BSSD Ethnographic Study

L@=H9KL >GMF<9LAGF
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working learning
schoo| expectanons [ob
technology teachers next
ethnographic knowledge capture
recommendanons
OF THE BALLSTON SPA CENTRAL SCHOOL DISTRICT
Clean Technologies and Sustainable Industries
Early College High School Program (ECHS)
ETHNOGRAPHIC STUDY
by Monica S. Hunter, Sheli O. Smith, Annalies Corbin, and Maria G. Cohen
C O LUMBUS , O H
copytlqbt 2012 lA51 loooJouoo.
All klqbts kesetveJ.
ISBN: 978-1-4276-9558-1
Library of Congress Control Number: 2012951534
ltloteJ oo-JemooJ by lolo.com oo
petmooeot ooJ Jotoble oclJ-ftee popet.
iii Ballston Spa ECHS Ethnographic Study
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Secuon 1: 8ackground and lnformauon 1
Secuon 2: Analysls of locus Croup ulscusslon 1hemes 4
Secuon 3: 8ulleL olnL 8eporL 10
Secuon 4: A Comparlson of Survey 8esponses wlLh locus Croup 1hemes 21
Secuon 3: 8ecommended Acuons for Lhe LCPS rogram 27
TABLES
1able 1: LCPS locus Croup 1oLal uaLa olnLs All 1hemes 4
1able 2: LCPS Croup Codes by SLakeholder Croup 4
1able 3: locus Croup SLaLemenLs by key 1heme 23
1able 4: Survey 8espondenL SLaLemenLs by key 1heme 23
1able 3: LCPS 8ecommended Acuons 29
FIGURES
llgure 1A: locus Croup SLaLemenLs by 1heme: SLudenLs 22
llgure 18: Survey 8espondenL SLaLemenLs by 1heme: SLudenLs 22
llgure 2A: locus Croup SLaLemenLs by 1heme: arenLs 22
llgure 28: Survey 8espondenL SLaLemenLs by 1heme: arenLs 22
llgure 3A: locus Croup SLaLemenLs by 1heme: 1eachers 23
llgure 38: Survey 8espondenL SLaLemenLs by 1heme: 1eachers 23
llgure 4A: locus Croup SLaLemenLs by 1heme: arLners 23
llgure 48: Survey 8espondenL SLaLemenLs by 1heme: arLners 23
APPENDICES
Appendlx A: locus Croup Cuesuons by SLakeholder Croup A:32
Appendlx 8: Survey Cuesuons by SLakeholder Croup A:33
1ab|e of Contents
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1 Ballston Spa ECHS Ethnographic Study
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8ackground and Informanon
1
8ackground and Informanon
1
ln fall 2011, Lhe 8allsLon Spa CenLral School ulsLrlcL opened Lhe cleoo 1ecbooloqles ooJ 5ostolooble
loJosttles otly colleqe nlqb 5cbool (LCPS) aL Lhe Pudson valley CommunlLy College 1LC-SMA81
Campus, enrolllng Lhe rsL (23) sLudenLs. 1he lnlual year of Lhe program oered only 11
Lh
grade
coursework Lo sLudenLs ln Lhelr Lhlrd year of hlgh school. 1he LCPS rogram was launched by an
lnnovauve parLnershlp beLween Lhe 8allsLon Spa CenLral School ulsLrlcL wlLh Lhe Pudson valley
CommunlLy College (PvCC) and Lhe new ?ork SLaLe Lnergy 8esearch and uevelopmenL AuLhorlLy
(n?SL8uA). 1he success of Lhe program ls also bulldlng on supporL of a collaborauve endeavor brlnglng
buslness and lndusLry, nonproLs, governmenL, and oLhers ln Lhe reglon LogeLher Lo esLabllsh Lhe Larly
College Plgh School" model for S1LM educauon.
LCPS sLudenLs are co-enrolled ln hlgh school and PvCC, and are oered Lhe opporLunlLy Lo earn boLh
hlgh school credlL and college credlL for courses compleLed, lncludlng hands-on lab work ln clean energy
Lechnologles. All (23) sLudenLs enrolled ln Lhe 2011-12 school year (year 1) recelved SmarL Scholars Larly
College Plgh School scholarshlps from Lhe new ?ork SLaLe Lducauon ueparLmenL's Larly College Plgh
School CranL. 1hese granL awards provlded nanclal supporL for cosLs of college courses oered Lo Lhe
LCPS year 1 sLudenLs, who auended half-day sesslons aL Lhe 1LC-SMA81 campus LhaL lncluded boLh
college and hlgh school coursework.
uurlng May 2012, nearlng Lhe close of Lhe rsL year of Lhe program, year 1 sLudenLs, parenLs, Leachers,
and program parLners were asked Lo paruclpaLe ln an eLhnographlc sLudy of Lhe LCPS rogram
conducLed by Lhe lA51 loooJouoo koowleJqe coptote ltoqtom. 1he process lnvolved volunLary
paruclpauon ln a survey posLed onllne. 1he onllne survey remalned open for over a perlod of (26)
buslness days (Aprll 23
rd
Lo May 21
sL
). ConcurrenL Lo Lhe onllne survey, a serles of Lhree separaLe focus
group dlscusslons were conducLed aL Lhe LCPS faclllLy on May 9Lh and 10Lh. Survey respondenLs
lncluded (21) sLudenLs and (10) adulLs represenung parenLs, Leachers, and program parLners. locus
group paruclpauon lncluded (10) sLudenLs and (7) adulLs from Lhe Lhree adulL groups.
1hls reporL provldes an eLhnographlc analysls of Lhe focus group dlscusslons. 1he analysls provldes
a measureable Lool LhaL presenLs Lhe auLhenuc volce of four speclc sLakeholder groups. 1he lssues
ldenued by sLudenLs and adulLs durlng Lhe focus groups comprlse nlne key Lhemauc areas:
1. LxpecLauons of Lhe Larly College Plgh School (LCPS) rogram
2. ulerences beLween Lhe LCPS and 1radluonal Plgh School
3. College 8eadlness
4. Lxplorlng Career aLhways
3. LCPS Learnlng 8esources
5rcrion 1.
L@=H9KL >GMF<9LAGF 2
6. SLudenL uemonsLrauon of Learnlng
7. Cradlng and Summauve AssessmenL
8. LxpecLauons for ?ear 2 of Lhe LCPS rogram
9. 1eachers, arenLs, CommunlLy, and LCPS rogram arLners
1hls reporL ls organlzed prlmarlly Lo conslder Lhemes ln a sysLemauc approach Lo lssues ldenued durlng
Lhe focus group dlscusslons, lllumlnaung boLh Lhe foreground percepuons and background sLrucLure
of Lhe LCPS. Secuon 2 presenLs a narrauve dlscusslon oerlng a brlef analysls of each of Lhe nlne
Lhemes, and conslders Lhe llnkages across Lhe four sLakeholder groups (sLudenLs, parenLs, Leachers, and
parLners). Secuon 3 conslsLs of Lhe 8ulleL olnL 8eporL," whlch presenLs summary daLa polnLs for each
of Lhe nlne Lhemes.
A comparauve dlscusslon of how Lhe nlne Lhemes are reecLed ln Lhe survey responses ls presenLed ln
Secuon 4 of Lhls reporL. 1he lasL secuon of Lhe reporL, Secuon 3, explores a seL of ldeas LhaL emerged ln
Lhe focus group dlscusslons and survey responses ln Lhe conLexL of suggesLed changes or ways Lo expand
and enhance Lhe program ln Lhe 2012-13 school year and beyond.
Ethnographic Documentation and Analysis
1he process of eLhnographlc research ls sLrucLured Lo sysLemaucally documenL and analyze quallLauve
daLa derlved from dlalogue, wrluen responses or observauon of soclal lnLeracuon. ln conducung Lhls
Lype of research Lhe prlorlLy for anonymlLy ls fundamenLal Lo eLhnographlc meLhodology LhaL seeks Lo
galn meanlngful explanauons of Lhe experlence of paruclpanLs engaged ln a common eorL generally
framed by shared culLural expecLauons and pracuces.
ln Lhe case of educauonal or learnlng communlues, Lhe conLexL for sLudy ls Lyplcally Lhe school lLself, and
ls oen focused on lnLeracuon among sLudenLs, Leachers, parenLs, and Lhe surroundlng communlLy. 1he
AS1 loundauon has successfully uullzed eLhnographlc meLhods speclcally Lo supporL Lhe Lransluon
of k-12 sLudenLs from Lradluonal hlgh school classroom lnsLrucuon, Lo Lransdlsclpllnary problem based
learnlng (1-8L). 1hese programs are deslgned Lo lnLegraLe muluple dlsclpllnes lncludlng sclence,
Lechnology, englneerlng, and maLh (S1LM).
1he LCPS eLhnographlc sLudy oers Lhe opporLunlLy Lo learn from Lhe experlence of Lhe rsL year of
lmplemenLauon of Lhe LCPS rogram. 1he rsL year experlence may be consldered ln Lerms of Lhe
Lypes of challenges for Lhe program paruclpanLs LhaL ranged from Lhe way ln whlch 1-8L promoLes
Lransdlsclpllnary learnlng, Lo galnlng so-called so" skllls assoclaLed wlLh a problem solvlng conLexL
ln whlch lnnovauon, collaborauon, communlcauon, and Leamwork are essenual elemenLs of program
T-PBL
1toosJlsclpllooty ltoblem 8oseJ leotoloq (1-l8l) plvots oo teol wotlJ lssoes ot ptoblems
tbot ose ptojects to fotm solouoos. 1-l8l ptojects toocb stooJotJs octoss oll cooteot
oteos tecoqolzloq tbe lotetcoooecteJ ootote of koowleJqe ooJ tbe ooJetplooloqs of
looqooqe, coltote, ooJ Jeslqo to oll 51M leotoloq.
learnlng ob[ecuves.
LLhnography oers a sysLemauc meLhod Lo documenL and analyze Lhe experlence of lndlvlduals engaged
ln Lransluonlng from whaL ls famlllar Lo whaL ls unfamlllar ln ways LhaL wlll help Lo lnform program deslgn
durlng ongolng sLages of program developmenL. 1he culLural changes LhaL occur are also assessed as Lhe
program encounLers mllesLones LhaL are evldenL across programs and schools engaged ln Lhe Lransluon
Lo S1LM educauon. 1he koowleJqe coptote ltoqtom ls able Lo apply Lhe experlence of learnlng
communlues engaged ln Lhls Lype of Lransluon Lo help ldenufy Lurnlng polnLs or game changers" LhaL
occur as Lhe program develops and expands.
LLhnography also brlngs Lo llghL program paruclpanL lnslghLs abouL Lhe program sLrucLure and Lhe day-
Lo-day experlence of how lmplemenLauon ls belng conducLed. 1hese lnslghLs can lnform and help shape
Lhe evoluuon of Lhe program, bulldlng on percelved program sLrengLhs, and Largeung areas where real-
ume course correcuons can modlfy program componenLs Lo beuer meeL program paruclpanL learnlng
ob[ecuves and general program goals.
Anonymity of Study Participants
Lach sLudenL and adulL paruclpaung ln Lhe sLudy recelved a wrluen descrlpuon of Lhe pro[ecL and a
descrlpuon of meLhodologlcal proLocols for conducung eLhnographlc research. 1he process lnvolves
obLalnlng a slgned consenL form from each sLudy paruclpanL aL Lhe onseL of Lhe research perlod.
Addluonally, sLudenLs were requlred Lo obLaln parenLal permlsslon Lo paruclpaLe ln Lhe sLudy. SLudy
paruclpanLs have been asslgned an ldenuLy code number used LhroughouL all phases of research. locus
groups were audlo recorded for dellLy Lo Lhe dlscusslon. 1ranscrlpuons of Lhe focus group dlscusslons
were creaLed from Lhe audlo recordlng and paruclpanLs were ldenued by Lhe asslgned sLudy code
number only. Access Lo all research les ls resLrlcLed Lo Lhe lA51 loooJouoo koowleJqe coptote Leam.
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nlne general Lhemes were ldenued Lhrough eLhnographlc analysls of responses Lo a common seL
of quesuons (quesuons are presenLed ln Appendlx A). WlLhln each of Lhe nlne Lhemes, daLa polnLs
complled lnLo summary sLaLemenLs are presenLed Lo help furLher dene Lhe general Lheme. A LoLal of 73
daLa polnLs were ldenued by Lheme as follows:
1able 1 shows a comparauve level of lnLeresL for each of Lhe Lhemes, wlLh one Lheme reachlng a LoLal
of 12 daLa polnLs (summary sLaLemenLs), and Lhe lowesL seL aL 3 daLa polnLs. 1he followlng narrauve
dlscusslon presenLs a brlef analysls of each of Lhe nlne Lhemes and conslders Lhe llnkages across Lhe four
sLakeholder groups (sLudenLs, parenLs, Leachers, and parLners). 1he 8ulleL olnL 8eporL LhaL follows Lhe
narrauve dlscusslon provldes Lhe compleLe seL of summary sLaLemenLs wlLh lndlvldual paruclpanL code
clLauons. Code numbers are organlzed by group as presenLed ln 1able 2.
Ana|ys|s of Iocus Group D|scuss|on 1hemes
5rcrion 2.
2
Ana|ys|s of Iocus Group D|scuss|on 1hemes
2
5rcrion 2.
