Laura Stiegelmaier Michael Giacchetto Bill Hender Matthew Jurgens

Laura StiegelmaierMichael GiacchettoBill HenderMatthew Jurgens

Just Around the Corner:Our 2020 School

The Vision School

Rationale: The Current Educational MilieuAnalysis of current data in four domains.

School Closings

State Funding Trends

Suffolk County Student Data

New York State and Suffolk County College and Career Readiness Data

• Philadelphia – 29 schools recently closed• Pittsburgh – 49 schools from 1997 - 2011• Washington, D.C – 23 closings in 2008 and are

considering another 15.• Chicago – over 40 closings in early 2000s and recently

listed over 125 schools to be considered for closure• NYC – closed more than 140 schools since 2002 and

plan to close 17 more during the 2013 – 2014 school year.

Pacer – Research for Action (March, 2013). School Closing Policy. Pennsylvania Clearinghouse for Education Research.

School Closings

2009 2010 2011 2012 21,500

22,000

22,500

23,000

23,500

24,000

24,500

25,000

25,500

State Funds for Public EducationNY State in Millions

New York State Education Department (2012). Total Expenditures and State Funds for Public Elementary and Secondary Schools. NYSED.

State Funding

0-4 5-9 10-14 15-17 50,000

60,000

70,000

80,000

90,000

100,000

110,000

Population by Age

2012 2017 2020 2012 2017 2020 220,000

225,000

230,000

235,000

240,000

245,000

250,000

255,000

260,000

265,000

Total School Age Children

Suffolk County Census Data

Hughes, J. (2012). School Atlas. Oakdale: St. John’s University.

Where are we now?

June 2011 Graduation RateSubgroup 4 Year Graduation Rate Percent Graduating College

and Career Ready

All Students 74 % 34.7 %

American Indian 59.6 % 16.8 %

Black 58.4 % 11.5 %

Hispanic 58 % 14.5 %

White 85.1 % 48.1 %

English Language Learners 38.2 % 6.5 %

Students with Disabilities 44.6 % 4.4 %

Suffolk County 87 % 48 %

New York’s Students are not College and Career Ready

Source: EngageNY.org; January 31, 2013

To graduate students who can proactively apply universal skills so they can successfully live, learn, and earn in the community.

Our School VisionBeginning with the End in Mind

Standard 1: Career Development Students will be knowledgeable about the world of work, explore career

options, and relate personal skills, aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning Students will demonstrate how academic knowledge and skills are applied in

the workplace and other settings.

Standard 3a: Universal Foundation Skills Students will demonstrate mastery of the foundation skills and competencies

essential for success in the workplace.

Standard 3b: Career Majors Students who choose a career major will acquire the career-specific

technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.

CDOS: Career Development and Occupational Studies

Personal Qualities

Selects /Applies Technology Maintains Equipment Designs and Creates To Meet Needs

TechnologyThinking Skills

Can Think Creatively

Uses Decision Making

Skills Thinking Leads to Problem Solving Knows How to

Learn Applies Knowledge

to New Situations

Systems

Improves & Designs Systems Monitors & Corrects Performances Understands How Systems Perform Related to Goals, Resources and Organizational Function

Demonstrates: Responsibility Ability to Plan Ability to Take Independent

Action Integrity/Honesty Self-determination and ability to self-evaluate knowledge, skills and abilities

BasicSkills

Can Read Can Write Perform Math

Functions Listens Effectively Speaks Clearly

Our students will have…CDOS Universal

Foundation Skills

Managing ResourcesUnderstands how to use: Materials Facilities Time Money Human Resources Networking

Acquires and Evaluates Information Organizes/Maintains Information Interprets/Communicates Information Uses Computers to Enter, Modify, Retrieve and Store Data

Managing Information

Teaches Others Serves Clients Exercises Leadership Negotiates/Communicates Works as a Member of a

Team Works with Diversity

Interpersonal Skills

Goal #1: Students will develop an in-depth understanding of our institutions’ core content areas, the ways in which they interrelate, and be able to utilize these skills in the world at

large.

Goal #2: Students will engage in critical thinking in new situations to solve non-routine problems.

Goal #3: Students are proactive learners who are responsible to their community.

Goal #4: Students will have the ability to manipulate and utilize technology appropriately.

The Vision School

Students will develop an in-depth understanding of our institutions’ core content areas, the ways in which they interrelate, and be able to utilize these skills in the world at large.

