Blueprint APS Phase 3 Charge #1 Specializations · 2020-06-10 · on task and are on-track with the...

Blueprint APS

Phase 3

Charge #1 Specializations

Presented by: Blueprint APS Project Manager David Schoenhals

Date: May 26, 2020

Every Student Shapes a Successful Future 1

Every Student Shapes a Successful Future

Presentation Purpose Why is this topic on the board agenda?

To provide the Board of Education an update on Blueprint APS Charge 1 Regional Specializations.

What are we asking the board to do with this information?

Vote on the assignment of regions to specializations.

How is this linked to the Strategic Plan, Vision, Mission, Goals & Core Beliefs?

All students must have equitable access to learning opportunities, technology and environments that support them in reaching their full potential.

Community partnerships provide vital resources and opportunities for students and families.

Which Board policy does your presentation address?

Section C: General School Administration

Section F: Facilities Planning and Development

2


Specializations

During Phase 2 of Blueprint APS, the community determined the following as the most important features of schools.

A variety of choice options for students through APS-operated schools and programs (specialized schools or programs like project-based learning, International Baccalaureate, etc.)

APS provides access to programs that prepare students for college

APS provides access to programs that prepare students for careers, such as career and technical education courses, internships, etc.

As a result of these most desired features identified by the community, one of the key tenets developed through the Blueprint APS process is regional “specializations”.

3


Blueprint APS Specializations

A specialization within a region may

include content or instructional

delivery that provides students with

engaging, relevant, and rigorous

educational opportunities that will shape

a successful future.

The specialization will drive the specific

area of focus of the magnet school and

will drive opportunities at boundary

schools within the region.

4


Board-Directed Blueprint APS Scenario

APS will operate a system of boundary schools, complemented by regions with specializations.

Regions will offer students access to high-quality APS-run magnet schools with specializations to ensure a variety of educational programming opportunities, school sizes, and grade configurations to students across APS.

- Regions with specialization will be established throughout the district to ensure access, feasibility of robustly delivering on those specializations, and leveraging the strengths of the community.

- The focus of each region will be aligned to the assets, such as industry, community groups, etc., and needs of the region.

- Magnet schools will be housed in repurposed boundary schools or in new facilities depending on the region.

5


Current Specializations and Specializations

through APS Blueprint

APS already has many examples of schools with a formal and identified "Specialization”.

While we already have many schools with a "Specialization", what we do not have is a districtwide strategy around it or any way to address equity with access and transportation. The lack of any plan or strategy also means we have no way of speaking to how well specializations are being used to serve students.

Blueprint is a way to bring intentionality and equity to how APS directs its resources to serve families.

6


Blueprint APS: Phase 3

2019-2020

7


2019-20 Community Input

Charge 1: Blueprint APS

regions will present three

unique specialization

proposals to the LRFAC by

February

Charge 2: Outlining ideas for

specializations and/or

repurposing (magnet schools,

reconfiguring grade levels,

community centers, etc.)

8


Regional Design Teams

Charge #1 Specializations Review regional data including enrollment numbers,

demographic information, neighborhood characteristics,

etc.

Work collaboratively with fellow Regional Design Team

members to create three unique proposals for regional

specializations that include:

- Rationale (Why the specialization would be a good

fit for the region, potential industry

anchor/partnership opportunities)

- Detail types of learning opportunities that may be

available for students (magnet options, job

shadowing, project-based learning, internships,

etc.)

- Considerations may include whether opportunities

already exist that need to be scaled or if

programming will need to be designed from scratch

- Outline potential jobs/career opportunities that align

with the regional specializations

9


LRFAC (March-April)

To evaluate and coordinate the recommendations of the Regional Design Teams from a District perspective;

To analyze the feasibility of the Regional Design Teams’ recommendations or other options as the Committee sees fit and to provide such analysis to the Board of Education and/or the District Leadership Team for consideration;

To make final recommendations to the Board of Education after consultation with the District Leadership Team.