2
Focus Group Major Themes
Data
Points
1. Expectations of the ECHS Program 9
2. Dierences between the ECHS and Traditional High School 11
3. College Readiness 6
4. Exploring Career Pathways 9
5. ECHS Learning Resources 8
6. Student Demonstration of Learning 5
7. Grading and Summative Assessment 8
8. Expectations for Year 2 of the ECHS Program 7
9. Teachers, Parents, Community and ECHS Program Partners 12
Total Data Points All emes 75
1oble 1. cn5 locos Ctoop 1otol uoto lolots All 1bemes
1oble 2. cn5 Ctoop coJes by 5tokebolJet Ctoop
Stakeholder
Group
Focus Group
Code
Survey
Code
Students 500 5000
Parents 200 2000
Teachers 400 4000
Partners 300 3000
Stakeholder Group Code Citations
WlLhln each group code, lndlvlduals were asslgned sequenual code ldenuLy numbers (301, 302, 303,
eLc.). SLudy paruclpanL clLauons conslsL of Lhe lndlvldual ldenuLy code number followed by LranscrlpL llne
number (e.g., 301-33), where Lhe rsL number ls Lhe code number asslgned Lo Lhe lndlvldual speaker,
and Lhe second number refers Lo llne 33 ln Lhe Lranscrlpuon documenL. 1hls process for clung daLa
from Lhe focus group dlscusslons provldes a sysLemauc reference Lo Lhe orlglnal source, and also allows
for a comparauve undersLandlng of how sLakeholders hold slmllar vlews, or how Lhey dler (e.g., only
sLudenLs held a parucular vlew or by conLrasL, sLudenLs and Leachers boLh have Lhe same vlew). Where
a daLa polnL has muluple group ldenuLy codes, we can see how Lhe groups experlence Lhe program ln
slmllar ways. Where a daLa polnL llsLs only one code, we can see Lhe unlque experlence or perspecuve of
an lndlvldual group.
1he asslgned survey codes are dlsungulshed by a dlerenL code seL lncreased by one dlglL, addlng a
zero Lo Lhe focus group code seL Lo creaLe Lhe survey group code as shown ln 1able 2. A comparauve
dlscusslon of Lhe focus group Lhemes and survey responses ls presenLed ln Secuon 4 of Lhls reporL.
Themes and Stakeholder Perspectives
locus group dlscusslon across all groups ls organlzed by nlne Lhemes. Lxplorlng Lhe dlerences and
slmllarlues ln perspecuves wlLhln each Lheme across sLakeholder groups ls lnformauve of Lhe range
of rsL year experlences ln Lerms of expecLauons, and ln ways LhaL can help Lo evolve and expand Lhe
program Lo aualn Lhe vlslon and purpose of Lhe LCPS rogram.
1. xpectonons of the cn5 Proqrom
When asked abouL expecLauons of Lhe program prlor Lo enLerlng Lhe 2011-12 school year, only sLudenLs
clLed Lhe opporLunlLy Lo earn college credlLs funded by a scholarshlp as an lmporLanL parL of Lhelr
declslon Lo enroll ln Lhe program. SLudenLs, parenLs, and Leachers all sLaLed LhaL Lhe LCPS rogram
oered an opporLunlLy Lo experlence a dlerenL approach Lo learnlng LhaL would lnclude hands-on labs,
and Lo acqulre crlucal Lhlnklng and research skllls ln a more rlgorous program of sLudy.
Cne Leacher clLed Lhe opporLunlLy Lo menLor" sLudenLs, whlle Lwo of Lhe Lhree Leachers saw value ln
Leachlng sLudenLs applled maLh and sclence ln Lhe conLexL of real world problems." arenLs, Leachers,
and one sLudenL noLed Lhe poLenual for [ob opporLunlues, and also LhaL sLudenLs would be exposed Lo
dlerenL professlonal careers and galn lmporLanL Lechnology skllls Lo supporL learnlng ln a collaborauve
Leam conLexL. llnally, Lwo program parLners saw Lhe program ln a broader reglonal conLexL, anuclpaung
Lhe lmporLance of growlng Lhe program for Lhe reglon, lncreaslng enrollmenL of hlgh school sLudenLs Lo
lnclude more school dlsLrlcLs, as well as llnklng Lhe program wlLh lmporLanL economlc beneLs for Lhe
reglon ln meeung Lhe workforce needs of growlng clean Lechnology lndusLrles.
2. uigerences between the cn5 ond 1rodinono/ niqh 5choo/
ln looklng aL Lhe rsL year of Lhe program, Lhere were a range of vlews abouL Lransdlsclpllnary problem
based learnlng (1-8L) and dlerences from Lradluonal hlgh school. SLudenLs alone vlewed Lhe value of
1-8L Lo enhance Lhelr experlence ln achlevlng learnlng goals as an lnLegraLed process llnked boLh Lo
compleung a seL of Lasks leadlng Lo pro[ecL compleuon, as well as Lo long-Lerm goals leadlng Lo fullllng
fuLure asplrauons. 1eachers and sLudenLs noLed LhaL 1-8L allows sLudenLs Lo dlrecL Lhelr own learnlng ln
ways LhaL does noL occur wlLh dlrecL lnsLrucuon" more Lyplcal of hlgh school coursework. 1hls lncludes
galnlng experlence wlLh collaborauve learnlng and uslng dlerenL Lypes of learnlng resources. arenLs
[olned ln Lhelr vlew wlLh Leachers and sLudenLs ln ldeas abouL 1-8L and Leam learnlng and Lhe challenge
of acqulrlng Lhe soclal skllls necessary Lo work eecuvely wlLh Leam members wlLh varylng ablllues and
level of commlLmenL Lo compleung asslgnmenLs. Cne parLner commenLed LhaL Lhe LCPS rogram oers
sLudenLs a new model for learnlng based on Lransdlsclpllnary learnlng, lnLegraung maLh and sclence, ln
more of a Lech" paLh Lo career developmenL.
SLudenLs observed LhaL LCPS coursework ln parL allows sLudenLs and Leachers Lo explore new Loplcs
LogeLher ln a quesL Lo conducL pro[ecL-relaLed research. SLudenLs also commenLed LhaL Lhelr LCPS
coursework ls more dlmculL and made Lhelr Lradluonal hlgh school courses seem much easler" by
comparlson. Cne Leacher also noLed LhaL sLudenLs maLured ln Lhelr learnlng sLyles and ln galnlng
crlucal Lhlnklng skllls, and one parenL commenLed LhaL Lhelr sLudenL had demonsLraLed growLh and
lndependence.
ln comparlson, sLudenLs commenLed LhaL year 2 LCPS sLudenLs should have a real lnLeresL ln learnlng
abouL susLalnable lndusLrles, observlng LhaL some year 1 sLudenLs who were noL lnLeresLed found lL
dlmculL Lo engage ln sLudles of Lhese areas as parL of Lhelr requlred coursework. Cne parLner and Lwo
sLudenLs LhoughL LhaL sLudenL lnLeresL ln susLalnable communlues and savlng Lhe planeL" was an
lncenuve for some, whlle aL leasL one sLudenL was surprlsed aL how green" Lhe courses Lurned ouL
Lo be.
l. co//eqe keodiness
SLudenLs remarked on Lhe level of lndependenL learnlng expecLed of Lhem aL Lhe LCPS LhaL lncludes an
undersLandlng LhaL Lhelr lnsLrucLors wlll noL slmply feed Lhem Lhe requlred knowledge for successful
compleuon of Lhe course. Cne parenL and one Leacher agreed LhaL an essenual aspecL of a successful
Lransluon from hlgh school Lo college lnvolves changlng Lhe culLure for sLudenLs who musL shl Lo
lndependenL learnlng. lmprovlng sLudy skllls was ldenued by one parLner and Lwo sLudenLs, llnklng Lhls
wlLh lssues of lmprovlng lndependenL learnlng skllls. Addluonally, sLudenLs observed LhaL Lhelr parenLs
musL also shl ln Lhelr wllllngness Lo allow sLudenLs Lo be more accounLable and lndependenL, Lreaung
Lhem more llke college sLudenLs.
4. xp/orinq coreer Pothwoys
All Leachers and one parenL LhoughL LhaL glvlng sLudenLs Lhe opporLunlLy Lo engage ln dlrecL dlalogue
abouL dlerenL aspecLs of a S1LM work envlronmenL wlLh S1LM professlonals would be beneclal for
undersLandlng S1LM careers. Addluonally, one Leacher and one parenL felL LhaL sLudenLs also galned
a beuer undersLandlng of Lhe professlonal skllls and LalenLs requlred Lo supporL new Lechnology
developmenL (e.g. Clsco SysLems lnvolvemenL ln Lhe school durlng Lhe 2011-12 school year). 1eachers
especlally LhoughL sLudenL lnLeracuon wlLh professlonals from buslness and lndusLry was far more
eecuve ln shaplng sLudenL undersLandlng of lssues such as employer expecLauons Lhan sLudenL
response Lo Lhe same lnformauon from Lhe Leacher's personal knowledge or experlence.
SLudenLs ldenued esLabllshlng a good work eLhlc" as an lmporLanL aspecL of becomlng a S1LM
professlonal. 1hey also commenLed on Lhe value of learnlng Lo collaboraLe and work ln Leams and
developlng skllls Lhey conslder essenual for posL-hlgh school success. Cne Leacher observed LhaL galnlng
essenual problem solvlng skllls, research experlence, as well as learnlng Lo clearly aruculaLe problems
and poLenual soluuons, are essenual ablllues for any professlon.
1wo sLudenLs and one parenL shared ln Lhe vlew LhaL sLudenLs were learnlng abouL cerucaLes for
poLenual summer [obs, and also LhoughL LhaL Lhe 1LC-SMA81 faclllLy was auracung oers Lo sLudenLs for
summer lnLernshlps. arLners famlllar wlLh Lhe challenges of brlnglng young sLudenLs lnLo Lhe work place
(assoclaLed wlLh llablllLy lssues) commenLed on Lhe value of hands-on learnlng ln 1LC-SMA81 labs LhaL
glves graduaung senlors an edge" ln compeung for college-level lnLernshlps. A nal observauon shared
by one parenL and Lwo program parLners regarded Lhe lmporLance of openlng up S1LM elds Lo female
sLudenLs and consldered posslblllues for brlnglng local women's professlonal groups Lo Lhe school Lo
explore poLenual supporL and menLorlng opporLunlues.
5. cn5 Leorninq kesources
Cf Lhe elghL daLa polnLs ldenued ln Lhls secuon, seven were based on sLudenL observauons on Lhe
use of Lechnology (Lech) and Lhe Clsco SysLems (CS) 1ableL. Cne Leacher commenLed LhaL rsL-year
LCPS sLudenLs beneued from seelng Lhe process unfold for deslgnlng and lmplemenung new Lech
resources, glvlng Lhem a beuer sense of Lhe compllcaLed declslons and lssues lnvolved wlLh lnLroduclng
new sysLems. Also, on a posluve noLe, many of Lhe sLudenLs felL LhaL access Lo Lech resources, lncludlng
lssulng a lapLop Lo every sLudenL aL Lhe sLarL of Lhe year, has been an lmporLanL facLor Lo supporL
collaborauve work boLh durlng and aer school.
Powever, Lhe lapLops were vlewed as llmlLed ln Lhelr funcuon, and Lherefore sLudenLs felL frusLrauon
wlLh barrlers Lo more sophlsucaLed Lech appllcauons as well as llmlLs Lo Lhelr access and use of Lhe
lnLerneL. 1he lauer concerned llmlLs Lo use of secure" dlsLrlcL approved webslLes and sLudenL senumenL
abouL Lhe value of learnlng Lo assess daLa valldlLy of onllne resources as an lmporLanL parL of becomlng
an eecuve researcher. Addluonally, sLudenLs commenLed LhaL Lhey were noL able Lo supporL Lhelr
pro[ecL research needs only uslng Lhe omclal school daLabase, whlch ls more sulLed Lo hlgh school
asslgnmenLs aL Lhelr home schools.
A ma[or barrler Lo maklng Lhe shl Lo Lhe CS LableLs was llnked by sLudenLs and one Leacher Lo llmlLed
Lralnlng ln Lhe use of Lhe LableLs. Some sLudenLs descrlbed Lhe LableL as noL very user frlendly," and felL
LhaL lL dld noL meeL expecLauons seL by Lhe proLoLype LhaL was demonsLraLed Lo sLudenLs durlng early
deslgn sLages of LableL developmenL. Addluonally, sLudenLs ldenued Lhe 1LC-SMA81 bulldlng as a ma[or
resource for hands-on learnlng abouL Lhe green deslgn of Lhe faclllLy sLrucLure, sLaung LhaL Lhey hope
LhaL year 2 wlll allow for more explorauon of Lhe sLrucLure and deslgn of Lhe bulldlng.
. 5tudent uemonstronon of Leorninq
Cf Lhe ve daLa polnLs ln Lhls secuon all buL one were oered as observauons from parLners abouL Lhe
lmporLance of sLudenL presenLauons ln Lhe communlLy. ln Lhelr vlew, dlrecL communlcauon by sLudenLs
Lo Lhe communlLy ln dlverse venues oers a very eecuve way Lo lncrease awareness of Lhe value of Lhe
LCPS rogram Lo Lhe communlLy as a whole. Addluonally, commenLs abouL hlghly polsed presenLauons
by sLudenLs Lo dlerenL audlences abouL LCPS pro[ecLs and learnlng accompllshmenLs ls anoLher facLor
ln gauglng Lhe early success of Lhe program. SLudenLs also commenLed LhaL Lhey were someumes called
upon Lo make lmprompLu presenLauons Lo vlslung hlgh school sLudenLs and adulLs, eecuvely placlng
Lhem ln Lhe posluon of belng able Lo clearly communlcaLe Lo oLhers abouL Lhe LCPS rogram as a whole,
as well as Lo descrlbe Lhelr research and pro[ecL goals.
arenLs, on Lhe oLher hand, face Lhe challenge of undersLandlng how 1-8L changes sLudenL behavlor ln
Lerms of Lhe shl Lo Leamwork and collaborauve work on pro[ecLs, lncludlng onllne research necessary
Lo a problem-solvlng process. Cne parenL observed LhaL when Lhelr sLudenL was engaged on Lhe phone
or onllne wlLh fellow classmaLes lL was oen dlmculL Lo see Lhe connecuon Lo homework. Cne sLudenL
commenLed LhaL lL was challenglng Lo convlnce Lhelr parenLs abouL Lhe lmporLance of communlcauon
wlLh Leam members vla lnLerneL or Lelephone aer school as a crlucal parL of compleung pro[ecL
asslgnmenLs.
