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Metro •STEM•Early College•Lottery

At Metro, STEM means …

Inquiry

Critical Thinking

Communication

Active and Responsible Decision-Maker

Engaged Learner

Collaborator

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STEM is about inquiry and delivery—not curriculum

Strategies That Engage Minds—ncsmt.org

Extending the Content—through advisory

Advisory-

Supporting the Academic Content

Advisory Design Challenges

•A class; .25 credits per year 90 minutes per week

•Multi-age groups (grades 9-12)

•Adult Advocate for each student

•Service Learning

•Personal Awareness and Growth

•Academic Progress

•Roundtable

•Gateway

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Metro’s Graduation Data

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Metro Student Achievement

ACT—school wide average composite 24.5• State of Ohio average composite 21.8

2011 Metro composite 24 2010 Metro composite 23.3

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Metro Demographics Fall 2011

Asian

Black

Hispan

ic

Native Am

erica

n

Multir

acial

White

0.00%10.00%20.00%30.00%40.00%50.00%60.00%

Ethnicity

2011-12 Metro Ethnicity

Gender

Male

Female

• 30% Free and Reduced Lunch

• 14% Identified Special Needs

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Mastery Learning

Time

120

Performance

F

D

C

B

A

120

Time

WIP

Mastery

Performance

What does Mastery Look Like? Paper and Pencil Tests—Using

QualityCore Standards Common Midterm Exams Guided Practice/Individual

Practice End of Course Exams

Design Challenges—Using QualityCore Standards

Trans-disciplinary Real-World Context Formative Strategies Frequently

in each class

Literacy Design Collaborative—College Ready Tools

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• Expectations for learning are the same for all students.

• Time is flexible; Performance is not

• Standards guide instructional decisions at the classroom level.

• The focus of instruction is on student learning.

• Students may repeat courses, or work on independent studies/short term extensions on content they did not master.

Short Term/Mini-Mester

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Term 1 (15 weeks)

Term 2 (5 weeks)

Term 3 OptionSchedules will reflect individual needs—recovery classes as needed(15 weeks)

Class One

Recovery Class(es)OR

Class Five

Class Six

Class Two Class Seven

Class Three Class Eight

Class Four Class Nine

High School Courses/College Access

Year One• 1st term--

focused Math, English, Science

• Earn up to 9.25 high school credits

• 2nd and 3rd Term Schedules personalized

• Take PSAT

Year Two• Personalized

schedules based on mastery of previous classes

• Social Studies Curriculum

• Earn up to 9.25 credits per year

• Take Ohio’s Graduation Exam (OGT)

• Take PSAT

Year Three• Work to

complete remaining high school (can earn 9.25) coursework.

• Begin Learning Center/College Access

• Complete Internship/Wellness

• Take College Entrance Exams PSAT/ACT/SAT

Year Four• College

Courses and/or Finish High School Courses

• Earn as many as 9.25 high school credits per year

• Solidify College/Career path choice

• Complete FAFSA/Financial Aid applications

Short Term/Mini-Mester Schedules

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Term 1 (15 weeks)

Term 2 (5 weeks)

Term 3 Option Schedules will reflect individual needs—recovery classes as needed (15 weeks)

Envt’l Science or Biology Recovery Class(es)OR

Class Five

Biology or Chemistry Intro to Fine Art or engineering

3D Art, engineering, envt’l science, physics, foreign language

English 9 English 10 or Eng 11Geometry Algebra 2

Term 1 15 weeks Term 2 5 weeks Term 3 15 weeks

American History Government EconomicsStudent Choice Student ChoiceStudent Choice Student ChoiceStudent Choice Student Choice

Year One Student

Year Two Student

Learning Centers

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Human Body Systems/PLTW Biomedical Engineering

Botany, Food Science, Entrepreneurship, Urban Agriculture

Engineering, Digital Electronics, Automated Systems and Robotics

Chemistry, Materials Science and Engineering

Humanities/Art/English/Government

Bio 113/114 HCS 200/Eng 269

ED PL 259/ Math 151/Eng 110

MSE 205/Chem 121

Variety of OSU classes

Partner with Westerville City Schools

At the Mid-Ohio Foodbank

At COSI At Watts Hall on Main Campus OSU

Uses Downtown Columbus

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Term 1 (15 weeks)

Term 2 (5 weeks)

Term 3 (15 weeks)

High School Class College Class 2 and High School classOR College Class 2 and 3

High School ClassHigh School ClassCollege Class 1 Finish College

Classes Winter

Start College Classes in Spring

Possible College Access Schedule

Alignment of Courses for Career and College Readiness

Alignment to standards—not curriculum

Acceleration and Remediation as needed

Progress with Middle and High Achievers

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Design Challenge/Project Development Template is an integration of work by Wiggins and McTighe, the International Center for Leadership in Education, Robert Marzano and David Conley.

