Community Feedback at February Brainstorming Session

Models presented (in no particular order other than the rainbow):

1. Option Pink - (100% green dots) Increase to a 7 period day to allow more time for exploration of subjects and structural supports for struggling learners.
• Considerations
• how are strugglers identified. optinoal support or required
• what is the curriculum model for this scenario? financial impacts for the district beyond just salaries
• imcapt on start times and transportation district wide if lenght of day changes
• AVID program for underachieving kids to get study skills, time management and long term motivation about college and career
• will this be if the challenge program 1. self select for all core subjects? 2. mandatory heterogeneous program? The challenge issue needs to be defined before looking at this
• Pros
• help for struggling learners during school hours
• exploration is the key to lifelong learning. yearly exposure
• it will be really helpful for struggling kids to catch up on studies
• the ability to learn is great and should be given to every child
• wont push higher ability children down
• proactive approach to help struggling students
• teachers get more prep/collab time 
• supports integrated curriculum in middle school
• choice and exposure to variety for all learners
• more support and face time for struggling and achievers
• foreign language could start earlier
• more exploration for middle schoolers to find themselves.
• Cons
• longer school day
• costs associated with extra teaching time
• how will this jive with the push for later start times?
• school sgtart times keep getting earlier adn earlier. with the way thigns are goign the start time may increase which isn't a very good thing. 
• timing will be problematic
• students who struggle are forced to spend more time on least favorite subjects
• expensive?
2. Option Red - (67% green, 33% red dots) Self-select Challenge classes available in grades 7 & 8 for all core subjects. 6th Graders in Heterogeneous/Mixed ability classes like they are now.
• Considerations
• Compromise but heterogeneous is always something hard for teachers. May not work
• What about HiCap in home school 6th graders?
• Can we make advanced math available for 6th grade?
• how to prepare 6th graders for a challenging mindset? Stepping stones -> challenge to pre-AP to AP
• What good is this hybrid model trying to achieve?
• What about identified hicap 6th graders?
• One of the big benefits for 6-8 middle school was supposed to be earlier access to advanced classes
• Pros
• keeps challenge for 7-8 as parents and students expect
• compromise that is easiest to implement and allows us to include 6th grade challenge in future
• keeps challenge for at least 7-8
• good option for 6th graders transitioning to middle school. Keep 7-8 as is since it is working
• allows 6th graders to adjust to middle school while allowing challenge for more adjusted 7-8 graders
• Cons
• they would be in the middle school so to deny them the opportunity to opt in to challenge seems limiting
• differentiation in elementary for single subject hi cap didn't work. Doing it for 6th grade in middle school will be the same.
• I agree with ^^
• 6th graders need challenge option too. Some have been waiting thru elementary for this opportunity
• impossible to effectively differentiate struggling through hicap effectively. Focus on the low end and the high end gets the shaft
3. Option Orange - (63% green, 37% red dots)Challenge Classes available in grades 6-8 in all core subjects for students who qualify (no self-select).
• Considerations
• How do you qualify. more standardized tests? NO! perhaps 5th grade teacher recommendation or GPA type qualifications
• many tests are unfair. There should be a different way to get in not by tests
• if you qualify can you still opt out?
• is this a step back, fostering tracking?
• AAP tests are already bad enough. adding more unreasonable requirements is worse
• criteria should not be just tests
• not all students test well
• qualification criteria that are fair and not onerous. perhaps B average and or score 3 on SBA equivalent?
• eval from past teachers? might be a lot of work but valid eval of ability
• identify in non traditional ways to pull in underrepresented  populations
• Pros
• could work if selection criteria are appropriate e.g. getting 3 on SBA or A/B in last year's classes
• most of the benefits of self-select challenge just for a smaller group of kids
• able to be true challenge
• smaller amount of differentiation for the teacher
• proven track record that the student is in the correct learning environment
• may be more straight forward to teach students who are homogeneously grouped.
• Cons
• need to not be a permanent track, need to qualify each year
• less diversity in challenge classroom, might lose the motivated but not A students
• how does the motivated student with grit and perseverance get ahead academically if every challenging program requires a qualification?
• I agree with ^^
• Equity!
• different abilities not all academically minded kids show up their abilities on a test. limits who gets in
• will underrepresented populations qualify at the same rate as others? is this fair for equity?
