Our Vision Race to the Top District Grant: The Concept Schools of Ohio: The Horizon LEA

PLEASE COMMENT ON THE FOLLOWING SECTONS:

  1. Create a New Classroom Experience: Lab Day at the Horizon Schools

Lab Day allows all teachers in the grade level to collaborate together with each other, as well as the Director of Assessment in each school, and use data to narrow the academic gaps between students as well as enhance and enrich learning. Students will be grouped and regrouped from one week to the next so that the schedule is flexible. The type of instruction and intervention will also remain flexible from week to week and from student to student. Our new database dashboard will hold a tab for each student’s personalized learning plan as well as an ePortfolio for each student. The recording of student data, the compilation of student work from K to 12, and the development of personalized learning plans from K to 12 will all be held at the same site.

The integration of technology is much needed for Lab Day to meet each student’s needs: (1) we will purchase two technology carts for each school with one cart of 30 iPads and one cart of 30 laptops; (2) we will add SMART Tables for each K-1 classroom in each school; (3) we will purchase 5 adaptive Math software and 5 adaptive Reading software for each school; (4) we will purchase at least 25 interactive learning apps for each iPad; and (5) we will increase the size and amount of bandwidth in each of our schools.

The organization and management of Lab Day—from individual student schedules to the preparation of materials—will be the responsibility of the Master Teacher. We will be providing a $15,000 stipend from the grant for the Master Teacher who should have taught for 3 plus years, who has demonstrated academic success with her/his students based on summative assessments, who is committed to tailoring learning for each student, and who is highly regarded as a Teacher Leader amongst her/his colleagues. The Lab Day initiative adheres to the new Teacher Leader Model Standards, which shift traditional teaching roles toward teacher leadership.

What do you see as the strengths of the Lab Day?

What do you see as the weaknesses of the Lab Day?

  1. Build an Algebra Core in Grades 6-9:

Algebra is frequently called the gatekeeper subject. It is used by professionals ranging from electricians to architects to computer scientists. Robert Moses, founder of the Algebra Project, says algebra is a civil rights issue since many children from low-achieving schools never receive a full math education. Basic algebra is the first step in a series of higher-level math classes students need to succeed in college and life. Many students end up taking remedial math in college, which makes getting a degree a longer, costlier process than it is for their more prepared classmates. We want to send a message to our Horizon middle-school students and their parents: it's easier to learn algebra now than to relearn it later in college.

The first year of algebra is a prerequisite for all higher-level math classes: geometry, algebra II, trigonometry, and calculus. According to a study by ACT, students who take algebra I, geometry, algebra II, and one additional high-level math course are much more likely to do well in college math. Algebra is, in short, the gateway to success in the 21st century workforce. What's more, when students make the transition from concrete arithmetic to the symbolic language of algebra, they develop abstract reasoning skills necessary to excel in rigorous math and science.

We are proposing to change the academic coursework and schedule for our middle school students. All students in 6th grade will be required to take pre-algebra I. All students in 7th grade will be required to take pre-algebra II. All students in 8th grade will be required to take algebra I. In our second pilot year, we will require all 8th grade students to “master” algebra I before they move onto our high schools. All students in the 9th grade will be required to take algebra II and all students need to pass algebra II as a Horizon high school graduation requirement. Summer academies will help “bridge” the gap for those students who may need additional support in algebra in order to successfully complete algebra II in high school.

In our middle schools, we will designate the last two periods for sixth graders as Math Lab; periods 3 and 4 for the 7th graders as Math Lab; and periods 1 and 2 for the 8th graders as Math Lab. The 9th grade students will also have the first two periods designated as Math Lab. We will use flexible grouping based on student assessment data to create a new classroom experience. In addition to the each grade level math teacher being designated as the Master Teacher for Math, we will also invest in our students’ math education by hiring two math coaches for each grade level from 6 to 9 in each of our schools: (1) a Master Teacher in Math will present whole-class lessons with a larger number of students such as 40 students; (2) the first Math Coach will work with a smaller number of students, such as 20 students, using small group instruction with 4 to 5 students per group; and (3) the second Math Coach will work with a smaller group of 20 students using individualized instruction, adaptive learning software programs in Math and adaptive online Common Core math assessments.

