Marlene+Kent

**By Marlene Kent**
Name of Organization – River Springs Charter School

Problem statements:
Here is a list of issues that I am considering: 1) We need a focus point Moodle “guru” that can make decisions, provide training to new teachers, and provide consistency decisions for all Moodle curriculum guide shells that are created by a number of employees. My reservations in taking on this task is that it is too small for this project.

2) Another problem I am currently addressing is raising critical thinking practices in grades 9-12 sciences, monitoring state test scores in the sciences, providing training to teachers of inquiry based learning and infusing the curriculum with projects for project based learning. This is a matter that I am most concerned with and will probably choose this for my 8843 project. Some of the solutions will be related to bringing technology to the classroom in the form of student developing their own podcasting educational resources and lots of teacher training.

Module 1 background info:
Background information on River Springs Charter School (RSCS):
 * When was the organization founded? Where is it located?
 * What is the mission or vision of the organization?
 * What are the stated goals of the organization?
 * Who is the organization’s clientele?
 * Who are the key personnel in the organization that can provide you with insights into the performance problem for which you will propose an intervention? List their names as possible interviews later in the project.
 * Does the organization have a Web site? If so, record the URL.
 * Do you have access to any public relations materials or annual reports for the organization? Where can you obtain these?

RSCS is seven years old. It is currently serving over 3500 students in five counties (in southern California), many are home schooled. The school also has several hybrid choices for students to attend academy classes part time in high school, to participate in technical education and internships, or to accomplish a traditional AG program that feeds into the UC / Cal State university system.

RSCS has a web site [] where its mission statement, philosophy, history, accountability, can be accessed. The mission of RSCS is parent choice “ where the community is the classroom. Our mission is to foster the innate curiosity of our students, empower their parents, and promote optimum learning by collaboratively developing a personalized learning program for each student.”

RSCS Philosophy: “As a school, we believe that the best learning occurs when:
 * The parent is directly involved in the teaching / learning process
 * Learning styles are tailored to each individual student's needs.
 * One-to-one teaching is the primary arrangement.
 * Real life "context-based" learning is emphasized.
 * There is enrichment through field trips, apprenticeships, cooperative classes, and appropriate uses of technology.
 * Schooling is viewed as one aspect of an education.
 * The entire community serves as the school campus.

River Springs strives to uphold parent rights and choice in education. Through choice of curriculum, teachers, and program options, parents can monitor materials that affect their children's attitudes, values and beliefs.”

Sources of information will include the SARC report – an annual summary of the school’s accountability in many areas including API, AYP, and CST goals and improvements. In addition, the Board of Directors meet monthly (except July) and publish their meeting agendas and minutes in the document archives section of the RSCS website.

Personnel that I would like to interview and collaborate with include: 1) George Essel, engineer, grant writer, involved in promoting and funding our CTE and internships program, teacher of the Engineering Essentials course and I am mentoring him in starting a high school robotics competition team this year; 2) Phil Hermsmeyer, director of our school wide IT department; 3) Debbie Daniel, director of counseling services; 4) Visit Hi Tech Hi with full time project-based learning built into their curriculum and very active in the robotics competitions each year; and the person I report to


 * MODULE 2**
 * Performance Gap proposal** for raising critical thinking practices in grades 9-12 sciences, monitoring state test scores in the sciences, providing training to teachers of inquiry based learning and infusing the curriculum with projects for project based learning.
 * Performance Gap at RSCS –** ** to date, RSCS is on a “performance improvement plan” for both language arts and math (2nd year). This is based on state standardized tests. I propose that if science takes the lead in critical thinking practices, writing across the curriculum, and application of math in project-based learning - then language arts and math skills will also improve. **

Unfortunately, science is not seen by most of our leadership as an integrated approach applying all skills across the curriculum. Math and Language arts are being treated separately. Student motivation, especially in math, could be a factor if the math is not presented with relevancy.


 * Existing Level of Performance** – I will access the STAR score data for the past two years in the sciences and show a mediocre level of student achievement. I am expecting additional scores to come in this month and hopefully, they will show improvement over the past two years. Our percentages in Biology are 20% proficient/advanced.


 * Desired Level of Performance** – We would like to see improvement doubling each year from 20% to 40% proficient/advanced in Biology.

