Notes from the Road: California 2016

Last Sunday, CityBridge’s fourth cohort of Education Innovation Fellows jumped on a plane and headed out west for a whirlwind week of innovative schools and design thinking in California. Every year, this trip has been life-changing for our fellows: diving deep into design thinking and seeing new ideas in practice is, as we’ve learned, a powerful combination.

Stay tuned for a full download—but until then, here are some snapshots from the road. Join in the fellows’ experiences in real time by following @CityBridgeFdn and #EIF16 on Twitter.

On Monday, Fellows brainstormed big ideas and questions they have about 8 Great Leaps in education:

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They formed teams bases on common themes and challenges they’re passionate about.

They then headed to Stanford and honed their design thinking skills with a workshop at the d.school:

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Here are a few folks building “student empathy totems” to remind them of how they can put themselves in the shoes of one of their learners:

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Then they shared their totems in a gallery walk discussion:

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On Tuesday, the team started the day at Urban Montessori Charter School, where fellows learned the key elements of the Montessori model and how the school expands upon that core model with design thinking. They also heard from the school staff about the challenges of crafting an intentionally diverse public school:

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After Urban Montessori, the fellows headed across Oakland to La Escuelita, an Oakland Unified elementary school:

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There, they learned about how the teachers have driven the design and implementation of a blended learning model and a maker space. Students in the maker space were building circuits:

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Lighthouse Community Charter School in Oakland was their next stop, where teachers gathered in that school’s maker space, the Creativity Lab:

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Fellows (and CityBridge staff!) got to experience the basics of making by investigating real-world products, taking them apart, and explaining the complexity of the component parts. In this meta-moment, teachers dissect a pencil sharper:

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The team’s last stop was the Facebook headquarters, the world’s largest open-plan office, where Shauntel Poulson (Reach Capital) introduced fellows to the ed-tech market. They closed the day with a highly interactive Nearpod demo from Guido Kovalskys, Nearpod CEO, and a demo of the Summit Basecamp Personalized Learning Platform from the Basecamp team and the Facebook engineers who work full time on the project.

Today, the fellows will head down to Los Angeles for more school visits, design thinking, and discussions about how to do school better. Stay tuned!

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How a Breakthrough School Beat Summer Learning Loss

Students on Chromebooks at DC International School.

Students on Chromebooks at DC International School.

Students in America lose an average of one month of learning over the summer. That’s not a lack of progress—that’s a backwards slide in math and reading, as if four weeks of hard work by students and teachers hadn’t happened during the school year itself. This summer learning loss “disproportionately affects low-income students”—like the students who attend our school, DC International School.

We are a charter school in Washington, D.C. starting our second year of middle school, with 52% of our students receiving free or reduced price lunch. We do not have an extended school year and our students did not attend summer school. But with no additional money spent, we beat summer loss.

The key? Personalized, technology-driven learning. We are a 1:1 school, with Chromebooks provided to all of our students through the support of the Next Generation Learning Challenges project and the CityBridge Foundation. The students use the Chromebooks in class and take them home for homework. They keep them during the summer, too. So over the break, we assigned all students to spend an hour a week on TenMarks, a math practice program with individual learning pathways based on diagnostic assessment, and tips for students who struggle. All students also were assigned to read and respond to 40 articles through the Curriculet/USA Today summer challenge. The students could choose the articles and earn badges for their progress. The great part? All of this was free. (We don’t receive any donations or particular benefits from any of the vendors mentioned here.) We also continued to use Achieve3000, a reading intervention using leveled text that we had found success with during the school year for our struggling readers. The software makes the text a just-right level of challenge for readers, with immediate feedback (as on the Curriculet articles and TenMarks) on student responses to questions.

Our students experienced no summer learning loss in either math or English. In fact, using NWEA’s Measures of Academic Progress, we found they were beating the rest of the country during the summer break. Compared to national norms, our students grew by five percentile points in math and two percentile points in reading from June to September. This addresses a huge issue in American education—and it wouldn’t be possible without the Chromebooks and the personalized learning platforms.

It also wouldn’t be possible without human beings at the school—but even here, technology made it work. Faculty could track whether students were completing their Curriculet reading and used that metric as a proxy for summer work generally. Starting in the second week of summer, we called parents of students who weren’t completing the work, as well as those who were excelling or improving. (Shout-out to our awesome full-year aides who made these calls!) Think about the difference between this process and waiting until September to see if students turn in summer assignments! We also opened the school several hours a week to provide a supervised space to work for students who needed wi-fi access or just a friendly face.

We have a long way to go—with math, with reading, and with personalized learning. But these results tell me that we’re on the right track. If summer learning loss can be a thing of the past, who knows what other educational fossils we can leave behind?

—Simon Rodberg is the principal of the District of Columbia International School

Design Thinking: Starting with Empathy

With our multi-day California trip behind us, I have about 40 pages of notes and dozens of computer files that attempt to collect all of the information we received. There is so much we observed that will influence my future work—from selecting programs to use in the classroom to computer implementation.

