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Posts Tagged ‘assessment’

If School Was More Like Swimming

Posted in Change, tagged , , , on May 14, 2012 | 22 Comments »

Okay, this is a little bit tongue-in-cheek, but given that the sun is now out and my three older kids have exchanged their soccer cleats and basketballs for another season of summer swimming, I have been thinking a fair bit about swimming, myself.  I was also reminded of a favourite article of mine, by Herb Childress, Seventeen Reasons Why Football is Better Than School.  While I don’t agree with it all, it does open up some interesting discussions.

So, with some inspiration from Childress’ list, just how could school be more like swimming?

When kids are grouped, age and ability matter

In swimming, levels and groups take age and maturity into account, and blend it with ability.  Five-year-olds and 12 year-olds are not together, but there may be kids within a difference of three years of their age training together; as students improve, the groups are fluid enough to allow stronger swimmers to advance to new groups.  Of course, in school, the December 31st / January 1st boundary is almost impenetrable.

Reporting clearly separates skills and work habits

I have given my life to education, and I will admit that I better understand my kids’ swim report cards than I do their school report cards.  Their swimming report cards clearly indicate skills mastered and those in-progress.  There are often comments about behaviour, work habits and attitude, but these are not confused with the other part of the report.  In school, we often blend achievement and attitudes making it challenging to separate these two equally important, but very different, areas.  Even with my own kids’ report cards, I will sometimes read it and ask “what does this really mean?”

Parents are expected to lend their expertise but not to be the coaches

Every parent in the swim club is expected to volunteer.  We are not expected to coach (coaches coach), but all parents have some skills or expertise that can be transferred to benefit the group.  Parents are more than just fundraisers and they are not quasi-coaches.  In schools,  parents expertise is not always expected, encouraged, or fully utilized.

Older kids are expected to work with younger kids

Kids can’t wait until they are old enough to spend time working with younger swimmers.  Higher-level swimmers return and typically volunteer in the very youngest classes in order to keep coach/athlete ratios low and, over time, some will gain credentialing and transition into coaching roles.  We do some of this in school, but it is often inconsistent, and we have no great laddering or apprenticeship from keen and interested student to future classroom teacher.

Kids work as individuals and as part of a team

Swimming is an individual sport.  Individuals are responsible for their own performances.  That said, there is a collective component to swimming where results are aggregated together for the team.  Teammates cheer for each other’s success in ways we don’t see in classrooms.  It is a rare classroom that celebrates the overall achievement of the students.

There are at least six or seven practices to every competition

There are hours and hours of practices with very few competitions.  Better yet, kids often select which competitions to attend, knowing,  in the end, it is about their own best times, so attending all competitions may not be right for them.  In schools, we often quiz and test on an almost-daily basis in some areas — partly, to continually monitor progress, and for a range of other reasons including a belief that it helps ensure on-task behaviour.

Coaches share a plan with athletes before practice, and then post it publicly

Each practice has a particular focus that is explained to the athletes at the beginning, and then the practice plan is outlined on the board for the swimmers to track their practice.  This is similar to what we see with some teachers and their use of overviews and visual calendars in the classroom, but in swimming, it has a uniformity which kids follow from day-to-day and year-to-year.

Coaches give constant feedback

On almost every length, coaches give feedback to swimmers.  They will stop athletes and re-set them with constructive feedback when necessary.  Coaches are also not afraid to get in the water and model the drills and strokes for the athletes.  Very often, coaches still see themselves as athletes as well and are doing their own training (learning).

While there is competition, most kids are obsessed with their own best times

My kids couldn’t tell you about what they won or how they placed, but they can always tell me if their times have improved.  While there is always a competitive piece to swimming, as in school, much of the competition is focused on individual improvement and not their success relative to others.  I would love my children to have the same passion for their best art work at school, or strongest English composition, as they have for their new PB (personal best) in a given swimming discipline.

Nobody talks about averages

In the end, it is about celebrating the best performance in each discipline. There is never a discussion at swimming that a swimmer swam this much at the beginning of the year and that much at the end; their real level is an average of the two times.  Athletes have multiple opportunities over time to display best results.

Yes, it is a little simplistic.  I also realize I am far from a swimming expert and while I have spent thousands of hours in gymnasiums coaching basketball over the last two decades, my swimming experience is really as a parent in Red Cross Swim Lessons and two summers of Summer Swimming.   And, I could probably write a similar post arguing the opposite about how swimming could and should be more like school.