· ** Some of the ** issues are too much book and too little hands-on labs. · Too little time is devoted to project-based learning. · Classrooms are not having high level critical thinking discussions (I think teachers are afraid to let go of their classroom management and allow open-ending discussions). · Teachers in the classroom are talking heads and not doing enough lab exploration opportunities for the students - also labs with recipes are non-thinking and non-student driven and tend to be irrelevant to the students. · Home school students are all book and very little labs even though mobile science labs are offered once a month to them – many are not taking advantage. · Teachers need more training and practice in inquiry lessons and more project based learning activities.
 * Cause Analysis**
 * //Why do I think the problem developed within the RSCS?//**

Little measurement in these areas, most teachers are trained by lecture, little exploration and projects, little use of science-oriented technologies, and little student-led and student-choice activities are integrated into the curriculum.
 * //Why does this gap exist?//**

I need to evaluate the base line data from the past few years in the science STAR scores. Also, I would like to start a pilot class (ABC – Activity Before Content) with 100% collaboration and hands-on each day.
 * RSCS Background Part II**
 * //What information about RSCS would be useful to help in the planning of an appropriate intervention?//**

We would need about five years to see gradual improvements each year once teachers have inquiry training, and our electronic curriculum (Moodle) is infused with projects, discussions, and common assessments that can be tracked and measured for each concept area.
 * //Where would the organization like to be in a reasonable period of time? Who makes those decisions within the RSCS?//**

I report directly to Dr. Hermsmeyer and have already discussed the pilot class and have her approval. In the meantime, she is very supportive of the robotics team, a project based engineering program outside of the classroom. She would be delighted if I could find data that correlated some of these teaching principles to actual student achievement.

**MODULE 3 Intervention Strategies:** **//Low-Cost Strategy:(not sustainable beyond initial implementation period, cost of $5000)//** One teacher trained in inquiry practices: 1) free to participants at the Reuben H Fleet center in San Diego – courses are offered on Saturdays; 2) view Annenberg Media classroom videos (online and free) practicing inquiry in science classes (unfortunately, they are only available for the K-8, but still have good concept practices); and 3) attend the free High Tech High 2-day teacher professional development in science inquiry practices (August, 2010). Support teacher in piloting one science course (of their choice) to practice inquiry via an ABC (Activity Before Content) and daily hands-on, student-driven, student exploration, group collaboration practices, and following “brain rule” practices.  I have already discussed this with our executive director and she is very supportive. I am currently searching for a teacher with passion that is willing to pilot this.  **//Medium-Cost Strategy: ($25,000 to resolve the performance gap over a period of several years)//**  1) Develop an online professional development training course in inquiry for all teachers; 2) Pilot FIRST robotics teams in middle and high schools in our district (including our home school students) – see high cost strategy for cost per team. Our school has one established high school robotics teams and we are mentoring two more this year. 3) Implement an assessment program for critical thinking skills. 4) Monitor CST and critical thinking skills tests over the next five years. **//High-Cost Strategy:(Blue-sky, lots of flexibility, unrealistic at a cost of $50,000)//**  1) Have online science courses developed by econcordia.com (Canadian consulting organization) incorporating team projects, inquiry based activities and using the 5E’s in all lesson planning; 2) Start teams at each of our academies and provide registration funding from the following choices: High School (8 teams)  FIRST Robotics - $10,000 / team   Solar Cup – solar powered boats with the water municipal districts - $3000 / team  *Alternative Energy competition – Wind, solar $3000 / team  *Solar Car - $10,000 / team  Middle School (8 teams)  FIRST LegoLeague robots - $1000 per team  *develop our own school competitions in these areas and expand to the community and other school districts.  Whichever strategy we choose, we should build in assessment for improvement in our STAR test scores each year. Even though they do not specifically measure higher level critical thinking, the idea is that if students are engaged, motivated, exploring, and asking questions; they will be learning and that will be reflected in their state test scores.

I choose the medium cost strategy for several reasons. Why start a program if it cannot be sustained? With the medium cost strategy, funds are provided over a period of five years to sustain and continue improving the performance gap resolutions. This would allow for continual assessment and continual improvement as data is collected and analyzed each year. The high cost strategy is not reasonable in our current economic climate in California school and would most likely be rejected. However, it is interesting to consider because it allows creative thinking and may actually improve strategies if costs can be pushed out over time or reduced. In the medium cost strategy, I would also integrate some of the low cost strategies to get started accessing some of the free opportunities in the community. 1) I created a flier to summarize a workshop I attended recently where an urban school with 98% Latino has been piloting this concept for the past five years and has shown with CA test data that proficient and advanced proficient percentages have significantly improved every year (see data below). As a minimum, I would like to find a teacher with the passion to pilot this inquiry based classroom concept. Technology is key to this project and the students communicate on a daily (nightly) basis on their classroom ning forum. They also integrate multimedia productions in their project presentations. They continued the project for a five years and produced data over the five years, which showed continuous improvement (in 9th grade students taking AG Biology). This reinforces the medium cost strategy, to provide funding over a period of several years to assure interventions are established and showing continual improvement. (Activity Before Content) ABC Project DATA Summary - Advanced Proficient and Proficient CST % (from Animo Leadership Charter Hi School, Inglewood, CA) 2004 11.6% 2005 10.5% 2006 18.9% CMAST started 2007 41% 2008 63% (30% were advanced)
 * MODULE 4 **
 * Justification for Medium Cost Intervention Strategy **
 * Describe the strengths and limitations of each of the three strategies.
 * Justify why the intervention strategy you selected is more likely to resolve the problem than the other two. Include data from documents provided by the organization, interview data, or other information gleaned from the Web to support your choice.