• need to provide qualifying info to all. if testing needs to be done in school not Saturday requiring out of school hours, time and transportation.
• This could eliminate a student that has the desire to become better educated in a subject if they did not not meet the criteria.
• considerations of equity in testing
4. Option Green - (100% red dots)Heterogeneous/Mixed ability classrooms in all core subjects. No separate challenge classes. Challenge curriculum with differentiation used for all classes. No opt-out
• Considerations
• This cannot be separated for the cost, time and $, of training teachers to differentiate well
• massive additional teacher support required. next to impossible to effectively differentiate for both hi cap and struggling
• the closest current differentiation model, neighborhood school hicap services, has not been well received as demonstrated in the 2015 hicap survey.implementation across all students would likely be even more difficult
• agree with ^^
• it would be differentiation for 120 students when even trying to do it for 2/class at elementary schools was a disaster
• can all teachers really differentiate to the level required to make this approach viable? or will high and low students suffer?
• Pros
• no child left behind, but they could still be left behind
• makes gen-ed classes easier to teach when challenge kids are in the room to carry conversations and tutor slower learners
• Cons
• trouble finding like minded peers for social development especially for high achieving hicap kids
• hicap kids have different needs than gen ed. kids. huge disservice to ignore that
• kids should not be responsible for helping to educate their peers. That is the primary responsibility of the teachers. 
• teacher training is very expensive and time consuming
• not currently successful in even small population examples - hicap in neighborhood elemnetary
• requires intensive, ongoing faculty PD to effectively meet all student needs
• struggling students see every day in every class that the high ability students find the material easy. can't be good for confidence
• demotivates struggling students and doesn't provide for hicap
• hicap students do not make 1 year of progress in one year. every student deserves 1 year of progress every year regardless of where the starting point
• hard for teachers and unreasonable
• asking too much from the kids at the higher level. it is admirable but not their job to help close the gap. so many emotional social issues at the junior high level. not going to motivate kids on either end. doesn't close the gap
• removing self-agency in educational decision making for students
• those who would have been in challenge will dominate discussions. potentially limiting the growth potential of others who should have stayed in gen ed
5. Option Blue - (100% green dots)Self-select challenge classes available in grades 6-8 for all core subjects
• Considerations
• program has been successful already
• need to develop challenge level curriculum for 6th grade subjects
• no need to change what isn't broken
• much earlier identification of high ability and provide support and encouragement and challenge in class especially for underrepresented populations
• could add automatic enrollment subject to criteria with ability to opt out
• challenge classes need to be made more rigorous . many find them too easy now
• whole grade level screening to encourage and identify more underrepresented populations
• in order to ensure all kids are exposed to challenge, require each student to take at least one challenge class. just as high school requires two AP in order to graduate
• proactively identify underrepresented populations and automatically opt in to challenge if they are fit criteria
• Hicap tests are unreasonable with very high standards. Challenge gives them a good alternative
• Pros
• Keeps kids with like minded peers
• gives students the ability to choose where they want challenge. growth mindset encouraged
• keeps kids and guides kids on a trajectory for AP classes
• empowers students to have choices
• working now and working well
• challenge teachers can easily teach AAP.  curriculum is similar and there is less change in ability of students
• provides option for hicap students who choose not to switch schools
• kids who take challenge are better prepared for AP classes
• can take challenge in some subjects but not choose all 
• challenge is working now. 7-8 teachers know how to do this so les professional development required
• opting to challenge yourself is making a psychological commitment and gives students a level of responsibility
• teh kids in challenge classes want to be there and are willing to put in the work and not be hampered by the huge differentiation spectrum in classrooms
• Cons
• need to look at students SBAC scores and opt in or suggest to students who get 3+ to take challenge. this should help get more kids from underrepresented groups into challenge
• district needs to work on identifying kids in different ways to get more underrepresented kids.
• need to develop 6th grade challenge curriculum - time, $ and PD
6. Option Purple - (43% green 57% red dots)Create Choice Schools that focus on various areas of interest
• Considerations
• lots of professional development and training for teachers
• how would students be chosen in a way that is equitable?
• lotteries for space constraints are tough and not equitable
• how will NSD ensure transportation to create true equitable opportunity for students and families?
• tech school will be great idea for challenging kids
• transportation dept is already obstructive. How would all students get to different schools across district? what unreasonable commuting times?