Goal #1: Strategies:

- Operate under the mantra: Curriculum is not the end game, but rather the vehicle for teaching universal foundation skills. - Core content courses for all students - Students will branch out into their own thematic

studies based on their strengths, preferences, and interests.

- - Provide continuing professional development for educators.

- Hire highly-qualified teachers. - Utilizing appropriate technology to progress monitor on an individual basis. - Create a support system for students where failure is not an option.

Timetable Persons Responsible

Obstacles Resources Criteria for Completion

1 Year Teachers

Guidance Counselors

Asst.

Superintendent for Curriculum

Building

Administrators

Time

Money

Resistance to Change

Teacher

Background Knowledge

Student

Motivation

Highly differentiated and qualified

teachers

Professional Development Opportunities

P21 Toolkit

CDOS

Universal Foundation

Skills

Students will participate in teacher-designed, project-based activities

that will work on the curricular components that are developed by

a curriculum development committee.

Students will reach benchmarks in

reading, writing, speaking, and listening.

Students will be able to speak to a variety of topics and demonstrate

reasoning in a variety of disciplines including historical, mathematical, scientific, ethical, and professional;

e.g. integrated learning.

Goal #1: Students will develop an in-depth understanding of our institutions’ core content areas, the ways in which they interrelate,

and be able to utilize these skills in the world at large.

Cohort A 8:30 Arrival8:45 - 10:15 Course 110:30 -12:00 Course 212:00 -1:00 Lunch1:15 - 2:45 Course 33:00 - 4:00 PE / Team Sport

8:30 Arrival8:45 - 10:15 Course 410:30 - 12:00 Course 512:00 - 1:00 Lunch1:15 - 2:45 Course 63:00 - 4:00 PE / Team Sport

Cohort B 7:15 - 8:15 PE / Team Sport8:30 Arrival8:45 - 10:15 Course 110:30 - 12:00 Course 212:00 - 1:00 Lunch1:15 - 2:45 Course 3

7:15 - 8:15 PE / Team Sport8:30 Arrival8:45 - 10:15 Course 410:30 - 12:00 Course 512:00 - 1:00 Lunch1:15 - 2:45 Course 6

A Typical Day in the Life

Other Highlights: Trust in passing time Students eat lunch together Food is provided that represents global culinary interests



• Global Awareness• Financial, Economic, Business, and

Entrepreneurial Literacy• Civic Literacy• Health Literacy• Environmental Literacy• The Arts (Visual, Dance, Theatre, Music)• Global Language and Cultural Exploration

Examples of Thematic Content Areas



Students will engage in critical thinking in new situations to solve non-routine problems.


- Monitor, define, prioritize and complete tasks without direct oversight - Teach students to reason effectively - Teach students to make judgments independently. - Teach students how to identify and ask significant questions that clarify various points of view and lead to better solutions. - Teach skills that directly apply to real-world situations; i.e. conversational and interpersonal skills.

- Demonstrate additional attributes associated with producing high quality products including the abilities. - Incorporate tenets of Work-Based Learning, Internships, and career awareness. - Utilize project-based learning tied to present civic issues.



4 Years Teachers

Asst. Superintendent for Curriculum

Building

Administrators

Local Businesses

Time

Money

Resistance to Change

State Exam

Requirements

Supervision of students in work situations (job

coaching personnel)

Business

participation in work-based

learning activities

PLC’s

Linking practices to model schools

Utilize programs:

I Can Problem Solve & BIE

variety of services for PBL

District-based

and standardized assessments

Community

members and local businesses

Surveys

In a group, students will participate in a business of their choice.

They will take turns in various roles including leadership positions. This

business will aid in the function of the school.

Students will participate in a variety of

simulations that will challenge their problem solving skills and draw parallels between subject areas and experiences.

Scenarios will include issues both foreign

and domestic, various interpersonal dynamics, language barriers, persons with

special needs.

Students will have mastered skills related to self-determination.

Goal #2: Students will engage in critical thinking in new situations to solve non-routine problems.

Student will Engage in

Critical Thinking

Teachers can not deliver

quality instruction.

Demonstrate skilled

reasoning in all subjects.

Parents find instruction

‘fluffy.’

Students will have higher levels of

mastery in reading, writing,

and speaking.

Students reject

instruction.

Stronger Self-Determination

Skills

Less time for specific

instruction for state exam

preparation.