That said, in education and working with young people, sometimes we need to look around for other models that have some pretty appealing characteristics.

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All About Inquiry

Posted in Assessment, Change, Professional Development, SD45, Technology, tagged , , , , , , , , , on July 13, 2011 | 10 Comments »

A year ago we started to talking in detail about 21st century learning and personalized learning (the 3 C’s and the 7 C’s and sometimes the 8 C’s) and, in the process, the focus in our district has been on delving deeper in order to fully understand and embrace the concept of inquiry. While most jurisdictions around the world largely agree with the skills and attributes espoused by those questioning the current educational system, the challenge has been to formulate what this new model tangibly looks like for students in schools. For us, this “inquiry” is helping us define what “it” really is.

For a couple of our schools this rubric created by the Galileo Educational Network is proving to be a very helpful starting point.

Inquiry is another term that can have very different meanings to different people. The Galileo Educational Network sees it as:

. . .  a dynamic process of being open to wonder and puzzlement and coming to know and understand the world. As such, it is a stance that pervades all aspects of life and is essential to the way in which knowledge is created. Inquiry is based on the belief that understanding is constructed in the process of people working and conversing together as they pose and solve the problems, make discoveries and rigorously testing the discoveries that arise in the course of shared activity.

Inquiry is a study into a worthy question, issue, problem or idea. It is the authentic, real work that someone in the community might tackle. It is the type of work that those working in the disciplines actually undertake to create or build knowledge. Therefore, inquiry involves serious engagement and investigation and the active creation and testing of new knowledge.

In West Vancouver, this process of inquiry is taking several forms. In some places it is well-defined and in others it is more organic. In listening to principals and vice-principals discuss areas of focus for their schools for next year, almost all of the schools have some focus on inquiry.

At Eagle Harbour, the approach is linked to Montessori, while at Cypress Park and West Bay it is connected to the Primary Years Program International Baccalaureate Program (IB). At Rockridge Secondary, they also link their inquiry work to IB, using the Middle Years Program as their foundation. Caulfeild Elementary is launching its IDEC (Inquiry based Digitally Enhanced Community) as a foundation for its school structure. While not as tightly defined, similar thoughtful work is taking place in other schools — many being guided by Understanding by Design (UbD) assessment work. UbD, particularly in the elementary schools, has had a dramatic impact on lesson and unit construction, instruction and assessment. As I have often said, it is some of the most difficult, least glamorous professional learning we can undertake, but it can really improve our practice.

A common theme with inquiry is one that is also true with the conversations around personalized learning — it really redefines the role of the student and teacher and what each of them does in the course of their day. Combined with emerging technologies, this approach to themes and topics is changing what engagement can look like in our schools.

For all who lament the slow speed of change in education, it is fascinating to see how quickly our district is coalescing around inquiry as part of what we do in West Vancouver.

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How am I doing? A Growth Plan Update

Posted in Professional Development, SD45, tagged , , , , , on June 27, 2011 | 6 Comments »

A long-held tradition in the West Vancouver District, the Growth Plan is one of the most powerful components of our learning culture. Every year, district teachers and administrators review their professional growth plan with opportunities to share their progress with others in their school, as well as across schools. The plan cycle is based on reflection, collaboration, data analysis and evidence.

West Vancouver Superintendents also participate in the same process.

Our Board of Education employs the BCSTA Performance Planning and Review for School Superintendents model, which is connected to my duties and to our Board’s Strategic Plan. We meet three times a year as part of the cycle of reviewing, renewing and updating the plan.

Based on the Board’s key objectives in the Strategic Plan, an initial performance plan with specific goals and a series of strategies is agreed to at the beginning of the year (outlined in the presentation below):

In a recent update to the Board, I shared evidence of my progress in each goal area under the individual strategies:

We will meet again in the fall, likely, in advance of the Board adopting a new Strategic Plan following the November elections.  This next session will both refine and guide my work.

There is a lot of discussion about accountability and improvement in education. This process of working with the Board to set clear goals, collecting and sharing evidence and being held accountable, is very effective.  The process itself supports the short and long-term development of my own goals and performance. And, it is a process that also fosters and strengthens relations with the Board through open communication, trust and clarity of role expectations.