Knowledge Taxonomy

Application Model

6 – Evaluation 5 – Apply to Real World UNPREDICTABLE Situations

5 – Synthesis 4—Apply to Real World PREDICTABLE Situations

4 – Analysis 3 – Apply Across Disciplines

3 – Application 2 – Apply in Discipline

2 – Comprehension

1 – Knowledge

1 – Knowledge/Awareness

Design Challenges

The Inquiry Continuum

- Douglas Llewellyn, Inquire Within

Learner

Learner

Learner

Learner

Learner

Teacher

Learner

Teacher

Teacher

Teacher

Teacher

Teacher

Results

Procedure

Question

Open Inquiry

Guided Inquiry

Structured InquiryDemo

Differentiation in Design Challenges

Content-What a student needs to learn

Process- What a student engages in to master the content

Products- What a student produces to show application and extension of content

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Schedules/Flexible Time

• Master Schedule

• Annual Calendar

• Daily Schedule

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Trimester Schedules

Term 1 Term 2* Term 3*

Geometry Algebra 2 Trigonometry

College Reading (Eng 9)

College Writing (Eng 10)

Literary Analysis (Eng 11)

Environmental Science Intro to Engineering Physics

*Recovery Classes for students who did not achieve mastery the first time

Term 1 Term 2 Term 3

American History World Studies Government

Student Choice Student Choice Student Choice

Student Choice Student Choice Student Choice

Year One Student

Year Two Student

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Third and Fourth Year Schedules Highly Personalized•OSU classes

•Finish High School Credit Requirements• Art• Wellness

•Internship

•Research class—at a learning center (COSI, Franklin Park, Westerville City Schools, Mid-Ohio Food Bank)

Term 1 Term 2 Term 3

Internship Art Research

Learning Center High School Class (Botany, Advanced Engineering, Biomedical Engineering)

Learning Center High School Class (Entrepreneurship, Robotics, Human Body Systems)

OSU Class

OSU Class OSU Class OSU Class

Phases of Design: An Integrated Approach to Project Development

Cross Curricular Content Integration Math, Science, English, Art, Social Studies, Spanish, Chinese

Framed by the Greater Columbus Context 22

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Step One Determining Design Challenge focus

• Two topics presented to Staff as options for 2nd semester Design Challenges:

• The Millennium Development Goals with a student exhibition in March• www.un.org/millenniumgoals/

• The Olympics, with student exhibitions in May

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Step Two: Dividing in Design Teams

1.) Each Staff member came to staff meeting prepared to answer:

• For each Design Challenge Topic, something students could create or produce that is relevant to my content and the Design Challenge Context is:• *instead of—not in addition to

• A way that at least two other content areas could tie into my proposed products is:

2.) Each teacher individually decided on ONE of the two design groups

3.) Fishbowl protocol for both design groups—lots of accountability; little risk

 

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Plans for each challenge Millennium Development Goals

Global Partnership—Fair Trade Coffee—Partnership with Local Coffee Company

Chemistry, World Studies, English 10,11,12, Economics, IED, Government, Algebra 2, Biology, Environmental science

A Fair Coffee Fare

Olympics Metro Games (advisory field day)

Physics, Geometry, Pre Calc, Art, Trig, Calculus, Wellness, English 9

New games to be played at Metro Games—with design constraints from each content area

Time for teachers

Project Development Overview

Theme – the cross grade level hook.

Enduring Understanding – The understanding that students will take forward from the work developed that will make a difference in the way that they make decisions or how they see the world.

Essential Questions – Questions that enable students to make the connection between the content that they are studying and the enduring understanding. Essential Questions lead to the Enduring Understanding

Local Context Application – What makes the question relevant to the student and/or the situation in which the project will be deployed?

Project Management 9 Components Scope – the processes to insure that the work is successfully defined and

controlled

Time – defining activities, putting them in sequence, making duration estimates, and developing the schedule

Cost – resources planning, budgeting, etc.

Quality – insuring that project meets it quality objectives (rubric)

Human Resources – all of the necessary processes to handle how the team will work, develop, & organize themselves

Communication – performance reporting and information distribution

Risk – involves all the procedures to handle the project risks, such as identification, analysis, risk response, risk monitoring

Procurement – the procedures used to handle equipment and materials used/needed

Integration – how will the processes work together?

Roles in a Project

Project manager - manages (is responsible for) the resources, including time, people and money, with the goal of excellence around success of the project

Relationship manager - manages the opportunities the relationship can bring, not just to this project, but to others that spawn from it.  Also manages the client through the project.

Logistics Manager—manages (is responsible for) planning and coordinating resources, and schedules

Principle investigator - focuses on (is responsible for) the content of the work – is the subject matter lead

Roles are fluid based on the size of the groups, the design of the challenge, and the content area expertise that is needed to successfully complete the challenge.

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Instructional Practices and Professional Development

Weekly Updates highlighting best practices and introducing a strategy

Embedded Professional Development at Weekly Staff Meeting

Clear Learning Targets for staff and students

Instructional Rounds

Instructional Design and Identity Influence Assessment

• Project Based Learning• Expeditionary Learning• Discovery Learning• Multiple Intelligences Approach Learning• Inquiry Based Learning• Performance Based Learning• Constructivist Learning

They all begin with backward design.

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Using Data1. Map the Value Added and Achievement Data

Reflect on course scope and sequence

2. Assessment Multiple Methods Common Assessments Nationally normed, locally normed, and Teacher created

3. Instructional Practices What is the administration doing What are the teachers doing

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Innovation at Metro

•Systems/Structures• Mastery• Trimesters• Mini-Mester

•Information capture and deliveryBasecamp

TaskStream—PreCalculus

TaskStream—World History

•Meeting with staff and students• Adobe Connect

•Trans-disciplinary Design Challenges

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Adobe Connect

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Adobe Connect