District Planning - storage.googleapis.com · Ch 1 Contents + Acknowledgements Educational Visioning District Planning Danvers Public Schools Danvers, MA 1 Frank Locker Educational

District PlanningDanvers Public SchoolsDanvers, MA

DRAFT

January 2018Frank Locker Educational Planning

Ch 1 Contents + Acknowledgements

Educational Visioning District Planning Danvers Public Schools Danvers, MA 1Frank Locker Educational Planning January 2018

CONTENTSCh 1 Contents + Acknowledgements

Ch 2 Essential Planning Concepts

Ch 3 Appendices5.1 Workshop Notes5.2 21st Century Schools Presentation

Contents +Acknowledgements

Ch 1 Contents + Acknowledgements


ACKNOWLEDGEMENTSVisioning TeamSCHOOL BUILDING ADMINISTRATORSDeb Arno Middle School Assistant PrincipalSharon Burrill Great Oak PrincipalJason Colombino High School PrincipalSean Emberly High School Assistant PrincipalKatrina Esparza High School Assistant PrincipalAdam Federrico Middle School PrincipalEllyn Feerick Middle School Curriculum DirectorPaula Jones Highlands School PrincipalJulie MacDonald Middle School Assistant PrincipalTodd Maguire High School Curriculum DirectorTracey Mara Smith PrincipalVioletta Powers Riverside PrincipalRita Ward Thorpe Principal

DISTRICT ADMINISTRATORS + STAFFLisa Dana SuperintendentJeff Liberman Technology DirectorJulie Posternack Elementary Curriculum DirectorAndy St. Pierre Athletic DirectorMary Tatem Student Services DirectorKeith Taverna Business ManagerMary Wermers K-12 Curriculum Director

ArchitectsTAPPE ARCHITECTSCharlie Hay PartnerChris Blessen Project Architect

Owner’s Project ManagerPMA CONSULTANTSJoseph DeSantis OPMPaul McQueeny Project Leader

Educational PlannerFRANK LOCKER EDUCATIONAL PLANNING306c Dover Point RdDover NH 03820617.412.7444www.franklocker.com

Dr Frank Locker



ESSENTIAL PLANNING CONCEPTSValues + ConceptsThe district Administrative Council outlined these values and conceptsas key for the district, applying to all grade levels and all schoolbuildings:

The Vision developed for the Owen G Smith ElementarySchools contains many valuable practices and organizationalconcepts that would benefit the entire district

Leaders from other schools participated in the Smith Visioningand are in a good position to extend and deploy the Vision

District data on student learning outcomes indicates Danversstudents are scoring above average, based on traditionalmeasures

o That data will present a challenge to changingpractices

o A case will need to be made for change Change is needed if the district wants to go from “good” to

“great” The next iteration of the Strategic Plan should embrace the

Vision and incorporate aspects of it as district policy

Deployment StrategiesThese are the essential strategies for deploying the values andconcepts outlined above:

LEADERSHIP The Administrative Council will be the leader in extending and

deploying the Visiono Develop the “elevator speech”o Meet with

Parents Students Teachers Community

o Develop regular updates Innovation updates by school

o Develop public service announcements Engage new parents and parents connected to Smith as

leaders

Workshop NotesDay 1

EssentialPlanning Concepts



Development of the 2018-2023 iteration of the district StrategicPlan should engage Visioning Team members as well asothers

Find the leverage points for changeo Not change for change’s sakeo But meaningful, student focused

Engage the Danvers Educational Enrichment Partnershipo Achieve their endorsement and supporto Reach their constituents

Identify a contact person for these issues at each school

MESSAGING Regular updates before the Danvers School Committee

o Start at the 12th February meeting Members of the Visioning Team (educators,

parents, students) to share presentation roles Develop consistent messaging through multiple platforms to

create high community visibilityo Develop a district-wide information sharing platform

Web based Create a Visioning innovations

webpage for each school website Include links to strategic plan

o Utilize social media platformso Announcements and programs on Danvers Public

Access TV Develop a Danvers Public Schools app Include students and teachers as agents of change

o Install banners downtown, at Town Hall, Library, andDRJ (?)