We all want to be better at what we do, and it is great to work in a district where continuous improvement for all is part of the culture.

I am looking forward to extending this plan further in the fall.

IF YOU ARE RECEIVING THIS VIA EMAIL YOU MAY NEED TO GO TO THE BLOG TO SEE THE EMBEDDED SLIDES.

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Technology and Other Wrong System Reform Drivers

Posted in Assessment, Change, tagged , , , , on May 15, 2011 | 21 Comments »

Michael Fullan is familiar to many in education (for those not familiar, here is a list of freely available articles).  He has long been an influential reformer in Canada and is currently  Special Advisor to the Premier and Minister of Education in Ontario.  Fullan’s May 2011 paper, Choosing the wrong drivers for whole system reform, tackles a topic many educators are looking at as we look beyond class, or even school reform. In his paper, Fullan lays out four criteria which, he argues, must be met by the drivers for change and reform at a district or system level:

  1. foster intrinsic motivation of teachers and students;
  2. engage educators and students in continuous improvement of instruction and learning;
  3. inspire collective or team work; and
  4. affect teachers and students – 100 per cent

His examination of the wrong drivers is compelling.  He suggests his list of the four wrong drivers of change have a lot of appeal and will be hard to dislodge:

  1. accountability (vs capacity building)
  2. individual teacher and leadership quality (vs group quality)
  3. technology (vs instruction)
  4.  fragmented strategies (vs systemic)

Fullan says, “The four wrong drivers are not forever wrong. They are just badly placed as lead drivers. The four right drivers — capacity building, group work, pedagogy, and systemness — are the anchors of whole system reform.”

All four of the ‘wrong’ and ‘right’ drivers are worthy of consideration, but I was particularly struck and reassured by his view of technology as a wrong driver, and rather instruction and smart pedagogy that must be the driver supported by technology.  Fullan says, “Technology as solution is the more seductive partner.”   He argues what we have been arguing in our district, “Teachers need to get grounded in instruction, so they can figure out with students how best to engage technology.”  Of course, it is often simpler to discuss who has what tools rather than the pedagogy.  Fullan, is clear that technology should not drive system change, but is also clear that we should “go all out to power new pedagogical innovations with technology.”

Key leaders can make a huge difference at this critical juncture. Jettison blatant merit pay, reduce excessive testing, don’t depend on teacher appraisal as a driver, and don’t treat world-class standards as a panacea. Instead, make the instruction-assessment nexus the core driver, and back this up with a system that mobilizes the masses to make the moral imperative a reality. Change the very culture of the teaching profession. Do so forcefully and you will find many allies. It is time to embrace, and relentlessly commit to the right drivers.

In a presentation last week, I discussed the changes we have seen in reform and focus in British Columbia.  We moved from a system of school accreditation, to district accountability, to where we are now, considering system-wide reform.  And this system-wide reform in British Columbia does not have us standing out there alone — there are similar conversations in other high-performing jurisdictions from Alberta and Ontario, to Finland.

Fullan’s list, while not breaking a lot of new ground for educators, is a good reminder of what should and shouldn’t drive our changes.  The challenge is making them, in appropriate combination, come to life.

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Feel Free to Stay a While

Posted in Professional Development, SD45, tagged , , , , , , on January 30, 2011 | 31 Comments »

I spent 25 minutes in a Spanish 9 class this week.

I think it was one of the longest class visits I have had in the past three years.  I realize my visits have become a quick walk-through – usually, no more than five minutes. When I am in schools, I do my best to visit seven or eight classrooms for a chance to see part of an activity, or to ask a few students to explain in their own words what they are learning.

I do attend some of the teacher workshops and share in what they are doing, but I very rarely take the opportunity to observe the flow of a class.

I had an amazing experience this week, in Ms. Michelle Metcalfe’s Spanish 9 class, at West Vancouver Secondary School.  I had been encouraged to attend by Principal Steve Rauh; I have been meaning to visit for a while.

I had the opportunity to see, first-hand, some very interesting work Ms. Metcalfe, as well as others in the Languages Department, have been doing using Teaching Proficiency through Reading and Storytelling (TPRS) as the core of their language instruction.  TPRS, places the focus on fluency over grammatical accuracy; some of the results are very impressive.  Students who have been taking Spanish for only five months were doing free-writes of up to 100 words.  It was agreed, the success West Vancouver Secondary is having with TPRS is worth sharing and, this spring, we will find professional development opportunities for other teachers who want to learn more about it.  I am also very curious about other experiences with this relatively new approach to language acquisition.

