STEM Winter Institute

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STEM Winter Institute January 24-25, 2007
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Welcome

• Conference Outcomes
• Clarify beliefs about preparing all students for
  college
• Understand school redesign framework graduate
  profile, proficiencies and support structures
• Build leadership network
• Help HSIP teams develop work plans

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Conference Overview

• Leadership
• Vision/Beliefs
• Build College Going Culture
• Non-negotiables

Proficiencies

• Aim
• All Students College Ready

Graduate Profile
Data

• Strategies and Supports
• School Structure ,Program, Culture
• Student Recruitment and Support
• Teaching and Learning
• Community Engagement
• School Operations

• Human Resources
• Recruitment/Staffing
• Leadership Development

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2007 STEM Winter InstituteSession One

• Future Ready Students The Urgency for Change
• Tony Habit , President, North Carolina New
  Schools Project
• June Atkinson, State Superintendent, NC
  Department of Public Instruction
• J.B. Buxton, Senior Education Advisor, Office of
  the Governor

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The Purpose of Education

• Education must
  enable
  one to sift and weigh
  evidence, to discern the true from the false,
  the real from the unreal, and the facts from the
  fiction. The function of education, therefore, is
  to teach one to think intensively and to think
  critically.
• Martin Luther
  King, Jr.

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Urgency for Change

• Economic development competitiveness
• Student achievement performance
• Teacher professionalism satisfaction

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Decline in NC Manufacturing
184,200 jobs lost, a 24 decline
Source NC Employment Security Commission
Current Employment Statistics
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Skill Level Changes
1950
2002
Source National Alliance of Business, 2002
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US Preeminence Slipping

• Ranked
• 7th in math problem solving
• solving skills (10th grade - G8, 2003)
• 18th in science, 15th in reading, 24th in
  Math (30 OECD countries)

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Percent of Adults (18-24) Enrolled in College
Source OECD, 2006
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Student Achievement

• In NC, the 8th grade is almost 30,000 larger than
  the 12th
• Of 100 NC 9th graders, only 19 complete a degree
  within 10 years
• NC loses 100 M per year due to post secondary
  remediation lt 25 year olds

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Newsweek Top 100 High Schools

• Harding University HS (Charlotte)
• Myers Park HS (Charlotte)
• East Chapel Hill HS
• Enloe HS (Wake)
• North Mecklenburg HS
• Grimsley HS (Guilford)
• Chapel Hill HS
• Butler HS (Charlotte)

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Top 100 High Schools?
Source NCDPI based on first month ADM data
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Redesigned High Schools Rigor Remove option
of low level courses Standards fixed, time
variable Secure college credit HS
diploma Relevance Connections among courses
to world of adult work
Focus Relationships For students teachers
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High School Innovation in NCFall 2006
Redesigned and Learn and Earn Early College
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September 2005 13 Learn Earn 11 Redesign 24
Total September 2006 33 Learn Earn 25
Redesign 58 Total September 2007 100 Total
High School Innovation Projects
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NC STEM Initiative

• Collaboration shared understanding
• Technical assistance units
• High School Innovation Projects

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2007 STEM Winter InstituteSession Two

• Student Voices What and Now What?
• Katrenna Rich, Principal, Cumberland School of
  Health and Life Sciences

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It Matters To This One!
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Objectives

• School leaders will develop a 60 second elevator
  speech to explain the change they will pursue
• School leaders will develop a plan of action to
  continuously gather soft data from student voices

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A Sense of Urgency

• Students are depending on us
• There must be a difference that impacts all the
  senses
• Are we doing our best
• Definition of insanity

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Who Am I?

• Wife
• Mother
• Educator
• Life-long learner
• Committed to doing my best
• Professionally, I am

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What
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Homework

• Understanding the need for change activities
• Shadow
• Interviewed students about challenges
• Yearbook activity
• Who is known

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Activity 1 (SCRIBBLE)

• Chart paper is on the walls
• Look over your notes and decide on one thought
  that resonates with you
• Move to any chart paper and write your thought or
  comment (no talking)
• Continue to move around the room to read the
  comments that others are sharing
• When time is announced, return to your seat
  without any discussion

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Activity 1 (continue)

• Write your initial reaction to two or three
  things as it relates to your new school.
• How will you use these thoughts to inform the
  decisions you make as you design your new school?
• What comment would you like to eliminate from the
  conversation of your students?

Share
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So What
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What Difference Does It Make?

• This data is not information until we are able to
  make sense out of it
• What does it cost?

