE HOLDS OTHER USES COMMON SPACE HOLDS OTHER USES FOLDING WALL End of the Library as We Know it Today G End of the Library as We Know it Today G Waverly High School CONCORD, NH ELEMENTARY SCHOOLS CONCORD, NH ELEMENTARY SCHOOLS WAVERLY, NE •Departmental model H •Admin, Guidance only at front door •Applied learning areas separated ‘FAT L’ CLASSROOM from core academic Classrooms GYMNASIUM BUSINESS ENGLISH The Design Partnership Architects SOCIAL ART STUDIES LIBRARY PERF ARTS CAFE AUDITORIUM FOLDING WALL HOUSE FOR 200+- STUDENTS HOUSE 1 HOUSELOBBY 2 •4 Pods for core academics make a school •Small Learning Community CAFE LIBRARY SP ED organization centered on “Houses” PE and Media Center HOUSE 3 HOUSE 4 •Teacher Planning Centers •Industrial Technology integral HMFH Architects HMFH Architects with Science

2 Ch 5.7 Places for Learning

COMMON SPACE OTHER USES/FLEX WALLS COMMON SPACE OTHER USES/FLEX WALLS TEAM TAUGHT INTERDISCIPLINARY COURSES Cristo Rey High School Cristo Rey High School Strategic Interdisciplinary MINNEAPOLIS, MN MINNEAPOLIS, MN NEW TECH HIGH I I J

Fielding Nair International Fielding Nair International NTD Architects

TEAM TAUGHT INTERDISCIPLINARY COURSES SHARED STUDIOS + RESPONSIBILITY SHARED STUDIOS + RESPONSIBILITY Strategic Interdisciplinary Forest Avenue School K-2 Center K Forest Avenue School K-2 Center K NEW TECH HIGH MIDDLETOWN, RI MIDDLETOWN, RI •1:1 student computer ratio J Teacher •Use of projects to engage students: achieve deeper Teams, learning Multi-Age, 2 3 4 •Integrate 21st Century skills Flexible •2 Person synchronous team Student teaching Groups PROJECT/ 4 Core TUTORIAL Teachers + AREA 2 Spl Ed 1 COMMONS Teachers + COMMONS TEACHER STAGE Specialists CENTER with TEACHER STAGE 85 Students CENTER

NTD Architects Frank Locker/Fielding Nair International Educational Planners Litman Architects Frank Locker/Fielding Nair International Educational Planners Litman Architects

3 Ch 5.7 Places for Learning

SHARED STUDIOS + RESPONSIBILITY DIFFERENTIATED STUDIOS DIFFERENTIATED STUDIOS Forest Avenue School K-2 Center K Wooranna Park Primary School L Wooranna Park Primary School L MIDDLETOWN, RI MELBOURNE, AUSTRALIA MELBOURNE, AUSTRALIA • Year 5 + 6 • 110 Students • Teacher Teams • Activity Zones • Project-Based Learning

BEFORE AFTER • High Poverty • Test Scores at 36% - 73% vs 12% Expected per Student Frank Locker/Fielding Nair International Educational Planners Litman Architects Family Occupation Mary Featherston Designer Mary Featherston Designer

THE END OF THE CLASSSROOM AS WE KNOW IT TODAY THE END OF THE CLASSSROOM AS WE KNOW IT TODAY THE END OF THE CLASSSROOM AS WE KNOW IT TODAY Milan HS Center for Innovative Studies Milan HS Center for Innovative Studies Milan HS Center for Innovative Studies MILAN MI MILAN MI MILAN MI M Project-Based Learning M Project-Based Learning M Project-Based Learning

Fanning Howey Associates Architects Fanning Howey Associates Architects Fanning Howey Associates Architects