TPRS, was only part of the story though.  My time in Spanish 9 reminded me of what master teaching really means.  Ms. Metcalfe had every student engaged.  Spanish 9 draws an interesting mix of students. From my secondary principal days, I know the course does attract those interested in learning a second (or third, or fourth) language, but it has also attracted many learners who have struggled with French, and who need to find another language to help stay on the university path.  Watching Ms. Metcalfe connect with the students, carefully timing her questions, checking for understanding and seamlessly moving between activities, is something that cannot be learned in a book.   All students were truly engaged, leaning in towards her, and nobody was buying out.   Ms. Metcalfe  used every second of her class — right up to the bell.  As she later explained, “We just can’t waste any time”.  The experience epitomized the power of mixing the art and science of the profession.

So, some of the big ideas I left with:

  • we need to expose TPRS to more people for consideration
  • seeing students truly engaged in learning is very powerful
  • excellent teaching is a joy to watch
  • I need to find time to be in classes for more than five minutes

Thanks Ms. Metcalfe, Mr. Rauh, and the students of Spanish 9 — you engaged me in my best learning of the week.

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A Conversation Starter

Posted in Change, Personalized Learning, SD45, tagged , , , , , on December 15, 2010 | 10 Comments »

If I had one wish, with the release of  A Vision for 21st Century Education produced by the Premier’s Council on Technology, it is that these ideas find their way into conversations in every home in the province and, in turn, ripple into larger conversations in communities, schools and school districts.

A core challenge for British Columbia – being one of the highest performing jurisdictions in the world – is that it is difficult to make the case, or build the urgency, for change.  That said, the people I talk to – students, teachers, or parents — largely agree with the big ideas out of this latest government report, which mirror recent educational reform blueprints in progressive jurisdictions around the world.

Who doesn’t want their kids to leave with these skills and attributes?

  • Functional Numeracy and Literacy
  • Critical Thinking and Problem Solving
  • Creativity and Innovation
  • Technological Literacy
  • Communications and Media Literacy
  • Collaboration and Teamwork
  • Personal Organization
  • Motivation, Self-Regulation and Adaptability
  • Ethics, Civic Responsibility, Cross-Cultural Awareness Skills

These nine attributes begin to make concrete – what is often very difficult to describe — the 21st century learner.

The paper is a potential roadmap, signalling the necessary transformations:

  • From Learning Information to Learning to Learn
  • From Data to Discovery
  • From One Size Fits All to Tailored Learning
  • From Testing to Assess to Assessing to Learn
  • From Classroom Learning to Lifelong Learning Transformation

This list is quite reassuring. All teachers, schools and districts, can look at this list and say, “We ARE doing this”.  And, we are doing more of it than we were five years ago.  And, given where much of our current professional development is invested right now, we are going to be gaining the skills to do more of it over the next five years.

Finally, the new roles described, seem to fall nicely out of the previous two lists.  If we focus on the skills and attributes described, and de-emphasize content, then continue to invest in what is described as “key transformations,” new roles will evolve:

  • From Passive Student to Active Learner
  • From Parent as Supporter to Parent as Participant
  • From Teacher as Lecturer to Teacher as Guide Shifting

And what about the technology?  Technology, done right, can help make this happen in ways not possible without it, in what the report describes as, “the components of the system”:

  • A flexible educational path with project-based or integrated learning
  • A blended system that employs classrooms and technology
  • Technology to access learning objects and teaching tools
  • Open access to information systems for content and decision-making
  • Constant feedback and assessment to allow students, parents and teachers, to adjust, and to meet challenges or accommodate progress

Much of the immediate analysis of the report, from the Premier’s Technology Council, focussed on why we can’t do it.  When we move through to implementation, we quickly drive up the “Yeah, buts”.  But, without a doubt, there are changes which could be made by others, who could help this report become a reality.  There is also much we can do.  We should use this document, and many of the supporting resources it references, to start, and continue conversations.

Some of the questions I would like us to consider, include:

Is this what we want and need for our students?

What are the examples we currently see in our classrooms, schools and districts, of what is described?

What needs to change with curriculum and assessment to bring these ideas to life?

