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LBUSD Professional Learning Community October 1, 2009

LBUSD Professional Learning Community October 1, 2009. Preparing Students for the 21 st Century: District Initiatives, Brain Research, and the R/R Framework. State of the Economy in the United States. Consider it…. What are the major contributing factors to our current economic woes?

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LBUSD Professional Learning Community October 1, 2009

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  1. LBUSDProfessional Learning CommunityOctober 1, 2009 Preparing Students for the 21st Century: District Initiatives, Brain Research, and the R/R Framework

  2. State of the Economy in the United States

  3. Consider it… • What are the major contributing factors to our current economic woes? • What role has our education system played in the economic downturn? • What role can we play in the recovery process? • How can we contribute to building a robust system that avoids these pitfalls?

  4. Education and Unemployment Note: Data are 2008 annual averages for persons age 25 and over. Earnings are for full-time wage and salary workers.

  5. The Program for International Student Assessment (PISA) is a system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. PISA also includes measures of general or cross-curricular competencies such as learning strategies. PISA emphasizes functional skills that students have acquired as they near the end of mandatory schooling. PISA is organized by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries. SOURCE: McKinsey & Company

  6. The Program for International Student Assessment (PISA) is a system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. PISA also includes measures of general or cross-curricular competencies such as learning strategies. PISA emphasizes functional skills that students have acquired as they near the end of mandatory schooling. PISA is organized by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries. SOURCE: McKinsey & Company

  7. So how do we address this need?

  8. Rigor, Relevance, Relationship Framework • Multi- or Interdisciplinary Instructional Strategies in Academic Core • Applied Learning Strategies: • SLC/CTE Integration • Work-Based Learning Experiences • Support Services All 9-12 schools in Long Beach Unified Headed toward attainment of the metrics described in the ACSI Where? How? Why? Board of Education - ACSI Community and economic need Supported by research What? Academic and Career Success Initiative - ACSI High School Reform Initiative -HSRI Expanding Pathways Initiative Our Approach

  9. Alignment of ACSI to Continuous Improvement LBUSD Board of Education/Superintendent’s Office Academic and Career Success Initiative High School Office High School Reform Initiative/District Initiative for Expanding Pathways High School Reform Initiative 2009-2014 1. Implement a rigorous and relevant multidisciplinary curriculum in the academic core to increase student achievement. 2. Provide all students with a sequenced and aligned technical curriculum, including work-based learning and CTE/ROP experiences, for career exploration. 3. Provide for consistent and sustained support, including prevention and intervention, to ensure that all students achieve their maximum potential. 4. Create a holistic campus climate where relationships, social behavior, and positive professional interactions lead to academic success. High School Office Goals Prepare all students for postsecondary education and careers. Provide intensive interventions to assist them. Enroll and support students in a coherent sequence of rigorous courses. Site-Level School Improvement Plan (WASC) Department/SLC PD Evolution/Action Plans Classroom Instructional Practices Instructional practices that support the ACSI, HSRI, and HSO Goals: □ RRR Framework (Quad D) □ Applied Learning Strategies □ Interdisciplinary Teaching/Learning

  10. High School Reform Initiative(All students will have a R.I.C.H. high school experience.) • Implement a rigorous and relevant multidisciplinary curriculum in the academic core to increase student achievement. • Provide all students with an intentional sequenced and aligned technical curriculum, including WBL and CTE/ROP experiences, for career exploration. • Provide for consistent and sustained support, including prevention and intervention, to ensure that all students achieve their maximum potential. • Create a holistic campus climate where relationships, social behavior, and positive professional interactions lead to academic success.

  11. High School Office Goals2009-2010 • Prepare all students for postsecondary education and careers. • Provide intensive interventions to assist all students in attaining postsecondary success. • Enroll and support all students in a coherent sequence of rigorous courses (including CTE) that lead to postsecondary options.

  12. Expanding Pathways Leadership Institute (Long Beach Priorities) • Integrating CTE into courses of study for each pathway and building a supporting master schedule • Building district level business advisories to support work-based learning • Inter- or multidisciplinary teaching and learning • Tracking student progress in academic and career success through data systems and assessments

  13. Potential Approaches • Integration of career themes into individual academic classes • Integration of career themes into multidisciplinary projects • Integration of career themes into multidisciplinary units of study • Integration of CTE courses into academic course of study with seamless integration of CTE concepts into multidisciplinary academic core Increasing level of sophistication

  14. How does this mature the work we have already been doing? • Makes ACSI concrete • Contextualizes RRR Framework • Focuses SLC themes • Brain compatible = biology of learning + instructional strategies + conceptual curriculum • Advances and aligns to WASC process for school improvement

  15. Roads To Understanding Being There Immersion Hands on Real Things Hands on Representational Second Hand Symbolic ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  16. Our “19” Senses Sight Hearing Touch Taste Smell Balance-Movement Vestibular Temperature Pain Eidetic Imagery Magnetic Infrared Ultraviolet Ionic Vomeronasal Proximal Electrical Barometric Geogravimetric Visible Light Vibrations in Air Tactile Contact Chemical Molecular Olfactory Molecular Kinesthetic Geotropic Repetitious Movement Molecular Motion Nociception Neuroelectrical Image Retention Ferromagnetic Orientation Long Electromagnetic Waves Short Electromagnetic Waves Airborne Ionic Charge Pheromonic Sensing Physical Closeness Surface Charge Atmospheric Pressure Sensing Mass Differences R. Rivlin and K. Gravelle, Deciphering Your Senses ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  17. INPUT PATHWAYS TO UNDERSTANDING * Being There Immersion Hands On Real Things Hands On Representation 2nd Hand Symbolic Barometric Geogravimetric Ionic Ultraviolet Infrared Magnetic Electrical Proximal Vestibular Balance Vomernasal Pain Temperature Smell Taste Touch Eidetic Imagery Hearing Sight Electrical Proximal Vestibular Balance Vomernasal Pain Temperature Smell Taste Touch Eidetic Imagery Hearing Sight Vomernasal Pain Temperature Smell Taste Touch Eidetic Imagery Hearing Sight Touch Eidetic Imagery Hearing Sight Eidetic Imagery Hearing Sight Hearing Sight ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

  18. Rigor and Relevance Framework Reviewed

  19. How can we integrate CTE concepts seamlessly? Content Area Standards Industry Sector Context

  20. Review: Anatomy of the Brain Primary sensory cortex through which sensations, such as touch or pressure, are felt Critical to spatial orientation and information processing Planning/execution of movement Pre-frontal cortex associated with higher level though, decision making, and planning Part of the brain where visual information is processed Primarily involved in auditory processing and memory Note: Brain evolves from back to front, so high school is a critical time for students to develop their pre-frontal cortex. hopes.stanford.edu/ basics/braintut/ab4.html

  21. How the brain processes information…

  22. Indicators of Deep Knowledge • Can be applied in a variety of real world locations • Can be combined to previous knowledge • Can be explained to another person

  23. Real World Tests of Mastery • Use language of the discipline or subject in complex social situations • Ability to perform appropriately in unanticipated situations • Ability to solve real problems using skills and knowledge • Ability to show, explain, or teach the skill or idea to a person who has a real need to know.

  24. Questions we should ask: What’s authentic about what we teach? How do we seamlessly blend rigor and relevance into our lessons?

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