secondary environments transforming mpusd’s€¦ · life-changing opportunities for our diverse...

Transforming MPUSD’s Secondary Environments

Empowering Learners to be Self-Directed, Prepared for

College and Career, and Ready to Change the World

Moonshot Thinking

http://www.youtube.com/watch?v=0uaquGZKx_0

WHY? Incremental vs. Significant Impact● Schools of Choice!● ALL students engaged in self-

directed learning● Student-centered classrooms● Hands-on, project-based● Serving hard-to-reach/teach,

at-promise SPED and ELs ● Real-world application to

launch into College & Career

October 23 Secondary Retreat Objectives● Develop our ability to function as a cohesive team

● Strengthen our collective capacity to be thoughtful stewards of MPUSD’s

future

● Identify an aspirational vision for secondary learning across MPUSD

● Analyze potential options within our current context for school model

● Articulate key challenges, decision points, and next steps within our

current context to advance toward our vision

October 23 Secondary Retreat Agenda● Team Building Activity (60

min)

● Moonshot Thinking Video and

Brainstorming (45 min)

● Team Visioning (120 min)

● Teams’ Next Steps (120 min)

Brainstorming�1. Without restrictions, what type of learning would you like to see in your school?

�2. What types of structures, practices, programs, partnerships would facilitate this type of learning?

MPUSD’s Distinct Communities - Together as One

12 Elementary Schools + Charters

MarinaLAMS & MaHS

SeasideSMS & SHS

MontereyColton MS & MHS

Alternative School of Choice

Building upon a strong foundation: AVID● Cultivates a college-going

culture● Supports students for rigorous

learning● Prepares teachers with school-

wide engagement strategies● Tutorology builds students’

inquiry and problem-solving skills

● AVID is pathway to RIGOR

Building upon a strong foundation: CTE/ROP• CTE Pathways • Articulation with Regional College Partners

• Real-World Learning for All Students • Industry Recognized Certificates • Business Partnerships• Preparing for Post Secondary College and Careers Opportunities

Other Critical Foundational Pieces

● Instructional Leadership Teams (ILTs)● Units of Study ● Advanced Placement (AP)● Professional Learning Communities (PLCs) and strong teacher

SUPPORT● Effective Instruction Framework (iFit and Essential Practices)● Positive Behavior Intervention System of Supports (PBIS)

Seaside Learning Community

Carlos Moran, Seaside High School PrincipalManny Nunez, Seaside Middle School Principal

OpportunityTo create a rigorous, relevant, student-centered learning environment that better prepares all students

for the 21st century

Seaside Learning CommunityWho we are:

● Positive School Culture● Shared Leadership● Urgency to go from Good to Great● Staff Commitment to transform

learning for students● Strong parent-school partnership

Seaside Middle SchoolSocioeconomically Disadvantaged 83%English Language Learners 31%

Seaside High SchoolSocioeconomically Disadvantaged 70%English Language Learners 17%

Describe the Ideal K-12 Scholar

Seaside Learning Community VisionProject Based Learning with 1:1 technology for all students.

Administration and Staff Visits to:

● Bulldog Tech - San Jose, Ca● James Lick High School - San Jose, Ca● Sanger High School - Sanger, Ca● Aptos High School - Aptos, Ca● Napa New Tech High School - Napa, Ca● River Middle School - Napa, Ca

Networking Conversations: American Canyon Middle School - Sonoma, Ca

Differences between Traditional and PBL Traditional PBL

Instruction and assessment that are sometimes misaligned

Real-world challenges, applications and meaningful assessment


Teacher-led investigations following established curriculum and approaches

Student-led problem-solving to identify solutions to unforeseen challenges


Teacher determines learning opportunities and student interaction

Students are self-directed in their own and team learning

What are the Essential Elements of PBL?● Problem Solver● Effective Communicator● Critical Thinker● Confident● Collaborative● Responsible● Accountable● Manages Time Well

“Technology alone never holds the key to success. However, when used right, technology is an essential driver in accelerating forward momentum” -Jim Collins, Good to Great

● Focus on the way our content is delivered to students● Challenge and engage our learners● Data does show an increase in engagement levels and a decrease in

behavior referrals● Close the digital divide - provide technology for students to use at home● Empower our students to take ownership of their learning

Role of Technology 1:1 Computer Environment

New Tech Network

● Established in 1999● Network of 180 schools across

the U.S.● Training and Professional

Development ● On site Coaching● Implementation Plan● Leader in Project Based Learning

community

PBL & English Language Learners Research Based ELL Practices PBL and NTN Practices

● Ideas, themes and skills are taught in connected ways to build learners background knowledge

● Learners need to use language themselves in meaningful and purposeful ways

● Learning needs to be social, scaffolding should be interactive and occur through discourse

● Project based learning connects content knowledge, understanding and skills, requiring students to synthesize knowledge in meaningful ways.