10


Charge 1 Specializations

Original TimelineFeb 27/ LRFAC Meetings Regional

Mar 4 Design Team Charge 1 Presentations to LRFAC

Mar 11 LRFAC Meeting LRFAC generates recommendations for BOE around assignment of specializations with regions

_________________________________

Mar 17 LT Meeting LT weighs in on LRFACrecommendations

Mar 24 BOE Meeting LRFAC presents recommendations at BOE Meeting

Apr 7 BOE Meeting BOE votes on Regional Specializations

11



New Timeline

April 17 Leadership Team LT weighed in on LRFAC recommendations

May 26 BOE Meeting LRFAC presents Regional Specialization recommendations

June 2 or BOE Meeting BOE votes on Regional June 16 Specializations

12


Major Factors in Determining Recommendations

Level of Community Support (RDTs and LRFAC)

Range of Choice

Link to Regional Opportunities

Recommendations that take advantage of existing district

strengths

Collectively demonstrated success for students

Future jobs/careers

13


Specialization Recommendations

Top Choice

Insert Photo

14

1 One Health

2 Business Management & Hospitality

4 STEAM

3 Visual Design & Performing Arts

5 Technology, Engineering, & Design

6 Entrepreneurship & Invention 7 Project-

Based Learning (e.g. EL)



Alternative #1

Insert Photo

15

1 Community School

2 Dual Language

4 Project-Based Learning (e.g. EL)

3 Visual Design & Performing Arts

5 STEM

6 Global Engagement & Leadership(e.g. IB)

7 Business Management



Alternative #2

Insert Photo

16

1 One Health

2 Transportation & Aviation

4 Global Engagement & Leadership(e.g. IB)

3 Project-Based Learning

5 STEM6 Entrepreneurship & Invention 7 Project-

Based Learning (e.g. EL)



2020-21 School Year

Further development of partners/partnerships for

specialization within each region.

Outline of student experience within each region for

all students.

Magnet school planning for Region 3 in alignment

with Charge 2.

17


Submitted Questions


Thank You!

Insert Photo

19


Appendix


Data Utilized by LRFAC for


Regional Design Team

Proposals and Presentations

Important Terms for LRFAC

CTE+ by Regions

APS Regional Map

Colorado Career Cluster Model

Summary Matrix Ratings

21


LRFAC Matrix

Insert Photo

22

Categories Measures

Alignment

Regional Assets Does proposal draw on regional assets and identify regional partnerships?

APS Needs Does proposal address specific and identified needs or opportunities?

Student Oppty

College Does successful implementation and participation prepare students for college or other post high-school education?

Career Will specific careers and career advancement pathways be likely to be available to students who successfully complete a K-12 education in this program?

Options Will students have flexibility to pursue a variety of pathways into the workforce or further education throughout the program?

Continuum

Elementary Does the proposal address how the program can be effectively implemented in a meaningful way at this level?

Middle Does the proposal address how the program can be effectively implemented in a meaningful way at this level?

High School Does the proposal address how the program can prepare students effectively for success in high school

Need/Demand

Is this addressing an unmet (or incompletely met) need in the region or district?

Practicality

Current Resources Without addressing building needs, can such a specialization be implemented at some level given current resources and budgets?

Growth Without addressing the source of them or considering building needs, could the program be scaled to serve more students or be more robust in its

offerings with a modest amount of additional resources?


LRFAC Matrix

Insert Photo

23

Categories Measures

Alignment

Regional Assets Does proposal draw on regional assets and identify regional partnerships?

APS Needs Does proposal address specific and identified needs or opportunities?

Student Oppty

College Does successful implementation and participation prepare students for college or other post high-school education?

Career Will specific careers and career advancement pathways be likely to be available to students who successfully complete a K-12 education

in this program?

Options Will students have flexibility to pursue a variety of pathways into the workforce or further education throughout the program?

Continuum

Elementary Does the proposal address how the program can be effectively implemented in a meaningful way at this level?

Middle Does the proposal address how the program can be effectively implemented in a meaningful way at this level?

High School Does the proposal address how the program can prepare students effectively for success in high school

Need/Demand

Is this addressing an unmet (or incompletely met) need in the region or district?

