2012 PASA-PSBA SCHOOL LEADERSHIP CONFERENCE HERSHEY, PENNSYLVANIA

1. 2012 PASA-PSBA SCHOOL LEADERSHIP CONFERENCE HERSHEY, PENNSYLVANIA Wednesday, October 17, 2012 The Goal: Can A School Building Be An Intervention To Reading Instruction

2. PRESENTERS: Dr. James P. Capolupo Superintendent of Schools Mr. Donald A. Cadge School Board Director Mr. Douglas E. Carney, AIA, LEED AP School Board Director/Treasurer

3. PRESENTATION OUTLINE: District overview The need for change (zero defects) Core team (Board, Superintendent, thought leaders) Literacy Goal (Visioning) Motivation (the burning platform) Communicate the vision Implementation (Do & Measure) Consolidate (institutionalize process) Yes – intuitively we followed the Kotter Change model!

4. The FIRST STEP video http://vimeo.com/34618756

5. SPRINGFIELD DISTRICT OVERVIEW • Suburban Philadelphia– Delaware Cty. • 3821 students • $66M budget • 27,128 population (Springfield & Morton) • 100% post-secondary acceptance • Aid ratio 14% (86% local funding) • Five Buildings • HS (1198), MS (846), Sabold ES (617), Scenic ES (597), Literacy Center (563)

6. THE NEED FOR CHANGE – why do it? • Collins – good to great and we were very good – but complacent • We had no metrics – 60, 70, 80% success rates – who knew??? • Smart kids failed to succeed • If they passed 4th grade the academic gap compounded logarithmically • What is the acceptable “failure rate”? • Who volunteers to tell this kid • he will be the one who can’t read?

7. BUILDING THE CORE TEAM – building support for insurrection • School Board • Superintendent • Key building leaders • Key faculty thought leaders

8. THE LITERACY GOAL - defining the vision • LITERACY GOAL - 2000 Every Child MUST Read On Grade Level by the End of Fourth Grade 5th grade is the gateway where literacy is required for other subject area learning

9. MOTIVATING THE ENTERPRISE creating the burning platform • Claiming the moral high ground for change • Appealing to faculty professionalism • Enlist the entire enterprise • Strategic leadership changes • Announce the Goal publicly • Educate the public • Instill confidence it can be done!

10. COMMUNICATING THE VISION – aligning expectations • Everyone became a stakeholder in achieving the Goal • Superintendent provided visible support for the achievement of the Goal • Focus • Accountability: Principal Goal Matrix • “Good to Great” Thinking • Business Cards • Banners in Schools • District Boulevard Banners • All Staff Invested

11. IMPLEMENTING THE REINVENTIONdo – measure - improve • Reinvention of educational processes • More effective literacy instruction • Culture change (sea change) • Zero defects – be as good as Honda • What the available research? • Tennessee Star Study • Mass customization – the Toyota Production system applied to education (resources, IEP’s, nimbleness) • Systematic & statistically based customizations • Create more space – allow 5th grade restacking http://www.princeton.edu/futureofchildren/publications/docs/05_02_08.pdf

12. THE BEGINNING – K to 4 • 1950’s assembly line mentality towards education • Dump in content and throw kids over the fence – on a two decade journey to “find” the Mooney River • Look at the data – works for ~85% but what about the others? • Challenge all stakeholders to look beyond the “norm” • School is a system not a building – think beyond the building • Take calculated risks • Same thinking = the same results!

13. CHANGING THE CULTURE • Status Quo is not acceptable • IT CAN BE DONE! • Have a SINGLE MINDED focus • Walk the walk – class size matters act on the STAR STUDY! • Leadership – fix the people & structure • Focus on each student – customize! • What gets measured gets done! – 1) assess, 2) customize, 3) measure and 4) repeat • Mentor your people with the core group • Accountability – resources go away if there are no results

14. IMPLEMENTING THE REINVENTIONclass size matters 15 -17 Students per class in First Grade • 90% benefit • 8% of the resources • We can do this Tennessee STAR study

