These are synthesized and summarized below for each of the five priority ideas/proposals:

1. ACTIVE LEARNING - Expand active learning activities that engage and excite students and move them beyond the textbook to personal experience.

What do we mean by this (in more detail)? What would this mean, practically, for Colegio Maya?

Active learning involves a number of things to help subject matter come alive:

• Real life connections - showing how what is being studied is applied in the real world, doing things that have real world applications and/or can be used by students (e.g. outdoor education).
  
  
• Probing and asking good questions - asking essential questions that have meaning to students and lead to discovery, building the directions of study & activities on what students ask, what they identify as what they want to learn, selecting good questions to engage students.
  
  
• Connecting with students - Making a connection with students and helping them understand the value of what they are learning. Having them take ownership of the learning.
  
  
• Experiential learning - actively engaging students in grappling with the subject matter using as many of their senses and different learning modes as possible - so students experience something rather than just learn about it. Hands-on encounters with the subject matter through simulation games, role playing, real life encounters, field trips, debates, computer simulations, experiments, manipulatives, projects that require students to discover and apply knowledge (e.g. toothpick bridges).
  
  
• Reflection on and processing of experiences - apply theories of experiential learning that build on experiences and draw lessons from them by reflecting and processing those experiences and seeing how what is learned can be applied further. Foster making connections through exercises of reflection such as writing or discussion.

For Colegio Maya, expansion of active learning would likely mean the following:

• Developing active learning activities to complement current curricula.
  
  
• Increasing the number of active learning activities teachers use in each unit.
  
  
• Building courses around active learning activities rather than textbooks (possibly accomplished through incremental changes)

What would need to be done to make this happen?

Make a commitment to promote active learning - Expanding active learning will require resources and effort that will require a clear commitment from the school board, administration, faculty, and students.

Establish clear expectations for use of active learning - Colegio Maya should clearly communicate its expectations that teachers will incorporate active learning principles and activities into their courses. Update the teacher profile to include expectations for use of active learning. Evaluate teachers on the basis of their use of active learning in their courses.

Recruit teachers committed to active learning - Based on the commitment and expectations Colegio Maya develops for active learning, part of the criteria for recruiting teachers should be their commitment to and experience with active learning. Colegio Maya's public commitment to active learning may also attract teachers with this interest.

Provide time for teachers to develop active learning activities - Developing active learning activities or approaches requires more time for planning than moving through a textbook. Teachers could be given additional time by extending contracts to add additional days for teacher work focused on expanding active learning in their courses.

Provide incentives - Pay teachers to work together in groups to develop ideas for active learning and rework course designs to include more active learning. Provide incentives for development of good active learning activities or approaches each year.

Share what is already being done - Creative and innovative active learning activities are already being implemented at Colegio Maya and sharing those ideas and activities may stimulate other ideas. This could be done through various means: a website or book of ideas and experiences, binders of activities teachers have used in the past, a billboard at the school entrance to share what is going on each day, continuing and expanding the use of the field trip file which includes lesson plans for each field trip, developing a resource file of contact people.

Learn what is being done elsewhere - Use internet resources and other means to learn what kinds of active learning activities are being done in other schools in similar courses - e.g. Maryland has a website of field trips in the state, some teachers have built courses totally around simulations or other active learning activities.

Engage the faculty in active learning - Work with Colegio Maya faculty so they experience active learning and work through the experiential learning process - so they have first-hand experience to build on.

Make informed choices about quality vs quantity - The time involved in active learning activities may make it more difficult to cover all the subject matter currently included in Colegio Maya curricula. Teachers who feel they must cover all the material in a textbook will find it hard to incorporate active learning activities that take up more time. The process of reviewing curricula needs to involve making choices about the most critical learning objectives and how to achieve them. This process needs to be informed by standards developed in each area and the requirements for accreditation.

Build active learning into the curriculum - The annual curriculum review process should involve brainstorming about how to incorporate more active learning and building active learning resources and activities into the curriculum.

Invest in active learning resources - Colegio Maya should invest in simulation games, computer simulations, manipulatives, commercially available active learning modules, and other active learning materials to enable teachers to build courses around more than just textbooks.

Engage students - Students should be involved in developing activities and in determining what they need to learn. Students can also play a role in teaching other students (e.g. high school students teaching elementary students, developing ideas or curriculum for the next year's class).

2. CURRICULUM CONNECTIONS - Develop a thematic curriculum with themes that make connections between various subjects and helps integrate them, making the school a more connected place.