● Emphasizes collaboration as students work in groups to complete authentic tasks

● Presentations and individual written assessments where students use target academic language

Reflections from our TEACHERS“This is exciting, unfamiliar, and potentially terrifying, but it does not mean you won’t be using all the skills you have developed as a teacher. Teachers of project-based learning do everything that other teachers do, from lectures, to seminars, to planning. It’s the context in the classroom that changes.”

“This would be the school that I would send my own children to.”

“This is the most authentic education that we can offer our students to empower them to achieve success.”

Proposed Next Steps● Engagement of Stakeholders

○ Parents○ Students○ Teachers (continue to work together)

● Explore New Tech Network Partnership ○ Funding and Cost○ Professional Development Opportunities

Alan Crawford, Principal

Who are the Students of Central Coast High School?

Historically low grades at school

Historically Disengaged

Wonderful young people with amazing potential who have faced and overcome significant life challenges

Mothers and Fathers

Part time workers

Severely credit deficient

Students involved with the juvenile justice system.

Historically have issues with attendance.

84% socio-economically disadvantaged

Two students Central Coast Supports● Profile of Two Students

What we are Doing Well Now

● Graduating students ● Excellent Class Sizes

○ Average class is 10 students

● Strong Partnership with MPC● Partnership with Naval Postgraduate School● Partnering with Monterey Adult School for Concurrent Enrollment for

credit recovery.● Strong Social Emotional Support

○ Full Time Family Service Specialist

What we are Doing Well Now ● CTE Pathways

○ Design, Visual, and Media Arts Pathway with Computer Graphic Design and Computer Business Applications

○ Patient Care Pathway with Health Careers and Medical Assisting class being designed.

● Boys and Girls Basketball Alt-Ed League Champions● Utilizing Restorative Justice to improve culture and reduce the use of out

of school suspension and other punitive consequences ○ 77% reduction in out of school suspensions this year.

The Road We Are Taking

● Visited Exemplary Alternative Education Programs● Talked with staff● Talked with students

What our ILT Has Seen ● Rancho Cielo

○ Drummond Culinary Institute and Monterey Peninsula Jobs○ Rancho Cielo Construction Academy

● Santa Cruz County Office of Education Alt. Ed Programs○ Schools of Choice○ Students building boats

○ Culinary Class preparing break and lunch food for their classmates with some organically grown food on-site

● Costanoa Continuation School○ Flexible Schedule with multiple opportunities to earn credits

● Atascadero Continuation School○ School of choice with amazing climate, modified schedule, and various ways to recover

credits○ Project-Based Learning and a coffee business○ Career Training and Job Placement

What Would Staff Like to See?● More hands-on learning and project-based learning● Students working and learning in the community● Continued Focus on a positive school climate● To continue with small class sizes● Concurrent Enrollment at MPC● Flexible Student Schedules ● Different ways for students to recover credits besides APEX (Online

learning system)

What Courses Would Our Students Like to See?

http://www.youtube.com/watch?v=f6qEKkCP9l0

What would be powerful for our students?Imagine if… we moved from a Continuation School to Alternative Education school of choice with different paths to success.

Amazing CTE/Vocational OfferingsCulinary and Hospitality Pathway where students:

● Partner with Nutrition Services to prepare mouth-watering healthy food for their fellow students every day.

● Run and operate a cafe and food truck where students learn food preparation, customer service, and entrepreneurship.