15. Board Superintendent Directors of Teaching and Learning District Literacy Coordinators Literacy Specialists Title I Coordinators Curriculum Coordinators Teachers on Administrative Assignment IMPLEMENTING THE REINVENTIONLeadership is essential

16. IMPLEMENTING THE REINVENTIONMass customization – THREE TIERS

17. IMPLEMENTING THE REINVENTION Customized instruction based on specific needs Assessments Students are assessed to determine level of performance using data collected through daily classroom experiences and the assessments as described on the district assessment map. For students who experience difficulty in reaching the proficient level, the following plan is in place. Basic A student is missing some of the prerequisite strategies/skills and content knowledge needed to demonstrate the expected level of performance for the grade at the time of the year assessed. • Every student is assessed continuously • A customized education plan is prepared for every child – an IEP for all! • Nimble resources applied based on specific student need • Three tiered plan used to ensure consistency and best value approach Below Basic A student is missing many of the key strategies/skills and content knowledge needed to demonstrate the expected level of performance for the grade at the time of the year assessed.

18. IMPLEMENTING THE REINVENTIONMass customizations – statically based There is no “silver bullet” cure!

19. TIER 1 EXAMPLES Strategic Reading Development Comprehension Program Balanced Literacy Social & Emotional Curriculum-Responsive Classroom Phonics/Phonemic Awareness Program-Wilson Fundations Literacy Stations Community Outreach High Frequency Word Program Vocabulary Development Word Study Program (Ganske) Core Program (Trade Books-Anthology) Shared Reading Guided Reading(Leveled Texts) Independent Reading Interactive Read Alouds Reading Workshop Writing Workshop Writing Program Reading & Writing in the Content Areas Integration of all Curricular Areas Fluency Program-100 Book Challenge Program Cougar Crossing (RTI for K and 1) with Aimsweb Progress Monitoring Planned spaces for daily targeted instruction IMPLEMENTING THE REINVENTIONMass Customizations – TierDetails TIER 2 EXAMPLES • All of Tier 1 Plus… • Extended Kindergarten • Booker’s Buddies Program-before/after school tutoring • Individualized targeted small group instruction with reading specialist • Earobics • Push in Support with Learning Assistants • ELL/ESL Program • Waterford ELL site license • 504 Plan • Homework Club • Wilson Fundations Double Dose Program • Child Study Team (CST) Goal Based Individualized Plan Implementation TIER 3 EXAMPLES • All of Tier 1 & 2 Plus… • Child Study Team (CST) Second Implementation • MDE-Special Education-Learning Support-Related Services

23. SIMPLE GOALS Meet spaces needs for K-5 grades Eliminate temporary trailers at Sabold & Scenic Move 5th grade from ETR to Elementary setting 50 year minimum useful life CAN A BUILDING BE AN INTERVENTION?and could it teach future teachers too . . . COMPLEX GOALS • Build a purpose built Literacy Center – “a reading machine” • Make every space count - learning must happen in EVERYWHERE! …blur the line between learning environment and everything else – it shouldn’t just be about classrooms • Capture the pedagogy in architecture – reinvent learning • Make teaching this program intuitive DESIGN GOALS • Sustainable building • Clings to the hillside like a tree tucked into the woods • Bring outside in and inside out & be FUN! • Provide many convenient learning spaces • Blur the edges of the classroom • Integrate all curriculum areas into literacy instruction • Blur the line between instruction and recess We all read

24. Springfield Literacy Center

25. “we believe every student can read” THE BASICS Springfield Literacy Center • 52,000 square feet (new construction) • $14.9 million building budget (single prime contract) • $5 million site work construction • Planning 2 years, construction 18 months • Project Team • A/E Stantec (Butler office) – architect & engineer • CID Group (Berwick PA) – Owner’s Representative • GC E. P. Guidi, Inc. (Ambler PA) – General Contractor • Facilities Committee, administration, faculty – Building committee

