New Tech Network

In many schools, project-based learning happens in isolated cases: in certain teachers’ classrooms here and there, or in the contexts of specific subjects. But for students to benefit from project-based learning, ideally it’s part of a school’s infrastructure — a way to approach learning holistically.

For one quickly growing network of schools, project-based learning is the crux of the entire ecosystem. New Tech Network, which was founded 15 years ago, is taking its school-wide project-based model to national scale. The organization, which offers a paid program for schools to use its model, began with a flagship school in Napa and has grown to 120 schools in 18 states, most of which are public schools.

The network has not only grown in size, but also in notoriety. President Obama visited Manor New Tech High School in Texas last week, as part of an effort to promote an education agenda focused on producing graduates that can compete in today’s global economy.

The nod from the president comes at a time when New Tech is attempting to position itself as a successful model to follow. But rather than relying on test scores and such quantifiable numbers to prove its value, New Tech’s own 2013 annual report frames success by focusing on deeper learning that can’t be measured by standardized test scores and their college readiness. Yet it’s that lack of emphasis on test scores, an all-consuming worry for many districts, that makes it more difficult for the organization to pin point numbers to tell its story.

Here are a few of the statistics New Tech has gathered from their schools: students graduate at a rate six percent higher than the national average and enroll in college nine percent more than the average. They also persist in four-year universities at a 17 percent higher rate and 46 percent higher rate when it comes to two year colleges. Perhaps most importantly, they claim that students’ higher order thinking skills between freshmen and senior years grow 75 percent more than a comparison group that did not attend a New Tech high school.

New Tech calls itself a school development organization and is a non-profit subsidiary of KnowledgeWorks, another non-profit that acts as a foundation, education policy advocate and on-the-ground work through mergers with groups like New Tech, Strive and EdWorks.

GRAPPLING WITH THE PUBLIC SCHOOL SYSTEM

New Tech offers whole-school change to any school interested in contracting with them, including public schools. It has implemented the model in charter and private schools as well, but the majority of its clients are public schools. “From where we stand, public school districts are as capable of innovative schools as charter schools,” said Lydia Dobyns, president of New Tech Network. But as everyone in education knows, every school and every district has different needs, and the organization’s offerings are changed accordingly.

New Tech schools are entirely project-based and cross-disciplinary. Students take courses like Bio-literacy, which mesh subjects together, emphasizing that disciplines are not stand-alone endeavors. Technology is woven throughout the school day and at home seamlessly. Many New Tech schools have one-to-one programs and all schools in the network use a learning management system called Echo that tracks student progress, is open to teachers and students, and connects New Tech educators around the country.

New Tech Network

Assessments are designed to measure different kinds of learning outcomes. Mike Reed, principal of Columbus Signature Academy in Indiana, said that only 60 percent of assessment is based on content. The other 40 percent is based on what he called “school-wide learning outcomes,” things like written and oral proficiency, work ethic, presentation skills and the ability to give and take feedback. Students can see the project rubric and know where they need to improve their skills.

“Looking at school performance is really different from looking at student growth, which is really what we want to focus on,” Dobyns said. That’s why New Tech doesn’t promise to increase school test scores – it sees that as a separate question, and one that they’re not necessarily interested in.

The schools that have taken on this model don’t seem to mind that test scores aren’t the focus. “A big difference you’d see is student engagement,” Reed said. “Students are working on authentic projects and problems.” He gave an example of a cross curricular physics and environmental science class that studied the physics of power and electricity. “Our students learned those skills and then rewired houses that were destroyed in New Orleans’ 9th Ward. They’re going to remember that far longer than regurgitating a test or a lab.”

PROFESSIONAL DEVELOPMENT

New Tech works with schools individually, offering professional development as the school gets started. “One of the things we’ve learned and changed is that every implementation is now a custom designed implementation plan,” Dobyns said.

New Tech sticks with a school for five years, spending the first year laying ground work, listening to what schools want and need and garnering teacher buy-in. They offer intensive trainings to help teachers retool skills to teach entirely-project based and cross-curricular classes. Each school is given a coach who visits throughout the school year, checks on lesson plans, suggests changes and helps troubleshoot problems. And New Tech focuses on nurturing the leadership capacity of principals so they can continue to innovate with teachers.

[RELATED READING: Are Teachers of Tomorrow Prepared to Use Innovative Tech?]