4 Ch 5.7 Places for Learning

HIGHLY VARIED LEARNING SPACES HIGHLY VARIED LEARNING SPACES HIGHLY VARIED LEARNING SPACES Australian Science + Mathematics School M Australian Science + Mathematics School M Australian Science + Mathematics School N ADELAIDE, AUSTRALIA ADELAIDE, AUSTRALIA ADELAIDE, AUSTRALIA •Development + research school to revitalize science + math education •Application school, years 10-12 •Balanced pupil demographics •300 pupils; growing to 450 •Small Learning Communities • Teacher teams of 4-5 with 90 pupils •Years 10 +11: ungraded Project-based learning years •Generalist + specialist learning spaces •Teachers control daily timetable, use of spaces •Collaborative learning; project-based learning •Year 12: subject class groups, almost traditional • Less student satisfaction Woods Bagot Architects Woods Bagot Architects Woods Bagott Architects

PERSONAL LEARNING SPACES PERSONAL LEARNING SPACES PERSONAL LEARNING SPACES Minnesota New Country School Minnesota New Country School Minnesota New Country School HENDERSON, MN HENDERSON, MN HENDERSON, MN O Personalized Learning, Project-Based Learning O Personalized Learning, Project-Based Learning O Personalized Learning, Project-Based Learning

5 Ch 5.7 Places for Learning

School of One School of One P School of One NEW YORK, NY NEW YORK, NY NEW YORK, NY

School of One School of One NEW YORK, NY NEW YORK, NY

6 Ch 5.8 School Transformation + Development Map

SCHOOL TRANSFORMATION + DEVELOPMENT MAP 3.1.8

Names______School______Col 1 = 1 point Col 2 = 2 points MAINTAINING TRADITION INITIATING CHANGE PROGRESSIVE TRANSFORMING TRANSFORMED Col 3 = 3 points Col 4 = 4 points 1 2 3 4 5 Col 5 = 5 points Average point value for © 2013 Frank Locker Inc [email protected] multi-column issues INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW TOTALS

EDUCATIONAL DELIVERY NF EDUCATIONAL DELIVERY NF EDUCATIONAL DELIVERY NF EDUCATIONAL DELIVERY NF EDUCATIONAL DELIVERY NF NOW FUTURE ALL GRADES ALL GRADES ALL GRADES ALL GRADES ALL GRADES INSTRUCTION INSTRUCTION INSTRUCTION INSTRUCTION INSTRUCTION 0 0