• Pros
• students can focus on areas of interest
• allows students to go deeper on an area of passion and interest if a choice school is available
• smaller school environments/school in a school good for many kids. better advising support for students and community
• students motivation may be higher due to increased interest
• would allow kids to focus on their strengths
• the environment creates success
• student get motivation according to their interests
• Cons
• transportation issues to schools far from home
• lack of space in program to accommodate all interested students
• still no solution for struggling learners, and those who don't get in
• teacher training extensive
• not all kids who want choice schools will get in due to space constraints and lottery. Equity issues.
• still requires extensive differentiation by teachers as interest does not necessarily track with ability
• kids at young ages change their minds. a lot. no reason to stick a kid in a choice school them have them change their mind and make them transfer schools. 
• not everyone can get their choice. very demotivating for those who are left out
• dampens love of learning for those who don't get in
• no transportation or limited transportation also creates equity problems.
7. Option Brown - ( 50% green, 50% red)Multi-Age Ability-Based Classrooms in all Core subjects
• Considerations
• how is placement determined?
• ceiling issues. what if the 6/7 grades are at teh top level first year. where do they go?
• current ability is just a snapshot not a measurement of realistic progress in a school year. Advanced 9th graders v/s struggling 9th grader
• teachers able to respond to different age groups and respect differences in motivation and experience
• very challenging for teachers to account for differences in social aspects of different ages
• Pros
• students get instruction at their level
• easier to set up as heterogeneous
• helps students advance farther without teacher struggle
• it is really helpful to kids who like challenges
• they learn a lot without getting bored
• students are leveled based on individual readiness
• group students according to interest and ability rather than age and grade level may result in motivated students
• similar situation for math
• creates a more homogeneous ability group that could be easier to accommodate however social challenges will come into play
• really good program for self motivated students
• Cons
• social issues for younger kids mixed with older ones
• some younger kids are asked to tutor older in Algebra 1 now
• communication from younger students to older may be harder
• level of maturity may be an issue
• social and peer issues such a big part of middle school. maturation so different and so pronounced in middle school
• multi age algebra/math classes at Timbercrest and Skyview do not go well today. 7th grade double jump kids in class with 9th graders. 7th ready to more on and go fast. 9th grade not ready need more support
• each grade has topics to cover in science, social studies, english. how to ensure that all topics are covered in this model?
8. Option Grey -  (100% Red dots)Separate classes for students who struggle (opt out of challenge for all)
• Considerations
• Challenge for all with parent opt out? only parents who are tuned in will grasp the options. May end up with more struggling kids than you think
• not all parents are invested in their children's education as others. students may be struggling and parents don't know. kids may drop out. 
• providing support like AVID would be a way to do this without having to choose the remedial path
• Pros
• opt out would allow a kid a say
• potential to better meet the needs of students who struggle
• Cons
• stigma for kids who choose struggling class instead of challenge-for-all
• feels like remedial class. not the right message of support and high expectations
• no supports in challenge for all class for kids who should have opted out
• where woudl an opt out kid end up? would there be a separate option?
• if there is a minority of kids don't want to attend the program, won't it be hard to relocate kids? wouldn't you have to make more unnecessary classes?
• kids who struggle should not be labeled as such. perhaps they are slow to bloom. don't take them away from kids who are motivated to learn.
• risk of creating perception of a class/classes for slow kids
• major social ramifications
• STIGMA! huge social ramifications at an already difficult time
• even though it would be called struggling learners all the kids will know and call it as they see it. 
9. Option Black - (added during meeting, too late for dots and too late for most comments)Larger class sizes for challenge, smaller class sizes for Gen Ed
• Considerations
• it is not easier to teach a class of challenge kids. Still need adequate teacher interaction
• is there a reason why challenge should be bigger and not gen-ed
• smaller class size always works better for student attention
• Pros
• Gen Ed teachers would have an easier time of teaching unmotivated and struggling learners
• Cons
• big classes almost always have some stragglers and ones that always get left behind. 

Neon paper notes

1.  (100% green dots)Increase rigor in all classes with help for struggling students. Keep challenge and increase the rigor in those classes as well. 
2. keep current plan but increase teacher supports for non challenge classes - small class sizes? teaching assistants?
3. rename challenge to "fast paced". Fast paced english, fast paced social studies. Take the value judgement of challenge out of the course catalog. it implies that other classes are not challenging- wrong words