Amazing CTE/Vocational OfferingsFully Developed Health Careers Pathway where students:

● Visit and work in hospitals, doctors’ offices, and care facilities

● Are guided to the district CNA Class and MPC

Amazing CTE/Vocational Offerings

In the afternoon, students take advantage of CTE offerings at other sites such as Auto and Wood Shop

at Seaside High School

Certificates and Concurrent Enrollment● Students earn certification in CPR, ServSafe, and receive customer

service certificates to use and leverage jobs during high school and immediately following graduation

● Students leave campus in the afternoon to take classes at MPC as part of their daily schedule

Project-Based Learning ● Students learning math while calculating profit and loss statements for

the school cafe● Students improving reading fluency while reading to elementary school

students to develop reading skills and empathy● Students learning graphic design while designing marketing materials for

the Central Coast Cafe and Food Truck

Flexible Schedule

● Tailoring students’ schedules to their interests, lives and needs.

What We Need Now ● We need you to continue to help

shape the positive perception of Central Coast High School

● We need you to know that our students are highly capable, have very distinct needs and, like all students, deserve the best

● We need continued support from the district and Board as we explore how to best serve our students

Marina Learning Community“Early college and career opportunities provide an irreplaceable foundation for

lifelong success!”

Rebecca Tyson, Los Arboles Middle School Principal

City of Marina VisionMarina will grow and mature from a small town bedroom community to a small city which is diversified, vibrant and through positive relationships

with regional agencies, self-sufficient. The City will develop in a

way that insulates it from the negative impacts of urban sprawl to become a desirable residential and

business community in a natural setting.

Marina ranks in the top 16% of racial diversity… 50+ languages!

White - 45%Black or African American - 8%Asian- 20%Hawaiian and Pacific Islander - 3%2+ races - 10% (twice CA average)Hispanic or Latino - 27%Poverty - 19% (CA average 16%)Median HH income - $51,847 (CA average $61,094)

Marina Learning CommunityWho we are:

● Diverse scholars● Strong community involvement and a collective commitment to support all scholars in being

successful academically, socially, emotionally, and physically. ● Positive school climate● Transforming from Good to Great ● A growing belief that education is not a pathway to success, but a prerequisite for success.

○ Scholar Athletes - SAB○ Teen Center - ASA

● A belief that Every Scholar Matters and Improving With Purpose helps us all develop professionally.

● A maturing growth mindset focused on professional development and lifelong learning.

Los Arboles Middle SchoolSocioeconomically Disadvantaged: 75%English Language Learners: 19%

Marina High SchoolSocioeconomically Disadvantaged: 70% English Language Learners: 11%

Early College and Career AspirationsWhile embracing the culture of Marina, we define possible by creating

life-changing opportunities for our diverse scholars. We desire to provide access to college-level courses and career preparedness. Our

scholars will be empowered to be more competitive in a global economy that demands innovation and honed skills. We desire to educate the

entire child, teaching more than just the textbook.

We seek learning outside of the classroom, inspire each other to be scholarly, and collaboratively give 100% each day.

Early College and Career Model is a Powerful Model● Early college programs are expanding rapidly throughout the country due to its proven

success:○ Charlotte-Mecklenburg’s Charlotte Engineering Early College: Students earn up to

60 transferable college credits (goal of moving right into college engineering).○ Norwalk High School’s Early College Academy: Students pursue associate’s

degrees○ Yes Prep Public School, Houston, TX

■ 100% graduation rate■ 100% accepted to 4 year universities■ 96% Hispanic, 3% African American, 1% other■ 83% SED■ Project Based Learning

● Four-year colleges prefer scholars with early-college experience “It makes a big difference to have that layer of support compared with their following year when students have nothing.” Susan Tilley, Executive Director of Secondary School Leadership, Norwalk School District

Early College and Career Model is a Powerful Model

● Concept behind this model is that scholars can start to earn college credit and career experience while in a smaller, more supportive environment.

● Committed to serving scholars underrepresented in higher education.● Engage scholars in a ‘workplace learning’ environment in which scholars

are taught interpersonal communications, collaboration, and public speaking skills.○ Skills that are required to be a successful employee

● Extended learning opportunities will be focused on sustainability while tapping into local resources and agencies (Monterey Bay Aquarium, Return of the Natives, Marina PD Cadets Program, etc.).