The integration of technology is much needed for Math Lab in order to meet each student’s needs: (1) we will purchase two technology carts for each middle school with one cart of 30 iPads and one cart of 30 laptops; (2) we will purchase 20 adaptive Math software for each school; (3) we will purchase at least 25 interactive math apps for each iPad; and (4) we will purchase math manipulatives and supplies.

The organization and management of Math Lab—from individual student schedules to the preparation of materials—will be the responsibility of the Master Teacher in Math for each grade level from 6th to 9th grade. We will be providing a $15,000 stipend from the grant for the Master Teacher who should have taught for 3 plus years, who has demonstrated academic success with her/his students based on summative assessments, and who is committed to tailoring learning for each student.

What do you see as the strengths of the Algebra Core in Grades 6-9?

What do you see as the weaknesses of the Algebra Core in Grades 6-9?

  1. Develop Career Academies in High Need STEM Fields in Grades 10-12:

Even in the recent economic recession, there is still a need to fill job positions in certain STEM fields. According to the US Department of Education, career academies across the country have shown that offering students academically rigorous curricula embedded in career-related programs reduces high school drop-out rates and prepares students for careers that lead to high earnings. Career academies are cited for being rigorous, relevant and relational. Career academies combine a college-preparatory and career and technical curriculum with a career theme. Here are the themes we will choose for our 4 Horizon Career Academies:

The Horizon Academy of Information Technology (HAIT) will be a broad-based program designed to provide students with the computer skills needed in today's work place. The curriculum will focus on six areas: technical support, networking, databases, programming, web design and multimedia. Students in the HAIT will have mentors from local high-tech companies whose employees donate their time and expertise to bring clarity to the complex IT world. The academy will also incorporate hands-on labs, field trips, integration of academic courses, job shadowing and a paid internship.

The Horizon Academy of Health Science (HAHS)will be designed to give students an overview of the healthcare industry and insight into the healthcare provider's role. The academy will provide students with the medical skills and training necessary to succeed in post-secondary healthcare career education and/or to successfully transition into the healthcare workforce. An intense clinical and laboratory experience will be conducted at the area hospitals and other healthcare facilities.

The Horizon Academy of Finance (HAF) will introduce students to the broad career opportunities in the financial services industry and, in the process, equip them to make sound choices for the future. It will be a college preparatory program with required course work in computers, economics, finance, accounting, banking and financial planning. In addition to the required courses, students will take one or two specialized courses each semester and dual enrollment courses during their senior year. Students also will participate with mentors in job shadowing experiences and in paid internships. Students will gain real-world experience by working in local banks and credit unions. However, this academy will also provide students with exposure to international business and specialized courses with an emphasis on international business studies.

The Horizon Academy of Engineering (HAE) will focus on science, technology, engineering and math. The curriculum provided by Project Lead the Way, which we already offer, is a great introduction to the academy’s focus on engineering, computer-integrated manufacturing, digital electronics, principles of biotechnology engineering, civil architecture, and engineering design and development. Courses in aeronautical and biomedical engineering will also be added. Students will gain valuable hands-on experience working with industry-based tools and equipment, preparing them for postsecondary education.

The Horizon Career Academies in Grades 10-12 at our 5 secondary sites (Horizon Science Academy Cincinnati, Horizon Science Academy Dayton High, Horizon Science Academy Columbus High, Horizon Science Academy Toledo, Horizon Science Academy Cleveland) will have these distinguishing characteristics:

  • They will be organized as small learning communities (100 to 200 students) in each high school to create a more supportive, personalized learning environment.
  • They will establish partnerships with local employers to provide career awareness and work-based learning opportunities for students.
  • They will be committed to creating an environment that nurtures students in a seamless transition from high school to post-secondary education.
  • They will develop an education that provides the knowledge, technical skills, and work ethics necessary to form a foundation upon which to build a successful life.
  • They will provide mentoring adults and role models for students.
  • They will lead to collaboration with parents, businesses, and the local community.

The Horizon Academy students will be taught by a high-caliber of dedicated and caring staff who have exceptional teaching credentials as well as professional industry experience, skills and contacts. We will be hiring 5 new teachers who will teach together as a team from 10th grade to 12th grade at each of our 5 high schools. The new teaching staff will foster an interdisciplinary environment where creativity and learning cross disciplinary and technological lines. They will provide a solid foundation in the latest knowledge and skills required to obtain post-graduation employment and/or to pursue higher education. Horizon Academy staff will have their hands on the pulse of their industry’s needs and requirements. They will have a firm grasp of the knowledge and skills being sought by both higher education institutions and the business world.