1 LEARNING No focused learning theme/expression Themes to designate internal sub-schools w/ little impact on instruction Thematic curricular component w/i school Choice thematic, magnet school THEME 0.0 0.0 Student work is rarely actively expressed Student work occasionally expressed in Students present work in regular Exhibitions recorded for portfolios + 2 EXHIBIT- IONS Exhibitions feature outside "experts" outside Classroom Corridors etc exhibitions resource 0.0 0.0 Little or no recognition of learning As Column 1, but multiple Mult int+ learning styles used as a basis of 3 DIFFEREN- differences among students except Multiple intelligences + learning styles honored thru differentiated instruction; no tracking CES intelligences/learning styles recognized student social learning "tracking" 0.0 0.0 "Broadcast" teaching: same to all students Occasional differentiated instruction in Personalized learning plans; student 4 PERSONAL Differentiated instruction as basic approach LEARNING in the classroom assignments, assessments initiated projects 0.0 0.0 COLLAB- 5 ORATION Students learn alone Occasional 2 person teams Occasional larger teams Students regularly work in larger teams Students learn 75% in teams 0.0 0.0 Teachers occasionally integrate curriculum Self contained classroom teaching Common planning to coordinate Teachers swap classes for sharing Teachers regularly teach synchronously in 6 TEACHER by teaching together in same place + same TEAMS exclusively curriculum/know students instruction but do not teach together coordinated teams time 0.0 0.0 Most teachers have "own" classrooms; Teachers share "own" Classrooms with Teachers control suite of spaces with 7 OWNER- SHIP Small groups of teachers share small # of Classrooms based on schedule others on carts specialist teachers corollary teachers 0.0 0.0 Students know very little about activities in Students aware of other Classrooms Learning takes place in coordinated 8 AWARE- NESS Learning spans several classrooms and related spaces neighboring classrooms through occasional sharing manner in variety of shared spaces 0.0 0.0 Computers seen as sophisticated Computers also used for PowerPoints and Computers also occasionally used for Adaptive learning programs, gaming, web, 9 TECH- NOLOGY Virtually no computer use writing/math tools Prezis learning programs +/or web research virtual access are ubiquitous 0.0 0.0 Best student work is displayed on bulletin Each student's work is presented + Building is rich with 2D + 3D display of 10 DISPLAY All student work on bulletin boards, but trumped by sports in Lobbies boards critiqued student projects 0.0 0.0 Predominantly direct instruction w/ some Direct instruction with regular group Direct instruction, group discussion, + Project-based learning, discussions, + "just- 11 DELIVERY Almost exclusive direct instruction discussion discussion some problem solving in-time" direct instruction 0.0 0.0 Core instruction subject based; not all Exploratories (Art, Music, PE, Family) Exploratory coordination with core learning Occasional integration of core learning +/or Regular integrated learning includes core + 12 INTEGRA- TION "exploratories" taught taught separate from non-integrated core mostly in extracurricular exploratories exploratories 0.0 0.0 Occasional internships/service learning for Regular internships/service learning are 13 LEARNING Learning exclusively in Classrooms, Labs Learning exclusively in Classrooms with some field trips LOCATION some students integral to learning 0.0 0.0 Students also teach in paired groups/study Students teach each other in project based Students regularly teach others; outside 14 WHO TEACHES Teacher does the teaching Teacher with aides do teaching teams environment "experts" for projects 0.0 0.0 MAKING No attempt to make learning visible; hidden Learning visible through occasional (mostly Learning visible through authentic Learning highly visible through all aspects 15 LEARNING Celebratory events focusing on learning VISIBLE behind corridor walls arts) entertainment/events evaluations, educational "trophies" of school life 0.0 0.0 CURRICULUM/ ASSESSMENT CURRICULUM/ ASSESSMENT CURRICULUM/ ASSESSMENT CURRICULUM/ ASSESSMENT CURRICULUM/ ASSESSMENT 0.0 Students poorly informed about standards Students informed about standards for Students know rubrics for exhibitions, Authentic teaching and learning: teach the Outside "experts" + students also assess 16 ASSESS- MENTS for tests, papers, worksheets tests, papers, worksheets performances, displays + exams "whole" child; 21st Cent Skills with rubrics 0.0 0.0 Delivery method and curriculum is rigid and Teachers have high discretion over Teachers team to review data, create units Teachers share data as part of regular 17 CURRIC FLEX Teachers team to review assessment data uniform delivery in Classrm w/ little oversight + lessons, + evaluate success school improvement 0.0 0.0 Social/emotional learning a regular part of Advisor-advisee + wellness courses for all 18 SOCIAL/ Focus on academic learning exclusively Guidance counselor responsible for any social-emotional learning disconnected from Classroom EMOTIONL curriculum students 0.0 0.0 Skills integrated in curiculum in random Full integration of skills in all aspects of 19 21st CENT No recognition of 21st Century Skills Some skills acknowledged but taught as separate content area, like advisor-advisee SKILLS manner subject to teacher initiative curriculum 0.0 0.0 Teaching objectives determined by items to be Curriculum objectives traditional and/or Objectives: inquiry based, social skills, 20 CURRIC- ULUM Curriculum mostly standards-based with occasional inquiry + social skills; 21st Cent Skills tested standards driven project learning, critical thinking 0.0 0.0

Frank Locker Educational Planning www.franklocker.com [email protected] 617.412.7444 1 Ch 5.8 School Transformation + Development Map

SCHOOL TRANSFORMATION + DEVELOPMENT MAP 3.1.8

Names______School______Col 1 = 1 point Col 2 = 2 points MAINTAINING TRADITION INITIATING CHANGE PROGRESSIVE TRANSFORMING TRANSFORMED Col 3 = 3 points Col 4 = 4 points 1 2 3 4 5 Col 5 = 5 points Average point value for © 2013 Frank Locker Inc [email protected] multi-column issues INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW TOTALS