What can we learn from other high-performing jurisdictions — whether they are Finland and Singapore, Ontario and Alberta, or our neighbouring school districts – to guide what we do?

How can a district support students and teachers on this journey?

What can we do now?

And, I know there will be many more.

I am looking forward to these and many similar conversations in West Vancouver, in the New Year.

Please take the time to read this report.

Full Disclosure:  I was a “Roundtable Participant” in the development of the PTC document.

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Unconferencing at the BCSSA

Posted in Change, Professional Development, Technology, tagged , , , , on November 18, 2010 | 15 Comments »

One notion that stuck with me this morning from Valerie Hannon, a keynote speaker at the BCSSA Fall Conference, was  that education requires disruptive innovation in order to prevent an “institutional bypass.” In another post I will share some of the key points from Valerie and other speakers today, but I want to focus on the conference going on behind the conference and how many of us have bypassed the traditional structure, through disruptive innovation to make meaning at the event.

As I write this post at the end of the first day of the BCSSA Fall Conference, ninety-three different people have tagged posts on Twitter #bcssa10 and tagged close to 1,000 tweets.  At different points today the conference has been a trending topic both in Vancouver and across Canada.  There were more people using Twitter to talk about the future of teaching and learning than to discuss the Canucks or the weather. 

I believe one year ago at this conference there were three  people sharing information on Twitter.  The ninety-three tweeters today included participants in the room, and those who engaged in the conference from many sites around the province and beyond.

In addition to the dialogue on Twitter, there was  a second back-channel conversation happening on TodaysMeet (a great tool for in-class online conversations – no account required).  Several dozen more people used this tool to extend the presentations.

While the conference has looked very similar to the conferences I have become accustomed to since I first attended this event about a decade ago, I think we have found a way, using Valerie Hannon’s notion, to bypass the traditional conference structure.  The presentations were largely stand-and-deliver lectures, but those of us who learn by engaging with others had an amazingly rich un-conference experience. 

Thinking about the change in just one year with how we engage in professional learning, I wonder what these type of events will look like over the next few years.

Some other wins with the un-conferencing:

  • We have exposed dozens of educators in a variety of roles to the power of Twitter as a professional tool
  • We have been able to share our learning with colleagues in our districts who were not able to join us
  • We have collaboratively compiled notes to use after the conference
  • We have modelled cross-role and cross-district learning

We often talk about the need to “go where the kids are”.  Our efforts in engaging in social media to support our learning, is part of this journey.

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Seth Godin, the Two Percent and Education

Posted in Change, SD45, Technology, tagged , , , , , on November 10, 2010 | 10 Comments »

I love how Seth Godin uses his blog to succinctly articulate ideas with a straight forward, common sense approach.  Seth, is an author and public speaker and I find a number of his posts have ramifications for education - something I thought when reading his recent post Alienating the 2%.

I find we often spend hours thinking about, worrying about, and strategizing over, the group Seth refers to as the two percent:

If you have fans or followers or customers, no matter what you do, you’ll annoy or disappoint two percent of them. And you’ll probably hear a lot more from the unhappy 2% than from the delighted 98.

I am not giving away any trade secrets when I suggest that as we propose innovations, we often have the faces of particular students, educators or parents in mind – wondering how they will respond, knowing that they often relish their role in Seth’s 2%.

Here are just three of the issues in education (as well as in the West Vancouver context) that seem to fall into the two percent challenge:

More Feedback, Less Marks – We have had almost universal appreciation for how teachers and schools are embracing the use of feedback through formative assessment, and in turn, results are improving.  We have heard the concern that this approach to assessment has the greatest benefit for weaker students, thus shrinking the gap on the spectrum between those at the top and those at the bottom.  This is great – except if you are at the top – the old way was working great for you and this new way, while it still works well for you, has just increased your competition for university.

Wireless Technology – On one level, it is a trust-in-government issue (can we really trust Health Canada’s statements on safety), and there is also some pushback around whether these “gadgets” are really necessary.  We can lose sight on the conversation about what we are trying to do – provide access to information and collaboration through web-based, secured learning environments; provide assisting technologies to enable students with special needs to work with their classmates; connect with classrooms in other communities, provinces and countries, as well as to utilize digital texts, and extending learning beyond the traditional bell-to-bell of school.

