Massachusetts School Building Authority Feasibility Study€¦ · Feasibility Study Educational Visioning (Part E Component) CONTENTS . Ch 0 . Contents + Acknowledgements . Ch1

Massachusetts

School

Building

Authority

Feasibility

Study

Educational Visioning (Part E Component)

CONTENTS Ch 0 Contents + Acknowledgements

Ch1 Executive Summary Introduction Educational Vision Facilities Concepts Ch2 Educational Vision Introduction Vision Components Guiding Principles School Transformation and Development Map 21st Century Learning: Most Relevant Issues Review of Current Programs Future Vision: Teaching + Learning in 2030 Success Scheduling Project-Based Learning Community Connections School Organizational Structure

Ch3 Facilities Concepts Introduction Places for Learning High School + Middle School: Connections + Separations Overall School Organizational Diagram Ch 4 Appendices 4.1 Futures Team Workshop 1 Notes 4.2 Futures Team Workshop 2 Notes 4.3 Futures Team Workshop 3 Notes

Duxbury Feasibility Study |Visioning | Acknowledgements

Frank Locker Educational Planning E-3

ACKNOWLEDGEMENTS SCHOOL COMMITTEE Ann Ward

CENTRAL OFFICE Sandra Coonan Alden Karen Barry Barbara Bartlett Gail Callahan Dr Sue Skeiber Ed Walsh

ELEMENTARY SCHOOLS Suzanne Billingham, Chandler Elementary Christopher Trombley, Alden Elementary

DUXBURY MIDDLE SCHOOL ADMINISTRATORS Blake A. Dalton Sarah Shannon TEACHERS Ritamarie Benoit Elaine Boggs Carey Bruce Donna Bryer Debbie Burns Erika Clark Joyce Edwards Matt Lynch Carey Tarpey Donna Theodossian

BOTH DHS + DMS TEACHERS Jill Noerenberg Joe Pondaco

DUXBURY HIGH SCHOOL STUDENTS Maheen Rana Casey Reinheart ADMINISTRATORS Bruce Hamilton

Andrew Stephens TEACHERS Chris Allen Rachel Barrett Kate Donovan Darin MacFaden Davie Mainaron Amy Marino Donna Holt Mary Anne Laydon Cheryl Lewis Andrea Sterling Susan Sullivan Harry Taylor Corrine Woodworth

PARENTS + COMMUNITY MEMBERS Patty Guilfoile Jim Hartford Michelle Archambault Colleen Brayer Christine Cass Anne Mullins Jerry Nightingale Nancy O’Connor Kim O’Sullivan Patty Roberts Shari Shane Bill Campbell

ARCHITECT DORE AND WHITTIER ARCHITECTS Jon Richardson Don Walter

EDUCATIONAL PLANNER FRANK LOCKER EDUCATIONAL PLANNING 306c Dover Point Rd Dover, NH 03820 617.412.7444 www.franklocker.com Dr Elizabeth Grady Dr Frank Locker

http://www.franklocker.com/�

E-4 Frank Locker Educational Planning

Duxbury Feasibility Study |Visioning | Ch. 1 - Executive Summary


CH. 1 - EXECUTIVE SUMMARY

INTRODUCTION This Educational Vision was developed through a process which sought to create a strong concept for future learning and facilities at Duxbury High School and Duxbury Middle School. The concepts presented here are heartfelt and deeply considered. They were created by the Futures Team, consisting of teachers, administrators, students and parents from both schools, and thus are statements that speak for people who know these schools very well, and who have vested interests in them. Duxbury High School and Duxbury Middle School are both high- achieving schools. With strong traditions, successful students and graduates, and supportive parents and community, the schools’ current organizations and operations might be considered adequate and appropriate to serve the town of Duxbury for decades to come. This Educational Vision recognizes many of these successes and achievements, but it also proposes changes to educational delivery and facilities design that many of these school stakeholders believe will strongly improve the schools and make them more effective places of learning for the future. The Vision is outlined here. It is a Vision for going from good to great. This Vision was developed in three days of facilitated workshops. Additionally, homework was completed before, between, and after the workshops. Participants were challenged to explore issues through intensive dialogues with their peers. Many issues were challenging and soul-searching. Collectively this time and energy represents a significant investment by the participants, the School Committee, Building Committees, and central administration.


Developed through an open, collaborative and transparent process, this Vision contains the critical components to guide school organization, educational delivery, and facilities planning.

EDUCATIONAL VISION Vision Components The Educational Vision for Duxbury High School and Duxbury Middle School is described here through these components:

• Guiding Principles establish broad parameters for educational delivery, school structure, and facilities

• School Transformation and Development Map relates educational delivery and facilities to national practices, both today and projected in the future

• 21st Century Learning: Most Relevant Issues identify the 21st Century issues most important to DHS and DMS

• Review of Current Programs is a critique of current operations relative to 21st Century educational practices

• Future Vision: teaching and learning in 2030 outlines changes anticipated for teaching and learning in the next 20 years

• Success characterizes goals for students, graduates, schools, and community/parent relations • Scheduling explores goals and concepts for improving schedules • Review of Current Programs critiques current operations • Project-Based Learning (PBL) explores a challenging, but essential, component of 21st Century

learning: open-ended challenges, often for teams of students, much like real-world situations • Community Connections identify places for learning outside of school, and experts from the

community to support learning • School Organizational Structure outlines preferred concepts for DHS and DMS school

organizational structure This Executive Summary includes a sampling of the Guiding Principles and the scoring on the School Transformation and Development Map. The full Vision is in Ch 2.

Guiding Principles The Guiding Principles presented here were created to express the values, beliefs, and concepts developed by the Futures Team, who examined educational trends, best practices, and issues affecting the delivery of a 21st Century education. These Guiding Principles present the essence of that inquiry. They are not policy but address the overarching themes that serve as a foundation for a 21st Century educational experience for DHS and DMS students that will continue the high-achieving traditions of Duxbury schools. As such, they are intended to inform educational delivery and facilities planning. The Principles share these essential qualities:

• Life Long learners who have a passion for knowledge • Learning experiences that include projects, real world connections and interdisciplinary work • Critical thinking opportunities that are relevant, rigorous and involve multiple intelligences • Opportunities for collaboration • Flexibility in terms of educational structure and delivery



• Student flexibility in ability to become self-motivated and self-directed EDUCATIONAL DELIVERY

• Overview Principles • Education for All • Instructional Models • Technology Integration • Community Resources

EDUCATIONAL STRUCTURE

• Relationships • Scheduling • Implementation and Professional Development

FACILITIES PLANNING The full outline of the Guiding Principles is in Ch 2, Educational Vision.

21st Century Learning: Most Relevant Issues 21st Century learning has now been recognized nationally as a critical agenda for America’s schools. It fundamentally challenges many school practices, some of which were started in the early 20th Century, and which are still defining elements of many schools. DHS and DMS currently are no exceptions. Practices such as almost-exclusive didactic teaching, minimal application of learning, separate subject areas, subject-based school organization, and teachers teaching alone all characterize 20th Century schools. Shifts in curriculum content are also parts of the 21st Century learning initiative, but were not the focus of the Visioning Workshops. Curriculum will continue to be in continuous development at both schools. The Visioning Workshops addressed school structure and delivery. The Futures Team believes the following are the most relevant 21st Century issues at DHS and DMS:

• Intentional Relationships: organizing school programs, activities, and structure to support strong relationships

• Small Learning Communities: organization of school into small groupings of students and teachers to support relationship building

• Multiple Intelligences: incorporating MI theory in practice • Flexibility for Change: flexibility in facilities, programs, school organization, and attitudes • Interdisciplinary Learning: cross disciplinary, integrated studies • Project-Based Learning: open-ended, long term student challenges with many possible

conclusions Internet/Virtual Learning: use of computers as primary teaching tools • Relevance and Rigor: active, applied learning tied to real-world situations

A full listing of relevant practices and school organizations is in Ch 2, Educational Vision and the Appendix.


School Transformation + Development Map The workshop participants used the School Transformation + Development Map (Copyright 2009 Frank Locker Inc) to evaluate DHS and DMS’s educational delivery and facilities today, and to project the desired future for both. The ST+DM expresses the evolutionary shift in education in great detail, chronicling educational practices and facility design. Schools today are in different points of evolution, and different schools expect to be in different points of evolution in the long term future. The ST+DM characterizes schools and facilities on a 1 through 5 basis, with 1 as the most traditional category, and 5 as the most transformed. The Futures Team members worked individually between workshops to review the multiple educational practices and facilities concepts in the School Transformation + Development Map. They scored their schools as follows:

• Education Today • Facilities Today • Education in the Future • Facilities in the Future

Average scores follow:



The average scores represent generalized results, not highly precise statistical analysis. Scores for the future in columns 3 and 4 generally imply selected changes in educational delivery and flexible facilities to support step change over time. For DHS, future education was scored at 4.1; future facilities were also 4.1. For DMS, future education was 4.1; facilities were 4.12. Also important to note is the spread between the “today” and the “future.” The greater the spread, the more change desired. The greater the spread between future education and facilities today, the greater the indication that today’s facilities are inadequate for serving long term needs. The effective range of scoring is from 1 to 4, four points. The desired shifts as expressed in the averages of scores are significant. For DHS it is 1.89 points for education and 2.65 points for facilities: these represent a 47% shift on the education scale and a 66% shift on the facilities scale. For DMS the spreads are similar: 1.83 points, or 46% for education, and 2.82 points, or 71% for facilities.

Project-Based Learning Project-Based Learning (PBL) is highlighted here as an example a challenging, but essential, component of 21st Century learning. The PBL approach is centered on classroom and homework assignments that are open-ended, with no single answer, much like real-world situations. They open with investigations of essential questions; require data gathering and assessment, synthesis of information, and formulation of concepts. PBL lends itself to interdisciplinary learning since so many real-world situations bridge traditional high school subject areas. It also teaches social skills such as time management, collaboration, and presenting. Projects could last from a week to a semester. Project-based learning is strongly endorsed by many of the teachers at both schools. Supporting it well may require some critical changes to the schools, including:

• Schedules (longer class periods) • Project work areas • Facilities changes to locate teachers of different specialties near each other to support cross-

disciplinary projects Concepts for project-based learning at DHS and DMS are outlined below. Many of these projects could be started soon, as pilot projects, in Spring or Fall 2010. Full descriptions are in the Ch 2, Educational Vision, and Appendix. Examples of projects conceived by Futures Team members are:

• Find a community/organizational need and serve it • Research and argue the benefits of every student getting a laptop • Students need to create some form of literature/book relevant to early childhood • Develop an educational understanding of life in Duxbury in the 1840’s with an emphasis on ship

building and trading • Develop a business model for a self-sufficient school store • Design an alternative energy program for school campus


• Design a plan to develop an oyster farm business in a third world country • Study marine environmental science with global connections: What environmental issues as a

seaside community are shared by other countries? • Find out how “green” our school is/isn’t and how to make it more energy efficient

FACILITIES CONCEPTS Places for Learning The places most appropriate to support core 21st Century learning, and to be viable for decades to come, are noticeably different than the current classroom spaces in either DHS or DMS. The Futures Team gave serious consideration to the nature of learning spaces for critical core subjects. In general both schools desire spaces that have similar qualities and support similar educational deliveries. These include:

• Flexibility to allow several various school organizational structures • Flexibility to support a variety of teaching and learning modalities, including group

presentations, small group work, tutorials, independent study and research, and teacher teaming in addition to traditional didactic teaching

• Support spaces immediately adjacent to Classroom spaces • Spaces organized as Small Learning Communities (Houses, Pods) • Opportunities for interdisciplinary learning among core subjects • Immediate adjacency to non-core learning areas, such as arts, applied arts, and music, thus

enhancing interdisciplinary opportunities between core and non-core • Fostering of teacher communication and collaboration through Teacher work rooms, meeting

spaces, and professional spaces

High School + Middle School:

Connections + Separations The Futures Team worked as a whole group to further explore the relationship between DHS and DMS if they were to be co-located in a single building. Spaces that could be shared, those that could not, and those that should be available for safe community use were identified. There is considerable support among Team members for co-located schools, with three supporters for every non-supporter.

Overall School Organizational Diagram An overall school organizational diagram for co-located schools was developed in a whole group workshop session. The diagram below captures the essential qualities of the concept. These include:

• An identifiable DMS side, and a DHS side • Connected to the Performing Arts Center • Library/Media Center at the center • Gymnasium/athletics located near the center • A Concourse to connect the: • Main Entries • Performing Arts Center • Cafeterias



• Library/Media Center • Gymnasium/Athletics

The Cafeterias/Student Commons located adjacent to Library/Media Center Core Plus functions organized in Small Learning Communities for both DHS and DMS If the schools cannot be co-located, their individual organizational diagrams would look like these.


Duxbury Feasibility Study |Visioning | Ch. 2 - Educational Vision


CH. 2 - EDUCATIONAL VISION

INTRODUCTION This Educational Vision reflects the work of the Futures Team; approximately 50 teachers, administrators, students and parents from Duxbury High School and Duxbury Middle School. Created through three days of intense facilitated workshops, it is intended to guide the long-term development of both schools and their facilities.


VISION COMPONENTS The Educational Vision for Duxbury High School and Duxbury Middle School is described here through several components:

• Guiding Principles establish broad parameters for educational delivery, school structure, and facilities

• School Transformation and Development Map (Copyright 2009 Frank Locker Inc) relates educational delivery and facilities to national practices, both today and projected in the future

• 21st Century Learning: Most Relevant Issues identify the 21st Century issues most important to DHS and DMS

• Review of Current Programs is a critique of current operations relative to 21st Century educational practices

• Future Vision: Teaching and Learning in 2030 outlines changes anticipated for teaching and learning in the next 20 years

• Success characterizes goals for students, graduates, schools, and community/parent relations • Scheduling explores goals and concepts for improving schedules • Project-Based Learning (P-BL) explores a challenging, but essential, component of 21st Century

learning: open-ended challenges, often for teams of students, much like real-world situations • School Organizational Structure outlines preferred concepts for DHS and DMS school

organizational structure

GUIDING PRINCIPLES The Guiding Principles presented here were created to express the values, beliefs, and concepts developed by the workshop participants, who examined educational trends, best practices, and issues affecting the delivery of a 21st Century education. These Guiding Principles present the essence of that inquiry. They are not policy but address the overarching themes that serve as a foundation for a 21st Century educational experience for DHS and DMS students that will continue the high-achieving traditions of Duxbury Public Schools. As such, they are intended to inform educational delivery and facilities planning. Representatives from both schools volunteered to edit the Guiding Principles, statements intended to lead continued thinking about educational delivery and facilities for both schools. This group worked together in the weeks following the workshops. It included:

• Karen Barry • Colleen Brayer • Donna Holt • Patty Guilfoile • Jim Hartford • Cheryl Lewis • Darin MacFarlane • Patty Roberts • Sarah Shannon • Sue Skeiber • Anne Ward

The Guiding Principles are:



Shared Duxbury High School +

Duxbury Middle School The following Guiding Principles apply to both the high school and the middle school. The Principles share these essential qualities:

• Life-long learners who have a passion for knowledge • Learning experiences that include projects, real world connections, and interdisciplinary work • Critical thinking opportunities that are relevant, rigorous and involve multiple intelligences • Opportunities for collaboration • Flexibility in terms of educational structure and delivery • Student flexibility in ability to become self-motivated and self-directed

Educational Delivery Educational Delivery addresses overarching themes required to provide a 21st Century high-performing educational experience for all DHS and DMS students.

OVERVIEW PRINCIPLES These overview principles provide the basis upon which more defined principles were generated. These are the essential components for the effective educational plans and development for both Duxbury High School and Middle School, in priority sequence:

1. Rigorous content-area-based curriculum standards will continue to be a priority 2. Developing critical thinking skills is a paramount goal for all instruction 3. Applied, active, and expressive learning is more meaningful and has greater retention

than traditional learning 4. Since learning has more relevance when it is connected to real-world situations, learning

for all DHS and DMS students should be connected to the community, region, and world through active learning experiences

5. Teachers and administration will create interdisciplinary connections between subjects to offer students a rich, holistic learning experience

6. Integration of curricula across content areas will drive educational delivery tactics, facility organization, and space planning

7. Multiple Intelligences provides a positive framework for understanding the differences among learners, and providing teaching to honor those differences

8. Plan proactively for virtual and distance learning experiences for students 9. Professional staff development is a critical component in effectively carrying out the

educational concepts outlined here 10. Flexible attitudes, programs, and facilities will enhance continuous school-improvement 11. Teacher collaboration including sharing data analysis, mentoring, common planning

time, classroom preparation and delivery, and content expertise, improves educational delivery

EDUCATION FOR ALL


The development of any educational principles must include those that focus on the equitable delivery of educational standards and expectations for all students. The following principles address this area of educational planning:

1. A focus on meeting learning needs of students who are hard to reach will also be effective in meeting the needs of all students.