Students gain leadership

qualities and take leadership

roles.

Stronger Interper-sonal kills

Stronger Interper-sonal kills

Prepared for

Workforce

Poor Perception in community.

Become an at-risk school.Less

funding from

donors.

School Closes

Actively involved in meaningful community

experiences.

Student achieve higher-ranking

positions.

Resistance from

teachers.

Student have

preferable future.

PLC’s Break Down

Student Achieve-

ment Lacks

Higher Achieve-ment on

State Exams.

Deeper understand-

ing of content.

Student are epistemic

Lack of community invovlement

Disengage from

supporting student

More time spent

dealing with parent issues

Higher student capacity for daily

living

Students ready for

Workforce

Higher student achieve-

ment

Students disengage

from learning

Enroll-ment

declinesStudent truency

School Closes

Goal Futuring MatrixGoal #2: Students will engage in critical thinking in new

situations to solve non-routine problems.

Probable and Possible Futures

Students Teachers Administration Community Parents

Become an At-Risk School

- lower morale

- disengagement

- increased morale- increased work

load

- need to put more emphasis on topics

not aligned with goals

- less involvement and support

- unenroll children-lack of support

-decreased commitment

Students Resist Learning the Curriculum

- truancy-disengagement-cease learning

- time dealing with discipline

-higher stress level-less motivation

- increased time dealing with

student discipline and frustrated

teachers

- less involvement and support

- unenroll children-lack of support

-decreased commitment

Stronger Skills -greater success after graduation

-higher attendance-greater interest

- more motivation-greater confidence

-increased commitment

-increased enrollment

-improved school

- financial support- willingness to work with kids

- increased support-pride in the child-stronger family

Higher Achievement

-Increased morale-Success on

standardized tests

-Greater confidence

-improved school-increased enrollment

-higher success on standardized tests

- financial support- commitment to

the school

- increased support-pride in the child-stronger family

Cross-Impact MatrixGoal #2: Students will engage in critical thinking in new

situations to solve non-routine problems.

Students are proactive learners who are responsible to their community.


- Demonstrate additional attributes associated with producing high quality products including the abilities. - Incorporate tenets of Work-Based Learning, Internships, and career awareness. - Utilize project-based learning tied to present civic issues. - Secure one professional to receive NYS training for WBL certification.



4 Years Teachers

Guidance Counselors

Asst.

Superintendent for Curriculum

Asst.

Superintendent for Business

Work-Based

learning Coordinator

Business

Advisory Board

Building Administrators

Local

Businesses

Board of Trustees

Business Partnerships and

Buy-in

Supervision of students in work situations (job

coaching personnel)

Time

Money

State Exam

Requirements

Child Labor provisions

WBL Learning Manual

Community and Business

members

WBL Coordinator

NSTTAC

Predictor Tool

Adult-Service Agencies

Transition

Assessments

Students will have participated in multiple

internships that are married to their strengths,

preferences, and interests.

Students will participate in community service activities.

Students will utilize knowledge from the

classroom in their work-based learning experiences.

Goal #3: Students are proactive learners who are responsible to their community.

SWOT AnalysisGoal #3: Students are proactive learners who

are responsible to their community.

Students will have the facility to manipulate and utilize technology appropriately.


- Establish a sustainable infrastructure. - Establish a circle of support/direct link that includes the home. - Obtain a variety of devices and software. - Analyze data to find where staff and students need development so professional development can be targeted appropriately.



3 Years Board of Trustees

Central

Administration

Teachers

Parents

Students

Community

Members

Money

Resistance to change

Knowledgeable

IT staff

Lack of prerequisite

skills

Remaining current with

ever-evolving technology

School Portals

Websites

Blogs

Student network for online filing

Video

streaming

Data from Teacher/Student

Technology Surveys

PLC’s

Students will prepare an electronic portfolio that contains

examples of their work and achievements.

Create and implement a school-

wide course management system that can be managed from school

and from home.

Created a fully-integrated technology department with

multiple, knowledgeable personnel.

Goal #4: Students will have the ability to manipulate and utilize technology appropriately.

Goal #4: Students will have the facility to manipulate and utilize technology appropriately.

Concluding Thoughts

“If we teach today as we taught yesterday, we rob our children of tomorrow.”

– John Dewey

Laura Stiegelmaier Michael Giacchetto Bill Hender Matthew Jurgens

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