7. 6rodinq ond 5ummonve 4ssessment
Aslde from a slngle commenL on Lhe umlng of Lhe maLh LesL, Lhe balance of Lhe commenLs ln Lhls secuon
concerned sLraLegles for gradlng Leam-based pro[ecLs. 1he maln lssue clLed wlLh regard Lo Lhe maLh
LesL was descrlbed as a challenge for sLudenLs who were noL prepared for Laklng a LesL laLer ln Lhe year,
separaLed ln ume from Lhe acLual lnsLrucuon.
Cne Leacher commenLed LhaL Lhe process for asslgnlng sLudenLs Lo Leams changed over Lhe year Lo
comblne Leams based on facLors such as ablllLy and performance." SLudenLs also noLed LhaL Leams were
evenLually formed Lo lnclude an assessmenL of an lndlvldual sLudenL's wllllngness Lo work," noung Lhe
challenge of compleung a pro[ecL when noL all Leam members were commlued Lo gemng Lhe work done
on ume. Cne sLudenL LhoughL posluvely abouL Lhe opporLunlLy for self-evaluauon among each Leam,
allowlng sLudenLs Lo evaluaLe who dld Lhe work and who dld noL." Cne sLudenL also commenLed LhaL
group Lesung," where each Leam debaLed Lhe lssues Lo come Lo Lhe besL answer, was an eecuve way
for sLudenLs Lhemselves Lo see Lhe knowledge galned from compleung a pro[ecL. Cverall, sLudenLs ln Lhe
focus group felL LhaL Lhelr grades had lmproved durlng Lhelr year aL Lhe LCPS.
8. xpectonons for Yeor 2 of the cn5 Proqrom
AL leasL one sLudenL and one parenL expecLed LhaL Lech resource lssues would lmprove durlng Lhe
2012-13 school year. CLher areas Louched upon aspecLs of year 1 sLudenL lnvolvemenL wlLh Lhe new
LCPS program. Cne Leacher oered Lhe vlew LhaL unllke Lradluonal hlgh schools, Lhe Leam elemenL" ls
sLrong ln year 1 sLudenLs. Cne parenL observed LhaL sLudenLs seemed Lo have a sense of ownershlp of
Lhe LCPS rogram and had grown LogeLher Lhrough Lhelr experlence Lo feel lL's llke Lhelr own famlly."
ln commenung abouL year 2 of Lhe program, Lhls same parenL observed LhaL sLudenLs feel LhaL Lhls ls
Lhelr baby" and LhaL Lhey have a sense of wanung Lo ensure LhaL year 2 bullds on year 1 achlevemenLs.
?ear 1 sLudenLs readlly oer advlce for lncomlng year 2 sLudenLs, saylng LhaL new year 2 sLudenLs should
recognlze Lhe lmporLanL dlerences beLween hlgh school and college-level coursework, and LhaL, as
new sLudenLs, Lhey should also undersLand LhaL Lhey wlll have an lmporLanL role Lo play ln growlng Lhe
success of Lhe program as a whole.
Among Lhe lssues clLed by sLudenLs as lmporLanL quallues for LCPS sLudenLs Lo possess was a
readlness" Lo work ln Leams. 1hls lncludes belng prepared Lo soclallze wlLh each oLher regardless of
home hlgh school amllauon ln order Lo conducL eecuve dlalogue wlLhln a Leam conLexL. CLher ldeas
concerned Lhe nouon LhaL sLudenLs who are noL lnLeresLed ln green [obs and clean Lechnology should
noL enroll ln Lhe program, addlng LhaL requlred sLudy lncludes Lhlngs LhaL are noL necessarlly exclung,
buL essenual Lo compleung a pro[ecL. ?ear 1 sLudenLs also cauuon year 2 sLudenLs Lo be ready Lo grow
up," and Lo learn how Lo work on Lhelr own.
lrom Lhe perspecuve of program parLners, one lndlvldual commenLed on Lhe lmporLance of malnLalnlng
Lhe exuberance" and exclLemenL" of Lhe program for new sLudenLs, whlle anoLher noLed Lhe value of
hlgh prole markeung Lo geL Lhe success sLorles ouL" Lo Lhe local home communlues ln Lhe reglon.
9. 1eochers, Porents, community ond cn5 Proqrom Portners
Cf Lhe 12 daLa polnLs ln Lhls Lheme, only one derlved from a sLudenL commenL abouL Lhe value of
communlLy presenLauons, speclcally noung LhaL hearlng consLrucuve crluclsm" was helpful Lo learnlng
abouL Lhe lssues and Loplcs explored ln sLudenL pro[ecLs. 8egardlng Lhe role of Lhe communlLy, several
observauons were made by program parLners abouL Lhe lmporLance of sLrengLhenlng communlLy
awareness and undersLandlng of Lhe LCPS rogram. Speclcally lL was noLed LhaL Lhe broader
communlLy needs a clearer undersLandlng of Lhe LCPS rogram and relauonshlp Lo Lhe growLh of new
Lech lndusLrles and emerglng economlc beneLs for Lhe reglon. 1hls lncludes S1LM [ob growLh LhaL
wlll llkely beneL LCPS sLudenLs as well as PvCC and oLher sLudenLs LhroughouL Lhe reglon. locuslng
on dlverse communlLy lnLeresLs LhaL are engaged ln plannlng for envlronmenLal and susLalnablllLy
challenges ls also an lmporLanL parL of Largeung connecuons beLween Lhe LCPS rogram and Lhe global
compeuuon for growlng clean Lech buslnesses.
Addluonally, program parLners observed LhaL bulldlng formal and lnformal parLnershlps ls crlucal
Lo Lhe success of Lhe LCPS rogram. 1he 8allsLon Spa admlnlsLrauve sLa, lncludlng School 8oard
members, have eecuvely conunued eorLs Lo grow crlucal parLnershlps and bulld supporL from wlLhln
Lhe buslness communlLy. An lmporLanL feaLure of Lhls eorL ls Lhe conunual need Lo engage S1LM
professlonals by brlnglng Lhem Lo Lhe bulldlng Lhrough varlous evenLs and funcuons openlng doors Lo
lnvolvemenL LhaL can malnLaln Lhls lmporLanL connecuon for sLudenLs. 1he facL LhaL many of Lhe parenLs
of k-12 sLudenLs ln Lhe reglon are Lhemselves S1LM professlonals ls anoLher dlmenslon Lo explore, Lo
encourage Lhese parenLs Lo volce Lhelr expecLauons dlrecLly Lo Leachers and prlnclpals abouL S1LM
career developmenL for Lhelr own chlldren. ln so dolng, Lhey can broaden Lhe message from Lhe buslness
communlLy Lo focus on Lhe muluple goals and beneLs of Lhe LCPS rogram for Lhe communlLy.
Cne key challenge ldenued concerned Lhe need for parenLs and oLhers ln Lhe communlLy Lo Lackle
Lhe lssue of Lhe long-Lerm susLalnablllLy of Lhe LCPS rogram. arLners sLaLed LhaL reglsLrauon and
course fees assoclaLed wlLh co-enrollmenL aL PvCC wlll evenLually have Lo be borne by sLudenLs and
Lhelr famllles. Lxplorlng posslblllues for augmenung Lhese dlrecL cosLs may come from a comblnauon of
sources, lncludlng supporL from buslness or broader governmenL and workforce developmenL fundlng
LhaL can poLenually lead Lo susLalnlng program cosLs ln Lhe long run. llndlng Lhe soluuon Lo assure Lhe
fuLure susLalnablllLy of Lhe program can help malnLaln crlucal access Lo S1LM career paLhways for any
sLudenL who has Lhe lnLeresL and Lhe deslre Lo prepare for a S1LM professlon.
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1he nlne ma[or Lhemes ldenued durlng focus group dlscusslons are presenLed here wlLh a subseL of
daLa polnLs (summary sLaLemenLs) ldenued by group code. Code symbols have been added for each
focus group caLegory as follows:
= 200/arenL
= 300/arLner
= 400/1eacher
= 300/SLudenL
Summary sLaLemenLs followed by a serles of speaker codes (e.g., 202-16 302-8a 401-2 309-327)
lndlcaLe shared ldeas or observauons by Lhe dlerenL groups ln Lhelr vlews abouL Lhe LCPS rogram.
1. Expectations of the ECHS (n=9)
- SLudenLs would bulld a career paLhway Lhrough exposure Lo dlerenL
career professlons and conslder Lhelr own parucular lnLeresLs and LalenLs,
have more access Lo [obs (201-12a 202-30 403-29 310-8)
- ulerenL approach Lo learnlng LhaL ls hands-on," lnvolvlng 1-8L, ln an envlronmenL where
sLudenLs explore crlucal Lhlnklng and creauvlLy," research, publlc speaklng, and galn an
ablllLy Lo aruculaLe and solve problems (201-12b, 34 402-20 403-29 302-6)
- Changlng sLudenL percepuons abouL educauon Lhrough experlenclng acceleraLed
learnlng, havlng a dlerenL klnd of learnlng experlence Lhan Lradluonal hlgh school,
learnlng would be more challenglng (201-12c 302-16 303-3 304-7)
- 1eachers would acuvely menLor sLudenLs (401-2)
- Lxperlence college level lnsLrucuon Lo prepare for Lhe Lransluon Lo
college, earn college credlLs wlLh no cosL (301-4, 14 304-13)
Bullet Point Report
5rcrion J.
3
Bullet Point Report
3
5rcrion J.
3
I
t ls oot qool to ttoosfotm colleqe ooJ coteet teoJloess by cteotloq oew potbwoys
betweeo k-12, blqbet eJocotloo, ooJ bosloess, soppottloq o coltote ooJ
leotoloq eovltoomeot wltb tbe tools ooJ tesootces oecessoty to ocpolte ooJ cteote
koowleJqe, collobotote, looovote, ooJ to coooect stoJeots wltb blqbet eJocotloo,
tbe commoolty, tbe teqloo, ooJ tbe wotlJ.
- Ioseph . Dragone, h.D., Super|ntendent of Schoo|s
- Access Lo Lechnology Lo supporL an approach
Lo learnlng dlerenL from Lradluonal
hlgh school, lncludlng Lechnology (Lech)
resources Lo supporL Leamwork and
collaborauon (202-24 402-22)
- Lxplore applled use of maLh and sclence
ln auLhenuc learnlng experlences" LhaL
deal wlLh real world problems LhaL exlsL ln
communlues Loday (402-6 403-8)
- 8ulld Lhe LCPS rogram and open
access Lo hlgh school sLudenLs
LhroughouL Lhe reglon (302-8a)
- 8ulld Lhe LCPS rogram ln
ways LhaL wlll help Lo meeL
Lhe reglonal economlc poLenual for S1LM lndusLry growLh (301-9a)
2. Differences between the ECHS and Traditional High
School (n=11)
- SLudenLs experlence a dlerenL Lype of learnlng envlronmenL LhaL lnLroduces Lhem
Lo pro[ecL based learnlng and Lhe challenge of worklng ln groups, and as a Leam
recognlze LhaL people have dlverse lnLeresLs, sLrengLhs, and weaknesses, as well as
learn how Lo work wlLh dlerences ln commlLmenL Lo achlevlng pro[ecL goals (201-
142 202-39, 141, 144 402-38 301-331 303-330 304-332 309-327)
- 1-8L enhances a sLudenL's ablllLy Lo see learnlng goals wlLhln Lhe conLexL
of a seL of lnLegraLed Lasks, and Lo undersLand how learnlng goals llnk
up wlLh sLudenL goals for Lhe fuLure (303-298 310-303)
- ro[ecL-based learnlng oers sLudenLs Lhe opporLunlLy Lo conLrlbuLe Lo Lhelr own
learnlng LhaL does noL occur wlLh dlrecL lnsLrucuon", sLudenLs developed dlerenL
klnds of skllls lncludlng ume managemenL, collaborauon, and uslng dlerenL klnds of
resources Lo achleve learnlng goals ( 403-33 301-447 302-314 303-313)
- LCPS courses are harder Lhan Lradluonal hlgh school courses, LCPS wrlung
asslgnmenLs are more dlm culL and as a resulL, wrlung a Lwo-page paper
for a hlgh school course ls much easler" (302-348 304-297)
- LCPS sLudenLs pursue a Lech paLh" versus Lhe college paLh of Lradluonal hlgh schools,
LCPS sLudenLs are explorlng Lhe new model of educauon where 1-8L ellmlnaLes Lhe
barrlers across dlerenL sub[ecLs (e.g., lnLegrauon of maLh and sclence) (302-62)
S
toJeots ote eoqoqeJ lo ootbeotlc, ttoosJlsclpllooty leotoloq expetleoces lo o
folly coooecteJ leotoloq eovltoomeot tbot embtoces 21st ceototy skllls.
