milford evsd educational visioning visioning r… · modern learning facility. a guiding value is...

MILFORDEVSD EDUCATIONAL VISIONING

SEPTEMBER 2016

2

ParticipantsAugust AbtKate AckermannAllan AnbalaganTaryn BarkerJulie BeelmanJenni BerkleyAndrea BradyRick BrunettiCaleb CambronJoe CambronTracy CarpenterTim CarpenterDebbie CaudleEmily ChesnutJill ChinJeanne CloughJoy DavisMichelle DolezalRob DunnMinna EspyBob FarrellAngel FasoldManny FernandezEmily GreenChris HammRob HatfieldNancy HouseTony HyottJeff JohnsonJosh KauffmanAlissa Kirk

Gwen KrazeMeg KrsacokGeorge LucasLisa McManisDave MerandaJeff MeshewSarah MetzgerPam MooreMelody MooreheadJamie MoreiraTodd MunroSam PittengerAmy ReindlAmanda ReinhartCraig RieckWindy RobinsonBrian RuckJeff ShepherdAlex SmithJohn SpieserDoug StadlerBecky Stone-LevinsKathy TeskiJulie ThompsonMark TroutRenee VanderVeenDan WillsBetsy WoodsChristine YankovskyDavid Yockey

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EXECUTIVE SUMMARYPurpose: To understand the shifts occurring in education, and determine their impact on the future of MEVSD.

Primary ShiftsThe survey indicated four areas where the greatest transformation is desired. These areas were identified by the greatest average difference between today’s scores and where respondents believe the district should be in 10 years. Those shifts are: 1. Students will have more autonomy over the spaces they work in - when and how they are used. 2. Learning will be more tailored to individuals and their unique needs and interests, and less geared toward standardization and broad groups. 3. Students will have a more active role in their learning. 4. Delivery of education will be more organized around students and learning than teachers and instruction.

Guiding Values:Survey respondents were asked to provide their top three guiding values for a successful Milford learning environment. The Visioning Team was asked to take that feedback and distill it down to 4 to 6 overarching ideas/values that will drive decision making and deliver facilities best suited to the aspirations of MEVSD. The top Guiding Values were: 1. The environment should support a teacher driven, student centric culture. 2. The facility should enable community-based service learning that generates real solutions to relevant problems. 3. The building should foster content mastery through varied pedagogic approaches ranging from direct instruction to collaborative to self-directed learning. 4. The spaces will encourage learning through rigorous, hands- on work while maintaining high achievement on standardized benchmarks.

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EDUCATIONAL VISIONING

Milford Schools has embarked upon a Facility Master Planning effort. Traditionally, these plans are informed by enrollment projections, facility assessments and operational realities. However, the MEVSD leadership recognized that a complete master plan should also anticipate the emerging educational needs of its students and staff.

As a result, the district embarked on an Educational Visioning engagement process facilitated by the Educational Visioning Team from SHP Leading Design. The explicit purpose of this endeavor was “to understand the shifts occurring in education, and determine their impact on the future of Milford Schools.”

The district assembled a team of 60 educational stakeholders. Team members worked through a series of prompts individually, in small groups, and as a large group. This body was composed of a balanced section of district stakeholders from the Milford community – parents, faculty, learners, school administrators, business partners, and community members. The Educational Visioning Session opened eyes and minds to realize the current learning environments could be improved. The research, energy and thoughts developed from the session need to be passed on to the design teams if the projects are funded.

Discovery Materials:

• Incubatoredu: Committed to learning One Student at a Time https://vimeo.com/157966190

• Incubatoredu: Entrepreneurship https://vimeo.com/181838669

• Future Learning - Mini Documentary – GOOD https://www.youtube.com/watch?v=qC_T9ePzANg

• Project based Learning at High Tech High https://www.youtube.com/watch?v=6rv_rmJYorE

• Ken Robinson: How to Escape Education’s Death valley: https://www.youtube.com/watch?v=wX78iKhInsc

• The Power of Student-driven Learning https://www.youtube.com/watch?v=3fMC-z7K0r4

• Did you know, in 2028 https://www.youtube.com/watch?v=QpEFjWbXog0

• Seven Things You Should Know About Maker Spaces https://net.educause.edu/ir/library/pdf/eli7095.pdf

• Innovative Urban Education in Denver http://gettingsmart.com/2016/04/innovative-urban-education-in-denver/

• Class, Can I Have Your Attention? https://www.steelcase.com/insights/articles/class-can-i-have-your-attention/

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Discovery Materials:

• Incubatoredu: Committed to learning One Student at a Time https://vimeo.com/157966190

• Incubatoredu: Entrepreneurship https://vimeo.com/181838669

• Future Learning - Mini Documentary – GOOD https://www.youtube.com/watch?v=qC_T9ePzANg