2. Personalized learning and student-centered instruction recognize individuals’ abilities and special needs

INSTRUCTIONAL MODELS The models of instruction that are developed and implemented are critically important principles upon which an educational system is designed. The following instructional models detail those that the Visioning Committee determined to be important in meeting the goals of the district:

1. Project-based learning provides engaging and highly relevant learning. It should be encouraged, guided, and supported

2. Project-based learning experiences can be created in a variety of formats, both short and long term, classroom-based, community-based, and team-taught

3. Open ended, active learning contributes significantly to student participation, and to retention of knowledge

4. DHS and DMS’s educational delivery should support creative thinking as an integral component of all activities

5. Common planning time for teachers with related missions can make educational delivery more consistent and improve each school’s ability to focus on meeting individual student needs

6. An interdisciplinary learning approach is valued 7. Teaching methods should recognize the multiple intelligences of different students, and

be differentiated to reach all students 8. Create opportunities for deep, exploratory, personalized student learning such as an 8th

grade or 12th grade Final Project 9. Team teaching to integrate curriculum areas is to be encouraged and supported through

staff development, school leadership, and collegial planning time 10. Increasing student engagement in learning is a high priority for DHS and DMS 11. Creative thinking is an integral component of all activities 12. The teaching model will be more effective, interactive, and information-based with the

teacher as a guide for student-directed learning 13. The Rigor and Relevance framework of the International Center for Leadership in

Education provides a good model for continued development of teaching methods 14. Student collaboration fosters communication skills and the ability to work with others,

supports emotional intelligence, and should be encouraged and supported 15. An advisor-advisee program with a sequential curriculum would enhance teacher-

student relationships, and contribute to social-emotional learning

TECHNOLOGY INTEGRATION Preparing students with the skills and knowledge necessary for them to become contributing members of the 21st century society does not necessarily require technology. However the ever-changing world that now exists is a product of the ever-expanding use of technology in all aspects of life. Students must be provided with the technological skills and knowledge to enable them to function successfully in this global and changing world.



1. Invest in a state of the art technology infrastructure with as much wireless capability as possible

2. Continuously view technology not as an add-on to the curriculum but rather as an effective tool to be utilized in instruction that is meaningful, relevant, and rigorous

COMMUNITY RESOURCES Utilization of the vast community resources within Duxbury should be a priority. These resources would assist in providing the essential link with relevant project-based learning opportunities for students. The following principles would address this area:

1. Parent and business community members are underutilized resources at DHS and DMS and should be engaged more fully as active volunteers in the schools; as experts, tutors, mentors, and guides

2. Learning in the community through internships and service- learning provides unique opportunities for students, as well as greater visibility of the school in the community (For DHS only)

3. An administrative structure is needed to foster community placements for student learning

4. Scheduling alternatives need to be considered to provide for greater flexibility and opportunity in internship and service learning

Educational Structure Educational Structure establishes the organizational patterns necessary to group students and teachers in the most effective ways.

RELATIONSHIPS 1. Small Learning Communities can allow concentrated attention to segments of the school

population e.g. freshman, year levels, thematic units, and interdisciplinary groups 2. Intentional relationships can be created by careful consideration of learning and

teaching group sizes 3. Learning is a social experience. Understanding relationships can improve learning,

increase commitment, and make our schools better places in which to learn and teach 4. Common planning time for teachers to foster interdisciplinary connections and have

more meaningful discussions about students 5. Flexible schedules allow for service learning and internships in the community

SCHEDULING Scheduling can be limiting as well as assistive in the planning of meaningful learning experiences for students. Careful consideration of schedules that will provide for flexibility, interdisciplinary learning, and community connections should be considered.

1. Create opportunities in the school schedules to increase student learning opportunities between DHS and DMS

2. Create opportunities for improved teacher communication, sharing, role modeling, and collaboration between DHS and DMS

3. Create opportunities for deeper student learning through longer class periods for some subjects

4. Create common planning time for teachers to foster interdisciplinary connections and have more meaningful discussions about students


5. Scheduling alternatives need to be considered to provide for greater flexibility and opportunity in internship and service learning

IMPLEMENTATION AND PROFESSIONAL DEVELOPMENT

1. Professional staff development is a critical component in effectively carrying out the educational concepts outlined here

2. Professional development related to increasing a teacher’s knowledge of each student and the ability to meet individuals’ needs should be a primary component of staff development

3. DHS and DMS are places of continuous improvement through self-evaluation, professional learning, controlled risk-taking, and measurement of results

4. DHS and DMS will establish study teams and explore Pilot Projects, such as project-based learning, to support continued development

Facilities Planning Facilities Planning sets the expectations for the physical structures necessary to meet the ever changing needs of education for the long- term future.

1. The building design should seek to feature as many of the concepts outlined here as are practical and cost-effective

2. The design of both buildings should reflect the educational approaches described here 3. Establish the Library/Media Center as a 21st Century facility 4. Facilities should be designed with flexibility to allow changes in school organizational

structures over time and facilitate multiple organizations at one time 5. Facilities support interdisciplinary, integrated learning through the strategic placement

of teachers and appropriate learning spaces 6. Flexibly designed facilities support various teaching/learning modalities 7. Make learning visible through display of student work throughout the building 8. Make learning visible through internal windows, and places for student presentations 9. Plan for computer learning, distance learning and virtual learning. Increased use of

technology-based learning will reinforce the need for collaborative learning spaces and learning techniques which will richen social experiences for students and staff

10. Foster project-based learning through room design, team meeting rooms, appropriate furniture and equipment for the creation and production of items, reproduction, storage, etc

11. Facilities provide passive observation of students engaged in independent learning activities

12. Create a variety of learning spaces, including small group rooms, commons areas and larger gathering spaces

13. Strategically locate Teacher Planning Centers, equipped with workspaces, reproduction tools, technology and storage

14. Learning is a social activity requiring spaces throughout the school which support informal student gathering

15. The building design will be a safe facility providing for easy supervision and control of entries

16. Separate learning spaces for DHS/DMS if DHS/DMS were to be co-located on one block of land



a. Separate entrances would be important as a safety aspect as well as an important factor in maintaining each school’s unique identity

17. Foster the integration of the Core-Plus concept

DHS Only The following Guiding Principles apply only to DHS.

1. Learning in the community through internships and service learning provides unique opportunities for students, as well as greater visibility of the school in the community

2. Schedules at DHS should allow for predictable student service learning and internships in the community

3. Common planning time for teachers to foster interdisciplinary connections and have more meaningful discussions about students. (Equally important at DMS but the team configuration that already exists supports this principle already.)

4. Development of teams or small learning communities to support interdisciplinary learning and foster collaboration between teams of teachers


DMS Only The following Guiding Principles apply only to DMS.

1. An advisor-advisee program with a sequential curriculum would enhance teacher-student relationships, and contribute to social-emotional learning. (As an advisor-advisee program is already part of the DHS experience, the development of this at DMS should be explored.)


SCHOOL TRANSFORMATION + DEVELOPMENT MAP The workshop participants used the School Transformation + Development Map (Copyright 2009 Frank Locker Inc) to evaluate DHS and DMS’s educational delivery and facilities today, and to project the desired future for both. The ST+DM expresses the evolutionary shift in education in great detail, chronicling educational practices and facility design. Schools today are in different points of evolution, and different schools expect to be in different points of evolution in the long-term future. The ST+DM characterizes schools and facilities on a 1 through 5 basis, with 1 as the most traditional category, and 5 as the most transformed. The Futures Team members worked as individuals between workshops to review the multiple educational practices and facilities concepts in the School Transformation + Development Map. They scored their schools as follows: Education Today Facilities Today Education in the Future Facilities in the Future



Average scores follow: Duxbury High School The average scores represent generalized results, not highly precise statistical analysis. Scores for the future in columns 3 and 4 generally imply selected changes in educational delivery and flexible facilities to support step change over time. For DHS, future education was scored at 4.1; future facilities were also 4.1. For DMS, future education was 4.1; facilities were 4.12. Also important to note is the spread between the “today” and the “future.” The greater the spread, the more change desired. The greater the spread between future education and facilities today, the greater the indication that today’s facilities are inadequate for serving long-term needs. The effective range of scoring is from 1 to 4, four points. The desired shifts as expressed in the averages of scores are significant. For DHS it is 1.89 points for education and 2.65 points for facilities: these represent a 47%


shift on the education scale and a 66% shift on the facilities scale. For DMS the spreads are similar: 1.83 points, or 46% for education, and 2.82 points, or 71% for facilities.

21ST CENTURY LEARNING: MOST RELEVANT ISSUES 21st Century learning has now been recognized nationally as a critical agenda for America’s schools. It fundamentally challenges many school practices, some of which were started in the early 20th Century, and which are still defining elements of many schools. DHS and DMS currently are no exceptions. Practices such as almost-exclusive didactic teaching, minimal application of learning, separate subject areas, subject-based school organization, and teachers teaching alone all characterize 20th Century schools. Shifts in curriculum content are also parts of the 21st Century learning initiative, but were not the focus of the Visioning Workshops. Curriculum will continue to be in continuous development at both schools. The Visioning Workshops addressed school structure and delivery. The following are the most relevant 21st Century issues at DHS and DMS: INDIVIDUAL RESPONSES:

• Intentional Relationships: organizing school programs, activities, and structure to support strong relationships

• Multiple Intelligences: incorporating MI theory in practice • Flexibility for Change: flexibility in facilities, programs, school organization, and attitudes • Relevance and Rigor: active, applied learning tied to real-world situations • Project-Based Learning: open-ended, long term student challenges with many possible

conclusions TABLE TEAM RESPONSES:

• Flexible for Change: 5 citings • Small Learning Communities: 5 citings; organization of school into small groupings of students

and teachers to support relationship building • Interdisciplinary Learning: 4 citings: cross disciplinary, integrated studies • Internet/Virtual Learning: 3 citings; use of computers as primary teaching tools • Intentional Relationships: 3 citings • Project-Based Learning: 2 citing • Multiple Intelligences: 2 citings • Relevance and Rigor: 1 citing • Scheduling: 1 citing; daily timetables for school • Student Workspace: 1 citing; personal permanent places for student work • Applied/Technology Learning: 1 citing; active learning in making things and problem solving in

real world situations A full listing of relevant practices and school organizations is in Ch 4.1, Appendix.



REVIEW OF CURRENT PROGRAMS Critical review of current school programs and delivery is essential for self improvement; even if the task is to go from good to great. In response to the challenge of evaluating current programs and delivery through a framework based on current educational research, the Futures Team judged the schools as follows. A full outline of the issues and responses are in the Appendix, Ch 4.1. Below are excerpts. STUDENTS WITH SPECIAL NEEDS: SPECIAL EDUCATION

• Yes, certified staff, program delivery, S.E.P.A.C • External programs, resource room, out of district placement, co-teach,

504 accommodations, 1 on 1 STUDENTS WITH SPECIAL NEEDS: GIFTED

• Topic not well served • It should be seriously considered

ADVANCED PLACEMENT/HONORS CLASSES:

• Are we serving this? o Yes, maybe to a fault o Emphasis is strong there o Not able to take other electives, ex. AP Latin/wind ensemble

• Some kids pushed to AP would be better at Level 1 and raise the nature of Level 1 class STUDENTS WHO THINK (OR WE THINK) WILL NOT GO TO COLLEGE:

• Need flexibility in schedule • Need life skill courses - from past!! • Need partnerships with other schools • Focus has shifted from this group

STUDENTS WHO ARE BODILY/KINETIC LEARNERS:

• Served marginally/case by case • Some staff allow movement, some don’t in the classroom • Need different presentation techniques, projects

STUDENTS WHO ARE VISUAL LEARNERS:

• In academics we are disconnected from these learners • We lack resources (projector/laptops/Smartboard) • Teachers need to be trained in new technologies so that they can be effectively used to benefit

all students


STUDENTS WHO ARE BORED/DISENGAGED WITH SCHOOL: • Must find options for every student

o Find the interest o Pair them within the class

• Keep them engaged/focused • Bored students - those not challenged in the subject matter

o Can they help to teach it o Peer coaching/teaching skills - expertise

SOCIAL/EMOTIONAL LEARNING: MS: Yes, we do this

• Grade 6-health/wellness • Teaming=connections • W.E.B. Study • Lunch bunch with G.C. • Guidance - school psych. • Co-curricular - niches • Peer mediation • Supports • IEP/504 - transition • Social skills class • Improve: programs, child study

HS: Yes, we do this

• Link • Co-curricular: drams, W.O.D.,.A.D.D., G/S all, music • Guidance • Advisory • IEP/504 • Transition program • SAT

CRITICAL THINKING SKILLS:

• This is variable by subject and teacher • This is not as well served due to department focus/schedules

PROBLEM SOLVING:

• Yes, this is done to some extent • It is highly teacher specific, part of teacher evaluation • Overall our score would be “fair”



TEACHER COLLABORATION: • At DMS teams exist/collaborate during common planning time • At DMS we could improve by including ALL subjects (world language {for example, all student

taking Spanish on one team, all other students taking Latin another, etc.} electives, art, P.E., music, etc.)

• At DHS collaboration does not exist outside of department meetings (create professional learning communities within the schedule

INTERDISCIPLINARY LEARNING:

• At DMS we do this a bit • At DMS mostly 6th grade or between just two teachers at 7 and 8 • At DHS, not at all • Need to do more/better

APPLIED LEARNING (ALL COURSES):

• At DHS, some areas-pockets, with some excellence • At DMS it is in arts, music, drama, FCS, technology

CONNECTIONS BETWEEN DMS + DHS:

• We have web and link crew, and shared teachers • We should serve social/emotional transition for kids, web-ongoing through year • There is not an academic transition for kids. Kids have academic anxiety that web/line doesn’t

address • Add an academic transition piece for kids and teacher, add advisory component at DMS

KIDS WHO FALL THROUGH THE CRACKS:

• This is average student - 50% of student population o Not understanding or under-performing o Untapped potential o Not vocal/demanding o No connection to the school

TECHNOLOGY INTEGRATION:

• We are having trouble keeping up


FUTURE VISION: TEACHING + LEARNING IN 2030 This is a critical issue, as any building changes made now are expected to be viable for 50 years, and looking ahead as far as reasonably possible is a component of “future proofing” the buildings. Here is a sampling of concepts developed by workshop participants and shared on the district website Blog that was establish for this issue. Full comments are in Ch 4.3, Appendix. BLOGGER 1 Skills Not Facts I envision that at some point we will recognize that testing (SATs and MCAS) is not the way to effectively cultivate many of the skills students need now and increasingly in the future. Students need to focus on critical thinking and problem solving skills. These skills aren't focused on when teaching to the test. I’m waiting for the day when many will recognize that there are too many "facts" out there to spend time memorizing, and students should focus on being able to find "trustworthy" information when they need it where they need it. BLOGGER 2 Flexible Facility I believe that a school facility, from any angle, must be designed for the most flexibility. Instead of planning a facility for what teaching will look like in 20 years, school should be planed for the ability to remodel and re-assess space for any contingency, with as much variety of spatial conception as we can afford. BLOGGER 3 On-Line Learning Coming Soon This new "educational frontier" is moving at a horses gallop. Embracing the global classroom in our new school would make our school a classroom without boundaries. Students are already social networking with the world, and for us to tap in to what peaks their interests, will connect our curriculum with real life situations. BLOGGER 4 Flexible Student Work Needed Students/teams will need shared areas where large groups can meet and small learning areas for independent research/work. BLOGGER 5 Need for Connection + Collaboration Currently we work in isolation, particularly at the high school level. A school facility should enable collaboration among staff and students with adequate space and technological tools to facilitate interaction at both a local and global level. BLOGGER 6 Adaptability We need to get to the 21st Century paradigm shift in thinking about the educational process itself. It's collaborative, global, and the teacher isn't the single "knower" of information. This shift in our thinking will be what truly moves us forward.



BLOGGER 7 Project-Based Learning I have been inspired by the examples of project -based learning, in particular those that involve community experts. BLOGGER 8 Reinvent the School Library The school Library needs to be reinvented as a "learning commons." The learning commons is a combination of formal and informal spaces that weave together collaborative work, social interaction, knowledge building, and technology. BLOGGER 9 Interaction with Community Knowing that students (middle school, specifically) are, for the most part, egocentric, we need to be reaching out to our local and global community for "real" interaction. Without authentic connections with the world, we are simple asking our students to imagine a different culture, etc and when they are already living such busy lives themselves, they can't see past Duxbury to the world outside without connecting with it. BLOGGER 10 Building Relationships In order to really encourage strong bonds between teams of teachers, among teachers and students, and also among students themselves, it seems essential that team classrooms are located in close proximity to one another to allow for team planning and teaching. BLOGGER 13 Mitten not a Glove I love Frank's metaphor of a new building being "a mitten not a glove" and not fit so tight that it cannot change with the times. It is difficult for those of us who grew up with schools classrooms as boxes and a lecture format to break from our historical thinking and begin to think outside the box, so to speak, and have a futuristic vision. The idea of teachers as guides, team teaching, small school environment, project-based learning, and on-line education are ideas whose time has come. BLOGGER 14 Don’t Wait; Do it Now These are exciting times with exciting ideas; let's not have the existing building keep us from moving forward. DMS has a variety of open and closed spaces, some movable walls, let's develop the program, and then see how to use the building to the best advantage. As Dr. Skeiber stated, “We can do something about the schedule now; what else can be done now?”