- Lar|y Co||ege n|gh Schoo| Iacu|ty
LxrrctntoNs or tnr LCnS
l expecteJ to toke klJs to oootbet level wltb
their engagement and understanding of
cotteot lssoes. wltb tbelt pobllc speokloq
skllls, tbelt oblllty to stooJ op ooJ otucolote o
tespoose, oo lotelllqeot tespoose. 1be oblllty
to toke o look ot o ptoblem ooJ ooJetstooJ
jooJ osk] Ok, ls tbls o vollJ stotemeot? wbot
Jo l oeeJ to Jo to ossess lt? wbete coo l
foJ lofotmouoo to Jo tbot, wbo Jo l oeeJ
to speok to? 1o bove tbose ctlucol tblokloq
skllls by tbe eoJ of tbe cootse. j402-20]
- LCPS courses allow sLudenLs and Leachers Lo explore new Loplcs
LogeLher, unllke Lradluonal hlgh school courses LhaL are conslsLenL ln Lhe
lessons and LesLs by grade level from year-Lo-year (302-64)
- SLudenLs are expecLed Lo lndependenLly
learn maLh as parL of conducung
research for a pro[ecL (304-89)
- SLudenLs maLured ln Lhelr learnlng sLyle and
consldered Lhe program a posluve experlence,
alLhough Lhey sLruggled wlLh Lhe process of
becomlng crlucal Lhlnkers (201-179 402-60)
- SLudenLs who were noL deeply lnLeresLed
ln learnlng abouL susLalnable lndusLrles and
clean Lechnologles were noL as engaged
ln Lhelr sLudles as Lhose who choose Lhe
program Lo pursue Lhose areas of sLudy
(301-367 304-368 309-364 310-360)
- Some LCPS sLudenLs were
surprlsed aL how green"
Lhelr coursework Lurned ouL Lo be (301-49)
- 1he conLexL for learnlng ls abouL Lhe fuLure and LhaL ls lmporLanL and beneclal
for LCPS sLudenLs, sLudenLs are learnlng Lo use maLh and sclence ln real world
appllcauons Lo galn undersLandlng of lmporLanL challenges and poLenual soluuons
essenual for susLalnlng communlues, learnlng abouL green [obs for Lhe fuLure
and ways Lo save Lhe planeL" (302-27, 30 301-103 302-104)
3. College Readiness (n=6)
- Changlng Lhe culLure" learned Lhrough 10
Lh
grade ls a challenge for mosL sLudenLs who are
accusLomed Lo memorlzauon and LesL Laklng for rlghL and wrong answers, buL necessary
for sLudenLs Lo make Lhe leap" [from hlgh school Lo college] (201-68 403-63a)
- LCPS courses oer a beuer opporLunlLy for mouvaLed sLudenLs Lo
prepare for college and see Lhemselves as college sLudenLs (202-
16 301-100, 348 302-290 303-304 304-338b 310-98)
- SLudenLs are encouraged Lo dlg deeper" lnLo new sub[ecLs, aualnlng an
lnLellecLual approach Lo learnlng and undersLandlng LhaL has helped Lo make Lhe
shl Lo dolng college level coursework (303-319 306-293 307-309)
T
be otly colleqe nlqb 5cbool moJel wos JeslqoeJ focosloq oo colleqe teoJloess,
oll ospects of tbls ptoqtom qlve stoJeots tbe skllls oecessoty to soccessfolly
ttoosltloo to blqbet eJocotloo.
- Laure| Logan-k|ng, Ass|stant Super|ntendent of Curr|cu|um, Assessment and up|| Serv|ces
DrrrnrNcrs srtwrrN tnr
LCnS nNb 1nnbtoNnt
ncn Scnoot
l tblok tbe stoJeots lo ptoject boseJ leotoloq
see o lot mote owoetsblp lo tbe leotoloq.
1bete ls jost so mocb mote stoJeot lopot,
tbey qet tbe cbooce to become expetts lo
cettolo oteos wltblo tbelt qtoops...AoJ l
tblok tbots beeo teolly foo fot tbem to see
tbot tbey coo become oo expett lo o cettolo
oteo. 1bey coo ploy o leoJetsblp tole, tbey
coo become tbe pobllc speoket. 5o l Jo tblok
lt cbooqes op bow tbey vlew tbemselves os o
leotoet. j40J-55]
- LCPS lnsLrucLors expecL sLudenLs Lo conducL lndependenL research and wrlLe a 13-page paper,
and noL rely on Lhe Leacher Lo provlde everyLhlng Lhe sLudenL needs Lo know abouL a glven
Loplc, Leachers provlde Lhe resources Lo
nd answers Lo quesuons, and Lo conslder
dlerenL perspecuves on lssues (301-63
302-64, 334 303-313, 317 304-61, 99)
- SLudenLs need Lo lmprove sLudy skllls ln order
Lo aualn college course expecLauons for
lndependenL learnlng and Lo be prepared for
class based on Lhe LexL and lecLures", sLudenLs
learn LhaL lndependenL sLudy ls dlerenL Lhan
class work and lmporLanL Lo Lhelr own learnlng
process (302-42 303-382 303-378)
- arenLs also need Lo shl ln Lhelr role
Lo glve sLudenLs more lndependence
and freedom Lo learn Lo assume
responslblllLy for compleung Lhelr work as parL of Lhelr Lransluon from belng a hlgh
school sLudenL Lo college sLudenL (302-432 303-433, 462 304-436)
4. Exploring Career Pathways (n=9)
- SLudenLs were exposed Lo dlerenL career professlonals LhaL would noL have occurred ln
Lradluonal hlgh school lncludlng Lhe Clsco SysLems professlonal Leam LhaL worked on developlng
new LCPS Lechnology, sLudenLs also saw Lhe range of professlons lnvolved wlLh Lhe Clsco eorL
Lo see LhaL lL Lakes more Lhan englneers Lo supporL new Lechnology deslgn and lmplemenLauon,
lncludlng markeung and oLher aspecLs of producL developmenL (203-30b 402-38c, 40)
- S1LM professlonals provlded Lhe opporLunlLy for LCPS Leachers and sLudenLs Lo engage
Lhrough lnformal C&A ln learnlng abouL dlerenL S1LM professlons, speakers were able
Lo share aspecLs of Lhe professlonal world lncludlng employer expecLauons, and were able
Lo engage sLudenLs ln galnlng an undersLandlng of Lhe work world ln a dlerenL way Lhan
Leachers, even Lhose wlLh experlence ouLslde academla (401-43 402-38a, 44 403-41)
- Learnlng Lo collaboraLe wlLh one anoLher ls lmporLanL and lmproved durlng Lhe year,
collaborauon helps sLudenLs Lo develop skllls LhaL are essenual Lo success aer hlgh school,
when you need Lo know how Lo work wlLh dlerenL lndlvlduals, and Lo undersLand Lhe
lmporLance of a good work eLhlc" (303-103, 343 304-321, 338 307-346 309-324)
- SLudenLs have a beuer undersLandlng of how Lo earn cerucaLes" and ways
Lo become more markeLable" ln Lhe susLalnable energy clean Lechnologles
[ob eld, sLudenLs learned abouL dlerenL cerucauons and posslble summer
[obs open Lo hlgh-school age sLudenLs (201-48 303-310 306-309)
S
tudents are given the opportunity through our partners in industry to investigate
tbe emetqloq tecbooloqy coteet oppottooltles lo oot teqloo.
- Mary 8urke, D|rector of Spec|a| rograms, NSLkDA
Cottrcr krnbNrss
j1eocbets] Joot teolly qlve os tbe ooswet,
tbey qlve os tbe tesootces to foJ tbe ooswet.
j501-65]
1bls ptoqtom kloJ of tooqbt os tbot yoo
bove to Jo tbloqs yootself. oo bove to teocb
yootself, leoto tbloqs yootself. leoto bow to
qet lofotmouoo yootself. j50J-J17]
- SLudenLs are enLhuslasuc abouL savlng Lhe envlronmenL," learnlng abouL
susLalnable lndusLrles, and Lhlnklng abouL Lhe fuLure of Lhese lndusLrles
and ways Lo be lnvolved (201-30 302-30 302-104)
- Medla reporLs of Lhe 1LC-SMA81 faclllLy and
LCPS rogram has lncreased lnLeresL by local
buslnesses ln oerlng summer lnLernshlps
for LCPS sLudenLs (303-313 306-316)
- no mauer whaL eld a sLudenL pursues,
learnlng Lo dene a problem and ldenufy a
poLenual soluuon, and communlcaLe LhaL
Lo declslon makers uslng quallLauve and
quanuLauve research are valuable skllls,
Lhls ls a dlm culL shl for sLudenLs who have
come from a Lradluonal hlgh school learnlng
envlronmenL (302-27 403-63b)
- Creaung hands-on learnlng experlences
ls a more eecuve way for hlgh
school sLudenLs Lo explore dlerenL
careers due Lo Lhe llablllLy consLralnLs
of havlng hlgh-school age sLudenLs ln Lhe workplace, maklng lnLernshlp programs
dlm culL Lo lmplemenL, hands-on experlence glves younger sLudenLs an edge ln
seeklng summer [obs and college-level lnLernshlps (301-38 302-39)
- Lxposlng young female sLudenLs Lo Lhe S1LM professlons and posslble careers ls
an lmporLanL elemenL of Lhe LCPS rogram (202-18 301-32 302-46)
5. ECHS Learning Resources (n=8)
- rovldlng lapLops lnlually for all sLudenLs was vlewed as a posluve elemenL of Lhe program
Lo assure LhaL all sLudenLs could access Lechnology (Lech resources) boLh durlng and
aer school, alLhough some sLudenLs felL LhaL Lhe lapLops oered llmlLed funcuonal use
(403-94 301-133, 176 302-173 303-169 303-134 306-174 307-168)
- 1he process of lnLegraung Lhe use of Lech resources Lo supporL learnlng goals lnLroduced sLudenLs
Lo Lhe Clsco SysLems (CS) process for deslgnlng new Lechnology, Lhe CS LableLs," lnvolvlng
sLudenLs dlrecLly ln conslderlng besL uses of Lechnology
(401-36b)
I
o eJocotloo toJoy, tbe teoJy occess to tecbooloqy ls epolvoleot to o 21st ceototy
eJocotloo.
- I|m Loveu, Coord|nator of Instrucnona| 1echno|ogy
LxrtonNc Cnnrrn ntnwnvs
1be otbet skllls tbot l tblok ote ctlucol fot
bosloesses jote] tbe sofet skllls tbot tbese
stoJeots ote leotoloq ooJ tbe woy tbot
tbeyte leotoloq lt tbot tbey moy ot moy oot
leoto ot otbet scbools. oote tolkloq oboot
tbe teomwotk tbot tbeyte Joloq, tbe oblllty
to tblok ctlucolly, tbe oblllty to ptoblem
solve. 1bose ote exoctly wbot yoo beot tbe
bosloesses soy tbey oeeJ. jJ02-27]
lts Jeolloq wltb teol lssoes tbot o[ect os,
ooJ wlll o[ect os lo tbe fotote. j502-104]
- 1he CS LableL proLoLype was lnlually expecLed Lo perform speclc Lasks Lo supporL
sLudenL collaborauon on pro[ecLs and enhance communlcauon beLween Leachers
and sLudenLs, buL Lhe rsL generauon of Lhe LableLs was noL user frlendly"
and consequenLly sLudenLs and Leachers conunued Lo use Lhe lapLops (301-
223 302-143 303-227 304-146 307-228 309-193 310-136)
- 1ralnlng Lo supporL use of Lhe LableLs was lnsum clenL for sLudenLs and Leachers who elecLed
Lo conunue Lo use Lhe lapLops LhroughouL Lhe year Lo supporL pro[ecL work raLher Lhan swlLch
Lo Lhe CS LableLs (402-96 302-198
303-140, 216 306-220 310-199)
- use of convenlenL" lnLerneL resources LhaL
are rellable (e.g., lacebook) ls preferred
by sLudenLs over resources LhaL are noL
convenlenL" (e.g., Sakal) and Lherefore
were noL used Lo solve Lhe problem
of communlcauon ouLslde of school
Lo collaboraLe on pro[ecL compleuon
(301-180 302-178 303-189)
- Access Lo lnLerneL resources was llmlLed Lo
secure slLes, sLudenLs felL Lhey dld noL have Lhe
freedom" Lo fully explore Lhe web Lo conducL
Lhelr pro[ecL research, some sLudenLs observed
LhaL learnlng Lo ldenufy rellable daLa ls parL of
Lhe learnlng process of conslderlng Lhe valldlLy
of a source (e.g. an agency webslLe such as
Lhe uS LnvlronmenLal roLecuon Agency versus a blog slLe) (302-287 303-288 306-161)
- SLudenLs were glven lnsLrucuon ln use of Lhe school daLabase Lo supporL pro[ecL
research, some sLudenLs found Lhe daLabase adequaLe Lo supporL Lradluonal hlgh school
asslgnmenLs, oLhers LhoughL Lhe daLabase lacked Lhe Lype of lnformauon necessary
Lo fully supporL LCPS pro[ecL research needs (301-274 304-278 310-273)
- SLudenLs vlewed Lhe labs and Lhe deslgn and sLrucLure of Lhe LCPS bulldlng
Lo oer Lhe opporLunlLy for hands-on" learnlng abouL energy em clency
and Lhe fuLure deslgn of sLrucLures (301-46 310-42)
6. Student Demonstration of Learning (n=5)
- SLudenLs have demonsLraLed Lhelr ablllLy Lo make presenLauons abouL Lhe LCPS
rogram, Lo communlcaLe abouL Lhelr pro[ecLs, learnlng goals, and achlevemenLs
Lo parenLs as well as Lo members of Lhe communlLy (201-130 302-8a)
LCnS LrnnNNc krsouncrs
1ecbooloqy ls o olce epoollzet. l koow
we bove stoJeots tbot wltboot some of
tbe scbool lssoeJ tecbooloqy tools, tbey
woolJot be oble to Jo tbe wotk ot bome.
1bey jost Joot bove occess to tbe tesootces.
AoJ otbet stoJeots bove obvloosly mocb
beuet petsoool epolpmeot tboo tbe scbool
coolJ evet lssoe tbem, so tbetes teolly tbot
qomot lo tbe occess to tesootces. 5o l tblok
tbls ls ooe woy wbete we coo soy, wete
qoloq to epoollze yoot occess to eJocouoo
ooJ leotoloq ooJ ptovlJe yoo oll wltb tbls
tool. AoJ l tblok tbot tbots o teolly volooble
tbloq too. j40J-94]
T
btooqb Jeslqo focoseJ setvlce leotoloq, stoJeots ote eoqoqeJ lo ttoosclpllooty
ptoblem boseJ leotoloq, ollowloq tbem to Jemoosttote mostety lo cooteot,
loqeoolty, looovotloo, ooJ ctltlcol tblokloq.
