Class+size-variety

Members:
 * ​ Class size/variety/structure**
 * Linda Kaufmann || add email address here ||
 * Christie Rickert || rickertc@hayscisd.net ||
 * Amy Bradfield || bradfielda@hayscisd.net ||
 * Sylvia Villejo || villejos@hayscisd.net ||

1. Require technology instruction for all students based on the National Educational Technology Standards (NET-S) and state standards. [] 2. Integrate technology to provide relevant and engaging experiences and student-driven learning. 3. Expand on-line learning opportunities (fully online and hybrid classes) for students and staff. 4. Provide flexible scheduling options (such as seeking out classes through distance learning options to resolve scheduling conflicts) and appropriate class sizes to meet goals on student's PEP. 5. Implement a district-wide professional development program emphasizing technology integration best practice and 21st century skills such as: 6. Increase access to technology during and beyond the school day. 7. Manage digital content for the efficient delivery of instructional and informational resources to parents, staff, and students. --- provide online video tutorials or webinars for parents to access exemplifying strategies used in the classroom ---provide videos and documents for students to assist with homework and remediation --- provide on demand access for teachers to view examples of best practice teaching strategies across the curriculum 8. Develop performance based assessments to measure higher level thinking skills. 9. Modify aligned curriculum to include strategies for differentiation and emphasis on technology integration and 21st century learning. 10. Transform classroom space into model 21st century classrooms. Classroom space should be conducive to 21st century learning outcomes and provide increased access to research proven technology. Examples: What is it for? Students and teachers to provide presentation of content What tools are needed? Presentation station including wireless laptop, document camera, projector, response systems, interactive tablet, access to videoconferencing technology. What is it for? Students to interact with content appropriate technologies to create products that demonstrate understanding. What tools are needed? Common tools: digital camera, flip videos, laptops with appropriate software, headphones. Other tools vary by subject - for example a science classroom may need digital microscopes What is it for? Comfortable space for a small group to discuss information, brainstorm ideas, plan projects and investigations, and solve problems What tools are needed? Comfortable seating space, interactive white board What is it for? Space for students to receive differentiated instruction based on PEP goals and work on independent study projects driven by student inquiry. What tools are needed? I Pods and/or students personal mobile devices, multiple Laptops or Desktops, e-readers, web based learning content, publishing options such as printers or server space to upload content to.
 * Result Statement: Create 21st Century classrooms **
 * REVISED Action Items 1/29 **
 * Creativity and Innovation
 * Critical Thinking and Problem Solving
 * Communication and Collaboration
 * Direct Instruction area:
 * Creation Station:
 * CollaborationArea:
 * Student Study Area:

2. flexible scheduling and class sizes driven by student needs 3. Expand on-line learning opportunities for students and staff 4. Implement a district-wide professional development program emphasizing 21st century skills such as: 5. Increase access to technology in and outside the classroom (school resources, grants, etc.)
 * ORIGINAL Actions 1/27:**
 * 1) Integrate technology to ensure student-driven learning
 * Creativity and Innovation
 * Critical Thinking and Problem Solving
 * Communication and Collaboration

Quick List of "Action" Ideas To Be Included In Wednesday's Presentation: From Christie.... I just HAD to share this video!!! http://www.youtube.com/watch?v=_A-ZVCjfWf8


 * Expand online learning opportunities (fully online and blended learning environments) in order to offer more curriculum based on individual educational goals.
 * Utilize our videoconferencing resources for classes . We can share teachers between our schools by delivering instruction via video to students at multiple locations. Videoconferencing eliminates teacher travel time and would allow us to increase course offerings to students. Explore desktop videoconferencing options.
 * Seek out distance learning options to remedy scheduling conflicts. (Whether a class is full...or a class is not offered in district that a student needs per their personal education goals.)
 * Increase student access to technology by implementing a one to one initaitive ...putting laptops or mobile devices into the hands of students to facilitate the implementation of 21st century skills
 * Develop an online repository of digital content to provide increased access to quality resources for more differentiated instruction. This content can be accessible anywhere, anytime, online and is categorizable, searchable, etc. This digital repository could be used beyond instructional resources. Imagine the possibilities of video content for professional development, parent resources (demonstrations even), student created content, and district announcements. One example of such a solution: []

More Information: CR -- Online Learning Research (Updated 1/20/10):

[] Online learning is increasing rapidly. We need to addess the technology infrastructure concerns and curriculum development/purchasing to support future online learning demands.