SUCCESS This Visioning process is directed to creating success. A partial characterization of successful students, graduates, schools, and parent/community relations follows. A full outline is in the Appendix, Ch 4.1. These should become the measures of the future DHS and DMS.

Successful Student Has:

• Good study skills • Follow through/perseverance • Good social skills/ communication skills • Sense of security/safety • Content mastery • Curiosity and sees big picture • Motivation • Willingness to learn • Confidence in own ability • Own system of organization • Independence • Big picture/connections • Self-starting skills • Establish a solid foundation • Motivation, curiosity, pride • Risk taker (legal only),can apply knowledge Accomplished through: • Teaching/organization • Leadership that understands what kids/teachers need • Facilitator/teacher role model • Engaging work • Differentiated/recognize individual • Problem solving • Student accountability • Learning style • Adequate school facilities • Parent involvement • Innovative creative teaching/techniques/passion • Time for planning innovative learning/instruction



Successful Graduate Has:

• Independence • Critical thinking skills • Problem solving skills • Intellectually flexibility/confidence • Core knowledge • Avid learner/motivated • Self-direction • Literacy • Collaboration skills • Openness to change/adaptable • Technical literacy • Life skills • Goal orientation • Knowledge of self • Passion • Confidence • Dreams • Financially responsibility • Healthy fear of failure • Interpersonal skills • Civic awareness • Global awareness

Accomplished through: • School connected to community • PD days • Project-based learning • Being adaptable • Teacher/community connections


Successful School Has:

• Kids want to go there • Innovative school philosophy • Safety (emotional and physical) • Teacher collaboration: teacher-teacher, teacher-student • Positive attitude • Active/life-long learners - teachers and students • Something for everyone • Openness and welcomes community • Innovative, creative teachers (willing to take risks) • Excellent facilities • Motivated, innovative and passionate staff • All around great communication • Supportive community • High graduation rate • Forward looking professional development • Knowledgeable, collaborative, passionate staff • Open communication channels • Ability to measure success/data

Accomplished through:

• Alumni connections • Strong/positive climate • Qualified staff • Funding • Accountability to core goals and values • Standardized testing • Positive climate/culture • Safety • Shared vision of excellence • Student connection to the school and individuals • Clear expectations, clear shared goals • Quality of staff • Community partnerships • Flexibility • Technology/support • Administrative support • Innovation/out of box thinking



Successful Parent/Community Relations Have:

• Respect • Safe • Trust • Good communication school to parent • Parents/ community sense of belonging • Common goals • Honesty/sincerity • Acceptance • Pride • Realistic expectations • Effective communication

o 2-way o Balanced o Multi-method (face to face, e-mail, newsletters, etc.) o Honest, open, timely

Accomplished through:

• Use community expertise within schools • Open avenues to support school, i.e. building, fundraising • Volunteering in schools • Mutual understanding of expectations • Respect for all people • Consistency


SCHEDULING Each of the schools identified goals and concepts for improved scheduling. Here are the essential ideas. Appendix Ch 4.3 contains the full description.

Goals DHS AND DMS SHARED GOALS

• Flexibility • Collaboration time for teams of teachers • Coordinate “specials” with “core” subjects • Provide ability to team teach, e.g. English/history combinations • Facilitate collaboration • More interdisciplinary instruction • 6-12 same/consistent uniformity • Allow students access to multiple modes of instruction (PBL) • Allow common planning time for teachers and students • School to work/community service opportunities

DMS GOALS • Specialists included in a team • Block EVERYDAY for:

o Teacher meetings (team, whole staff) o Extra help for students/fun activities o Teachers connecting with students in “informal” activities o Teachers connecting with each other o Positive advisory sessions for students

• Teams set their own schedules within the parameters of the larger (whole school) schedule DHS GOALS

• Community service time o Internships

• Collaborative time o Teachers and students

• Routine and consistent structure • Flexibility in hours of school operation • Support cross-discipline/cross-grade instruction • Collaboration

o Time for Professional Learning Communities o Teacher planning, professional development in school day

• Students get personalized learning experiences - help, work with other students • Social/Emotional Component

o Student to student, student to adult, adult to adult • Ample time for project-based learning - minimum 60 minutes • Equity of instruction • Academic support • Time for clubs/activities during school day • Extended day



Schedule Concepts

APPLICABLE TO DHS AND DMS

• Longer blocks of time, including: o Four 65 minute blocks, with one 80 minute block per day rotating in a 7 day schedule o 80 minute project-based learning/science labs/collaborative

• Teacher teams will have flexibility to adjust as necessary • Rotate: traditional vs extended block • X-block as an open access period for:

o Independent study o Projects o Advisories

• Theme approach: cluster/learning academy • Streamline administrative functions in home room/eliminate homeroom

DMS CONCEPTS

• Teams schedule for their own kids with set lunch? • X-block:

o Times could mean no rotation necessary o Could be vertically teamed for advisories, project-based learning and specials (music)

• ½ Multipurpose “milk break” every day o Kids are getting

“Extra help” Participating in a fun activity (gym, art, music) Socializing

o Rotating schedule for staff to cover students: All teachers miss milk break once a week to interact with students Other teachers are:

• Meeting • Collaborating • Planning


DHS CONCEPTS

• Start later: 8:30 • Rotating periods in morning core courses only (45 minute periods) • Build in an X block for PLC/advisory/student projects/individual help • Keep a long block schedule of at least 65 minutes for most days Possible mix of short/long block • Individual schedule of choice • Block schedule in afternoon

o Project-based } o Community service} collaborative based o Internships }

• Rotating every term • Discovery week

o Sampling o Other classes o Exploring

• 2 schedules: 8 a.m. - 2 p.m., 2 p.m. - 8 p.m. • Flexibility

o Time - HS at night? Saturday? o Flexible time during day

Long block/short block Rotation Time for outside experiences

o Increased school year? • X block rotating? Not locked into set hours - district learning?



PROJECT-BASED LEARNING Project-Based Learning (PBL) is a challenging, but essential, component of 21st Century learning. The PBL approach is centered on classroom and homework assignments that are open-ended, with no single answer, much like real-world situations. They open with investigations of essential questions; require data gathering and assessment, synthesis of information, and formulation of concepts. PBL lends itself to interdisciplinary learning since so many real-world situations bridge traditional high school subject areas. It also teaches social skills such as time management, collaboration, and presenting. Projects could last from a week to a semester. Project-based learning is strongly endorsed by many of the teachers at both schools. Supporting it well may require some critical changes to the schools, including:

• Schedules (longer class periods) • Project work areas • Facilities changes to locate teachers of different specialties near each other

to support cross-disciplinary projects Concepts for project-based learning at DHS and DMS are outlined below. Many of these projects could be started soon, as pilot projects, in Spring or Fall 2010. Full descriptions are in the Appendix, Ch 4.2.

DHS Project Concepts COMMUNITY ORGANIZATION Find a community/organization need

• Half-year elective • Aspects of project linked with content (ie) business plan, marketing • Community responsibility

PERSUASIVE ARGUMENT: EVERY STUDENT GETS A LAPTOP Research and argue the benefits of every student getting a laptop

• Incorporates: o Writing skills o Research skills o Collaboration o Interview capabilities o Technology knowledge o Communication skills

• Content areas: o English/writing o Tech department o Math o Business/marketing o Art o Accounting

• How Long? 1 term/10 weeks • When? 4th term 2009/10 school year • Community responsibility


DMS Project Concepts EARLY CHILD DEVELOPMENT Students need to create some form of literature/book relevant to early childhood

• Invite local author to assist in process. Librarians, book stores, illustrators & elementary teachers

• One term long • Community Responsibility: incorporate Magic Dragon & Westwinds • Start next year • Pilot Project? YES!!

LIFE IN DUXBURY 1840’S Develop an educational understanding of life in Duxbury in the 1840’s with an emphasis on ship building and trading

• Create a working model based on business types • Lasts entire school year • Community Responsibility: supports community historical records

SCHOOL STORE To develop a business model for a self-sufficient School Store

• Content areas: o Math o English o Technology o Special Needs o Tech Ed (to build a space)

• How Long? The entire year • Community responsibility! • When? ASAP!

ALTERNATIVE ENERGY PROGRAM Design an Alternative Energy Program for school campus

• Content areas: o Science o Math o Government o Finance o Journalism o Debating o Graphic design o Topography o Site design

• How Long? Sept to March (for Town Meeting) • Community responsibility • When? Start next September



Both Schools Project Concepts OYSTER FARM: 8TH OR HS

• Design a plan to develop an oyster farm business in a third world country • Year-long project • Community Responsibility: Grads in the local community as advisors • Start today

MARINE ENVIRONMENTAL Marine Environmental Science with Global Connections What environmental issues as a seaside community are shared by other countries?

• Content Areas: o Environmental science o Oceanography o Spanish o How Long? Year theme

THE GREEN PROJECT: HS, MS, ES Find out how “green” our school is/isn’t + how to make it more energy efficient DHS, DMS, and Alden and Chandler students can do this work

• Content areas: o Science o English o Math o Social studies o Journalism o Art/tech ed

• How Long? Initial project - 4 weeks • When? Start ASAP


SCHOOL ORGANIZATIONAL STRUCTURE DHS is currently organized as a departmental high school, and DMS is organized as year level teams. These two models, while the most common for their year levels in the United States, are not necessarily the most effective ways of organizing school. Other methods offer advantages in certain areas. Workshop participants explored and evaluated the possibilities by working as Table Teams to rate different possibilities. The most favored ones are presented here. All possibilities are in Ch 4.2, Appendix. The Futures Team summary discussion recognized:

• The high school departmental model has many limitations • DMS has worked its way away from a separate 6th grade • Vertical schools may limit socialization

The building design must be flexible to allow these and other organizational models if it is to be a building that is viable for decades.

Duxbury High School DEPARTMENTAL HIGH SCHOOL Pros:

• Fosters communication within discipline Cons:

• Limited interdisciplinary communication • Isolation • Not great project-based learning across disciplines

SEPARATE 9TH GRADE CENTER, 10-12 OTHER Pros:

• Easier transition Cons:

• Isolating 9-10 HOUSES/11-12 OTHER Pros:

• Makes 11-12 electives more available • 9-10/11-12 cohesive mix • MS→ HS transition • Looping opportunities in 9-12 • Natural 9-10 age relationship

o Not driving yet! Cons:

• Doesn’t feel like a HS VERTICAL SCHOOLS-WITHIN-A-SCHOOL/SMALL LEARNING COMMUNITIES (9-12)



Pros: • Could be organized by theme • Opportunity for interdisciplinary teaching

Cons: • Scheduling • Changing HS teachers mindsets

F: THEMATIC SCHOOL WITHIN A SCHOOL Pros:

• Focused interest = increased engagement Cons:

• Choice pigeon-holes a student too early • Limited exposure to other kids - social/lack of diversity

4 PERSON TEACHER TEAMS 9-10/11-12 OTHER Pros:

• Build student/teacher connections o Smaller community

• Help with transition between grades + school • Focus on individual students

Cons: • Social implications • How to address leveling? • Scheduling issues AP, etc

SELF-DIRECTED STUDY/SENIOR (CAPSTONE) PROJECT Pros:

• Student directive of application • Community partnership • Sense of accomplishment

Cons: • Logistics • Staffing • Evaluation process


Duxbury Middle School SEPARATE 6TH with 7TH/8TH IN VERTICAL HOUSES Pros:

• Gradual transition from elementary model to MS model Cons:

• Relationship building is more limited 6TH, 7TH + 8TH IN VERTICAL HOUSES Pros:

• Continuity of structure (organizational procedures, etc) • More communication about students between teachers

Cons: • Might become “labeled” as the house for a particular type of teacher • Tough adjustment for 6th graders

ARTS AND TECH ED INTERCONNECTED IN CORE LEARNING Pros:

• Still have theme-based interdisciplinary work • Reaches more intelligences

Cons: • Scheduling challenge

Summary Discussion High School:

• Vertical schools may limit socialization • We should reject the departmental model • Be careful of certifications

Middle School:

• We have worked to go away from “C”

Duxbury Feasibility Study |Visioning | Ch. 3. -Facilities Concepts


CH. 3. -FACILITIES CONCEPTS

INTRODUCTION The Facilities Concepts presented here apply the Educational Vision to building plan and form. Developed by DHS and DMS teachers, administrators, students, and parents, the concepts represent commonly held values and clear intent to improve these already good schools, and position them to do a great job of delivering 21st Century learning.


PLACES FOR LEARNING The places most appropriate to support core 21st Century learning, and to be viable for decades to come, are noticeably different than the current classroom spaces in either DHS or DMS. The teachers, administration, students and parents from both schools gave serious consideration to the nature of learning spaces for critical core subjects. In general both schools desire spaces that have similar qualities and support similar educational deliveries. These include:

• Flexibility to allow several various school organizational structures • Flexibility to support a variety of teaching and learning modalities, including group

presentations, small group work, tutorials, independent study and research, and teacher teaming in addition to traditional didactic teaching

• Support spaces immediately adjacent to Classroom spaces • Spaces organized as Small Learning Communities (Houses, Pods) • Opportunities for interdisciplinary learning among core subjects • Immediate adjacency to non-core learning areas, such as arts, applied arts, and music, thus

enhancing interdisciplinary opportunities between core and non-core. The term “core plus” was invented to describe this concept.

• Fostering of teacher communication and collaboration through Teacher Work Rooms, meeting spaces, and professional spaces

Futures Team participants reviewed and ranked examples of learning places drawn from other schools. The examples believed to be generally the most appropriate for DMS and DHS are outlined below. A full report on the rankings is contained in the Ch 4.3 Appendix. The Futures Team analyzed places for learning and established preferences for the future Duxbury Middle School and High School. The Options were ranked and evaluated by Table Teams. The ranking and comments follow images of the Options. The most preferred Options are shown here. All Options are in Ch 4.3, Appendix.



High School Places for Learning The most preferred for the future DHS was Ipswich HS, followed by Waverly HS and John Grey Secondary School.


The reasons included: Ipswich

• Like Pod structure • Common Area • Multifunctional, flexible

Waverly

• Like Houses around Media Center School within a school • Can accommodate our population • Allows for flexibility and collaboration • Nice flow/connection • Pods/Houses • Library as center

John Gray

• Like some of open space • In any choice, teacher prep rooms - not assigned rooms • Like Commons idea for Library/food • Collaboration, common areas, spacing

Not all aspects of these were ideal: Ipswich

• Don’t like classroom size, lack of flexibility • Don’t like removal of other courses

Waverly

• Arts need to be closer • Would like science/language/art media in center with other courses around in Houses • Keep Special Ed closer/include



MIDDLE SCHOOL PLACES FOR LEARNING For DMS the most preferred was also Ipswich, followed by Cedar Springs and Wooranna Park.


Cedar Springs + Ipswich • Media Center is central core • Pods, Common Area • Teacher workstations/area • Accessible bathrooms • Flexible grouping because of mix of closed/open spaces • Flexible/(easily) movable walls/doors • Let’s incorporate the PAC! • DMS physical space - a field house?

Cedar Springs

• Pods, how big? • Like small learning groups • Teacher Planning Center

Ipswich

• Better collaboration space • Windows • Convenient bathrooms • Gathering/presentation space - central

Wooranna Park

• Building is a big message - don’t be too traditional • Needs teacher room • Art and world language as part of main space tech, P.E. space

Not all aspects of these were ideal: Cedar Springs + Ipswich

• Too closed classrooms • Needs to have integrated specialists

Cedar Springs

• More flexible walls between classrooms • Integrate all areas of instruction together • Need autism/special needs zone

Ipswich

• Pods too big • Add center as House/wing • Have specials at center of four houses • Barn (sliding) doors



HIGH SCHOOL + MIDDLE SCHOOL: CONNECTIONS + SEPARATIONS The Futures Team worked as a whole group to further explore the relationship between DHS and DMS if they were to be co-located in a single building. The chart on the following page establishes:

• Spaces that could be shared between the schools • Spaces that should be separate, used by only one school or the other • Spaces that should be available for community use

. SPACE Shared HS Only MS Only Community

Core Plus x x Science x x Language x x Art x x x F+CS x x Music – (staff shared) x x x Drama x x x English x x Math x x Social Studies x x Applied Science/Engineering x x PE-Gym Athletics x x Locker Rooms x x Fitness Center x x Classroom x x Display: All Student Work x x Performing Arts Center x Climbing Walls-Project Adv. Ctr. x

x

Media Center/Library divided Café x x Food Service x Administrative x x Distributed x x Guidance x x Nurse x x Special Ed. x x Low Incident Special Needs x Black Box Performance/Practice x x

Tech. Hub Center x Print Shop/Copy Center/Publishing x

Teacher Lounge x School Store x


The Futures Team developed a concept they called “core plus.” In traditional school planning, core subjects, and the spaces they occupy, are considered separate from other subjects and their spaces. Thus English, math, social studies/history, science, and sometimes world languages are thought of as being related, and therefore near each other, but learning in the arts, family and consumer, physical education, health, and applied learning are thought of as not related, and therefore could be located anywhere. “Core plus” thinking seeks to integrate these traditionally unrelated learning areas with English, math, social/studies, science, and world languages as a major step in creating a school building that supports integrated learning. A straw vote was taken after the Team developed the chart. In response to the question “Knowing what you know now, would you support a co-located high school-middle school?” The results were: Support: 34 votes Not support: 12 votes



OVERALL SCHOOL ORGANIZATIONAL DIAGRAM An overall school organizational diagram for co-located schools was developed in a whole group workshop session. The diagram below captures the essential qualities of the concept. These include:

• An identifiable DMS side, and a DHS side

• Connected to the Performing Arts Center

• Library/Media Center at the center

• Gymnasium/athletics located near the center

• A Concourse to connect the:

o Main Entries o Performing Arts Center o Cafeterias o Library/Media Center o Gymnasium/Athletics

• The Cafeterias/Student Commons located adjacent to Library/Media Center

• Core Plus functions organized in Small Learning Communities for both DHS and DMS


If the schools cannot be co-located, their individual organizational diagrams might look like these. \

Duxbury Feasibility Study |Visioning | Ch. 4.1 -Workshop #1 Notes


CH. 4.1 -WORKSHOP #1 NOTES

AGENDA The first Futures Team Workshop was held with all faculty and staff on 9th November, 2009. Notes of all activities follow.

