Central York School District MCL Workshop - May 4 Central York School District is committed to customizing the learning experience for each and every one of our learners. By offering this experience Central believes that we will best achieve our mission of providing educational opportunities through which all learners strive to reach their full potential Central York Teachers are invited to share how they are providing a customized experience in their classrooms. Each interested individual will be asked to provide two 75-minute presentations allowing 15 minutes for questions and answers. Presentations should: * Demonstrate how you have transformed the MCL philosophy into MCL practice * Model learning at different rates, styles, and technology * Model the Instructional Framework and Ideal Learning Experience * Include multi-media presentations, learner testimonials, and/or collaborative activities Alll applications are due to Sue Lehman at the ESC no later than Feb 23, 2018 Application to Present Name: Email: mmovabon @ Cyd It, paves, alien that ho Ereuon ve nnaae | isiemeets ulisas Grade level: 0-12 Subject: Syerck Sw die Co-Presenter Name(s): {if applicable) Session Title: Semiver Corse Plann: Description of Session and Desired Outcomes: They Serio Fe on eppctenity Ge eles teenth deeb feet eee ee ee ie com ages, ee ee Bere Partner gent ue leer aR samt succenten eek challenges earetsedh wth sauiier caveat iar ually) shee bane cites regula fe em Mecoep teeming ah glenn Bro famine eure, Below are attributes of Central's Ideal Learning Experience. Reflecting on your customized learning experience that you would be presenting on May 4, mark all that apply. Each Learner is: Is met at his/her level of learning Is using one of his/her best learning styles ‘Is learning skills and concepts with content of high interest to him or her S€_ Understands the relevancy of what he/she is learning Is challenged and successful 3 And looks forward to coming back tomorrowUsing Central York’s Ecosystem, select the category that your presentation best represents: J. Curriculum - the Central York Schoo! District takes great pride in working collaboratively towards the continuous refinement of curricular indicators for all content areas. District indicators describe what our learners are to know and be able to do: they increase in complexity and sophistication as our learners progress through school. District indicators serve as the foundation for instruction, and learning facilitators are expected to raise the rigor of each indicator based on learners’ assessed academic needs. Curriculum mapping, learner progression and access are key areas of importance related to District curriculum 1 Instruction - We recognize that each learner's journey is unique and, therefore, may require 2 different instructional approach or method to help ensure the learner makes a meaningful and sustained connection to the curriculum. Learning facilitators strive to increase learner engagement with class material through Project-Based Learning, as well as using technology in support of teaching and learning, and offering learners various ways to engage with the learning process both in and out of school. Information literacy, project/problem based learning, blended ‘and hybrid learning, quadrant D work, and SAMR are important areas of Instruction Assessment - We believe it is important to assess, or evaluate, our learners’ mastery of curriculum and foundational concepts in a variety of ways beyond the mandated and state designed tests. We strive to foster an atmosphere that produces Meaningful Learner Work, or experiences that help learners make connections between the curriculum and real-world, real- life knowledge and experiences. In addition, we believe our learners’ journey should include ‘opportunities for learners’ to express “voice and choice” in their school work, as well as offer parents/guardians an opportunity to view and review learner work through an e-Portfolio. Key aspects of Assessment include: mastery learning, report cards, e-portfolios, and data driven decisions. Learner Work - Today's learners need to be prepared to complete in a changing environment that requires them to think critically, communicate effectively, exoress creatively and care about their evolving world. Learner Work should encourage our learners to use and grow these Five C’s, and should also encompass a Project- Based Learning approach through which learners can connect to the content they are expected to learn in a meaningful way. Components of Learner Work also incorporate: voice and choice, entrepreneurship, and real world real audience. (1 Human Element - People are the most important element in our learners’ journey. Without the support of our learning facilitators, leaders, community members, staff, parents and guardians, ur learners will not have the foundation upon which to begin and complete an enriching through High School graduation. Personal learning networks, learner support team, and responsive classroom are areas of the Human Element. 1 Structures - We are transitioning away from seat time, in favor of a structure that creates flexibility allow learners to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning. Our strategies to accomplish this customization include online and blended learning, dual enrollment and college in the high schools, project- based and community-based learning, and credit recovery, among others. This type of learning leads to better learner engagement because the content is relevant to each learner and tailored to their unique needs. It also leads to better learner outcomes because the pace of learning is customized to each individual. Key aspects include school day/year, schedule, pace, the library and learning hub, and building, All applications are due to Sue L man at the ESC no later than Feb 23, 2018