• Project based Learning at High Tech High https://www.youtube.com/watch?v=6rv_rmJYorE

• Ken Robinson: How to Escape Education’s Death valley: https://www.youtube.com/watch?v=wX78iKhInsc

• The Power of Student-driven Learning https://www.youtube.com/watch?v=3fMC-z7K0r4

• Did you know, in 2028 https://www.youtube.com/watch?v=QpEFjWbXog0

• Seven Things You Should Know About Maker Spaces https://net.educause.edu/ir/library/pdf/eli7095.pdf

• Innovative Urban Education in Denver http://gettingsmart.com/2016/04/innovative-urban-education-in-denver/

• Class, Can I Have Your Attention? https://www.steelcase.com/insights/articles/class-can-i-have-your-attention/

The first step of this process was to acquaint the Educational Visioning team with the learning transformation that is occurring around the world. This discovery phase was accomplished by guiding members through a series of videos and articles by thought leaders in the field.

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DISCOVERY PHASE

RESULTS

Upon completion of this Discovery Phase, the team was asked to consider learning today in MEVSD. This dialogue focused on how instruction happens across the district and what pedagogic models are in place. Once we had this current benchmark, the conversation was countered with an inquiry around what MEVSD learning should look like in the year 2026. Having described the present state of learning and instruction and the desired future, the team was able to gauge the degree of transformation required to get from “here” to “there”. Additionally, the team identified four specific aspects of learning and instruction that require the greatest transition, or have the greatest disparity between “here” and “there.” These aspects are referred to as Primary Shifts. One would expect

Primary Shifts

these shifts to require the greatest support from the built learning environment.

Primary Shifts:

1. Students will have more autonomy over the spaces they work in - when and how they are used.

2. Learning will be more tailored to individuals and their unique needs and interests, and less geared toward standardization and broad groups.

3. Students will have a more active role in their learning.

4. Delivery of education will be more organized around students and learning than teachers and instruction.

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Primary Shift #1 - Students will have more autonomy over the spaces they work in - when and how they are used.

Out of a maximum shift potential of 5, this idea scored 2.6, which represents the greatest desired shift.

What this looks like:

• Choices for separation or collaboration

• Options

• Large, open spaces

• Outside spaces for learning and play

• Creation space

• Flexible spaces beyond the classroom

• Student friendly work space

• Intellectually safe work places

• Movable and flexible furniture

• Open access during the day and afterward

• More geared toward comfort – physical, emotional and intellectual

• Real-world project based learning guided by the teacher

• Technology options

• Room for classes to work together with multiple teachers

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1

Primary Shift #2 - Learning will be more tailored to individuals and their unique needs and interests, and less geared toward standardization and broad groups.

Out of a maximum shift potential of 5, this idea scored 2.5.


• High engagement / inviting environment for learning

• Remove/reduce standardized organization within classrooms

• Organizing courses based on capability not age

• Choice to exceed requirements

• More student-led seminars

• More independent studies

• Student choice

• Flexible, comfy furniture

• Less lectures

• Standards-based report cards

• Individual, competency-based instruction

• Self directed learning / regulation

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2

Primary Shift #3 - Students will have a more active role in their learning.



• Education geared toward personal interest

• Opportunities to create / maker spaces

• Internship and career exploration opportunities

• Respect

• Self-regulation – students see that they have a stake in their own learning

• Shift in how students and teachers participate in the classroom

• Self directed learning – students engaging with one another

• Menu of learning choices

• Students design their pathway to subject mastery

• Individual goal setting and monitoring

• More rubric grading

• True team time for flexibility of scheduling and collaboration

• Permission and encouragement to think outside the box – growth mindset

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3

Primary Shift #4 - Delivery of education will be more organized around students and learning than teachers and instruction.



• Teacher as facilitator / conductor / job site manager

• Treat students more as coworkers – mutual respect

• Invite questioning from students – critical thinking

• Provide unique individual options while insuring post-secondary opportunities are a result of the increased value

• Liberal arts education

• Student choice

• Interdisciplinary teaching

• Creating a structure / framework that allows student flexibility

• Teaching skills, not only content

• Teachers facilitate, tailor and assess for mastery

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4

The team members were also asked to identify their top Guiding Values for a successful learning environment. Although safety and security and access to digital content are critical, we asked the team not to focus on these criteria as they should be givens in any modern learning facility. A guiding value is an ideal that is used to determine direction at decision points in a development process. Each individual was invited to propose up to three values. With a combined list of roughly 120 values, the subgroups were tasked with distilling these down to just four corporate Guiding Values. Again, each subgroup developed consensus for the values and presented them to the team in writing and verbally. The Guiding Values that follow are based upon that work.