CURRICULUM Make learning more real and attainable Assess what curriculum components could be adjust and

dropped to open opportunities for curriculum componentsrelated to the Vision

Focus on improving science at the elementary level Change as needed to support the Vision:

o Schedulingo Report cardso Standards

o Calendar

PROCESS Start internally, at each school, and then expand externally,

embracing parents and community Identify teacher leaders at each school Identify early adopters, “piloters,” at each school building Identify “innovators” by building

o Share Visioning components already integral to theirpractices and their classrooms

o Have them share with their colleagues and perhaps thepublic

o Organize visits by DPS educators to innovators’classrooms

Develop curriculum for Professional Development (PD).Include

o 21st Century skillso Student engagemento Social-emotional learningo Project based learning

Elementary schoolso Each school to develop its own version of the Visiono Identify existing practices that align with the Visiono Identify early adopters; support them

Deploy district-wide PDo For all staffo And with focused groupso Consider dates at the end of 2017-18 academic year

and before start of 2018-18 year High school and middle school

o Leadership adopts Visioning principles Reviewed and adjusted to be grade level

appropriateo Identify Visioning practices already in operationo Initiate PD in Fall 2018o Initiate practices not dependent on PD without waiting

FACILITIES Shift grade level groupings at the middle school Try out various types of flexible furniture for intended district-

wide deployment



o Including collaboration stations Personalize access to data

o Chromebooks for all studentso Convert existing computer labs to other uses

Smith’s lack of permanent walls allows quick changes in roomarrangements to try out ideas

Other schoolso Repurpose computer labso Create Learning Commons from existing Media

Canterso Great Oak

Combine Computer Lab and Media Centero Impact two classrooms per year per school

Ch 3.1 Workshop Notes


WORKSHOP NOTESAgendaThe District Planning Workshop was held on 30th January 2018. Notesof all activities follow: Introductions Goals of the Workshop MSBA Process, Schedule Visioning: Purpose, Process, Participants Summary of Visioning Outcomes Danvers Public Schools Strategic Issues Sharing the Vision Deploying the Vision: Educational issues Deploying the Vision: Facilities Issues

Goals of the WorkshopFrank Locker outlined the workshop goals as follow: Frank Locker established the following as goals for the

workshop:o Introductionso Goals of the Workshopo MSBA Process, Scheduleo Visioning: Purpose, Process, Participantso Summary of Visioning Outcomeso Danvers Public Schools Strategic Issueso Sharing the Visiono Deploying the Vision: Educational issueso Deploying the Vision: Facilities Issues

MSBA Process, ScheduleArchitect Charlie Hay outlined key phases and steps in theMassachusetts School Building Authority process of school facilitydesign and construction: DPS in preliminary phase

o Concepto Schematico * Preliminary Design Programo * Visioningo * Ed program

PDP submitted mid-February

Workshop NotesDay 1Workshop Notes



PSR preferred schematico Designo Submit in Fall 2018

Educator participation Interviews

o Spring 2018o Spring 2019

Approval at MSBA Boardo Agreement with towno Funding %

Town vote to borrow $o Late winter 2019

Buildo Start late 2019o Open Fall 2021

Visioning: Purpose, Process, ParticipantsFrank Locker presented on the changing values, goals, and deliveriesthat characterize the most progressive thinking about schools in theUnited States, and worldwide, today. Key points included: The world is rapidly changing. Futurists predict both a

significant drop in available jobs worldwide due to robotization,and a shift to many more jobs in sequence, many of which havenot been invented