Practicality

Current Resources Without addressing building needs, can such a specialization be implemented at some level given current resources and budgets?

Growth Without addressing the source of them or considering building needs, could the program be scaled to serve more students or be more

robust in its offerings with a modest amount of additional resources?


Important Terms for LRFAC/LT

Project-Based Learning

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time

to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

PBL gives students the opportunity to learn through the use of projects and problem solving. Projects are more than just engaging

lessons. They include essential elements that raise the rigor of learning in the project. PBL Projects are aligned with multiple

standards and often across multiple content areas. They also tend to be student-driven with many opportunities for students to

make choices about how they work on their project, and how they present their findings. PBL is often used with a diverse group of

learners and is differentiated to meet the needs of those learners as they work together.

In a PBL classroom, you’ll see groups of students working on different aspects of the project. Each aspect is driven by the need to

problem solve in order to address a driving question. For example, one group of students may be researching to learn more about

background information, while another group is developing questions for an interview with a business professional in a field

associated with the project. Teachers participate in PBL by acting as facilitators in the classroom. They’ll check on the status of each

group, and teach mini-lessons or provide guidance as needed. They’ll also have checkpoints that determine if students are staying

on task and are on-track with the project timeline.

Expeditionary Learning (EL)

Expeditionary Learning Schools are models of comprehensive school reform based on the educational ideas of German

educator Kurt Hahn, the founder of Outward Bound. There are more than 150 Expeditionary Learning Schools in 30 US states

and the District of Columbia. They are exemplified by project-based learning expeditions, where students engage in interdisciplinary,

in-depth study of compelling topics, in groups and in their community, with assessment coming through cumulative products, public

presentations, and portfolios. Students undertake tasks requiring perseverance, fitness, craftsmanship, imagination, self-discipline,

and significant achievement.

24



Career and Technical Schools (CTE)

Overall Goal of CTE in Colorado: To provide quality educational programs emphasizing core academic content, Postsecondary &

Workforce Readiness (PWR) competencies, technical skills, and seamless transition to further education or employment and better

prepare students, including special populations to meet challenges of the workforce, economic development, and emerging

occupations. CTE prepares learners for the world of work by introducing them to workplace competencies, and makes academic

content accessible to students by providing it in a hands-on context.

Colorado CTE programs are divided into six sectors: (1) Agriculture, Natural Resources & Energy; (2) STEM, Arts, Design &

Information Technology; (3) Skilled Trades & Technical Sciences; (4) Health Science, Criminal Justice & Public Safety; (5)

Hospitality, Human Services & Education; (6) Business, Marketing & Public Administration.

International Baccalaureate (IB)

When we talk about education and what it means, what we really want to know is how to instill in our students the knowledge that

will make them better learners and better people. How can we be sure that we send them off into life with the skills they really need

to grow and develop in a successful, happy way?

The IB offers an education for students from age 3 to 19, comprising of four programmes that focus on teaching students to think

critically and independently, and how to inquire with care and logic. The IB prepares students to succeed in a world where facts and

fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish long after they’ve left

our programmes. There are approximately 5,000 IB schools globally in over 150 countries around the world.

One Health

One Health is a collaborative, multisectoral, and transdisciplinary approach—working at the local, regional, national, and global

levels—with the goal of achieving optimal health outcomes recognizing the interconnection between people, animals, plants, and

their shared environment.

'One Health' is an approach to designing and implementing programmes, policies, legislation and research in which multiple sectors

communicate and work together to achieve better public health outcomes.

25



STEAM

STEAM is an approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for

guiding student inquiry, dialogue, and critical thinking.

As the education world explores strategies to equip students with the skills and knowledge they’ll need to be successful innovators

in a 21st century workforce, there has been a growing emphasis on STEAM — the educational discipline that engages students

around the subjects of Science, Technology, Engineering, the Arts and Math.

