LBUSDLBUSDProfessional Learning Professional Learning

CommunityCommunity

October 1, 2009October 1, 2009

Preparing Students for the 21Preparing Students for the 21stst Century: Century: District Initiatives, Brain Research, and the District Initiatives, Brain Research, and the

R/R FrameworkR/R Framework

State of the Economy in the United States

Consider it…Consider it…

What are the major contributing factors to What are the major contributing factors to our current economic woes?our current economic woes?What role has our education system What role has our education system played in the economic downturn?played in the economic downturn?What role can we play in the recovery What role can we play in the recovery process?process?How can we contribute to building a robust How can we contribute to building a robust system that avoids these pitfalls?system that avoids these pitfalls?

Education and UnemploymentEducation and Unemployment

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Note: Data are 2008 annual averages for persons age 25 and over. Earnings are for full-time wage and salary workers.

SOURCE: McKinsey & Company

The Program for International Student Assessment (PISA) is a system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. PISA also includes measures of general or cross-curricular competencies such as learning strategies. PISA emphasizes functional skills that students have acquired as they near the end of mandatory schooling. PISA is organized by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries.

SOURCE: McKinsey & Company

The Program for International Student Assessment (PISA) is a system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. PISA also includes measures of general or cross-curricular competencies such as learning strategies. PISA emphasizes functional skills that students have acquired as they near the end of mandatory schooling. PISA is organized by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries.

So how do we address this So how do we address this need?need?

Our ApproachOur Approach

Why?Why?Whe

re?

Whe

re?

What?What?

How

?H

ow?

Board of Education - ACSI

Community and economic need

Supported by research

Rigor, Relevance, Relationship Framework

Multi- or Interdisciplinary Instructional Strategies in Academic Core

Applied Learning Strategies:

•SLC/CTE Integration

•Work-Based Learning Experiences

Support Services

Academic and Career Success Initiative - ACSI

High School Reform Initiative -HSRI

Expanding Pathways Initiative

All 9-12 schools in Long Beach Unified

Headed toward attainment of the metrics described in the ACSI

Alignment of ACSI to Continuous ImprovementAlignment of ACSI to Continuous Improvement

LBUSD Board of Education/Superintendent’s Office

Academic and Career Success Initiative

High School Office

High School Reform Initiative/District Initiative for Expanding Pathways

High School Office Goals

Prepare all students for postsecondary education and careers.

Provide intensive interventions to assist them.Enroll and support students in a coherent sequence

of rigorous courses.

Site-Level

School Improvement Plan (WASC)

Department/SLC

PD Evolution/Action Plans

Classroom

Instructional Practices

Instructional practices that support the ACSI, HSRI, and HSO Goals:

□ RRR Framework (Quad D)□ Applied Learning Strategies□ Interdisciplinary Teaching/Learning

High School Reform Initiative 2009-2014

1. Implement a rigorous and relevant multidisciplinary curriculum in the academic core to increase student achievement.

2. Provide all students with a sequenced and aligned technical curriculum, including work-based learning and CTE/ROP experiences, for career exploration.

3. Provide for consistent and sustained support, including prevention and intervention, to ensure that all students achieve their maximum potential.

4. Create a holistic campus climate where relationships, social behavior, and positive professional interactions lead to academic success.

High School Reform InitiativeHigh School Reform Initiative(All students will have a (All students will have a R.I.C.H.R.I.C.H. high school experience.) high school experience.)

Implement a Implement a rigorous and relevant multidisciplinary curriculum in the rigorous and relevant multidisciplinary curriculum in the academic coreacademic core to increase student achievement. to increase student achievement.

Provide all students with an Provide all students with an intentional sequenced and aligned intentional sequenced and aligned technical curriculumtechnical curriculum, including WBL and CTE/ROP experiences, for , including WBL and CTE/ROP experiences, for career exploration.career exploration.

Provide for Provide for consistent and sustained supportconsistent and sustained support, including prevention , including prevention and intervention, to ensure that all students achieve their maximum and intervention, to ensure that all students achieve their maximum potential.potential.

Create a Create a holistic campus climateholistic campus climate where relationships, social where relationships, social behavior, and positive professional interactions lead to academic behavior, and positive professional interactions lead to academic success.success.

High School Office GoalsHigh School Office Goals2009-20102009-2010

Prepare Prepare allall students for postsecondary students for postsecondary education education andand careers. careers.

Provide intensive interventions to assist Provide intensive interventions to assist allall students in attaining postsecondary success.students in attaining postsecondary success.

Enroll and support Enroll and support allall students in a coherent students in a coherent sequence of rigorous courses (including CTE) sequence of rigorous courses (including CTE) that lead to postsecondary options.that lead to postsecondary options.