Early College Success RatesEarly College Designs enable more scholars, particularly low-income and minority scholars, to experience rigorous high school and college coursework that leads to improved outcomes. Early college scholars are outperforming their peers nationwide:

● 90% graduate high school (US - 79%)● 30% earn an Associate’s degree or other post

secondary credential while in high school

Differences Between Traditional and Early College Typical High School

● Operates in a silo● Supports for some, not all● Students might graduate, with

only diploma● College is an expensive

possibility IF you’re prepared● Some students exposed to rigor

Early College and Career Model

● High school located near and partners with college campus

● Culture of success ~ Designed with struggling student in mind

● Scholars graduate with college credit (or Associate’s degree)

● College credit earned for free● ALL students exposed to rigor

An Early College and Career Experience can:

● Build confidence: ○ A learning environment that is small and familiar ○ testing abilities before application○ Providing avenues for early success ○ A continued opportunity to take risks that lead to academic achievement○ resiliency to overcome setbacks within a supportive environment

● Increase motivation:○ Enrolled in courses that relate to real world jobs ○ Exposure to peers that are already on their way to attaining a college

education which emphasizes the value of education, envisioning college as a possibility

● Develop academic and social skills necessary for college and career success

Laying the Foundation

Marina Learning Community Proposed Next Steps● Engage stakeholders to develop a vision

○ Scholars, families, staff, community members○ Weekly vision meetings

● External visits○ Yes Prep, Houston, TX○ Local Early College and Career Designs, San Fran

● Strengthen relationships with local colleges and universities as well as local agencies

○ MPC○ CSUMB○ Marina PD

● Register for Early College conferences/summits

“Early college and career opportunities provide an irreplaceable foundation for lifelong success!”

Monterey Learning Community...building on success

Janet Mikkelsen, Walter Colton Middle School Principal Marcie Plummer, Monterey High School Principal

Monterey Learning Community: Who are we?

DemographicsMonterey High School

46.32% Hispanic 30.72% White 8% Black 7.44% Asian 4.28% Filipino

10% English Language Learners 48% Socio-economically Disadvantaged

Walter Colton Middle School

58. 16% Hispanic 25.22% White 6.38% Asian 5.19% Black 2.97% Filipino

21.5% English Language Learners 68% Socio-economically Disadvantaged

Entering Exploration

WCMS and MHS Inquiry

How can we best align our instructional practices

and transform learning using resources from our

rich, internationally-influenced Monterey Learning

Community?

What We’ve Seen

● International School of Monterey, Monterey, CA● Sanger High School, Sanger, CA● Bulldog Tech, San Jose, CA● Basic Academy, Henderson, NV● Spring Valley High School, Las Vegas, NV● Scotts Valley High School, Scotts Valley, CA (Feb)

The Aim of International Baccalaureate is to...

… develop internationally-minded people, who recognize their

common humanity and shared guardianship of the planet.

IB students help to create a better and more peaceful world through

PROJECT-BASED LEARNING WITH AN INTERNATIONAL PERSPECTIVE.

International Baccalaureate HistoryIn the U.S., International Baccalaureate (IB) Schools began in 1971

1,680 IB World Schools in the United States

4,276 IB World Schools in 152 countries

PROJECT-BASED LEARNING WITH AN INTERNATIONAL PERSPECTIVE

Today’s Characteristics IB Characteristics

Students grapple to make connections between their learning and their lives.

Students make practical connections between school and real world application.

Today’s Emphasis IB Future EmphasisStudents struggle to apply learning from one class to another

Students engage in project-based, cross curricular learning with an international emphasis.

Today’s Emphasis IB Future Emphasis

Students lack the perspective and understanding of other countries and cultures.

Students gain a clear understanding of cultures through project-based learning from an international perspectives.

IB and ENGLISH LANGUAGE LEARNERS

● Inclusion and equity of access to IB Program● Professional Development strand that prepares teachers

for language learning and IB teaching● Differentiation and modification strategies to help EL

students access to IB programs of study● Honors diverse and cultural perspectives from around

world


Transforming Learning To Empower Students

International Baccalaureate Middle Years ages 11-16

Characteristics

● International perspectives● Teaching and learning in more than one language● Critical thinking and application in unfamiliar situations● Principle to action method of teaching ● Preparation for International Baccalaureate Diploma Program● Supports common core and AVID strategies



International Baccalaureate Middle Years ages 11-16

The IB Middle Years Programme

Video Clip 3:17

https://vimeo.com/147116568


International Baccalaureate Diploma Program grades 11-12

Characteristics● International and global perspectives● Mastery of more than one language● Practical applications of complex knowledge in unfamiliar

situations● Supports common core and AVID strategies● International Baccalaureate Diploma well-respected in

college and career communities




How Does it Fit into the Current MHS Organization?