To ensure a successful academy experience, our new teaching staff will provide a comprehensive high school program that is supplemented with hands-on skills training and related opportunities. Students will be continually encouraged to explore and expand their personal and professional goals under the close supervision of caring teachers and career mentors.

However, in addition to the 25 new teaching staff, we will hire an Career Academy Director for the 5 high schools and whose responsibilities will include finding internships that will engage and challenge students; dealing with scheduling issues (e.g., when students are unable to take summer internships in a strand in which slots are available only in the summer); providing diverse course offerings while maintaining the prescribed Academy sequence; planning with the teachers; pushing curriculum integration; recruiting and selecting 9th graders into the academies; meeting external standards and accountability guidelines; forming an Advisory Board composed of parents, industry leaders, and postsecondary representatives; and becoming an administrative leader. Publicity and marketing will also be handled by the Career Academy Director.

What do you see as the strengths of the Career Academies in High Need STEM Fields in Grades 10-12?

What do you see as the weaknesses of the Career Academies in High Need STEM Fields in Grades 10-12?

  1. Enhancing Our Data Ecosystem: Adding More College Bound Indicators

The Concept Schools Network currently has a data dashboard which is accessible to many constituents and contains many data points. We have a small number of software developers and computer engineers who have been working on strengthening our database as we continue to expand the number of schools in our network. Currently, we have data regarding a student’s course grades, summative assessments, attendance and conduct. However, we would like to enhance the database with these new added layers to our database ecosystem so that we can create a learner management system based on the needs of each individual student:

We will be developing a customized Horizon ePortfolio (electronic portfolio) which will allow teachers, students and parents to post student artifacts in different media formats (video files, audio files, photographs, scanned papers, podcasts), reflect and comment on student artifacts with formative feedback, and to monitor the progress and development of each individual student from Kindergarten to the 12th grade. Sharing individual student data, mining data and analyzing individual student data from the one-stop ePortfolio tab on our website will allow for much richer conversations around personalized education. There will be formal “gateways” built into the ePortfolio so that students are assessed on benchmarks after 2nd grade, 5th grade, 8th grade and 11th grade. The ePortfolio will also require students to post their future learning goals as well as assess whether their goals were met. A social interface will allow students to comment on each other’s ePortfolios, as well as post questions and comments about each other’s work. Graduating seniors will present their final ePortfolios to members of the larger school community.

We will add college readiness indicators to our ePortfolio which we will begin to track starting in the 3rd grade. We will use the data to create targeted interventions for each student early on in her/his education at Horizon. The College Readiness Indicator System (CRIS), which was developed by the Annenberg Institute for School Reform and the Bill & Melinda Gates Foundation, will be integrated into our ePortfolios. CRIS recommends a tri-fold approach toward implementing college readiness standards:

  1. Individual Student Level: Horizon Schools will monitor each student’s personal progress toward college readiness (courses, study skills, persistence, expectations for the future, knowledge about college, etc.).
  1. School Setting: Horizon Schools will provide the resources and opportunities for high academic expectations and instructional rigor, highly qualified teachers, college-going school culture, etc.
  1. System Level: Horizon Schools will seek district, state and federal level support for funding and policy development for college readiness.

The College Readiness Standards for mathematics and reading will be included as well. We will also add social and emotional learning standards to the ePortfolio which will allow us to track each student’s dispositions, self-esteem, self-concept, social behaviors, motivational levels and personal development over time. We will use the data to create targeted interventions for each student early on in her/his education at our Horizon Schools. Although core academic skills and content knowledge are commonly recognized as college readiness skills, social and emotional intelligence helps shape readiness to do college-level work. Researchers argue that non-cognitive skills also greatly determine educational achievement but are not measured readily by standardized tests and include the following traits: greater student self-awareness, self-monitoring, self-control, study skills, work habits, time management, help-seeking behavior, and social problem-solving skills. Behavioral, problem-solving, and coping skills allow students to successfully manage new environments and the new academic and social demands of college. By measuring each student’s social and emotional indicators in the Horizon ePortfolio, we can see which students have the non-cognitive skills to succeed in college.Here are the social and emotional performance indicators we will assess in our ePortfolio: