Merryhill School, Sacramento, CA

Merryhill School
Merryhill School
Overview
Merryhill School Midtown is a private Junior Kindergarten through
eighth grade school located in downtown Sacramento. While Merryhill
School has been serving the Sacramento area since 1949, the Merryhill
Midtown campus opened in August 2013 when the lower and upper
schools, previously located on separate campuses, moved into one
newly renovated, historic building in order to meet enrollment demands
and provide an updated facility that would better serve the student
population, learning goals, technology integration, and overall facility
needs.
Merryhill School’s mission, which is built around the 3R’s of rigor,
relevance and relationships, is to support the development of students
with active and creative minds, a sense of understanding of the world
around them, and a passion for lifelong learning and service. We stress
the total development of each child - social, emotional, physical, and
intellectual - in a nurturing, engaging, and respectful environment that
supports individual differences and learning styles through
developmentally appropriate practices, academically challenging
curriculum, and the integration of technology.
At Merryhill Midtown, the rich history of academic excellence combined
with a dynamic, joyful culture provides each respected faculty member,
parent, and student with an educational environment that fosters love for
learning, challenges each learner, and produces confident, skillful
thinkers. Students are ready to design innovatively, problem solve
creatively, excel academically, and pave a new path to personal
excellence.
Experience excellence.
Experience innovation.
Experience Merryhill Midtown.
Visionary Leadership
Individual Leadership
“A leader has the vision
and conviction that a
dream can be achieved.
He inspires the power and
energy to get it done.”
-Ralph Lauren
Community Engagement
“Despair shows us the limit
of our imagination.
Imaginations shared create
collaboration, and
collaboration creates
community, and community
inspires...change.”
-Terry Tempest Williams
Shared Leadership
Merryhill Midtown is built upon a collaborative leadership structure that gives each
constituent a voice, the opportunity to contribute ideas, and the time and encouragement
needed to develop programs and initiatives. This leadership structure supports the
opportunity to learn and grow professionally from each other as well as from experts
across the education field. Faculty and families are committed to the vision of the school
and its initiatives and collectively provide the support needed for successful
implementation, growth, and innovation.
The Senior Administration Team works closely with all individuals and teams to provide a
strong overall structure for the school and its programs. Supported by external
Operations, IT and Education Teams, the administration builds long-term plans to
undergird the mission of the school, its staff, and its students. These external teams work
collaboratively with the leadership and lead faculty to design the necessary infrastructure,
logistics, resources, and support programs.
Lead teachers and classroom content experts are key facilitators who are working at the
forefront of their field. Lead staff members implement, pilot, and design new initiatives
and programs and provide support to teachers through professional development,
coaching, and mentoring. Lead faculty members also work virtually with other lead
teachers within the Nobel Learning Communities, Inc.(NLCI) network
Audio: Lead
of schools through webinars and best practice sharing. This beyondTeacher Role - Brett
our-walls collaboration broadens the expertise from which our staff
Wallis
draws and allows them further leadership opportunities in the field.
Grade level teams work together on a daily basis to build and
implement a cohesive curriculum plan. Common prep time blocks are
built into each teacher’s daily schedule to allow for best practice
We are Merryhill.
Shared Leadership
“Alone we can do so little.
Together we can do so
much.” -Helen Keller
sharing, professional development, mentoring, and
connected planning.
Senior Administration Team:
"
Denise Ondrof, Head of School
"
Elaine Westphal, Assistant Head of School
"
Quanee Ross, Director of Student Services
Media & Innovation Team:
"
Aaron Zaragoza, Media Specialist
"
Sasha Kinney, Library Media Specialist
"
Michael Sanchez, IT, Media & Innovation Team
Kate Reuter, Lead Technology Teacher & Fifth
Grade Teacher
Lead Faculty:
Sarah Martin, Lead Math Teacher, JrK - 8th Grade
Brett Wallis, Middle School Lead & Language Arts
Teacher
Elize Hellam, Lead Science Teacher & Middle
School Teacher
Natalie Fernandez, Mentor & 2nd Grade Teacher
Amy Layus, Mentor & Fourth Grade Teacher
Denise Ondrof, Head of School, spent the first 15 years of
her career in regular and gifted education classrooms,
developing curriculum for districts and organizations, and
owning her own educational business. She then entered
the private school industry and began laying the
groundwork for the Merryhill Midtown campus in her
position as a National Curriculum & Instruction Manager
within Nobel Learning Communities, Inc. During her time
in this role, a major education revamp began and brought
new curriculum standards, technology integration, Project
Based and Service Learning projects, and personalized
instruction to a national network of schools. Mrs. Ondrof
was then tasked with bringing this research and
development together in a model campus for Nobel
which grew from 120 fourth to eighth grade students and
two carts of iPad devices to a 410 student JrK-8 school on
a new campus with an integrated 1:1 device program. A
year after opening the new campus, Mrs. Ondrof and the
school were honored with
the 2014 Principal of the
Year Award, which
recognized visionary
leadership, exemplary staff,
outstanding implementation
of the educational program,
and an innovative approach
to school design,
programming, and
leadership.
