Community Report

R E S E A R C H A N D F I N D I N G S O F

Community Report

R E S E A R C H A N D F I N D I N G S O F

R E Y N O L D S B U R G C I T Y S C H O O L S ’

C O R E P L A N N I N G T E A M S

D E C E M B E R 2 0 0 8

Preliminary Recommendations

July 2008July 20081. K-12 STEM Initiative

O Hi h S h l Id tit2. One High School Identity

September 2008Three core planning teams convened to research options and p g p

make further recommendations to the superintendent.

K-12 STEM Core Planning

C G

g

R hCHARGEF I N D C O M M O N Q U A L I T I E S A N D B E S T P R A C T I C E S O F S U C C E S S F U L S T E M S C H O O L S

Reach

A N D P R O G R A M S .

SUBCOMMITTEESEl

ResearchElementaryMiddleHigh Report

D h S i d D 6Due to the Superintendent Dec. 16

STEM Education

• Scientific Think Well

exploration of complex topics.

Do G d

• Partnerships enhance work i & f h

21st

Century Good in & out of the classroom.

Century Learners

Create Beauty

• Arts and humanities are integral.g

Lif

e

Inquiring students are . . .Think Well

Inquiry-based teaching is

the hands on Problem-solvers

I

Wor

kthe hands-on

exploration of complex Innovators

Inventorstopics by questioning,

researching, proposing,

Self-reliant

Logical-thinkers

stesting and defending

conclusions.

CollaboratorsA

cad

emic

sA

n

Capital UniversityEdWorksExcel AcademyF kli C t Ed ti l S i C t

Ed

uca

tion

Do GoodFranklin County Educational Services CenterOhio Dominican UniversityOhio Support Team 11Ohio UniversityOtterbein CollegePAST F d tiPAST FoundationREA/RSSASilver, Strong and AssociatesTripod Project

D ll I

Professionals and

community members help

Bu

sin

ess

Dell, Inc.DynalabEMH&TFifth Third BankMoody Nolan Architects

ld b h b f

y p

students and educators

d i b B Reynoldsburg Area Chamber of CommerceWesBanco

American Society of Civil EngineersCity of Reynoldsburgy

draw connections between

school work and the real Columbus Museum of ArtFranklin County Soil & Water ConservationLicking County Soil & Water ConservationOhio Department of AgriculturePoetry Collaborative

Com

mu

nit

yworld. Student work

serves the community Reynoldsburg Truro Historical SocietyWOSU

Cserves the community.

Stand Up for Shakespeare

Lif

e

Create Beauty PartnersRoyal Shakespeare Company

OSU College of Education, College of Human Ecology and Theater Department

Reynoldsburg teachers, students

The arts and humanities

are necessary for students

Wor

k Program Components

Use of literature to confront fundamental ethical issues

are necessary for students

to understand their culture

regarding science, technology and the evolving human condition

Projects combine arts and

and their world.

Projects combine arts and sciences to promote creativity, innovation, cultural awareness and global competence.

Aca

dem

ics

A

El t C Pl i Elementary Core Planning Team

CHARGE R hCHARGEI D E N T I F Y P R O M I S I N G T E A C H I N G P R A C T I C E S A N D P O S S I B I L I T I E S F O R E L E M E N T A R Y S C H O O L S

Reach

E L E M E N T A R Y S C H O O L S O F C H O I C E .

SUBCOMMITTEESResearch

How the World WorksHow We CommunicateHow We Learn Report

D t th S i t d t D 16Due to the Superintendent Dec. 16

Sub-committees

Many programs draw on elements from two or three of the bubbles

How the World Works

from two or three of the bubbles.

Schools Schools of

ChoiceChoiceHow We

CommunicateHow We Learn

Special Focus Schools

Successful magnet schools often share elements promoted Successful magnet schools often share elements promoted by the Ohio STEM Learning Network.

Rigorous, standards-based curriculumSmall so that teachers know students wellH d i t ti l i th h j tHands-on instruction, learning through projectsPartnerships with community groups and businesses

Many incorporate looping, multi-age classrooms or year-round calendars.

Elementary Recommendations

P t h ld h h i N i hb h d t d

Neighborhood School Neighborhood School

Neighborhood attendance

Parents should have choices Neighborhood concept preserved within school of choice

Neighborhood School Neighborhood School

Schools of Choice

District-wide attendance by choice

Neighborhood School Neighborhood School

• Neighborhood schools should be preserved.

