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
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.
• 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
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.
Students will engage in critical thinking in new situations to solve non-routine problems.
Goal #2: Strategies:
- 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.
Timetable Persons Responsible
Obstacles Resources Criteria for Completion
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.
Goal #3: Strategies:
- 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.
Timetable Persons Responsible
Obstacles Resources Criteria for Completion
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.
Goal #4: Strategies:
- 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.
Timetable Persons Responsible
Obstacles Resources Criteria for Completion
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.
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