MS Parent Info & Update Session Agenda
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Welcome to New Families!
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Opening
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Solicit Parent Input and Questions

MS Program Overview (expressly for families new to MS)

MS Program Shift including Integrated Math with Individualized Math
Maps

Evolving Parent/School Communication for Middle School

Next Steps

Dialogue / Q & A
Source: National Association for Gifted Children website.
1
PARENT INPUT
PARENT INPUT
 What is an outline of the principle concerns?
Open Brainstorm
 Additional Questions about MS Program?
 What do you like about new ideas and program in general?
Illuminate and Post
 Questions / Concerns
 Opportunities / Hopes
 Out of Scope for Discussion Now
2
ACERA MISSION
Enable high ability students to learn based upon ability and
motivation, not age.
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Safeguard the spirit and innate curiosity of each child
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Focus on inquiry, creativity, and complex thinking
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Emphasize STEM learning areas, developing native capacity
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Create educational partnerships with Universities and Academic
Institutes. Foster inspiration and education in emerging fields
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Enable student’s to pursue their passions and talents. Provide a
runway for learning so that students can fulfill their potential.
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Operate as a Lab School - pilot approaches / strategies. Be a
microcosm for Education Innovation.
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Develop the next generation of scientists, mathematicians, creative
thinkers, and leaders
3
THE SOLUTION: NURTURING THE INNOVATORS
Traditional Model
=
Age Based
Standards
Acera’s Model =
Individualized
Discovery
o
Learning = Coverage of state specified
content, defined by age based standards.
o
Learning = Inquiry based, built around
student passions and capacity.
o
Focus on Foundational Knowledge.
o
Focus on Complex Thinking.
o
Teach to the Middle. Cover content.
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Individualize. Cultivate curiosity.
o
Teacher as lecturer and primary source of
information.
o
Teacher as facilitator with access to world
class scientists and mentors.
o
Convergent Thinking. Memorization of
Facts. Predefined Methods & Approaches.
o
o
Advanced concepts and acceleration
opportunties introduced in middle and high
school.
Divergent, Creative Problem Solving Links
to Real World Challenges. Meaningful
Work.
o
Engage students in multi-disciplinary
learning and innovation in elementary
school to shift the learning trajectory.
4
APPROACH OF ALL ACERA PROGRAMS
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Focus on creative, divergent problem solving,
not convergent thinking & execution
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Early STEM exposure / engagement in leading
and emerging fields without fear for not
knowing it all
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High engagement learning & projects, not
worksheets & textbooks

Cross disciplinary learning & thinking (Harder
to hire for and to prove “coverage”, but more
accurate training for the future.)

Individualized programming based on
potential, needs, interests, not standards
based which can limit access

Never teach to standardized tests
5
LEARNING APPROACH

Map inquiry and projects to themes and real
world needs
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Pre-assess students and individualize learning
to match abilities and needs.
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Multi-age classrooms with flexible ability
groups and high expectations.

Leverage partnerships with area experts and
organizations to enrich learning.

Porous walls to the world of ideas, inventions,
new fields, and great thinkers.
Emphasize STEM and core capacities needed
for 21st century citizens
Raise the next generation in the “soup” of the
sciences and creative thinking.
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6
CORE LEARNING STRATEGIES
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Pre Assessment

Individualized Learning Plans & Differentiated Instruction
Evaluate each student’s abilities at start of school year. Include
nationally normed, on-line assessment by STAR Renaissance which adapts to student
ability level during testing. We attempt to find the ceiling on what students are capable
of in reading, math, writing so we can determine the right learning level for each student.
Collaborative, flexible approaches that serve each student’s needs through the school
year, built and planned with input from pre assessments, teachers, parents, and student.
Teachers support students in ways which align to their skill level and learning style.

Dialogue & Inquiry Emphasis Students exchange ideas with like ability
peers in an open, inquiry oriented environment. Expansive, systems oriented thinking
and perspective taking emphasized. Complex ideas and ethical discussions abound.

