Eighth grade Renaissance students participate in a rollercoaster expedition. Photo Credit: Springfield Renaissance School Teacher.
Flexible scheduling gives students more control of their learning, allows them to explore wide array of topics.
Tinsae, a rising 11th grader who is passionate about computer science, had a little taste of what it’s like to be a teacher last winter: he was allowed to share some of his extensive knowledge of programming with his fellow students at The Springfield Renaissance School in Springfield, Massachusetts.
“That whole week, I got to teach what I loved,” Tinsae said. “I wanted people to be aware of the potential in the IT field. I was really nervous because I didn’t think people would be interested, but it turned out people were really interested.”
School staff helped Tinsae put together the lessons for the programming group, which was just one of many mini-courses offered during two weeks his school dedicates to “intensives.” The intensives, most of which are led by teachers, give students a chance to delve deeply into topics such as video production, LEGO robotics and the science of science fiction. The school uses these courses to give students more control over their learning, by allowing some students to share what they learn and letting all students choose which ones to take.
To help Tinsae deepen his knowledge of IT even more, the school helped him get an internship in which he will try to hack into the computer system of insurance company Mass Mutual to test its security measures.
The Springfield Renaissance School is one of 54 “innovation schools” serving approximately 21,000 students in 26 school districts across the State. Under legislation signed by Massachusetts Governor Deval Patrick in 2010, the schools operate with greater autonomy in six key areas (see text box) allowing them to try different approaches to increase student learning and close achievement gaps. However, if the schools don’t meet the agreed upon measurable annual goals developed by the innovation plan committee and approved by the local school district, then the school committee may, at the request of the district superintendent 1) limit one or more components of the innovation plan, 2) suspend one or more components of the innovation plan, or 3) terminate the authorization of the school; provided that the limitation and/or suspension does not take place prior to the completion of the second year of operation and that termination does not take place prior to the completion of the third full year of operation.
The innovation schools statute lists 15 eligible applicants that can establish an innovation school, including parents, teachers, principals, and community organizations. Massachusetts previously provided competitive funding to support the innovation school planning process through the State’s Race to the Top award and Gates Foundation funding and now funds these grants with State resources. The schools can be new, conversions of existing schools, or academies that operate as part of larger schools. The first stage of the innovation school approval process includes a two-thirds vote of the innovation school prospectus by the 3-person screening committee that includes the school district’s superintendent, a representative from the local teacher’s union, and a representative from the local school committee. The second stage of the process includes the development of the detailed innovation plan by the innovation plan committee, a two-thirds vote of the teachers in the school that is proposed for conversion, a public hearing, and approval by the majority of the school committee. The detailed innovation plan must clearly articulate the areas of autonomy and flexibility proposed and how they are expected to improve student achievement.
“Expeditions” Make Learning Relevant
Springfield Renaissance has used the freedom granted to academies to create hands-on learning experiences that connect students’ studies to the real world. One way this happens is through “expeditions,” in which students spend 6 to 8 weeks (once or twice over the course of the school year) immersed in an important global issue, such as nuclear energy, climate change, or trade policies. Expeditions challenge students to conduct and synthesize research on complex issues, analyze different points of view and hone their persuasive writing and presentation skills. For instance, in sixth grade, students participate in a “chocolate” expedition, in which they analyze the economics of fair trade versus conventional chocolate, using cocoa farming in West Africa as a case study. Co-taught by an English and social studies teacher, the expedition weaves together geography, non-fiction reading strategies and persuasive writing. Students learn the tenets of the Fair Trade movement, study the geography of cocoa-producing regions and explore the sociology of farming while also learning to support claims with clear reasoning and relevant evidence from non-fiction texts. For their culminating project, students write letters attempting to persuade corporate CEOs to engage in Fair Trade practices, and make presentations to college students about the issue.
Olivia, now a recent graduate, still remembers the Fair Trade unit as one of her favorites. She said it really made her classmates become more conscious of their buying decisions and the impact they have on others’ lives. “Now, if I try to bring in chocolate that’s not Fair Trade, my classmates won’t eat it,” she said.