REVIEW OF HOMEWORK Relevant Issues: 21st Century Schools What Works? What Could Be Improved at Duxbury HS + MS? Ken Robinson Defining Success Review of Current Programs

REVIEW OF HOMEWORK The Futures Team had been asked to review videos on the Mobile Learning Institute website. The videos prompted these comments: Research teams of kids Kids teach all Voltaire: show student work NCCB and global competitiveness: locally relevant, celebrate individuals, passion Connections with kids: how do you make connections with 25 kids Fielding: securityhigh achievement, safe

FUTURES TEAM




RELEVANT ISSUES: 21st CENTURY SCHOOLS Frank Locker presented on 21st Century Schools. Workshop participants scored the relative degree of relevance of the issues presented. Table Teams then discussed the presentation and identified the three most relevant issues for Duxbury HS + MS. Composite individual scores are presented below. Note the following issues were regarded as most relevant to the individuals at the workshop:

Flexibility for Change Relevance + Rigor Project-Based Learning


Individual Comments from Participants MULTIPLE INTELLIGENCES (Gardner) Unsure if relevant to building World is still one way, however, knowledge is necessary Meet students at their learning strengths Primary lower schools need to start there Music/art Teaching to all types of learners Generational difference - SPED Kids are strong in various intelligences Not meeting needs of all students

RELEVANCE + RIGOR (Daggett) Critical thinking + project-based/real-world Workplace success Acquisition vs adaptation Prepare for future → need to understand needs Adaptation is key to life-long learning Students need basic skills set Open-ended? What is important?

INTERNET/VIRTUAL LEARNING How do you hold students accountable? Christiansen’s “Disrupting Class” Cost/training/college connect willingness Break-out areas are key How does this impact school space - 25%-2014, 50%-2019? Need interpersonal

contact/collaboration Building size? On-line classes What happens to teachers? How much cost??? Individual learning ??? For (more specialized) specific subjects not taught at school Will become more relevant

INTENTIONAL RELATIONSHIPS Building? → zones/collaboration Community spaces - Break-out area “Open classroom” not new to Duxbury Know names - collaborate weekly School with school Relationships - very important Human engineering Is this possible if going virtual? Duxbury “campus” includes Student Union, PUPS for kids, Library, Dars, Alden, PAC



#1 ADVISOR/ADVISEE (Poland HS/MS) Building? 4 yrs - 1 teacher Senior Project Community = budget resources. One advisor - four year Relationship cluster - every 30 minutes Scary but exciting We do it - curriculum? Value?

FLEXIBLE FOR CHANGE (Glacier) Clusters Don’t want to loose Science department - closeness + individual work Without walls - years ago - learn from it Current for HS. Thematic community Better use of the building

SMALL LEARNING COMMUNITIES (Glacier, Cedar Springs) Teacher Planning Center/clusters Connected/feel connected Like the shared teacher room common areas Team - cluster - we are there at DMS Specials with core learning center Tough to move traditional teachers to this Large community Meeting space - interdisciplinary #2

TEACHER PLANNING CENTERS (Cedar Springs, Oxford Hills) Applied learning improves core learning - self-directed. Different delivery - team teaching Didn’t change curriculum - change delivery Time? Teacher spaces are in common areas, classrooms are general-shared spaces When does teacher have time - 90 kids - duplicate efforts - 9 centers? Team teaching We tend to be isolated by department

TEACHER TEAMS (HUMEX, West Heights) Creative/better know/interpersonal/teacher teams

INTERDISCIPLINARY LEARNING (HUMEX) Ipswich presentation area Western heights graph on single class vs integrated curriculum team teaching was impressive Great Project-based

SCHEDULING (Thomas Jefferson)


Period 8 is unassigned (2 days/wk) Think other possibilities - *flex with state rules Singletons difficult 8th block Accountability Period 8 - every few days - open block Period 8 - free We are limited by our schedule Need for free time - study halls How it might relate to start-time change? Connection

PROJECT-BASED LEARNING (HUMEX, Erie) Building? Relevance/connections between subjects Free time is valuable Data from one HS after one year

NEW CLASSROOM IDEAS (Australia Maths/Science) Building? Highly controlled zone/flex space Project-based learning Flexibility

APPLIED/TECH LEARNING (Canby Applied Learning Center) Applied Technology Center - 140 kids/service learning. Develop better schedules/video editing Yes Teacher development time table like elementary but with content experts Bio/Ag greenhouse/service learning Sustainable living greenhouse Comprehensive $$ better shared by district Work a lot with business – good - interesting - how would it work in Duxbury? Crops done with co-op - do as intern To everyone - not just a risk Service learning (retired teachers) Not in this community Voc schools are filled

COMMUNITY BASED LEARNING (Littleton) Building? Chudder’s General Store - kids set up website Could have a lot of abuse. Could be community outreach/course credit work Our old work-study (September) Community investment in school What are local businesses?

PERSONALIZED LEARNING (Met School) RI - Working in business 2 days/wk Tinkering



120 kids? - cluster-like Work in community was too rural. PUD worked due to city logistics Work in business 2 days/wk Must need guidance Use free time for personal projects

STUDENT WORKSPACES (MNCS) Kids self-directed - student work station. 40% SPED Hull, England - closed rooms - ability to open up Student (home base) long-term project Not all kids are self-learners Too open - too loud – distracting - DMS was like that in 80’s Not sure if that would work for all learners - creating own curriculum Big open spaces. Float kids might be good for advanced placement. More SPED/vocational kids Empowerment for kids Cool Unstructured Flexibility for future uses

OTHER Satellite with Warsaw Flex zones. Outside access to Gym/Auditorium (Site Bellingham) Library → encouraging

community use/perhaps even cable/media/TV/studio access. Community views school as second home

Much of it is scary because it is new - how do you shift the thinking?

Table Team Priorities Table Teams were asked to identify the tree most relevant issues. They are: TABLE TEAM 1 Relevance and rigor Project based learning Interdisciplinary learning

TABLE TEAM 2 Internet/virtual learning Intentional Relationships Flexible for change

TABLE TEAM 3 Flexibility

o Building layout o Scheduling o Workspaces (teachers and students) o Programs o Virtual learning/technology o Philosophical shifts o Curriculum adaptability


Connections (SLC) o Student/teacher o Teacher/teacher o School/community o Global

Student Learning o Standard achievement (traditional and non-traditional) o Assessment/student refection o Evolving/improving

TABLE TEAM 3 Internet (scary it will come)/Virtual (will building integrate it?) Scheduling Student Workspace

TABLE TEAM 4 Flexible for Change Interdisciplinary Learning Small Learning Communities (include the Arts!)

TABLE TEAM 5 Flexible Interdisciplinary Relationships

TABLE TEAM 6 Intentional Relationships Small Learning Communities Project-Based Interdisciplinary Learning

TABLE TEAM 7 Flexible for Change Small Learning Communities Multiple Intelligences

TABLE TEAM 8 Multiple IQ (Gardner) Small Learning Communities

o At the MS people know others well o Strategy for getting lots of other things o Small = 75-90-100 kids/team - 3-5 teachers o Class size: if14, know kids well; if 25, not so well

Applied/Tech Learning

Summary Comments from Participants • 50 year building therefore must look at the future



• 2001 & 2002 graduates on cusp of changing room sizes • Be prepared!!

WHAT WORKS? WHAT COULD BE IMPROVED AT DUXBURY HS + MS? The whole group brainstormed to identify what is working now at Duxbury HS and MS, and what is not. Here are the results:

Works Music teacher loop with kids 5-12; get to know kids better Outstanding music program, lots of after school stuff Music technology=good Voting day but no place for poll workers Campus-HS, MS, ES, arts, Library One 7th grader feels connected to teachers Exceptionally dedicated HS and MS teachers MSHS link program, web program in MS Loading 8 to 9 counselor Special education teachers on each team! Great Performing Arts Center but not connected to HS or MS, daily schedule delays • Some phenomenal instruction - campus is active into evening

o Art o Theater o Athletics

HS - variety of electives: tech ed, family consumer, piano lab Pockets of excellence regarding technology: MS-podcasting Parking at Alden, HS, MS, visitor parking Earlier discussions

o 9-12 departments work well o HS-MS science, math social studies - 1 or 2 times-good start

Could Be Improved Too many masters

o NEASC o MEAS o Rubric mapping o UBD - Understanding By Design

Scheduling: need some bits of freedom Communication: better school staffs and administration Gap in transition MSHS, teamsdepartments Lots of instruction is in isolation:

o At HS: languages, English too o At MS: language not part of teams


o At MS: MS in a HS building Repair and maintenance of buildings To better meet student learning styles: need more technology. Kids learn outside of school with

technology - we shut it off at HS Applied arts and sciences too far away - want interdisciplinary At DHS we do not learn with technology, kids expect lecturing Not lot of applied learning opportunities in core Interdisciplinary opportunities:

o HS department model o Physical building layout

Pockets of technology at MS Communication is school-wide issue

o Communication overload at times o E-mail a lot o MS - PA system poor o Very few phones

Vertical discussions o 9-12 departments o Not enough MS-HS

Traffic on sites Scheduling: shared teachers at HS and MS, “stuck in same schedule”

o Limits: social time, teacher collaboration time, kids going out of building is difficult Need better transitioning for special education kids

o AldenMS o MSHS

Looping 8 to 9 counselor, too many kids Discontinuity of MS counselors/caseload issues Greater gap AldenMS, different models of instruction, traditional elementary

classroomteams

KEN ROBINSON The Futures Team watched a video of Ken Robinson at the TED Conference, talking about creativity and schools. Comments afterword included: Stresses creativity Kids needs to move to think No need for “labels” Linear way of thinking characterized industrialism and the 19th century Creativity not unlimited to arts: physics too Curriculum limits us on bringing creativity into the classroom The story of “Frank sent this” means “O.K. to be wrong” Knowledge is cheap; no longer a measure of how smart you are Accountability: when does it catch up with use The world is a difficult place; kids need to be flexible



DEFINING SUCCESS The Futures Team worked as Table Teams to identify the characteristics of success. Table teams shared in addressing the topics below.

1. What are the characteristics of a SUCCESSFUL STUDENT? a. What kind of teaching/school organization gets us this success?

2. What are the characteristics of a SUCCESSFUL GRADUATE? a. What kind of teaching/school organization gets us this success?

3. What are the characteristics of a SUCCESSFUL SCHOOL? a. What kind of teaching/school organization gets us this success?

4. What are the characteristics of SUCCESSFUL PARENT/COMMUNITY RELATIONS? a. What kind of teaching/school organization gets us this success?

Successful Student Study skills Follow through Perseverance Social skills Feedback Edit/improve Communication skills Secure/safe Content mastery Curious and sees big picture Motivation/willingness to learn Confidence in ability Own system of organization Independence Teaching/organization Leadership that understand what kids/teachers need Facilitator/teacher role model Engaging work Differentiated/recognize individual Learning style Time for planning innovative learning/instruction Challenges Big picture/connection/communications/relevancy Grit Problem solving Self-starter Student accountability Good communicator Establish a solid foundation Adequate school facilities and supports parent involvement Motivated, curious, proud Risk taker (legal only,) can apply knowledge


Innovative creative teaching, techniques, passion Can it really be measured? What is success?

Successful Graduate Independent Critical thinker Problem solver Intellectually flexible/confident Core knowledge Avid learner/motivated/self-directed Literate Collaborator Tech. literate/life skills Goal-oriented Knowledge of self Passionate Able to access problems Interpersonal skills Qualities of individual success are mirrored in school success School connected to community Communication Advocate skills for self Civically aware Globally aware What gets these?

o PD days o Type/multi-district o Project-based learning o Being adaptable o Teacher connections/community o Prepared for next transition/level

Life- long learner Live independently Good problem solver Self-advocate Financially responsible Confident Strong sense of self Accountable for self Dreamer Life-long goals Follow through independently Good collaborator Healthy fear of failure Ability to communicate Open to change (adaptable) Resourceful



Strong work ethic Have a direction (focus/goal) Be a life-long learner (not necessarily formal) Explore your passion Adaptability Self-aware/confident and global awareness Well rounded Eager to experiment Contributes to society Uses resources effectively Good citizen

Successful School Kids want to go there/school philosophy is innovative Safe (emotional and physical) Teacher collaboration: teacher-teacher, teacher-student Positive attitude Teachers, kids, parent willing to experiment or to be flexible Community investment/involvement Well maintained and cleaned Active/life- long learners - teachers and students Offer something for everyone - need for more electives Open and welcoming to community Innovative, creative teachers (willing to take risks) Excellent facilities (no leaks) Motivated, innovative and passionate staff All around great communication Supportive community Utilize community resources Spatial flexibility Graduation rate Forward-looking professional development Knowledgeable, collaborative, passionate staff Accountable schools Open communication channels Ability to measure success/data Transition into society Graduation percent Post secondary Percent drop out Complete college - 5 years Alumni connections Strong/positive climate Qualified staff Funding Accountability to core goals and values Standardized testing


Positive climate/culture Safety Shared vision of excellence Student connection to the school and individuals Clear expectations, clear shared goals Clean and comfortable Well supported facility Tremendous instructors Remediation Quality of staff: retention, support Community partnerships Multi activities Student support Open to new ideas Flexibility Fostering passion Technology/support Administrative support Innovation/out-of- box thinking Models from other schools for industry

Successful Parent/Community Relations Respect Safe Trust Good communication school to parent Parent/community sense of belonging - parents belonging? Volunteer fundraising Common goals Honest/sincerity Involvement (different at all levels) Shared experiences Well-equipped space Acceptance Accept responsibility for own child Trust in the school to do the right thing for children Pride in community Allowing child to take risk that may end in failure Realistic expectations Partnership (common goals) Trust - goals well articulated Communication

o Effective o 2 way o Balance o Access o Multi-method (face to face, email, newsletters, etc.) o Honest, open, timely



Parent/community education - educational initiatives with strong communication Use community expertise within schools Open avenues to support school, ie, building, fundraising Volunteering in schools Kid-centered Mutual understanding of expectations Respect all people Consistency

REVIEW OF CURRENT PROGRAMS The Futures Team was asked to review current programs, services, and school organizational structure using the following framework: Here is a starter list of topics, covering types of learners, learning modalities, and relationships currently at Duxbury HS + MS. This list is not complete. Brainstorm with your table team to add others that are worth exploring. TOPICS: LEARNERS, MODALITIES + RELATIONSHIPS

1. Students with special needs: Special Education 2. Students with special needs: Gifted 3. Advanced placement/honors 4. Students who think (or we think) will not go to college/tech school/military 5. Students who are musical learners 6. Students who are bodily/kinesthetic learners 7. Students who are visual learners 8. Students who are bored/disengaged with school 9. Social emotional learning 10. Critical thinking skills 11. Problem solving 12. Teacher collaboration 13. Interdisciplinary learning 14. Applied learning (in all courses) 15. Connections between the MS + HS 16. Others to be identified 17. Etc

Each table will pick a few of these topics to review. All items are to be addressed. On your flipchart(s), record your table team’s answers to the following questions:

1. Identify the number + the topic 2. Is this topic something we are serving right now at Duxbury MS or HS? 3. If so, how/where/in what way do we currently serve the topic? 4. How well do we serve the topic? 5. Should we improve our programs/service/organization focused on this topic? 6. If “Yes”, how do we do that? If “No”, why not?


#1 Students with Special Needs: Special Education Yes, certified staff, program delivery, S.E.P.A.C External programs, resource room, out of district placement, co-teach, 504 accommodations, 1

on 1 Depends on the measure of success Absolutely

o Services need to advance with student o Survey client o Professional development o Better inclusion o Social awareness programs o Post graduate programs o Inter-district collaboration o Specific disability programs

#2 Students with Special Needs: Gifted

2. DMS-DI no separate program 3. DHS-DI (leveling and AP)? 4. Topic not well served 5. It should be seriously considered 6. Identify the students to determine programmatic needs

Differentiated Instruction resource center for teachers/students for implement best practices Project-based learning

#3 Advanced Placement/Honors Classes Are we serving this?

o Yes, maybe to a fault o Emphasis is strong there o Not able to take other electives, ex AP Latin/wind ensemble

Some kids pushed to AP would be better at Level 1 and raise the nature of Level 1 class Offer a number of AP classes We serve well at DHS Wide selection in all curriculum areas - assists with college acceptance It is a focus at DHS DMS students come to DHS for a challenge

#4 Students Who Think (or We Think) They Will Not Go To College/Tech School/Military

Not Serving Well Not many electives:

o DHS - family consumer science, child care, robotics o DMS - tech. ed, health



Limits to work programs; schedules an issue No more internships One year certification program - after graduation Improve Flexibility in schedule Life skill courses - from past!! Partnerships with other schools Focus has shifted from this group

#6 Body/Kinesthetic Learners 2. Yes, if identified 3. Some staff allow movement, some don’t in the classroom, 504 plan 4. Marginally/case by case 5. Yes 6. Professional development, building space, defined program, recess!

Bodily Learners Different presentation techniques Projects Smartboard (better use of interactive technology) Study hall Recess! Brain gym

#7 Visual Learners Topic - arts/academic classes, tech. ed./family consumer science DMS/DHS: Not serving this equally In academics - disconnected, lack of resource (projector/laptops/smartboard) Push to support music/band at DMS/DHS reduces support for art/theater/physical ed/tech

ed/media, etc – the other electives Opportunities for interdisciplinary is here! At DMS/DHS…district wide

o We present lessons through multi-modalities o Increases technology

• How do we improve? o Technology needs to be available everywhere and to everyone o Teachers need to be trained with new technologies that effectively benefit all students

#8 Students Who Are Bored/Disengaged With School TABLE TEAM 1 Must find options for every student

o Find the interest o Pair them within the class

Keep them engaged/focused Bored students - those not challenged in the subject matter


o Can they help to teach it o Peer coaching/teaching skills/expertise

Also those that are not good students and feel lost/consider it beyond them TABLE TEAM 2 Know we can do better

o Skill gaps o Lack of motivation > reasons for boredom/disengagement o Already know it

More interdisciplinary units - weave curriculum maps together Virtual learning skill build Mentoring among peers

TABLE TEAM 3

2. Yes 3. A/A=DHS, transition room at DHS, web-link program, guidance counselor 4. Limited, input varied 5. Yes 6. Choice, school to work, tech ed, revamp, look at levels

#9 Social/Emotional Learning

MS: Yes Grade 6 - health/wellness Teaming = connections W.E.B. Study Lunch bunch with G.C. Guidance - school psychologist Co-curricular - niches Peer mediation Supports IEP/504 - transition Social skills class Improve: programs, child study HS: Yes Link Co-curricular: drama, W.O.D., S. A.D.D., G/S all, music Guidance Advisory IEP/504 Transition program S.A.T.

#10 Critical Thinking Skills TABLE TEAM 1

DMS



Yes Open response - articulate process Build skills to address real life problems Essential questions/open-ended Specific skill focus in curriculum Critical thinking component in assessment - usual Collaborative/project-based Communication-grade: grade, school: school, vertical: subject Improve rubrics/criteria

DHS Open response Essential questions Assessments usually have critical thinking component Do we consistently push higher order? (synthesis/analysis) Project-based/collaborative Rubrics - feedback/criteria Need to specifically teach the skill Improve where does and where should this occur Improve rubrics Improve consistence in naming skill

TABLE TEAM 2

2. Variable by subject and teacher 3. Variable 4. Not as well due to department focus/schedules 5. Yes 6. Interdisciplinary

Project-based learning Place value on these skills/measures Missioneveryday execution in classes Share exemplars and rubrics to incorporate into teaching

#11 Problem Solving Yes 3. Teacher specific, part of teacher evaluation 4 Fair 5. Yes 6. Professional development, collaborative relationships

#12 Teacher Collaboration TABLE TEAM 1 At DMS teams exist/collaborate during common planning time Professional development (DMS/DHS) Department meeting (DMS/DHS) How do we improve?


o At DMS include ALL subjects (world language {for example, all student taking Spanish on one team, all other students taking Latin another, etc.} electives, art, PE, music, etc.)

o At DHS collaboration does not exist outside of department meetings (create professional learning communities within the schedule)

Professional development (DMS/DHS) TABLE TEAM 2

2. DMS-Yes via teams with SPED teacher included DHS-not universally (individual only) Both-department meetings/faculty meetings 3. & 4. At DMS core and SPED teacher form a team to serve approximately 110 kids

Both schools - electronic access to curriculum materials (resources, props, templates, lessons) Some vertical collaboration (about kids and curriculum) PD (limited time)-sharing but practices/tech Limited by space, time and desire Co-teaching

1. DMS-add language and specialists to teams 2. DHS-room for improvement

Both schools: common planning time, space, tech. access, PD (especially co-teaching)

#13 Interdisciplinary Learning

2. At DMS - a bit At DHS - no 3. at DMS mostly 6th grade or exists between just two teachers at 7 and 8 4. Need to do more/better 5. Yes!

8 block schedule (1 period with more freedom) Schedule - common planning, teams, flexible time and grouping Teacher - drive PD to make connection Commonalities in maps Shifting from department to theme based learning

#14 Applied Learning (in All Courses) TABLE TEAM 1

Some areas - pockets 3. Journalism, FCS, (child care-food service, music, social studies course, community service, Senior

Project, art-empty bowl, nature’s class, tech ed, weather-solar panel, drag. TV 4. Pockets of excellence 5. Yes 6. Facility, connect content to real world

TABLE TEAM 2 2. DMS - arts, music, drama, FCS, tech. 3. DHS - varies in core classes 4. Always needs improvement



5. Yes 6. More PD and collaboration Better facilities Allow teacher creativity

#15 Connections between the MS + HS TABLE TEAM 1

• Web • Link crew • Guidance? > explore potential • Variance? > explore potential • Curriculum connection • Shared teachers • HS tutors for MS students

TABLE TEAM 2

2. DMS-web program DHS - link program Freshmen advisory (could be used to supplement motivation)

3. Serve social/emotional transition for kids, web - ongoing through year 4. Not an academic transition for kids, kids have academic anxiety that web/link doesn’t address 5. Add academic transition piece for kids and teacher, add advisory component at DMS

If child is having anxietycreate opportunity for parental involvement

TABLE TEAM 3 Current connections: Link crew World language Music program Team chair: Special Education Schedule Staff (in certain areas) Outdoor facilities (PAC) Some students take 9th grade math in 8th grade Vertical articulation of mapping High school students give lessons to middle school students Improvements: Reevaluate schedule Time for collaboration/communication between both schools High school students mentoring/working with middle school students Share teacher expertise to tap into student creativity at a younger age

#16 Kids Who Fall Through the Cracks The average student (50% of them)


o Not understanding or underperforming o Untapped potential o Not vocal/demanding o No connection to the school

MS - ABC’s Chandler - safe and quiet DHS - advisory Need teacher collaboration for individualized attention Project-based leaning Students as teachers Small Learning Communities Teacher mentors

#17 Technology Integration 2. Yes 3. Lab usage, textbooks, uses knowledge, Smartboards, mimeos, tablets 4. OK - trouble keep up 5. Yes 6. Use with T directive, tech plan?, raise expectations, teacher experts, level of experts - consist

support staff, more labs, infrastructure, on-line courses

Duxbury Feasibility Study |Visioning | Ch. 4.2 - Workshop #2 Notes


CH. 4.2 - WORKSHOP #2 NOTES

Futures Team


AGENDA The second Futures Team Workshop was held with all-faculty and staff on 10th November, 2009. Notes of all activities follow. Homework High School + Middle School: Educational Opportunities Project-Based Learning Reflections on High Tech High/ Larry Rosenstock School Organizational Structure

HOMEWORK The Futures Team had been asked to review the Edutopia and Heppell.net websites. The websites prompted these comments: Research teams of kids Kids teach all Voltaire: show student work NCCB and global competitiveness: locally relevant, celebrate individuals, passion Connections with kids: how do you make connections with 25 kids? Fielding: securityhigh achievement, safe

HIGH SCHOOL + MIDDLE SCHOOL: EDUCATIONAL OPPORTUNITIES Workshop participants worked as table teams to explore the opportunities and liabilities inherent in a co-located high school and middle school. The challenge was: Assuming the high school and the middle school were co-located in a single building:

A. What opportunities would this create for students? B. What liabilities does this create for students?

C. What opportunities would this create for teachers/ administration?

D. What liabilities does this create for teachers/administration?

E. What hopes would the parents/community have?

F. What concerns would the parents/community have?



Table Team 1

A. Student Opportunities Increased resources

o Bus o Energy cost

Joint co-curricular (sports, music, drama, etc) Peer training

B. Student Liabilities Poor innocent HS students exposed to fights/bullies Poor innocent MS students exposed to graffiti and smoking in bathrooms Space Schedules

o Time + use of facilities Lunches New experience/beginning last 2 Gyms

C. Teacher/Administration Opportunities Collaboration/larger pool of teachers to work with

D. Teacher/Administration Liabilities Job reduction (teacher + administration)

E. Parent Hopes F. Parent Concerns Concerns → 12 yr olds in school with 18 yr olds

Table Team 2 A. Student Opportunities

+ Access for younger (MS) students to HS courses, etc Older students mentoring younger students Less transition issues Access to combined resources

o (Gym, Lab, Library . . . .) Co-curricular

B. Student Liabilities Age - maturity levels Scheduling

C. Teacher/Administration Opportunities for Co-teaching Access to resources Easier to build consistency in curriculum Efficient use of physical resources Cost savings for administration Better facilities for community use

D. Liability Security Supervision Safety Less flexibility for scheduling Turf “wars” for shared spaces

E. Parents/Community


Greater learning opportunities + social development Cost savings for tax payers Increase in home value

F. Concerns Age mixing Scheduling Security + safety Parking - not enough? Traffic

Table Team 3 A. Student Opportunities MS can take HS classes Mentoring HS to MS - tutoring Easier for project-based learning to teach younger students Student/student teaching Easier/less intimidating transition MS - HS Facilities - sharing Getting to know staff over 7 years - familiar faces Clearer expectations - academic, social

B. Student Concerns Too big, overwhelming Age difference too great - 11-19 years old Overbooked facilities - ie labs/awd/only 1 Design should be different for different ages

o MS team/HS team - different schedules 7 years in one place is difficult - no movement

C. Teacher/Administration Opportunities Sharing staff Collaboration Shared expertise Clear expectations/continuity among grades Vertical articulation Implementation of curriculum Administrators Shared staff Expertise Expectations Access Knowing kids

D. Concerns - Teachers Loss of MS IDENTITY - mini-HS Overwhelming size Access to all facilities due to increased use Increased isolation due to sheer size Expectations vary 6-12 Administrators Too many kids to know Cut down on administrator + it would make it unmanageable



Little fiefdoms - separate schools within schools Same consequences for discipline - 11 yr olds/18 yr olds?

E. Parents/Community Hopes Still separation of communities Share assembly Economical - lower cost to build/maintain Open to community

F. Parent/Community Concerns Age difference in kids Lost in shuffle - falling through cracks 5th to 6th transition would be very difficult Building for 50 yrs - investment that will suit community over time - will concept hold?

Table Team 4 A. Student Opportunities Mentoring especially for extra curricular Big brother/sister for ELL Easier transition for MS students (comfort level) to HS level More schools Ability to focus on specific areas of interest

B. Student Liabilities Socializing beyond student age groups, ie gr 7+12, 6+12 Growing up too fast Sports - injuries, bypassing upper classman Traffic + parking issues (Athletics as well as Drama) Keeping track of 2,000 students

C. Opportunities for Teachers/Administrators Variation of grades-energy-passion-knowledge Collaboration with peers Shared resources Longer time to establish relationships Scheduling *(CONCERN as well)*

D. Liabilities for Teachers/Administrators Number of students in one facility - too large Change of leagues due to increase of students at 1 building Keeping track of students Navigating a large structure Cost-budgeting* (CONCERN as well)*

E. Parent/Community Hopes That they wouldn’t have ONE big school *(CONCERN as well)* Keep 2 groups (lunch, gym, teams, activities)

o Each group keeps its own identity within a single school F. Parent/Community Concerns Size - Mixing of students - anxiety for students/parents


Table Team 5 A. Student Opportunities Peer mentoring Recognizing future opportunities Shared resources (staff, supplies) Fewer logistics issues Gifted learning opportunities Flexible pacing Easier transition

B. Student Liabilities Social issues

o School culture Logistical issues

o Lunch o Changing classes o Parking o Arrival/departure

C. Teacher/Administration Opportunities Curriculum continuity Interpersonal connections Shared resources + collaboration Scheduling Administration logistics

D. Centrally Located (convergence) Scheduling ease Easier transition Security

E/F. Parent/Community Hopes/Concerns Social interactions (too early - too soon) Cost Timing and logistics of construction Changing or rushing their adolescence

Table Team 6 A. Student Opportunities Course opps for MS students HS students mentor MS/HS transition Improved facilities Curriculum continuity

B. Student Liabilities HS students too connected to MS Large age difference (5-12) Population too large MS students need a fresh start

C. Teacher/Administration Opportunities Collaboration between grades



Shared services o SPED o Administration

Scheduling flexibility D. Teacher/Administration Liabilities Blurred responsibility Conflicting philosophies

E. Parent/Community Hopes Extra-curricular activities centralized Bus service one stop Maximize $ spent

F. Parent/Community Concerns MS/HS mixing

Table Team 7 A. Student Opportunities Remedial and advancement opportunities for students with different needs Mentoring of younger students by older Shared resources

o Library o Technology o Track/fields o Gyms o TV Studio o Music Tech Lab

Theatre department Co-curricular Shared staff Student-run restaurant in hotels - like front lobby

B. Student Liabilities *Culture of MS different from culture of HS Exposes younger students to issues related to older students

C. Teacher/Administration Opportunities Vertical articulation Peer observation Shared resources (ie, lab equip, TV studio, etc) MS teachers should mentor HS students *Opportunities for administrators

o Shared responsibility D. Teacher/Administration Liabilities Less staff More careful monitoring of interaction between upper/lower grades Liabilities for administration

o Restructuring of administrative positions 2/2 E. Parent/Community Hopes All students would have access to 21st century technology More opportunities!


F. Parent/Community Concerns Safety - mixing older/younger students How do we create small communities in a large community?

Table Team 8 A. Student Opportunities: Course flexibility Peer mentoring/tutoring More electives Combining resources Teacher collaboration leads to:

o Easier/smoother transition o Students known by more adults o Fewer scheduling constraints o Consistence in Guidance/other services

B. Student Liabilities Maintaining sense of community identity More scheduling constraints Intimidating? Safety?

C. Teacher/Administration Opportunities Teacher collaboration (formal and informal) Shared staff better utilized More resource availability Better opportunities to utilize expertise Leverage technological expertise

D. Teacher/Administration Liabilities Bigger footprint → possibly more distance?

E. Parent/Community Hopes Peer mentoring Modeling Kids have expanded opportunities More consistency More cost effective Continuity of relationships

F. Parent/Community Concerns Age gap issues Modeling

Table Team 9 A. Student Opportunities Shared facilities Cost efficiencies Shared faculty HS student teaching MS kids can take HS classes



Improved traffic flow/bus drop-off Athletic complex consolidated Connect to PAC Grade 9 transition Teacher collaboration - vertical + subject areas

B. Student Liabilities 6th grade transition (3/5) Gym space Scheduling conflicts with stored spaces Building security School identity How to maintain community feel in large facility

C. Teacher/Administration Opportunities Manageable floor plan/flow*Collaboration Best practices Cost savings in areas like nurse, guidance, records

D. Teacher/Administration Liabilities Discipline

E. Parent/Community Hopes 50+ year life Flexibility PRIDE

F. Parent/Community Concerns Fear (younger-older kids) Discipline Security buy-in Investment Property value Use of facility Abutters

Table Team 10 A. Student Opportunities Access to different level courses Opportunity for student mentoring Eases transition - MS to HS One drop-off Student Liabilities

B. Teacher/Administration Opportunities Age and maturity too diverse ++ Student mass creates anonymity Passing times = time off-task Too long a time in one place

C. Teacher/Administration Advantages Longitudinal curriculum advantages Shared expertise

D. Teacher/Administration Liabilities


Security Scheduling Discipline

E. Parent/Community Hopes Student acceleration + Shared resources

F. Parent/Community Concerns Student acceleration Safety/security/health concerns Overwhelming size Anonymity Financial input Construction concerns

PROJECT-BASED LEARNING EEVA REEDER VIDEO The Futures Team watched an Edutopia video on Eeva Reeder’s 10th grade geometry class. This was followed by creation of projects for Duxbury HS and MS by each table team. FUTURES TEAM PROJECTS Table teams were asked to develop a project to serve as the vehicle for learning, using the following format: Develop a project to serve as the vehicle for learning. Document the skills, characteristics, facts, and/or attributes students must possess to complete the project successfully. Identify content/subject areas.