20th vs 21st century schools:o The 20th century was a century of creating efficient

schools; the 21st century has been a century of lookingfor effectiveness in schools

o 20th century was the century of the teacher; 21stcentury is the century of the learner

o The teacher used to hold all the information; now theteacher is the guide

Research in learning informs us of many effective educationalpractices

o Some are gaining popularityo Others are not yet in general practice

Learning is more effective when students apply their learningimmediately

The Multiple Intelligence Theory explains why different studentslearn best in different ways

21st Century Skills Framework offers a clear concept of skillsstudents need for success in our rapidly changing globaleconomy. It establishes:

o Core, subject-based learning is not sufficient any moreo Learning relevant 21st century survival skills is just as

important, perhaps more important. These include:✓ Learning and innovation skills✓ Life and career skills✓ Information, media, and technology skills

Craig Jerald was cited as researching the most important traitsthat business and industry really want – professionalism/workethic

Learning should be interdisciplinary, bridging the gaps betweensubject areas

Learning should be infused with 21st century themes. Theseinclude:

o Global awarenesso Financial, economic, business and entrepreneurial

literacyo Civic literacyo Health literacy

Learning is a social activity. Students learn better when theyare in strong relationships with teachers and peers

The Relevance and Rigor Framework of the InternationalCenter for Leadership in Education correlated Bloom’sTaxonomy with application, offering a concise understanding ofeffective learning

Google’s Futurist has identified future new job titleso University Dismantlero Wireless Electriciano Urban Agriculturalist

Teachers’ work is supported through strong relationships withother professionals

Schools are looking for more community connections to improvestudent learning

Flexible furniture is needed to bring the student the support tolearn in a variety of modalities



Summary of Visioning OutcomesFrank Locker shared a PowerPoint presentation outlining key outcomesfrom the Visioning process. Participants were most interested in theseissues::

20-21st Centuryo STEM/STEAMo Creating Innovatorso Arts Integrated with Core Curriculumo Jerad’s Research on Business Desireso Making Things to Learno Future Furniture

Danvers Public Schools Strategic IssuesThe leadership team identified who the “agents of change” in theDanvers schools are expected to be. Their thoughts were:District

Equityo Smith

Role model Start now

o History – Smith is an open plan building Lesson : do not plan school buildings based on

only one model of educational delivery Examples of innovations already here in our district

o Learning Commons Communication:

o Create the opportunityo Build excitement and supporto Smith can be role modelo Talk to families about possibilities for student learning

Collaboration in visioningo No surprise that visioning team valued teacher

collaboration/co-teaching so mucho Came out as core value

District Strategic Plano Make the next iteration more realistic

Education groupingso In the Visioning we never said what we want them to doo K-1-2 and 3-4-5

Sharing the VisionThe Table Teams developed concepts for how to share the Visionacross the district. Their thoughts, by Table Team, were:

TABLE TEAM 1Sharing the Vision for Smith

Clarity of online informationo Website in real time showing progress, etco Strategic plan connected online

Administrative council (the administrative team) acting asambassadors for the vision

o Short elevator speech/key phrase With parents With students With teachers With community

Consistent updates/information shared with school committeeo Student pride presentations, innovation updates by

school Utilize DCAT for exposure

o PSA’s/updates Other forms of exposure

o Social media, etc

TABLE TEAM 2How to Share the Vision of the Smith School

Reach out and include all community groups/constituencies Include students/parents as agents of change DCAT, DEEP, DPS apps Web pages for all schools Banners downtown

o Town Hallo Libraryo DPW

Vision for Smith School/all schools embedded in the 2018-2023strategic plan

Consistent messaging through multiple platforms to create highcommunity visibility



TABLE TEAM 3Vision for SmithGoal: How to share with community? February 12 School Committee meeting

o Share the Vision for Smitho Members of the visioning team (school, student, parent)

Connect the vision to the next strategic plan and then willimpact the rest of the DPS community

An assessment of what we could leave behind and how to makelearning more real and attainable

