Apollo School Redesign

Free State High School

Broken Arrow Elementary School Deerfield Elementary School

Hillcrest Elementary School

Broken Arrow ElementaryWhy Statement:

Vision:

SOAR

Goal 1: Primary SupportsWhere we have been:

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Goal 2: Flexible LearningWhere we have been:

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Goal 3: Social-Emotional Supports

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Goal 4: Learner-Focused Scheduling

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Goal 5: Student Behavior Supports

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Future Focused1.

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Deerfield Redesign Update

Our VisionWe are creating a school community with a whole person approach that empowers all students to reach their individual potential.

Deerfield’s Areas of Investigation•

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Sustainability and Outdoor Education Sustainability plan spans 3 academic years● From the simple to complex ● Created with district and school

staff, students, parents, and local experts

● Students will help implement each step as much as possible

Implementing Outdoor Education ● Spring 2020: Gould Evans is working

with 3rd graders on designing an outdoor classroom

● Outdoor educator is creating curriculum with the sustainability team for grades K-5th

● Jasmin Moore is helping to set up research with doctoral or graduate student from KU

● Funding is being sought from various local foundations until a secure plan for sustainable funding is finalized

Personalized Learning ● KS Personalized Learning

Definition: “Places the whole student at the center of instruction. It is formed by strong educator/student/family/community relationships to provide equity and choice in time, place, path, pace, and demonstration of learning.”

● Competencies: Cognitive, Interpersonal, and Intrapersonal

Skill-Based Ability Grouping: Effect Sizes:● Grouping w/in Class or Grade: 0.25● Grouping w/in Grade Levels: 0.25● Grouping Across Grade Levels

(“Joplin Plan”): 0.30

Mastery Learning: “Pushes students to the learning edge” Effect Size: 0.61● Need focused PD for teachers next

year

Response to Intervention ● Effect Size

○ PLC■ Teacher estimates of student behavior 1.62■ Collective teacher efficacy 1.57■ Evaluation and reflection 0.75

○ RTI 1.29

● PLC Unit Planning Guides ○ Critical and cohesive part of an effective RTI ○ Restructure by ELA Strands to fit any district

adopted ELA resource■ Reading: Foundational■ Reading: Literature■ Reading: Informational■ Writing■ Speaking and Listening

● Collaborative PLC and RTI Teams and Consistent Use of Data○ Flexible use of staff

■ Allows for smaller groups○ PLC time used to review data

and create RTI groups○ Teams use same Common

Formative Assessments (CFA)

Restructuring ● Lots of big ideas were discussed

including: ○ Year-Round School○ 4 Days Academics/5th Day

other activities○ Blow Up Wednesday-Focus on

social-emotional needs and skills, incorporate a curriculum and activities including clubs, specials, and community outreach.

○ Adjust start and ending times that will not affect teacher duty day

● Also to consider: What have we learned from our eLearning experience that we can take with us through redesign?

Play-Based Kindergarten ● Play has been found to be beneficial for children’s progress and

growth in physical, language, social, emotional, and cognitive developmental areas

● Our hope is that when students begin their kindergarten year they step into a somewhat familiar setting as the classroom and schedule may resemble their preschool experiences

● Start of the kindergarten year would provide students with a variety of activities with open-ended choices with the majority of their time given to explore, investigate, and extend concepts through hands-on experiences

Movement and Mindfulness ● What kind of positive

impact does having more movement and mindfulness time during the day have on students?

● One teacher will add in five minutes of mindfulness time at least three days a week.

● One teacher will add in 10 minutes of outdoor time at least three days a week.

● One teacher will add in 10 extra minutes of recess time at least three days a week.

● One teacher has been researching gross motor rooms and the effect that having time dedicated to focusing on gross motor skills has on off-task behaviors in the classroom.

Social Skills Imagine if we can...

● Build collaborative relationships among teachers, students, and community members

● Create a social emotional support system while building character.● Develop soft skills that enhance students' abilities to interact within

their community● Foster critical thinking● Explore creativity in a safe environment● Involve community members while engaging students in real world

problem solving situations

Comprehensive, Integrated Three-Tiered Model of Prevention

● Continue to research Restorative Justice, Conscious Discipline, Intrinsic and extrinsic motivation for current students

● Collaborate with schools using different classroom and behavior management systems

● Begin the staff buy in process for change and program fidelity

Smaller Class Sizes ● Class size in and of itself does not make a significant impact on

student achievement ● Student achievement was impacted by lowering the number of

kids taught through data-driven small group instruction and personalized instruction

● Instructing students in smaller groups also showed positive impacts on student engagement, student-teacher relationships and teacher morale

● Instructing smaller groups of students is more manageable and students get more personal attention from the teacher - all factors in raising student achievement

Staff Morale

● What if all staff felt valued and supported while at Deerfield?