- D|ane Irw|n, k-12 Sc|ence Coord|nator
- SLudenL lnLeracuon dlrecLly wlLh
communlLy members Lhrough Lhelr
pro[ecL presenLauons has helped Lo bulld
communlLy undersLandlng abouL Lhe LCPS
rogram among elecLed om clals, buslness
leaders, envlronmenLal leaders, and local
governmenL, Lhese presenLauons can be more
eecuve Lhan local medla ln conveylng Lhe
accompllshmenLs of Lhe program (302-24)
- SLudenLs have demonsLraLed crlucal Lhlnklng,
problem solvlng and Lhelr ablllLy Lo work
collaborauvely, all of whlch are skllls LhaL
members of Lhe buslness secLor say are
needed ln Loday's workers (302-27b)
- SLudenLs were able Lo speak Lo vlslLors wlLh
or wlLhouL prlor nouce, lncludlng sLudenLs
from oLher schools and adulLs from S1LM
professlons, Lo clearly aruculaLe lnformauon
abouL Lhelr pro[ecLs and learnlng ob[ecuves
(302-62 301-267 306-268)
- arenLs dld noL undersLand Lhe dlerence
beLween Lradluonal hlgh school homework and
how 1-8L homework ls conducLed, and le
sLudenLs Lo convlnce Lhelr parenLs LhaL Lalklng
on Lhe phone or belng onllne was an lmporLanL
parL of worklng collaborauvely wlLh Lhelr Leam
Lo compleLe Lhelr pro[ecLs (201-86 304-439)
7. Grading and Summative Assessment (n=8)
- MaLh lnsLrucuon and maLh LesLs were separaLed ln ume, and some
sLudenLs descrlbed Lhe LesL as hard Lo Lake" (304-78)
- 1he rsL pro[ecL was based on asslgnlng a palr of sLudenLs" Lo work LogeLher and
grades were based on lndlvldual performance (301-374a 303-373)
I
ts ctltlcol to 21st ceototy eJocotloo tbot we ptovlJe soppott ooJ qolJooce fot
teocbets to focllltote stoJeots obllltles to become self-JltecteJ leotoets.
- Laure| Logan-k|ng, Ass|stant Super|ntendent of Curr|cu|um, Assessment and up|| Serv|ces
StubrNt DrmoNstnntoN
or LrnnNNc
1be ooe ptoject tbot comes to mloJ ls tbe
ttoosJlsclpllooty ptoject tbey wotkeJ oo, tbe
stoJy of popolouoo qtowtb oo o wotetsbeJ
oteo. 1bey weot oot lo tbe felJ, JlJ tbe
study, put together some analysis of that
stoJy, ooJ tbeo come bock ooJ pteseoteJ tbe
study to business leaders, to environmental
type leoJets, to tbe beoJs of tbe Jl[eteot
moolclpollues. 5o tbls wos tbe kloJ of tbloq
tbot l sow wbete tbls kloJ of ptoqtom coo
qet o lot of qooJ oototlety. Not ooly ftom
wbots lo tbe oewspopet tbot oot evetyboJy
teoJs, bot ftom tbot Jltect lotetocuoo wltb
tbe stoJeots. jJ02-24]
StubrNt DrmoNstnntoN
or LrnnNNc
wbeo l oskeJ tbem poesuoos oboot jtbe
ptoject] tbey coolJ otucolote wbot tbey JlJ
ooJ bow tbey ottooqeJ lt. 5o lt took ploooloq,
lt took fotetbooqbt, lt took Jeslqo, tbete wos
o lot of Jl[eteot compooeots-ott-to poll lt
o[. AoJ l tbooqbt lt wos qteot. 8ecoose yoo
qet tbe cteouve jolces fowloq, yoove qot
to pot tbem toqetbet to o cettolo potb, oot
tooJom. lts qot to be o cettolo potb. A potb
to complete tbe ptoject, ooJ l tblok tbot wlll
Jefoltely belp tbe stoJeots qoloq fotwotJ
loto colleqe. j201-1J0]
- lnlually, pro[ecL group asslgnmenLs were made aL random by Lhe Leachers, and some
sLudenLs found Lhls frusLraung because of dlerences ln work eLhlc" among dlerenL
lndlvlduals, as Lhe year progressed, Leachers began asslgnlng sLudenLs Lo Lhelr pro[ecL
Leam based on a wllllngness Lo work" (302-333, 337 304-336, 343 306-373)
- Asslgnlng sLudenLs Lo groups changed durlng Lhe year as Leachers recognlzed LhaL grouplng
sLudenLs by ablllLy and performance" would
allow hlgh performlng sLudenLs Lo conunue
Lo advance, and would also Lrlgger more
engagemenL from low performlng sLudenLs who
had shown less lnLeresL ln compleung pro[ecL
asslgnmenLs earller ln Lhe year ( 402-66)
- LaLer ln Lhe year Leachers asked sLudenLs
Lo self-evaluaLe, glvlng Leam members
lnpuL on assesslng who dld Lhe work
and who dld noL" (301-374b)
- ro[ecLs graded by group Lesung" was
an eecuve way Lo demonsLraLe whaL
was learned, allowlng sLudenLs Lo engage
ln a debaLe wlLh Lhelr Leam members Lo
deLermlne Lhe besL answer (304-428)
- Some sLudenLs sald Lhelr
grades lmproved aL Lhe LCPS rogram (302-394a 303-294 304-293)
- SLudenLs dlsplayed maLurlLy" ln aualnlng crlucal skllls, commlLmenL
Lo learnlng and ln showlng responslblllLy ln preparlng for engagemenL
durlng year 1 of Lhe LCPS rogram (201-142, 179 402-60)
8. Expectations for Year 2 of the ECHS Program (n=7)
- 1ech resources wlll lmprove and wlll meeL sLudenL and Leacher needs for
collaborauve pro[ecL developmenL and compleuon (202-24b 301-216)
- MalnLalnlng Lhe exuberance" of Lhe program for new sLudenLs enLerlng ln Lhe second year ls a
hlgh prlorlLy, new sLudenLs comlng lnLo Lhe second year of Lhe program should have Lhe same
opporLunlues Lo experlence exclLemenL abouL Lhe courses oered ln Lhe program (301-39)
- llrsL year sLudenLs feel an ownershlp" of Lhe LCPS rogram and have a feellng LhaL lL's
llke Lhelr own famlly", Lhere ls a sense of wanung Lo proLecL Lhe program Lo see lL grow
ln Lhe rlghL way, Lhey Lhlnk Lhls ls Lhelr baby now, and are very close", Lhere ls a Leam
elemenL now LhaL you don'L see" [ln oLher schools] (201-169 202-163 402-166)
GnnbNc nNb Summntvr
AssrssmrNt
lts botJ becoose someumes yoo Jo koow
tbe ooswet bot tbey oeeJ to fqote lt oot ooJ
l oeeJ to let tbem moke mlstokes. AoJ yoo
qolJe tbem lo tbe tlqbt Jltecuoo j402-66]
l love qtoop tesuoq, becoose tbeo yoo coo
test wbot yoove leotoeJ oqolost otbets.
AoJ lf yoote wtooq ooJ tbey tblok tbeyte
tlqbt, ooJ yoo qoys coo otqoe oboot wby
yoo tblok-tbeo yoo bove to come to o
cooclosloo oboot wblcb ooswet ls octoolly
cottect, so tbeo yoote qoloq to qet o beuet
qtoJe. j504-428]
T
o become o sttooqet leotoloq commoolty octoss k-12, blqbet eJocotloo ooJ
bosloess ooJ loJostty, we most sbote best ptoctlces lo teocbloq ooJ leotoloq.
- Ioseph . Dragone, h.D., Super|ntendent of Schoo|s
- Crowlng Lhe program ln year 2 wlll requlre markeung, conunually
gem ng Lhe success sLorles ouL"(301-76)
- ?ear 2 sLudenLs enLerlng Lhe program should be prepared for Leamwork and should have
a commlLmenL Lo engage ln a collaborauve process Lo work LogeLher as a group beglnnlng
wlLh Lhe very rsL pro[ecL of Lhe year,
soclallzauon wlLh fellow sLudenLs ls an
lmporLanL parL of Lhe program, and a
readlness Lo engage ln dlalogue as parL of
Lhe experlence (303-349 304-109, 333)
- ?ear 2 sLudenLs enLerlng Lhe program should
be prepared Lo sLudy areas LhaL Lhey are
genulnely lnLeresLed ln, and commlL Lo worklng
hard ln class, sLay focused on Lhelr sLudles,
and malnLaln umely progress Loward pro[ecL
compleuon (301-367 303-340 304-
339, 368 309-364, 343 310-338, 360)
- ?ear 2 sLudenLs should be prepared Lo focus fully on Lhelr sLudles, lncludlng aspecLs LhaL are
less exclung, buL LhaL have Lo be researched ln order Lo compleLe a pro[ecL, lndependenL
learnlng ls expecLed of college sLudenLs and Lherefore LCPS sLudenLs musL be prepared
Lo grow up ln a sense," Lo learn how Lo work on Lhelr own (303-331 306-330)
9. Teachers, Parents, Community and ECHS Program
Partners (n=12)
- 1he communlLy has a general awareness of Lhe educauonal lmporLance
of maLh and sclence, buL llule undersLandlng of Lhe Lypes of [obs and
skllls LhaL are needed for Loday's [ob markeL (301-26)
- lf we are golng Lo be globally compeuuve lL ls lmporLanL LhaL Lhe communlLy, lncludlng
parenLs and oLhers, galn an undersLandlng of Lhe real world appllcauon of maLh and
sclence and how Lhe LCPS rogram wlll advance Lhese ablllues ln sLudenLs (302-27a)
- SLudenLs value Lhe response Lhey recelve from presenLauons Lo Lhe communlLy, lncludlng
Lhe consLrucuve crluclsm LhaL helped Lhem Lo learn more abouL Lhelr pro[ecLs (301-414)
- School 8oard members and many of Lhe program parLners have been very supporuve" of Lhe
program and have engaged ln fundralsers and oLher program acuvlues, Leachers also played an
lmporLanL role ln advanclng Lhe program durlng Lhe rsL year of program developmenL (302-13)
- 1he hlgh school ln Lhe college" model ls galnlng lnLeresL from Lhe academlc
communlLy and ls belng supporLed by Lhe communlLy college (302-13)
B
osloess bos steppeJ op to toke o leoJloq ooJ meooloqfol tole lo bollJloq o
collobototlve sttoteqy fot sostololoq o 21st ceototy eJocotloo system tbot
ptepotes oot stoJeots fot tbe teol wotlJ.
- Mary 8urke, Coord|nator of Spec|a| ro[ects, NSLkDA
LxrrctntoNs ron rnn 2
or tnr LCnS nocnnm
1be qtoop bete, lts llke tbeyte tbelt owo fomlly
bete oow. j201-169]
Cet teoJy to be oble to soclollze ooJ osk
poesuoos, ooJ yoote Jefoltely qoloq to bove
to osk o lot of poesuoos. j504-15J]
- CommunlLy college parLners can provlde llnkages Lo Lhe pulse of Lhe communlLy"
lncludlng Lhe buslness secLor, and can supporL a dlrecL connecuon beLween Lhe
college and workforce developmenL for Lhe LCPS rogram (301-60)
- 1he parLnershlp beLween buslness and educauon ls ln parL supporLed by Lhe creauon
of Lhe LuLher loresL 1ech ark, whlch wlll serve noL [usL one school dlsLrlcL or school
sysLem, buL wlll engage reglonally wlLh Lhe surroundlng 13-counLy area (301-29a)
- arenLs also have a role Lo play Lo collaboraLe wlLh Leachers Lo supporL Lhe Lransluon
for sLudenLs Lo a dlerenL Lype of learnlng envlronmenL (201-169)
- arenLs and oLher communlLy members are golng Lo have Lo deLermlne how besL Lo susLaln
Lhe cosLs of Lhe LCPS rogram, lncludlng ldenufylng lmporLanL elemenLs of Lhe program
LhaL wlll draw supporL from Lhe buslness secLor, leadershlp from Lhe buslness secLor has
emerged and can be an lmporLanL Lrlgger
for sLaLe and local governmenL supporL for
growlng Lhe LCPS rogram (302-80)
- 8ulldlng parLnershlps ls a hlgh prlorlLy for Lhe
LCPS rogram and ls belng acuvely pursued
by LCPS sLa who are eecuvely helplng
Lo educaLe Lhe MalLa buslness communlLy
abouL Lhe LCPS rogram (301-23)
- 8rlnglng Lhe buslness communlLy Lo Lhe
school Lo learn abouL Lhe LCPS rogram
ls an lmporLanL way Lo communlcaLe
opporLunlues for S1LM professlonals Lo geL
lnvolved, Lhls ls especlally lmporLanL for
S1LM professlonals who are also parenLs, and
who may engage wlLh Lhe LCPS rogram as a way Lo supporL Lhelr own parenLal expecLauons
for hlgh quallLy educauon open Lo Lhelr own son or daughLer (301-31 301-29b, 31)
- 1here ls a dlerenL response by Leachers and admlnlsLraLors Lo parenLs who are also S1LM
professlonals lnLeresLed ln S1LM-based educauon, parenLs who communlcaLe Lhelr expecLauons
for access Lo 1-8L and S1LM educauon for Lhelr chlldren have more of an lmpacL Lhan buslness
leaders who can be percelved Lo be dlcLaung [Lhelr needs] Lo educauon" (301-34)
1rncnrn, nnrNts,
CommuNtv nNb LCnS
nocnnm nntNrns
1be cost of tbe ptoqtom ls qoloq to qtow
ooJ we bove to foJ woys to moke sote tbe
mooey follows lt. AoJ tbots to me ooe of tbe
blq tbloqs. AoJ l tblok tbot tbe bosloesses
ote woy obeoJ of tbe cotve, tbeyte qoloq to
occept tbls. 1beyte qoloq to see tbe voloe of
tbls. jJ02-80]
l
`
]
h
Y
k
l^gmf
\
Y
l
a
g
f
\
^
^
`
n
n
o c
mjpbc d ii
j
q
\
o
d
j
i
1he onllne survey was conducLed durlng Aprll and May of 2012. A LoLal of (21) sLudenLs and (10) adulLs
(lncludlng parenLs, Leachers, and program parLners) paruclpaLed ln Lhe survey (see AppeoJlx 8. 5otvey
Ooesuoos by 5tokebolJet Ctoop). 1he dlscusslon ln Lhls secuon conslders Lhe survey responses ln Lerms
of Lhe nlne key focus group Lhemes. ln order Lo explore a comparlson beLween Lhe survey responses
and Lhe focus group dlscusslon Lhemes, Lhe eLhnographlc daLa was quanued ln Lerms of Lhe number of
sLaLemenLs made by lndlvlduals for boLh survey respondenLs and focus group paruclpanLs.