Goal: Who are the agents of change? Invite members, but set a criteria Teacher leaders Encourage new parents and parents who have history with the

school

TABLE TEAM 4Share the Vision Consistent message and info Contact/point person at each school that can speak to how this

process affects us/our school or level Internal (teachers and staff) then external (parents, community) Maintaining plan

o Lisa leadso All involved

Deploying the Vision: Educational IssuesThe Table Teams developed concepts for how to deploy the educationalconcepts contained in the Vision across the district. Their thoughts, byTable Team, were:

TABLE TEAM 1Early adopters

Identify “innovators” by building, in order to expand vision andintegrate into strategic plan

“Innovators” share their narrative about how components of thevision play out in the classroom:

o What happens to student learning Students drive learning as teachers guide

Scheduling

o February 12th School Committee meeting Key stakeholders begin coordinated

communication of the visiono Coordinated communication

Keep this message consistent District and 7 schools newsletters Social Media

DCAT to reach community (non-school) Rollout/communication to faculty and staff

TABLE TEAM 2 Always remember: DPS vision Identify early adopters in each school (“Piloters”) Highlight the story

o Timeline innovations implementedo Helps to identify early adopters and future implementers

Past Present Future

Technologyo Promote excitement – “buy in”

Include traditionalists or the less willing to changeo (Visits…)o And together with adopters! Collaboration

Banners

TABLE TEAM 32018-2023Professional development Focus: 21st century skills

o ALL students can learn Leads to

o Student engagemento Social-emotional learning

Focus: Project Based Learningo All students

Implementation of learning Early adopters Teacher leaders?

o Expectation shift of role? Science at elementary!! Scheduling/report cards



o Prioritize standardso Calendar shifts

Connection to curriculumo How does the curriculum support 21st century skills and

project based learningFacility shifts to support shift in instruction: Shift grade level groupings at HRMS Flexible furniture Collaboration stations Chromebook – equity Optimize what you have

o Phase out c computer labs

TABLE TEAM 4HS MS focus Alignment to district and school based visions Identify non-negotiables (district and school level) ID early adopters and support them (PD, time, etc) Inventory current programs that align Consider PD days at end of June ’18 and before start of 18-19

school year

In whole group discussion they discussed deployment in the upperlevels:Upper grade levels

MS and HS leadership groups review visiono Leadership groups can adopto Vision concepts important for

MS and HS Engagement

o Connect to what MS and HS are already doingo Timing

Dates for the rest of 2018 are committed Fall of 2018 OK for PD Initiate change not dependent on PD

o District wide PD All staff And with focused groups

Early adopters could be called “Piloters”

Deploying the Vision: Facilities issuesWorkshop participants discussed as a whole group concepts of how toextend the facilities concepts developed in the Smith School Visioning toother schools.

Frank Locker and architect Charlie Hay diagramed a few essentialspace planning concepts. Connections between classrooms can support teacher teaming Pick 1 or 2 spots per school Trial out next year Only need a few teachers per building interested in this concept

at first

WHOLE GROUP DISCUSSION Leadership Visioning

o Teacherso Studentso Parents

Next strategic plano Incorporate visioning team memberso Others

Challenges to changeo Above average, why changeo But good to greato Find leverage pointso Define

Not change to do change But…

Meaningful Kid focused

o DEEP – Danvers Educational Enrichment Partnership Get to them Get to their constituents Get help

Physical changeo Smith

No walls make physical change easier Human change can happen with no

facilities cost



o Other schools Repurpose computer labs Chromebooks for all will allow this

Learning commons have restricted optionswhen overcrowded, as many of ours are

Great Oak Combine computer lab and library

Have to apply to two elementary schoolclassrooms per building per year

Will take the next 10 years Will improve learning for 50

students per year

Ch 5.2 21st Century Schools Presentation

1

21st Century Schools21st Century Schools

Frank Locker [email protected]© 2017 Frank Locker Inc

Gallup Poll 2015

Student Engagement 2

ENGAGEMENT:The involvement in and enthusiasm for school.Engaged students are excited about what’s happening at their school and whatthey’re learning.These students contribute to the learning environment, and they arepsychologically committed to their school.