The biggest long-term effect of this trip, however, boils down to empathy. It’s honestly not what I thought I’d walk away with going in. I thought the trip would show me several models of blended learning and I would simply take one and run with it, implementing it into my school as quickly as possible.

But that leaves humans entirely out of the equation. If these school visits and anecdotes (both good and bad) have left me with anything, it’s a deep appreciation for the need of humans to be in the equation when approaching technology.

The process we will be using to implement blended learning and individualized learning in our schools is called design thinking, and we were trained on it at Stanford’s d.School. The process does some really awesome things to bring about change, and it all starts with empathy towards someone else’s problem. Common sense, right?

It seems so, but think about how many changes have been made in your workplace without you being consulted. As a teacher, I’ve seen curriculum, logistics, and systems for interacting with parents radically changed without thoroughly consulting all stakeholders.

Of all the things I’m excited about—and there are many—I am so thankful to have a strong mindset around empathy and others’ needs. This means that, despite the mistakes that I’ll inevitably make, all of my actions can be rooted in the stated wants and needs of teachers, students, and families. Now that’s exciting!

Blair Mishleau, 2015 Education Innovation Fellow
KIPP DC Heights Academy

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How to Avoid Post-REVIVAL Stress Disorder (PRSD)

I’m a PK (Pastor’s Kid), so I know a spiritual revival when I see one. On this California trip, we have not entered any makeshift churches out of white tents, but in equally inspiring, open, and creative spaces, we have been challenged to respond to a call of action to join a growing movement in our educational system.

I started to realize that the 22 of us Fellows were beginning to convert to the “gospel” of personalized learning when Gisele Huff spoke to us on Tuesday about how irrational it is to expect one teacher to reach the myriad of academic needs for 30 students simultaneously. When she commended us as teachers for working so diligently at an impossible task, there were audible sighs of relief and gratitude for the truth she spoke. What Gisele did for the soul, Brian Greenberg followed up with for the mind by reframing our current factory model of education with one question: Why do we assign 18 years of curriculum to children simply based on the day and year of their birth?

The good news of personalized learning is not just that students learn and achieve according to their individual pace and interests, but also that teachers are able to leverage technology to increase face-to-face time. It is in this time and space that they can focus on fixing misconceptions using real-time data and pushing cognitive skills through challenging tasks teachers. Ultimately, teachers are freed from the burden of ineffectively teaching to an “average” child that rarely exists, and it is the possibility of lifting this burden that I sense within our cohort.

Out of the nine schools we visited in California, three epitomized my vision of a school where teachers and students seem fully liberated. At Saint Anne School in Santa Monica, students participated in a station rotation blended learning model like many of our other site visits, but the sense of purpose and community felt most authentic. I didn’t sense that adults were stressed about how to measure dozens of metrics to ensure students close the achievement gap or engineer social skills that will lead them to success in college. I did, however, see tons of evidence that these students will close the gap as I watched students manage their own behavior and learning, collaborate around a student playing “Stay with Me” on a piano after choir class, and advocate for their learning (one boy did so four times within ten minutes because he wanted to know how to play “Hot Cross Buns” on his violin despite being absent the previous day).

On a secondary level, the students at Alliance BLAST and USC Hybrid High impressed with their sense of ownership over their education. Students knew what assignments they needed to complete, how to access information and had proof of work products that were thoughtful and relevant (ex. connecting the landscape of Mesopotamia to the current rise of ISIS). In both visits, we were led around by students who could explain the benefits of their flex models, not central office personnel well versed in the art of selling a school. In both cases, I had no doubt that these kids would be ready for college primarily because there already “practicing” college in the way their schools are physically and instructionally designed. These settings already resemble the autonomy of campus settings, which trust students to rise to the occasion of living and learning in peaceful harmony.

Unfortunately, I am already sensing this mountaintop experience coming to a close. In the upcoming weeks, the light of this alternative way to imagining “school” will likely fade as I return to the same environment with a different mindset and I worry about how effective I can be at spreading this good news in the valley of everyday school life. How do you create buy-in to a learning model that many kids cannot even imagine? How do I narrow down my priorities in rearranging my classroom to better facilitate learning? How do I stay disciplined in measuring progress along clearly defined goals?

Post-Revival Stress Disorder can strike here because you can A) CONTEMPLATE forever as the possibilities for change are overwhelming, B) CRASH because you attempted every idea all at once, or C) COPE with the status quo because its familiar.

I am prone to option B, as I have no fear trying new things—but if there’s nothing I’ve learned over the past five days, you don’t innovate for innovation’s sake. You must take the time to define the problem according to your consumer (hint: the student). Consequently, I will not rush into designing an elaborate combo model of every edtech tool I’ve gotten excited about, nor will I plan out how to make online playlists that will allow students to move through a unit’s content at their own pace.