We lead.
Committees are also designed to address specific
initiatives, needs, and growth plans across the school.
These groups work together to collect and analyze
student data, study educational trends, and build new
programs. Committee topics include: differentiation,
Project Based Learning, literacy, social emotional learning,
math, and technology integration. All staff members serve
on at least two committees each year with at least one
being directly tied to their personal professional
development goals.
Individual Leadership
3
Learning from Professionals in the Field
Community Engagement
Faculty, family, and community support is vital to the
success of Merryhill Midtown and its programs. An open
door philosophy and an encompassing communication
plan promotes high-level engagement from all constituents
across the school and in each classroom.
Leading Through Community Service
Students are active
members of their
classroom
community through
shared
responsibility, class
meetings, and
collaborative
learning. Students
take on leadership
roles through
student government, peer mentoring and tutoring, working
as teacher assistants, as well as other volunteer
experiences across campus. Parents remain connected to
the classroom and school by volunteering in the classroom
and across the school, serving on parent committees, and
joining the Parent-Teacher- Bringing In Community Experts
Student Organization
(PTSO), which reviews
program initiatives and
consults with the
leadership team on
programs and school
planning. Our local
community is also a vital
part of the school as
learning extends far
beyond the historic school
walls. Field trips, business
We are a community.
Elaine Westphal, Assistant Head of School, joined the
Midtown campus in year two and brought additional
classroom and administrative experience to the team. Prior
to relocating to the Sacramento area, she led a projectbased private school for advanced learners. With a strong
background in gifted education, including differentiated
instruction and various depth and complexity models, she
brought support, new perspectives, innovation, and
exemplary teaching practices to a rapidly growing faculty
and student body. 4
Connecting with Community Resources
We serve.
of schools provides opportunities for students to learn
from peers in Pennsylvania, staff to collaborate with
teachers in
Producing Content for the Community
Texas, and
leaders to learn
from
colleagues in
Florida. In
addition,
faculty
regularly host
visiting
partners, and local experts provide transformative,
teachers and
authentic, engaging learning opportunities for the
administrators
students. Service-learning
within
Learning
from
our
Community
projects and community-related
Nobel
Experts
design thinking projects allow our
Learning Communities, Inc. and are planning the
students to work with the experts
first M2Teach Conference for Northern California
but also give back to the
area educators in the summer of 2017. This
community through time, ideas,
learning institute will feature teacher led
donations, and products. Parents
workshops on topics such as technology
and community members stay
integration, 1:1 implementation, Project Based
connected to the school via
Learning (PBL), differentiation, and depth and
weekly digital newsletters, a
complexity. Providing this professional
comprehensive website, online
development platform allows for continued
grading and teacher sites, regular
professional growth while building connections
open house events, and social
beyond the school and network walls.
media. Our community also
Relationships are part of the school’s foundation
expands beyond state lines as
and are essential to the success of Merryhill
being a part of a national network
Midtown.
5
Innovative Learning and Teaching
Student Learning
“Tell me and I forget. Show me
and I remember. Involve me
and I understand.”
-Chinese proverb
Instructional Practices
“Great teachers engineer
learning experiences that put
students in the driver’s seat
and then get out of the way.”
-Ben Johnson, Educator
Curriculum Design
“You will never influence the
world by trying to be like it.”
