Cedar Rapids Community School District - Cedar Rapids ...1).pdf2012/08/21 · gular updates to...

Collective Commitments: -Listen respectfully to one another -One person speaks at a time -Willingness to consider other perspectives. -Continuous focus on how the group contributes to the Facilities Master Planning study. -Equity in voice -Begin and end meetings on time and stay engaged during meeting time -Assume good intent about others

Cedar Rapids Instructional Visioning Committee Agenda

CHARGE:

“To define a vision of teaching and learning for the future of education to be used as a reference point for the Facilities Steering Committee.”

August 21, 2012 Education Leadership and Support Center

Cedar Rooms B&C 5:30-8:00 pm AGENDA

• Welcome • Outcomes for the evening • Perspectives from other institutions • Article conversation: “Creating Connections” • Continuation of Visioning activity • Report to the Board of Education 9-24-12 • Final meeting preview

Future Meeting Dates: • September 4 ELSC 5:30-8:00 pm

VISITOR GROUND RULES: • Listen quietly while committee work in in Progress • Save comments and questions until the meeting

has ended. • Consider the “big picture” of the facilities master

planning process as work progresses.

2122000

MEETING MEMO

Visioning Committee Facilities Master Planning Process

Cedar Rapids Community School District

Meeting Date: August 6, 2012 Attending: Lori Bruzek, Julie Chlupach, Sue Clapp, Joe Crozier, Steve Goodhall, Angie Hoyer, Sheila Lehman, Mary Ellen Maske, Chuck McDonnell, Gary O’Malley, Meggan Palmer, Trace Pickering, Al Rowe, Lloyd Smith, Cindy Smith, Sandy Stephen, Dave Benson, Steve Graham, Julie Grotewold, George Kanz, Rob Kleinsmith Not Attending: Lee Clancey, Pete Clancy, Jan Handler, Christine Wolfe Visitors: Dr. David Benson, Superintendent; Channel 2 News; Merlyn Fulker, Gazette; Mike Gumm and David Dobson, Shive-Hattery; Organizational Meeting. Each attendee received 3-ring notebook with agenda packet. Meeting Facilitator Julee Grotewold welcomed attendees, thanked attendees for volunteering, reviewed agenda packet, presented norms for group and ground rules for visitors. Superintendent Dr. David Benson welcomed attendees, discussed importance of committee’s efforts, and reviewed committee change. Dr. Benson stressed the need to support learners by expending the limited resources for existing buildings. Due to limited resources, want a reality based plan. The Master Plan is the litmus test for projects that support education. Steve Graham, Director of Business Services, will lead the Master Plan process. Steve Graham welcomed committee members. George Kanz, Shive-Hattery, briefly presented the 2010 and 2011 enrollment study information and the facilities needs study. A review of pages 5-22 of agenda packet was completed. Committee member Dr. Trace Pickering presented information page 23 through page 47 of agenda packet. Committee members had opportunity to present current assumptions about schools before the presentation concluded. Some assumptions presented:

1. Good enough for me, why change? 2. Teach my learner 3. Fix my learner 4. My learner is already competent, so stretch them to learn even more 5. Calendars of activities so filled, individualized calendars not possible

Trace invited open discussion about the questions on page 46. An item was volunteered. Not enough space to leave a project half-finished on floor and move to another project. Michelle Huggins, Architect at Shive-Hattery, presented the implications for District Facilities

Visioning Committtee 8-21-12 mtg - Page: 2

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given this emerging notion of schooling. See pages 47-53 of agenda packet. Michelle used additional Power Point slides of the Educational Leadership and Support Center’s Learning Center to illustrate a real life example of a 21st century learners’ space. Group Exercise: Using four figures with the labels of: student, teachers, community, and parents:

As we think about the future and begin to process some of the information heard; aligning facilities to support optimum teaching and learning; what do we need to consider when thinking about the needs of students, teachers, parents and the community?

A report of one or two items was made. Julie said the items from the Group Exercise presented to Committee next meeting. The article pages 54-56 will be read and used for group exercise. Next meeting August 21 ELSC 5:30-8:00 pm Meeting adjourned at 7:30 pm


Facilities Master Plan Development Process | Instructional Visioning Committee

SCHEDULE

2012

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23

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FEBRUARY

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12

13

14

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JULY

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Cedar Rapids Community School District Facilities Instructional Visioning Committee

As we think about the future and begin to process the information from this evening: aligning facilities to support optimum teaching and learning what do we need to consider when thinking about the needs of: STUDENTS: ** Furniture designed for technology interactions.