GUIDING VALUES

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Guiding Value #1 - The environment should support a teacher driven, student centric culture.

Excerpts from the subgroup values:

• We will teach our students skills that will set them up for a lifetime of success.

• Teachers will create and foster a student centered climate to engage young minds enabling them to apply learning to real life scenarios.

• Personalized learning must be focused through teacher planning.

• Individual instruction around student needs.

• Educational philosophy focused on individual learning.

• Foster an atmosphere that makes the students want to learn.

• Milford will be a school that focuses on student learning, not standardized testing, while giving teachers flexibility to challenge students in a variety of methods.

• Teachers should use teaching tactics that focus on student based learning that allows students to work independently and focus on collaborative, active and engaged learning.

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1

Guiding Value #2 - The facility should enable community based service learning that generates real solutions to relevant problems.


• By building stronger partnership with our Milford community it will allow us to build a sense of togetherness within the school and community.

• Building a positive culture through relationships and community partnerships.

• Create a school culture that brings the community together.

• Students will apply their learning in the real world.

• Global citizenship focuses on positive learning / leadership.

• Community – develop relationships and partnerships that are mutually beneficial.

• Promote a sense of togetherness and pride within the school and community through partnership, service learning and servant leadership to meet community needs and develop good citizens.

• A welcoming environment that supports innovative thoughts focusing on incubating young minds and building a sense of partnership within the school, businesses and community.

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2

Guiding Value #3 - The building should foster content mastery through varied pedagogic approaches ranging from direct instruction to collaborative to self-directed learning.


• Learning environments should be conducive to learning, not testing.

• Facilities that engage, encourage and enhance learning.

• Learning – instituting responsive educational processes.

• Encourage a growth mindset by providing a flexible, collaborative education focused on developing 21st century skills… to understand application to real-world scenarios.

• Create flexible workspaces that are comfortable, inviting and motivating to students to complete collaborative and problem-based learning tasks.

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3

Guiding Value #4 - The spaces will encourage learning through rigorous, hands-on work while maintaining high achievement on standardized benchmarks.


• A shift in focus from reliance on standardized testing to measuring mastery of content.

• Designed … with all student learning needs as the focus.

• Focus on student learning, engagement, collaborative groups (comfort, creativity, flexibility, 21st century).

• Learning has greater value than grades to reach mastery and promotes a balanced approach to standardized testing.

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4

A portion of the master plan includes development of new Performing Arts and Stadium venues on the Junior High / High School campus. The team was asked to consider how these spaces, which are traditionally geared toward extracurriculars, might be leveraged to support learning and the broader Milford community. The conversation highlighted several key aspects:

Performing Arts & Stadium

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•Positive impact these facilities will have on the community.

• The economic impact of improved venues to attract events from beyond the community – regional sporting / music competitions and concerts.

• Will make the community more appealing to those considering relocating.

• Creates a focus for the community and the school to gather around.

• Opportunities for partnerships with community businesses.

• Catering and event planning

• Health and wellness

• Potential for students to be involved as interns to help manage, organize, and administer these activities.

• Not extracurricular. Rather, extended-curricular! Potential to extend core curriculum that takes advantage of these unique spaces creating a richer, more meaningful learning experience.

• Investigating acoustics and light to better understand science and math.

• Allowing students to manage the health of the playfields to align with science (horticulture)

• Monitoring moisture levels

• Measuring soil components to calculate fertilizer needs

• It was important to the group that these spaces be share-able to foster a sense of community among the stakeholders.

• The group saw value in locating these components so they could serve as a link between the high school and junior high. Doing so will maximize their use while unifying the campus.

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STOP SIGNS

Not everyone will recognize the need – “if it isn’t broken…” MEVSD must educate the community about the value and importance of these shifts for the success of our students.

Change is always hard. MEVSD must foster a growth culture where stakeholders are equipped with the necessary tools to thrive in the midst of change.

Is this sustainable? MEVSD must make different decisions at all levels to facilitate this transformation. We cannot continue on the same course and expect a cultural change.

Educational Visioning team members were asked to anonymously identify potential obstacles or pitfalls that would prevent the successful execution of the vision. We referred to these challenges as “Stop Signs”. As with driving a car, a stop sign does not mean “turn around and go home”. Rather, it creates a caution point for the driver to pause and discern when and how to best proceed. That is the intent of these Stop Signs as well. It is not the role of this group to determine how to manage each of these issues; however, this is an effort to bring potential obstacles to the administration’s attention.