-Unknown
Student Learning
At Merryhill Midtown, students are active,
engaged learners working in an environment that
provides differentiated and personalized learning
and fosters creativity, collaboration, inquiry, and
problem-solving. Creating the optimal student
learning environment allows students to take
ownership of their learning and feel comfortable
exploring, innovating, constructing, and sharing
their knowledge.
We excel.
learning habits, and social skills in order to become
productive citizens. Our F.I.E.R.C.E model
emphasizes development of the following traits:
• FEARLESS (honest, brave, takes responsible risks,
courageous, enthusiastic, perseverance, fail
forward)
• INNOVATIVE (skillful thinker, creative, problemsolver, full of wonder)
• ENTHUSIASTIC (open to learning, optimism, joy,
wonder & awe, engagement, sense of humor)
To begin, students are key players in the creation
of our school and classroom culture. Developing
• RESPONSIBLE (leadership, justice, sociallyrespectful learners and skillful thinkers requires a
responsible, self-control,
learning
Students sign our BE F.I.E.R.C.E pledge.
fairness, manage
environment built
impulses)
around school
agreements, the
•COMPASSIONATE (kind,
integration of
gratitude, humility, social
social-emotional
intelligence, listener,
learning, and our
respect, communicator)
BE F.I.E.R.C.E.
program. At
•ENLIGHTENED (prudent,
thoughtful, wise, reflective,
Merryhill Midtown,
open-minded)
students work on
their character,
We persevere.
7th grade
students built an
app to assist
people with
maintaining
healthy body
systems as part
of a life science
study. Extensive
research,
creativity,
planning &
collaboration
produced a
useful tool.
With these essential principles in place, teachers are able to facilitate
varied learning experiences using technology and other innovative
teaching practices that emphasize scholarly work in various content
areas, high levels of student engagement, and student ownership of
their learning.
Students work in varied arrangements and with multiple instructional
tools, especially technology, throughout the day. With the teacher as
the facilitator providing rigorous and relevant opportunities that have
high levels of application,
Gallery: Student Engagement
critical thinking, problem
solving, and collaboration,
students are able to design
and create authentic solutions
that were once not possible
without devices and programs
in their hands each day. On
any given day, students may
be gathering data using
various apps, linking QR
codes to relevant research for
their design thinking project, or
working in groups to study
body systems for their
The science lab promotes hands-on investigations in all
educational health app.
grades.
Students have written and
1 of 14
Second grade
students share
their digital
dinosaur trading
cards, audio
books, and
models. Digital
cards were
created in
Pages and
include student
created video,
text & pictures.
7
We create.
Movie: Students learn through innovative teaching practices.
published books for our local zoo to provide a more
interactive learning experience for visitors, designed videobased solutions for improving dental hygiene for a local
dentist, and drafted and built pulley systems for a
manufacturing company using science, technology,
engineering and math skills.
Students are active investigators and eager learners who
can be found using video apps with immediate playback
and recording features in order to improve a PE skill or
measure the arc of a
basketball shot to
increase accuracy. STEM
and design thinking
projects set the stage for
inquisitive thinking, idea
generation, data
gathering, and synthesis
as students investigate
Technology provides real time feedback in PE
real life challenges.
Students use Keynote and iMovie to develop presentations,
documentaries, and Public Service Announcements (PSAs) on topics
such as school facility needs, Sacramento water shortages,
community land usage, or GMOs. Technology allows our students to
work like disciplinarians. Students are scientists completing virtual
labs or collecting data using technology as a tool to measure, collect,
and analyze. Students are
mathematicians who solve
“Teachers and students are using their
problems and explain and
access to technology to support and advance
mathematical curiosity, reasoning, problemjustify their thinking in digital
solving, AND communication! These math
portfolios, podcasts, and
technologies increase students’ access to new
video tutorials.
sources of information, ideas different from their
own, and other peer-to-peer interactions that
Student learning is rigorous
can encourage students to take ownership of
and personalized through
their own mathematical knowledge.”
an individualized
-Math Lead Teacher
8
We learn.
