Chapter III - Setting Description

8/12/2019 Chapter III - Setting Description

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The entrance to HighTech Elementary

Chapter IIISetting Description

A Start-Up

This school youre going to, my brother mused, it sounds a bit like a start -up .It was a crisp Saturday morning in June. My brother and I were driving to our weekly soccer match onthe outskirts of Durham, North Carolina. I think it is, I replied . At least, I hope it is.

We were discussing High Tech Elementary, one of twelve schools that make up the High Tech Highcharter network in San Diego. In a couple of months, I would be moving across the country to pursue amasters degree through High Tech Highs graduate school of education . As an out-of- state student, Idbe completing a teaching residency at High Tech Elementary (HTe).

After consuming countless readings and videos about High Tech High, I felt well qualified to answer mybrothers questions . Before entering the program, however, I hadnt been able to visit, which left me

with a nagging question: were High Tech High schools really doing what they said they doing? (In myexperience, talking the talk is far easier than walking the walk.) As I went into more detail about HighTech Highs philosophy and methods, I started to wonder exactly what those things would look like atHigh Tech Elementary.

The school is new, I said, just two years old. My brother, who works at a large merchandising company, was silent for a moment.I wish I could have been there when my company was starting up, he said . Passionate people tryingnew things and taking big risks. Its exciting.

Fast forward three months, and I find myself standing in the lobby of High Tech Elementary. It was my

first day in Chula Vista, and I couldnt resist stopping by the school . Sitting on the far edge of an affluentsuburban neighborhood, this sleek school campus backs onto a scrubby, mountainous, desert. As I walkalong the path to the main entrance, the suns heat is merciless; inside, everything is cooler.

The lobby is tall and spacious, like the entrance to a skyscraper. The floor is a shiny concrete, echoingwith the intermittent cries of kids attending the summer program. Largewindows along the wall and corridors welcome natural light and the curiosityof passersby. As I venture down the corridors, I am immediately struck by theartwork. Student creations paintings, models, exhibits, vehicles! - seem tohang from every wall. What surprises me, however, is not the ubiquity of thework but its exceptional quality. Did children really do this?

High Tech Elementary does feel like a start-up, but not just in its modern useof space. As the first PBL-based elementary school in the HTH network, HTe istrying new things and taking big risks in pursuit of a better education.Something about my journey, too, fee ls like a start -up . After leavingclassroom teaching three years ago, Im hoping to find renewed meaning andpurpose as I re-launch my career in education. High Tech Elementary feels likea place where that can happen. But, of course, Im still new . This is just thestart.


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The Gary and Jerri-Ann JacobsHigh Tech High

High Tech Elementary and High Tech Middle Chula Vista

Sign at the entrance toHigh Tech Elementary

A Newcomers Perspective on High Tech Elementary

History

Founded in 1999, High Tech High was born through a partnershipbetween civic and high-tech industry leaders in San Diego andeducator Larry Rosenstock. Early discussions about labor marketdemands and the digital divide evolved into a vision for a school,where students would be passionate about learning and wouldacquire the basic skills of work and c itizenship (High Tech High,2013, para. 10). To realize this vision, Rosenstock drew upon hiswork with U.S. Department of Educations New Urban High School,

which had demonstrated the success of internships and other school -to-work strategies as a lever for whole-school chang e (Riordan, 2010,p. 1-2). With these strategies in mind, Rosenstock and his colleagues

established design principles to guide High Tech High schools, and project-based learning emerged as theprimary pedagogy for engaging students in meaningful work.

The organization grew quickly and, withina decade, the original high school in PointLoma gave rise to a village that includestwo more high schools, two middleschools, and an affiliated elementaryschool. In 2007, High Tech High laid thefoundation for two more villages with the

opening of new high schools, one northof San Diego in San Marcos and onesouth in Chula Vista. As anticipated, eachcampus grew to accommodate a middleschool and an elementary school. (InNorth County, the elementary schoolcurrently serves kindergarten, first, andsecond grade, with plans to grow into a k-5 school.) While the organization has expanded, High TechHigh insists that it is not a franchise and ta kes great care in cultivating progressive culture at each ofits schools.

