PreK‐12 Instructional Program Pathways (IPP) School Board Work Session February 12, 2019
Agenda Time Topic Facilitator Reid Goldstein 7:00 Welcome and Introductions Dr. Patrick Murphy Setting the Context Dr. Tara Nattrass • 7:05 Driving Factors: Teaching and Learning & Operations Meg Tucillo • History of APS 7:35 Envisioning the Future Dr. Tara Nattrass PreK‐12 Instructional Program Pathways Lisa Stengle 7:45 • Initial Staff Review Dr. Tara Nattrass 8:45 Timeline and Process Dr. Tara Nattrass Reid Goldstein 8:55 Closing Remarks Dr. Patrick Murphy 2
Framing the Conversation Areas of Focus Future Considerations Background and Context Transportation Content for Pathways Sibling Preference Programs and Schools Admissions Application Processes Locations for Programs and Schools Interest and Demand in Pathways Guiding Documents 2018‐24 Strategic Plan Policy J‐5.3.31 Options and Transfers 2017 Community Survey Virginia Profile of a Graduate 3
Overall Work • Define the elements of an “Options Program” • Develop the vision for PreK‐12 Instructional Programs Pathway that: • Defines a variety of entry points to APS instructional programs • Provides for PreK‐12 articulation where appropriate • Supports a clear message of access for all families and students • Aligns with the Strategic Plan and Profile of a Graduate • Articulates multiple pathways for student success All Arlington Public Schools (APS) budget and operations decisions are based on the best information available at the time. Staff and community members are reminded that funding forecasts from Arlington County and the state may change, based on many external factors. Similarly, student enrollment and projections are based on the best available information, but are also subject to change due to employment, housing and other economic factors. For these reasons, APS and the Arlington School Board may adjust future budget allocations, staffing and other operations decisions to reflect the existing community and operating landscape. 4
PreK‐12 Instructional Program Pathways PreK‐12 Instructional Program Pathways will include: Vision for Teaching and Learning within APS • Rationale for the pathways, particularly the balance of options and • neighborhood schools Definition of options programs • Specific pathways for options programs that can be used as future • decisions are made Recommendations for the Options and Transfers policy • PreK‐12 Instructional Program Pathways will not include: Specific school sites • All Arlington Public Schools (APS) budget and operations decisions are based on the best information available at the time. Staff and community members are reminded that funding forecasts from Arlington County and the state may change, based on many external factors. Similarly, student enrollment and projections are based on the best available information, but are also subject to change due to employment, housing and other economic factors. For these reasons, APS and the Arlington School Board may adjust future budget allocations, staffing and other operations decisions to reflect the existing community and operating landscape. 5
PreK‐12 Instructional Program Pathways PreK-12 Instructional PreK-12 Instructional Program Pathways Program Pathways Future Decisions Future Decisions Guiding Questions Guiding Questions Process Process How does this site fit How does this site fit within the pathways? within the pathways? Opening of New Opening of New Schools Schools Is there a need for a Is there a need for a program at this site program at this site based on the PreK-12 based on the PreK-12 PreK-12 Instructional PreK-12 Instructional IPP? IPP? Program Pathways Program Pathways (PreK-12 IPP) (PreK-12 IPP) Is there a program Is there a program within the PreK-12 IPP within the PreK-12 IPP Boundary Processes Boundary Processes that needs to be that needs to be considered alongside considered alongside this process? this process? 6
Setting the Context
Driving Factors: Teaching and Learning Communication Creative Thinking Collaboration Critical Thinking Citizenship 8
Driving Factors: Operational Boundary Processes Systemic Updated Approach Policy Strategic New Schools Plan Equal Enrollment Opportunity Growth of Access 9
Our History 10
Our History 11
Our History 12
Our History 13
Our History 14
Our History 15
Our History 16
Our History 17
Enrollment History 18
Guiding Documents 2018‐24 Strategic Plan Policy J‐5.3.31 Options and Transfers The Arlington Public Schools carries out a sustained, vigorous, inclusive, and culturally appropriate program to communicate clearly the attributes of all its schools and programs, including preschool, to assist families and students in making informed decisions. Arlington Public Schools provides a range of learning opportunities to respond to the interests and needs of all students through • A blend of neighborhood and option schools/programs. • Equitable access for all students. 2017 Community Survey Virginia Profile of a Graduate 19
Envisioning the Future
What’s Happening in the World? L o c al Glo bal Ag ric ultural Po st-I ndustrial I ndustrial I nfo rmatio n Dig ital Virtual Spe c ific Co llabo rative L o c al 21
What’s Happening in Education? T e ac he r-le d Stude nt-le d Ag ric ultural Po st-I ndustrial I ndustrial I nfo rmatio n Dig ital Virtual Spe c ific Co llabo rative T e ac he r-le d 22
What’s Happening in Facility Design? One spac e Many diffe re nt spac e s Ag ric ultural Po st-I ndustrial I ndustrial Adaptable F le xible Varie d I nviting Catalytic Many similar spac e s 23
What’s Happening in Arlington? Rural Urban Ag ric ultural Po st-I ndustrial I ndustrial De mo g raphic s De nsity E nro llme nt Co mpe titio n E xpe c tatio ns Suburban 24
What the research says about learning… • Learning involves thinking • Experiences are critical to learning • Learners need to develop in-depth knowledge in some areas if they are going to continue learning • To learn, people need to be actively engaged • Learners have to want to learn the material • Learning has to be a personalized — not a standardized — experience • Learning (usually) needs structure • Learning involves interaction • Learning needs to take place in a wide variety of settings • Intelligence – or intellectual capacity — is not fixed, but expandable 25 SOURCE: Supporting Future Oriented Learning and Teaching, A New Zealand Perspective
And what we know about employability… 26 SOURCE: US Department of Education, Employability Skills Framework
…is refocusing education and reshaping classrooms Deeper Learning 27 SOURCE: deeperlearning4all.org
…is refocusing education and reshaping classrooms Summary of National Trends in K-12 Education Rising focus on Social- Emphasis on Career and Technology integration in Emotional Learning Technical Education (CTE) the classroom (SEL) 28 SOURCE: Hanover Research, Environmental Scan
…is refocusing education and reshaping classrooms Education for Global Competence Require Globally Forces of Change Competent Students who: • Flattened Global Investigate the world Economy • Changing Recognize Demands of work perspectives • Unprecedented Communicate Global Migration ideas • Climate Instability Take action and Environmental Stewardship 29 SOURCE: Educating for Global Competence: Preparing Our Students to Engage the World
Spaces like this… 30
…are now like this. diverse learning environments for a variety of learning activities and preferences adaptable spaces and flexible, comfortable furniture transparency and connectivity 31
Spaces like this… 32
…are now like this. 33
Spaces like this… 34
…are now like this. 35
What does this mean for schools? The 10 Principles of Modern Schools 1. Have clearly articulated and shared beliefs about learning 2. Live a mission and vision deeply informed by new contexts for learning 3. Have cultures where personal, self-determined learning is at the center 4. See curriculum as something that is co-constructed 5. Embrace real-world application and presentation as assessment for learning 6. See transparency and sharing as fundamental to a powerful learning environment 7. Use technology as an amplifier for learning, creating, making, connecting, communicating, collaborating, and problem solving 8. Develop and communicate powerful new stories of learning, teaching and modern schooling 9. Encourage community wide participation in the equitable, effective education of children 10. Embrace and anticipate constant change and evolution 36 SOURCE: Modernlearners.com, 10 Principles for Schools of Modern Learning
PreK‐12 Instructional Program Pathways
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