Anacostia Community Working Group Meeting #5 April 22, 2019 - - PowerPoint PPT Presentation
Anacostia Community Working Group Meeting #5 April 22, 2019 District of Columbia Public Schools | 1200 First St. Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov Agenda Welcome Review agenda, introductions,
District of Columbia Public Schools | 1200 First St. Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov
April 22, 2019
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Welcome
Review agenda, introductions, and share norms
Connected Schools
Introduce Connected Schools model and highlight how it will meet our students’ needs.
ESSA Redesign Pathway
Provide an overview of the proposed ESSA Redesign Pathway and opportunities for
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Welcome
Review agenda, introductions, and share norms
Connected Schools
Introduce Connected Schools model and highlight how it will meet our students’ needs.
ESSA Redesign Pathway
Provide an overview of the proposed ESSA Redesign Pathway and opportunities for
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Full-Service Community Schools partner with the community in order to provide an integrated approach to academics, health and social services, youth and community development, and community engagement in order to ensure all students, regardless of background or neighborhood, are able to thrive in school and in life.
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Themes we heard:
engagement
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Schools leverage
Connected Schools Manager, a
FTE employed by DCPS, towards school- wide goals.
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Schools
authentically partner with community to
ensure student, staff and family voice drives school strategy.
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Schools formalize comprehensive
Student Support Systems so
that all students can access resources and
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Schools become
Neighborhood Hubs to serve
as a “one-stop shop” for families to connect to services.
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Schools are
Healing Centered and
have the structures and culture in place to recognize and heal trauma.
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We work as a group, everyone is at the table and together we create a support plan that brings in services, involves parents, and makes sure students get the help and support they need. The tight coordination has been one of the key benefits of moving to a community school model. In a large high school like Tech, it is all about organizing the services and partners and making sure everyone is talking to each other. That’s how you are able to see the gaps and make sure we are serving students.
Manager, Oakland Technical High School (Oakland Unified School District)
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context (needs assessments, asset maps, goals etc.)
and communities of practice
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Welcome
Review agenda, introductions, and share norms
Connected Schools
Introduce Connected Schools model and highlight how it will meet our students’ needs.
ESSA Redesign Pathway
Provide an overview of the proposed ESSA Redesign Pathway and opportunities for
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NEED FOR NEW SCHOOL MODELS TO I MPROVE STUDENT OUTCOMES
CURRENT I NEQUI TI ES RAPI DLY CHANGI NG SOCI ETY
Despite DCPS’s steady, incremental improvements, persistent gaps along racial and socioeconomic lines remain. At the current pace of change, it
will take decades to close the gap for our students furthest from opportunity.
To further complicate the challenge, the rapid
pace of social, economic, and technological change means that preparing all students with
what is considered a “good” education today may still be insufficient to prepare them for the demands of the 21st century. To both address stark educational inequities and better prepare students with a broad range of 21st century skills, new and innovative models of
teaching and learning are required.
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How do we engage our community in these changes? What will these changes look like in practice? What resources do we need to make these changes? How will we implement these changes?
WHY: A NORTH STAR VI SI ON
PROFESSIONAL LEARNING COMMUNICATION CHANGE MANAGEMENT IMPLEMENTATION SUPPORT INFRASTRUCTURE DATA & ASSESSMENT CURRICULUM & PEDAGOGY STUDENT & TEACHER EXPERIENCE SCHOOL CULTURE EXTRA CURRICULARS TECHNOLOGY HUMAN CAPITAL
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The Urba
ban Assem bl bly New Yor
bor School
grounded in Career and Technical Education and Work-Based Learning.
development, paid internships, service learning opportunities, and presentations in conferences. Exam ple e Proj ec ect s: s:
researching oysters.
diving industry, including educating the public at the New York Aquarium, and organizing and supervising Billion Oyster Project dives.
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EXAMPLE: Anacostia Environmental High School (AEHS): A Green Hub for the
Anacostia Community.
Developed in partnership with the DC Department of Energy and the Environment, AEHS might offer:
tracks, such as: aquaculture, environmental
policy and advocacy, environmental engineering, vessel operations, etc.;
designed to prepare students to take advantage
unique access to the Anacostia River for educational and recreational purposes such
as motorboat tours, close encounters with local aquatic animals, and family fishing clinic. Students would graduate with a deep knowledge and understanding of environmental issues as well as in-demand career skills.
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EXAMPLE: Anacostia Smithsonian High School
Launched in collaboration with the Smithsonian, the school would provide Anacostia students with unprecedented access to the 20 Smithsonian museums, galleries, and the Zoo. In addition, the school would offer:
access to the artifact collections;
internship rotations over the course of their
high school experience, providing invaluable workplace learning experiences;
artifacts, support exhibit curation, and
leverage design-thinking skills to support the museum in making exhibits more user-centered.
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Key factors — including capacity and leadership, climate and culture, a coalition of stakeholders, and appetite for change — are recognized as enabling conditions for redesign These factors, along with other considerations such as alignment with district priorities and the opportunity for greatest impact. While we recognize that all comprehensive schools need additional support in each of these key areas, some schools, despite room for growth, have demonstrated steady
improvement in these domains —
signaling that they are better positioned for redesign.
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Chancellor Briefing and School Selection
Mar 2019
final decision:
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Anacostia SHS
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Ballou SHS
Community Engagement Sessions
Feb 2019
sessions
school models and interventions
data collected during the Needs Assessment process. SEAD submitted recommended redesign schools to Chancellor.