**Class Size Research - Amy Bradfield**

Here are some important points I pulled out from my research.

· Most of the research on reduced class size is based on the STAR (Student/Teacher Achievement Ratio) experiment in Tennessee. A good description of the STAR experiment can be found at [] · Best impact is smaller classes in Kinder and 1st (class size of 13 to 17), not certain that there are added gains for 2nd and 3rd. Although, some studies indicate that, after the students have returned to regular-sized classes (in fourth through eighth grade), students who were in small classes for three or four years retain a greater advantage.  · Small classes benefit all kinds of students, but the benefits may be greatest for minority students. For these students, smaller classes can shrink the achievement gap and lead to reduced grade retention, fewer disciplinary actions, less dropping out, and more students taking college entrance exams. · The focus on class size reduction in the early grades also suggests that smaller classes represent a preventive, rather than a remedial, approach. If smaller classes help students start off on the right foot in learning how to adjust to the classroom situation and get engaged in learning activities, then students avoid the more difficult educational path of falling behind, finding help, and catching up to their schoolmates.
 * Teachers of small classes spent significantly more time on task and significantly less time on discipline or organizational matters compared with teachers of regular-size classes.
 * One significant study (Boozer & Rouse, 1995) found that average class size--a more direct measure of classroom organization--was more important to academic achievement than the pupil/teacher ratio. It is important to keep the difference between class size and pupil/teacher ratio when determining numbers.


 * Problems with decreasing average class size**

· Huge commitment of funds · Not something to be done overnight. In California they ran into problems with teacher quality and a need for space because trying to do too much, too soon. · Question of quality of teachers if a large number need to be hired. It is hard enough for districts to find quality, but what if the demand goes up? Currently, many teachers leave the classroom after only a few years to pursue some other profession. Class size reduction might lessen this problem of teacher attrition, because of its popularity//.// If teachers find teaching in a smaller class more personally rewarding, they may stay in the profession longer, decreasing the frequency of the need to hire and train new teachers.

· In the STAR experiment, policymakers thought that assigning fulltime paraprofessionals to assist teachers might be a low-cost alternative to reducing class size. But careful analysis of the STAR data has made it clear that an aide in the classroom has no positive impact on student achievement or behavior. Also, it seems that class sizes must be reduced substantially to achieve the benefits. · School arrangements that reduce class size only for particular students or subjects may achieve greater results with lower costs, depending on how they are organized and what exactly makes the smaller class experience better. It may be more important to reduce class size for reading than for physical education, and the research suggests that minority and economically disadvantaged students benefit most from smaller classes. Educators and policymakers should not blindly assume that an across-the-board, across-the-school-day approach to class size reduction is best.
 * Other areas to address:**
 * Researchers agree, however, that shrinking the number of students in a class does not automatically translate into better learning. To squeeze the most out of their new settings, teachers may need to alter their teaching practices, dropping lecture-style approaches and providing more frequent feedback and interaction. **But studies so far show that many teachers teach smaller classes the same way they did larger ones.** Reduced classes offer teachers the opportunity to teach differently from the way they teach in larger classes. They don't have to spend as much time lecturing, for example, or having all the students doing worksheets at their own desks. Having more time for students means that teachers can organize classroom learning activities differently and have students demonstrate their achievement through exercises that don't have to be read or corrected in the shortest time possible.