|
Parents >
High School Concept Committee
Framework for the Future: High
School Concept Committee
Three community conversations were held in October in order to inform the
community of the High School Concept Committee’s work and gather their input.
Over 150 people attended the meetings which generated quality comments and
questions. Findings as presented were: Findings: Academic Context
Curriculum for 21st Century: The preferred state for KISD high
schools of the future is one in which the diverse student population masters
21st century curriculum at a level that meets or exceeds local, state and
national standards through relevant and differentiated learning experiences in a
variety of educational settings.
A gap exists between the current reality in which the curriculum places more
emphasis on traditional content and little emphasis on 21st century skills and
the preferred state in which 21st century skills are embedded within the content
of KISD curriculum.
Instructional Practice: The preferred state for KISD high schools
of the future is one in which instruction is student centered, engaging,
interdisciplinary, and applicable to the real world. The preferred instructional
style infuses technology, learning strategies, problem solving and the use of
authentic products into lessons on a routine basis.
A gap exists between the current reality of teacher centered instruction and the
preferred state of more active engagement and involvement of the learner.
Professional Staff: The preferred state for KISD high schools of
the future is one in which professional learning and collaboration is fully
embedded into the fabric and culture of each high school.
A gap exists between the preferred state and the current reality in which the
school structure provides limited opportunity for collaboration and on-going
professional development thereby diminishing the potential benefit of
professional learning communities on student achievement.
Findings: Environmental Context
Student Participation: The preferred state for KISD high schools
of the future is one in which all students engage in extra-curricular
activities, curriculum-based clubs or competitions, leadership activities or
community-based service projects.
A gap exists between the current reality in which a growing number of students
are not involved in the existing opportunities and the preferred future in which
every student is encouraged and supported to participate in one or more
activities which match individual interests and needs.
Relationships: The preferred state for KISD high schools of the
future is one in which each student establishes meaningful relationships with
peers and adults that support his/her academic and social development.
A gap exists between the preferred state and the current reality in which the
system is not designed to foster on-going personalized communications which
support healthy relationships and environments for all students.
School Climate: The preferred state for KISD high schools of the
future is one in which all students feel physically, and emotionally safe and
valued as individuals.
A gap exists between the preferred state and the current reality in which not
all students feel safe and secure at school. Efforts to enhance school safety
have focused primarily on physical safety rather than on the overall school
climate.
Findings: Support/Resources Context
Facility Design: The preferred state for KISD high schools of the
future is one in which building design enables the use of a variety of
instructional models and flexible grouping of students.
A gap exists between the preferred state and the current reality in which the
physical facility lacks adequate flexibility for large group instruction, small
group learning activities, and informal interaction.
Emerging Technology: The preferred state for KISD high schools of
the future is one in which interactive, emerging technology is an essential tool
which 21st century students (digital natives) use in their everyday learning.
A gap exists between the preferred state and the current reality in which KISD
high schools lack sufficient variety and quantity of interactive technology as
well as staff expertise and confidence with evolving technology and its
instructional uses.
Send any questions or feedback to
Kim Lawson |