1. Describe the project. The project should be sufficiently complex to not have a single solution.

EXAMPLE: Design a marketing strategy to market independent student summer businesses.

2. Describe the skills/prerequisites students must possess to complete the project successfully.

3. Describe the content/subject areas. One, two, or more? 4. How long does it last? How prominent is the project within the context of the curriculum?

EXAMPLE: It’s a treat for students to break from our regular schedule. We do a week long project once a year.

EXAMPLE: There are two levels of projects.

The first is a single, highly complex, year-long project that serves as the basis for everything we cover in the core curricula (English, Math, Social Studies, Science).



The second is a series of smaller projects designed to help students complete the larger project. Students are always working on a project of one kind or another.

5. Does it involve community responsibility? How?

6. When could this get started? Can it be a Pilot Project?

EXTRA CREDIT: How are the multiple intelligences acknowledged and nurtured?

Community Organization 1. Project: Find a community/organization need

2. Skills: Contact local resource person(s) Planning skills

o Big picture 3. Content Areas: Mathematics (Economics) Writing Public speaking Possibly Science, Art, etc - depending on organization Technology Business skills Civics

4. How Long? Half-year elective (2 of 2) HS project runs throughout

o Aspects of project linked with content (ie) business plan, marketing 5. Community Responsibility? Yes - sec #1

6. When? Beginning or mid-year

Extra Credit: Linguistic Artistic Math Verbal Intrapersonal + interpersonal Naturalistic

Early Childhood Development 1. Project: Students need to create some form of literature/book relevant to early childhood

2. Skills/Prerequisites: Invitation of local author to assist in process. Librarians, book stores, illustrators &

elementary teachers


3. Content Areas: Child development ELA Illustration/technology Marketing/business Prominent - Arts, Science, ELK

4. How Long: One term

5. Community Responsibility: Incorporating Magic Dragon & Westwinds

6. When? Next year Pilot Project?

o YES!!

Oyster Farm: 8th or HS 1. Project:

Design a plan to develop an oyster farm business in a third world country 5 Skills/Prerequisites:

Writing skills/creative writing/report writing Graphic designs Communication skills Analytical skills/finance business/sell products Science/environmental/ecological/knowledge History of industry + community

2. Content Areas: All content areas covered

3. How Long? Year long project

4. Community Responsibility: Grads in the local community as advisors

5. When? Start today

Marine Environmental 1. Project: Marine Environmental Science with a Global Connection What environmental issues at a seaside community are shared by other countries?

2. Skills: Define ecosystem Collect local data Expand vocab Letter writing Tech/skype/e-pals

3. Content Areas: Environmental science Oceanography



Spanish 4. How Long? 5. Community Responsibility: Batetelle/Island Creek Spanish speaking community

6. How Long? Year theme Environmental Science and Spanish

Outcome: Awareness Campaign/solutions

Possible exchange to work on environmental issue Add to Maluga exchange Student directed

The Green Project: HS, MS, ES 1. Project: Goal: To find out how “green” our school is/isn’t + to make it more energy efficient

2. Skills/Prerequisites: Gather + analyze data on energy consumption Research alternative energy solutions & recycling programs Create an action plan

o Contact experts o Explore costs

3. Content areas: Science English Math Social studies Journalism Art/Tech Ed

4. How Long? Initial project - 4 weeks Future - challenge other schools to participate

5. Community responsibility: Local experts - input Benefit for NEW SCHOOL

6. When? ASAP

Extra Credit: Multiple Intelligences Kinesthetic Nature All but music


Life in Duxbury 1840s 1. Project: Develop an educational understanding of life in Duxbury in the 1840’s with an emphasis on

shipbuilding and trading Create a working model based on business types

2. How Long? Lasts entire school year

3. Community Responsibility: Community historical records

Persuasive Argument: Every Student Gets a Laptop 1. Project: Persuasive Argument: Every student gets a laptop

2. Skills/Prerequisites: Writing skills Research skills Collaboration Interview capabilities Technology knowledge Communication skills

3. Content areas: English/writing Tech department Math Business/marketing Art

PHASE ELA SOC STUDIES SCIENCE MATH ARTS

1 Historical Research

Research historical literature, trade documents

Studies of recent trade agreements

Accounting, supply/XXX

Period clothing, create monologues by XXX

2

Establish- ment of roles based on business models

Create supporting differentials for each role

Exploration + research of each role

Explore materials, harbor, weather patterns

Geometry, statistics, +

financial operations of XXX role

Create scripts, sets + design to community XXX rule based on business

Shipbuilding XXX XXX ship captains, bankers,

3Develop business cases

LIFE IN DUXBURY 1840S



Accounting 4. How Long? 1 term/10 weeks

5. Community responsibility: School administration/school committee Business community Higher education

6. When? 4th term 2009/10 school year

School Store: MS 1. Project: To develop a business model for a self-sufficient School Store

2. Skills/Prerequisites: Computation - percent, budget, decimals Advertising/marketing

o Develop marketing plan that uses technology o Develop a store website

3. Content areas: o Math o English o Technology o Special Needs o Tech Ed (to build a space)

4. How Long? o The entire year

5. Community responsibility: YES! Social community Local vendors Advertising in Clipper

6. When? ASAP! (We may have to leave early to get going!)

Alternative Energy Program: MS 1. Project: Design an Alternative Energy Program for school campus

2. Skills/Prerequisites: Math Science Analytical research skills Public speaking Writing Technology

3. Content areas: Science


Math Government, Finance, Journalism, Debating Graphic design, Topography Site design

4. How Long? 4 Sept to March (Town Meeting)

5. Community responsibility: Involves town committees and… Alternative Energy Commission or Planning Board Zoning Fiscal Advantage School Building Committee Selectman School Committee Town Meeting

6. When? Next September

Extra Credit: Multiple Intelligences: Interpersonal Linguistic Mathematical Visual Naturalistic

REFLECTIONS ON HIGH TECH HIGH/ LARRY ROSENSTOCK The Futures Team watched a video from the Mobile Learning Institute of Larry Rosenstock, CEO of High Tech High, talking about his high school and middle school. Table teams identified issues/comments that apply to Duxbury HS and MS.

Table Team 1 Rigor does not mean volume of work Open area - distractions

o (Driven to distraction) Don’t abandon traditional classroom space

Table Team 2 Energy problem has multiple solutions Creative problem solving Different learning styles Teacher as facilitator - not lecturer



Kids accountable for their own learning

Table Team 3 Project-Based Learning

Student interests Teachers passion/interests Materials - space Planning Architecture

o Aesthetics

Table Team 4 We are assuming that kids enter MS with basic skills Is project-based learning all they do? Remedial teaching - where does it fit? Are project-based model schools focusing on kids who didn’t perform in traditional settings? DMS already does project learning

o Team approach lends itself Departmentalized concept doesn’t lend itself to project learning

Table Team 5 Flexible classrooms/building What percentage of the curriculum will be project-based?

o 20% o 30% o 50% o 100%

How do you balance with standards? Culture shift

o Kids trying on new roles Principal relating to staff

Table Team 6 Implications

o Funding o Space o Planning time o Shift in instruction o Personalized learning o PASSION o Schedules o Vo-Tech?


Table Team 7 Definition of rigor Respectful Liberal Arts School in disguise Transparent teacher space Student work on display School atmosphere

Table Team 8 Relevance to DMS: How can we do this?

Different space Materials Teaching freedom - maybe won’t teach all items on curriculum maps Freedom of time Choice of teachers to collaborate with Develop assessment pieces that go along with project-based learning Shift in philosophy - the process is as important as the product!

Problems: Fear of not covering all material

Table Team 9 Buy-in Space Open minded about education Don’t be afraid of new concepts Still need to meet standards Planning, planning, planning Risk taking

o Community expectations o What are the needs? o Where is the passion?

Incorporating vocational and academics

Summary Discussion High Tech High questions:

o Basic skills - ask Larry o How to integrate into public schools?

Eeva Reeder questions: o Find out what is being done in 6 weeks

P-BL does not fit into the box Administrators to plot the way

Passion Mass high performing districts?

o Waymouth academies?



o Pocket of brilliance How willing are we to challenge the past? Where do we go from here? How do we define the passion? How to talk to parents? A STEM school is nearby:

o Scituate: Gates Elementary School has an Engineering Lab Align with universities

o Woods Hole

SCHOOL ORGANIZATIONAL

STRUCTURE The Futures Team chose several high school and middle school organizational structures and developed “Pros” and “Cons” of each. The possibilities were: HIGH SCHOOL ORGANIZATIONAL MODELS Choose a few of the following + identify the Pros and Cons of each.

A. Departmental High School B. Separate 9th Grade Center, 10-12 Other C. 9-10 Houses/11-12 Other D. 4 Person Teacher Teams 9-10/11-12 Other E. Vertical Schools-Within-a-School/Small Learning Communities (9-12) F. Thematic Schools-Within-a-School/Small Learning Communities G. Self-Directed Study/Senior (Capstone) Project H. 6-12 Thematic Academy within HS/MS I. Out of the Box

MIDDLE SCHOOL ORGANIZATIONAL MODELS Choose a few of the following + identify the Pros and Cons of each.

A. Grade Level Houses, 6th as transition year, self contained classrooms B. Grade Level Houses, all teachers teaming C. Separate 6th Grade Center, 7th + 8th in Vertical Houses D. 6th, 7th + 8th in Vertical Houses E. Magnet/Thematic House in addition to any of above F. Arts + Tech Ed integrated in core learning G. 6-12 Thematic Academy within HS/MS H. Out of the Box


High School A: Departmental High School Pros: Fosters communication within discipline Scheduling flexibility Project-based learning within discipline is easy to implement Sequential planning

Cons: Limited interdisciplinary communication Isolation Not great project-based learning across disciplines

High School F: Thematic School within a School Pros: Tailored to learning style Small learning community is a plus Practical use of space Healthy competition Great school for a larger school system Grant $

Cons: Theme

o Choice - pigeon-holes a student too early o Anti-diversity o Compromises flexibility o Too rigid

High School F: Thematic/Small Learning Communities Pros: Set up an exploratory year - 9th grade Smaller population of kids - know them better Focused interest = increased engagement Connect disciplines through themes Easy to remain within parameters of frameworks Project-based learning easier

Cons: Limit focus too early Limited exposure to faculty Kids change their minds Flexibility limited Preparation for future careers needs to be diverse Limited exposure to other kids - social/lack of diversity Co-curriculars - kids won’t know each other



High School D: 4 Person Teacher Teams

9-10/11-12 Other Pros: Guidance Build student/teacher connections

o Smaller community Help with transition between grades + school Life skills/competencies Course planning/selections Teacher training/collaboration Focus on individual students Continuity No ramping up at start of school Longer-term project

Cons: Social implications Class-wide cohesion Too much coddling? Leave out language, music, etc What if not a good fit? How to address leveling? Scheduling issues AP, etc

High School B: Separate 9th Grade Center, 10-12 Other Pros: Easier transition Intimate/personal setting Same Freshman experience for all kids

Cons: Isolating Staffing Teaching Continuation DMS

High School C: 9-10 Houses/11-12 Other Pros: Makes 11-12 electives more available 9-10/11-12 cohesive mix MS→ HS transition Looping opportunities in 9-12 Natural 9-10 age relationship

o Not driving yet! Adds to team building

o Keep from falling through cracks


Better 11-12 career Exploration of opportunities

Cons: Lose 9-12 cohesive mix Doesn’t feel like a HS What does administration structure look like? Does not work with current guidance structure

Gr 11 + 12: More independence Con - impedes school cohesion

High School E: Vertical Schools-Within-a-School/Small Learning Communities (9-12) Pros: Variety for teacher (multi-grade level) Potential for small groups of students (theme) Could be organized by theme Opportunity for interdisciplinary teaching 4 teams of 250

Cons: Scheduling Changing HS teachers mindsets

High School G: Self-directed Study/Senior (Capstone) Project Pros: Student directive of application Community partnership Sense of accomplishment Independence Fosters passion of learning Diverse success

Cons: Logistics Staffing Accountability Some kids excluded? AP classes Evaluation process

Middle School C: Separate 6th - 7th/8th in Vertical Houses Pros: Gradual transition from elementary model to MS model Freedom to do things independent of other grades

Cons:



Isolation Relationship building is more limited Less collaboration (vertical)

Middle School D: 6th, 7th + 8th in Vertical Houses Pros: Continuity of structure (organizational procedures, etc) Long-term projects can take place over period of more than one year More communication about students between teachers 1 Guidance counselor per house 1 Tech Lab per house 1 Administrator per house

Cons: Might become “labeled” as the house for a particular type of teacher Tough adjustment for 6th graders

Middle School F: Arts and Tech Ed Interconnected In Core Learning Pros:

Still have theme-based interdisciplinary work Allows exposure to a variety of themes Reaches more intelligences Put on team Real world

Cons: Scheduling challenge What has to be given up? Do we have funding, technology, and space to support?

Summary Discussion High School:

Vertical Schools may limit socialization We should reject the departmental model Be careful of certifications

Middle School: We have worked to go away from “C”




CH. 4.3 - WORKSHOP #3 NOTES

AGENDA The third Futures Team Workshop was held on 2nd December, 2009. Notes of all activities follow. School Transformation + Development Map Schedule Places for Learning High School + Middle School: Connections + Separations Guiding Principles Overall School Organization Diagram Developed through a website blog: 2030

Futures Team


SCHOOL TRANSFORMATION + DEVELOPMENT MAP Workshop participants worked as individuals between workshops to review the multiple educational practices and facilities concepts in the School Transformation + Development Map. They scored their schools as follows:

• Education Today • Facilities Today • Education in the Future • Facilities in the Future

Average scores follow.

DMS Today Future Education Facilities Education Facilities 2.27 1.3 4.1 4.12



DHS Today Future Education Facilities Education Facilities 2.21 1.45 4.1 4.1


SCHEDULE Challenges presented by the schedules had been recognized by both schools in the first two days of workshops. To bring the scheduling issues into focus, participants worked in Table Teams to clarify scheduling needs. The challenge was:

• Identify goals for appropriate schedule • Develop conceptual schedule

Table Team 1 DMS GOALS Would apply to DHS as well Curriculum delivery All students have access to all curriculum

o Teaming o Integrate core with specialists o Project-based learning o X-block/advisory

CONCEPTUAL SCHEDULE Teams schedule for their own kids with set lunch? X-block times (could mean no rotation

necessary) X-block would be vertically teamed for advisories, project-based learning and specials (music)

Table Team 2 DMS GOALS Would apply to DHS as well Flexible (to accommodate the ability to “roll” with an idea) Collaboration time for teams of teachers Rotation’s affect community learning opportunities Coordinate “specials” with “core” subjects Provide ability to team teach, eg English/history combinations Hybridize! Combination of

o Rotating o Fixed

eg M-Th rotating, Fri fixed)

Table Team 3 DMS GOALS Flexibility

o Increase interdisciplinary teaching/projects Specialists included in a team Block EVERY DAY for:

o Teacher meetings (team, whole staff) o Extra help for students/fun activities o Teachers connecting with students in “informal” activities o Teachers connecting with each other o Positive advisory sessions for students



Teams set their own schedules within the parameters of the larger (whole school) schedule CONCEPTUAL SCHEDULE Non-rotating block ½ Multipurpose “milk break” every day

o Kids are getting “Extra help” Participating in a fun activity (gym, art, music) Socializing

o Rotating schedule for staff to cover students All teachers miss milk break once a week to interact with students Other teachers are:

• Meeting • Collaborating • Planning

Table Team 4 GOALS Collaboration More interdisciplinary Longer block - 80 minute project-based learning/science labs/collaborative Flexibility 6-12 same/consistent uniformity Streamline administrative functions in home room/eliminate homeroom

CONCEPTUAL SCHEDULE Four 65 minute blocks, one 80 minute block per day rotating in a 7 day schedule Teams will have flexibility to adjust as necessary

Table Team 5 DHS GOALS Shared time 8:30 Rotating periods in morning core courses (45 minute periods) Activity time/lunch block extended

o Clubs/activities Block schedule in afternoon

o Project-based } o Community service} collaborative based o Internships }

Rotating every term Extended day Civilized time During school activity time Community service time

o Internships Project-based time


Collaborative time o Teachers and students

Table Team 6 DHS GOALS Kids need routine/structure Study “hall” Set days for classes: M/W/F, T/Th Flexibility

o Rotate AM/PM blocks (hybrid) Collaborative groups (cross-discipline/cross-grade) Discovery week

o Sampling o Other classes o Exploring

Table Team 7 DHS GOALS Flexibility

o Time - HS at night? Saturday? o Flexible time during day

Long block/short block Rotation Time for outside experiences

o Increased school year? Collaboration

o Time for Professional Learning Community o Teacher planning - professional development in school day o Time for project-based learning (kids and staff) o Students get personalized learning experiences - help, work with other students

Social/Emotional Component o Kid/kid, kid/adult, adult/adult

CONCEPTUAL SCHEDULE Build in an X block for PLC/advisory/student projects/individual help Keep a long block schedule of at least 65 minutes for most days Possible mix of short/long block Rotate 2 schedules: 8 am-2 pm, 2 pm-8 pm Individual schedule of choice

Table Team 8 DHS GOALS Ample time for project-based learning - minimum 60 minutes Flexibility for internships/jobs Rotating schedule for equity of instruction Common planning time



Academic support X block rotating? Not locked into set hours - district learning?