 2) After completing Module 2 in this course, I was invited to a teacher professional development workshop on inquiry based learning that is happening at High Tech High this August 16 & 17. This is a school that develops each high school academic course around a central project. They have been our inspiration in the robotic competitions over the past three years. I am looking forward to this, am sending one of our teachers also, and hope to integrate this into our curriculum and a professional development workshop for all of our science teachers. 3) In addition, I have come across references to a critical thinking skills test, developed by Facione and available in the state of California. It has been used for several years and there is a data base already developed for comparison. The reference is Miri, B., Ben-Chaim, D., & Zoller, U. (2007). Purposely Teaching for the Promotion of Higher-Order Thinking Skills: A Case of Critical Thinking. //Research in Science Education//, //37//(4), 353-369. http://search.ebscohost.com.ezp.waldenulibrary.org Abstract: “This longitudinal case-study aimed at examining whether **//purposely//** **//teaching//** **//for//** **//the//** **//promotion//** **//of//** **//higher//** **//order//** **//thinking//** **//skills//** enhances students' critical **//thinking//** (CT).” In this study, researchers used the Critical Thinking Disposition Inventory and Critical Thinking Skills Test developed by Facione. Important elements of the research: two Facione tests, end of class interviews, class observations, qualitative, control group Results: overall improvement on both test scores in a 3-year period, these three strategies contributed to high order thinking: real world cases, open ended class discussions and inquiry-oriented experiences. 4) Our school is in its 2nd year of performance improvement for math and 1st year for language arts. I predict that if we switch the focus from “teaching to the tests” to student-centered, hands-on, inquiry-based problem solving and relevant applications of math and language arts; our scores would naturally go up as students begin asking their own questions and solving problems. Actually, I recommend using all of the no cost strategies mentioned in the low-cost strategy. These are free resources that will help in the development of the teachers. These can be integrated as part of an overall long term plan, but I did not choose this route because they do not stand on their own to accomplish long term changes and do not fund continuing the process. The high cost strategy has lots of great but costly activities that could be integrated on a much more gradual pace and over the years would be more sustainable than infusing high funds all at once. We would pilot each and assess before jumping in with both feet. Teacher training and support is really important with any new technologies that are introduced and although not outrageously costly, are the key for sustainability. Another factor for rejecting the high cost is the improbability in this culture with the economic situation that California schools are facing. This strategy integrates the following four of our seven school-wide goals: “We believe that the best learning occurs when: (1) real life "context-based" learning is emphasized; (2) t here is enrichment through field trips, apprenticeships, cooperative classes, and appropriate uses of technology; (3) schooling is viewed as one aspect of an education; and (4) t he entire community serves as the school campus.”
 * In one paragraph for each of the strategies you did not use, describe why you rejected it, supporting your decision with data and sound reasoning.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Demonstrate how your chosen intervention strategy best meets the organizational goals stated in the performance gap in Module 2.

