The number one goal in FUSD is success for every student. The world is rapidly changing and FUSD is working to meet the challenges presented by such global shifts. The district has been on a focused course for the last several years to bring about systemic changes designed to increase student achievement and success for all learners.
A meeting was held August 12, 2008 with FUSD teachers and administrators to receive an update on district systemic change initiatives and provide information about education in the United States and Arizona compared with other nations. Debbie Goitia, President of the Flagstaff Education Association; Senator Tom O’Halleran; Bill Harris, President of Science Foundation Arizona; and Bob King, President of the Arizona Community Foundation were invited speakers.
Foundation
One purpose of the meeting August 12 was for Dr. Brown to provide a status report on the systemic initiatives that collectively form a “Foundation” for future opportunities. The elements of the foundation are a guaranteed curriculum with rigor and relevance (captured in curriculum maps), a research-based approach to language development (SIOP), and how we assess student learning (summative, formative assessments). There is still work to be done with these foundational elements. As of August 2008, 46 curriculum maps have been completed. There are 33 more curriculum maps nearly complete and ready for Governing Board approval. Another part of the foundation, but not touched upon August 12, is creating collaborative learning environments for FUSD staff and students. Collaborative teacher teams are generically known as professional learning communities or PLCs. For more information about PLCs go to All Things PLC.
Another purpose of the meeting was to reflect on a changing world and changing global economy. A more complete understanding of global change generates a sense of local urgency in most people. Ms. Goitia, Dr. Harris, Mr. King and Senator O’Halleran presented information about how other countries have caught up educationally and economically to the U.S. Data was presented comparing performance of Arizona students on national and international assessments. Mr. O’Halleran and Dr. Harris also provided comments about a need to become more involved in the legislative process to generate a change in governmental attitude toward education. The notion is that other states and countries have a fundamental belief of investing in their future through education. One example provided was Ireland’s commitment to education with government-sponsored tuition to university. Given these global challenges, what is the “Future” for FUSD?
Future
Horizontal and vertical maps
The future in FUSD includes completing the work of creating a district wide guaranteed curriculum captured in curriculum maps – both horizontally and vertically. The curriculum maps are created by district teachers. It must be kept in mind that mapping is a process. Curriculum maps are dynamic, meaning that as they are implemented and used, teachers make suggestions to improve them. Also, as standards change so can maps. An element to be included in maps are common, informative assessments. The development of teacher-made common, formative assessments has begun. In a relatively short time maps will include formative assessments. A common message from higher educational institutions is that many students entering their system must take remedial courses. As the vertical maps are created it is important to engage community college and university folks to ensure our students are properly prepared. It is important to understand that less than 7% of jobs in Arizona are low-skilled. The level of knowledge youngsters require to enter the work force immediately after high school is on par with what is required to enter higher education.
Language and vocabulary development
Teachers will continue to receive coaching on the eight steps of the SIOP model provided by SIOP coaches. Why SIOP? It is hypothesized that one root cause of poor student performance is insufficient language development required for academic success. Poor language skills affect background knowledge too. SIOP is a research-based process of lesson development, content, language and vocabulary focus, lesson delivery and assessment that impacts language and vocabulary development in a positive way . The SIOP approach has been shown to increase achievement in all types of learners and ability levels. Any student who is learning a new academic discipline is required to learn new vocabulary and background knowledge.
Age-based vs. demonstrated ability promotion
Many have suggested that there are systemic impediments in a traditional school system that contribute to poor student performance by some students and generate frustration among educators. One huge factor appears to be a system based on student age rather than what a student knows. Nearly every teacher can attest there is a large range of abilities that students possess as they enter a given classroom or course. Just because students are the same age does not mean they possess the same prerequisite skills to be successful. The effects of poverty on school readiness have been well documented. Youngsters who come to school from an “oral tradition” family usually possess fewer language skills and less background knowledge about things that help in school than do children from “literate tradition” families. The traditional school system expects teachers to move all students one grade level each year. The age-based system creates “winners” and “losers” among both students and teachers – it breeds frustration and a sense of failure. Some students are held to a slower pace when they are ready move on.
Is there a better structure? Researchers such as Larry Lazotte and Bob Marzano have been proponents of shifting the ”constant” in education away from age to one of what students know and are able to do, or demonstrated ability. One systemic approach to make this shift from age to demonstrated ability has been occurring in Alaskan school districts. The Re-inventing Schools Coalition is an organization that has grown out of the work begun in Alaska in the early ’90s. Students move through the system based on mastering content (standards-based) rather than age. Students needing extra help receive it and students with the ability to learn at a more rapid pace are able to do so. One school district in Colorado, Adams County School District 50 (see Standards-based Education from the Adams 50 home page), has been undergoing such a transition that began in 2007-08.
This standards-based system has been successful in the districts that have adopted it. FUSD is interested in studying the concept and engage faculty, staff and community in a conversation about how it fits in Flagstaff. This approach cannot succeed without the involvement of all constituents. Dr. Brown continues to express his belief that true systemic change in education cannot occur without the involvement of all constituents. Teachers must have time to vision, collaborate and work on such innovations.
STEM: Science, Technology, Engineering and Mathematics
Information was provided during the morning session comparing Arizona students to those in other states and nations. As other countries have provided universal access to education based on the U.S. model, students in those nations have caught up with and surpassed students in the United States. Many of these countries emphasize science, technology, engineering and mathematics. Information was also provided that Arizona is making a huge investment in STEM related businesses to boost the state’s economy. The investment by Arizona in these areas is designed to supplement the state’s long-standing economic engines of the Five Cs: cattle, citrus, construction, copper and cotton.
A sound academic foundation in STEM areas in elementary and high school give students practice with higher level thinking – the rigor in the Rigor/Relevance Framework. The goal is not to produce a world full of engineers and mathematicians, but to provide every student with the skills and background knowledge needed to be successful in the work world and university. There appear to be business, government and university partners interested in helping FUSD strengthen what is already provided in these areas. Many of these interested parties are joining FUSD on August 22 to work on a coherent business plan of how to improve STEM in FUSD and Northern Arizona.
Dr. Harris and Dr. Brown reminded everyone that strengthening STEM areas should not be accomplished at the expense of other academic areas, such as the arts and humanities. The world needs well-rounded individuals to become our tradesmen, teachers, doctors, researchers, musicians and writers to name a few.
Foundation and Future powerpoint, expanded.
Teacher Focus Question Responses from the August 12th Meeting
Descriptive (to build common ground): What topics were presented in today’s address? What words or phrases stand out?
Reflective (to determine impact through feelings, mood, or associations): Which topics resonate most strongly for you and your school? What do you find intriguing about the vision that’s been presented?
Interpretive (to deepen awareness and understanding): What does this mean for us and how will it affect our work?
Decisional (to discover implications and next steps): What are our next steps in exploring the new direction Dr. Brown has presented?