What do we mean by this (in more detail)? What would this mean, practically, for Colegio Maya?

Development of a thematic curriculum and making connections between various subjects would mean the following:

• Highlighting connections between classes - Looking for and pointing out the connections between what students are doing in different classes, how writing relates to science or topics studied in psychology resonate in literature.
  
  
• Developing and implementing complementary activities and assignments in different classes - Planning activities and assignments that would deepen understanding of what is being done in another class and timing them to coincide with the work in another class. For example, studying the art and music of the renaissance in music class at the same time it is being studied in history class or reading a novel of historical fiction or about a different culture in language art class that coincides with the same topics in history or cultures class.
  
  
• Use of themes to highlight or emphasize elements of the existing curriculum - Finding themes that help to capture and illuminate learning objectives and foster connections between disciplines in different subject areas. Such themes need to be big enough to encompass various subject areas (e.g. balance, movement, change, justice, rain forest) and would ideally be value driven. The themes would help highlight aspects of the current curriculum in each subject area (e.g. what does balance mean in music, art, history, writing, reading, etc.).
  
  
• Develop themes as organizing principles for the curriculum - Themes as describe above could be used to structure the curriculum around that theme and build complementary activities and assignments into the curriculum. For example, a theme of justice could orient the focus of science and history studies, the choice of books to be read and writing assignments in language arts, the choice of the school play, etc.

For Colegio Maya, development of a thematic curriculum would likely mean the following:

• Special events or activities that integrate subject matter - Field trips, specially designed activities that serve as an opportunity to bring together learning objectives from different classes.
  
  
• Development of rotating themes for the whole school - Some themes might be used for the whole school to have everyone focusing on the same thing and to foster thinking and discussion at every level. These would likely be very broad themes and would rotate so they don't get old or stale and to generate further creativity around new themes.
  
  
• Themes for one grade level that help to integrate their studies - At the level of a grade themes might be used to structure the curriculum or better highlight the connections between different classes. For example, the 7th grade might use rain forest as a means of finding some connections between the subject matter in different classes.

What would need to be done to make this happen?

Make a clear commitment to thematic connections as a priority - The school board and administration need to clearly signal that they believe a thematic curriculum with increased connections between subjects will add value to the curriculum and is a priority objective. The Board's approval of a curriculum facilitator that can help accomplish this is an important first step; additional resources and support will be required.

Establish clear expectations - As part of the Board and Administration's commitment to this, there should be clear that efforts to develop connections between subjects and a more thematic curriculum is expected from the staff and will be reflected in recruiting and staff development efforts.

Common planning time for teachers - Currently teachers have little or no planning time in common with other teachers that would provide opportunities to identify connections between their courses and do joint planning. Changes in the school schedule to provide joint planning time on a regular basis (e.g. by creating an extra ½ day every week) would provide the space needed for teachers to plan and network together. This time would be set aside for specific purposes related to this and other objectives, not just as additional time for grading papers.

Learn from others' experience - Staff development efforts should include the sharing of experiences with connections between subjects and thematic curriculum from current Colegio Maya faculty and could also involve bringing in colleagues from elsewhere.

Develop off-site learning opportunities that integrate subject matter - Field trips offer potential to integrate the perspective of different disciplines around the visit to a certain place or an off-site activity. For example, a recent field trip to a brewery involved both chemistry and English learning objectives. Other schools have built learning objectives from various disciplines around visits to amusement parks or different areas of the country. Establishing a regular week for off-site activities (e.g. for visits to natural sites) could promote development of integrated planning between different teachers for those trips.

Develop special on-site activities to integrate subject matter - A special week of focus on particular areas or mini-classes could also promote integrated planning across subjects.

School within a school - Colegio Maya could also consider developing one or more "schools within the school" such as the "6th grade outdoor school" that helps build an integrated curriculum around a specific focus area.

Connect to reality of teachers and students - Involve students and teachers in a process of determining what their interests are and how the curriculum could take advantage of those interests in developing appropriate themes and structuring activities to find connections.

3. PROGRESSIVE EVALUATION - Develop more progressive student evaluation methods to focus student attention more on the learning process and mitigate against the negative impact of letter/number grades.

What do we mean by this (in more detail)? What would this mean, practically, for Colegio Maya?

More progressive evaluation methods might include the following:

• Portfolios of work that demonstrate progress - Colegio Maya students could develop a portfolio of their work that stays with them throughout their time at the school and shows their progress over time. This would be particularly effective in the areas of language arts, Spanish, and art but could be used in other subject areas as well.
  