Attleboro Public Schools research 2015

2Student Engagement

DanielGolemanEmotionalIntelligence

“85% of success is based on your EQ, not your IQ”

Social/ Emotional LearningSUCCESS IN LIFE

8

Emotional Intelligences


2

Frank Locker Educational Planning

“Give me a classroombig enough to dancein.”

10

Core learning goes up when arts are integratedin core classrooms, especially for Englishlanguage learners

Integrated Arts + Academics 11STEM/ STEAM

Hanover High School, Hanover, MAFrank Locker Educational Planning

STEM Program, Newton North High School

ELEMENTARY SCHOOL ENGINEERING CLASSROOM

High Tech Elementary, San Remos, CA

11STEM/ STEAM

when they are doing project- and problem-

. The study, conducted by the

students experiencing environment-based AppliedThere were 11

ENVIRONMENTAL SCIENCES/SUSTAINABLE LIVING

11Learning ResearchEnvironmental sciences schools have higher levelsof parental contact than typical schools…

…And great math scores

Barnes Sustainable Living ES, Burlington, VTFrank Locker Educational Planning

Theodore Judah ES, Sacramento, CA


3

DISRUPTING CLASSClayton Christensen•By 2014, 25% of HS courses will be on line•By 2019, 50% of HS courses will be on line

Computers for Learning 12BLENDED LEARNING; FLIP THE CLASSROOM

Computers for Learning 12

ADAPTIVE LEARNINGThe Knewton Adaptive Learning Platform consolidates data science,statistics, psychometrics, content graphing, machine learning, tagging,and infrastructure in one place in order to enable personalization atmassive scale.

The Knewton platform can also provide concept-level analytics forstudents and teachers, pinpoint student proficiency measurement, content

efficacy measurement, student engagement optimization, andmore.

Computers for Learning 12Tony WagnerCreating Innovators

“When a student can learn everything they need toknow from the internet, the curriculum is no

longer important.The school experience is.”

Creating Innovators 13


4

“What you know is not important.What you do is.”

Tony WagnerCreating Innovators

Creating Innovators 13 20th + 21st Century Learning20th CENTURYTEACHER CENTERED

EARLY 21st CENTURYSTUDENT CENTERED

•Focus on teaching efficiency•Producing workers for theindustrial age•Content knowledge•“Broadcast” teaching•Students work alone

•Content is abstracted•Teacher is holder of knowledge•Teacher works alone•Subjects taught separately

•Mostly direct instruction + papers

•Focus on learning effectiveness•Producing citizens for the digitalage•Relationships + skills•Personalized learning•Collaborative learning

•Content is relevant•Teacher is a guide•Teacher collaboration + teams•Integrated/interdisciplinarylearning•Project-based learning

4

PARTNERSHIP FOR 21ST CENTURY LEARNING21st Century Skills 15

• Creativity + innovation• Critical thinking +

problem solving• Communication• Collaboration

THE FOUR ‘Cs”PARTNERSHIP FOR 21ST CENTURY LEARNING21st Century Skills 15


5

RESEARCH

Craig Jerald: Defining a 21st Century Education

16 RESEARCH


16

RESEARCH


16 RESEARCH


16


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A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING John W. Thomas, Ph. D, 2000

17Project Based Learning

There is ample evidence that PBL is an effectivemethod for teaching students complex processesand procedures such as planning, communicating,problem solving, and decision making.

There is some evidence that PBL, in comparison toother instructional methods, has value for enhancingthe quality of students' learning in subject matterareas, leading to the tentative claim that learninghigher-level cognitive skills via PBL is associatedwith increased capability on the part of students forapplying that learning in novel, problem solvingcontexts.