● We reached out to the community for freebies, incentives and other ways to do fun things together

● When the workday is over, we want staff to feel supported, valued, and excited to come back to work the next day

In conclusion, when you visit Deerfield Elementary you will see: ● Students who have sustainable habits and relationships with nature● Students involved and inspired as co-creators of their learning● Staff who work collaboratively to provide intervention to groups of students based

on their specific needs● Our school restructured to empower all● Students engaging in developmentally appropriate practices across all levels● Students benefiting from more movement and mindfulness time● Students who are building character, soft skills, and creativity as they are engaged

in diverse experiences through clubs● Students who are excited to learn and teachers who are well equipped to engage all

learners● Staff who feel like they are an essential and valued part of the betterment of

Deerfield

Apollo School Redesign:Free State High School

Update

Building the Launchpad

FSHS Goal Areas

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Designing the Rocket

Building the Rocket

Prototype Plan: Free State Flex Time

● Competency-based curriculum model

● Individual plans of study● Community partnerships● Social and emotional learning● Scheduling

School Closure/Next Steps•

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HILLCREST REDESIGN PRESENTATION

SPRING 2020: LPS School Board

Hillcrest Elementary is committed to developing a partnership with our diverse community to meet the social, emotional, and academic needs of each individual child while providing a safe and innovative environment that prepares each student for their unique life journey.

● STRUCTURES & SYSTEMS

● PURPOSEFUL PLAY

● COMMUNITY HUB

● SEL - RIDE THE MOMENTUM

● COMMON SENSE PROGRESS REPORTS

● TEST LESS, TEST SMART

● INSTRUCTIONAL ALIGNMENT

● Purposeful PROFESSIONAL DEVELOPMENT

Work startedMarch 2018

STUDENTSUCCESS SKILLS

❖ Data Informed Decisions❖ Cohesive Curriculum❖ Safe & Supportive Schools

● Purposeful Play● Structures● Common Sense

Progress Reports

● Test Smart, Test Less● Instructional Alignment

PERSONALIZED LEARNING

❖ Student Centered Learning❖ Effective Employees❖ Data Informed Decisions❖ Cohesive Curriculum

REAL WORLDAPPLICATION

❖ Cohesive Curriculum❖ Student Centered

Learning

● Community Hub● Common Sense

Progress Reports

COMMUNITYPARTNERSHIPS

❖ Safe & Supportive Schools

● Purposeful Play● Instructional Alignment● Community Hub

● Purposeful Play● Common Sense

Progress Reports

● SEL: Ride the Momentum

REAL WORLDPurposeful Professional Development is integrated throughout.

Structures and Systems are considered throughout.

STRUCTURES& SYSTEMS

PURPOSEFULPLAY

COMMUNITYHUB

SEL:RIDE THE MOMENTUM

GOAL

Develop a structure that maximizes quality instructional time which supports personalized learning. Organize a schedule time that allows teacher teams, who co-teach, to prepare quality instructional opportunities.

Students will have more age appropriate developmental academic and social-emotional experiences.

The Hillcrest Community Hub will partner with school families and community resources to respond more effectively to the needs of students and promote strong community relationships to increase family engagement.

We will focus on two areas: SEL Curriculum and increasing self-regulation. 100% of staff will follow the SEL Curriculum which will allow for the majority of the student body to be impacted by the change.

PROPOSED ACTION A

Develop a schoolwide structure that has students organized into three learning communities (Gr. K-1; Gr. 2-3; Gr. 4-5) Focus on personalized learning, differentiation, and standards alignment.

Implement Play-Based at Primary Level (Education)

Meet the social /emotional and academic needs of our school community.

Continue to develop SEL Curriculum work to be used during morning meetings.

PROPOSED ACTION B

Develop a structure that capitalizes on the skills and training of our ESL, Title, and SPED staff making them core teachers in each team.

Incorporating Play Schoolwide Make our school a place where families want to visit regularly.

Create a plan for student self-regulation for those who need support beyond our classroom safe place.

PROPOSED ACTION C

Develop a schedule that supports all aspects of our Redesign actions steps.

Implement Preschool classroom Continue to increase outside Community (Business) involvement/partnerships

PROPOSED ACTION D

Organize a specials’ schedule that provides an organized plan time for grade level teacher teams.

COMMON SENSE GRADE CARDS

TEST LESS, TEST SMART

INSTRUCTIONAL ALIGNMENT

PURPOSEFUL PROFESSIONAL DEVELOPMENT

GOAL

Each learning community will develop a student and parent friendly progress report that includes baseline data, student growth tied to standards and incorporates student input as well as narratives regarding strengths and areas to improve along with suggestions for how to support.

To move our testing practices to developmentally appropriate practices that support the whole child & provide required rigor for all students.

Create Master Instructional Alignment Guides for both Math and ELA to be consistently used by all staff in each learning community which includes standards, big ideas/essential questions, learning targets, resources, instructional strategies and common assessments.

Cultivate professional development to boost the learning of all staff. Engage, Enrich, Empower - Every Teacher, Every Day

PROPOSED ACTION A

Develop a Common Sense Progress Report: Clear and Transparent Communication with Parents.

Develop and/or align assessment tools so they tie directly to standards and provide parents with information about how students are doing over time.

Create Master Instructional Alignment Guides for both Math and ELA to be consistently used by all staff in each learning community.

All staff will participate in more purposeful and team-focused professional development experiences tied to our Redesign focus areas.

PROPOSED ACTION B

Update our building framework which aligns our KAP formative assessments that expose students to higher level rigor.

Update our PBL planning document so that new Social Studies IDM can be implemented as PBLs.

SPRING 2020 > REDIRECT > FALL 2020

Staff and community are anxious to continue to roll out plans!

● Continue Gap Analysis for each Goal Area● Continue Research: Gather Information from Staff/Community● Some Teams Implemented Small Bets and Strategies● First Semester - Continue to Gather Data for Scoreboard &

Accountability Protocols

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