What was D21 told to do?

Have the faculty redesign the curriculum and structure of WHS with the goal of embedding 21st century skills and creating career academies.

Design 21 Guiding Principle

Design 21 will embed core 21st century skills across the curriculum to prepare students for post-secondary education, career, and active citizenship.

Let’s rewind

Where do we stand with . . .

• NEASC

• MCAS

• Ourselves

• We are on warning with NEASC.

• Unless we want to lose accreditation, we need to get off warning.

• We don’t want to be . . .

• To get off warning we need to PROVE we are doing what we said we were doing back in 2005.

NEASC

What did we say in 2005?Current WHS Mission Statement

The WHS community is committed to providing a safe, supportive and respectful learning environment where all students are encouraged to work toward their potential in becoming responsible life-long learners and productive citizens in a global society.

To get accreditation you need to PROVE you do what you say

you do.

Current WHS Mission Statement

The WHS community is committed to providing a safe, supportive and respectful learning environment where all students are encouraged to work toward their potential in becoming responsible life-long learners and productive citizens in a global society.

Proof?Proof?

Proof? Proof?

1.  The WHS graduate communicates effectively through reading.  The graduate:

A. Reads a variety of literary works including fiction, poetry, and drama from different time periods and cultures.

B. Reads and views a variety of non-fiction works.

C. Analyzes literary works and demonstrates understanding through discussion, writing and/or other means of expression.

2.  The WHS graduate communicates effectively through writing.  The graduate:

A. Writes using standard English for a variety of purposes and audiences.

B. Demonstrates analytical skills through writing.

3.  The WHS graduate communicates effectively through speaking.  The graduate:

A. Communicates verbally for a variety of audiences and purposes.

B. Participates in formal and informal discussion.

 4.  The WHS graduate analyzes the dynamics of history from local, national and international perspectives.  The graduate:

A. Applies historical understanding to comprehend current events.

B. Demonstrates an understanding of the meaning and context of national and international events.

C. Applies awareness of democratic principles and individual rights in order to participate in political systems.

D. Identifies point of view within historical primary source documents.

 5.  The WHS graduate uses mathematical knowledge and methods. The graduate:

A. Applies mathematical principles, concepts, and theories.

B. Uses logic and reasoning to analyze and solve problems.

C. Utilizes a variety of problem solving strategies.

D. Applies mathematics to other areas of knowledge and to situations in daily life.

 6.  The WHS graduate explains and demonstrates an understanding of his/her world by employing scientific concepts and technological principals:

A. Applies scientific inquiry to solve problems and answer questions from the world around him/her.

B. Utilizes a variety of safe and effective experimentation methods.

C. Analyzes, interprets, and evaluates data.

D. Provides conclusions based on evidence and basic principles of science, technology, and engineering.

 7.  The WHS graduate understands and applies concepts of personal fitness and good health. The graduate :

A. Demonstrates an understanding of lifelong value of physical fitness and wellness.

B. Develops skills and participates in recreational activities which can be continued throughout one’s lifespan.

C. Knows basic concepts of personal health and healthy relationships.

D. Gains an understanding of his/her personal fitness level and needs.

 8.  The WHS graduate understand and practices the rights, responsibilities, and privileges of community involvement.  The graduate:

A. Accepts responsibility and accountability for his /her actions.

B. Respects diversity of community.C. Explores career options and the academic and

occupational requirements needed for employment and economic independence.

D. Recognizes the strength of democracy in his/her role as a responsible citizen.

E. Experiences the value of shared decision-making and the importance of multiple points of view to understand people. issues, and events.

 9.  The WHS graduate will demonstrate an appreciation for different cultures by:

A. Creating a product that show knowledge of diversity of different cultures.

B. Demonstrating an appreciation of different cultures through classes/presentation/project.

 10.  The WHS graduate uses technology effectively. The graduate will:

A. Participates in an interactive learning environment that develops critical thinking and skills

B. Uses various strategies to access, analyze, interpret, and use information and knowledge.

1. The WHS graduate communicates effectively through reading.  The graduate:a. Reads a variety of literary works including fiction, poetry, and drama from

different time periods and cultures.b. Reads and views a variety of non-fiction works.c. Analyzes literary works and demonstrates understanding through

discussion, writing and/or other means of expression.2. The WHS graduate communicates effectively through writing.  The graduate:

a. Writes using standard English for a variety of purposes and audiences.b. Demonstrates analytical skills through writing.

3. The WHS graduate communicates effectively through speaking.  The graduate:a. Communicates verbally for a variety of audiences and purposes.b. Participates in formal and informal discussion.

4. The WHS graduate analyzes the dynamics of history from local, national and international perspectives.  The graduate:

a. Applies historical understanding to comprehend current events.b. Demonstrates an understanding of the meaning and context of national and

international events.c. Applies awareness of democratic principles and individual rights in order to

participate in political systems.d. Identifies point of view within historical primary source documents.

5. The WHS graduate uses mathematical knowledge and methods. The graduate:a. Applies mathematical principles, concepts, and theories.b. Uses logic and reasoning to analyze and solve problems.c. Utilizes a variety of problem solving strategies.d. Applies mathematics to other areas of knowledge and to situations in daily

life.

6. The WHS graduate explains and demonstrates an understanding of his/her world by employing scientific concepts and technological principals:

a. Applies scientific inquiry to solve problems and answer questions from the world around him/her.

b. Utilizes a variety of safe and effective experimentation methods.c. Analyzes, interprets, and evaluates data.d. Provides conclusions based on evidence and basic principles of science, technology,

and engineering.7. The WHS graduate understands and applies concepts of personal fitness and good health.