• At least one school of choice should be created (perhaps two).

• Professional training and communication are imperative.

High School Core Planning

CHARGE

g g

R hCHARGEE V A L U A T E P O S S I B L E H I G H S C H O O L C O N F I G U R A T I O N S .

Reach

SUBCOMMITTEESCore Values

ResearchCore Values9-10 / 11-12Small schools Report

D t th S i t d t D 16Due to the Superintendent Dec. 16

Core ValuesPersonalization

RHS Mission

Reynoldsburg Reach Data

Academic Press

Personalization

Community Expectations

Data

Coalition of Essential Schools Common Principles An

National and international research

Core Values of Small

An internationally

competitive, high quality

schoolCore Values of Small Schools models and 9-10/11-12 models

school.

Academic Press

Encourage and enable lifelong learning

Foster effective thinking and communication skills across the curriculum

Inspire and honor the active stewardship of family, nation, and global interdependence of people, society, and the environment

High expectations challenge and expand the comfortable limits of High expectations challenge and expand the comfortable limits of thought, tolerance, and performance

Personalization

Focus on the future so that students know where they are headed

Allow ownership of choices that honor diversity and build on the strength of the community

Deliberately and explicitly challenge all forms of inequity and foster respect for self, others, and our environment

Engage each individual's unique gifts passions and intentions by Engage each individual s unique gifts, passions, and intentions by creating small, heterogeneous, collaborative learning communities that encourage innovation and honor the voices of all

Make work meaningful through goal setting, self-evaluation, and the ability to reflect on one’s work

Community Expectations

Create opportunity

Provide safety

Prepare for change in a technological society

Effectively communicate among teacher/student/parent/administration/community

Partner with families and the community

Create community cohesion and equity

Key Components

10th Grade DeclarationA cumulative exhibition of what the student has accomplished and how

the student plans to proceed to graduation, including transition to external options (Eastland-Fairfield or Trailblazers).

Commencement ExhibitionA presentation that demonstrates the ability of a student to graduate and A presentation that demonstrates the ability of a student to graduate and

plans for life after high school.

Embedded AdvisoryEmbedded AdvisoryConnect students to adults through an advisory program to promote

personalization.

Model A

Li i A CS i R d C

11-12 11-12 11-12

10th Grade Declaration

Livingston Avenue CampusSummit Road Campus

Commencement by Exhibition

9-10 9-10 9-1011 12 Small School

11 12 Small School

11 12 Small School

9 10 House School

9 10 House School

9 10 House School

Students divided by grade level with the larger 9-10 population placed in the larger building

Specialized 11-12 small schools based on student choice

More generalized 9-10 “Houses” prepare students for small school choices

Model A

BenefitsBenefits ConcernsConcernsBenefitsBenefits ConcernsConcerns

Ensures equity Adds a transition for

Horizontal consistency

Grade-level

students

Vertical l i / ll b idatabases/materials

with no overlapping t

planning/collaboration

Logistics/costs of t t ti t h costs transportation, teacher assignments, etc.

Model B

Livingston Avenue CampusSummit Road Campus

11-12 Small School

11-12 Small School

11-12 Small School

11-12 Small School

11-12 Small School

11-12 Small School

Commencement by Exhibition

10th Grade Declaration

9-10 9-10 9-10Math/Science House Schools

9-10 9-10 9-10Arts/Humanities House Schools

• Junior high advisory program helps parents, student choose a 9-10

8th Grade Preference

house based on interest and aptitude

• By end of 10th grade, students choose a specialized small school

• Students can cross over to the other building if necessary to complete • Students can cross over to the other building if necessary to complete their declared program.

Model B

BenefitsBenefits ConcernsConcernsBenefitsBenefits ConcernsConcerns

Personalization/more Choice system/lotterychoices

Vertical alignment (9-)

Maintaining balanced enrollments

12)

Upperclass role modelsRisk of sliding back into ineffective t diti l titraditional practices

Summary

The Planning Committee believes both of these models will generate staff enthusiasm and serve students well.

Next Steps:

Analyze cost and logistics of high school models

Superintendent Dackin makes recommendations to the board of education in January

Continue planning based on direction determined by the board