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IMAGE SURVEYThe team was shown a series of photographs featuring new learning environments and asked to respond to them – which support the shifts and values, and which do not. Some of the recurring desirable themes are:

• Spaces that can be used for more than one purpose

• Natural light and a strong connection to the outside

• Engaging colors and design

• Furniture that is easily moved and reconfigured – wheels

InspirationBoard

Educational Visioning9.22.2016

MILFORD SCHOOLSSHAPING SPACE - CREATING PLACE

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CONCEPTUAL SPACE DIAGRAMFinally, each of the 8 groups were asked to develop a Conceptual Space Diagram that would support the shifts and values articulated thus far. In an effort to simplify the task, groups were directed to focus on a learning community of 150 students. Core spaces such as cafeteria and administrative space were considered as “givens” and therefore not included. While each solution was unique, there were several recurring themes:

• The greatest space allocation was to rather traditional classrooms that featured:• Natural light• Open views to a central commons• The option to open onto the adjacent classroom

• Commons that supports collaboration and work not conducive to the classroom• Makerspace• Media/technology rich• Direct connection to all classrooms• Open views to all classrooms• Possible media center component

While an excellent starting point, the groups struggled to break away from existing paradigms. Specifically the notion that each teacher has his or her own classroom. The highest scoring shift (refer to Primary Shifts above) was based upon the notion of students having greater control over the spaces where learning occurs. Or said differently, teachers will have less control over the spaces where learning occurs. In order to deliver on this shift, the team will have to do some significant out-of-the-box thinking about what space belongs to the teachers, and what belongs to the students. This does not imply that staff should relinquish control or student security. But it does likely mean that more space is dedicated to shared/corporate functions and less is assigned as “Mr. Smith’s classroom.”

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SURVEY RESULTS & GROUP IDEA BOARDS

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Q1 How is educational

delivery currently focused?

Answered: 39 Skipped: 0

0.00%

0

2.56%

1

15.38%

6

5.13%

2

20.51%

8

38.46%

15

17.95%

7 39 5.31

0.00%

0

17.95%

7

20.51%

8

5.13%

2

25.64%

10

25.64%

10

5.13%

2 39 4.36

Educational

delivery...

Educational

delivery...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Educational delivery isorganized

around teachers and instruction.

Educational delivery isorganized

around students and learning.

Q2 How is instruction and learning

focused?


0.00%

0

10.26%

4

2.56%

1

7.69%

3

17.95%

7

43.59%

17

17.95%

7 39 5.36

5.13%

2

15.38%

6

38.46%

15

5.13%

2

20.51%

8

12.82%

5

2.56%

1 39 3.69

Instruction

and learning...

Instruction

and learning...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Instruction and learning isstandardized

and focused on broad groups of students.

Instruction and learning istailored to

individuals and their unique needs and

interests.

1 / 15

Milford Educational Visioning

24

Q3 What is instruction based on?


0.00%

0

10.26%

4

7.69%

3

15.38%

6

23.08%

9

35.90%

14

7.69%

3 39 4.90

2.56%

1

12.82%

5

15.38%

6

15.38%

6

38.46%

15

12.82%

5

2.56%

1 39 4.23

Instruction is

primarily ba...

Instruction is

primarily ba...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Instruction is primarily based upon

teachers and texts.

Instruction is primarily based on

digital/web-based resources.

Q4 What is instruction primarily focused

on?


7.69%

3

17.95%

7

12.82%

5

5.13%

2

28.21%

11

17.95%

7

10.26%

4 39 4.23

Instruction is

primarily...

Instruction is

primarily...

0 1 2 3 4 5 6 7

Strongly

Disagree

1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Instruction is primarily focused on

memorizing facts and skills.

2 / 15


25

0.00%

0

2.56%

1

12.82%

5

7.69%

3

41.03%

16

33.33%

13

2.56%

1 39 4.97

Instruction is primarily focused on

competency of facts and skills; knowing how

and when to use them to solve real

problems.

Q5 How are facilities and subject

matter organized?


0.00%

0

10.26%

4

0.00%

0

10.26%

4

7.69%

3

48.72%

19

23.08%

9 39 5.54

0.00%

0

20.51%

8

17.95%

7

23.08%

9

12.82%

5

23.08%

9

2.56%

1 39 4.08

Facilities and

subject matt...

Facilities and

subject matt...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Facilities and subject matter are

organized by departments.

Facilities and subject matter are

organized by interdisciplinary groups.

Q6 Learning is currently focused

on:


0.00%

0

2.56%

1

2.56%

1

2.56%

1

23.08%

9

51.28%

20

17.95%

7 39 5.72

Learning is

currently...

Learning is

currently...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Learning is currently focused on

academic concepts.

3 / 15


26

2.56%

1

12.82%

5

38.46%

15

10.26%

4

20.51%

8

12.82%

5

2.56%

1 39 3.82

Learning is currently focused on applying

academic concepts to real world

scenarios.