Connected * Multi-tasking ** Technology rich

Bandwidth Wellness/fitness centers Nice/clean restrooms ** Space – individual, group, design and performance * Comfortable/Welcoming/Safe/Inviting * Equal/Positive/Warm space * Accessibility for community/adaptability/changeable “Coffee” shop, places, “snacks” (parents and students) Performance Centers PARENTS: ** Safe spaces Informed * Visually inviting * Well cared for – clean –

Comfortable common space for meeting with teachers Technology for access to building

* Technology for learning *Green? Environmentally friendly Availability/flexible use

* Convenience for busy life style Community hub/health care and other services C-store Bank Police School Enterprise Daycare/preschool/elementary Before/after school programming Accessible – ease - welcoming


TEACHERS: Meeting multiple learner needs Universal design: meets all

* Flexibility of space/furniture* Comfort, Safety, air quality Technology (that works)…capacity (band width) Large open learning spaces Community spaces and organizations Storage and preparation space Collaboration State of the art labs (scientific/computer) Need math emporium model Reading (more individualized opportunities-RTI) COMMUNITY * Efficient ** Durable/flexible * Sharing/multipurpose Connection to community (centers) - innovative uses to involve community * Balance technology/conveniences Fiscally responsible * Accessible/open/purposeful/, magnet for attracting resources Inviting Central Connected Facility Exchanges: YMCA/theaters/public libraries * Increased/Expanded * Opportunities for community interaction and learning * Service center Security systems Transparency and efficient means to share what is happening 08/07/12 bb


8/22/2012

1

Facilities for the Future

Diane Machatka

Associate Director for Space Planning, Office of

Planning, Design & Construction

Purpose of a university

Create

Preserve, and

Disseminate Knowledge

This means a combined mission for

research,

public service and

teaching.

Some Goals of University Education

• Prepare people to be competitive in the post-

industrial economy.

• Help students become educated – able to

obtain information, understand and assess it,

and communicate about it.

• Prepare people to be not just effective

workers but effective citizens.


8/22/2012

2

Today’s Context

• Period of economic uncertainty

• Everyone has ready access to information.

You no longer need to pay high tuition to get

facts.

• Plethora of information sources, of varying

quality

• Prevalence of social media

• University wants higher student retention

Assumptions About Students

• Adults (we have no custodial responsibility)

• Choose to be in school (classroom behavior is

not the issue that it is for K-12)

• Largely residential population

• Already experienced in group-based learning

• Immersed in social media; technology savvy.

Moving toward…

• 24/7 environment for living and learning

• On-campus classrooms, but with fluid classroom boundaries

• Learner-centered classes. Teacher as facilitator, not information-giver

• Increased focus on active, inquiry-based learning and collaborative learning

• Develop new facilities AND train instructors for new methods.


8/22/2012

3

TILE Classrooms

• In-class, team-based

learning

• Inquiry-based learning

• Peer instruction

• Increased interaction

with faculty

TILE Classroom Basics

• Tables of 9

• 3 Computers and 1 LED TV per table

• All computers/TVs wired together

• Lots of whiteboards

• Teaching station in center of room. No clear

room front.

Initial Tile Classroom


8/22/2012

4

2nd TILE Classroom

Standard Classroom Modified for TILE


8/22/2012

5

In general, new designs allow…

• Lecture,

• Interaction and

• Inquiry

Via

• Flexible, moveable seating

• Technology access

• Electrical support

• Lots of white/glass/chalk board

In addition to classrooms…

Create study spaces everywhere

Library becomes a study commons with small

group study rooms, open study tables, easy

chairs, computer stations, café, tutoring.

Wireless everywhere!

Electrical outlets to support student-provided

technology.

Commons


8/22/2012

6

Corridors that widen into

spaces for gathering and

study


8/22/2012

7

The Fluid Classroom Boundary

• Video capture

• Audio capture

• Guest lecturers at remote sites

• On-line resource materials

• Student problem-solving at online course sites

• Free on-line courses: Massive Open On-line Courses (MOOCs) as in Coursera and EdX. May lead to credentialing on the basis of demonstrated knowledge rather than assigned course credit.


