Meeting+Notes+1-20

We will revolutionize the learning experience by meeting the needs of 21st Century learners through relevant curriculum and engaging instruction guided by personalized educational plans. Research was presented from each area in an effort to share information, allow for additional input, and help to narrow ideas for specific results statements. These notes are a VERY short summary of the presentations. Discussion revolved around what PEP’s are, how they can be used to assist students, parents, and educators. These plans need to include:  a)  Student needs  b)   Student goals  c)  Student’s personal history  d)   Requirements to fulfill plan (college, technical school, trade – and backload these requirements in to the plan to ensure students take classes needed for future credit).  e)  Responsible people involved in the plan  f)   Internal triggers (timelines) to ensure the document is living, consistently updated by the student, and mentored along the way.  g)  Accessible (digital format for easy update and access).  Research has shown that our 9th graders in crisis. The national average for 9th grade dropouts has tripled (from 4% to 13%). Research also supports the data that 70-80% of 9th grade students who fail their freshman year will not graduate from high school. This is due to many reasons (including students feeling overwhelmed, lack of personal relationships with teachers, relevance, etc.). Programs shared include everything from developing a 9th grade center, to creating a school-within-a school, to mentoring programs that send Freshman back to the elementary school to tutor younger students (thus resulting in positive relationships as well as the time to help students solidify some of those concepts that are gaps). This discussion also lended itself to a possibility of a 2 week Jump Start for entering 9g students (to allow them time to get to know staff, get to know the layout of the school, and to create PEP’s in a stress-free and positive environment free from time-constraints). Information was shared concerning Best Practices in 21st Century Learning. The elements of a 21st Century Education include:  a)  Emphasis on Core Subjects (need to delve deeper in to the content).  b)   Emphasis on learning skills (problem –solving and communication)  c)  Use of 21st Century tools to develop learning skills (technology)  d)   Teach and learn in a 21st century context (Global perspectives)  e)  Teach and learn 21st century content  f)   Use 21st century assessments that measure these 21st Century skills. When it comes down to the nitty-gritty on instruction, the application of learning (not regurgitation) is what is needed in every classroom. This engages students, allows for higher order thinking, and puts relevance back into learning. Best Practices for Engagement and Rigorous Relevant Curriculum are:  a)  Alignment of curriculum focused around 21st Century Skills (with global viewpoints)  b)   Diversity in course selection  c)  Differentiated instruction based on student needs and desires <span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;"> d)   Constant assessment of preparation of students for post-secondary success Information shared in four areas: <span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;"> a)  Expanding On-line learning opportunities (Virtual Schools, allows for differentiation of courses, could assist with credit recovery, could support language acquisition, support students needing tutoring or academic tutoring, etc. <span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;"> b)   Increasing access to technology – ability for students to use mobile devices to get data right away, instead of the entire class needing to go to the computer lab; videoconferencing capabilities; etc. <span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;"> c)   Improving and increasing Digital Content (could place differentiation links onto CSCOPE units, parent resources so that parents can be trained at home with teacher created digital content, professional development can be done from home / on your own time, etc. Information shared concerning traditional scheduling and how it is not meeting the needs of 21st Century Learners. In order to embrace 21st Century learning, we need to look at flexible scheduling to meet the needs of the diverse group of learners. <span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;"> a)  Extended Day (an extra block of time for students to gain enrichment, tutoring support, credit recovery, access to on-line learning, language support time, clubs, etc. <span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;"> b)   Double blocking for courses that a high number of students fail <span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;"> c)   One course that is designed to earn multiple credits by integrating TEKS from 2 courses <span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;"> d)  4x4 semester blocking <span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;"> e)   Trimester scheduling <span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;"> f)  Rotational scheduling (8 day / 5 day – short blocks on M & F, long blocks on Tue – Thur)  Benefits of block scheduling include an opportunity to remediate skills, provide time for project based learning, time for varied instructional strategies, etc. Other benefits include a chance to personalize the learning experience (could implement career academies or smaller learning communities. Class size was also considered – research states that students in grades K-3 that have lower class sizes (13 – 17 kids) will allow the teacher time to ensure all are on grade level – and research shows that these students are more apt to keep up that momentum and learning gains even after 3g when class sizes get larger.
 * __ Notes from Strategic Planning Team on January 20, 2010  __**
 * Marty Kanetzky – Personalized Education Plans **
 * This will be formulated into one result statement  **
 * Irene Jimenez – Transition / Mentoring **
 * This will be formulated into one result statement (and may take some ideas from other areas) **
 * Alisa DiPalma & Meredith Keller – Engagement / Relevance (Curriculum) **
 * This will be formulated into one result statement **
 * Christie Rickert, Sylvia Villejo, Amy Bradfield - Class Size / Variety **
 * This will be formulated into one result statement **
 * Linda Kaufman – 21st Century Learners in the traditional school setting vs. flexible scheduling **
 * This information can be used with Transitions, Class Size/ Variety, Engagement, and Real World Electives to form their results statement. **

Information shared on improving the quality and variety of course offerings in HCISD (middle and High schools). Improving quality means: **improving preparedness** for trade / college experience, developing 21st century learning habits, as well as incorporating **real-world knowledge and global perspectives**. Businesses need students who have good **interpersonal skills** (can collaborate with people of different backgrounds) – communicate effectively, negotiate, persuade, work within different cultures, etc.** /** be creative and **innovative**, and **apply understanding to new situations. ** **Cognitive Research** suggests that critical thinking and problem solving are highly dependent on DEEP content knowledge and must be embedded (not taught in isolation). Refer to flexibility of scheduling for how additional learning opportunities can be managed(more electives, etc.) Review all course offerings for their “need” in bringing students to 21st Century – for example: German and French languages are taught in H.S. – however, we know that the 3 top Global languages are English, Mandarin Chinese, and Spanish. Do these languages have a place in our curriculum? Do we exclude the Global languages because we offer other less global languages? The 4 C’s should be embedded in the core curriculum - Critical Thinking and problem solving, Communication, Collaboration, and Creativity. All other research supported the previous plans.
 * Cyndi Holmes - Real World Electives **
 * This will be formulated into one result statement **
 * Paulette Garza– Other Resources **
 * This information will be used by all areas to support their result statement. **