Q7 Students currently have an active or

passive role in their learning:


7.69%

3

5.13%

2

20.51%

8

7.69%

3

28.21%

11

28.21%

11

2.56%

1 39 4.38

0.00%

0

15.38%

6

7.69%

3

10.26%

4

35.90%

14

20.51%

8

10.26%

4 39 4.69

Students

currently ha...

Students

currently ha...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Students currently have an active

role in their learning.

Students currently have a passive


Q8 Student learning and time management

is directed by:


0.00%

0

0.00%

0

5.13%

2

2.56%

1

25.64%

10

46.15%

18

20.51%

8 39 5.74

Student

learning and...

Student

learning and...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Student learning and time management

is currently teacher-directed.

4 / 15


27

10.26%

4

20.51%

8

30.77%

12

5.13%

2

30.77%

12

0.00%

0

2.56%

1 39 3.36


is currently student-directed.

Q9 Students are expected to:


2.56%

1

7.69%

3

10.26%

4

12.82%

5

30.77%

12

25.64%

10

10.26%

4 39 4.79

0.00%

0

2.56%

1

15.38%

6

17.95%

7

33.33%

13

23.08%

9

7.69%

3 39 4.82

Work

individually...

Work

collaborativ...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Work individually to solve problems and

demonstrate competency.

Work collaboratively to solve problems

and demonstrate competency.

Q10 Regarding students' current work

spaces...


0.00%

0

2.56%

1

0.00%

0

2.56%

1

15.38%

6

58.97%

23

20.51%

8 39 5.90

12.82%

5

43.59%

17

15.38%

6

7.69%

3

15.38%

6

2.56%

1

2.56%

1 39 2.87

Students

currently wo...

Students

currently wo...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Students currently work in spaces owned

by teachers, under the teacher's domain.

Students currently work in spaces they

have some control over.

5 / 15


28

Q11 Related to the building itself...


30.77%

12

38.46%

15

7.69%

3

7.69%

3

7.69%

3

7.69%

3

0.00%

0 39 2.46

2.56%

1

12.82%

5

28.21%

11

2.56%

1

17.95%

7

30.77%

12

5.13%

2 39 4.33

18.42%

7

28.95%

11

21.05%

8

10.53%

4

15.79%

6

2.63%

1

2.63%

1 38 2.95

48.72%

19

17.95%

7

12.82%

5

7.69%

3

7.69%

3

5.13%

2

0.00%

0 39 2.23

The spacial

organization...

Students will

spend all of...

Students will

spend all of...

Students will

spend most o...

0 1 2 3 4 5 6 7

Strongly

Disagree

1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

The spacial organization of the school

building contributes to long-term flexibility and

accommodates changes in programs and

methods of instruction.

Students will spend all of their time learning

in a group of 25 to 50 peers.


in a small group of 4 to 12 peers.

Students will spend most of their time

learning from digital content off campus,

coming to school only to collaborate with

peers and use facilities that are only available

at the school such as Science Labs, Art

Studios and Maker Spaces.

Q12 How should educational delivery be

focused?


6 / 15


29

10.53%

4

39.47%

15

18.42%

7

0.00%

0

23.68%

9

7.89%

3

0.00%

0 38 3.11

0.00%

0

0.00%

0

0.00%

0

0.00%

0

7.69%

3

23.08%

9

69.23%

27 39 6.62

Educational

delivery sho...

Educational

delivery sho...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Educational delivery should be

organized around teachers and

instruction:

Educational delivery should be

organized around students and learning:

Q13 How should instruction and learning

be focused?


25.64%

10

20.51%

8

17.95%

7

7.69%

3

15.38%

6

12.82%

5

0.00%

0 39 3.05

0.00%

0

0.00%

0

0.00%

0

0.00%

0

17.95%

7

35.90%

14

46.15%

18 39 6.28

Instruction

and learning...

Instruction

and learning...

0 1 2 3 4 5 6 7

Strongly

Disagree

1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Instruction and learning should be

standardized and focused on broad groups

of students:

Instruction and learning should be tailored

to individuals and their unique needs and

interests:

Q14 What should instruction be based on?


7 / 15


30

12.82%

5

20.51%

8

25.64%

10

2.56%

1

30.77%

12

7.69%

3

0.00%

0 39 3.41

0.00%

0

2.56%

1

7.69%

3

5.13%

2

33.33%

13

35.90%

14

15.38%

6 39 5.38

Instruction

primarily ba...

Instruction

primarily ba...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Instruction primarily based upon

teachers and texts:

Instruction primarily based on

digital/web-based resources:

Q15 What should instruction be primarily

focused on?