Kirkwood Community College Strategic Planning and Decision Making

OUR VISION: To invent, develop, and deliver learning solutions for the 21st century. OUR MISSION: Identify community needs; provide accessible, quality education, and training; promote opportunities for lifelong learning. OUR PRINCIPLES/VALUES: Integrity, Mutual Respect, Open Communication, Servant Leadership, Partnerships, Lifelong Learning, Excellence, Innovation EMPLOYEES’ JOB GOAL: To advance the College’s mission, vision, principles, values, and strategic initiatives through informed continuous improvement decisions.

Facilities Master Planning

Purpose Statement: To improve planning process for growth, development, and renovation of college facilities/infrastructure and increase design and planning time (per the college’s mission, vision, principles, values, and strategic initiatives)

Management Data Mission/Vision/Priorities Money/Resources

2004-2014 Facilities Master Plan Operational Excellence

2011-2016 Learner Success Agenda Initiatives

Instructional Innovation-Program Effectiveness-Educational Delivery-Regional Leadership-

Market Intelligence

2012–2023 Facilities Funding Program/ New Program Development

Enrollment • History • Projected Growth

Facilities Needs Assessment

• Major repair needs • General, routine

maintenance needs (School Dude)

• Technology assessment

• Classroom/lab needs per standards (i.e. size, tables, smart podium, whiteboards, etc.)

• ADA compliance, security/safety

21st Century Learning Solutions • Higher education instructional trends • Higher education facility trends • Workplace skill trends/priorities

Community Needs • Market sub-segment data • Learner performance and client

feedback • Employment/occupational trend

tracking • Competitor studies • Accreditation appraiser feedback

Accessibility • Tuition/financial aid/scholarship

planning • Calendars, term length, locations • Instructional delivery solutions

Professional Development • Faculty/staff input/leadership

Funding Options/Sources • Statutory allocations • Special state funds • Special fund drives • Sale of assets • External partnerships • Grants • 20 ¼ Cent Levy • Bond issue

Major Maintenance, Renovation, Retrofits, Repair Costs Efficiencies/Cost Savings Initiatives Program Viability

• Cost/benefit/Return-on-investment studies

• Re-design/phase out

Annual Budgeting/Shorter Term Planning

Annual/5Year Program Effectiveness and Efficiency Reviews

Annual Budgeting/Long Range Resource Allocation


21st Century Teaching and Learning Attributes Excellence: Engagement-Effectiveness-Efficacy

Assumptions Questions

The identity, role, and responsibilities of a professional educator are changing.

To what extent are we becoming research-informed practitioners, innovative designers, and reflective scholars?

A well-designed curriculum is based upon relevant standards, outcomes, and significant learning goals.

To what extent is the curriculum equipping students to: successfully transfer to another institution, be employed, meet business/industry certification standards, pass a licensure exam, etc.?

Significant learning experiences impact students during the course experience and years after the course is over.

To what extent are our student learning experiences designed around critical foundational knowledge, application, integration, human dimension, caring, and learning to learn skills?

Students learn best when engaged in rich learning experiences, using primary and secondary sources of information.

To what extent are our students’ investigating, researching, and reflecting upon diverse perspectives and ideas?

Students learn best when engaged in cycles of performance, feedback, revision, and new performance.

To what extent are our assessments forward-looking and rely upon self/peer-assessment and self-reflection?

All teaching is for transfer or to “add value” to a known next step in schooling while accelerating learning and deepening meaning.

To what extent do we know our students are receiving “added value” from our design of learning experiences?

General technology is a tool used to accelerate learning, knowledge building/sharing, and access to others’ expertise.

To what extent do our e-learning resource designs accelerate student learning, knowledge building/sharing, and access to others’ expertise?

Use of business, industry, or specialized job technologies is essential to preparing students for future work and learning.

To what extent are our students experiencing and/or mastering the use of business/industry technologies?

Quality instructional design determines the effect of technology on student learning.

To what extent are we using e-learning resources to improve course engagement; to consolidate learning materials; to explore different learning topics; to appeal to different learning styles, etc.?

21st Century Facility-Learning Experience Design Dialogues Starter Questions

Applied Learning Transfer Lab Mentality: What does a 21st century “teaching and learning” (insert any word below) look like? What are teachers and learners doing? What will best “add value” to our learners’ future? What can be done virtually? On-site? Both?