1he followlng gures presenL Lhe nlne Lhemes for each sLakeholder group. Lach sLakeholder group ls
shown ln Lwo seLs LhaL provlde a comparlson beLween focus group sLaLemenLs and survey sLaLemenLs
as follows: SLudenLs (llgures 1A and 18), arenLs (llgures 2A and 28), 1eachers (llgures 3A and 38), and
arLners (llgures 4A and 48). 1he number of paruclpanLs ln Lhe locus Croups and ln Lhe Survey dlered
by sLakeholder group, however, we can compare Lhe LoLal sLaLemenLs for each group as a whole, and
conslder Lhe percenLage of sLaLemenLs relaung Lo a parucular Lheme for each sLakeholder group. 1he
gures show sLaLemenLs made as a percenLage of LoLal sLaLemenLs for each group, broken ouL by Lheme.
Comparlng focus group sLaLemenLs wlLh survey respondenL sLaLemenLs ls an lmporLanL way Lo ldenufy
Lhe dlerences and slmllarlues among people's vlews as Lhey explore lssues uslng dlerenL approaches.
1he focus group dlalogue on common experlences sumulaLes ldeas ln response Lo paruclpanL sLaLemenLs
LhaL are probauve and add rlchness Lo Lhe dlscusslon. 1he survey presenLs Lhe responses glven by
lndlvlduals where Lhelr vlews are based solely on Lhelr lndlvldual experlence, and Lherefore provldes
a dlerenL Lype of undersLandlng across Lhe group. 1he focus group dlalogue ls a process for gleanlng
a deeper vlew of lssues Lhrough cross Lalk" LhaL can lead Lo new perspecuves LhaL are noneLheless
relevanL and genulne. 1he survey ls llmlLed by Lhe lndlvldual's own ldeas and vlews, wlLh no opporLunlLy
Lo probe beyond Lhe lnlual response. Powever, Lhe value of galnlng Lhe lndlvldual volce of Lhe survey
respondenL provldes meanlngful daLa aL Lhe mlcro level, whlle focus group dlalogues can generaLe
undersLandlng aL Lhe macro level.
Conslderlng Lhe dlerences and slmllarlues beLween Lhe focus group sLaLemenLs and survey sLaLemenLs
provldes dlerenL lenses Lo bulld our undersLandlng of Lhe rsL year of Lhe LCPS rogram. Lach oers a
complemenLary perspecuve LhaL helps Lo ll ln Lhe plcLure of Lhe LCPS year 1 experlence.
A Compar|son of Survey kesponses w|th
Iocus Group 1hemes
5rcrion 4.
A Compar|son of Survey kesponses w|th
4
Iocus Group 1hemes
4
5rcrion 4.
4
FIGURE 1A
Focus Group Statements by Theme:
Students (N=113)
FIGURE 1B
Survey Respondent Statements by Theme:
Students (N=198)
0%
7%
16%
18%
9%
25%
2%
11%
11%
1%
32%
12%
17%
4%
9%
4%
21%
1%
FIGURE 2A
Parents (N=31)
FIGURE 2B
Parents (N=56)
0% 0%
24%
20%
8%
16%
8%
8%
12%
4%
25%
11%
9%
4%
30%
5%
5%
11%
FIGURE 3A
Teachers (N=22)
FIGURE 3B
Teachers (N=60)
0%
0% 0%
29%
13%
4%
29%
13%
8%
4%
37%
2%
8%
5%
30%
3%
5%
10%
FIGURE 4A
Partners (N=27)
FIGURE 4B
Partners (N=22)
0%
0% 0%
0%
0%
7%
10%
3%
21%
14%
7%
38%
9%
14%
14%
27%
18%
18%
1. LxpecLauons of Lhe LCPS
9. 1eachers, arenLs, CommunlLy, and
LCPS rogram arLners
3. Learnlng 8esources
FIGURE 1A
Students (N=113)
FIGURE 1B
Students (N=198)
0%
7%
16%
18%
9%
25%
2%
11%
11%
1%
32%
12%
17%
4%
9%
4%
21%
1%
FIGURE 2A
Parents (N=31)
FIGURE 2B
Parents (N=56)
0% 0%
24%
20%
8%
16%
8%
8%
12%
4%
25%
11%
9%
4%
30%
5%
5%
11%
FIGURE 3A
Teachers (N=22)
FIGURE 3B
Teachers (N=60)
0%
0% 0%
29%
13%
4%
29%
13%
8%
4%
37%
2%
8%
5%
30%
3%
5%
10%
FIGURE 4A
Partners (N=27)
FIGURE 4B
Partners (N=22)
0%
0% 0%
0%
0%
7%
10%
3%
21%
14%
7%
38%
9%
14%
14%
27%
18%
18%
LCPS rogram arLners
FIGURE 1A
Students (N=113)
FIGURE 1B
Students (N=198)
0%
7%
16%
18%
9%
25%
2%
11%
11%
1%
32%
12%
17%
4%
9%
4%
21%
1%
FIGURE 2A
Parents (N=31)
FIGURE 2B
Parents (N=56)
0% 0%
24%
20%
8%
16%
8%
8%
12%
4%
25%
11%
9%
4%
30%
5%
5%
11%
FIGURE 3A
Teachers (N=22)
FIGURE 3B
Teachers (N=60)
0%
0% 0%
29%
13%
4%
29%
13%
8%
4%
37%
2%
8%
5%
30%
3%
5%
10%
FIGURE 4A
Partners (N=27)
FIGURE 4B
Partners (N=22)
0%
0% 0%
0%
0%
7%
10%
3%
21%
14%
7%
38%
9%
14%
14%
27%
18%
18%
LCPS rogram arLners
LLGLND:
FIGURE 1A
Students (N=113)
FIGURE 1B
Students (N=198)
0%
7%
16%
18%
9%
25%
2%
11%
11%
1%
32%
12%
17%
4%
9%
4%
21%
1%
FIGURE 2A
Parents (N=31)
FIGURE 2B
Parents (N=56)
0% 0%
24%
20%
8%
16%
8%
8%
12%
4%
25%
11%
9%
4%
30%
5%
5%
11%
FIGURE 3A
Teachers (N=22)
FIGURE 3B
Teachers (N=60)
0%
0% 0%
29%
13%
4%
29%
13%
8%
4%
37%
2%
8%
5%
30%
3%
5%
10%
FIGURE 4A
Partners (N=27)
FIGURE 4B
Partners (N=22)
0%
0% 0%
0%
0%
7%
10%
3%
21%
14%
7%
38%
9%
14%
14%
27%
18%
18%
LCPS rogram arLners
FIGURE 1A
Students (N=113)
FIGURE 1B
Students (N=198)
0%
7%
16%
18%
9%
25%
2%
11%
11%
1%
32%
12%
17%
4%
9%
4%
21%
1%
FIGURE 2A
Parents (N=31)
FIGURE 2B
Parents (N=56)
0% 0%
24%
20%
8%
16%
8%
8%
12%
4%
25%
11%
9%
4%
30%
5%
5%
11%
FIGURE 3A
Teachers (N=22)
FIGURE 3B
Teachers (N=60)
0%
0% 0%
29%
13%
4%
29%
13%
8%
4%
37%
2%
8%
5%
30%
3%
5%
10%
FIGURE 4A
Partners (N=27)
FIGURE 4B
Partners (N=22)
0%
0% 0%
0%
0%
7%
10%
3%
21%
14%
7%
38%
9%
14%
14%
27%
18%
18%
LCPS rogram arLners
FIGURE 1A
Students (N=113)
FIGURE 1B
Students (N=198)
0%
7%
16%
18%
9%
25%
2%
11%
11%
1%
32%
12%
17%
4%
9%
4%
21%
1%
FIGURE 2A
Parents (N=31)
FIGURE 2B
Parents (N=56)
0% 0%
24%
20%
8%
16%
8%
8%
12%
4%
25%
11%
9%
4%
30%
5%
5%
11%
FIGURE 3A
Teachers (N=22)
FIGURE 3B
Teachers (N=60)
0%
0% 0%
29%
13%
4%
29%
13%
8%
4%
37%
2%
8%
5%
30%
3%
5%
10%
FIGURE 4A
Partners (N=27)
FIGURE 4B
Partners (N=22)
0%
0% 0%
0%
0%
7%
10%
3%
21%
14%
7%
38%
9%
14%
14%
27%
18%
18%
LCPS rogram arLners
FIGURE 1A
Students (N=113)
FIGURE 1B
Students (N=198)
0%
7%
16%
18%
9%
25%
2%
11%
11%
1%
32%
12%
17%
4%
9%
4%
21%
1%
FIGURE 2A
Parents (N=31)
FIGURE 2B
Parents (N=56)
0% 0%
24%
20%
8%
16%
8%
8%
12%
4%
25%
11%
9%
4%
30%
5%
5%
11%
FIGURE 3A
Teachers (N=22)
FIGURE 3B
Teachers (N=60)
0%
0% 0%
29%
13%
4%
29%
13%
8%
4%
37%
2%
8%
5%
30%
3%
5%
10%
FIGURE 4A
Partners (N=27)
FIGURE 4B
Partners (N=22)
0%
0% 0%
0%
0%
7%
10%
3%
21%
14%
7%
38%
9%
14%
14%
27%
18%
18%
LCPS rogram arLners
1oble J. locos Ctoop 5totemeots by key 1beme, and Table 4: Survey Respondent Statements by
key 1beme, dlsplay a comparauve vlew of sLaLemenLs beLween Lhe Lwo sLaLemenL seLs for furLher
explorauon. 1he Lables are organlzed Lo show Lhe percenLage of sLaLemenLs broken ouL lnLo Lhree
caLegorles for each Lheme: 1) percenLage LhaL are >16, 2) percenLage LhaL are 10-13 of Lhe LoLal
sLaLemenLs made for LhaL group, and, 3) percenLage of sLaLemenLs LhaL are <10.
1hese Lables can be explored ln Lerms of Lhe sLrengLh of Lhe dlerenL meLhods Lo explore Lhemes
relaLed Lo program deslgn and subsLance (Lhemes 1, 2, 3, 7, and 8). 1he second Lheme grouplng could be
consldered Lo reecL Lhe exLernal or broader seL of lssues LhaL relaLe Lo Lhe communlLy and fuLure goals
for sLudenL college and career developmenL (Lhemes 3, 4, 6, and 9).
1ables 3 and 4 also oer an accounL of Lhe dlerences by sLakeholder group beLween survey responses
and focus group lssues. lor sLudenLs, Lhe breakdown of Lhemes by percenLage shows LhaL Lhe focus
group dlscusslon reached a broader spread across all Lhemes, wlLh (Lheme 2) dlerences beLween Lhe
LCPS and Lradluonal hlgh school, (Lheme 3) college readlness, and (Lheme 3) learnlng resources falllng
lnLo Lhe Lop caLegory (>16). 1he survey Lhemes LhaL fell >16 lncluded a focus on (Lheme 1) Lhe
program lLself and expecLauons for year 1 and year 2 (Lheme 8), as well as (Lheme 3) college readlness.
lL ls lnLeresung Lo noLe LhaL Lhe focus group seL shows a much lower lnLeresL ln whaL sLudenLs expecLed
for year 1 (<10) as compared Lo Lhe survey (>16). Lxplorlng career paLhways (Lheme 4) also drew
more lnLeresL among focus group dlscussanLs (10-13) Lhan lL dld for survey paruclpanLs, where lL fell Lo
Lhe lowesL caLegory (<10). lnLeresL for survey respondenLs ln Lhe role of Lhe communlLy parLners and
oLhers ln Lhe communlLy (Lheme 9) ellclLed no commenLs. Across all sLakeholder groups, only sLudenLs
ranged hlgh (>16) ln Lhelr lnLeresL ln (Lheme 3) college readlness ln boLh Lhe focus group and ln
Lhe survey.
arenLs ln Lhe focus group Lended Loward a greaLer lnLeresL ln Lhelr vlews on Lhe dlerences beLween
Lhelr chlld's experlences ln Lradluonal hlgh school and Lhe LCPS (2), and career paLhway opporLunlues
(4). 8oLh survey respondenLs and Lhe focus group dlscussanLs consldered Lhelr expecLauons of Lhe
program as an lmporLanL Loplc falllng Lo Lhe hlghesL caLegory for boLh seLs (>16). lour of Lhe nlne
Lhemes fell Lo Lhe lowesL caLegory for focus group paruclpanLs, whlle ve of Lhe nlne Lhemes fell Lo Lhe
lowesL for survey respondenLs, lncludlng college readlness (3) and explorlng career paLhways (4), wlLh no
commenLs on sLudenL demonsLrauon of learnlng (6). ln comparlson, explorlng career paLhways (4) was
a hlgh area of lnLeresL for Lhe focus group (>16), whlle college readlness fell Lo Lhe lowesL caLegory for
boLh Lhe focus group paruclpanLs and survey respondenLs (<10).
