Horace Greeley High School January 2007

1. Horace Greeley High School January 2007

2. Structure Study Group 3 Core Values Compassionate, respectful behavior within the school community. Increasing all students’ opportunities to discover and explore areas of interest in depth and over time. Learning communities integrated across the school and engaged in the continual, collaborative process of improving teaching and learning.

3. Working Hypothesis: Through a transitional period at Greeley, in the absence of an overarching, guiding force or mission, student and parent “perceptions” of the college admissions process have become an increasingly defining factor in shaping the student experience at HGHS. What do our students need in order to be best prepared for life after high school in the 21st Century?

4. Statement from Duke University Office of Admissions: “ … we look for people who have unique qualities, who can challenge us as much as we challenge them. We want some bumps. We want some students who arewell-rounded, some with sharp edges. We want people who are not afraid toundertake things that are messy, complex, and extremely difficultto do well—because they love it. We like students who already know what it means to succeed and thosewho know what it means to reach and not succeed and reach again. We likestudents who make intelligent and interesting mistakes, students who understand that only in risking failure do we become stronger, better, and smarter.”

5. Skills for the 21st Century • Rich understanding of one’s interests and strengths and their connections • Ability to learn independently and as a member of a team • Ability to decipher and make effective use of vast quantities of information (not necessarily to hold vast quantities of information in one’s head) • Ability to think creatively and flexibly, to make interesting connections and to see patterns • Thomas Friedman, Mel Levine, and others….

6. Where we were last June Which structural changes will most enhance Value #2 (“discover and explore areas of interest in depth and over time”) and create that internal sense of mission based on locally developed criteria (as opposed to the externally imposed college process) while still maintaining the strengths of our current program? Focus of Structure Study: Academic Advisory – Cognitive Mentoring Different Scheduling Models School/student Governance Models Senior Year Options The use of space AP/IB/Concurrent Enrollment courses

7. Since September ‘06 Greeley Faculty – 3 Groups • Academic Advisory – Cognitive Mentoring • Core Principles (with parents and students) • How do we teach beyond content knowledge (towards 21st Century skills)?

8. Today: How do we build on to what is a very good “shopping mall” high school, the added elements of … Developmentally appropriate, 21st Century skills? Coherent and intentional purpose and progression of the student experience through 4 years?

9. Today Approximately 470 Students 6 classes or fewer 670 Students 7 classes 200 Students 8 classes or more Current Schedule: The “Flexible Modular schedule” (instituted 35 years ago) An 8 period day 45 minute classes

10. The Spectrum of Possible Schedules Scheduled Lunch or No Scheduled Lunch? 2 Day Cycle 4 Day Cycle 6 Day Cycle 8 Day Cycle Rotating Periods?

11. Ideally, a new schedule will: Support our values & core principles for all students and adults Support the creation of a “full day” experience that is sensible & thoughtful for all students and adults Increase the opportunities for the teaching and learning of 21st Century skills Create fewer transitions each day Create fewer discrete topics and room for greater depth on any given day (fewer things, more time) Create more effective opportunities for professional time & adult collaboration during the school day Support our rich music, art and elective programs Allow a student to take up to, but no more than 8 classes

12. Schedule Change Timeline:

13. Schedule Selection Process (Winter/Spring 07):