Embrace First Nations Education – West Vancouver has very few First Nations’ students.  As of the September count, we had about 30 students who self-declared out of our 7,000 student population.  We are making a concerted effort to work with our local Squamish Nation, to better support our First Nations’ students, and also improve the understanding of all of our students about the Squamish Nation.  For some, this is an add-on, or an initiative that is only about a small number of students – most of us see it very differently.

Back to Seth:

It seems as though there are only two ways to deal with this: Stop innovating, just stagnate. Or go ahead and delight the vast majority.

Sure, you can try to minimize the cost of change, and you might even get the number to 1%. But if you try to delight everyone, all the time, you’ll just make yourself crazy. Or become boring.

I am committed to not being boring, or having West Vancouver become stagnate.  Whether it is continuing to embrace formative assessment, supporting wireless technology to transform learning, or more involvement with our local First Nations, for starters, we need to keep the 98% in the foreground.

The easiest thing to do in education is nothing.  There is something sadly reassuring about our children’s education looking like our  K-12 education experience – I heard once that the best advice to a vice-principal who wanted to become principal was to make sure nothing changed because nobody would complain, and in-turn, everyone would say you are doing a good job.

We have to be better than that.

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What We Assess and What We Value

Posted in Assessment, SD45, tagged , , , , , on September 30, 2010 | 1 Comment »

If you want to open up a contentious conversation with any group of teachers, or the public at large, engage people in the topic of whether late work, or plagiarized work should factor into a high school student’s mark.

Since the start of the school year both Ontario and Saskatchewan have waded into this debate.  Earlier this week the focus was on Saskatoon:

Saskatoon’s public high school students will no longer be penalized for plagiarism or for turning in assignments late under a new evaluation method for report cards.

Last month, the focus was on Ontario, which had been seen on the leading-edge of separating assessment from work habits, and made the following adjustment:

New guidelines from the Ontario Ministry of Education will allow secondary school teachers to give students a grade of zero if they fail to hand in assignments on time — something teachers have been discouraged from doing in the past.

Regardless of which direction jurisdictions follow in the debate, the discussion is very entrenched.  On the one side, there are those who point to the need to separate students performance related to a set of outcomes from their behaviours (including whether assignments are in on time or whether they copied some of the work).  On the other side, are those looking for students to be real-world ready, where there are deadlines and consequences.

We do often equate the information we use to determine grades as being synonymous for what we value.  If we don’t include behaviours like participation, timeliness of work, or academic honesty, how do we show they are important?

There are a number of leaders in this field.   Ken O’Connor is a regular presenter in many British Columbia districts and says:

I continue to support the idea of not giving zeros, late penalty mark exclusion, and failing to provide extra credit opportunities that count for grades because they are educationally undesirable practices.

O’Connor, along with Damion Cooper (another sought after presenter in B.C.), are co-authors of the Communicating Student Learning – Guidelines for Schools in Manitoba.  It is interesting to see that in line with the Ontario discussion, some of the same discussions are happening in Manitoba.

Student understanding of the importance of deadlines, guidelines giving proper credit when others’ work is shared, amongst a host of other work-ethic habits, are very important.  As a parent, I want feedback not only on my children’s progress in relation to the outcomes of any given course, but their growth in a host of very important behaviours, as well.

I just don’t want the two mixed up, so that I can’t understand where the assessment of learning ends, and where their development of work habits begin.

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One School at a Time

Posted in SD45, tagged , , , , , on September 19, 2010 | Leave a Comment »

It is very exciting to see how different schools in West Vancouver are working to answer the question of how we prepare our students for the future.   Whether it is called personalized learning, 21st century learning, or self-directed learning, there are some common themes emerging in both our elementary and secondary schools.

Gleneagles Elementary School, Principal Lynne Tomlinson, shared with me a presentation she gave at the school’s recent Curriculum Night. With the assistance of Head Teacher Chris Parslow, who is a key leader with the technology, they shared a learning vision for students in the school rooted in the very best current thinking around teaching and learning.

While sharing a slide deck never really does justice to any presentation, here is the framework shared with parents this past week at Gleneagles:

Unfortunately, some people get so excited about the possibilities of technology, that learning does not stay in the forefront of the change.  Gleneagles has it right – technology is not the story here, but it will help support the changes to prepare our students for the future.

It will be exciting to follow their journey!

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