I am ONLY committing to the following next steps:

  1. EMPATHIZE: Interview at least six students from each of my classes using the following prompt: “Could you describe a time you felt excited to be in class?”
  2. DEFINE: Prioritize no more than THREE key levers for moving towards personalization in my classroom based on student experiences, not mine.
  3. IDEATE: Not until Step 2 is done because I must know what problem I’m fixing.
  4. PROTOTYPE: Not until Step 2 is complete because all tools don’t build the same thing.
  5. TEST: If it’s not already obvious, Step 2 comes first; otherwise, I have no idea what I’m actually measuring as success beyond a warm and fuzzy feeling.

So, fellow disciples, next time you see me, I should have three clearly defined components for what students need from my class. Should I fail to have this, please feel free to reiterate to me the importance of not just believing in personalizing learning, but taking the time to model the entire design process and not just trek back to the valley without a compass.

Design process

Source: http://exploratownium.com/what-is-design-thinking/

Desiree Smith, 2015 Education Innovation Fellow
Center City Public Charter Schools—Congress Heights Campus

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Someday or Monday?

As a teacher at KIPP DC Heights Academy in the Anacostia neighborhood, I was very excited to hear that one of our school visits would be at a fellow KIPP region.

During the visit to KIPP LA’s KIPP Empower Academy, I had a really powerful realization: As I looked around the campus, I saw so many things reminiscent of my school.

This goes beyond the superficial features, like our uniforms or logos. On a deeper level, we both use ChromeBooks as our main student technology, we serve similar underserved populations, and there’s significant overlap in the instructional technology programs we are using.

So much about this trip has been focused on seeing schools that are doing things radically different from our own, often with different student populations and class setups. This is extraordinarily powerful as we are tasked with innovating in education in D.C.

Our trip to KIPP was powerful to me, though, because it showed me that with a few moderate changes, my school can shift to a blended model. We have the technology, we have the infrastructure, and we have the smart educators who are devoted to students. KIPP Empower showed how close we already are.

With this work, I often think about the “someday/Monday” paradigm. We have so many things we want to do “someday”—like end educational inequity. However, we have students on Monday. KIPP Empower showed that, with some collaboration, next Monday or the one after isn’t too soon to start blended learning with my kiddos.

Blair Mishleau, 2015 Education Innovation Fellow
KIPP DC Heights Academy

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SuperSHEro

As a parent, you develop a mindset of the superhero—or, in my case, superSHEro. When my daughter was born, I automatically began to act in a way that would change the world for her. I started with me, constant trying to be my best self, be more savvy with my money, provide for and shelter this child—because through her, I live forever. I’m her superhero, going above and beyond to save the world (or change the world) for her. I wear that cape for her!

Then I became a teacher and was awarded another cape. I now am a superhero for my students, because through them, I also live forever. The values I hope to instill in them, the drive I pray they develop as a result of the interactions and lessons between them and me. For some, I am actually their mother, friend, lawyer, social worker, and more for the eight to ten hours that they are at school each day. Teachers are superheroes: Through our students, we change the world.

So I wear two capes—sometimes at the same time, and sometimes sacrificing one cape to wear the other. But my constant dilemma is when to take one off to put the other on. I’m the sole provider for my child, so there are some risks I am not willing to take when it comes to job stability. However, I have to think about all of the other children who need someone to take a chance, innovate, and do something radical for them. Which cape bears the most weight? Which cape is the most important? Save the world…or save my girl?

Kelley Jones, 2015 Education Innovation Fellow
Orr Elementary School

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Are You Willing to be Epic?

In any classroom in the United States, there are common “best practices” that schools employ to provide a rich experience for students. However, we cannot resist the overwhelming data showing that we are failing tremendously to provide high-quality education nationwide.

In my four-day experience in California, I have had the opportunity to visit multiple schools that have introduced blended learning as part of their educational climate. I’ve witnessed multiple models and heard from visionary leaders regarding their new approaches to educating children. I’ll admit that every model looks enticing, which can make it hard to determine what to implement. But one word that has resonated with me is “Epic.”

Epic is a game-based school located in California. Each student has his or her own Avatar, and the goal is to gain points and badges and to unlock levels to access new content and increased freedom. It is a radical and uncomfortable yet exciting model that left me inspired to push my vision for education.

While I am aware that the educational system may never employ this model broadly, I want to push educators to think on an “Epic” level. Imagine that you could create the ultimate classroom or school: How could you make it epic? We as educators have a creative talent that has been lost amidst the pressure to perform high and be in compliance. However, this is the opposite of epic! In writing this post, I want teachers to know that you have talent, vision, and a voice, talent. Your ability to be great is not solely based on the data results, test prep, or a teacher evaluation rubric. Some things are so great that they can’t be quantified! They are epic!

This experience has exposed me to the risk-takers and epic ideas. I have learned many lessons, which I will sum up in three short points:

  • To be epic, you must be unsatisfied with the current system in place.
  • To be epic, you must be willing to get it wrong and be content with mess.
  • To be epic, you must be relentless in your pursuit, despite voices that will cause you to question everything you are doing.

Be an epic educator, not an average teacher!

Brandon Johnson, 2015 Education Innovation Fellow
Browne Education Campus

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