1eacher's sLaLemenLs concernlng career paLhways (4) presenL a sLrlklng dlerence wlLh Lhe focus group
percenLage aL >16, and Lhe survey sLaLemenLs falllng Lo Lhe lowesL percenLage (<10). lL ls also
lnLeresung LhaL Leachers dld noL commenL on Lhe role of Lhe communlLy ln Lhe survey (Lheme 9), whlle
Lhe percenLage of Lhelr sLaLemenLs abouL Lheme 9 reached 10-13 ln Lhe focus group.
arLners presenL a focus ln Lhelr survey responses on LCPS learnlng resources (3), expecLauons of year
2 (8) and Lhe role of Lhe communlLy and parLners (9) as mosL lmporLanL aspecLs reecLed ln Lhe focus
group dlscusslon (>16). Addluonally, Lhe parLner focus group sLaLemenLs reecL observauons on Lhe
value of sLudenL demonsLrauon of learnlng (6) referrlng Lo Lhe lmporLance of presenLauons Lo Lhe
communlLy (10-13), wlLh no commenLs made by survey respondenLs on Lhls aspecL of Lhe program.
Table 3: Focus Group Statements by Key Theme
Theme
Students (1A) Parents (2A) Teachers (3A) Partners (4A)
1 2 3 1 2 3 1 2 3 1 2 3
1. Expectations of the ECHS
- - - -
2. Dierences between the ECHS
and Traditional High School
- - - -
3. College Readiness
- - - -
4. Exploring Career Pathways
- - - -
5. Learning Resources
- - -
6. Student Demonstration of Learning
- - - -
7. Grading and Summative Assessment
- - -
8. Expectations for Year 2
of the ECHS Program
- - - -
9. Teachers, Parents, Community
and ECHS Program Partners
- - -
Table 4: Survey Respondent Statements by Key Theme
Theme
Students (1B) Parents (2B) Teachers (3B) Partners (4B)
1 2 3 1 2 3 1 2 3 1 2 3
1. Expectations of the ECHS
- - - -
2. Dierences between the ECHS
and Traditional High School
- - -
3. College Readiness
- - - -
4. Exploring Career Pathways
- - - -
5. Learning Resources
- - - -
6. Student Demonstration of Learning
-
7. Grading and Summative Assessment
- - -
8. Expectations for Year 2
of the ECHS Program
- - - -
9. Teachers, Parents, Community
and ECHS Program Partners
- - -
1 = 16X ot blqbet, 2 = 10-15X, J = 9X ot lowet, = no statements
A nal brlef dlscusslon on Lhe lssues LhaL emerged ln Lhe survey sLaLemenLs, whlch fall ouLslde Lhe nlne
key focus group Lhemes, also lnforms our undersLandlng of Lhe overall Lhemes. Powever, Lhese are few
ln number and can be besL undersLood ln relauon Lo Lhree survey quesuons.
ln response Lo Lhe quesuon concernlng Lhe dlerence ln Lhe Lypes of lnLeracuons beLween Lradluonal
hlgh school and Lhe LCPS, Leachers noLed LhaL Lhe Lransdlsclpllnary learnlng envlronmenL allowed for
beuer and more open communlcauon beLween Lhe Leachers (4001-8a, 4002-8, 4003-8), and beuer
lnLeracuon and closer lnslghLs on sLudenLs (4002-8, 4003-8). ln response Lo Lhe same quesuon, sLudenLs
responded LhaL Lhey felL LhaL Lhere ls more open dlscusslon wlLh Lhelr LCPS Leachers (3003-8, 3004-8,
3003-8, 3008-8, 3012-8).
ln response Lo Lhe quesuon concernlng career paLhway explorauon, sLudenLs reporLed LhaL a closer
relauonshlp wlLh LCPS Leachers allows Lhem Lo lncorporaLe Lhelr LhoughLs and quesuons abouL
career opuons when lnLeracung wlLh Leachers (3004-16, 3016-16). llnally, ln response Lo Lhe quesuon
concernlng poLenual dlsadvanLages ln Lhe use of Lechnology for sLudenLs, one parLner responded LhaL
sLudenL focus on Lechnology could posslbly lead Lo less emphasls on bulldlng verbal communlcauon skllls
(3001-11).
1he few dlerences beLween Lhe focus group Lhemes and Lhose ldenued ln Lhe survey responses
conrms LhaL overall boLh lnsLrumenLs oer valld lnslghLs LhaL can supporL documenung Lhe experlence
of LCPS paruclpanLs. 1he poLenual for denlng Lhese lssues more fully may be achleved Lhrough Lhe
focus group process as lL provldes Lhe opporLunlLy Lo galn greaLer undersLandlng of Lhe denlng Lhemes
and aspecLs of Lhe program oerlng poLenual for growLh. 1he survey may be lmporLanL as a Lool Lo
valldaLe paruclpanL vlews as a measure of change over ume, wlLh Lhe opporLunlLy Lo develop LargeLed
focus groups Lo probe more carefully lnLo speclc elemenLs of Lhe program where warranLed ln ways
LhaL wlll beneL program deslgn ln Lhe fuLure.
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1oble 5. otly colleqe nlqb 5cbool kecommeoJeJ Acuoos presenLs four maln caLegorles ldenued ln Lhe
analysls of focus group dlscusslons and survey responses. 1hese acuon caLegorles are bullL upon Lhe nlne
focus group Lhemes. 1he caLegorles lnclude:
- 1ransluon from 1radluonal Plgh School Lo Lhe LCPS rogram
- Communlcauon
- rogram SLrucLure
- SLudenL/1eacher SupporL
Table 5 presenLs a comparauve vlew across all sLakeholders, showlng common concepLs among
sLakeholder groups on ldeas Lo modlfy exlsung program elemenLs, or Lo add new program componenLs
LhaL can help meeL percelved needs for Lhe second year of Lhe program. Whlle many of Lhe
recommended acuons are shorL-Lerm and prlmarlly concern year 2 of Lhe program, oLhers conLrlbuLe Lo
bulldlng Lhe long-Lerm sLrucLure and deslgn of Lhe LCPS rogram as lL grows Lo lnclude sLudenLs from
muluple school dlsLrlcLs ln Lhe comlng years.
8eyond Lhe four caLegorles ldenued ln Table 5, Lwo lmporLanL areas ldenued Lhrough focus group
dlscusslon concerned fundamenLal challenges for sLudenLs and parenLs as sLudenLs Lransluon from hlgh
school Lo college Lhrough Lhe LCPS rogram. SLudenLs volced Lhelr vlews on lssues relaLed Lo consLralnLs
Lhey experlenced ln Lhelr rsL year of Lhe LCPS rogram. 1he rsL concerns lnLerneL use for research
and communlcauon by LCPS sLudenLs. 1he second lnvolves parenLs' percepuons abouL sLudenL use of
Lechnology as a learnlng Lool.
1he common Lhread across Lhese lssues relaLes Lo Lhe expecLauon LhaL sLudenLs wlll develop parucular
skllls Lhrough 1-8L LhaL leads Lo lndependenL learnlng, crlucal Lhlnklng, and Laklng responslblllLy for
meeung learnlng ob[ecuves. LCPS sLudenLs are expecLed Lo use Lechnology Lo supporL collaborauve
work boLh durlng and aer school. 1hls lnvolves developmenL of skllls necessary Lo supporL self-dlrecLed
research and lndependenL learnlng essenual Lo 1-8L.
ln parucular sLudenLs expressed Lhelr vlews on barrlers creaLed by school dlsLrlcL lnLerneL use pollcles
LhaL are deslgned Lo llmlL mlddle and hlgh school sLudenLs access Lo secure webslLes. An unlnLenuonal
consequence ls LhaL LCPS sLudenL research ls conLrolled Lo allow access only Lo use of Lhe om clal school
dlsLrlcL daLabase (301-274, 304-278, 310-273). SLudenLs observed LhaL ldenufylng rellable daLa
ls parL of Lhe learnlng process of conslderlng Lhe valldlLy of a source (e.g. an agency webslLe such as
Lhe uS LnvlronmenLal roLecuon Agency versus a blog slLe) (302-287, 303-288, 306-161). under
Lhe currenL dlsLrlcL-wlde pollcles, LCPS sLudenLs feel LhaL Lhey are lacklng Lhe freedom Lo advance Lhelr
research skllls and undersLandlng of eecuve research meLhods. SLudenLs also clLed dlsLrlcL onllne pollcy
barrlers resLrlcung use of convenlenL" and accesslble web-based communlcauon plauorms as a barrler
Lo worklng wlLh Leam members durlng and aer school (e.g. lacebook" versus Lhe dlsLrlcL's sysLem,
Sakal") (301-180, 302-178, 303-189).
Among Lhe consLralnLs noLed, Lhe second area of concern relaLed Lo parenLs' undersLandlng Lhe way
1-8L frames sLudenL Lransluon from hlgh school Lo college. Clvlng sLudenLs greaLer lndependence ln
sLrucLurlng and paclng Lhelr work, and allowlng Lhem Lo dlscover Lhe skllls of lndependenL learnlng was
descrlbed as a shl LhaL parenLs musL make lf sLudenLs are Lo succeed ln Lhelr growLh and maLurlLy
(302-432, 303-433, 462, 304-436). Addluonally, parenLs have Lo learn Lo undersLand 1-8L
and dlerences ln Lhe way sLudenLs conducL Lhelr homework. SLudenLs' use of Lechnology has Lhe
appearance of soclallzlng, and Lherefore parenLs need Lo learn Lo ad[usL Lhelr vlews of Lechnology as
a Lool for collaborauve work wlLh sLudenL LeammaLes Lo conducL Lhelr work aer school. 1hls lnvolves
Lalklng wlLh each oLher on Lhelr cell phones and uslng Lhelr lapLops for compleung asslgnmenLs (201-
86, 202-83, 304-439).
1he naLure of Lhese parucular lssues ralsed by sLudenLs and parenLs suggesLs LhaL Lhe LCPS model for
1-8L has Lhe ablllLy Lo ldenufy consLralnLs and Lhe poLenual for resolvlng ma[or challenges faced ln
S1LM educauon Loday. Whlle Lhese barrlers and challenges are noL easlly addressed, Lhey noneLheless
frame key elemenLs LhaL wlll shl as more publlc schools choose S1LM and 1-8L as Lhe means Lo
achlevlng a 21
sL
cenLury approach Lo learnlng for sLudenLs who wlll be enLerlng a globally dened work
and career envlronmenL.
Table 5: ECHS Recommended Actions
Category Recommendation S PA T PT
1. Transition from
Traditional High
School to the
ECHS Program
Students should be aware of, and plan to complete,
essential prerequisites before enrolling in the ECHS
- -
Prospective students need to make an informed decision
about the STEM focus of the program before enrolling
- - -
Course content needs to be scaolded during the fall to provide
specic remediation for students to prepare for project topics
-
Expose students to T-PBL prior to entering ECHS so that
students can make the shift from traditional education
learning model [middle school and/or high school]
- -
New student orientation should be structured to
better describe the dierences between traditional
high school coursework and ECHS coursework
-
New student orientation could include a workshop prior
to the ocial start of the school year to help students
get to know one another and experience collaborative
teamwork essential for understanding group dynamics
- - -
Conduct a more detailed orientation for parents of new students that
provides more information about T-PBL, collaboration, as well as the
dierent skill sets and overall learning objectives for ECHS students
- -
Students recognize the value of hands-on work and want to
expand opportunities to support learning objectives
-
Students recognize the value of hands-on work utilizing
the building design and function as a learning tool
-
2. Communication Communication between teachers and parents should be more
systematic during the year so that parents are better informed directly
by teachers about progress and plans for projects and coursework
- - -
Create a student/sta directory with after school contact information
-
Foster early and ongoing communication between
ECHS and HVCC faculty to enhance course alignment
discussion throughout the school year
-
Communication about the ECHS program needs to
continue to build interest and support at the local,
regional and state level as the program grows
-
Communication with partnering school districts
should focus on local student proles in order to
engage each of the new school districts and their local
communities directly in the success of the program
- -
S=SLudenL, A=arenL, 1=1eacher, 1=arLner
Table 5: ECHS Recommended Actions
Category Recommendation S PA T PT
3. Program Structure Improve communication from administration to teachers and
students throughout the school year regarding day-to-day activities
-
Providing opportunities for STEM professionals to
engage with students on specic projects would be
benecial for students to increase their understanding
of applied science, math and engineering
- -
Coordinate STEM professional speakers to
better align with project topics
-
Students want time to collaborate during the school
day apart from classroom work, similar to a study hall
period; more time is needed to work on projects
-
Teachers should establish clear rules and consequences
for classroom conduct and group work
-
Schedule short breaks during class periods; establish
time for lunch during the school day
-
Shorter lab periods could be more eective for younger students
-
Scheduling between high school ECHS courses and HVCC
courses could be better balanced (e.g., courses oered by
ECHS and HVCC could be oered every other day)
-
Assess regional business workforce needs as the ECHS program
grows to better align the number of enrollees/graduates
completing the ECHS program and HVCC STEM coursework
-
4. Student/
Teacher Support
Provide more guidance on the process of
identifying and applying for internships
-
Redesign CS laptops and other technology to improve student
resources for collaboration and project work during and after school
- -
Provide more training on CS tablets for teachers and students
- -
Oer more than two courses; add a public speaking class
- -
Students need to have options in selecting their course of study;
this could help to give them a needed sense of empowerment
- -
S=SLudenL, A=arenL, 1=1eacher, 1=arLner
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ALNDICLS
L@=H9KL >GMF<9LAGF A:32
Iocus Group uesnons by Stakeho|der
Group
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Iocus Group uesnons by Stakeho|der
A
Group
A
Arrrncix A.
AS1 ICUNDA1ICN
know|edge Capture rogram
Iocus Group D|scuss|on - Students
May 9, 2012
C|ean 1echno|og|es and Susta|nab|e Industr|es
Lar|y Co||ege n|gh Schoo| (LCnS)
1. WhaL were your maln reasons for chooslng Lo enroll ln LCPS?
a. WhaL was your expecLauon?
b. WhaL do you Lhlnk of lL now?
c. WhaL do you llke mosL abouL LCPS?
d. WhaL do you llke leasL?