Table Team 9 DMS + DHS GOALS Allow students access to multiple modes of instruction (PBL) Allow students interdisciplinary and collaborative instruction Allow common planning time for teachers and students School to work/community service

CONCEPTUAL SCHEDULE Rotate: traditional vs extended block X-block Theme approach: cluster/learning academy

A B C D E F 1 1 1 4 7 7 2 2 2 5 6 6 4 4 3 6 5 5 5 5 7 7 4 4 6 6 3 3 7 7 2 2

1 1

PLACES FOR LEARNING The Futures Team analyzed places for learning and established preferences for the future Duxbury Middle School and High School. The Options were ranked and evaluated by Table Teams. The most preferred for the future DHS was Ipswich HS, followed by Waverly HS and John Gray Secondary School. For DMS the most preferred was also Ipswich, followed by Cedar Springs and Wooranna Park. The ranking and comments follow images of the Options.

HIGH SCHOOL PLACES FOR LEARNING





Table Team 1 PREFERENCES FOR DHS 1: Ipswich Like pod structure Don’t like classroom size, lack of flexibility Can’t pull together Don’t like removal of other courses

2: Waverly Combined with Canby Like houses around Media Center (would like science/language/art media in center with other

courses around in houses) Combine Canby as center pod with Waverly houses

3: John Gray Like some of open space In any choice, teacher prep rooms - not assigned rooms

Inappropriate for DHS Southampton

Table Team 2 PREFERENCES FOR DHS 1: Waverly, Ipswich + John Gray Like HTH glass/visibility Like Commons idea for Library/food

2: Madison Renovation only

Inappropriate for DHS Southampton

Table Team 3 PREFERENCES FOR DHS 1: Waverly School within a school Can accommodate our population Allows for flexibility and collaboration

2: Canby 3: Ipswich Common Area

Inappropriate for DHS Minnesota New Country School



Table Team 4 PREFERENCES FOR DHS Overall - can change with changing educational ideas

1: Ipswich Multifunctional, flexible

2: John Gray Collaboration, Common areas, spacing

3: Waverly Nice flow/connection

Table Team 5 PREFERENCES FOR DHS 1: Madison Flexibility House approach

2: Ipswich Pods/houses Common Area

3; Waverly Pods/houses Library as center }keep special ed closer/include Arts to be closer

Inappropriate for DHS Southampton Little collaboration


MIDDLE SCHOOL PLACES FOR LEARNING






Table Team 6 PREFERENCES FOR DMS Three preferences equally ranked 1: Cedar Springs More flexible walls between classrooms Integrate all areas of instruction together Pods, how big?

2: Ipswich Pods too big Better collaboration space

3: West Woods Center entrance to pod Integrate all areas of instruction together Better collaboration space Need one big meeting area per pod

Inappropriate for DMS Minges Brook

Table Team 7 PREFERENCES FOR DMS 1: Ipswich Add center as house/wing Have specials at center of four houses Windows Convenient bathrooms Barn (sliding) doors Gathering/presentation space - central

2: West Woods Like the wide halls Small group work space Like cluster of classrooms Gathering space

3: Cedar Springs Like small learning groups Teacher Planning Center Need autism/special needs zone

Inappropriate for DMS Minges Brook


Table Team 8 PREFERENCES FOR DMS 1 + 2: Cedar Springs + Ipswich Media Center is central core Pods, Common Area Teacher workstations/area Accessible bathrooms Too closed classrooms Needs to have integrated specialists Flexible grouping because of mix of closed/open spaces Flexible/(easily) movable walls/doors Let’s incorporate the PAC! DMS physical space - a field house?

Table Team 9 PREFERENCES FOR DMS 1: Wooranna Park Building is a big message - don’t be too traditional Needs teacher room Art and world language as part of main space tech, PE space

2: Ipswich 3: John Gray Spaces would change as needed

Inappropriate for DMS Minges Brook Too traditional

HIGH SCHOOL + MIDDLE SCHOOL: CONNECTIONS + SEPARATIONS The Futures Team worked as a whole group to further explore the relationship between DHS and DMS if they were to be co-located in a single building. In Workshop 2 the Futures Team explored the educational opportunities and liabilities inherent in that concept. In this workshop they identified the appropriate connections and separations of building functions. The chart on the following page establishes: Spaces that could be shared between the schools Spaces that should be separate, used by only one school or the other Spaces that should be available for community use

.



SPACE Shared HS Only MS Only Community

Core Plus x x Science x x Language x x Art x x x F+CS x x Music – (staff shared) x x x Drama x x x English x x Math x x Social Studies x x Applied Science/Engineering x x PE-Gym Athletics x x Locker Rooms x x Fitness Center x x Classroom x x Display: All Student Work x x Performing Arts Center x Climbing Walls-Project Adv. Ctr. x

x

Media Center/Library Subdivided Café x x Food Service x Administrative x x Distributed x x Guidance x x Nurse x x Special Ed. x x Low Incident Special Needs x Black Box Performance/Practice x x

Tech. Hub Center x Print Shop/Copy Center/Publishing x

Teacher Lounge x School Store x


The Futures Team developed a concept they called “core plus.” In traditional school planning, core subjects, and the spaces they occupy, are considered separate from other subjects and their spaces. Thus English, math, social studies/history, science, and sometimes world languages are thought of as being related, and therefore near each other, but learning in the arts, family and consumer, physical education, health, and applied learning are thought of as not related, and therefore could be located anywhere. “Core plus” thinking seeks to integrate these traditionally unrelated learning areas with English, math, social/studies, science, and world languages as a major step in creating a school building that supports integrated learning. A straw vote was taken after the Team developed the chart. In response to the question “Knowing what you know now, would you support a co-located high school-middle school?” the results were: Support: 34 votes Not support: 12 votes

Duxbury Feasibility Study |Visioning |


GUIDING PRINCIPLES A Table Team took on the challenge of editing the draft of the Guiding Principles, which had been developed by the educational planners to capture the essential concepts of the Futures Team. The Principles follow: The Guiding Principles are:

Shared Duxbury High School +

Duxbury Middle School The following Guiding Principles apply to both the high school and the middle school. The Principles share these essential qualities: Life Long learners who have a passion for knowledge Learning experiences that include projects, real world connections and interdisciplinary work Critical thinking opportunities that are relevant, rigorous and involve multiple intelligences Opportunities for collaboration Flexibility in terms of educational structure and delivery Student flexibility in ability to become self-motivated and self-directed

Educational Delivery Educational Delivery addresses overarching themes required to provide a 21st Century high performing educational experience for all DHS and DMS students. OVERVIEW PRINCIPLES These overview principles provide the basis upon which more defined principles were generated. These are the essential components for the effective educational plans and development for both Duxbury High School and Middle School, in priority sequence:

12. Rigorous content area based curriculum standards will continue to be a priority 13. Developing critical thinking skills is a paramount goal for all instruction 14. Applied, active, and expressive learning is more meaningful and has greater retention than

traditional learning 15. Since learning has more relevance when it is connected to real-world situations, learning for all

DHS and DMS students should be connected to the community, region, and world through active learning experiences

16. Teachers and administration will create interdisciplinary connections between subjects to offer students a rich, holistic learning experience

17. Integration of curricula across content areas will drive educational delivery tactics, facility organization, and space planning

18. Multiple Intelligences provides a positive framework for understanding the differences among learners, and providing teaching to honor those differences

19. Plan proactively for virtual and distance learning experiences for students 20. Professional staff development is a critical component in effectively carrying out the educational

concepts outlined here 21. Flexible attitudes, programs, and facilities will enhance continuous school-improvement 22. Teacher collaboration including sharing data analysis, mentoring, common planning time,

classroom preparation and delivery, and content expertise, improves educational delivery


EDUCATION FOR ALL The development of any educational principles must include those that focus on the equitable delivery of educational standards and expectations for all students. The following principles address this area of educational planning:

3. A focus on meeting learning needs of students who are hard to reach, will also be effective in meeting the needs of all students.

4. Personalized learning and student-centered instruction recognize individuals’ abilities and special needs

INSTRUCTIONAL MODELS The models of instruction that are developed and implemented are critically important principles upon which an educational system is designed. The following instructional models detail those that the Visioning Committee determined to be important in meeting the goals of the district:

16. Project-based learning provides engaging and highly relevant learning. It should be encouraged, guided, and supported

17. Project-based learning experiences can be created in a variety of formats, both short and long term, classroom-based, community-based, and team taught

18. Open ended, active learning contributes significantly to student participation, and to retention of knowledge

19. DHS and DMS’s educational delivery should support creative thinking as an integral component of all activities

20. Common planning time for teachers with related missions can make educational delivery more consistent and improve each school’s ability to focus on meeting individual student needs

21. An interdisciplinary learning approach is valued 22. Teaching methods should recognize the multiple intelligences of different students, and be

differentiated to reach all students 23. Create opportunities for deep, exploratory, personalized student learning such as an 8th grade or

12th grade Final Project 24. Team teaching to integrate curriculum areas is to be encouraged and supported through staff

development, school leadership, and collegial planning time 25. Increasing student engagement in learning is a high priority for DHS and DMS 26. Project-based learning provides engaging and highly relevant learning. Project-based learning

experiences can be created in a variety of formats, both short and long term, classroom-based, community-based and team taught

27. Creative thinking is an integral component of all activities 28. The teaching model will be more effective, interactive, and information-based with the teacher

as a guide for student-directed learning 29. The Rigor and Relevance framework of the International Center for Leadership in Education

provides a good model for continued development of teaching methods 30. Student collaboration fosters communication skills and the ability to work with others, supports

emotional intelligence, and should be encouraged and supported 31. An advisor-advisee program with a sequential curriculum would enhance teacher-student

relationships, and contribute to social-emotional learning



TECHNOLOGY INTEGRATION Preparing students with the skills and knowledge necessary for them to become contributing members of the 21st century society does not necessarily require technology. However the ever-changing world that now exists is a product of the ever-expanding use of technology in all aspects of life. Students must be provided with the technological skills and knowledge to enable them to function successfully in this global and changing world.

3. Invest in a state of the art technology infrastructure with as much wireless capability as possible 4. Continuously view technology not as an add-on to the curriculum but rather as an effective tool

to be utilized in instruction that is meaningful, relevant, and rigorous COMMUNITY RESOURCES Utilization of the vast community resources within Duxbury should be a priority. These resources would assist in providing the essential link with relevant project based learning opportunities for students. The following principles would address this area:

5. Parent and business community members are underutilized resources at DHS and DMS , and should be engaged more fully as active volunteers in the schools, as experts, tutors, mentors, and guides

6. Learning in the community through internships and service learning provides unique opportunities for students, as well as greater visibility of the school in the community (For DHS only)

7. An administrative structure is needed to foster community placements for student learning 8. Scheduling alternatives need to be considered to provide for greater flexibility and opportunity

in internship and service learning.

Educational Structure Educational Structure establishes the organizational patterns necessary to group students and teachers in the most effective ways. RELATIONSHIPS

6. Small Learning Communities can allow concentrated attention to segments of the school population e.g. freshman, year levels, thematic units, and interdisciplinary groups

7. Intentional relationships can be created by careful consideration of learning and teaching group sizes

8. Learning is a social experience. Understanding relationships can improve learning, increase commitment, and make our schools better places in which to learn and teach

9. Common planning time for teachers to foster interdisciplinary connections and have more meaningful discussions about students.

10. Flexible schedules allow for service learning and internships in the community. SCHEDULING Scheduling can be limiting as well as assistive in the planning of meaningful learning experiences for students. Careful consideration of schedules that will provide for flexibility, interdisciplinary learning, and community connections should be considered.

6. Create opportunities in the school schedules to increase student learning opportunities between DHS and DMS

7. Create opportunities for improved teacher communication, sharing, role modeling, and collaboration between DHS and DMS


8. Create opportunities for deeper student learning through longer class periods for some subjects. 9. Create common planning time for teachers to foster interdisciplinary connections and have

more meaningful discussions about students 10. Scheduling alternatives need to be considered to provide for greater flexibility and opportunity

in internship and service learning. IMPLEMENTATION AND PROFESSIONAL DEVELOPMENT

5. Professional staff development is a critical component in effectively carrying out the educational concepts outlined here.

6. Professional development related to increasing a teacher’s knowledge of each student and the ability to meet individuals’ needs should be a primary component of staff development

7. DHS and DMS are places of continuous improvement through self-evaluation, professional learning, controlled risk-taking, and measurement of results

8. DHS and DMS will establish study teams and explore Pilot Projects, such as project-based learning, to support continued development

Facilities Planning Facilities Planning sets the expectations for the physical structures necessary to meet the ever changing needs of education for the long term future.

18. The building design should seek to feature as many of the concepts outlined here as are practical and cost-effective

19. The design of both buildings should reflect the educational approaches described here 20. Establish the Library/Media Center as a 21st Century facility 21. Facilities should be designed with flexibility to allow changes in school organizational structures

over time and facilitate multiple organizations at one time 22. Facilities support interdisciplinary, integrated learning through the strategic placement of

teachers and appropriate learning spaces 23. Flexibly designed facilities support various teaching/learning modalities 24. Make learning visible through display of student work throughout the building 25. Make learning visible through internal windows, and places for student presentations 26. Plan for computer learning, distance learning and virtual learning. Increased use of technology-

based learning will reinforce the need for collaborative learning spaces and learning techniques which will richen social experiences for students and staff

27. Foster project-based learning through room design, team meeting rooms, appropriate furniture and equipment for the creation and production of items, reproduction, storage, etc

28. Facilities provide passive observation of students engaged in independent learning activities 29. Create a variety of learning spaces, including small group rooms, commons areas and larger

gathering spaces 30. Strategically locate Teacher Planning Centers, equipped with workspaces, reproduction tools,

technology and storage 31. Learning is a social activity requiring spaces throughout the school which support informal

student gathering 32. The building design will be a safe facility providing for easy supervision and control of entries 33. Separate learning spaces for DHS/DMS if DHS/DMS were to be collocated on one block of land

a. Separate entrances would be important as a safety aspect as well as an important factor in maintaining each school’s unique identity.




DHS Only The following Guiding Principles apply to only to DHS.

6. Learning in the community through internships and service learning provides unique opportunities for students, as well as greater visibility of the school in the community

7. Schedules at DHS should allow for predictable student service learning and internships in the community

8. Common planning time for teachers to foster interdisciplinary connections and have more meaningful discussions about students. (Equally important at DMS but the team configuration that already exists supports this principle already.)

9. Development of teams or small learning communities to support interdisciplinary learning and foster collaboration between teams of teachers


DMS Only The following Guiding Principles apply to only to DMS.

2. An advisor-advisee program with a sequential curriculum would enhance teacher-student relationships, and contribute to social-emotional learning. (As an advisor-advisee program is already part of the DHS experience, the development of this at DMS should be explored.)


OVERALL SCHOOL ORGANIZATIONAL DIAGRAM An overall school organizational diagram for co-located schools was developed in a whole group workshop session. The diagram below captures the essential qualities of the concept. These include: An identifiable DMS side, and a DHS side Connected to the Performing Arts Center Library/Media Center at the center Gymnasium/athletics located near the center A Concourse to connect the:

o Main Entries o Performing Arts Center o Cafeterias o Library/Media Center o Gymnasium/athletics

The Cafeterias/Student Commons located adjacent to Library/Media Center Core Plus functions organized in Small Learning Communities for both DHS and DMS



2030 The Futures Team responded to the 2030 challenge through a blog that was established on the District website. The questions are: DO YOU BELIEVE CLAYTON CHRISTIANSEN’S PREDICTION THAT BY 2019 ½ THE COURSES IN HIGH SCHOOL WILL BE TAUGHT ON-LINE? HOW WILL TECHOLOGY AFFECT OUR DAILY LIVES IN SCHOOL? WHY COME TO SCHOOL? Answer a few of the following questions:

1. What will MS + HS students at Duxbury Public Schools be doing later in the 21st Century? What is “a day in the life of a student?” How might facilities be impacted?

2. What will MS + HS faculty/staff at Duxbury Public Schools be doing later in the 21st Century? What is “a day in the life of a teacher?” How might facilities be impacted?

3. What will the nature of school be like later in the 21st Century? How might facilities be impacted?

4. How will the community be involved in the school? Or, how will the school be involved in the community? How might facilities be impacted?

5. How can buildings be flexible to respond to changing needs? How might facilities be impacted?

Fourteen of the workshop participants blogged in their responses:

BLOGGER 1 Skills Not Facts I envision that at some point we will recognize that testing (SATs and MCAS) is not the way to effectively cultivate many of the skills students need now and increasingly in the future. Students need to focus on critical thinking and problem solving skills. These skills aren't focused on when teaching to the test. I’m waiting for the day when many will recognize that there are too many "facts" out there to spend time memorizing, and students should focus on being able to find "trustworthy" information when they need it where they need it. Finally, students need the "tools" to solve problems and gather information and to be able to adapt to the use of "new tools" as those "tools" become available.

