Planning for the Future:

FMP Subcommittee 2 - Meeting #2

Homework - Preparation
November 7, 2016

Subcommittee Meeting 2 Preparation

Thank you for your work at meeting #1.
Keep in mind the ultimate charge for our committee is to:
Develop Belief Statements for Academic programming in CRCSD.

Here is an example of what that statement could look like:

We believe every building will have a common space for collaborative activities.

Meeting Goals
1. Provide information that will help guide the Academic / Teaching and Learning
Discussion:
Review Group responses
Review District Foundational Documents

District Strategic Plan

Theory of Action
Equity Plan

2. Subcommittee will develop belief statements about CRCSD Academic Programming

that will be communicated to the Facility Master Plan (FMP) committee members.

 Teaching should focus on Skills vs Content

TeachingEncourage Diverse Thinking

Seek to Capitalize on the Technical Jobs & the Immigration Interface
Ensure Computer Access for Every Student

Expand Google Fiber to Ensure:

Internet Access to All Citizens Regardless of Income
Increase Internet Speed

GROUP 1: "WHAT IS CAREER READY?

Important Points:
3 Big Skills all students should know/have access to: 1) Academic
skills 2) Employment skills 3)Technical skills
Informs us:
Big ideas around 21st century - foundations in math, reading,
writing; be able to create, collaborate, innovate; have a foundation in
specific technical areas and then learn specifics to the jobs "on the job"
Implications:
a) teaching - change how we deliver content - also to have academic
and collaborative learning b) facilities - set up needs to pair with
technology and collaboration needs c) equity - access for all technology,
training/instruction, finances shouldn't be a limitation, access to academic
supports outside of four school walls - guidance for students
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GROUP 2: TEN SIGNS OF A 21ST CENTURY CLASSROOM

Important Points:
Technology: Teaching/modeling appropriate use ensuring equity in
access; Student-centered: Doing to learn vs. Learning to do;
Collaboration: meaningful, authentic, discourse, real world
Informs us:
Teacher as facilitator/activator
Implications:
Teachers need opportunities to facilitate (Doing to learn vs. learning to
do); Facilities and technology won't make an impact without the right
teacher mind frames; equity of voice, expression and resources

GROUP 3: THE SECOND PRINCIPLE BLOOMS TAXONOMY REVISITED

Important Points:
Blooms Taxonomy helps us rate cognitive thinking levels
Informs us:
Changes to the taxonomy from 1995-2001 focus more on interactive
learning experiences
Implications:
Moving students to create will require teaching facilitation of
collaborative groups and spaces for students to work together

GROUP 4: TRENDS IN INTERNATIONAL MATH & SCIENCE STUDY (TIMSS) REPORT

Important Points:
2011 TIMMS was administered in grade 4 in 37 countries and grade 8 in
56 countries
Informs us:
Teaching more facts than problem-solving; populations of India and
China bias scores due to numbers tested
Implications:
U.S. 4th grade math ranks 9th; U.S. 4th grade science ranks 7th; U.S.
8th grade math ranks 12th; U.S. 8th grade science ranks 13th

GROUP 5: IOWA CORE

Important Points:
Time for learning; common expectations (standards, etc.); space
(student, teacher, etc.) reflects "real-world" environments appropriate
to subject/course/etc. (i.e..: lab for science, conference spaces for
journalism, etc.)

Telling Our Story with Data: Reading: Free & Reduced & IEP
GLOWS

SUPPORTS

Continue Resources for Tier I

Increase Opportunities for Students

Both Groups Small Gains between 2013-2014

and 2015-2016

Extend/Move on When They Already

Know the Material

Proficiency Remains Basically Flat lined

Increase Rigor & Relevance

AYP is Declining for ALL Student Groups

Non F/R86.59% Proficient

No IEP80.20% Proficient

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Telling Our Story with Data: Ethnicity & ELL

GLOWS

SUPPORTS

From 2011-2015 ALL Students Improved

Proficiency? (Whites)

Continued Implementation of Iowa Core

Good For ELL Program

More ELL Met Growth than Non-ELL

Continued Work with Equity Initiatives

Discrepancy between White and Non-White

Students

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Telling Our Story With Data:

Ethnic Performance: Afr. Amer., Hispanic, White Math
GLOWS

None

Math Proficiency is Decreasing

Expected Growth is Decreasing for ALL

Students including each Priority/Sub-group

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SUPPORTS

Look at High Leverage Instructional

Strategies

Focus on Learning not Teaching

Employ John Hatties Research

Systematic Supports to Improve Instruction

Focus on Student Needs and NOT the

Needs of Adults

Telling Our Story With Data:

GLOWS

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District Math Assessment Growth or all Grade

Levels from Grades K-5

Minority Population is Underperforming

The percentage of Standards Mastered by

Students Decreased with Each Grade Level

from K to 5th Grade

Math Ethnicity

SUPPORTS
Continue/Expand Early Learning
Continue/Expand Special Education Services
Expand Instructional Design Strategists

Employ Special Education Strategies

Equity Focus

Telling Our Story With Data:

GLOWS

Math District and ACT

SUPPORTS

CRCSD Above State ACT Avg.

Create an ACT Prep Elective

Questions Need More Context/Information:

Create On-going ACT Prep Sessions, i.e.

Princeton Review

Expand Instructional Design Strategies

Expand RTILevel 1 Strategies

Conduct an Internal Review

o
o
o

Who is Taking?
Number of Total Students
Percentage of Total

Transition Away From Team Model in Middle

School

Return to Junior High Model?

Did Middle School Hurt Iowa Core and District

Math Scores?
o
o
o

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6th Gr. 2013-14 = 57%; 2014-15 = 40.4%

7th Gr. 2013-14 = 50.9%; 2014-15 = 44.1%
8th Gr. 2013-14 = 38.1%; 2014-15 = 35.7%

Schedule
Subcommittee Two Meeting #2
November 7, 2016

FMP Committee Meeting:

December 8, 2016

Public Input Meetings:

December 13, 2016
December 14, 2016
December 15, 2016
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Reference Articles
1. Iowa Core

www.iowacore.gov

2. What is Career-Ready? www.acteonline.org

3. Highlights from TIMMS (The Third International
Mathematics and Science Study
http://nces.ed.gov/pubs2013/2013009_1.pdf
4. 10 Signs of a 21st Century Classroom www.edutopia.org &
What does a 21st Century Classroom Look Like?
www.eudutopia.org/discussion/what-does-21st-centuryclassroom-look-collaboration
5. 21st Century Blooms Taxonomy
https://cft.vanderbilt.edu/guides-sub-pages/bloomstaxonomy/
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