Interdisciplinary SLC Program Design

1. Interdisciplinary SLC Program Design Erin McGary-Hamilton NWREL

2. Recreating Secondary Schools

3. Instructional Program Coherence

4. Objective • Experience the process for interdisciplinary program design • Outcomes • Use tools and strategies to generate student proficiencies & demonstrations of mastery • Develop an action plan to continue this work back on your campus

5. What is Program Coherence? A set of interrelated programs for students and staff that are guided by a common framework for • Curriculum • Instruction • Assessment • Learning climate and are pursued over a sustained period. Watch the video for evidence of a common framework for each element

6. 21st Century Learning Skills How well does your vision support these important outcomes?

7. Vision and Mission • If we could be what we wanted in five years, what would we be? • How would we know we are there? • What would be a stretch for ourselves? • What would be worth committing to over the next ten years? • What makes our SLC’s vision distinct?

8. Step 1: Knows and DosWhat do students need to know and be able to do? • List your theme/academy name in the center of the proficiency map • Study West Clermont materials for examples of student centered knows and dos • Brainstorm knows and dos • Share out

9. Standards Sci – 3.2 Math – A.1, A.2 Eng – 3.3, 2.2, 2.3, 2.4, 4.1 SS – 1.1, 1.2 Standards Sci – 1.2, 1.3 Math – A.1, A.2 Eng – 2.3, 2.4, 4.2 SS – 2.1, 2.3, 3.1, 3.2 Partial Proficiency Map - 2 areas from 1st draft of 9th grade team work. Missing CTE & extended core standards.

10. Step 2: ProficienciesHow can knows and dos be grouped into meaningful and coherent concepts? • Study Noble High School guiding principles for examples of student proficiencies • Cluster knows and dos into 3 – 6 proficiency areas • Name them. Write proficiency names in gray boxes

11. Step 3: AdequacyAre these effective proficiencies? • Do they foster – • Focus • Coherence • Relevance • Equity • Priorities How would you modify your proficiencies to better meet the criteria?

12. Step 4: Standards MappingWhat content standards can be addressed through the proficiencies? • Identify key content standards for your discipline that: • Relate to one of the proficiencies • Address a high need area identified in your student data • Are high impact and worth spending time on • Can be taught across the curriculum • Color code them by expectations at higher and lower grade levels

13. Step 5: Demonstrations of MasteryWhat performance tasks will demonstrate that students have mastered proficiencies mid- and endpoints of study? Study High Tech High Senior Project • If you already have a senior project: • How well does it demonstrate the desired proficiencies? • How could it be extended to other grade levels to show progress? • If developing demonstrations of mastery: • What is an appropriate level of mastery of proficiencies at upper and lower grade levels? • How could students demonstrate their mastery of 2 or more proficiencies through a performance task?

14. Next Steps

15. Action Plan

16. Framework for Recreating Secondary Schools

17. Resources • Recreating Secondary Schools, NWREL http://www.nwrel.org/csdi/rss/coremore/services.php • Smaller Learning Communities Program, US Department of Education http://slcp.ed.gov/ • SLC Tutorials (Scheduling, Instructional Improvement Teams, Building Staff Ownership, Parent Engagement, Evaluation, Measurable Goals & Objectives http://slcp.ed.gov/tutorials/ • Video - Integrated Curriculum: Connecting & Collaborating, Small Schools Project, Picturing the Possibilities Video Series http://www.smallschoolsproject.org

18. Contact Information Erin McGary-Hamilton Recreating Secondary Schools Northwest Regional Educational Laboratory www.nwrel.org/csdi/rss/coremore/services.php mcgaryhe@nwrel.org 503-275-9641