Curriculum oriented to teachers teaching Issues that have no single answers; 21 KNOW- LEDGE Occasional indeterminate answer assignments known answers problem solving is the focus 0.0 0.0 "Textbook is the curriculum", few or no Textbooks supplemented with original Variety of curricular approaches, largely Variety of curricular approaches, largely Textbooks used only as data resource 22 TEXT BOOKS connections among subjects/disciplines, materials teacher determined district determined support local delivery decisions sequential 0.0 0.0

EDUCATIONAL DELIVERY NF EDUCATIONAL DELIVERY NF EDUCATIONAL DELIVERY NF EDUCATIONAL DELIVERY NF EDUCATIONAL DELIVERY NF NOW FUTURE District/state determine what all students Teacher determines what all students learn Teacher teams determine what students Students have some determination in Students determine own personalized 23 PACE + VEHICLES learn + what learning vehicles will be + what learning vehicles will be learn + what learning vehicles will be learning vehicles learning plan within a rubric 0.0 0.0 Individual teacher responsible for School determines policy; teachers Grades established by teachers, peers, 24 GRADING Grades established by team of teachers at exhibitions determining policy + grades determine student grades outside experts + student self assessment 0.0 0.0 Students receive frequent, immediate 25 FRE- QUENCY Occasional testing seen as record keeping Lag time between testing + feedback Feedback on tests is quick + formative feedback on interventions (RTI) 0.0 0.0 LEADERSHIP LEADERSHIP LEADERSHIP LEADERSHIP LEADERSHIP 26 DISTRIBU- TION Central Admin + Guidance at front door Central Guidance but distributed Admin (VP/AP at learning areas) Admin + Guid at learning areas 0.0 0.0 Room scheduling done by Central Room scheduling done by Distributed Room scheduling done by affected 27 SCHEDUL- ING Central room scheduling but occasional teacher discretion Administration Administration teachers 0.0 0.0 PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT

PROF Central admin & state reqmts determine Teachers actively reflect on classroom 28 DEVELOP- school wide prof. development, Coordinated state/district PD program Teachers lead school in prof. development with district/state guidance practices, direct prof development within MENT uncoordinated school vision/mission 0.0 0.0 Teachers develop research projects to 29 COMMON No common planning time Departmental planning time Teacher team planning time PLANNING inform their own instruction 0.0 0.0 RELATIONSHIP BUILDING RELATIONSHIP BUILDING RELATIONSHIP BUILDING RELATIONSHIP BUILDING RELATIONSHIP BUILDING

Guidance counselors believed sufficient to Group discussions led by guidance Teachers lead occasional Advisor-Advisee Teachers lead frequent Advisor-Advisee Teachers lead frequent Advisor-Advisee 30 ADVISORS advise students counselors programs w/ vague curriculum programs w/ vague curriculum programs with consistent curriculum 0.0 0.0 Students known individually by individual Student known by teacher team focused on Principal does not know names of all 31 KNOWING teachers; sharing of knowledge of students Student known by teacher team focused on relationship building relationship building + personalizing students among teachers is circumstantial learning 0.0 0.0 CONNECTIONS CONNECTIONS CONNECTIONS CONNECTIONS CONNECTIONS PTO lends valued support to school; Community members sought as experts Multi generation community members 32 ADULTS Parents sought as volunteers for program support community members not sought out and mentors sought as experts, tutors, role models 0.0 0.0 Occasional educational delivery + K-12 educational delivery not highly Occasional curricular connections to PK-16 educational delivery highly 33 ARTICULA- guidance connections to schools with lower K-12 educational delivery highly articulated TION articulated sending/receiving school articulated; dual degree programs or higher grade levels 0.0 0.0 Community users during school day Community uses seen as detrimental to Evening/weekend community use of limited 34 COMMUN- ITY Community use of limited spaces embraced as learning opportunity for student safety spaces students 0.0 0.0 ELEMENTARY ELEMENTARY ELEMENTARY ELEMENTARY ELEMENTARY Students regularly make electronic 35 TECHNOL- OGY No computer use Computer keyboarding Students show teachers use of technology Regularly virtual learning presentations 0.0 0.0 Age/year groupings, RTIs; teachers loop Multi grade instruction for developmental 36 GROUPING Students grouped by age/year level Students grouped by age/year level; regrouped for RTIs with students reasons 0.0 0.0 37 EXPLRA- TORY No/few exploratory programs Phys Ed, Music are exploratory Art added as exploratory Science added as exploratory program All courses are exploratory 0.0 0.0 MIDDLE YEARS MIDDLE YEARS MIDDLE YEARS MIDDLE YEARS MIDDLE YEARS