Flexible Groups

Thematic & Contextual Activities relate to the real world. Thematic learning
Students grouped with like ability peers for math group
instruction and for book groups. Students grouped by interests in Passion Projects.
helps address wide ability ranges. Problems can be seen as opportunities for impact.
7
OUR CULTURE
What We Are
What We are Not
Inspire Curiosity & Voice.
Enable Freedom to Thrive.
We safeguard the spirit of each child and
their intrinsic spark to learn. We believe in
student ownership of their projects and
learning. We train skills and judgment. We
hold students accountable for being a kind,
responsible member of community.
Focused on coverage of
curriculum or standardized
norms.
Meaningful work. Doing what you think is
right because you are using your judgment
and creativity to solve problems.
Developing thinkers and leaders.
Busywork. Doing what you
are told because that is what
you are supposed to do.
Developing box checkers.
Pressure to perform.
Authoritarian. We do not
punish students.
8
PHILOSOPHIES & CULTURE

Goals for Understanding. Freedom not Pressure.

Freedom to understand. Engagement and ability to dive deep and spend more time in
areas of passion. Emphasis on big picture, meaning and freedom, not pressure, copious
output, and coverage of content

Discipline =
Clear Expectations, Accountability & Accommodation

Understand and respond to each child’s needs is a supportive way not a punitive one.
Focus on self awareness and skill development. On a continuum from rigid / teacher
directed to open and student centered, we are open and student centered.

Parental Orientation -Collaborate & Support

Approach problems and needs with an open heart and generous spirit, not through
judgment or blame. Work as a whole community to learn and grow.

Homework

Authentic extension of school learning. No busywork. Minimal teacher directed
homework through grade 5.
9
ACERA MIDDLE SCHOOL PROGRAM
Purpose:
Develop a sense of identity, voice and confidence.
Build students’ perspective taking and systems thinking skills.
Enable students to step into being the best version of
themselves, invested citizens who can make a positive impact
within our world.
Foster emotional intelligence, accountability and organizational
abilities to concur with this middle years stage and age.
Optimize the transitional time between child and adulthood,
developing creative problem solving, leadership,
collaboration and innovation capacities.
10
MIDDLE SCHOOL PROGRAM APPROACH
Extension of our Elementary Program; increased developmental readiness students
enables students to take on increased accountability. Increased opportunities to
initiate and follow through on their own ideas, interests and projects.
Our program evolves, responding to student interests, needs and passions.
Inquiry Learning approach takes a lead from student questions. Students’
observations and questions emphasize-- If I see a need, how can I create / invent /
solve it?
Dialogue enables student discovery and deduction of concepts from first principles
Teachers customize challenging STEM and humanities learning opportunities,
embracing inter-disciplinary learning. Students gain skills and knowledge to solve
meaningful problems while developing their creativity and leadership.
Significant focus on writing and organizational skills.
Eclectic pedagogy; whole class instruction with science labs, flexible math and
elective groups intermix explicit instruction with discussions and assignments.
Individualized learning goals align to each student’s potential and interests.
11
Technology tools enable a window into the outside world and hatch digital natives.
MIDDLE SCHOOL PROGRAM OUTCOME
We focus on preparing students for life.
We believe this emphasis on learning to ask good questions, engage in
teams productively, write, organize and initiate, and take responsibility for
yourself, your work, your impact on a community – is the best way to
prepare students for success in any high school program.
We emphasize self knowledge about their own shortcomings and
strengths- and habits of accountability. Focus is to develop EQ, frustration
tolerance, and positive persistence.
We engage students to initiate and lead in a way which aligns with their
unique potential as problem solvers, innovators and leaders who can make
a positive impact in the world.
12
21ST CENTURY TOOLKIT
ACERA FOCUSES ON CAPACITIES, NOT JUST SKILLS & KNOWLEDGE
13
MS Program: Inquiry Mode Taps Intrinsic Motivation
COMPONENTS
Interdisciplinary thinking and development of capacities.
Student voice, choice and discovery.
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Electives
Ability Based Math with Individual Learning Plan/Map & Math Dialogue w/ Peers
Science Labs
Student Initiated Projects
Creativity Morning
Social / Emotional Learning / SEL
Organizational skill building
Writing skill building
Sex Education (Holistic Health)
Mindfulness / Yoga
Optional After School Model UN/ Political Science Club
Optional Before School Foreign Language
14
What is Inquiry Time?
Montessori- like “Freedom in a Prepared Environment”
Students Determine How To Invest Their Time within Rich
Offerings and with invitation to initiate their own projects.
Core teachers coach, enabling organizational and writing skills,
good choices & academic, social and emotional growth
The Prepared Environment of Acera MS
What It is Not
Electives (political science/history, engineering,
neuroscience, human behavior, art, music?)
Quests, built from student interests and questions
Individual Passion Projects
Group Projects
Whole Class Projects (Musical? Civilization Project?)
Mentor Coaching Time (in math, science, art,
literature, engineering, history, etc.)
School Stewardship Projects
Flexible Math Groups
Math Problem Sets / Assignments
Drift Time
No Structure
Inappropriate
Laptop Use
No
accountability
15
MS PROGRAM SHIFTS: WE ADAPT
Electives Will Be Open To All
(No longer need to choose just one. Possibilities may include
Intro to Aeronautical Engineering, Islam, Philosophy, others tbd)
Integrated Mathematics + Individualized Math Map
New Evaluation System based on Experience Points
Curriculum Collaborator Presence, & Mentor Involvement
(Possible because of schedule flexibility. New Mentor Program
launched this fall. )
Acera will have Full Time Engineering Teacher / Mentor to
Bring Innovation Lab to Life
16
Integrated Math Program Overview Agenda
Why It Is Needed
 Philosophy
 What It Is
 Individualization
 Math Maps
 Staffing of Math Specialists
 Challenges with Traditional Secondary Math
 Acera Integrated Math Program Advantages
 Admissions to High School