Africa DiscoveryMANCHESTER, MA, MEMORIAL SCHOOL

Massachusetts Dept Education 21st Century Skills Task Force

11

TEACHEROFFICE

Making Things to LearnDesign Thinking

BRIGHTWORKS SCHOOL, San Francisco, CA18 Making Things to Learn

Design ThinkingBRIGHTWORKS SCHOOL, San Francisco, CA

18


7

NU VU STUDIO, Cambridge, MAMaking Things to LearnDesign Thinking 18

NU VU STUDIO, Cambridge, MAMaking Things to LearnDesign Thinking 18

21st Century Schools

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INTEGRATED CURRICULUMDELIVERED BYCOLLABORATIVE TEACHERS INA RELATIONSHIP-BASEDSETTING

20 21st Century Schools

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INTEGRATED CURRICULUMDELIVERED BYCOLLABORATIVE TEACHERS INRELATIONSHIP-BASEDSETTINGS

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INTEGRATED CURRICULUMDELIVERED BYCOLLABORATIVE TEACHERS INRELATIONSHIP-BASEDSETTINGS

INTERNSHIPS +SERVICE LEARNINGIN THE COMMUNITY

PLACE-BASEDLEARNING

20 Safety + Security in 20th Century Schools

C C C C C C C C C C C C C C C C C C C C C C C C

C C C C C C C C C C C C C C C C C C C C C C C C C C C

• NO ENTRY PROTECTION• NO OBSERVATION OF CORRIDORS• LOCKDOWN BY CLASSROOM• NO ESCAPE

Admin

Gym,Café,etc

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Safety + Security in 21st Century Schools

C C

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• VISTA OVER ENTRY + SITE• CONTROLLED ENTRY: GATEKEEPER• OBSERVATION OF CORRIDORS• LOCKDOWN BY SUITES OF SPACES• PLANNED ESCAPE ROUTES

Gym,Café,etc

Gate

21 20th + 21st Century Furniture 22


9

VS Furniture

21st Century FurnitureAGILE, FLEXIBLE22

Safco AlphaBetter

21st Century FurnitureSTAND UP DESKS22

Kilworth Edunova

DARTMOUTH, UK“IDEAL” MATH CLASSROOM

2321st Century Learning StudiosSTUDIOS NOT CLASSROOMS

2321st Century Learning Studios


10

MAKE LEARNING VISIBLE

High Tech High, David Stephen, Designer

2321st Century Learning Studios Teacher Planning Centers

Frank Locker DeJONG Educational Planners BetaDesign Architects

LIBRARY

CEDAR SPRINGS MIDDLE SCHOOL, Cedar Springs, MI24

Grand Rapids Christian High School, Frank Locker Educational Planning/ AMDG Architects

Small Learning CommunitiesMULTILE LEARNING MODALITIES25

• Variety of LearningStyles

• Small School Culture

• Teacher Collaboration

• Community of Learners

• Authentic Assessments

EXTENDEDLEARNING/COMMONS

TEACHERPLANNINGCENTER

Frank Locker educational planner PDT Architects

25OlLD TOWN ELEMENTARY SCHOOL, Old Town MESmall Learning Communities


11

IPSWICH MS/HS, Ipswich, MA

Flansburgh Associates Architects

SCIENCE SCIENCE

MATHMATH

SPL ED

TCHRS

ENGLISHENGLISH

SOC STUDSOC STUD

COMMONS

25Small Learning CommunitiesLEARNING IS A SOCIAL ACTIVITY

Moody Nolan Architects

25Small Learning Communities

MAKE LEARNING VISIBLE

Moody Nolan Architects

25Small Learning Communities

Documents

District Planning - storage.googleapis.com · Ch 1 Contents + Acknowledgements Educational Visioning District Planning Danvers Public Schools Danvers, MA 1 Frank Locker Educational