Frank Locker Educational Planning www.franklocker.com [email protected] 617.412.7444 2 Ch 5.8 School Transformation + Development Map

SCHOOL TRANSFORMATION + DEVELOPMENT MAP 3.1.8

Names______School______Col 1 = 1 point Col 2 = 2 points MAINTAINING TRADITION INITIATING CHANGE PROGRESSIVE TRANSFORMING TRANSFORMED Col 3 = 3 points Col 4 = 4 points 1 2 3 4 5 Col 5 = 5 points Average point value for © 2013 Frank Locker Inc [email protected] multi-column issues INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW TOTALS

Students ability tracked w/G+T + learng 38 TRACKING Students are ability tracked Students ability tracked w/ G+T Students heterogeneously grouped All students on personal learning plans ctrs 0.0 0.0 Junior High format even though may be Perhaps K-8 for developmental + family 39 SCHOOL Middle School without consistent Houses School subdivided into houses sized for creating relationships CONCEPT called "Middle School" reasons 0.0 0.0 HIGH SCHOOL HIGH SCHOOL HIGH SCHOOL HIGH SCHOOL HIGH SCHOOL Students ability tracked w/G+T + learng 40 TRACKING Students are ability tracked Students ability tracked w/ G+T Students heterogeneously grouped All students on personal learning plans ctrs 0.0 0.0 Small learning communities: virtual Departmental organizational structure + Departmental w/ special program (Senior 41 SCHOOL ORG Mixed school organization: i.e. departmental w/9th grade house departments to maintain curriculum facility plan Project) standards 0.0 0.0

EDUCATIONAL DELIVERY NF EDUCATIONAL DELIVERY NF EDUCATIONAL DELIVERY NF EDUCATIONAL DELIVERY NF EDUCATIONAL DELIVERY NF NOW FUTURE Thematic learning; career clusters; magnet 42 ELECTIVES Limited or no elective courses Goal: wide range of unrelated electives schools 0.0 0.0 Occasional teacher driven interdisciplinary Core content areas and exploratory areas 43 INTERDISC- Content areas are not intentionally linked Core content areas linked: Science-Math, English-Soc Studies IPLINARY links linked 0.0 0.0 Academics related to Career-Tech 44 APPLIED No applied learning in school Tech Ed, Vocational, Career-Tech present but unrelated to core academics Academics imbedded in Career-Tech LEARNING programs 0.0 0.0 Class size based on equity; teaching alone; Variety in class size based on team Variety in class sizes based on project 45 CLASS SIZE Variety in class sized based also on exclusiveness of subject area available # students teaching teams 0.0 0.0 No uniform schedule; determined by 46 TIME TABLE 45 to 60 minute class period Block schedule Mega-blocks within schedule teachers (students) 0.0 0.0

EDUCATIONAL DELIVERY TOTAL OVERALL SCORE 0.0 0.0 EDUCATIONAL DELIVERY AVERAGE OVERALL SCORE #DIV/0! 0.00

FACILITIES NF FACILITIES NF FACILITIES NF FACILITIES NF FACILITIES NF ALL GRADES ALL GRADES ALL GRADES ALL GRADES ALL GRADES Line Item Weight OVERALL PLANNING OVERALL PLANNING OVERALL PLANNING OVERALL PLANNING OVERALL PLANNING School size set for Intentional building size/capacity to foster Circumstantial overall building Efficient school size/capacity, non- Efficient school size/capacity, semi- 1 SIZE/ administrative/operational efficiency; no relationships; autonomous small CAPACITY size/capacity autonomous schools within school autonomous schools within school small schools within schools/teacher teams within 0.0 0.0 Spaces/furniture inappropriate for current Spaces/furniture rigid: conceived to serve Spaces/furniture allow several current Spaces/furniture allow several current Spaces/furniture flexible/agile to anticipate 2 FUTURE educational methods: wrong sizes, PROOFING one concept of current educational models educational deliveries with difficulty educational deliveries with ease future educational trends locations, services, equipment 0.0 0.0