20.51%

8

35.90%

14

15.38%

6

2.56%

1

25.64%

10

0.00%

0

0.00%

0 39 2.77

0.00%

0

0.00%

0

0.00%

0

0.00%

0

2.56%

1

33.33%

13

64.10%

25 39 6.62

Instruction

should...

Instruction

should...

0 1 2 3 4 5 6 7

Strongly

Disagree

1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Instruction should beprimarily focused on

memorizing facts and skills:

Instruction should beprimarily focused on

competency of facts and skills; knowing how

and when to use them to solve real

problems.

Q16 Howshouldfacilities and subject matter

be organized?

8 / 15


31


10.26%

4

15.38%

6

7.69%

3

20.51%

8

17.95%

7

15.38%

6

12.82%

5 39 4.18

0.00%

0

2.63%

1

0.00%

0

7.89%

3

21.05%

8

34.21%

13

34.21%

13 38 5.87

Facilities and

subject matt...

Facilities and

subject matt...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Facilities and subject matter should be

organized by departments:

Facilities and subject matter should

beorganized by interdisciplinary groups:

Q17 Learning should be focused on:


2.56%

1

10.26%

4

15.38%

6

7.69%

3

33.33%

13

25.64%

10

5.13%

2 39 4.56

0.00%

0

0.00%

0

0.00%

0

0.00%

0

5.13%

2

28.21%

11

66.67%

26 39 6.62

Learning

should be...

Learning

should be...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Learning should be focused on academic

concepts.

Learning should be focused on applying

academic concepts to real world

scenarios.

Q18 Students shouldhave an active or

passive role in their learning:


9 / 15


32

0.00%

0

0.00%

0

0.00%

0

0.00%

0

2.56%

1

25.64%

10

71.79%

28 39 6.69

42.11%

16

31.58%

12

18.42%

7

0.00%

0

5.26%

2

0.00%

0

2.63%

1 38 2.05

Students

shouldhave a...

Students

shouldhave a...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Students shouldhave an active


Students shouldhave a passive


Q19 Student learning and time management should be directed by:


5.13%

2

10.26%

4

23.08%

9

10.26%

4

43.59%

17

5.13%

2

2.56%

1 39 4.03

0.00%

0

0.00%

0

0.00%

0

5.13%

2

33.33%

13

33.33%

13

28.21%

11 39 5.85

Student

learning and...

Student

learning and...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average


should beteacher-directed.


should bestudent-directed.

Q20 Students should be expected to:


10 / 15


33

0.00%

0

5.26%

2

0.00%

0

5.26%

2

26.32%

10

44.74%

17

18.42%

7 38 5.61

0.00%

0

0.00%

0

0.00%

0

0.00%

0

10.53%

4

50.00%

19

39.47%

15 38 6.29

Work

individually...

Work

collaborativ...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Work individually to solve problems and

demonstrate competency.

Work collaboratively to solve problems

and demonstrate competency.

Q21 Regarding students' work spaces in 10

years...


10.26%

4

20.51%

8

23.08%

9

10.26%

4

23.08%

9

12.82%

5

0.00%

0 39 3.54

0.00%

0

0.00%

0

0.00%

0

7.69%

3

17.95%

7

53.85%

21

20.51%

8 39 5.87

Students

shouldwork i...

Students

shouldwork i...

0 1 2 3 4 5 6 7

Strongly

Disagree 1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

Students shouldwork in spaces owned by

teachers, under the teacher's domain.

Students shouldwork in spaces they have

some control over.

Q22 Related to the building itself...


11 / 15


34

0.00%

0

0.00%

0

0.00%

0

0.00%

0

5.13%

2

28.21%

11

66.67%

26 39 6.62

15.38%

6

25.64%

10

28.21%

11

17.95%

7

10.26%

4

2.56%

1

0.00%

0 39 2.90

0.00%

0

10.26%

4

12.82%

5

20.51%

8

25.64%

10

20.51%

8

10.26%

4 39 4.64

10.26%

4

5.13%

2

28.21%

11

12.82%

5

12.82%

5

20.51%

8

10.26%

4 39 4.15

The spacial

organization...

Students will

spend all of...

Students will

spend all of...

Students will

spend most o...

0 1 2 3 4 5 6 7

Strongly

Disagree

1

Disagree

2

Somewhat

Disagree 3

Neutral

4

Somewhat

Agree 5

Agree

6

Strongly

Agree 7

Total Weighted

Average

The spacial organization of the school

building should contribute to long-term

flexibility and accommodates changes in

programs and methods of instruction.


in a group of 25 to 50 peers.


in a small group of 4 to 12 peers.

Students will spend most of their time

learning from digital content off campus,

coming to school only for collaborate with

peers and use facilities that are only available

at the school such as Science Labs, Art

Studios, Maker Spaces.