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Project Manager Responsibilities ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">My role as project/program manager is multifaceted: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">1) to be a team leader by leading the science & engineering teachers in a brainstorming session to identify causes and strategies in working this problem; and to be a team builder by making connections with each team member in personal and positive ways; <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">2) to be a visionary by presenting a vision of continuous improvement, scholarly research and data to the team; <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">3) to be a servant by providing the educational and community resources and professional development for the teachers once we have collaborated on the problem and reach agreement on our strategies; <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">4) to be a facilitator by encouraging discussions and different viewpoints, consensus decision making; <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">5) to be a project manager by ensuring that team is setting timelines and doing milestone tracking and analyzing and assessing progress; <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">6) to be an encourager of innovation and creativity by providing non-threatening, non-critical and positive environment for brainstorming; <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">7) to be a communicator to all levels of management and make sure anyone with any connection to the project are well-informed of the assessments and progress; <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">8) to be reflective and open-minded to the process and make sure the team is in continual agreement at the direction we are moving depending on the assessments and data results each year.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Document project management techniques: Explain your role as project manager for this intervention strategy.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Grants are already in progress for the Rookie Robotics team, the new engineering and business courses and are being tracked by our school’s grant writer, George Essel, who is also the engineering and business course writer.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Document resource management techniques: Describe the resources that will be used for this intervention and how they will be tracked.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">1) PD 3-year plan for teachers, to be evaluated each year <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">2) daily inquiry-based learning project development integrated into curriculum for ABC pilot class <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">3) establish practice of formal forums and informal blogs through Moodle & monitor in pilot classes <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">4) training teachers and students in multimedia production projects <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">5) podcasting in the classroom – developed by students for peer tutoring <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">6) Engineering and Business courses merge to support a problem solving robotics team – bring in community support for technology in electronics, programming, pneumatics, and computer aided design.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Document delivery system management techniques: Identify the medium for the delivery of the intervention strategy and how the technology will be implemented within the instructional context.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">Assessment to track intervention progress will include the following resources collected on both the pilot class students and a control group that is not practicing the interventions: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">1) CST scores are collected each year and analyzed by John Kane, our Physics teacher and school statistician. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">2) Common Assessment Moodle quizzes have been developed and data will be automatically collected in Moodle and analyzed by the scicne PLC team. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-left: 0.5in;">3) Scantron data will be collected twice a year to look for any t=improvement trends. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">4) Facione’s Critical Thinking Disposition Inventory and Critical Thinking Skills Tests will be procured, given to a control group and the pilot class and analyzed against the already established CA state data base. 5) Survey Monkey surveys will be presented at the beginning and end of the pilot test class and a control class that is not practicing the interventions. 6) Teachers will also be interviewed as well as observations by Master teacher outside of the team
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Document information management techniques: Describe how information related to this intervention strategy will be stored, accessed, and processed. This may include information that will be used for evaluation of the intervention.

Mod 5 Required Documentation

Medium-Cost Strategy Recap: 1) Develop an online PD training course 2) Pilot Robotics to bring in home school students, pilot project-based science classroom at one of the high school academies; pilot ABC classroom 3) implement assessment program 4) Monitor CSTs, Critical Thinking skills test over 5 years

ADDED to increase technology in this project: 5) district-wide communication system for teachers 6) district-wide communication system for students & teachers using Moodle forums, Moodle blogs through a HQT weekly seminar program

Cost impact of the added items: 5) Google Apps security would be used for district-wide communication between teachers and since it is already implemented at our school, there would be no addtional cost 6) is minimal cost, since our school is already using Moodle, we just need additional training for our teachers in utilizing Moodle that is not being currently used.

Financial and Budget Information: 1) Develop a hybrid online PD training course for teachers at all middle school & high school academies, district-wide. Some aspects will utilize live discussions/demonstrations through our Breeze classroom program and some aspects will be online for the teachers at their convenience. There will also be weekly discussion forums in Moodle.

Access to Moodle and Breeze are embedded in our school (Moodle is free, Breeze is charged by seat at $83/month X 15 teachers) = $1245/month X 9 months = Total $11,205 Development of the training would be done by Department Chair in collaboration with the engineering instructors: minimal cost associated with conference attendance, field trips to projects-based school like High Tech High in San Diego, CA. EST $4000.

2) Pilot programs including Robotics (supported by grants) would be minimal. Multi-media project productions, podcasting, costs would be for software and teacher professional development (conferences). Estimate $2000/pilot = $6000 3 & 4) Assessment program would be built into teacher curriculum so cost is also minimal with “Survey Monkey” used for student and teacher feedback, twice a year and the critical skills tests, as mentioned in Mod 4. 5) District-wide communication for teacher to teacher - Google apps security - no additional costs since our school is already using it. 6) District-wide communication for student to teacher – minimal cost with use of Moodle forums and blogs.

Total Budget under $25,000.

Technical Information: 1) ABC pilot data in Mod 4 discussion 2) Robotics team technical info – to date all team competitions ($6000 per year) have been supported by grants; each year teams mentor at least one new team for the following year; community connections are rich in these activities and many times, lead to students doing internships and going on to engineering or technical college degree programs. There are also over $9million in US scholarships each year offered through the FIRST competition organization for participants.

Project Assessment/Evaluation: Refer to items 3 and 4 for assessment and 5-year plan for continual assessment and evaluation, using survey monkey, before and after critical thinking skills tests, before and after scantron tests, and CST annual tests.

Project objectives will focus on: 1) student achievement improvement, 2) student critical thinking skill improvement, 3) student motivation and attitude improvement, 4) student CST annual score improvement, 5) use of collaboration tools by students like wikis, Moodle forums & blogs in the classroom; and 5) analysis of teacher increase use of critical thinking skills and classroom discussions by a master teacher evaluator.