Facility makes it almost impossible for Facility supports occasional/non- Facility supports regular/non-synchronous Facility supports regular/synchronous Facility supports teacher collaboration + 3 COLLABOR- ATION teachers to collaborate synchronous teacher collaboration teacher collaboration teacher collaboration control of schedule + space 0.0 0.0

Bulletin boards, display cases for Bulletin boards, display cases, windows to Learning highly visible through 4 VISIBLE No attempt to make learning visible Bulletin boards in corridors LEARNING academics classrooms, video monitors transparency, display, activities 0.0 0.0

Flexibility only in some folding partitions; Spaces flexible w/ minimal effort; agile for 5 FLEXIBIL- ITY Spaces rigid in design; no flexibility Flexibility in folding partitions; often used Many spaces are flexible for multiple uses never used reuse w/o physical change 0.0 0.0

Frank Locker Educational Planning www.franklocker.com [email protected] 617.412.7444 3 Ch 5.8 School Transformation + Development Map

SCHOOL TRANSFORMATION + DEVELOPMENT MAP 3.1.8

Names______School______Col 1 = 1 point Col 2 = 2 points MAINTAINING TRADITION INITIATING CHANGE PROGRESSIVE TRANSFORMING TRANSFORMED Col 3 = 3 points Col 4 = 4 points 1 2 3 4 5 Col 5 = 5 points Average point value for © 2013 Frank Locker Inc [email protected] multi-column issues INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW TOTALS

Central social gathering space(s), "hang Circulation conceived in minimal terms of Functional circulation with notable public Circulation centers on social gathering Central gathering space(s) + "hang out" 6 SOCIAL out" spaces + student centric social/work SETTING moving people: Corridors + lobbies only expression at Lobbies space(s) as focus of school spaces spaces 0.0 0.0 Special effort made at Main Entry; school School signature expressed in occasional School signature widely expressed 7 EXPRES- SION No intentional building expression School colors are primary school signature colors prevail places throughout building 0.0 0.0 Plan based on single idea traditional of SCHOOL Traditional planning but allows mixed grade Relationship-based plan to best support 8 ORGANI- school organization: departmental, grade Flexible/agile school plan allows several school organizations; 9th grade house levels Column 5 educational delivery ZATION level, etc 0.0 0.0

Building plan: highly separate, unrelated Building plan: highly separate, unrelated Building plan strategically relates functional Building plan links different program areas Building plan links program areas for INTERDISC- 9 IPLINARY functional areas; does not facilitate public functional areas; zoned for public access to areas; zoned for public access to to facilitate interdisciplinary learning within interdisciplinary learning among core + access to community uses community spaces community spaces core; zoned public uses specials; zoned public uses 0.0 0.0

Student movement expected to be across Student movement controlled by teachers; Building guides student movement within Building guides student movement within Small school or movement only within 10 MOVE- MENT entire building; hall passes hall passes non-autonomous subzones intentional focused subzones relationship zones; hall passes are passe 0.0 0.0

FACILITIES NF FACILITIES NF FACILITIES NF FACILITIES NF FACILITIES NF

Self-contained school but missing some Self contained school with all appropriate Intentionally not self-contained: relies 11 AUTON- OMY Intended as self-contained but relies occasionally on nearby institutions for program use functional spaces functions heavily on neighboring institutions 0.0 0.0

Gym, Café, Auditorium occasional Community uses co-habitate building: Public + private community spaces used 12 COMMUN- ITY No spaces for community use Community access well planned + zoned community use Elderly Center, Clinic, Public Lib regularly by students 0.0 0.0

School shares site with other public uses: School shares site with School shares site synergistically with School planned to partly convert to other 13 MIXED USE Single use school building Library, Recreation business/residential business/residential uses when enrollments drop 0.0 0.0

LEADER- SHIP Central Admin; distributed Guidance spaces 14 Admin + Guid central but hard to find Central Admin + Guid at front door Distributed Guid + Admin 0.0 0.0

15 PARENTS/ No spaces oriented to parents Parents access Library or Admin Parent Room Volunteer Room Parent Room & Volunteer Room VOLUNTRS 0.0 0.0 SPECIFIC SPACES SPECIFIC SPACES SPECIFIC SPACES SPECIFIC SPACES SPECIFIC SPACES

Windows to Commons spaces, other Classrooms allow teachers to observe students working Abundant windows connecting all spaces, 16 TRANSPAR- No windows to corridors View panels at doors ENCY separately/independently including Teacher + Admin 0.0 0.0 Building conceived as unrelated Separate Classrooms arranged with others of different use to support interdisciplinary, multi Building conceived as suites of flexible 17 GROUPING Classrooms related to others of similar use Classrooms along Corridors age/grade learning learning spaces 0.0 0.0 Variety of small learning spaces closely 18 SMALL No small learning spaces Few small group learning spaces irregularly located GROUPS related to core spaces + Med Ctr 0.0 0.0 Adequate arts spaces located to integrate 19 ARTS No Visual/Perf Arts spaces Inadequate Visual/Perf Arts spaces Spaces adequate, related to other "specials" but not related to core spaces w/ core learning 0.0 0.0 Spl Ed in ad hoc spaces converted from Inclusion model; minimal exclusive Spl Ed 20 SPECIAL ED Separate Spl Ed spaces Spl Ed '"pull out" model; Resource Rooms + Self Contained other uses, too big/too small spaces 0.0 0.0 Gym/Pe/Atlhetics facilities used by 21 PE/ ATHLETICS Inadequate space for Phys Ed Gym for Phys Ed/Intramurals/Athletics Multipurpose Gym designed with good acoustics for assembly use community 0.0 0.0

Frank Locker Educational Planning www.franklocker.com [email protected] 617.412.7444 4 Ch 5.8 School Transformation + Development Map

SCHOOL TRANSFORMATION + DEVELOPMENT MAP 3.1.8

Names______School______Col 1 = 1 point Col 2 = 2 points MAINTAINING TRADITION INITIATING CHANGE PROGRESSIVE TRANSFORMING TRANSFORMED Col 3 = 3 points Col 4 = 4 points 1 2 3 4 5 Col 5 = 5 points Average point value for © 2013 Frank Locker Inc [email protected] multi-column issues INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW TOTALS

No Tech Ed or "hands on" applied learning Tech Ed spaces easy access from core Tech Ed spaces integrated with core 22 TECH ED Tech Ed spaces, unrelated to core spaces spaces spaces curriculum + spaces 0.0 0.0

Highly specific labs: Science Labs Labs are all flexible Wet Labs: 23 WET LABS Multi-purpose Science Labs; other disciplines separate designed for different sub sciences Science=Art=Home/Fam=Tech Ed 0.0 0.0

CLASS- ROOM Irregular Classroom sizes seen as Classroom sizes vary to match size of Variety of learning spaces supporting 24 SIZES Uniform Classroom size: equitable inequitable student groups teachers collaborating with varied groups 0.0 0.0

25 DRY LABS Insufficient Computer Labs Sufficient Computer Labs Computer/Dry Labs flexible for future conversion to other uses Laptop computers; no Labs needed 0.0 0.0

Media Ctr demand reduced by classrooms Media Ctr rethought as collaborative Media Ctr partly virtual, distributed in 26 MEDIA CTR Media Ctr contains print media only Media Ctr contains print + electronic media contain electronic media work/meeting/information place several locations 0.0 0.0