Q23 Articulate Guiding Values: As we

consider how our school facilities should

work and function, please tell us your top

3Guiding Values for a successful learning

environment. But let's agree that the safety

and security of our students and staff, and

easy access to digital resources should be

givens - so let's not mention them here.

Please limit each to 10 words or less.


Answer Choices Responses

12 / 15


35

100.00% 38

100.00% 38

100.00% 38

# 1.) Date

1 Flexibility 9/20/2016 8:47 AM

2 competency/standard based approach to show mastery 9/19/2016 11:25 PM

3 Students are in Welcoming Environment 9/19/2016 3:53 PM

4 Self-directed learning 9/19/2016 3:36 PM

5 Students taking ownership over their learning. 9/19/2016 3:30 PM

6 Engaging for students 9/19/2016 1:03 PM

7 Organized around interdisciplinary subjects with flexibility to change 9/19/2016 12:58 PM

8 student centered 9/19/2016 11:30 AM

9 All students can be successful learners. 9/19/2016 10:49 AM

10 Collaborative/flexible workspaces 9/19/2016 10:43 AM

11 Balancing standardized test results/data 9/19/2016 10:36 AM

12 Classes should have breakout spaces for differentiation 9/19/2016 10:16 AM

13 Availability of Technology and dependability of technology 9/19/2016 9:38 AM

14 open inviting with plenty of natural lighting 9/19/2016 9:00 AM

15 Student based learning 9/19/2016 8:56 AM

16 Being a good citizen - compassionate and generous 9/18/2016 10:45 PM

17 Support innovative thoughts 9/18/2016 10:15 PM

18 service learning/servant leadership 9/18/2016 9:30 PM

19 Education should focus on incubating young minds 9/18/2016 8:31 PM

20 Focus on the individual student 9/18/2016 8:02 PM

21 openness to all student ideas 9/18/2016 7:10 PM

22 Student driven with real world applications 9/18/2016 6:49 PM

23 Environment conducive to hands on learning 9/18/2016 6:14 PM

24 Student-driven learning 9/18/2016 5:47 PM

25 Enough space for student to spread out to complete collaborative or problem based learning tasks. 9/18/2016 5:28 PM

26 create an environment that fosters collaborative, active & engaged learners 9/17/2016 11:58 PM

27 Flexible workspaces with multiple and portable displays 9/17/2016 7:44 PM

28 They should be conducive to learning not testing 9/17/2016 6:08 PM

29 Integration of students with special needs 9/15/2016 7:35 AM

30 collaborative spaces 9/14/2016 7:57 PM

31 Change is acceptable and supported 9/14/2016 7:12 PM

32 Valued teachers 9/14/2016 9:19 AM

33 Flexible spaces should allow students to work independently and cooperatively. 9/13/2016 4:33 PM

34 Student centered learning 9/13/2016 11:26 AM

35 Flexible/adaptable 9/13/2016 10:50 AM

1.)

2.)

3.)