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Comparison of Hard/soft Data

• What student voices connect with your drop out
  rate?
• Do students feel their teachers are prepared to
  teach them
• Are students complaining that teachers dont have
  time for them

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Comparison of Hard/soft Data

• Do students feel they are cared about
• How are student responses connected to college
• What are the voices of your students saying to
  you
• Do you have the courage to make decisions that
  are best for students even when it is not
  convenient for adults

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Activity 2 (60 Sec. Speech)

• Why are we changing? You will be asked by
  everyone and expected to reply to this question.
• Describe elevator scenario.

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Activity 2 (60 Sec. Speech)

• Collaboratively, develop your response. You must
  reach a consensus for any thought to be
  communicated in your speech.

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Activity 2 (60 Sec. Speech)

• Each member of the group will write the final
  speech on an index card.

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Activity 2 (60 Sec. Speech)

• Jig saw
• Number off
• Like numbers gather in a new group
• Each person shares the 60 sec. Elevator speech
  prepared by their group
• Listen to each new group member and feel free to
  make any editing remarks to your original speech
• Group members may also make suggestions that you
  may choose to take to your group to consider
• Return to original group to polish speech

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Reflect

• Look around the room at the voices of the
  students
• Can you comfortable share your elevator speech
  for change knowing it represents a sense of
  urgency for your students

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Now What
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Plan of Action

• How will you continuous gain qualitative insight
  from all stakeholders?
• How will you ensure that everyone has a voice?
• Begin a draft that tentatively maps a plan of
  action to include the voice of the student in
  your reform design.

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2007 STEM Winter InstituteSession Three

• Future Ready Graduates 21st Century Skills
• Tricia Willoughby, Executive Director, NC
  Business Committee for Education

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2007 STEM Winter InstituteSession Four

• Redesigning Schools for Future Ready Students
• Sofi Frankowski, Program Director
• Marshall Matson, Program Director
• North Carolina New Schools Project

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Vision and Mission

• Purpose To design schools with a focus on
  graduating students ready for college
• Graduate profile
• What outcomes will we promise to every graduate?
• Demonstration of proficiencies
• How will we measure an individual students
  achievement of the outcomes?
• Supports and strategies
• How does the school design focus all attention on
  preparing all students for the outcomes?

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2007 STEM Winter Institute

• BREAK

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2007 STEM Winter InstituteSession Five

• Attributes of STEM Literate Graduates
• Jan Morrison, Executive Director, TIES Teaching
  Institute for Essential Science

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What is STEM Education?

• ? Science, Technology, Engineering and
  Mathematics education offers to engage our
  children in making sense of the world.
• STEM education moves from the silos of biology,
  chemistry and physics created by the Harvard
  Committee of Ten at the end of the 1800s to
  study that focuses process.
• STEM education means that students use the design
  process to understand concepts and then make use
  of them in novel situations.

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What is STEM Education?
In what ways do we need to engage students so
that they can make the kinds of connections that
affect an understanding? ? What does STEM
education offer? ? What are the attributes of
the STEM educated student and the of the the
STEM schools?
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What are the attributes of theSTEM Educated
Student?

• ? Problem-solvers able to frame problems as
  puzzles, and to apply understanding and learning
  to novel situations (argument and evidence)
• ? Innovatorspower to pursue independent and
  original investigation (Gilman, 1898) using the
  design process
• ? Inventorsrecognize the needs of the world and
  creatively design and implement solutions
• ? Self-reliantable to set own agendas, develop
  and gain self-confidence, and work within
  specified time frames

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What are the Attributes of the STEM Educated
Student?

• ? Logical thinkers--using the logic offered by
  calculus and found in 60 of all professions
  world-wide able to make connections to gain an
  understanding of natural phenomena
• ? Technologically literate--understand the nature
  of the technology, master the skills needed and
  apply them appropriately

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What are the Attributes of the STEM Educated
Student?

• ? Participants-- in the STEM lexicon that
  supports the bridge between STEM education in
  school and the workplace
• ? Able-- to relate their culture and history to
  their education

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What are the Attributes of a STEM School?

• ? STEM literacy as a priority for all students
  with all learning styles and backgrounds
• ? STEM literacy as culturally relevant to all
  students and teachers
• ? Design process driving the STEM instruction
  throughout the school

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What are the Attributes of a STEM School?

• Designing is an intentional activity which can
  bring about change
• Designing is cognitive modeling in which a person
  gains insight into a problem, determines
  alternative pathways, and assesses the likelihood
  of success between solution sets
• Designing is intuitive and deductive, it is more
  than knowing how to use resources, or how to
  practice skill sets

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What are the Attributes of the STEM School?