Assembly needs served poorly: in Gym or Auditorium stage sized for teaching & 27 ASSEMBLY Assembly needs not served by facilities Cafetorium with adequate Stage Auditorium sized for occasional peak use Café; no Stage learning, seating as few as possible 0.0 0.0

Frank Locker Educational Planning www.franklocker.com [email protected] 617.412.7444 5 Ch 5.8 School Transformation + Development Map

SCHOOL TRANSFORMATION + DEVELOPMENT MAP 3.1.8

Names______School______Col 1 = 1 point Col 2 = 2 points MAINTAINING TRADITION INITIATING CHANGE PROGRESSIVE TRANSFORMING TRANSFORMED Col 3 = 3 points Col 4 = 4 points 1 2 3 4 5 Col 5 = 5 points Average point value for © 2013 Frank Locker Inc [email protected] multi-column issues INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW INCLUDES PRACTICES BELOW TOTALS

FACILITIES NF FACILITIES NF FACILITIES NF FACILITIES NF FACILITIES NF

No common teacher spaces except 28 TEACHER Conf Rooms for teacher use Teacher "hotels" + Conf Rms for common planning time Teacher Planning Ctrs with Conf + Food PLANNING Lounge or Dining 0.0 0.0

CONNEC- Self contained classrooms with no Folding walls between few classrooms, Variety of doors, folding walls, windows to 29 TIONS Doors/barn doors between classrooms Suites of flexible spaces for varied uses connecting doors/walls always closed adjacent spaces allow flexibility 0.0 0.0 FOOD SERVICE FOOD SERVICE FOOD SERVICE FOOD SERVICE FOOD SERVICE

Menu includes fresh, locally grown food, Menu includes fresh, locally grown food, Menu includes no fresh food, multiple Menu includes fresh, locally grown food, FOOD Menu includes no fresh food, one menu multiple menu options prepared by staff multiple menu options. Grown and 30 CHOICES + menu options offered, breakfast & after multiple menu options, breakfast + after choice each day and learners, breakfast + after school prepared by staff and learners, breakfast + PREP school meals offered school meals offered meals offered after school meals offered 0.0 0.0 SUSTAINABLE DESIGN SUSTAINABLE DESIGN SUSTAINABLE DESIGN SUSTAINABLE DESIGN SUSTAINABLE DESIGN Building design minimizes impact on Building design incorporates energy Building seeks carbon neutral impact, environment, integrates design, 31 ENVIRON No sustainable design focus Building design focused on energy savings savings, day lighting and low impact integrates design, construction and IMPACT construction and operation of building into building materials operation of building into curriculum curriculum 0.0 0.0 FURN + EQUIP FURN + EQUIP FURN + EQUIP FURN + EQUIP FURN + EQUIP

TECH INTE- Virtually no technology; no phones in Basic, non-integrated technology; intercom; Partial integrated technology; classroom Integrated technology including interactive Integrated technology including laptops, 32 GRATION classrooms no classroom phones phones bds, document projectors cell phones, notebooks, Kindles 0.0 0.0

Single purpose connected desk/seats Flexible adjustable height ergonomic 33 STUDENT Desks w/ movable seats, not groupable Flexible desks + chairs, groupable Students work in personal workspaces FURNITURE designed for lectures desks, chairs, bean bags 0.0 0.0

Little or no cabinets/shelving in teaching Basic fixed cabinetry; not enough to serve Flexible, adjustable cabinetry on wheels; 34 CABINETRY Fixed cabinetry sufficient for basic needs Fixed cabinetry meets all storage needs spaces needs groupable to change space 0.0 0.0 4:1 student: computer ratio; selective use 2:1 student: computer ratio; laptops on 1:1 student: computer ratio; laptops, cell 35 COMPU- TER 10:1 student: computer ratio 6:1 student: computer ratio RATIO of laptops carts phones, tablets for all 0.0 0.0

FACILITIES TOTAL OVERALL SCORE 0.0 0.0 FACILITIES AVERAGE OVERALL SCORE #DIV/0! #DIV/0!

Frank Locker Educational Planning www.franklocker.com [email protected] 617.412.7444 6