  
• Student reflections on work completed - On a regular basis students would be asked to pick one of their best pieces of work and share it with others in a process of personal reflection about their work and progress and to generate feedback. This might include student-led conferences with parents and teachers.
  
  
• Demonstrations of learning - Means of demonstrating what students have learned other than the traditional pen and paper exam can be used to evaluate student performance. Ideally, these would provide opportunities for students to use their multiple intelligences to show their knowledge and skills. For example, some students might develop a skit or play, some could write poetry or produce an artistic interpretation of a theme, and others might present some of their written work or put together a multi-media show focused on the work they did. They could set up a debate, present a thesis with appropriate illustrations and activities, or defend a position by answering questions from fellow students and teachers. Such demonstrations should force students to engage in real intellectual work, not just memorization or recall.
  
  
• Senior demonstrations in response to graduate profile - Colegio Maya has begun some initial efforts to have graduating seniors reflect on the graduate profile and consider how they might demonstrate they have achieved those objectives.
  
  
• Narrative evaluations - Rather than having all teacher evaluation work result in a number or letter grade, more narrative feedback could be provided to students and parents. This could involve some assignments or tests being non-graded but evaluated with written or oral feedback. At some levels or in some areas more use of narrative evaluation, or other systems of reporting, could replace number/letter grades. Report cards could provide more narrative feedback than the current format.

For Colegio Maya, more use of progressive evaluation methods would likely mean the following:

• Increased use of portfolios and demonstrations rather than pen and paper exams - Teachers would increasingly use portfolios and different types of demonstrations to determine what students have learned and whether they can apply that knowledge and use new skills effectively. Less reliance on traditional pen and paper exams - which tend to highlight short-term recall and memorization skills rather than address multiple intelligences, often create unnecessary stress, and sometimes overemphasize measurement - would likely result.
  
  
• Increased student involvement in demonstrating what they have learned - Portfolios and demonstrations would provide opportunities for students to choose how they might best demonstrate their knowledge and skills using their multiple intelligences.
  
  
• More use of narrative feedback - Where possible, narrative feedback might be used to communicate progress and areas that need more effort rather than letter or number grades.

What would need to be done to make this happen?

Make a commitment and establish expectations - As in the above areas, making this happen would require a commitment from the Board and Administration and clarity about what is expected from the faculty and staff.

Promote use of portfolios and demonstrations - Ask teachers to develop evaluation alternatives to pen and pencil exams, possibly through a change in the 9-week plans that would ask for proposals for different kinds of assessments that show depth and something beyond the basics.

Use technology to facilitate use of alternative assessment - The ability to capture and archive documents, artwork, video, etc. can help minimize the space requirements for keeping portfolios. Various media and computer applications could be used in demonstrations of learning.

Develop student-led conferences - Restructure the parent-teacher conferences to make them student-led with the student demonstrating the work completed and reflecting on what they have done well and where they need to put more effort as a starting point for student-teacher-parent discussion.

De-emphasize number/letter grades in lower grades - Since calculation of the grade point average used for application to college doesn't begin until 9th grade, alternative ways of providing feedback could be explored for middle school, possibly through a written report based on a portfolio. Some analysis of the current non-graded exploratory could be done as a starting point.

Change expectations through use of different language - Given the expectations associated with the word "exam" in relation to the practice of having 20% of a semester grade based on the final exam, changing the language from "exam" to "learning demonstration" might help suggest that a pen and paper exam is not the only means of assessment for this practice.

Change the report card format - The current report card provides little opportunity or space for narrative feedback to accompany grades (other than a generally unsatisfactory number reference to generic comments). The system used to process grades and produce report cards is number driven and probably needs to be reviewed.

Continue use of standardized tests - As Colegio Maya explores the use of alternative assessment and other changes to the curriculum, continued use of standardized tests will help determine whether Colegio Maya students are maintaining parity with other students around the world.

Build assessment around efforts to increase active learning and build connections between subjects - Making major efforts to promote active learning and build a thematic curriculum will likely drive changes in assessment and suggest appropriate alternative assessment methods.

4. IMPROVED READING INSTRUCTION - Improve reading instruction, development of reading abilities at the school.

What do we mean by this (in more detail)? What would this mean, practically, for Colegio Maya?