• ? Tinkering with notions and materials central in
  all school areas, curricular and co-curricular
• ? Curriculum materials in support of the
  instruction not to supplant it
• ? All curriculum materials STEM in nature
  (trans-disciplinary)

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What are the Attributes of the STEM School?

• Emphasis on technology and engineering in science
  and mathematics courses
• Use of NSF generated mathematics and science
  materials with design embedded
• Broad range of STEM courses available to students
  throughout their high school career (ex.
  animation with AAVID in the ninth grade, GIS
  throughout, etc.)

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What are the attributes of the STEM School?

• ? Innovation and invention highly prized in all
  student engagement
• ? A culture of questioning, creativity and
  possibility pervading the school

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2007 STEM Winter InstituteSession Five

• Best practices in Assessing STEM Literate
  Graduates
• Sam Houston, President and CEO, NC Science,
  Mathematics and Technology Education Center

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Reflections on the Day

• What are two or three ideas that have made an
  impression on you today?
• What point(s) will you continue to ponder or
  worry about?
• What is one action you will take when you get
  back to your school site as a result of your
  learning today?

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2007 STEM Winter InstituteDay Two- Session One

• Lessons Learned A Discussion of High School
  Reform
• Pat Ashley, State High School Coordinator, NC
  Department of public Instruction
• Julie Edmunds, Senior Research Associate, SERVE

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Learning from failure

• We need to learn from past mistakes.
• Why do school reforms fail?

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Nature of the Reform

• Focus on structural, not instructional changes

• Implementation of reforms without using data

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School-level Factors

• Lack of support and buy-in from staff
• Skills and knowledge of staff
• School culture that values conformity

• Teacher/administrator exhaustion and burn-out
• Teacher/administrator turnover
• Insufficient resources (including time)

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Contextual Factors

• Systemic nature of education
• Lack of consensus on goals of schooling
• Iconic notions of high school

• Multiple and incompatible reforms
• Lack of support and buy-in from community

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Applying Lessons Learned

• To what extent does your reform focus on
  improving student learning?
• To what extent does your reform take into account
  the systemic nature of education?
• To what extent is your reform targeted and
  coherent?

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Applying Lessons Learned

• To what extent does your reform involve all
  stakeholders?
• To what extent is your reform open and able to
  benefit from adaptation?
• To what extent is your reform accompanied by
  technical assistance and support?

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Learning from Failure

• Successful reforms must be
• Focused on student learning
• Coherent
• Inclusive and
• Accompanied by adequate and appropriate
  resources.

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For more information

• Julie Edmunds
• jedmunds_at_serve.org
• www.serve.org click on Highlighted Products

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2007 STEM Winter InstituteDay Two- Session Two

• Strategies for Creating Quality Student
  Engagement in a Culture of Rigor
• Thomas Markham, Director, PBL Associates

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2007 STEM Winter InstituteDay Two- Session Three

• Preparing Future Ready Leaders
• Dave Coley, Director, NCNSP Leadership Institute
  for High School Redesign
• Jane Burke, NCNSP Change Coach

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Overview of presentation

• Why the need for LIHSR?
• Goals of the Institute
• Activities planned
• Challenges for the future

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What kind of vision can we expect from the Pine
Processionary Caterpillar?
Hind Sight
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Components for effective leadership in Redesigned
High Schools
A deep understanding of how to support teachers
Skills in managing the curriculum in ways that
promote student learning
The ability to transform schools into more
effective organizations that foster powerful
teaching and learning for all students
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A deep understanding of how to support teachers
Collaboration Protocols Site-based PD Shared
Authority Use of Time
Teacher Working Conditions Survey Teacher data on
Perceptions and Retention
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Skills in managing the curriculum in ways that
promote student learning
Developing rigor Differentiation Examining
students work PBL Multi-cultural strategies
ABC testing data AYP results Graduation
statistics SAT scores
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The ability to transform schools into more
effective organizations that foster powerful
teaching and learning for all students
Personalization Continuous Support
Autonomy Transparent Decision-making
Enrollment Demographics Financial
Stability Parent/Student Surveys
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Collaboration Protocols Site-based PD Shared
Authority
Differentiation Examining students
work PBL Multi-cultural strategies
Personalization Continuous Support
Autonomy Transparent Decision-making
Opening School Issues Testing, Budget,
Recordkeeping, Scheduling, Hiring
Practices, Marketing, Parent Organizations
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Questions?
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2007 STEM Winter InstituteDay Two- Session Four

• Overview for Next Steps Work Plan Development
  for School Redesign
• Cindi Jolly, STEM School Portfolio Manager, North
  Carolina New Schools Project