● Expands on a successful Academy model that serves 40% of MHS students

● Provides students with another Academy option to connect with a smaller group

● Provides staff with another Academy inclusion option● Continues to support students preparation for college and career




Video Clip 2:26


http://www.youtube.com/watch?v=DxZ9wccozCQ

Research about IB Students will

● build confidence in managing their own learning● learn by doing, connecting the classroom to the larger

world● develop an understanding of global challenges● perform better in critical academic skills● experience greater success in college and career

MONTEREY LEARNING COMMUNITY: BUILDING ON SUCCESS!

● Dedicated staff● Collective commitments● Excellent programs

Adding to a culture of learning through

IB Middle Years and Diploma Programs


WHO ARE WE?

PROJECT-BASED LEARNERS CONNECTED BY AN INTERNATIONAL PERSPECTIVE

Collective Next Steps● Community engagement● Feasibility studies

○ Students’ needs, families’ desires○ Teachers’ needs○ Facility needs○ Costs

● Board approval● Formal applications● Teacher training● Relationships with community partners● Partnerships with MPC, CSUMB, others

Proposed Timeline: January - June of SY15-16January - FebruaryStakeholder EngagementFeasibility Studies

February 9 Board MeetingInformation ItemBudget and Staffing Info

February 23 Board MeetingBoard ApprovalFuture Budget Allocations

March - MayPre-Implementation Planning

Proposed Timeline: SY 16-17● Launch New Tech Network in Seaside Community (two grade levels)

○ This is a ready-to-go program with rich and local resources/partnership

● Alternative Ed School of Choice Blend Implementation and Planning○ Some elements implemented immediately, others need planning

● IB and MYP Planning Year in Monterey Community

○ IB requires multi-year authorization process

● Early College Planning Year in Marina Community○ Strong partnership with MPC is critical first step

Board and Public Engagement: Ideas and Questions?● Board trustees, audience members come together● Form pairs or triads● Discuss:

1. What elements of these visions are exciting to you and why?

2. What ideas or suggestions do you have?3. What questions come to mind?

Addendum Slides

IB Fiscal Perspective● $9,500 for Initial Candidacy● $600 Middle Years Coordinator Training● $600 Principal Training● $800 Teacher Training● $9,055 Annual Fee

What is the NEED?

• Plan additional opportunities to include staff and students in small learning environments and connectedness

• Capture untapped community resources

• Serve the Monterey community dynamic

• Create local public awareness of exceptional educational opportunities available within the Monterey Learning Community

IB Curricular Framework● Approaches to Learning● Global Contexts● Key Concepts● Eight Required Subject Areas● Community Project

IB Approaches To Learning● Communication● Social

○ Collaboration● Self-Management

○ Organization○ Affective○ Reflection

● Research○ Information Literacy○ Media Literacy

● Thinking○ Critical Thinking○ Creative Thinking○ Transfer

Global Contexts ● In IB, learning contexts model authentic world settings, events and

circumstances.● Contexts for learning in IB are taken from current events and

encourage international mindedness and global engagement.

Some themes considered:

Identities and relationships; Orientation in space and time; Personal and cultural expression; Scientific and technical innovation; Globalization and sustainability; Fairness and development.

IB Key ConceptsThe exploration and re-exploration of concepts lead students towards:

● A deeper understanding of the subject group.● An appreciation of ideas that transcend disciplinary

boundaries.● An engagement with complex ideas, including the

ability to transfer and apply ideas and skills to new situations.

IB Key Concepts● Aesthetics● Change● Communication● Communities● Connections● Creativity● Culture● Development

● Form● Global Interactions● Identity● Logic● Perspective● Relationships● Time, place and space● Systems

IB Subject Areas● Language and Literature

(English)● Language Acquisition

(World Language)● Individual Societies

(Social Studies)● Sciences

(Earth Science, etc.)

● Mathematics (Algebra)

● Arts (Band, Choir, Visual Art)

● Design (Technology)

● Physical and Health Education (PE)

IB Community Project● The community project focuses on community and

service, encouraging students to explore their right and responsibility to implement service as action in the community.

● As a consolidation of learning, the community project engages students in a sustained, in-depth inquiry leading to service and action in the community.

Middle Years Program

secondary environments transforming mpusd’s€¦ · life-changing opportunities for our diverse...

Documents