17
Integrated Math Program: Why It Is Needed

Increase in math avoidant behaviors (esp. in last 4 months)

4 hours / week of math is not enough

Students falsely limit math discussions and learning to fit
into the math time block
“What is next?” asks student. “Nothing. It is 10:00” peer replies.

Despite copious attempts to bring mathematics into
interdisciplinary projects, students exhibit a rigid and
limited mindset that math is only to occur in math block.

Students are often not able to apply math as a toolset in
situations as one would expect, given what they’ve learned
and demonstrated in math class. Math class learning often
does not carry over.
18
Integrated Math: Why It Is Needed (Kate)

Math Learning is often NOT sequential.

Forcing it into a sequential framework can erode student
engagement, excitement and limit depth of understanding

Click to Math is Non Linear –
https://prezi.com/aww2hjfyil0u/math-is-not-linear/
19
Integrated Math Program Philosophy
Intrinsic Motivation
 Student Identify Interests to for their Math Learning Map
 Mentor Advice, Input and Coaching helps shape their path
 Student Ownership in What They Want to Learn / Achieve
 Increase in Motivation.
 Expectation for Students to Follow Through on The
Commitments they’ve made and Path They’ve Defined.
 Get Re-direction if/ when they Veer Off Course
 Students learn more and retain more when they are
driving it, when it is meaningful to them, when its contextual

THEORY X vs THEORY Y
CONSTRAINED vs UNCONSTRAINED
The Art of Teaching
20
Integrated Math Program: What It Is
Enables Math Learning and Dialogue to Happen More Often
- Any Time, Any Day, and for Multiple Hours in a Row.
 Math Learning / problem solving happens in context when
it is meaningful and relevant.
 Individualized Math Maps
 Student initiative frames math learning goals
 Mentor’s advice embedded in students’ math maps
 Removes the barrier imposed by a rigid schedule
 Empowers math mentors, core teachers, and students to
organize math groups and explicit instruction opportunities
 Math Mentors clump aligned needs / lead math groups for
explicit instruction and assignments
 Math Groups Can be One-time, multiple weeks. . . Or more.

21
Integrated Math Program: What It Is
Go to Video of Project-Based Math Learning Discussion - from
Sean and Gus’ merged math groups
(these videos are also available via our Parent Log-in on the MS Page. Access
passcode is pascal1415 – this parent log in for all classroom blogs, family directory
and more can be accessed from the public website. )
22
Integrated Math Program: Individualization

Math Mentor Assigned to Each Student Based Upon
Abilities, Interests, Learning Style

Student Initiates formation of interests, learning goals and
hopes for math learning for the year – a Math Map

Math Mentor gives advice to help shape the plan

Math Mentors support student self awareness of their
needs, capacity, and foundational precursors needed to
get to where they want to go . . . and to where they can go

Math Mentor and Student Partner throughout the year to
evaluate and track progress, and create a great and
appropriate set of experiences to achieve learning goals
23
Integrated Math Program: Maps (Kate)
Maps Are In multiple Levels. Show interconnections in content.
Identify where foundational knowledge is needed.
Identify math learning areas that are not linear.

