Horace Greeley High School

January 2007

Structure Study Group

3 Core Values

Compassionate, respectful behavior within the school community.

Increasing all students’ opportunities to discover and explore areas of interest in depth and over time.

Learning communities integrated across the school and engaged in the continual, collaborative process of improving teaching and learning.

Working Hypothesis:

Through a transitional period at Greeley, in the absence of an overarching, guiding force or mission, student and parent “perceptions” of the college admissions process have become an increasingly defining factor in shaping the student experience at HGHS.

What do our students need in order to be best prepared for life after high school in the 21st Century?

Statement from Duke University Office of Admissions:

“ … we look for people who have unique qualities, who can challenge us as much as we challenge them. We want some bumps. We want some students

who are well-rounded, some with sharp edges. We want people who are

not afraid to undertake things that are messy, complex, and extremely difficult to do well—because they love it. We like

students who already know what it means to succeed and those who know what it means to reach and not succeed and reach again. We like students who make intelligent and interesting mistakes, students who understand that only in risking failure do we become stronger, better, and smarter.”

Skills for the 21st Century

• Rich understanding of one’s interests and strengths and their connections

• Ability to learn independently and as a member of a team

• Ability to decipher and make effective use of vast quantities of information (not necessarily to hold vast quantities of information in one’s head)

• Ability to think creatively and flexibly, to make interesting connections and to see patterns

• Thomas Friedman, Mel Levine, and others….

Where we were last June

Which structural changes will most enhance Value #2 (“discover and explore areas of interest in depth and over time”) and create that internal sense of mission based on locally developed criteria (as opposed to the externally imposed college process) while still maintaining the strengths of our current program?

Focus of Structure Study:

Academic Advisory – Cognitive MentoringDifferent Scheduling Models

School/student Governance ModelsSenior Year Options

The use of spaceAP/IB/Concurrent Enrollment courses

Since September ‘06

Greeley Faculty – 3 Groups1. Academic Advisory – Cognitive Mentoring2. Core Principles (with parents and

students)3. How do we teach beyond content

knowledge (towards 21st Century skills)?

Today:

How do we build on to what is a very good “shopping mall” high school, the added elements of …

Developmentally appropriate, 21st Century skills?

Coherent and intentional purpose and progression of the student experience through 4 years?

Today

Approximately

470 Students 6 classes or fewer

670 Students 7 classes

200 Students 8 classes or more

Current Schedule:

The “Flexible Modular schedule” (instituted 35 years ago)

An 8 period day

45 minute classes

The Spectrum of Possible Schedules

9 Period Day

39 minute classes

7 Period Day or 6 Period Day

60 minute classes

4 Period Day

90 minute classes

Scheduled Lunch or No Scheduled Lunch?

2 Day Cycle 4 Day Cycle 6 Day Cycle 8 Day Cycle

Rotating Periods?

Ideally, a new schedule will:

Support our values & core principles for all students and adults

Support the creation of a “full day” experience that is sensible & thoughtful for all students and adults

Increase the opportunities for the teaching and learning of 21st Century skills

Create fewer transitions each day

Create fewer discrete topics and room for greater depth on any given day (fewer things, more time)

Create more effective opportunities for professional time & adult collaboration during the school day

Support our rich music, art and elective programs

Allow a student to take up to, but no more than 8 classes

Winter/Spring 07 07-08 School Year September 08

Select the new schedule

Mod-schedule remains in place

Professional development in order to be ready to adopt and teach in a new model, and professional development around advisory (pending final conclusions of advisory group)

Open school with new schedule in place

Schedule Change Timeline:

Schedule Selection Process (Winter/Spring 07):

I. Small Group (10 members), working with consultant, student involvement

Will select 6 to 8 different schedules that come closest to our ideals

II. Larger Group (20-30 members), student and parent involvement

Will narrow the pool to 2 or 3 models

III. Full Faculty input Will provide feedback on the 2 to 3 models