In the fall of 2011, High Tech Elementary became the tenth school in theHigh Tech High network. Opening on the same day as High Tech MiddleChula Vista, High Tech Elementary began at full capacity, accommodatingstudents from kindergarten to fifth grade. Although High Tech High hadbeen affiliated with an elementary school since 2000, High TechElementary would be the networks fir st PBL-based elementary school.


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San Diego map and a satellite of image of the High Tech High Chula Vista campus

Community

High Tech Highs Chula Vista village, affectionately known as El Pueblo, is comprised of High TechElementary, High Tech Middle Chula Vista, and High Tech High Chula Vista. The village is located just offHunte Parkway on the edge of eastern Chula Vista. On the north side of Hunte Parkway is an affluentsuburban development; on the southern side, undeveloped land extends towards Mexico.

High Tech Elementary serves a diverse community of students and familiesthroughout San Diego. Enrolment is determined by a lottery system toreflect the diversity of the local community. That said, many families resideoutside Chula Vista and drive long distances to get to school. Studentsfamilies are invited to play an active role in school life through the familycollaborative. In contrast with traditional Parent Teacher Associations,which are often hierarchical, the collaborative is organized to share powerand allows parents to choose their own level of involvement. Parentsvolunteer to lead and work in committees that support classroom activities,plan fundraising events, and connect the school with experts in the realworld.

High Tech Elementary

High Tech Middle Chula Vista

High Tech High Chula Vista

Students with a staffmember at High TechElementary


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Table 1: High Tech Elementary and Chula Vista Elementary School District Population Data

Like all HTH schools, High Tech Elementary operates under a statewide benefit charter. In Chula Vista,most elementary schools are part of the Chula Vista Elementary School District, the nations largestelementary school district. Since both institutions work in the same area, it is worthwhile to compare

their student populations. The following table presents information from the 2012-2013 school year.

Students High Tech ElementaryChula Vista

Elementary School DistrictTotal Population 424 28,668

Female/Male 48%/52% 49%/51%

African American 8% 4%American Indian or AlaskaNative

0% 1%

Asian 4% 3%Filipino 9% 10%Hispanic/Latino of Any Race 67% 72%Pacific Islander 1% 1%White 11% 14%Two or More Races 0% 0%Not Reported 0% 0%

English Learners 20% 35%Fluent English-ProficientStudents (FEP)

4% 18%

LEP NCLB Definition 21% 34%SocioeconomicallyDisadvantaged

54% 50%

Special Education 8% 9%

With the exception of English Learners, Fluent English-Proficient Students, and students covered underthe LEP NCLB Definition, the demographics of High Tech Elementary and Chula Vista Elementary SchoolDistrict are relatively similar.


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Group work, a visual aid about critique, and first and final drafts of a self-portrait

Writing utensils, the High Tech High Five, and a classroom constitution

Teaching and Learning

Project-Based Learning

High Tech Elementarys educational program centers on project-based learning. Under the guidance of

teachers, students complete projects designed to develop their understandings of the world. To providea more meaningful educational experience, teachers plan projects around students interests, goals, andfierce wonderings. Projects involve the creation of products, which can take many forms: books,murals, vehicles, and stop-animation videos, just to name a few. Through critique, an evaluative processwhereby student provide kind, specific, and helpful feedback to one another, students strive to createhigh-quality work that is not just functional but beautiful. To give each project purpose, studentspresent their beautiful work to an audience that matters . Three times a year, High Tech Elementaryopens its doors to the public for school-wide exhibition, where students explain and provide evidence oftheir learning.

Core Skills and Social-Emotional Learning

In working with young learners, HTe teachers understand the need to teach foundatioanal academic andsocial-emotional skills. Wherever possible, HTe teachers incorporate core content into their projects. Atthe same time, many teachers reserve certain times of the day for more traditional best practices, suchas calendar math and guided reading, especially in the lower grades. To establish a safe space forteaching and learning in each classroom, teachers and students collaborate in the creation of norms forbehavior. To further develop positive classroom culture and peer relationships, the faculty identifiedfive school wide values, known as the High Tech High Five: Integrity, Curiosity, Empathy, Confidence,and Reflection. Each class is tasked with defining these values and putting them to practice in theireveryday lives.