BLOGGER 2 I have not read Mr. Christensen’s Book, so I cannot speak to his predictions with any kind of expertise. Although I have not read the book, if we take anything from Mr. Christensen’s business theory of Disruptive Innovation, I think that even though we can foresee on-line learning being a formidable resource in the near future, we can only imagine what the next resource for learning will be after that.

Flexible Facility With that said, I believe that a school facility, from any angle, must be designed for the most flexibility. Even if we outfit a new facility with the latest technologies, something else will come along that requires new interfaces, cables, electrical demands etc… We have to be especially careful of this since new technology and new teaching emerges every day. I believe instead of planning a facility for what teaching will look like in 20 years, school should plan for the ability to remodel and re-assess space for any contingency, with as much as a variety of spatial conception as we can afford.


BLOGGER 3 On-Line Learning Coming Soon I agree with a lot of Blogger 2’s comment, especially the idea of "online learning being a formidable resource in the near future." 2019 is 10 years away and within that time I believe that we will see on-line learning becoming a true option in our schools. Already an option at higher education institutions, we can only assume that it will trickle down to our high schools. It opens our students to a global education that is rich and diverse, connecting them to all corners of the world. This new "educational frontier" is moving at a horses gallop, embracing the global classroom in our new school would make our school a classroom without boundaries. Students are already social networking with the world, and for us to tap in to what peaks their interests, will connect our curriculum with real life situations. Our classrooms and our labs need to be one in the same, having a place for small group/whole group instruction, technology hookups, and private on-line learning areas for on-line learning.

BLOGGER 4 Flexible Student Work Needed I agree that classrooms need to be flexible for change. I also believe that student work areas need to be flexible in arrangement. Students/teams will need shared areas where large groups can meet and small learning areas for independent research/work. I believe students will be involved in on-line learning as long as we provide the resources to make it available easily for students.

Integrate Technology We need to plan for that technology to be integrated into all learning areas, not just labs or carts. I also agree that students will be learning through problem solving and teachers will be more of a guide on the side, leading students to resources and teaching them how to evaluate those sources. I think having smaller learning communities at the middle school is still important and that shared areas, etc should be planned around the team concept. Certain technologies like SMART Boards, slates, projectors, and internet hook-ups are very important to have in all learning areas... We need to be able to make 21st Century learning and technologies available to all students easily. We should avoid "pockets of excellence" by providing the resources to all students equally.

BLOGGER 5 Need for Connection + Collaboration What I've take away from all of this process is the need for connection whether it be virtual connection or real-life connection. Currently we work in isolation, particularly at the high school level. A school facility should enable collaboration among staff and students with adequate space and technological tools to facilitate interaction at both a local and global level. For me, the focus is on the people involved in the process, they are the one constant. Joe is right when he says that some new technology will always come along and we will not be able to predict what that will be, but if we have strong collaboration and human connections we will be able to adapt.

BLOGGER 6 Adaptability I think the key word here is adaptability. Many of the above comments speak to this both in terms of technology and learning spaces/physical plant. I think the need for flexibility and adaptability also significantly impacts the teaching and learning process. We need to get to the 21st Century paradigm shift in thinking about the educational process itself. It's collaborative, global, and the teacher isn't the single "knower" of information. The space we create needs to promote that vision with equal access for all. This shift in our thinking will be what truly moves us forward.



BLOGGER 7 Project-Based Learning I have been inspired by all the examples of project-based learning we have been learning about during this workshop. In particular those that involve community experts. I hope that this sort of learning will become the norm in the next few years. I agree with Blogger 2’s comments that we can't predict what future technologies will look like so schools will need to be flexible in physical space and on-line space. This will require them to stay on the cutting edge of technology. It makes sense that high school courses will be available more and more on-line. I agree with Blogger 5 that this will require us to strengthen our collaboration locally and globally. Reinvent the School Library All of this reminds me of a topic near and dear to my heart, the school Library being reinvented as an "earning commons". The learning commons is a combination of formal and informal spaces that weave together collaborative work, social interaction, knowledge building and technology. I hope this is something we will consider when planning for the future of DMS & DHS.

BLOGGER 8 School Transformation + Development Map I find it difficult to put into words all of the elements that make this project so exciting. But for me the exercise that helped me wrap my brain around all the possibilities was doing the school transformation and development map worksheets. I found these worksheets to be extremely comprehensive and enlightening. My DMS Educational future score = 4.63 and the DMS future facilities score = 4.64 vs a current 2.31 and 1.23 respectively. The beauty in this project is the energy/synergy that the prospect of a new facility brings to the table.

BLOGGER 9 Technology I agree with Blogger 2. Technology is changing at such a rapid rate - its hard to predict. As we learned in "SHIFT HAPPENS," jobs that don't exist today will in 2019 and jobs that exist today will not! As to on-line learning, it appears most if not all colleges are putting resources into creating appropriate on-line courses. The courses consist of on-line AND classroom with the large portion of the class on-line, but classroom is still a part. I think DMS & DHS should and will have on-line components to their courses, but . . . . I feel that aspect may gear itself towards classroom preparation/homework. Blogger 2 also speaks to equipment. Obviously, when the school is built, equipment is part of the budget, but as we move forward perhaps we'll consider having a technology fee and require students to purchase the appropriate technology necessary for use in and out of school. We have fees for buses, athletics, activities, why not technology. Having this type of plan in place will ensure having the latest and greatest of equipment on a rotating basis. Whatever equipment is purchased by parents at DMS will have a 3-year life and HS a 4-year life span. I believe in making the building(s) as flexible as possible. Put in the wiring necessary or wireless access to grow the building for the next 50 years.

BLOGGER 7 We Need Adaptability and Flexibility I think that it is difficult to imagine what academic life will be like in 10 years. I completely agree with the previous posts that any building we move forward with must be adaptable and flexible. I'm not sure if I believe that 1/2 the high school classes will be taught online in 2019, but I won't be surprised if they are. I don't, however, think that middle schools will have quite the same numbers in terms of on-line education. I think that middle schools will incorporate the on-line component into the day at school,


necessitating our buildings be able to facilitate that. I am excited by the discussions we have been having and the direction in which education is headed. If we don't start the process of changing, our students are not going to be prepared for the futures they face. Our students are going to need to work globally and the sooner we can start to teach them to think globally and be globally aware the better.

Interaction with Community Knowing that students (middle school, specifically) are, for the most part, egocentric, we need to be reaching out to our local and global community for "real" interaction. Without authentic connections with the world, we are simple asking our students to imagine a different culture, etc and when they are already living such busy lives themselves, they can't see past Duxbury to the world outside without connecting with them.

I agree with Blogger 7 that at the middle school level, the on-line learning would most likely happen at school. I was assuming this actually. I had never really thought about the on-line courses outside of school for middle school students.

BLOGGER 10 I think that the two most vital pieces I have taken away from the activities we have done, videos we have seen, and discussions we have had are building relationships and incorporating technology.

Building Relationships In order to really encourage strong bonds between teams of teachers, among teachers and students, and also among students themselves, it seems essential that team classrooms are located in close proximity to one another to allow for team planning and teaching. Students will feel like they have a 'home' within school where they can rely on their fellow students as well as their teachers. Classrooms should also be flexible so that as time passes, we can decide whether we keep the secluded room model, or open up some or all doors between classes. I like the idea of the 'garage doors' so that teachers/administrators can decide what works best and can easily change the environment.

Incorporate Technology As far as the technology piece, I think the main goal should simply be to have adequate resources available, and to have training so that teachers can utilize the resources effectively. We as teachers absolutely need to be preparing children for life as 21st Century citizens, but we also need the means to do so.

BLOGGER 11 Adaptive, Accessible, and Collaborative Teaching Environment While it is unclear whether or not Christiansen's prediction is accurate, it is clear that he is sending a message. It's imperative that the school district and the community be aware of the importance of technological enhancements and the absolute need to educate our children and (more importantly) the adults who teach them. In order to achieve learning consistency as technology improves, it is necessary to build an adaptive, accessible, and collaborative teaching environment to prepare our children for their future. This would allow for easier transitions for technological and academic upgrades as well as allowing for teaching and peer teams to effectively evolve. As part of this evolution, it is easy to predict that all high school students will be replacing their binders with laptops. This would eventually spill over to the middle school - at least 8th graders as they prepare for high school. With all this said, I hope that



Duxbury sees the importance of building a strong foundation including the support necessary to incorporate future improvements to benefit everyone and every need.

BLOGGER 12 Historical Changes It is amazing to look back over the 48 years that I have been a part of the Duxbury Public Schools as both a student and a teacher. Since DMS has been in existence it has had 5 different names that reflect the varying student populations. Jane Corlis, a former PE teacher, joked at a retirement roast about all the initials the school has had; DJSHS, DHS, DIS, DES, and DMS. I attended Alden Lower for grades 2-3 then moved to the current Library, Alden Upper, for grades 4-6. The enrollment increased and Chandler was built and half the K-4 kids attended Chandler. When I went off to college DJSHS became the DHS and the current DHS became the new DIS for grades 5-8. After 4 short years the DHS (current DMS) had the Library/science wing added and became DIS (for grades 6-8) and DIS became DHS. The 5th grade moved back to Alden and Chandler. Then the enrollment changed and the configurations changed again. Alden Lower was closed, Alden Upper became the Duxbury Free Library, Chandler became K-2, DIS became DES (3-6), DHS became DJSHS (7-12) and the Library became ??? something. Then Alden Lower was reopened and became Alden (3&4), DES became DMS (5-8) and the DJSHS returned to DHS. Finally the new and improved Alden was opened and grade 5 went back to Alden and DMS took on its current 6-8 configuration.

The point of all this is that every time educational philosophy, enrollment, or student configuration change we try to adapt existing buildings to work for us educationally. In that respect, we have had varying amounts of success. In the past 20 years DMS, built as a high school, has been woefully inadequate. We are being given the chance to dream about a new school, and technology is transforming the way we teach and learn in ways that is almost impossible to predict. If we are to learn from our Duxbury Public School history we must make any kind of a new building or buildings adaptable to changes that we might not even be able to imagine.

This said, I am a bit envious that I won't be around to take part in all the wonderful new changes that are the future of teaching in Duxbury.

BLOGGER 13 Like Blogger 12, I too have seen the many changes in the configurations of the Duxbury schools over the years.

Teaching Hasn’t Changed Yet despite the many changes, the method of teaching has not changed all that much until very recently. Technology has begun to change the world and it is beginning to hit the schools. In guidance, we are sending transcripts and letters on line and students are no longer using the guide books but are taking virtual tours of colleges. And despite the technical difficulties I am still encountering even as I do this blog, I was able to take and complete my first on-line class recently. The change is here and it is exciting to be a small part of it.

On-Line Learning Will things change so fast that within 10 years, half of all classes will be taught on-line? As we know, schools change very slowly but this could very well happen. The program of studies would certainly explode and give students the opportunity to experience unlimited possibilities. Already MIT offers most of its classes on-line and most colleges offer a large offering. Many high schools are already in the


business of offering on-line opportunities for students. A strong impetus for this revolution may come in the form of the explosion in the cost of a college education. California students are in revolt in the wake of recent tuition increases and the average tuition has grown ten-fold over the past twenty years. The average debt of our graduates is now about $20,000 upon graduation. People are beginning to analyze the cost vs the benefits of a college education and young people are beginning to look for other ways to access occupational skills. On-line learning is one of the possible answers to this growing issue. Students can learn faster and cheaper and have access to some wonderful opportunities so this may be a coming evolution or revolution.

BLOGGER 13 Vision is Important How do we as educators prepare our students to enter such a volatile and fast-changing world? This is a world that Time Magazine just described as having gone through "The Decade from Hell." Having had the opportunity to sit on our Mission and Expectations Committee and this Vision Committee, I have had the unique experience to partake in some 21st Century skills...by being able to collaborate with educators, architects and community members to develop a mission and a vision to solve the complex problem of designing a school for a time I may never see has been a wonderful opportunity and is an example of the type of skills our students will need as they enter society.

Mitten not a Glove How does this translate to the design of a school? In referencing an article in Design-Share by Frank Locker and Steve Olson, the key would seem to create a building that is flexible and "poised for change." It must be ready to evolve with the people who use it and it seems probable that the end users will involve the community as a whole and not just our students. There is a need for moveable components and multi-functioning space with the opportunity to allow communication between teachers. We have already seen a movement to team-teaching and this will only grow as the building allows...I love Frank's metaphor of a new building being "a mitten not a glove" and not fit so tight that it cannot change with the times. It is difficult for those of us who grew up with schools classrooms as boxes and a lecture format to break from our historical thinking and begin to think outside the box so to speak and have a futuristic vision. The idea of teachers as guides, team teaching, small school environment, project-based learning and on-line education are ideas whose time has come. Any new building must not constrain these ideas, ideas that we have not even yet considered. We must also consider the concept of time share where our new building will be used by the community around the clock and not dictated by those start and stop times. The one night a week we do in guidance under a flex schedule will no longer be considered such a radical idea and I see students and community members accessing learning throughout the day and evenings. Our students are growing up in a new world that is changing more rapidly than we can imagine and our schools must be prepared to ready them for that new world...such an exciting and somewhat daunting undertaking...

BLOGGER 14 The prediction that learning will take place mostly on-line may be accurate. I think if it includes textbooks, research, connecting with distant places, which ironically would be the more traditional way of learning, then the answer is yes.

More Progressive Time That said, I believe the other 50%, classroom time, will actually be MORE progressive, because of how ideas will be taught - with hands-on experience, and where - not actually being in a classroom as we know it. Project-based learning is currently taking place in small doses; let's do more, and



interdisciplinary as well. Present a problem in math/science, "When should we schedule next year's field trip?" Students need to develop what are important. For tides it would be: what info they need, time, height, day of week, then present options. Or Health and Art - Using graphic art, how do food companies sell us their products? Sell your peers/teachers apples. How might that differ? What about different cultures? (Remember the infamous Nova, 'No Go'). How about going global? Find another country, read the same book, and pod cast book reports, then review, dissect, determine what would make it better - as a group, create one finished product using all of the presentations available (why limit students to only their good ideas, we all know companies use what is working for other companies to create a better product - think school building visioning).

Don’t Wait; Do it Now These are exciting times with exciting ideas; let's not have the existing building keep us from moving forward. In my house (a cape), I wanted it to be more 'modern' in its flow and use, with a kitchen/family room area, but my dining room was next to the kitchen(and construction out of the question). So I switched the LR and DR, doesn't seem like much, but convincing my husband that three more steps to the DR from the kitchen would be okay, was met with skepticism. This building project is at least five years from being completed, so let's get the building we want now, without construction. DMS has a variety of open and closed spaces, some movable walls. Let's develop the program, then see how to use the building to the best advantage. As Dr. Skeiber stated, we can do something about the schedule now; what else can be done now?

Duxbury HS Feasibility Study | Overview of Options APRIL 2010

Dore & Whittier Architects, Inc. F-1

OVERVIEW OF OPTIONS

APPROACH

The Duxbury Building Committee asked Dore & Whittier Architects and its consultants to look at a range of options for Duxbury’s Middle and High Schools, both of which were found to have significant issues with their physical structure which is affecting the delivery of educational programming, as detailed in the “Existing Conditions” chapters of this study. Typically Dore & Whittier looks at new construction, renovation/addition, and what is often called a “No Build” option. The latter is a reference standard, by which all other options can be measured. It shows the cost of maintaining the status quo. These three types of options are required in an MSBA approved Feasibility Study and thus the scope of this report should provide a head start if the MSBA does approve one of the Duxbury Schools for a further study.

Initially, renovation and new construction were explored, but as a result of the Visioning Sessions options for a combined Middle / High School were also developed, with the intent to benefit from the synergy of a shared location and certain core facilities while maintaining a unique identity and separate instructional space for each school.

Finally options were developed based on all new construction in a single construction phase. This approach would shorten the construction duration and be significantly less disruptive to students and staff. The challenge facing all new options (indeed all the options) is a lack of available open space, with schools, parking and athletic fields consuming most of the campus along St. George Street .

The Duxbury schools have an attractive campus along St. George Street, which encompassed not only the Middle, High, and Alden Schools, but also the Performing Arts Center (PAC), the Percy Walker Pool, the Student Center, and the Town Library

CONSIDERATIONS

The following options were analyzed according to a number of considerations. Each option was developed conceptually to provide enough area as calculated using the MSBA’s Space Summary square footage guidelines for middle schools and high schools. In consultation with our Landscape Architect, Warner-Larsen, and Civil Engineer, Nitsch Engineering, Dore & Whittier developed site plans locating the buildings, parking and athletic fields.

Our Professional Cost Estimators, PM &C, drawing on their extensive experience estimating costs of public school construction in Massachusetts (new construction and renovation), estimated the costs per square foot of the construction and sitework for each option. Abatement of hazardous materials (e.g. asbestos), contractor overhead, length of construction were all calculated and listed for

Documents

Massachusetts School Building Authority Feasibility Study€¦ · Feasibility Study Educational Visioning (Part E Component) CONTENTS . Ch 0 . Contents + Acknowledgements . Ch1