26. LAND PURCHASED SLC PARK ETR

27. Springfield Literacy Center Alphabet Walk Green House Demonstration Ecology Gardens Outdoor Amphitheater Existing Grove of Trees Kindergarten Entry Board Walk Biofiltration Area Visitor Parking Main Entry Outdoor Classroom Geothermal Wells Interactive Word Walls Tree House Classroom EDUCATIONAL CAMPUS Sculpture Garden Recycling Station

28. Springfield Literacy Center • Kindergarten • Extended instructional environment / collaborative learning • Outdoor learning environment • Music • Library • Front porch / entry • First grade • Intervention • Kitchen • Multi-purpose • Administration • Special education • To existing Middle School • Small group Instruction / literacy intervention 1SR GRADE CLASSROOM Ground Floor Plan

29. REINVENTING THE CLASSROOMthe right sized duplex room set • Smaller • More flexible • Rich authentic resources • Scalable small group instruction spaces STO. STO. STO. STO. CLASS CLASS CLASS CLASS SGI SGI SGI SGI SEATING SEATING BOOKS CLASSROOM EXTENSION CORRIDOR SEATING READING NOOK READING NOOK S.G.I. S.G.I. SCHEME 2 CLASS CLASS SGI STO. SGI STO. COMMON SGI STO. SGI STO. T. CLASS CLASS STO. T. SEATING SEATING CORRIDOR SCHEME 1 READING NOOK BOOKS S.G.I.

30. REINVENTING THE CLASSROOMthe right sized duplex room set • Full sized plywood mock-ups of the classrooms and support spaces • Study the “barn doors” and SGI spaces – look at lines of sight • Plan the storage and light switches! INSERT MOCK UP PHOTO

31. Classroom Detail Floor plan REINVENTING THE CLASSROOMthe right sized duplex room set Extended instructional environment / collaborative learning Extended instructional environment / collaborative learning Recycling center Sliding Glass Door Marker board / movable partition Sliding barn door with writing surface and windows Classroom Classroom Small group instruction / literacy intervention

32. Springfield Literacy Center • Extended Instructional Environment/ • Collaborative Learning • Folding Glass Partition • Classroom • Small Group Instruction/ • Literacy Intervention • Recycling Center • Barn Door w/ Marker Board and Glass • Folding Writing Wall • Large Group Instruction • Flexible Furniture 3 6 8 7 6 2 4 3 1 6 4 5 3 1 4 3 7 6 4 3 Enlarged Floor Plan Literacy Intervention

36. The classroom extends into the single-loaded circulation system to maximize educational utilization. The separation is transparent to allow the teacher to monitor activity. Small group instruction areas are located between classrooms for literacy intervention. They are separated by sliding barn doors.

37. Transparency is used to blur the lines between interior and exterior educational space to make a strong link with the natural environment allowing natural light and views to the interior spaces.

38. The driving vision is displayed at the building entry porch/outdoor classroom. The Green roof classroom provides an alternative learning environment supporting variety, connection to nature, and environmental stewardship. The Library takes the place of a lobby and is the first interior space experienced by students and visitors.

40. The two story library is designed for informal collaborative learning environments. These spaces are tailored for flexible team teaching or as an extension of the main floor library. This space is very inspiring due to the abundant daylighting, views, and adjacent green roof classroom.

42. Play is incorporated into the literacy curriculum via the alphabet walk and carefully selected play equipment. Rain chains convey stormwater from the roof to a bioswale to provide an educational experience.

43. The natural drainage of the is maintained with the design of a bio-filtration swale that runs under a bridge of the building. Rain water from the roof is drained into the swale and displayed for the students so they may begin to understand storm water management.

45. The tree house classroom promotes discovery as students are able to experience the tree canopy overlooking a natural gorge. It also supports differentiated instruction for students who require variety.

46. COMMUNITY BOOK

47. CONSOLIDATE THE GAINSinstitutionalize the processes • Celebrate success – victory luncheon • Institutionalize process • Keep measuring and reporting results • Keep learning – continuous improvement • Extend success throughout the enterprise

48. NEW READER LEGACY BOOK

49. UNEXPECTED CUSTOMIZATIONS

50. UNEXPECTED CUSTOMIZATIONS