At Columbus Signature Academy, Reed and his staff discussed the professional culture they wanted to promote and decided they’d make decisions by consensus. “That changes everything in a school,” Reed said. Those affected by a decision get equal say in making it, and that includes students. For example, teachers are in charge of the master schedule because it affects them most, but students can weigh in about how changes affect them too.

If gaining consensus is important in New Tech Schools, so is transparency. Teachers share and vet lessons with colleagues at the beginning and end of every project to learn from successes and mistakes. Teachers aren’t penalized if something they try doesn’t work out. They share their successes, experiments, and failures and everyone learns from the experience. That’s the kind of collaborative learning schools expect from students and Dobyns thinks it’s important that teachers experience and practice it too.

TRANSITION CHALLENGES

Opening or converting to a New Tech school can mean some growing pains.

“It’s almost a month of de-programming,” said Randy Hollenkamp, director of Bulldog Tech in San Jose, one of the few middle schools New Tech has begun to pilot. When kids enter his seventh grade they are so used to the traditional school system, they don’t know how to work collaboratively on projects. “At first their grades go down just because it’s projects. It’s actually kind of harder because you have to be a self-learner.” In traditional schools, kids are constantly being directed, so they don’t have to think for themselves as much, Hollenkamp said.

“Every year, as you grow into it, it’s difficult for the group of students who aren’t a part of New Tech,” said Jason Witzigreuter, principal of Adams Central in Monroe, Indiana. Adams Central is a unique school in the New Tech Network because it is a K-12 school under one roof, but only the high school uses New Tech’s model. Witzigreuter calls his school a hybrid model and a learning experience. The school is three years into the experiment, which means the seniors are the only class without their own laptops and without some of the communication and presentation skills that the freshmen quickly pick up.

“Our kids at a lower grade are able to understand how to collaborate better and use those soft skills, or 21st century skills, better because they’ve been taught that through New Tech,” Witzigreuter said. He tries to use the younger students’ success to encourage seniors into demonstrating the same kinds of higher order thinking and maturity.

[RELATED READING: How Can Teachers Prepare Kids for a Connected World?]

From New Tech’s perspective, one of the hardest things about working on a five-year timeline can be school leadership changes. And, like any part of the public school system, funding cuts can affect whether a district is able to continue to pay for the program.

COSTS

New Tech’s model is not cheap. It costs about $100,000-$120,000 per year for each school. That hefty fee includes support, training, professional development, and access to the knowledge and experience of all the other schools in the network. Still, to pay for it, districts have done everything from pass school bonds, apply for state innovation grants, apply for private foundation grants and beg districts for the money. In addition to New Tech’s service fees, schools have to pay for the technology that accompanies the program and often facility redesign to foster more collaborative “studio” spaces.

Though it’s a big price tag, the principals interviewed at three New Tech schools thought the money was well spent. Success For All is another school development program that uses a “whole school” model at the elementary school level. They estimate that for 500 students, their program costs $120,000 in the first year and decreases to $50,000 in the second year, finally reaching $30,000 in the third year. High schools programs generally cost more than elementary programs, though.

NEW DIRECTIONS

New Tech has proven that its model is scalable, in part with extra cash from its parent company KnowledgeWorks. Now they’re trying to see if it can work beyond high school. In the past year New Tech has opened 10 middle schools in various states and is dipping into the elementary school scene as well. They’re also trying to find ways for districts to expand the model to other schools nearby on their own. “The first New Tech School can be an anchor in their district and then the strategies can spread across the schools,” Dobyns said. Leaders and teachers at the anchor school could act as trainers and coaches to others, lowering the cost of transitioning future schools.

TB

Respect and empathy are a big part of Rocketship's school culture.

Ask little Peter Cournoyer, a second-grader at Rocketship Mateo Sheedy, what empathy means, and he describes it this way:

“It’s when you help someone if they need help or if they get hurt,” he says, (which he’s had to do a few times).

Empathy is one of Rocketship’s four “core values,” in addition to respect, responsibility, and persistence, which define the school’s culture and identity. The words are plastered all over the school’s walls as a reminder and reinforcement.

From the staff’s perspective, these values do more than just move students forward academically, says Joya Deutsch, a principal-in-training who will open a fourth Rocketship campus next fall. “It’s also about building character,” she says. “When they leave the fifth grade, we want them to be able to not just engage in middle school, but to be able to be successful as citizens in the community.”

