Approach to a new high School
A few years back I had the opportunity to help design a high school to be attached to a current middle school. Some elements of this might be useful in developing the new high school.
This high school was to be implemented on the university concept. There were four “colleges” within the university each having a specialty. This allowed students to proceed to achieving higher skills in their area of interest with the flexibility to change areas as their interests changed. My role was to work with teacher groups in each area to bring out their ideas and thoughts under the philosophy and make them real. (Although the program was initiated, the Principal, Mr. Lonnie Anderson, was move to another school by the superintendent one month before its implementation weakening the philosophy.)
Beginning with this concept, we add the philosophy and design of the school described in our book “Saving Students From A Shattered System”.
A team of educators, parents, community partners, invested community members students and other interested parties are brought together to form committees to begin the initial stages of development of the program. It is understood that the team members are not the sole deciders of the strategy but will continuously survey their constituents to truly listen to all needs. This is the way to bring the community on board, the entire community and all parents.
You want the parent who never visits school, is less involved and who have lost concern to have their thoughts heard. Every parent means ever parent.
Invested community members must also be heard as they are the backbone of the community. It is important to assure that they are heard over the self appointed community leaders who might have a different agenda.
The process will begin with a meeting of all parties to explain the need for change and the fundamental philosophy.
I Determine how many “colleges” would be in the “University” based on the needs of the students and the population of the school.
a. Surveys are developed by all team members relevant to their constituents for the purpose of determining areas of interest. Students would take the lead.
b. A review of data would help determine the number of students the school will anticipate serving in future years. Administration will take the lead.
II Divide staff members, by interest, to staff these specific “colleges”.
a. A survey of staff members would be developed to determine interested areas. Educators will take the lead.
III Develop a curriculum plan with proficiencies for each “college”.
a. Broad based headings such as communication skills, analytical thinking etc. will give direction to the curriculum process rather than math, science, English etc.
b. Classes will include a group of proficiencies specific to their information areas.
c. Proficiencies will be developed based on the specific curriculum. Proficiencies will be demonstrated in as many ways as possible.
d. A means of ongoing assessment (benchmarks) will be developed to assure students are able to generalize knowledge gained. Students will be considered proficient when they truly demonstrate their abilities.
e. Assessment to parents, universities and all interested parties will show exactly what the students have achieved. This would be developed with the cooperation of parent, community members and college and university personnel to assure all are invested.
f. Failure will become a learning experience as students who don’t meet proficiency will continue until they do meet proficiency focusing on issues not achieved.
g. A reporting system will be developed to assure parents and students know where they are on their pathway to graduation.
h. A twelve month school plan would be implemented utilizing business partners and the community learning center to team in the effort to bring the overall curriculum to the students meeting their needs.
i. Educators will take the lead.
IV. Develop a plan of action to allow all “colleges” to participate as one University in sports, music and other events requiring a larger population.
a. Clearly an orchestra, a sports team, drama and other similar areas will function with a larger population. This design allows for that. Administration takes the lead.
V. Develop a design for the student MAP (My Action Plan)
a. A baseline assessment is designed to determine the “jumping off” point for each student in reading, writing and math. This is not something a student can pass or fail; it is simply a snapshot of where they are academically.
b. Included as an integral part of the MAP, student goals in the form of proficiencies to be achieved are a part of the MAP. These proficiencies are checked off and celebrated when achieved.
c. A MAP would be designed to take a child from where they are to skills necessary for graduation.
d. Although all MAP’s will not be the same, elements in the MAP crucial to a student’s future might be in all or most MAP’s.
e. The MAP for special needs students will reflect their IEP.
f. Educators take the lead
VI. School design
a. An age level range would be developed for those eligible to attend high school.
b. There would be no grade levels, simply proficiency levels.
c. Classes would vary as to who would be grouped in a specific class.
d. A team of the major subject area teachers would allow for both heterogeneous groupings when necessary and homogeneous groupings depending on the curriculum needs.
e. Differential learning, often in the form of projects, allows students of different levels to work together while adjusting the team make up based on teacher and student needs allows for skill levels to be together in some instances.
VII. Develop exploratory workshops for higher level skills.
a. These workshops would be developed in cooperation with experts in their specific field.
b. These workshops are exploratory and will be prepared to welcome students at any level.
c. As students are getting high level experiences, they would not be assessed in any way. Proficiencies will not be earned in this area.
d. Develop a time frame to include exploratory workshops. This might include days when the new school is not in session.
e. Business partners will take the lead
VIII. Develop business partner’s specific to the “College”
a. Business partners become educators in the sense that they provide expertise rather than the traditional partnerships based on money.
b. Educators take the lead
IX. Develop partnerships with Universities, colleges
a. This arrangement would allow for students to take classes at the university while also taking classes at the high school. This is designed specifically for those students who are moving forward at a faster rate.
b. As many colleges and universities must be brought on board as soon as possible.
c. Administration takes the lead
X Satellite learning centers are critical to the implementation of the new high school philosophy.
a. This is designed for students who are older as well as those who have difficulty functioning in the new school setting. This allows for students of any age up to 99 to complete their high school diploma in a setting that is comfortable for them and the school system. Their MAP would determine their pathway to success.
b. Satellites would include, but are not limited to, Job Corp, Business and industry, union halls, churches, recreational facilities
XI Community Learning Centers
a. Every school would have a community learning center within the school.
b. This learning center would be administered by an organization outside the school.
c. The learning center will be a full partner in the twelve month school philosophy of the school.
XII Accountability plan
a. Student accountability will have teachers in the lead with full participation of students and parents. Students will be held accountable for progress toward proficiency on an individual basis.
b. Educator accountability will be proficiency based on accepted teaching standards. Included will be significant student progress toward proficiency. This can be included as the playing field for students is now level based on their reasonable goals.
c. School accountability will no longer depend on the standardized test. Included will be successful progress of a determined percent of students. Progress will be determined by the proficiencies achieved as well as the “snap shot” baseline assessments given.
XIII Parental and community involvement
a. Parent committees will be established to connect on a regular basis with constituents.
b. Invested community members will be involved in ongoing meaningful committees connecting, on a regular basis with their constituents.
c. Parent surveys will be developed as needed.
d. The primary function is to support the new system and philosophy of the school through the constant connection with constituents