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A co-created rubric

Students on the playgroundat High Tech Elementary

Assessment

In opposition to the culture of standardized tests and grades, High TechElementary encourages students to own their learning experiences through self-reflection and self-assessment. Twice a year, the school holds student-ledconferences (SLC), during which students make presentations to teachers andparents about their personal growth and areas where they can improve.Throughout the year, students may develop a portfolio of beautiful work fromtheir classs projects . These products, as well as other pieces of work, may be judged according to rubrics that students helped to create. In addition to thesestudent-driven methods, teachers write biannual progress reports identifyingstudent strengths and areas for improvement.

The Three Integrations

In a report on the history of High Tech High, co-founder Rob Riordan (2010) presents three harmfulnorms that pervade American high schools. He then goes on to identify High Tech Highscounterstrategy:

For over 75 years th e American high school has followed three critical operating instructions thatare so ingrained in the culture by now as to seem natural:

Segregate students by class, race, gender, language ability, or perceived academic ability. Separate academic from technical teaching and learning. Isolate adolescents from the adult world they are about to enter. (p. 2)

High Tech High, by contrast, integrates students, integrates the curriculum, and integrates school withthe world beyond. In the pursuit of integration, High Tech High developed four design principles to guideteaching and learning. As the flagship elementary school of the High Tech High network, HTe works toimplement these principles.

Design Principles

Common Intellectual Mission

High Tech Elementary supports inclusive classrooms; it does notsegregate or track students. The school strives to maintain rigorousexpectations for all students, regardless of background or perceivedability. Enrolment is determined by a lottery system that reflects thediversity of the local community. The school is fully committed to aninclusion model, seeking to meet the needs of diverse learners withinthe classroom setting; pull-out sessions are limited to specialists, suchas the speech-language pathologist and occupational therapist.Teachers at High Tech Elementary collaborate on interdisciplinaryprojects to demonstrate connections between different subject areas.Engineering week, for example, ties together math, science, art, andengineering in the implementation of grade-specific projects.


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A wondering wall

A presentation by an expert

A team of teachers collaborating

Personalization

High Tech Elementary understands that every child is unique. To honor theexperience and meet the needs of its diverse student body, the schoolseducational program emphasizes student voice and choice. Teachers areexpected to build strong relationships with students and know their goals,interests, and passions. In addition to a word wall, a standard feature ofAmerican elementary school classrooms, each classroom has a wonderingwall, where students list questions about anything and everything. Usingthis resource, teachers plan projects and design lessons that help studentspursue their wonderings. Through daily rituals such as morning meetingand end-of-day reflection, students are encouraged to think deeply abouttheir individual identity and growth. In terms of academics, students use STMath, a computer program that allows them to progress at their own pathin math. In addition students are able to develop personal intereststhroughout the year by choosing X-blocks, elective courses based onteachers passions.

Adult-World Connection

High Tech Elementary believes that when students connect their work inschool to the outside world, they experience a deeper level of learning.During projects, students may work with experts and professionals orleave the classroom - as part of class field trips or other educationalexperiences - in pursuit of their learning goals. Internet access is alsoreadily available so students may travel the world from the comfort oftheir classroom. During exhibitions, High Tech Elementary lets the world

in by opening its doors to the general public. Community members maywatch presentations and converse with students about their learning.

Teacher as Designer

To create a curriculum that accommodates all students, High TechElementary relies on the expertise, professionalism, and imaginationof its teachers. In place of textbooks, teachers plan interdisciplinaryprojects that combine basic elementary skills with studentswonderings, passions, and goals. Each grade has a team of threeteachers, who collaborate in the creation of balanced, personalized

educational experiences for their students. The faculty also includesan art, engineering, and performing arts teacher, who designprojects for each grade level within their respective disciplines.