Teachers hand out rockets for good behavior in class and all around school — a purple “Value” rocket for showing empathy, for example, when a friend falls on the playground and they help out. The rockets can then be redeemed for raffle or prize at the end of the week.

Intangible values like empathy and persistence can be woven through the school’s culture by reinforcing good behavior and by setting examples. But how do you teach critical thinking?

“The stuff that doesn’t get measured, but frankly is what makes people successful in life is critical skills thinking,” said Judith McGarry, spokesperson for Rocketship. “It’s the ability to ask questions, to probe, to think creatively and to really understand the ‘why’ of something. There aren’t any standardized tests that measure that.”

At this school, teachers use what they call “Rocketeer Reasoning”: a set of questions that can be applied to almost any content they learn, like “Why are we learning this?” or “How is this important”?

TB

Second-grader Peter Cournoyer learns about empathy at Rocketship.

“We teach them to be meta-cognitive about what they learn,” says literacy teacher Jaclyn Vargas.  “My fifth-grade students are leaving and going to all different kinds of middle schools next year. I don’t have control over their educational experiences from this point forward, so I want them to develop not only critical thinking skills, but also dispositions and attitudes toward learning that they’ll take with them regardless of their educational setting.”

Students are also expected to “dress for success” in crisp uniforms. “They should look professional, with their shirts tucked in, because this is essentially their job to be a student right now. So we’re teaching them to understand what it means to be successful when they’re adults, as well,” Deutsch says.

And of all this ties together with the pervasive emphasis on self-confidence. One of the many signs around the school states: “Our background or neighborhood doesn’t mean we aren’t smart.”

COLLEGE BOUND

TB

University flags ring the school's cafeteria and Learning Lab to reinforce its college-bound culture.

Students’ paths to college is firmly laid at Rocketship from the time they start kindergarten. Each class is assigned a specific university and named after its team: the Long Horns, the Tarheels, the Golden Bears, for instance. And those schools’ flags are hung along the entire perimeter of the Learning Lab/cafeteria where students congregate multiple times a day.

Every fall, the school takes a pilgrimage to a university. Last September it was to the University of California, Santa Cruz. Eleven school buses were filled to capacity with students and parents from the three Rocketship schools – more than 1,000 people in total.

“We had five-year-olds asking questions about what they need to do to prepare themselves to come to this school,” said Preston Smith, co-founder and Chief Achievement Officer of Rocketship. Kids and parents were playing soccer on the field and soaking up the collegial atmosphere.

For many of them, both parents and teachers, it was their first time on a college campus – ever. “What we want to do is help them visualize, ‘This is what’s in store for your kids. This is what you should expect from your child,’” McGarry said.

PARENT PARTICIPATION

Cultivating a strong connection between the school and parents is another top priority at Rocketship. School administrators and teachers must maintain a close relationship to ensure that expectations of each student is the same at home as it is at school.

In addition to a home visit once a year, teachers and administrators find ways to involve parents in the school — which can be difficult, since most of them have not one, but two jobs in this working class community. Still, the school encourages parents to volunteer about 30 hours per year.

TB

One of many motivating signs around the school.

During my visit a few weeks ago, I met several parent volunteers who were helping in the cafeteria, as well as monitoring the Learning Lab. Some of them started out as volunteers but are now employed by the school.

“We try to provide a medley of opportunities for parents to get involved,” McGarry said. “For example, one of our parents is a terrific contractor. He has come in and done his volunteer hours by helping us with various projects around the school. So we’re very sensitive to the fact that parents can’t come during working hours because they’re working people.”

Parent participation goes beyond volunteering at school. In addition to being encouraged to voice their opinions at community meetings, parents also have a say in which teachers are hired at their school. The administration sets up a reception to meet final candidates and get parental input, McGarry says.

“It also teaches us because a huge part of a teacher’s life is interacting with parents, and if we’re able to see candidates in that venue, then that’s a great way of finding out,” she says.

Another goal of pulling parents into the process is to convey the idea that parents have a right to expect a good education for their kids, not just at Rocketship, but beyond. They want parents to expect open communication with teachers, high achievement standards at the school. “We want people who are advocating for better education, people who really care about what’s going on,” she says. “That’s the tipping point.”

Read about Rocketship’s hybrid learning program and watch a video about Rocketship student Sintia Marquez.