Hotel Classroom Community Center Wind Turbine Lab NewBo Market Space Simulation Center Conference Room Truck Driving Facility Farm Library Golf Course Travel Abroad Experience Home Office Facilities Building. Health Simulation Center College Welcome Center Student Center Equestrian Center Gymnasium Math Learning Center Regional Center Board Room Writing Center Automotive Center Greenhouse Instructional Design Studio TV Studio Child Care Center ____________________ ___________________ ____________________ ____________________


8/22/2012

1

Strategic Facility Design

• OUR VISION: To invent, develop, and deliver learning solutions for the 21st century.

• OUR MISSION: Identify community needs; provide accessible, quality education, and training; promote opportunities for lifelong learning.

• OUR PRINCIPLES/VALUES: Integrity, Mutual Respect, Open Communication, Servant Leadership, Partnerships, Lifelong Learning, Excellence, Innovation

• EMPLOYEES’ JOB GOAL: To advance the College’s mission, vision, principles, values, and strategic initiatives through informed continuous improvement decisions.


8/22/2012

2

Purpose Statement: To improve planning process for growth, development, and renovation of college facilities/infrastructure and increase design and planning time (per the College’s mission, vision, principles, values, and strategic initiatives).

Management Data Mission/Vision/Priorities Money/Resources

2004-2014 Facilities Master Plan 2011-2016 Learner Success Agenda Initiatives

2012-2023 Facilities Funding Program/New Program Development

� Enrollment� Facilities Needs Assessment

� 21st Century Learning Solutions

� Community Needs� Accessibility� Professional Development

� Funding Options/Sources� Major Maintenance,

Renovation, Retrofits, Repair Costs Efficiencies/Cost Savings Initiatives

� Program Viability

Annual Budgeting/Shorter Term Planning

Annual/5 Year Program Effectiveness and Efficiency Reviews

Annual Budgeting/Long Range Resource Allocation

What does a 21st century “teaching and learning” ________ look like? What are teachers and learners doing? What will best “add value” to our learners’ future? What can be done virtually? On-site? Both?

To what extent are we preparing students for accelerated online learning? A changing world of work and community life?

Who are our partners in 21st century facility design for improved student learning?

Starter Questions


8/22/2012

3

Student Spaces Faculty Spaces Policies

purposeful, accessible, agile devices, design, and delivery via talent, teams, and time

� Double-sized spaces� Individual learning pods� Group learning spaces

(1-to-1, 1-to-6, full group)� Basic skill achievement centers� Mobile device access

� Mobile device access� Team planning/design spaces� Learning object design studio� Project-based learning design� Diverse course design models:

supplemental, replacement, emporium, fully online, buffet, linked workshop

� Dual credit, block schedules� Differentiated staffing� Varied work agreements� Intellectual property� Knowledge sharing incentives� Multi-media partnerships� Outsourcing agreements

Learning Environment

� Work tables, rolling chairs� Laptops/mobile devices� Cameras/video conferencing� Multi-platform connectivity

Digital Design/Distribution

� Rapid content capture (text, audio, video, etc.)

� Rapid learning object design� Object re-use archive

Differentiated Talent Roles

� Learning/technology coaches� Digital resource librarians� Content curators� Fine arts integrators

Supplemental Model: Traditional course structure + supplemental lectures, textbooks, technology, out-of-class activities.

Replacement Model: Reduced number of in-class meetings replacing in-class time with out-of-class, online, interactive learning activities

Emporium Model: Replaces lectures with a learning resource center model + interactive computer software and on-demand personalized assistance.

Fully Online Model: Eliminates all in-class meetings and moves all learning experiences online, using Web-based, multi-media resources, commercial software, automatically evaluated assessments with guided feedback and alternative staffing models.

Buffet Model: customized learning environment per student background, learning preference, and academic/professional goals via an assortment of individualized paths to reach the same learning outcomes.


Committee Input

Cedar Rapids Community School District – Facilities Instructional Visioning Committee Date: ______________ 1. Overall, the meeting was well organized.

2. The meeting included an appropriate level of participation and involvement.

3. Facilities and accommodations were conducive to the work.

4. I have a better understanding of my role after this meeting.

Strongly Disagree Agree Strongly Disagree Agree

1 2 3 4

1 2 3 4

1 2 3 4

5. Plus/Delta comments: Plus

(What did you like about this meeting?)

Delta (What could we have done to improve this meeting?)


Cedar Rapids Community School District - Cedar Rapids ...1).pdf2012/08/21 · gular updates to...

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Transcript of Cedar Rapids Community School District - Cedar Rapids ...1).pdf2012/08/21 · gular updates to...