Improved reading instruction at Colegio Maya would likely involve a number of key elements:

• Use of more methods for teaching reading tailored to individual needs - Given the range of student abilities and backgrounds, reading instruction will be best if tailored to individual needs. Colegio Maya's small class size generally makes it possible for teachers provide an individualized approach with an appropriate balance of methods according to needs that might include teachers reading aloud, sustained silent reading, skill instruction, phonics, and other methodologies. Nonetheless, Colegio Maya generally has a passion for wanting to use good literature as a basis for reading and an aversion to heavy emphasis on worksheets.
  
  
• Providing reading instruction in grades well beyond early elementary - Not all students master reading in early elementary grades so it is important to provide some direct reading instruction, especially in teaching comprehension strategies, in upper elementary, middle school, and beyond for some students. This kind of reading instruction can be effective in non-language arts classes where the focus might be on reading effectively for content - history and science teachers can also be reading teachers.
  
  
• Providing more opportunities for students to choose the books they read for classes - Though many classes already give students ample opportunity to choose books at an appropriate level of their own interest for classroom work, more can be done to allow students to develop their own passion for reading. This seems to be a particular need at the high school level. It might be possible to provide a variety of choices for books that address themes that emerge as part of a thematic curriculum. Student choice at all levels can generate many different mini-lessons and one-on-one or small group discussions. Colegio Maya librarians have done a great job of recommending books they think kids will like and have been effective in part because they get to know kids and their interests.
  
  
• Demonstrating that reading is highly valued - Since part of the profile for a Maya graduate is to be "an avid reader", it will be important to become a more conscious community of readers, a more celebratory community of readers and writers. The school community should try to emphasize the importance and fun of reading in the same way writing has been emphasized (and ensure that writing isn't emphasized at the expense of reading - but maybe more connected to it). More use of sustained silent reading in classes or more frequent Drop Everything and Read (DEAR) sessions for the whole school - creating "space" for reading - might help demonstrate the high value placed on reading and reading for fun and out of passionate interest. The school could promote more sharing of good books and could even facilitate discussions via internet list-serves that might also include parents.
  
  
• Regular use of assessment - Use of appropriate assessment techniques can help teachers determine what students need additional help and what kind of help is most appropriate.
  
  
• Promoting reading in students' native language - Part of demonstrating the high value of reading should include promoting reading in the students' native language. It may be important to ensure that quality books are available in Spanish (may need more at the elementary level), Korean, and other major languages of Colegio Maya students.
  
  
• Develop summer reading lists - Since there are so many things competing for students' time during the school year, summer provides a time for more leisurely reading that could be directed through summer reading lists or recommendations from teachers and other students.

What would need to be done to make this happen?

Make a commitment to improve reading instruction and prioritize reading - The Board can challenge the faculty and staff to make reading a priority and ensure that Colegio Maya is developing "avid readers". The faculty and staff can then prioritize this in developing curriculum, staff development, etc.

Work with Colegio Maya teachers to develop buy-in to an emphasis on reading and improve their skills - While most teachers are somewhat trained in reading, there is a lot more they can learn about reading instruction and methods to promote reading. Staff development focused on reading, using much of the expertise that already exists in house and that will come with the new elementary principal, can make a big difference.

Provide time for teachers to review available materials and plan to implement new ideas and methods - Lots of materials purchased by past teachers are available but haven't been fully reviewed by new teachers. Teachers will need some time to integrate new ideas and skills into the curriculum and their lesson plans.

Ensure appropriate materials are available - Colegio Maya needs to continue to get good literature and make it liberally available to students. Some reading packages or computer software might be considered but should be reviewed carefully. Some programs might be made available for use at home through the school website.

5. ADDRESSING SOCIAL ISSUES AND VALUES - Develop opportunities for students to discuss and actively address the social issues they are facing as adolescents and young adults. Develop character education and promote social responsibility and justice/values orientation.

What do we mean by this (in more detail)? What would this mean, practically, for Colegio Maya?

The committee discussed this idea/proposal without really developing a consensus around specifics, but the discussion surfaced a number of ideas suggesting that developing opportunities to address social issues and values might involve:

• Providing "space" for students to interact socially and discuss issues of importance to them - Clubs or class planning sessions focused on class activities such as dances or outings could provide an opportunity for students to consciously craft some productive social situations, with guidance from respected teachers/counselors. A synthesis of a class and advisory could provide opportunities for students to address issues/concerns that are on their mind in a structured setting that is something different than a traditional academic class. These concerns might include themes and issues such as peer pressure, dating, sexuality, machismo, gender discrimination, social exclusion, cliques, drugs, drinking, adolescent-adult relationships, peer relationships, coping with death, eating disorders, prejudice and discrimination in Guatemala and at Colegio Maya, school issues, conflict resolution, how to say no, body image, morality, anger management, popularity, homosexuality, depression, friendship, war, reviewing the "7 principles of effective teens" (or whatever is on kid's minds) as well as issues of values and justice.
  