Springfield Renaissance’s innovative approach is translating into notable academic success. The school’s graduation rate has gone from 78.9 to 95 percent in three years, far exceeding the district average of 55 percent. In addition, all of the school’s graduates enroll in college.
An eighth grade Renaissance student participates in a robotics intensive. Photo Credit: Springfield Renaissance School Teacher.
Trimester Entry and Transition Model Allows for More Individualized Instruction
When Jean-Marie Kahn took over in 2012 as principal of Carlton Elementary, an Innovation School in Salem, it was struggling. Less than a third of the school’s students, most of whom came from low-income families, were reading at grade level. “As a staff, we asked ourselves, ‘What is it we need to do to get students to perform where they need to be performing?’” Kahn said.
They realized that students needed to be able to learn at their own pace and receive support tailored to their unique learning needs. To do this, they implemented a trimester transition system that allowed them to group students based on their developmental needs rather than their age. Kindergartners were admitted at the beginning of the year or at the start of the winter or spring trimesters, whichever was closest to their fifth birthday. Before the school promotes kindergarten students to the first grade, it uses diagnostic tests, classroom observations and conversations with their parents, teachers and peers to assess their readiness.
The same process happens in other grades. When the school determines that students are ready, the students describe what they’ve learned to their current and future teachers, parents, reading buddies and any other teachers who have worked with them. “This is not something they passively sit through, and it means quite a bit more to them than just moving automatically to the next grade,” Kahn explained. “It is something they have to earn.”
Kahn said this approach makes the learning environment more fluid. “Our model is set up to help students start where they are and recognize that growth will look different for every student,” she said.
Since Carlton became an innovation school in 2012 the percentage of students proficient in reading has increased from 30 percent to 75 percent. Nearly nine in 10 students made more than a full year of progress in mathematics during school year 2013–2014, according to formative assessments.
Fast Track to College
The Pathways Early College Innovation School in Worcester County, Massachusetts, is also creating opportunities for students to progress at their own pace. The school offers an accelerated path to college for high school students who are eager to get started. Each year, Pathways gives 20 juniors the opportunity to graduate from high school in four years with both a diploma and an Associate’s degree by taking courses at Mount Wachusett Community College.
All Pathways students take a First Year Experience course during the first semester of their junior year to help ensure they succeed in college-level courses. “It’s everything you need to know to be a successful college student,” said Natalie Mercier, who runs the program and also serves as the college advisor. They learn to take advantage of a professor’s office hours, how to use a syllabus and how to conduct research.
Students also learn life skills such as time management and how to make healthy lifestyle choices, as well as how to apply to a four-year college, write a college essay and qualify for financial aid. “Everything a college counselor would provide, we provide here,” Mercier said.
Pathways students say being exposed to college life, and the support they received opened their eyes to new possibilities. One such student, Erin, is the second in her family to go to college (her older sister was the first). She graduated with the second Pathways cohort in 2013 with both a high school diploma and an associate’s degree and graduated with her bachelor’s degree in May 2015 from Fitchburg State University. She plans on enrolling in a master’s program in psychology. “My human biology professor [at Mount Wachusett Community College] provided me [with] the confidence I needed to pursue my passions,” Erin said. “He’d say ‘I see a lot of potential in your work. I think you could get a PhD; you could go to graduate school.’ That was hugely encouraging.”
While innovation schools are still in the early stages, Associate Commissioner for Educational Redesign at the Massachusetts Department of Elementary and Secondary Education, Cliff Chuang indicates that innovation schools are an important step toward giving schools the autonomy needed to address the specific needs of their students. “We know that innovation schools provide the freedom and flexibility for teachers and administrators to significantly improve student performance,” he says.
Takeaways
- Help students make connections. Learning matters more to students when there is a link between their studies and the real world.
- Provide a variety of learning opportunities. Mathematics, science and social studies can be learned through internships, service learning projects and research conducted in the community.
- Time is a resource. Time can be used in creative ways to allow students to learn at their own pace and engage deeply in a single topic.
- Autonomy allows for innovation. Students at different schools have different needs and the educators need flexibility to meet them.
Tools and Resources
