academic year 2014
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Increasing Student Ownership and Responsibility for Their Academic Learning (SOAR) South Hills Arlington Heights Diamond Hill Jarvis. Academic Year 2014. What is SOAR?. Increasing Student Ownership and Responsibility for Their Learning. Core Elements of SOAR. - PowerPoint PPT PresentationTRANSCRIPT
Academic Year 2014
Increasing Student Ownership and Responsibility for Their Academic
Learning (SOAR)
South HillsArlington Heights
Diamond Hill Jarvis
What is SOAR?Increasing Student Ownership and Responsibility for Their Learning
• Teachers and other school personnel have high academic expectations for students
• Teachers and other school personnel provide instructional supports to help students meet high expectations
• Teachers and other school personnel provide organizational supports to help students meet high expectations
• Teachers and other school personnel use techniques to deeply engage students in academic work.
Core Elements of SOAR
Why SOAR?
Research by the National Center on Scaling Up Effective Schools in Fort Worth found students who demonstrated SOAR did the following:
Students come to class prepared, complete assignments well and on time, make up missed work in a timely manner, and seek additional help when they are struggling.
1Indicators of SOAR
Students are engaged in class, ask questions when they are confused, monitor their own learning, and attempt to master material with which they struggle.
2Indicators of SOAR
Students believe they can achieve challenging tasks and that it is in their control to succeed in school.
3Indicators of SOAR
Students are personally invested in academic success.
4Indicators of SOAR
Students demonstrate life skills such as initiative, self-direction, productivity, and accountability.
5Indicators of SOAR
• Students: Students have a low sense of self-efficacy in setting and meeting high academic goals even though they have high aspirations for college.
• Professionals: Educators have a low sense of self-efficacy in preparing students for academic success.
• Need: A significant percentage of high school students do not attain the cognitive skills, life skills, and habits of mind that are necessary for academic success.
• District: There is a lack of shared understanding across high schools of rigor, high expectations and student engagement.
Fort Worth Innovation School investigations highlight the following:
The SOAR Conceptual Prototype
The SOAR Conceptual Prototype
– A whole school model to ensure a culture where all students develop skills and habits of mind that will lead to success; aligned with district strategic plan and priorities for college and career readiness.
DIDT and SIDT Present: SOAR Conceptual PrototypeIncreasing Student Ownership and Responsibility
GrowthMindset
Problem-SolvingSOAR
Explicit Teaching of Growth Mindset
Students will be able to approach challenges as learning opportunities.
• Recognize that effort is essential for academic growth• Be open-minded when facing new situations that seem
difficult or unfamiliar• Figure out how to adjust when you make mistakes• Recognize that some mistakes may lead to
improvements and / or creative solutions
Meaningful work can also teach students to love challenges, to enjoy effort, to be resilient, and to value their own improvement.… We can design and present learning tasks in a way that helps students develop a growth mindset.
Dr. Carol S. Dweck, Even Geniuses Work Hard
Explicit Teaching of Problem-Solving Skills Relevant to Life and Academics
Students will be able to use and apply general and content-appropriate processes to identify and respond to problems through the lens of a growth mindset.
Examples of Processes and Skills:
• Identify the problem or question• Analyze and synthesize known information• Gather missing information• Develop possible solutions• Test and justify solution• Reflect on the process
Whole School:
Shared responsibility in which everyone contributes to high expectations; department and school-wide instructional and organizational supports for sustainability.
What will SOAR Schools do this
year?
What a SOAR Pilot Year Looks Like:
• Introduction to SOAR: SIDT to conduct PD lesson with school staff
• Introduction to Growth Mindsets: SIDT to conduct PD lesson with school staff
• Research and Development: SIDT and DIDT develop other lessons during and in between NCSU meetings
• Piloting at Innovation Sites: Teachers implement lessons in professional development settings and then translate to classrooms
• Organizational Supports: SIDT and DIDT coordinate and pilot the PD/Continuous Improvement Cycle
• Human Centered: Ongoing data collection and feedback from multiple stakeholders
• Continuous Improvement: Iterative process to try out and refine the SOAR prototype in fall and spring semesters
SOAR Program Roadmap
Phase 0 Learning from the
District
2012
Phase 1 Innovation
Design
01/2013 – 06/2013
Phase 2 Research &
Development, Testing, Piloting
07/2013 – 12/2013
Phase 3Piloting and
Implementation
01/2014 – 06/2014
Phase 4In-School Scale-
In / Plans for Scaling Up in
District07/2014 – 05/2015
Going to Scale
06/2015 - Onward
Identification of differentiating practices between HVA & LVA high schools
Identification of design challenge
Development of prototype concept
Capacity building of DIDT
Development & testing of prototype components
Piloting of prototype during PD and in classrooms
Formative evaluation & progress monitoring
Capacity building of SIDT & DIDT
In-depth and broader implementation at innovation sites
District-level scale-up plans
District leadership responsible for scale up in other schools
Iterative cycle: refinement of prototype based on data/feedback
Continued piloting of prototype in PD and in classrooms
Development of implementation plan
Capacity building of SIDT & DIDT
SOAR: Increasing Student Ownership and Responsibility for Their Learning
• A philosophy that supports the whole student• A systematic school-wide approach• An opportunity to foster life-long learning
experiences and build a culture of continuous improvement
“The beauty of Project SOAR is that it has its roots
in the positive and successful work already
happening in FWISD. Too often, solutions are
foisted upon our schools. This is of our school, by
our schools, and for our students. Project SOAR
has the potential to entirely change the
educational experience of our students and our
teachers.”
Mike SorumDeputy Superintendent, Leadership, Learning, Student SupportFort
Worth Independent School District