Foundational
Skills and Conceptual Thinking Which is robustly applied. That
which is used on a daily basis in the world.
 Middle School Mathematics


Exploratory


Mathematical Reasoning, Very Interesting Tangents often not
taught in traditional programs
Formulization

Learning Framed Around Specific Secondary Math Courses.
24
Integrated Math Program: Maps (Kate)
Go to
SAMPLE NON LINEAR MATH LEARNING MAP
25
Integrated Math Program: Staffing of Specialists
Math Mentor Assigned to Each Student
 Specialists present across different timeframes so flexible
math groups can be coalesced and can run during inquiry
timeframes.
 Staffing Schedules can evolve if / as needed
 Gus and Sean Both Can Both Teach high levels of math
 Current Plan = 3 math specialists will be on deck focused on
middle school each week (in addition to math teaching and
discussion skills of core teachers.)
 Math mentor specialist presence will be for about 20 add’l
teaching /mentor hours / week (beyond Sean and Gus full
time). Can be deployed in a more customized and
contextual way than the current model.

26
Challenges -Traditional Secondary Math (Kate)

It is focused on teaching students to execute formulas, not
to solve problems
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Does not provide room for formulating math models
Assumes inaccurately that all math learning is sequential
 Some of the most useful and important aspects of math
adults use and need are not necessarily taught at all
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Finance
Statistics
Discrete Math
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Is not seen as useful
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Absence of Joy and Beauty !
27
Integrated Math Program:
Acera’s Proposed Program’s Advantages

It engages students to use math in “non math” situations
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Students deduce ideas from first principles
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You can’t get them to stop talking about it. . . And when they
don’t have a bell (even if its only in their head. . .) they don’t
have to stop just because of an arbitrary time limitation

Practice Using Math as Tools for Problem Solving

We Have Proof – from other disciplines of study, from
earlier years, from the literature, and from the merged math
groups this spring – that this will solve the problems and
assure that our students are better at mathematics
application . . . While getting an even more custom program.
28
New MS Evaluation System

Gus’ Background & Passion in this Area

Our Intention to be a “Lab School” setting to partner, test,
implement innovative solutions to meet student needs

Results of This Year’s Pilot to grade in electives

Experience Points System Philosophy

Role of Math Mentor to Evaluate and Track Progress
29
Draft: Experience Points System to be Adapted
30
MS Parent / Communication
There is a Desire for Evaluation and Tracking Progress by
Subject and holistically against age based peers
Gus’ background and beliefs and the overall national picture
For now though. . .
Results of This Year’s Pilot to grade in electives
Plan to Implement Experience Points System
Example, Role of Math Mentor to partner with student to
evaluate and track progress against learning goals
31
MS Parent / School Communication
What Is / Has Been Tried
New Ideas for Next Year
•MS Website / Parent Page
•Twitter
•3X Year Scheduled Conferences
•Add’l Conferences As Requested
•Periodic Email Updates
•Written ILP (fall) + 2 narrative reports (Feb
& June)
Additions:
Malcolm will lead & upgrade
our approaches
•Open Invitation to Come By, Observe, or
“Drop By” at 8am, 3pm
More frequent MS Class
Group Meetings
Re-launch more context rich
email updates
•Twice Yearly MS Parent / Teacher Whole
Group Meetings re: Program Update &
Expectation Setting (September & May)
•Philosophy Sharing (posts to Website)
32
OUR VALUES

Curiosity & Innovation


Community


Have a humble heart and an open mind. Communicate with truth &
compassion. Embrace diverse ways of seeing the world.
Leadership


Respect others. Support others to become the best version of themselves. Use
talents to make a positive difference. Respect perspectives of others.
Openness

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Discover, innovate & learn with a voracious mind. Maintain a sense of wonder in
our world. Enable freedom and joy in learning. Engage challenges as
opportunities.
Model our beliefs for each other. Be flexible about roles. Be flexible about roles.
Enable ownership in others. Be flexible and resilient. Find your inner tenacity.
Inspire a shared vision.
Integrity

Be accountable: do what you say you will do, and do the right thing. Make
decisions based upon your values. Honor yourself and your own personal
potential by challenging yourself to do your best.