Expanding Pathways Leadership Institute Expanding Pathways Leadership Institute (Long Beach Priorities)(Long Beach Priorities)

1.1. Integrating CTE into courses of studyIntegrating CTE into courses of study for each for each pathway and building a supporting master schedulepathway and building a supporting master schedule

2.2. Building district level Building district level business advisoriesbusiness advisories to support to support work-based learningwork-based learning

3.3. Inter- or Inter- or multidisciplinary teaching and learningmultidisciplinary teaching and learning

4.4. Tracking student progress in academic and career Tracking student progress in academic and career success through success through data systems and assessmentsdata systems and assessments

Potential ApproachesPotential Approaches

Integration of career themes into Integration of career themes into individual academic classesindividual academic classesIntegration of career themes into Integration of career themes into multidisciplinary projectsmultidisciplinary projectsIntegration of career themes into Integration of career themes into multidisciplinary units of studymultidisciplinary units of studyIntegration of CTE courses into Integration of CTE courses into academic course of study with academic course of study with seamless integration of CTE concepts seamless integration of CTE concepts into multidisciplinary academic coreinto multidisciplinary academic core

Incre

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Incre

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How does this mature the work we How does this mature the work we have already been doing?have already been doing?

Makes ACSI concreteMakes ACSI concreteContextualizes RRR Contextualizes RRR FrameworkFrameworkFocuses SLC themesFocuses SLC themesBrain compatible = Brain compatible = biology of learning + biology of learning + instructional strategies instructional strategies + conceptual curriculum+ conceptual curriculumAdvances and aligns to Advances and aligns to WASC process for WASC process for school improvementschool improvement

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

Roads To UnderstandingRoads To Understanding

Being ThereBeing ThereImmersionImmersionHands on Real ThingsHands on Real ThingsHands on RepresentationalHands on RepresentationalSecond HandSecond HandSymbolicSymbolic

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

R. Rivlin and K. Gravelle, Deciphering Your Senses

SightHearingTouchTasteSmellBalance-MovementVestibularTemperaturePainEidetic ImageryMagneticInfraredUltravioletIonicVomeronasalProximalElectricalBarometricGeogravimetric

Visible LightVibrations in AirTactile ContactChemical MolecularOlfactory MolecularKinesthetic GeotropicRepetitious MovementMolecular MotionNociceptionNeuroelectrical Image RetentionFerromagnetic OrientationLong Electromagnetic WavesShort Electromagnetic WavesAirborne Ionic ChargePheromonic SensingPhysical ClosenessSurface ChargeAtmospheric PressureSensing Mass Differences

Our “19” Senses

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

INPUT PATHWAYS TO INPUT PATHWAYS TO UNDERSTANDINGUNDERSTANDING

Immersion

Hands OnReal

Things Hands OnRepresentation

2nd Hand

Symbolic

Being There

*

BarometricGeogravimetric

IonicUltraviolet

InfraredMagneticElectricalProximal

VestibularBalance

VomernasalPain

TemperatureSmellTasteTouch

Eidetic ImageryHearing

Sight

ElectricalProximal

VestibularBalance

VomernasalPain

TemperatureSmellTasteTouch

Eidetic ImageryHearing

Sight

VomernasalPain

TemperatureSmellTasteTouch

Eidetic ImageryHearing

Sight

TouchEidetic Imagery

HearingSight

EideticImageryHearing

SightHearing

Sight

Rigor and Relevance Framework Reviewed

Con

tent

Are

a S

tand

ards

Industry Sector Context

How can we integrate CTE concepts seamlessly?

hopes.stanford.edu/ basics/braintut/ab4.html

Planning/execution of Planning/execution of movementmovement

Pre-frontal cortex associated Pre-frontal cortex associated with higher level though, with higher level though, decision making, and planningdecision making, and planning

Primarily involved in auditory Primarily involved in auditory processing and memoryprocessing and memory

Part of the brain where visual Part of the brain where visual information is processedinformation is processed

Primary sensory cortex through Primary sensory cortex through which sensations, such as which sensations, such as touch or pressure, are felttouch or pressure, are felt

Critical to spatial orientation and Critical to spatial orientation and information processinginformation processing

Note: Brain evolves from back to front, so high school is a critical time for

students to develop their pre-frontal cortex.

Review: Anatomy of the Brain

How the brain processes information…

Indicators of Deep KnowledgeIndicators of Deep Knowledge

Can be applied in a variety of Can be applied in a variety of real world locationsreal world locations

Can be combined to previous Can be combined to previous knowledgeknowledge

Can be explained to another Can be explained to another personperson

Real World Tests of MasteryReal World Tests of Mastery

Use language of the Use language of the discipline or subject in discipline or subject in complex social situationscomplex social situationsAbility to perform Ability to perform appropriately in appropriately in unanticipated situationsunanticipated situationsAbility to solve real Ability to solve real problems using skills and problems using skills and knowledgeknowledgeAbility to show, explain, or Ability to show, explain, or teach the skill or idea to a teach the skill or idea to a person who has a real need person who has a real need to know.to know.

Questions we should ask:Questions we should ask:

What’s authentic about what What’s authentic about what we teach? we teach?

How do we seamlessly blend How do we seamlessly blend rigor and relevance into our rigor and relevance into our

lessons?lessons?