STEAM aims to spark an interest and lifelong love of the arts and sciences in children from an early age. Science, Technology,

Engineering, the Arts and Math are similar disciplines in that they all involve creative processes and none uses just one method for

inquiry and investigation. Teaching relevant, in-demand skills that will prepare students to become innovators in an ever-evolving

world is paramount, not only for the future of the students themselves but for the future of the country.

26



Dual Language

Dual language is a form of education in which students are taught literacy and content in two languages. Most dual language

programs in the United States teach in English and Spanish, but programs increasingly use a partner language other than Spanish.

Dual language programs generally start in kindergarten or the first grade and extend for at least five years, but many continue

into middle school and high school. The programs aim for bilingualism, the ability to speak fluently in two languages; biliteracy, the

ability to read and write in two languages; academic achievement equal to that of students in non-dual language programs;

and cross-cultural competence. Most dual language programs are located in neighborhood public schools, but many

are charter, magnet, or private schools.

When used, dual-language education is generally seen as a way to ensure that non-English-speaking students, or students who are

not yet proficient in English, are given equitable opportunities to succeed in and complete their education. While schools and

teachers may use a wide variety of dual-language strategies, each with its own specific instructional goals, the programs are

typically designed to simultaneously develop English fluency, content knowledge, and academic language—the knowledge, skills,

and cultural proficiencies needed to succeed in an academic program.

Main forms of dual language education:

-Transitional programs provide students with some level of instruction in their primary or native language for a certain period

of time—generally one to three years—before students transition into English-only instructional programs. They are known as

“one-way” programs because they only serve one group—non-native English speakers.

-Maintenance programs provide students with concurrent instruction in English and their primary language throughout their

elementary-school years—typically pre-kindergarten through sixth grade—with the goal of developing English fluency and

academic literacy in both languages. (Both transitional and maintenance programs include instructional strategies associated

with English as a second language).

-Two-way enrichment programs teach both native and non-native English speakers in two languages with the goal

of developing bilingual fluency. In some cases, monolingual English-speaking students may be immersed in second-

language instruction alongside native speakers of the language with limited English ability.

27



Magnet Schools

Magnet schools, a category of public schools, offer students and parents a choice of a different kind of education. Whereas charter

schools are guided by a contract that gives them autonomy, magnet schools do not have charters and are subject to the regulations

and guidelines of the public school administration. They exist side-by-side with traditional schools and some magnet programs even

operate within traditional school buildings a “school within a school.”

What appeals to families about magnet schools is their programs and curricula. Magnet schools are highly specialized and

emphasize an area of study or a method of teaching. Some magnet schools are geared towards math and science, whereas others

have a focus in performing arts. The idea is to draw students who excel in these subjects to a school that will foster their particular

interest and encourage achievement.

Most magnet schools use a lottery system to accept students or accept students on a first come first serve basis. However, about a

third of magnet schools have a competitive admissions process. These schools usually require an entrance examination hence their

reputation for drawing “gifted” students who score well on tests. Some also conduct interviews with applicants, while the ones

focused on the arts will often require auditions.

28


Specialization Types of Programs Already in Place

Region 1

International Leadership/Community Schools

Health Sciences

STEM

29



Region 3

International Leadership/Community Schools

Visual & Design Arts

STEM

Fine Arts

Engineering Technology

Biomedical Science

30



Region 4

International Baccalaureate/Middle Years Programme/Primary Years

Computer Science

Project Lead The Way Engineering

Biomedical Sciences

EL

Gifted & Talented

Visual & Design Arts

Biomedical Science

31



Region 5

Audio Video/Film Production

STEM


Visual & Design Art

Business/Marketing

Biomedical Science

Fine Arts

32



Region 6

International Baccalaureate/Middle Years

Programme/Primary Years

Restaurant Management

Catering

Food Science/Nutrition


Performing Arts/Theatre Tech

Interior Design

33



Region 7

EL

STEM


Business

Computer Science

Digital Media

Photography/Multimedia

34

Blueprint APS Phase 3 Charge #1 Specializations · 2020-06-10 · on task and are on-track with the...

Documents

Transcript of Blueprint APS Phase 3 Charge #1 Specializations · 2020-06-10 · on task and are on-track with the...