Ward 4 Middle School

1. Ward 4 Middle School A traditional middle school that Should be anything but traditional.

2. About Me • BSE from the University of Kansas • Emphasis in Social Studies and Urban Education • 2013 Teacher of Promise Award winner (Top student teachers in the state) • Been teaching for 5 years, all at LaSalle-Backus • Been a member of the Building Literacy and Inquiry in the Social Studies (BLISS) for 5 years • Written Middle School SS Cornerstones and Unit Guides (Also a 9th grade unit guide) • Facilitate district PD for 6th, 7th, and 8th grade • Serve as the 7th grade District Course Chair for 3 years (8th grade one year as well) • Serve as the DC representative to the Middle States Council for the Social Studies (4 years) • 2017 DC History Teacher of the Year (Gilder Lehrman) • 2018 DC Teacher of the Year (CCSSO)

3. Why are we here? • Vision Every student feels loved, challenged, and prepared to positively influence society and thrive in life. • Mission Ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment. • My Proposal If we are to succeed in our mission we need to revolutionize how we structure our schools. This entity should be open to and advocate for innovation in the Ward 4 schools.

4. Why do we need change? World Economic Forum on shifting employment opportunities

5. Why do we need change? • World Economic Forum on causes of global employment shifts

7. Why can’t we develop these skills? The 4-Point Grade Scale The Hourly Schedule Age Based Grouping

8. Why can’t we develop these skills? The 4-Point Grade Scale The Hourly Schedule Age Based Grouping Origin???? Protected by the banner of “social development” Research indicates: “Treating all students of the same age-grade as though they are more or less equally ready to be taught the curriculum for that grade is inconsistent with what is known about students’ levels of achievement and development within grades” --Geoff Masters president of the Australian College of Educators and chief executive officer of the Australian Council for Educational Research. • Origin: Developed between 1813-1897 at elite universities • Early at Harvard students were organized based on: • Adjectives recorded by instructors • The social position of their families • “Variability in the marks given for the same subject and to the same pupils by different instructors is so great as frequently to work real injustice to the students.” -- I.E. Finkelstein, 1913 • Origin??? • There was some research in the late 60’s looking for alternatives • 1990s saw a push for block scheduling

9. “Injustice”

10. Tear down the old constructs to rebuild in the new world The 4-Point Grade Scale The Hourly Schedule Age Based Grouping

12. Restructure our construct of a school The student as a human The student as a scholar All students should be developed academically to the goal of mastery. Student interest and learning style should drive instruction Students should navigate through the curriculum at a pace that meets their needs • All students should be developed socially and emotionally to the goal of independence. • Students need feedback on their soft social and emotional skills • A students age does not determine their maturity

13. Restructure our construct of a school Independence Level Mastery Level Students are not placed in courses based on their age Students advance through the curriculum at an individual pace. Students prove they have met the mastery rubric through a presentation and defense of their academic portfolio Every student has an academic advisor that helps with goal setting, time management, and serves as a tutor. Student products possess a balance of student selected projects and teacher assigned tasks. • Instead of grade levels, students move through independence levels • Each student has a Social Advisor that helps the family develop specific goals for the student • Levels are determined by their development on a social emotional rubric • Categories: Communication, Time Management, Goal Management, Resource Management, Self Knowledge, Motivation, Focus, and Collaboration • Students build a “portfolio” and advocate for advancement • As students advance they gain more independence in their education

14. X’s and O’s Students Teachers No longer teach 6 classes a day, more like 5 classes per week Work in a rotation of supporting individual learning and facilitating small group interventions Most of their time is spent in a one-on-one setting as an academic advisor, helping students with goal setting and academic monitoring. Teacher time is flexed to provide more individualized support to students and families This tailors teacher roles to their own strengths as well. • Spend significantly less time in a classroom and more time in self guided learning on a digital platform. • Determine when to study what by setting weekly work goals with their advisor. • Will develop their collaboration skills to improve as a learner and a teacher. • As they advance on independence levels, spend less time with adults. • Families have a direct role in educational and emotional goal setting.

15. Why DCPS • We have the online platforms and curricular supports for individual learning • Canvas, Read 180, System 44, i-Ready, Eureka, Khan Academy, Cornerstones, Discovery Education, Summit Schools* • This model blends our major non-academic initiatives: Social-Emotional Learning, Parent Engagement, and Community Outreach. • We have models for extended day, extended year, and blended learning • This is exactly what we are trying to do as a district • The Mayor’s initiatives • “As we move forward, we need to have the courage to change and build on our successes.”

16. Why the Ward 4 Middle School • It is being built from scratch • Administration can be selected for this model and the staff can be selected for this model • We have a year to prepare the curriculum and platform • The school is being phased in • 1st year can focus on adjust students to the model, those students will be essential to developing the next wave of students the following year. • Easier to control its rollout • Success can be phased up and down through the feeder pattern • Concern over the EC closings • This is the most ground breaking practices of education, our kids deserve it