VISION Preparing each student for post-secondary success through a culture of excellence in: Challenging academics Criti

2. VISION • Preparing each student for post-secondary success through a culture of excellence in: • Challenging academics • Critical thinking • Purposeful collaboration • Applied innovation • Global stewardship • Challenging students and graduates to become informed, caring contributors.

3. HSD 2025: Graduate Learner Outcomes • Foundational Content Areas • Global Literacy • Technology Literacy • Entrepreneurial Learning • Environmental Sustainability • Thinking • Life Skills

4. High School of the Future Recommendations

5. High School of the Future Board of Education August 2010

6. High School of the Future Research Study Team Redefining how high schools go about the business of educating students is critical as we work to prepare each student for post-secondary success and challenge them to become informed, caring contributors who can meet the challenges of the 21st Century. Barb Van Loenen – Board of Education Mary Bowen-Eggebraaten – Superintendent Sandi Kovatch – Learning Services Peg Shoemaker – Staff Development Ed Lucas – HS Administrative Rep. Jim Dalluhn – MS Administrative Rep. Susie Prather – Elem. Administrative Rep. Nancy Toll – IT Andy Haase – HS Arts Chuck Bublitz – HS World Languages Ed Johnson – HS Special Education Jody Gabriel – HS Social Studies Josh Halvorson – HS Science Kim Powers – HS Language Arts Melisa Hansen – HS School-to-Work Steve Sollom – HS Mathematics Sylvia Strom – HS Family & Consumer Ed. Chris Berglund – HS Student Tessa Bakken – HS Student Liz Malanaphy – Parent Brian Zelenak – Community Rep Tom Brinsko – Community Rep. Tracy Habisch-Ahlin – Facilitator/Communications

7. High School of the Future Research Study Team Charge • Research and analyze best practice high school models for learning with support 21st Century learning skills and the strategic vision of HSD 2025. • Present High School of the Future recommendation(s) for organization and structure to the Board of Education for approval. New Trier Decatur Central HS MN Zoo School

8. The mission of the School of Environmental Studies is to be a community of leaders learning to enhance the relationship between humans and their environment.http://www.district196.org/ses/index.html School Visit Jan. 28, 2010 By Tom Brinsko Melisa Hansen Barb Van Loenen Susie Prather

9. Field Study Examples Marine Biology Poetry Workshop Climate Change Policy Outdoor Photography Missouri Biking Wilderness First Aid Theater in the City MN Winter Experience Costa Rica New Zealand Scuba Certification Boundary Waters Human Medicine France & Spain • Organization & Structure • Project-based learning with relevant field studies and partnerships with MN Zoo, MN Pollution Control Agency, City of Apple Valley, etc. • 3 Trimesters with each Trimester followed by a 2 week in depth field study. • Integrated and team taught – teachers accept teaching other subjects. • Small study groups – teachers know students. • UBD’s with essential questions. • Assessment – student portfolios reflect each trimester on growth and set goals. • Flexible learning space.

10. Decatur Central High School SMALLER LEARNING COMMUNITIES PERSONAL RELATIONSHIPSHIGH ACADEMIC STANDARDSFAMILY/SCHOOL PARTNERSHIPS

11. Organization and Structure • RELATIONSHIPS • RELEVANT • RIGOR • Small Learning Communities • 350 students or less • Students stay in same community all four years • Structured advisory Need for Change Approximately 1750 students About 12% minorities Over 50% free and reduced Transient population 65% proficient 950-980 SAT’s 2 years of research and $2 million • Small Learning Communities based on student interest • Senior Year looks different New Tech School of Ideas Decatur Discover Academy Choice Academy Edge Academy I.C.E. Academy School of Quest and Inquiry • College course work option Senior Year

12. New Trier Township High School To commit minds to inquiry, hearts to compassion, and lives to the service of humanity. • Enrollment = 4,151 students • Approximately 98% graduates enroll in college • Average ACT Composite = 27.4 • School Within a School – Integrated Global Studies School • Over 150 co-curricular clubs with extensive community service

13. New Trier Adviser System The advisor room provides an antidote to anonymity, a home away from home. It is a comfort for students to begin each day with a mentor. Advisors are faculty who accept the adviser assignment as 1/5 of the teaching responsibility. There are 160 advisor rooms with 25 students each. 25 minutes together each day for 4 yrs.

14. SENIOR YEAR LOOKS DIFFERENT Seniors spend the final 5 weeks of the 4th quarter on their projects, which culminate in an individual exhibition of their work. Senior Service Project Post-High School Counselor Meetings Senior Class Program – OFF TO COLLEGE (national guest speaker)

15. HSD 2025 Strategic Vision Graduate Learner Outcomes High School of the Future Transitions Advisories Small Learning Comm. Project-Based Learning

16. Assumes that classroom teachers who see students daily can be the first resource for students in matters of personal adjustment and academics. Students with same Advisor all 4 years of HS • Advisors with Students & Parents • Facilitates communication between school and family • Identify student interests and strengths • Assist in planning academic and personal goals Advisories Students and Advisors Builds relationships: teacher to student and student to student • Parents and Advisors • Better communication about student learning needs and monitor academic progress • Inform each other of special concerns or changes

17. Similar to the MS House Concept, but students would remain in the same small learning community throughout their HS careers. • Some research suggests that SLC: • Improve academic success • Higher graduation rates • Students more likely to take advanced courses • Students more likely to participate in co-curricular activities Promotes relationships staff to student and student to student. Small Learning Communities Often designed to the academic interests of students or learning styles – offering greater personalization of learning goals.

18. Personalization of Learning – students are engaged and interested in their own learning Learning is relevant, rigorous and assessed - student plan must meet state standards Student presentation of work Project-based Learning Requires independent learning and ability to work in teams – teacher supports student learning Builds community partnerships Provides opportunities to explore career options

19. Supported transitions into HS and out of HS • Senior Year Looks Different • Greater autonomy • Service • Higher education Transitions Freshmen support for adjusting academically and socially.