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Exterior, hallways, and project work on display at High Tech Elementary

Space

The Building

High Tech Elementary occupies the western half of a modern, two-story, LEED-certified building, which it

shares High Tech Middle Chula Vista. On both floors, a single corridor serves as the main thoroughfare,lined by wooden cubbies offering storage and additional seating space. (It is not uncommon to findstudents collaborating in these common spaces.) Student work is prominently displayed inside andoutside the classroom, presenting evidence of learning to classroom and school community.

The first floor includes: the front desk, directors office, teacher work room, school psychologists office,cafeteria/hall area, a multi-purpose room (most commonly used for performing arts class andprofessional development), and classrooms for K through 2 nd grade. Moving upstairs, the second floorcontains: the inclusion teams office, the speech language pathologists office, the art room, theengineering room, a conference room, and classrooms for 3 rd through 5 th grade. The decision to houselower elementary grades on the first floor and upper elementary on the second floor creates a spatialdistinction between these two stages, and provides younger students with easier, safer access to theirclassrooms. A gated playground and eating area wrap around the west and northern sides of thebuilding. To the south lies a certified butterfly garden and large indoor common space, which HTe shareswith the middle school.


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Morning meeting, reflection prompts, and journaling

Thursdays, and Fridays, a students school day ends at 2:30pm, though some stay to participate in Hub,the K-8 after-school program. Wednesday are minimum days; no exploratory classes are held, andstudents are dismissed at 12:30pm.

Figure 1: Sample Daily Schedules


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Teachers at High Tech Elementary have additional commitments beyond the school day. After studentsare dismissed on Wednesday, teachers participate in school-wide professional development and grade-level team meetings. On Tuesday afternoons and Friday mornings, the faculty meets for half an hour tocelebrate accomplishments, highlight upcoming events, and discuss other school-related issues. In thespirit of voice and choice, teachers are able to add their own items to the meetings agenda, which isshared as a google document. During professional development on Wednesdays, teachers may meetwith committees on school issues or collaborate in grade-level team meetings. Given the many demandsof teaching at High Tech Elementary, faculty members develop schedules that meet their individualneeds; some teachers arrive early while others stay late. On a weekly basis, all teachers are expected toupdate their digital portfolio, a teacher-created website sharing pertinent information with students andfamilies.

Figure 2: Teachers Weekly Schedule

Monday Tuesday Wednesday Thursday Friday

7:15-7:45 Staff Meeting

7:45-8:00

8:00-12:30

School Day School Day

Minimum Day

School Day School Day

12:30-1:30

1:30-2:30

ProfessionalDevelopment2:30-2:45

2:45-3:15 Staff Meeting

3:15-3:30


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Classroom supplies

My Residency Classroom

After spending a month observing classes at High Tech Elementary, I joined Trisha Magoons first -grade class as a part-time co-teacher. Aveteran educator, Ms. Magoon is a skilled instructor who worked for

several years as a literacy coach. Sensitive to the needs of youngchildren, she conducts classroom activities with grace and positivity.Her neat, organized classroom mirrors her clear communication withchildren. When Ms. Magoon accepted my offer to collaborate, I wasexcited and grateful; I knew I would learn a lot from her.

The educational program in first grade is a mixture of traditionalinstruction and project-based learning. In contrast with some upper elementary classrooms, whichspend more time on project work, Ms. Magoon and the first grade team prioritize the foundationalacademic skills necessary for continuous and deeper learning. Whenever possible, basic skills, such aswriting and addition, are incorporated into project work, but oftentimes, they stand alone. Althoughthe schedule changes every day, it often includes shared reading and read alouds, reading centers -during which Ms. Magoon leads guided reading groups - math lessons and games, independent writing,and daily project work.

Ms. Magoon and the first grade team refer to their classes as communities. Several structures in Ms.Magoons classroom demonstrate this ethic: class norms outline expectations for community members,rotating student assistants are called community helpers, and displays of students work share howcommunity members may use their strengths to help one another. This vocabulary and studentunderstandings about community provide a strong foundation for the subject of my research.


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High Tech Elementary:Perspectives from Students, Parents, and Teachers

To hear perspectives on High Tech Elementary from students, teachers, and parents, you can access a

video by scanning the following QR code or copying or using the link below:

https://www.youtube.com/watch?v=_sbgFOdtY6g

Documents

Chapter III - Setting Description