CSP Data Reviews and School Walkthroughs
Jan 2019
leadership, engagement, culture, academics, and equity
understand root causes for historical trends
Student Focus Groups
Dec 2018
lived experiences and dreams of students at the school
more well-rounded view of the school
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CURRENT SCHOOL LEADERSHIP RECEI VES
COACHI NG AND BUI LDS CAPACI TY TO LEAD CHANGE,
WHILE PROVIDING ON-THE-
GROUND SUPPORT FOR PI LOTS
THE DCPS DESIGN LAB PROVIDES TI ME,
SPACE, RESOURCES, AND CAPACI TY- BUI LDI NG TO SUPPORT REDESIGN
A PROVEN REDESIGN PARTNER ORGANIZATION PROVIDES EXPERTI SE I N
NEW SCHOOL MODELS, AND DESI GN AND I MPLEMENTATI ON SUPPORT
STUDENT AND SCHOOL COMMUNITY DESIGN TEAMS KEEP
STUDENT AND FAMI LY NEEDS AT THE HEART OF REDESI GN PROCESS, AND WILL REGULARLY
PROVIDE INPUT TO THE CORE DESIGN TEAM WHILE ALSO ENGAGING THE BROADER STUDENT AND SCHOOL COMMUNITIES. CORE DESIGN TEAMS OF UP TO FOUR, NEW FULL TI ME STAFF WILL BE DEDICATED TO EACH REDESIGN SCHOOL. THIS TEAM WILL PROVIDE ADDITIONAL CONTENT EXPERTISE AND DESIGN CAPACITY TO BUI LD
AND I NCUBATE THE NEW SCHOOL MODEL, INCLUDING DEDI CATED CAPACI TY FOR COMMUNI TY AND STUDENT ENGAGEMENT
WE PLAN TO HAVE A DEDI CATED, FULL-TI ME, CORE DESI GN TEAM WI LL PROVI DE THE CAPACI TY NEEDED TO DESI GN, I NCUBATE, AND I MPLEMENT THE NEW MODEL AT EACH REDESI GN SCHOOL
A core Design Team of four members will include:
process; liaise closely with the redesign school leader, redesign partner organization, and central office teams; ensure effective project management; and oversee the other design team members.
will be responsible for the School Community Design Team and establishing community partnerships
specific priorities that emerged from Anacostia’s needs assessment (e.g. Special Education)
responsible for the Student Design Team and coordinating pilots and prototypes
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SCHOOL STAFF STUDENTS FAMI LI ES & COMMUNI TY MEMBERS
Opt-in to support Core Design Team with pilots or prototypes, giving input and feedback on design and implementation Opt-in to participate in pilots and prototypes and share feedback on experience Attend open house events to become immersed in new school model Attend staff meetings to hear updates and share feedback on redesign Hear redesign updates and share feedback during advisory, assemblies, and other opportunities Attend town hall convenings to hear updates and share feedback on redesign Attend film screenings and discussions to build understanding of new school models Attend inspiration visits to see innovative school models in action Participate in vision-setting engagements and focus groups to share hopes and dreams for the school community
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We plan to provide all stakeholders with opportunities to deepen their understanding
incubation year.
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Recruitment and Application Window Opens Written or Video Applications Interviews Selection Kickoff Convening
School Community Design Team
community stakeholders;
visits;
Student Design Team
visits;
with the new model;
count toward their community service graduation requirement.*
Identify Core Design Team and establish School Community and Student Design Teams Build capacity in human-centered design and knowledge of new school models, including through
innovative school visits* Complete community asset mapping* Hold stakeholder listening sessions*
Explore and establish potential partnerships to support new models Synthesize results from initial engagement activities Research school models and attend innovative school visits Develop North Star (school vision, student graduate profile, and design principles)
Prototype aspects of several models for student feedback*
Create installation to present vision to community and solicit feedback Hold Town Hall Incorporate North Star feedback to define the new school model, including core instructional components, vision for school culture, and student learning experiences Launch, assess, and capture learnings from 3-5 pilots to refine the new school model Create opportunities for broader school community to experience aspects of model (open houses, installations, etc)
Attend innovative school visits*
Define teacher and leader profiles and launch staff
Design and facilitate professional learning
aligned to new model*
Solidify practices for effective support and development, including coaching cycles and data reviews Launch strategic teacher hiring and retention processes Attend innovative school visits aligned to selected model Establish 1-2 key focus areas for first year of implementation Develop phased change management and stakeholder engagement plan for implementation year Collaborate with central support teams to ensure infrastructure and technology are in place to support implementation at scale Receive ongoing leadership and instructional coaching, along with project management support, for strong implementation Establish consistent cycles of data analysis and reflection to refine and improve model Provide consistent forums for students and community to share direct feedback on learning experiences
I MPLEMENT & REFI NE
SY20-21
STRATEGI C PLANNI NG
Summer 2020
SUPPORT & STAFFI NG
Winter/Spring 2020
DEFI NE & PI LOT
Fall 2019
VI SI ON & DESI GN
Summer 2019
LAUNCH & ENGAGE
Spring 2019 ONGOING STAKEHOLDER ENGAGEMENT WITH SUPPORT OF SCHOOL COMMUNITY AND STUDENT DESIGN TEAMS
ONGOING ENGAGEMENT WITH CURRENT SCHOOL STAFF
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What have been the biggest changes in your community, however you define it, in the past 25 to 30 years?
Now look ahead 5 to 10 years. What are the biggest changes that are coming to your community?
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What do our students need to know and be able to do?
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2-3 highlights from your discussion that if leveraged would have important and impactful changes in your school community
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