  
• Moving beyond factual information - Kids need to continually share, probe, and question in order to develop their values. They need to be able to practice how to deal with situations they are likely to find themselves in and develop skills to interact effectively with peers, parents, teachers, and others. This may involve discussion, simulation, and role playing, as well as individual reflection, focusing on real situations that they have had or are likely to encounter. The purpose would be to develop reference points, frameworks for analyzing social situations, a base of knowledge on which to base decisions, and sensitivity to various points of view.
  
  
• Structuring opportunities appropriately for the realities of a small school with small classes - The small size of the Colegio Maya community means that students already know a lot about each other, even those they don't hang out with a lot. This has advantages and disadvantages. There may already by a lot of talking going on but without structure or focus that can bring different perspectives, values orientation, or strategies to deal with certain situations.
  
  
• Finding teachers/staff/counselors with exceptional rapport to work with kids on social issues - Some teachers or other staff have a special gift in working with kids on social issues and can be especially effective in facilitating productive discussion and interaction on sensitive issues or getting kids to open up and communicate honestly. They could be asked to shift some of their responsibilities to address these needs.
  
  
• Letting students help set the agenda - Many of these social issues are what teenagers spend most of their time thinking about and letting them help structure the topics for discussion or the curriculum for a "course" can help ensure that priority issues are addressed.
  
  
• Engaging parents on issues of values and social interaction - Recognizing that families have primary influence on the development of values, engaging parents in discussions of key issues facing kids could be an important complement to school-based activities.
  
  
• Developing an honor code - Many schools have an honor code that clearly establishes value expectations and becomes the operative expectation for student behavior. For example some schools claim that they have almost no theft at the school largely because of the honor code. A step toward development of an honor code might be to take more initiative in ensuring that all students have read the handbook and understand it before signing off on their acceptance of it. This might involve initial classes working through the handbook with students.
  
  
• Providing students greater opportunity to engage in value issues facing the school - Some schools have developed student justice systems where alleged breaking of the rules or an honor code are dealt with by students through a student court or other student-led mechanisms. Students may take roles such as judges, juries, "lawyers" representing students, etc. and in the process learn about democratic processes and directly engage in discussions about the values and expectations important in the school community.

Initial ideas about what developing opportunities to address social issues and values might mean for Colegio Maya include the following:

• Creating an "enhanced advisory" or alternative class that can address social issues and values - This would be something that builds on, but goes beyond, what is being done in health classes and systematically provides an ongoing opportunity to address these issues in a structured way for students throughout their time at Colegio Maya.
  
  
• Development of opportunities to jointly plan social activities - This might involve providing time for students to meet together as a class or in other groupings to explore and share interests together and plan activities as a group.
  
  
• Mini-classes or clubs focused on special interests or topics - Teachers might offer mini-classes around their specific interests (e.g. guitar, dance, chess, etc.) and bring students together around non-academic interests.
  
  
• Organizing parents to address social issues and values - Meetings of parents held this year for each grade could be expanded to address topics facing their kids and provide opportunities for parents to share their policies and approaches.
  
  
• Instituting an honor code - Through a process discussion with students and school staff an honor code might be developed and applied throughout the school.
  
  
• Developing a student-led justice system - Using the experiences and mechanisms of other schools as a starting point, a student-led justice system could be instituted at Colegio Maya.

What would need to be done to make this happen?

The committee's initial discussions suggest that implementing the above ideas would require Colegio Maya to:

Find time in the schedule - The group discussed a variety of possible ways to provide the "space" for students to address social issues and values, including reviving something like the advisory, developing mini-classes, or structuring a class or classes to deal with these issues. Ideally this space would be a regular time in the middle and high school schedule.

Find or develop effective teachers/facilitators - Colegio Maya would need to identify or train appropriate teachers or facilitators to work through these issues with students.

Plan meetings or events for parents - Given the importance of families in the social issues facing kids and their value orientations, some organizing of parents could be an important complement.

Provide training for development of a student justice system - Students and staff involved in working with a student-led justice system at the school will need some initial training and nurturing, which may involve bringing in outside trainers with experience in this area, or the help of members of the school community with relevant experience (e.g. lawyers working locally or in international institutions).