We love how the students in this video from Fountain Valley High School are connecting their maxims to the daily life at their school and thinking about how what they are learning is preparing them for what’s next. This is a perfect example of how school communities can bring their outcomes for students to life ensuring that they don’t just live on a poster on the wall!
North Eugene High School Principal, Iton Udosenata and 4J District Associate Director for Communications, Kerry Delf present their work with Inflexion around a visioning process and developing maxims to the school board.
Roosevelt Middle School | Using Artful Learning and Community PRIDE statements to Define Student Readiness Outcomes for All Students and Staff
Using Artful Learning and Community PRIDE statements to Define Student Readiness Outcomes for All Students and Staff How do you define readiness in terms of student outcomes? SCHOOL FACT BOX Roosevelt Middle School, located in Oceanside, California, serves more than 1,000 students, with 62% identified as being socioeconomically disadvantaged and 14% in programming for English…
Luba Vangelova of KQED News writes about The Independent Project at Monument Mountain Regional High School in Great Barrington, MA: The 2010 pilot involved eight students — sophomores, juniors and seniors — chosen on the basis of written applications and interviews.
In 2013, the school board in Philadelphia announced a plan to close 37 schools. The Philadelphia Student Union, an organized group of students that runs campaigns at the local, state, and national levels, showed up to the school board meeting dressed as zombies. They performed a choreographed routine to Michael Jackson’s Thriller and collapsed at the end. One of the participating students, Benjamin Franklin High sophomore Hausim Talbot, told the Philadelphia Inquirer, “We represent the students affected by the closing plan. Our hopes would be dead.”
We are currently working with Valley High School in Santa Ana, California, on an awareness campaign to redefine the school culture and perceptions. Leadership, students, and the community have collaborated to create values statements, rework the branding, change the look and feel of the campus, and communicate the message through a wide variety of methods…
Nā Hopena A’o (HĀ) are a set of learning outcomes derived from key elements of Native Hawai’ian culture.
Over the past year, the leadership, students, and community at Valley High School in Santa Ana, California, worked with us to clarify their vision and to create strategies to make them even more effective at moving their students toward success. Valley has amazing people doing incredible work, but through a series of interviews, listening sessions, surveys, and tours in and around the campus, we were able to gather a fairly clear picture of identity challenges that need to be addressed. Challenges such as: poor self perception and lack of school pride, community misconceptions and biases, lack of energizing visuals, branding inconsistencies, and lack of strategic messaging to the feeder schools.
Among my sources of inspiration are talented and insightful educators who are committed to setting up students for success – educators like those my colleague Ross Anderson and I had the opportunity to collaborate with in a recent trip to Maine. Working with the Maine Department of Education, EPIC created draft developmental frameworks for the…
From Accountability to Actionability: Making Sense of Multiple Measures in Local Control Accountability Plans
This policy brief reviews promising practices from California districts as well as insights from research on multiple measures to provide recommendations that improve how California districts generate, present, and use data in their Local Control Accountability Plans (LCAPs).