Laura Stiegelmaier Michael Giacchetto Bill Hender Matthew Jurgens

1. Just Around the Corner:Our 2020 School The Vision School Laura Stiegelmaier Michael Giacchetto Bill Hender Matthew Jurgens

2. Rationale: The Current Educational Milieu • Analysis 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

3. School Closings • 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.

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

5. Suffolk County Census Data Hughes, J. (2012). School Atlas. Oakdale: St. John’s University.

6. Where are we now? New York’s Students are not College and Career Ready Source: EngageNY.org; January 31, 2013

7. Our School VisionBeginning with the End in Mind To graduate students who can proactively apply universal skills so they can successfully live, learn, and earn in the community.

8. CDOS: Career Development and Occupational Studies • 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.

9. Thinking Skills Technology • Can Read • Can Write • Perform Math Functions • Listens Effectively • Speaks Clearly • Can Think Creatively • Uses Decision Making • Skills • Thinking Leads to • Problem Solving • Knows How to Learn • Applies Knowledge to • New Situations Basic Skills • Selects /Applies • Technology • Maintains • Equipment • Designs and Creates • To Meet Needs Interpersonal Skills Systems Our students will have… CDOS Universal Foundation Skills • Improves & Designs Systems • Monitors & Corrects Performances • Understands How Systems Perform • Related to Goals, Resources and • Organizational Function • Teaches Others • Serves Clients • Exercises Leadership • Negotiates/Communicates • Works as a Member of a Team • Works with Diversity Managing Resources Personal Qualities Managing Information • Understands • how to use: • Materials • Facilities • Time • Money • Human Resources • Networking • Demonstrates: • Responsibility • Ability to Plan • Ability to Take Independent Action • Integrity/Honesty • Self-determination and ability to • self-evaluate knowledge, skills and • abilities • Acquires and Evaluates • Information • Organizes/Maintains Information • Interprets/Communicates Information • Uses Computers to Enter, Modify, • Retrieve and Store Data

10. The Vision School 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.

11. 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. 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.

12. 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.

13. 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.

14. Examples of Thematic Content Areas • 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 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.

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

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

17. School Closes School Closes Become an at-risk school. Stronger Interper- sonal kills Enroll-ment declines Less funding from donors. Poor Perception in community. Student truency Students disengage from learning Stronger Self-Determination Skills Less time for specific instruction for state exam preparation. Students reject instruction. Stronger Interper- sonal kills Prepared for Workforce Higher student capacity for daily living Actively involved in meaningful community experiences. Students gain leadership qualities and take leadership roles. Student will Engage in Critical Thinking Students will have higher levels of mastery in reading, writing, and speaking. Students ready for Workforce Higher student achieve-ment Student achieve higher-ranking positions. Student have preferable future. Student Achieve-ment Lacks More time spent dealing with parent issues Teachers can not deliver quality instruction. Demonstrate skilled reasoning in all subjects. Parents find instruction ‘fluffy.’ Deeper understand-ing of content. Student are epistemic Disengage from supporting student PLC’s Break Down Resistance from teachers. Lack of community invovlement Higher Achieve-ment on State Exams. Goal Futuring Matrix Goal #2: Students will engage in critical thinking in new situations to solve non-routine problems.

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

19. 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. Students are proactive learners who are responsible to their community.

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

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

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

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

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

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

26. Concluding Thoughts “If we teach today as we taught yesterday, we rob our children of tomorrow.” – John Dewey