13 / 15


36 An inviting environment that motivates students to learn. 9/13/2016 8:57 AM

37 Spaces that are comfortable and inviting and do not look institutional 9/11/2016 5:41 PM

38 Student directed, self-motivated 9/9/2016 2:29 PM

# 2.) Date

1 Use of Maker spaces, bring back the ability to work with your hands as well as your mind. 9/20/2016 8:47 AM

2 application to real life scenarios are included in mastery 9/19/2016 11:25 PM

3 Growth-Mindset Values are Fostered 9/19/2016 3:53 PM

4 Critical thinking, collaborative problem solving 9/19/2016 3:36 PM

5 Students effectively collaborate and don't look for the "right" or "quick" answer. 9/19/2016 3:30 PM

6 Open floor plan 9/19/2016 1:03 PM

7 Able to accommodate large discussions but also facility small groups 9/19/2016 12:58 PM

8 connection to real world 9/19/2016 11:30 AM

9 All students will be engaged in their own learning. 9/19/2016 10:49 AM

10 STEAM 9/19/2016 10:43 AM

11 Classroom design and furniture 9/19/2016 10:36 AM

12 Classes should be able to easily reorganize for what suits a lesson/project 9/19/2016 10:16 AM

13 Buy-in. Students and teachers need to "buy in" to the ideas of Student Directed learning 9/19/2016 9:38 AM

14 acoustics that provide comfortable listening 9/19/2016 9:00 AM

15 Strong student and teacher relationship 9/19/2016 8:56 AM

16 Creative problem solving - using resources available to solve 9/18/2016 10:45 PM

17 Teaching collaboration as applied in real life scenarios 9/18/2016 10:15 PM

18 flexible spaces for student driven learning 9/18/2016 9:30 PM

19 Education should support and encourage students finding their passions 9/18/2016 8:31 PM

20 Classrooms which allow movement and different seating options 9/18/2016 8:02 PM

21 collaboration towards a common goal 9/18/2016 7:10 PM

22 Collaboration is integral part of the curriculum 9/18/2016 6:49 PM

23 Spaces that are inviting and changeable to needs 9/18/2016 6:14 PM

24 Student learning centers for independent and collaborative study 9/18/2016 5:47 PM

25 Resource rooms that can be used to accommodate a variety of active lessons. 9/18/2016 5:28 PM

26 make education relevant to students 9/17/2016 11:58 PM

27 Variety in types of spaces (individual, shielded, nature, group) 9/17/2016 7:44 PM

28 They should open and inviting 9/17/2016 6:08 PM

29 Flexible spaces and equal access to resources 9/15/2016 7:35 AM

30 whiteboard spaces eveywhere 9/14/2016 7:57 PM

31 Understanding of culture 9/14/2016 7:12 PM

32 Engaging work environment 9/14/2016 9:19 AM

33 Facilities should allow for student movement and ability to work with resources. 9/13/2016 4:33 PM

34 Small group learning/practice 9/13/2016 11:26 AM

35 Operationally cost effective 9/13/2016 10:50 AM

36 Having the flexibility to teach the curriculum in a variety of ways. 9/13/2016 8:57 AM

37 Spaces that invite movement 9/11/2016 5:41 PM

14 / 15


38 Student responsibility 9/9/2016 2:29 PM

# 3.) Date

1 Applying their knowledge and wisdom to real world issues. 9/20/2016 8:47 AM

2 21st Century skills including technology and social development are critical 9/19/2016 11:25 PM

3 Pride in School and Community is Achieved 9/19/2016 3:53 PM

4 Engaging activities, physical movement, novelty and change 9/19/2016 3:36 PM

5 Facilities and staffing allow for smaller class sizes and flexible groupings. 9/19/2016 3:30 PM

6 Maximize natural light 9/19/2016 1:03 PM

7 Structured but allowing for student individuality as well 9/19/2016 12:58 PM

8 low focus on testing 9/19/2016 11:30 AM

9 Relationships with students will be positive. 9/19/2016 10:49 AM

10 Building design centered around student population 9/19/2016 10:43 AM

11 Having more value over "learning" not just a GRADE 9/19/2016 10:36 AM

12 Schools should have a more flexible feel to them for more student and teacher collaboration 9/19/2016 10:16 AM

13 Community Support/funding of resources are important. 9/19/2016 9:38 AM

14 less direct command and control instruction 9/19/2016 9:00 AM

15 Small class sizes 9/19/2016 8:56 AM

16 Accepting constructive criticism 9/18/2016 10:45 PM

17 Create experiences - lessons best learned when experienced first hand 9/18/2016 10:15 PM

18 collaboration and teamwork 9/18/2016 9:30 PM

19 Education should be flexible and adaptable to student learning styles and needs 9/18/2016 8:31 PM

20 Teaching should be relatable to kids. 9/18/2016 8:02 PM

21 partnerships with local businesses 9/18/2016 7:10 PM

22 Facilities that foster student driven and collaborative learning 9/18/2016 6:49 PM

23 Spaces that accommodate all student needs 9/18/2016 6:14 PM

24 More comfortable work stations in classrooms 9/18/2016 5:47 PM

25 Spaces that are designed to build a sense of togetherness and community. Also inviting to community use. 9/18/2016 5:28 PM

26 teach with regard for student's differences and learning styles 9/17/2016 11:58 PM

27 Multiple focus: arts, humanities, PE, as well as STEM 9/17/2016 7:44 PM

28 They should be energy efficient 9/17/2016 6:08 PM

29 Provision of support for non-academic needs (mental health, etc) 9/15/2016 7:35 AM

30 open and even outdoor spaces 9/14/2016 7:57 PM

31 No shortcuts throughout the process 9/14/2016 7:12 PM

32 Access to technology 9/14/2016 9:19 AM

33 Facilities should be bright and not sectioned off. 9/13/2016 4:33 PM

34 Alternative classrooms (not with traditional desks) 9/13/2016 11:26 AM

35 Provide for personalized and active learning 9/13/2016 10:50 AM

36 Having good teachers! 9/13/2016 8:57 AM

37 Spaces that can be easily shared by multiple instructors throughout the day 9/11/2016 5:41 PM

38 Application to real world events 9/9/2016 2:29 PM

15 / 15


36

GROUP EXERCISES: What the future will look like

37

GROUP EXERCISES: Guiding Values

45

GROUP EXERCISES: Image Survey

56

GROUP EXERCISES: Stadium and Auditorium Discussion

58

GROUP EXERCISES: Bubble Diagrams

59

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