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Overview of Next Steps

• Master Plan Development for School Redesign

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High School Redesign

• Leadership
• Vision
• Build College Going Culture
• Non-negotiables

• Outcomes
• Proficiencies

• Aim
• All Students College Ready

Graduate Profile
Data

• Strategies and Supports
• School Structure and Culture
• Student Recruitment and Support
• Teaching and Learning
• Community Engagement
• School Operations

• Human Resources
• Recruitment/Staffing
• Leadership Development

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Master Plan

• School Change Narrative
• Graduate Profile, Demonstration of Proficiencies,
  Supports and Strategies
• Work Plan Template and Guide
• Supporting Materials

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Master Plan

• School Change Narrative
• Graduate Profile, Demonstration of Proficiencies,
  Supports and Strategies
• Work Plan Template and Guide
• Supporting Materials

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School Change Narrative

• Purpose To support the development of a broad
  understanding of the need for change in your
  community
• Conventional data points
• Unconventional data points
• Interpretation
• Communication strategy

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School Change Narrative

• Growth Areas
• After analyzing the data points, what are the key
  challenges facing the students in your school?
• How will you use this information to build a
  broad base of understanding and support for your
  redesign?
• Faculty and staff
• Students and parents
• Community partners
• District and school board

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Master Plan

• School Change Narrative
• Graduate Profile, Demonstration of Proficiencies,
  Supports and Strategies
• Work Plan Template and Guide
• Supporting Materials

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Purpose To design schools with a focus on
graduating students ready for college

• Graduate profile
• What outcomes will we promise to every graduate?
• Demonstration of proficiencies
• How will we measure an individual students
  achievement of the outcomes?
• Supports and strategies
• How does the school design focus all attention on
  preparing all students for the outcomes?

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Exemplar Graduate Profile

• East Wake High School of Arts, Education, and
  Global Studies
• Through authentic, creative processes, our
  students will exhibit and articulate their
  proficiency in
• 21st Century Academics (Arts, English, Foreign
  Language, Math, Science, Social Studies, and
  other college ready courses)
• Artistic Expression and Critique
• Civic Literacy and Global Awareness
• Individual Initiative and Collaboration

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Exemplar Graduate Profile

• What outcomes will we promise to every graduate?
• Scientific process and inquiry
• Logical reasoning and problem solving
• Civic awareness
• Written communication
• Public speaking
• Teamwork and collaboration

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Exemplar Graduate Profile

• What outcomes will we promise to every graduate?
• Scientific process and inquiry
• Logical reasoning and problem solving
• Civic awareness
• Written communication
• Public speaking
• Teamwork and collaboration

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Exemplar Demonstration of Proficiencies

• How will we measure an individual students
  achievement of the outcomes?
• Sophomore and Senior Projects
• Major presentation to a panel of experts
• Videotaped
• Sophomores must score minimum of 3
• Seniors must score a minimum of 5

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Exemplar Strategies and Supports

• How does the school design focus all attention on
  preparing all students for the outcomes?
• Common school-wide rubric for public speaking
• Ideas and Content
• Language
• Delivery
• Organization

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Exemplar Strategies and Supports

• How does the school design focus all attention on
  preparing all students for the outcomes?
• Common school-wide rubric for public speaking
• Major presentation in all courses
• Public speaking skills weigh 10-20 of course
  grades
• Interdisciplinary teams 9-10 and 11-12

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Master Plan

• School Change Narrative
• Graduate Profile, Demonstration of Proficiencies,
  Supports and Strategies
• Work Plan Template and Guide
• Supporting Materials

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Work Plan

• Purpose To identify the most critical tasks to
  open the school in 2007-08
• Guides the work of the team
• Identifies highly specific action steps
• Aligns with Change Narrative and Graduate
  Profile, Demonstration of Proficiencies, Supports
  and Strategies
• Shares responsibility

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Master Plan

• School Change Narrative
• Graduate Profile, Demonstration of Proficiencies,
  Supports and Strategies
• Work Plan Template and Guide
• Supporting Materials

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Supporting Materials

• Draft of student recruitment and application
• Process for principal, teacher and student
  recruitment and selection
• Documentation of school code
• Sample schedule
• Course scope and sequence
• Partnership agreements

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Toni PattersonConsultantNorth Carolina New
Schools Projecttpatterson_at_newschoolsproject.org9
19.277.3770

• Cindi Jolly
• STEM School Portfolio Manager
• North Carolina New Schools Project
• cjolly_at_newschoolsproject.org
• 919.277.3784
• 919.395.4257