The graduate :a. Demonstrates an understanding of lifelong value of physical fitness and wellness.b. Develops skills and participates in recreational activities which can be continued

throughout one’s lifespan.c. Knows basic concepts of personal health and healthy relationships.d. Gains an understanding of his/her personal fitness level and needs.

8. The WHS graduate understand and practices the rights, responsibilities, and privileges of community involvement.  The graduate:

a. Accepts responsibility and accountability for his /her actions.b. Respects diversity of community.c. Explores career options and the academic and occupational requirements needed for

employment and economic independence.d. Recognizes the strength of democracy in his/her role as a responsible citizen.e. Experiences the value of shared decision-making and the importance of multiple points

of view to understand people. issues, and events. 9. The WHS graduate will demonstrate an appreciation for different cultures by:

a. Creating a product that show knowledge of diversity of different cultures.b. Demonstrating an appreciation of different cultures through classes/presentation/project.

10. The WHS graduate uses technology effectively. The graduate will:a. Participates in an interactive learning environment that develops critical thinking and

skillsb. Uses various strategies to access, analyze, interpret, and use information and

knowledge.

Or . . . . We can embed core 21st century skills across the curriculum to prepare students for post-secondary education, career, and active citizenship.

Proposed WHS Mission StatementDesign 21 will embed core 21st century skills across the curriculum to prepare students for post-secondary education, career, and active citizenship.

Proposed WHS Mission StatementDesign 21 will embed core 21st century skills across the curriculum to prepare students for post-secondary education, career, and active citizenship.

Core Academies Skill Progression Chart  Strategic Reading

Problem Solving

Research Collaboration Technology Written and Oral Communication

Skill Mastery

Objectives

Upon completion of the Core Academies, students will master a variety of reading and note-taking strategies for use with various texts.

Upon completion of the Core Academies, students will master a variety of problem identification and charting techniques

Upon completion of the Core Academies, students will demonstrate a working understanding of the research process

Upon completion of the Core Academies, students will collaborate on major projects with their peers and reflect upon this collaboration

Upon completion of the Core Academies, students will gain practice with Microsoft Office programs and explore the tenets of Digital Citizenship

Written Communication: Upon completion of the Core Academies, students will master essay organization and communicate critical ideas in essay form.

Oral Communication: Upon completion of the Core Academies, students will gain experience in presenting and discussing in front of a group

Assessed via Digital Portfolio Products

Proposed WHS Mission StatementDesign 21 will embed core 21st century skills across the curriculum to prepare students for post-secondary education, career, and active citizenship.

Elimination of the Academic

track.

Differentiated Instruction

Rigor

Aided by

Maintained by

Proposed WHS Mission StatementDesign 21 will embed core 21st century skills across the curriculum to prepare students for post-secondary education, career, and active citizenship.

Math and Science

Academy

Fine Arts Academy

GlobalLanguage

Academy

Humanities Academy

Business Academy

Core Academies

CTE Academy

Proposed WHS Mission StatementDesign 21 will embed core 21st century skills across the curriculum to prepare students for post-secondary education, career, and active citizenship.

Community Service/Internship

Component

Design 21

Foundation Application

Exploration

Foundation• WHS is piloting the Skill Progression Chart in

the Core Academies this year.• What does this mean?

– Academy teachers are explicitly tying existing activities, lessons, and assignments to specific skills.

– Academy teachers are creating/sharing activities, lessons, and assignments for specific skills.

– Academy teachers are discussing this in their team meeting.

• Why is it important to pilot the Skill Progression Chart?– We shouldn’t recommend the implementation of

anything that hasn’t been carefully vetted.

Graduation Requirements Space in a Student'sSchedule

Weymouth High School

Exploration

Graduation Requirements Space in a Student'sSchedule

Weymouth High School

Math and Science

Academy

21s

t Ce

ntu

ry

Sk

ills

Exploration

Application• Are we the only ones implementing this? No!

– West Bridgewater – Senior Project– Braintree – Senior Project with Community

Service Component– Carver – Senior Project with Community

Service/Internship Component• Hingham has a mandatory community service

requirement for all seniors. • In fact, 30 school districts have it as a

requirement in the state of Massachusetts.• This is required in the state of Rhode Island.

MCAS?

• January 16, 2009 Mitchell D. Chester, Commissioner of Education in MA– “I am pleased to report that we are making

good progress on revising the frameworks and in the process being responsive to the Report of the Board's Task Force on 21st Century Skills, which recommends that we "raise the bar on rigor by embedding complementary 21st century skills and content through the Commonwealth's curriculum frameworks in every subject."

MCAS: This is coming

• New ELA frameworks will go live in December 2009.

• They will be testable on the ELA MCAS by 2012.

• Math review panel will submit a progress report in February 2009.

• Science will form a review panel in March 2009.

Draft Edition of the New ELA Frameworks

• Reducing their 27 topics down to five clusters– Speaking and Listening– Language (Grammar and Vocabulary)– Reading– Research– Writing

• Sound familiar?

21st century themes in draft ELA frameworks

• Information and communication

• Problem Solving

• Interpersonal skills

• Global knowledge and understanding

• Business literacy and entrepreneurial skills

• Civic Literacy

NEASC

MCAS

Ourselves

Design 21 outside of WHS

• Two positive articles in the Patriot Ledger• Article this past Sunday in the Boston Globe• We are being used in NEASC workshops at

schools like Woodstock-Union High School in VT

• We were highlighted in the Charlottesville, VA School Board retreat

• We are on 2 graduate class syllabi• This is just what we know about