2. WhaL are Lhe overall dlerences ln your experlence beLween LCPS and your home
hlgh school?
3. WhaL are your overall learnlng ob[ecuves for LCPS?
4. WhaL do you Lhlnk abouL Lhe Lechnology you are uslng aL LCPS?
a. WhaL do you llke mosL?
b. WhaL do you llke leasL?
c. Pas Lechnology changed Lhe way you achleve your learnlng goals?
5. WhaL are Lhe lmporLanL skllls you need ln order Lo be prepared for college and career?
a. WhaL are some of Lhe ways you can explore career paLhways?
i. WhaL ls Lhe role of Leachers?
ii. WhaL ls Lhe role of your parenLs?
iii. WhaL ls Lhe role of menLors and oLhers ln your communlLy?
b. Can communlLy college provlde opporLunlues for career developmenL?
c. WhaL do you Lhlnk of Lhe lnLeracuon you have had wlLh S1LM professlonals?
6. WhaL are your expecLauons for your senlor year aL LCPS?
7. WhaL advlce would you glve Lo Lhe lncomlng sLudenLs ln Lhe fall of 2012?
A:33 Ballston Spa ECHS Ethnographic Study
AS1 ICUNDA1ICN
Iocus Group D|scuss|on - 1eachers and arents
May 9, 2012
1. WhaL were your maln reasons for chooslng Lhe LCPS?
c. WhaL do you llke mosL abouL LCPS?
d. WhaL do you llke leasL?
2. WhaL are Lhe overall dlerences ln your experlence beLween LCPS and Lhe Lradluonal
hlgh school?
3. WhaL do you Lhlnk are Lhe overall learnlng ob[ecuves for LCPS?
4. WhaL do you Lhlnk abouL Lhe Lechnology LhaL Leachers and sLudenLs are uslng aL LCPS?
a. WhaL do you Lhlnk are Lhe blggesL challenges Lo use of learnlng Lechnologles?
b. uo you Lhlnk Lhere are dlsadvanLages Lo Lhe use of learnlng Lechnologles?
c. Pas Lechnology changed Lhe way sLudenLs achleve Lhelr learnlng goals?
d. lor 1eachers: Pas Lechnology changed Lhe way you Leach?
5. WhaL are Lhe lmporLanL skllls sLudenLs need ln order Lo be prepared for college and career?
a. WhaL are some of Lhe ways Lhey can explore career paLhways?
ii. WhaL ls Lhe role of parenLs?
c. WhaL do you Lhlnk of Lhe lnLeracuon sLudenLs have had wlLh S1LM professlonals?
6. WhaL are your expecLauons for Lhe 2012-13 academlc year aL LCPS?
7. WhaL advlce would you glve Lo Lhe sLudenLs/parenLs of lncomlng sLudenLs ln Lhe fall of 2012?
8. WhaL ls your vlew of Lhe value of publlc/prlvaLe parLnershlps Lo supporL 21
sL
cenLury educauon?
a. WhaL ls Lhe role of communlLy parLners and lndusLry?
b. WhaL are Lhe essenual aspecLs of publlc/prlvaLe parLnershlps?
c. WhaL ls your vlew of LCPS as a model for publlc/prlvaLe parLnershlps?
AS1 ICUNDA1ICN
Iocus Group D|scuss|on - Commun|ty artners
May 9, 2012
1. WhaL were your maln reasons for gem ng lnvolved wlLh Lhe LCPS?
c. WhaL do you Lhlnk ls Lhe besL aspecL of LCPS?
d. uo you Lhlnk Lhere are aspecLs LhaL can be changed Lo sLrengLhen or lmprove Lhe
program?
2. WhaL Lypes of lnLeracuons have you had wlLh oLher parLners lnvolved ln LCPS?
a. When dld you rsL become lnvolved?
3. WhaL do you Lhlnk are Lhe overall learnlng ob[ecuves for LCPS sLudenLs?
4. WhaL do you Lhlnk abouL Lhe Lechnology LhaL Lhe Leachers and sLudenLs are uslng aL LCPS?
a. WhaL do you Lhlnk are Lhe blggesL challenges Lo use of learnlng Lechnologles?
b. uo you Lhlnk Lhere are dlsadvanLages Lo use of learnlng Lechnologles?
5. WhaL are Lhe lmporLanL skllls sLudenLs need ln order Lo be prepared for college and career?
a. WhaL are some of Lhe ways LCPS can supporL/gulde sLudenL explorauon of career
paLhways and preparauon for college?
ii. WhaL ls Lhe role of parenLs?
c. WhaL do you Lhlnk of Lhe lnLeracuon sLudenLs have had wlLh S1LM professlonals?
6. WhaL are your expecLauons for Lhe 2012-13 academlc year aL LCPS?
7. WhaL ls your vlew of Lhe value of publlc/prlvaLe parLnershlps Lo supporL 21
sL
cenLury educauon?
a. WhaL ls Lhe role of communlLy parLners and lndusLry?
b. WhaL are Lhe essenual aspecLs of publlc/prlvaLe parLnershlps?
c. WhaL ls your vlew of LCPS as a model for publlc/prlvaLe parLnershlps?
Survey uesnons by Stakeho|der Group
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Survey uesnons by Stakeho|der Group
B
Arrrncix 8.
Lar|y Co||ege n|gh Schoo| Survey: Students
4. 8ockqround lnformonon
1. Are you male or female?
2. WhaL was your expecLauon of Lhe LCPS rogram before Lhe school year began?
3. WhaL do you Lhlnk of Lhe rogram now?
4. WhaL was your maln reason for chooslng Lo auend Lhe LCPS rogram?
3. WhaL klnd of orlenLauon for Lhe LCPS rogram dld you recelve prlor Lo Lhe beglnnlng of Lhe 2011-
2012 school year?
6. WhaL do you llke mosL abouL LCPS?
7. WhaL do you llke leasL abouL LCPS?
8. Pow would you compare your lnLeracuons wlLh Lhe oLher LCPS sLudenLs and Leachers Lo Lhose ln your
home hlgh school?
9. Pow would you compare college course lnsLrucuon wlLh hlgh school course lnsLrucuon aL LCPS? Are
Lhere advanLages Lo elLher LhaL conLrlbuLe Lo learnlng and meeung course goals?
10. Pow would you descrlbe your overall LCPS learnlng ob[ecuves?
8. 1echno/oqy
12. WhaL are Lhe blggesL challenges you have encounLered ln uslng new learnlng Lechnologles?
13. uo you Lhlnk Lhere are dlsadvanLages ln Lhe use of Lechnology ln your LCPS coursework? lf so, whaL
are Lhey?
14. uo you Lhlnk LhaL Lhe use of new Lechnologles has changed Lhe way you go abouL achlevlng your
learnlng goals? lf so, whaL are Lhose changes?
c. co//eqe keodiness ond coreer Pothwoys
13. WhaL do you Lhlnk are Lhe lmporLanL skllls you should develop ln order Lo be prepared for college
and career?
16. WhaL are some of Lhe ways ln whlch you can explore paLhways Lo careers LhaL you may wanL Lo pur-
sue ln Lhe fuLure?
17. uo you Lhlnk communlLy college oers opporLunlues for career developmenL and/or Lo prepare for
conunulng your educauon ln a 4-year college? lf so, whaL are Lhose opporLunlues?
18. WhaL Lypes of lnLeracuons have you had wlLh S1LM career professlonals, and whaL have you galned
from Lhose lnLeracuons?
u. xpectonons for Next Yeor
19. WhaL are your expecLauons for your senlor year aL Lhe LCPS rogram?
20. WhaL advlce would you glve Lo sLudenLs enLerlng Lhe program ln Lhe 2012-13 academlc year?
Lar|y Co||ege n|gh Schoo| Survey: arents
1. ls your sLudenL male or female?
4. WhaL was your maln reason for havlng your sLudenL auend Lhe LCPS rogram?
3. WhaL klnd of orlenLauon Lo Lhe LCPS rogram dld you recelve prlor Lo Lhe beglnnlng of Lhe
school year?
6. WhaL do you Lhlnk ls Lhe besL aspecL of LCPS?
7. uo you Lhlnk Lhere are aspecLs of LCPS LhaL could be changed Lo sLrengLhen or lmprove Lhe rogram?
lf so, whaL are Lhose aspecLs?
8. Are Lhere opporLunlues Lo lnLeracL wlLh Leachers and/or wlLh oLher LCPS parenLs? lf so, whaL are
Lhose opporLunlues?
9. Pow would you descrlbe overall LCPS sLudenL learnlng ob[ecuves?
8. 1echno/oqy
10. WhaL do you Lhlnk abouL Lhe Lechnology Leachers and sLudenLs are uslng aL LCPS?
11. WhaL do you Lhlnk are Lhe blggesL challenges ln adopung Lechnology Lo supporL LCPS coursework
and learnlng?
12. uo you Lhlnk Lhere are dlsadvanLages ln Lhe use of Lhe Lechnology by Leachers and sLudenLs aL LCPS?
lf so, whaL are Lhey?
13. uo you see any dlerences ln Lhe way your sLudenL approaches sLudylng and preparlng for class
Lhrough Lhe use of Lechnology? lf so, whaL has changed?
14. WhaL do you Lhlnk are Lhe lmporLanL skllls LhaL sLudenLs should develop ln order Lo be prepared for
college and career?
13. Pow does Lhe LCPS rogram oer sLudenLs Lhe opporLunlLy Lo explore career lnLeresLs and paLhways
Lo career preparauon?
conunulng educauon ln a 4-year college? lf so, whaL Lypes of opporLunlues?
17. WhaL ls your vlew of Lhe value of Leachers and sLudenLs lnLeracung wlLh S1LM career professlonals?
18. WhaL are your expecLauons for your sLudenL's senlor year of Lhe LCPS rogram?
19. WhaL advlce would you glve Lo parenLs of sLudenLs enLerlng Lhe program ln Lhe 2012-13 academ-
lc year?
. Pub/ic/Privote Portnerships
20. WhaL ls your vlew on Lhe role of communlLy and reglonal lndusLry ln developlng a 21sL cenLury work-
force?
21. WhaL do you Lhlnk ls Lhe value of publlc/prlvaLe parLnershlps Lo develop 21sL cenLury educauonal
programs?
22. WhaL are Lhe essenual aspecLs of eecuve publlc/prlvaLe parLnershlps Lo supporL 21sL cenLury edu-
cauon?
23. WhaL ls your vlew of Lhe LCPS as a model for publlc/prlvaLe parLnershlps for developlng a new ap-
proach Lo 21sL cenLury educauon?
Lar|y Co||ege n|gh Schoo| Survey: 1eachers
1. Pow long have you been an educaLor?
4. WhaL was your maln reason for chooslng Lo Leach aL Lhe LCPS rogram?
3. WhaL klnd of Lralnlng for Lhe LCPS rogram dld you recelve prlor Lo Lhe beglnnlng of Lhe school year?
6. WhaL do you llke mosL abouL LCPS?
7. WhaL do you llke leasL abouL LCPS?
8. Pow would you descrlbe Lhe dlerence(s) ln Lhe lnLeracuon you have wlLh LCPS sLudenLs and wlLh
oLher Leachers and sLa ln comparlson Lo your experlence ln a Lradluonal hlgh school?
8. 1echno/oqy
11. WhaL are Lhe blggesL challenges you have encounLered ln uslng new learnlng Lechnologles?
12. uo you Lhlnk Lhere are dlsadvanLages ln Lhe use of Lechnology ln your LCPS coursework? lf so, whaL
are Lhey?
13. uo you Lhlnk LhaL Lhe use of new Lechnologles has changed Lhe way you Leach and ln Lhe way sLu-
denLs achleve Lhelr learnlng goals? lf so, whaL has changed?
14. WhaL do you Lhlnk are Lhe lmporLanL skllls sLudenLs should develop ln order Lo be prepared for col-
lege and career?
17. WhaL do you Lhlnk abouL Lhe opporLunlues and quallLy of sLudenL lnLeracuon wlLh S1LM career pro-
fesslonals?
18. WhaL are your expecLauons for Lhe second year of Lhe LCPS rogram?
19. WhaL advlce would you glve Lo sLudenLs enLerlng Lhe program ln Lhe 2012-13 academlc year?
force?
programs?
cauon?
Lar|y Co||ege n|gh Schoo| Survey: artners
1. Pow long have you been lnvolved wlLh Lhe LCPS rogram?
2. WhaL was your expecLauon of Lhe LCPS rogram prlor Lo Lhe rsL year of Lhe program?
4. WhaL was your maln reason for becomlng lnvolved wlLh developlng and/or supporung Lhe LCPS ro-
gram?
3. WhaL do you Lhlnk ls Lhe besL aspecL of LCPS?
6. uo you Lhlnk Lhere are aspecLs of LCPS LhaL could be changed Lo sLrengLhen or lmprove Lhe rogram?
lf so, whaL are Lhey?
7. WhaL Lypes of lnLeracuon do you have wlLh oLher parLners lnvolved ln Lhe LCPS rogram, and whaL ls
Lhe value of LhaL lnLeracuon?
8. 1echno/oqy
9. WhaL do you Lhlnk abouL Lhe Lechnology Leachers and sLudenLs are uslng aL LCPS?
10. WhaL do you Lhlnk are Lhe blggesL challenges ln adopung Lechnology Lo supporL LCPS coursework
and learnlng?
11. uo you Lhlnk Lhere are dlsadvanLages ln Lhe use of Lechnology by Leachers and sLudenLs aL LCPS? lf
so, whaL are Lhey?
C. College 8eadlness and Career aLhways
12. WhaL do you Lhlnk are Lhe lmporLanL skllls LhaL sLudenLs should develop ln order Lo be prepared for
college and career?
13. WhaL ls your vlew of Lhe value of Leachers and sLudenLs lnLeracung wlLh S1LM career professlonals?
16. WhaL are your expecLauons for Lhe second year of Lhe program?
force?
programs?
cauon?

BSSD Ethnographic Study

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