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Teaching & LearningSY 2011-2012

Transdisciplinary Appraoch to

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FHHS School Plan TEACHING AND LEARNING

Will focus both on the past and present while also, hypothesizing about what will happen in the future

Will focus on analyzing pedagogy Will focus on inter-cultural content Will use project-based (inquiry design) learning through purposeful

teacher facilitation Will infuse internship experiences throughout the curriculum to offer

real world connections Will build the skill set of students to effectively build literacy and

numeracy autonomy Will integrate Gardner’s multiple intelligence theory of learning into

daily practices

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FHHS School Plan –ORGANIZATION

ORGANIZATION:

Based on student needs, resources (e.g. Funding and materials), learning objectives and measurable outcomes.

Process of teaching & learning will take place in an environment that facilities interdisciplinary and exploratory learning, whereby, all members of the learning community are actively engaged.

This will be achieved through collaborative planning initiatives inclusive of all stakeholders.Common Core Standards…

• Will be phased in 2013 – 2014• Will begin with incoming 9th & 10th

graders--CCS• 11th & 12th focus will be HSA & AP

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School Plan –ACCOUNTABILITY

ACCOUNTABILITY:

Accountability measures will encompass authentic assessments, standards-based learning models, the observation process, and survey feedback.

Accountability measures will be based on a rubric evaluation system which reflects efficacy of the six elements through quarterly review. Following the review, members of the school based planning team will make necessary adjustments for improvement.

Modifications to the school improvement plan will be conveyed using various mediums.

• Common Collaborative Protocol

• Common Assessments

• Common Planning

• Collaboration

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School Plan –PROFESSIONAL DEVELOPMENT

Professional Development (PD): Review expectations for Personal Goal Plan (PGP). In order to achieve the school’s goals and purposes,

differentiated PD plans for stakeholders will be developed based on school data, individual need, and resources.

• What types of Professional Development are critical to your growth?

• What types of Professional Development do you believe are critical for our student’s growth?

• What are your goals for the upcoming school year?

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School Plan –SCHOOL CONTEXT

Duty, Honor, & Citizenship:

Every facet of the school community will be embedded to mirror respect for all, high standards, school pride, cultural awareness, and diversity.

Fairmont Heights HS is founded on the belief that all students have the potential to contribute to the global community. This belief will be manifested throughout the learning community in the following ways: Safe Learning Environment Active Partnerships with community organizations for resources Flexible common student areas Student work and important information will be displayed

throughout the building and community which reflects the highest standards and a deep connection to community and global commitment.

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How do we know the school is Meeting its Purpose?

Given the inquiry design project based learning focus students will be responsible for the planning and execution of their interdisciplinary project with assistance from members of the learning community. This will be demonstrated though the mastery of:

Adaptive leadership experiences Culminating portfolio based projects Community service exit project Authentic and standards based assessment - data

will reflect at least 85% mastery across grade level curricular expectations

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Conclusion

Elements of School Design

School Centext Professional Development

Accountability GovernanceOrganization Teaching &

Learning

Adaptive Leadership

Affirming

Thriving individually & collectively

Relatedness

CompetencyAutonom

y

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HIV School-wide Project

SY 2011-2012CCS Alignment

CCS Plan for Fairmont Heights High School

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Project Goals To draw on the experience of educators from each

discipline as a means of connecting learning experiences using an integrative teaching approach.

To effect positive change in the knowledge and risk-taking behaviors of our youth through harm reduction education;

To effect positive change in the attitudes of youth by humanizing the epidemic;

To develop youth leadership opportunities in the delivery of HIV prevention education; and,

To facilitate healthy decision-making among youth through informed, sustained dialogue on HIV/AIDS issues.

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Quarterly research & discussion

HIV

Sciences

Math

Arts

Modern Languag

e

Business

English

FACS

Social Studies

Tech ED/IT SPED

Students will explore the disease HIV in depth by working on projects that call for intellectual inquiry, physical exploration, and community service.

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Bulletin Board—Replaces the “Hornet’s Nest” sign.

• Needs to be complete by 8/17-Department Leaders.• What are the “BIG” ideas that will be explored within

each content area as it relates to HIV?• Identify quarterly dates in which students will explore

the various questions• Work with Mr. Austin to identify dates for advisories

using school calendar.

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Quarterly Components The first component will focus on awareness of the

disease/number of cases—local, state, regional, national, and global.

The second component will focus on sustaining political and societal commitment to HIV/AIDS prevention and to reduce stigma and discrimination against people living with HIV/AIDS and expands coverage and quality of treatment services and develops research.

The third component will focus on building community involvement and awareness. The project will also support efforts to reduce the risk of an emerging HIV-associated TB epidemic among the HIV infected and the non-infected populations.