Movie: Students create products for real audiences
educational
approach using
Personal
Learning Plans
(PLPs),
differentiated
instruction,
integrated study
hall blocks, after
school support
Students use the design thinking process to
develop innovative solutions to real world
and programs
challenges. This student chose to build a website
as well as
and video game as his final product solution to
summer
educate youth on a current health issue.
extensions
through our
camp program. Our project-based and technology infused program
allows students to have a voice, make choices, and explore different
avenues within a topic while working at varied levels. Technology has
enhanced this individualization as students have expanded options,
easier access to information, and are able to produce in new ways. It
also allows teachers to easily access student data and monitor
assignments. Tools that evaluate and monitor understanding all
throughout the learning process help teachers make whole class
adjustments or individualized instructional shifts and further
personalize student learning.
Instructional Practices
Beginning with a foundation of content standards and data, teachers
construct authentic learning experiences to challenge and engage
each learner and guide
them towards mastery
Third grade design thinkers used
technology to study the impact of laughter
of content. In addition,
and a positive mindset on one’s health and
students are building
then developed ways to bring more
skills in areas such as
happiness to sick children. Birdhouses and
leadership,
planters for a garden, a video production,
communication, and
and comic strips were a few of the tested
prototypes that are now part of the local
creativity. Innovative
Ronald McDonald House.
curriculum approaches
and practices,
enhanced through the
incorporation of
technology, provide
students with
individualized, rigorous
and relevant learning
opportunities.
Application of skills and
knowledge as well as
development of conceptual understanding occurs regularly through
classroom and school wide projects, all of which become highly
transformational with technology. Incorporating project based
9
We inspire.
“My lessons and units have been
redesigned to integrate technology on a
daily basis. My students’ ability to learn
and create expands when I find new
ways to incorporate technology.”
-Second Grade Teacher
learning in each class is a
Curriculum Design
priority, providing students
Instructional practices at Merryhill Midtown are ever evolving and
with authentic content,
always focused on our students’ needs and sound principles of
abstract concepts,
learning. With a clear purpose, teacher as facilitator, varied teaching
essential questions, and
methods, and complex tasks, students move forward in their learning
meaningful ways to demonstrate understanding. STEM projects and
and become proficient high-level thinkers.
the design thinking process are other
Using a modified version of the Rigor &
Gallery: STEM, Design Thinking & PBL
project-based practices that place
Relevance Framework as a guide,
authentic learning in the hands of students.
teachers design learning tasks with the
These challenges have a targeted, real
following in mind: technology integration
world audience and require a problem(SAMR), higher-order thinking, application,
solving process to guide creativity,
and 21st century skills in addition to the
thinking, and final solutions.
skills and knowledge outlined within the
curriculum. To accomplish this, practices
Flexible grouping, student choice, tiered
such as concept-based instruction,
assignments, and scaffolded content are
differentiation, project based learning,
common practices in the classroom. In
flipped instruction, depth and complexity
addition, online resources provide
icons, and technology integration are used
assessments, interactive tutorials, and
to design and guide students through
activities to challenge learners at their level
and keep them engaged. While the flipped Project Based Learning, STEM, and Design Thinking complex assignments.
classroom is altering the use of class time,
it is also a tool used to individualize
instruction through differentiated content
and delivery, all made possible through
technology-based tools and resources.
allow for integrated opportunities that extend thinking,
allow for seamless technology integration, and
reinforce the 3 R’s - rigor, relevance and relationships.
These Kindergarten students learn about wind energy
using science, technology, engineering, and math
skills in this STEM project.
While the 3R’s, rigor, relevance and
relationships, guide our instructional
focus, they are also a professional guide
for our faculty as they are continuous
learners who challenge themselves to dig
deeper, find new avenues for building
We are Merryhill.
“The goal is to inspire my
students to ask, ‘What else can I
do with technology.’”
-Second Grade Teacher
skillful thinkers, and develop
innovative practices within
their classroom. Technology
has been a major force in the
evolution of their teaching
practices. New possibilities
opened up with the first cart
of devices and, even with
limited access, sparked new
enthusiasm, creativity,
connections, and content.
Teacher’s perspectives on
PBL and authentic products
changed as real-world
connections were easier to
make and access to
information was now at their
fingertips. As the number of
devices grew, so did passion
and excitement for their craft.
New levels of collaboration,
engagement, depth,
and complexity were
evident from both
faculty and students.
As teachers have
developed in the area
of technology integration,
they have assumed lead
roles and taken initiative to
continue building their level
of expertise and that of their
colleagues, especially those
new to our teaching staff.
This occurs through onsite
mentoring, leading staff
development workshops,
creating iTunesU courses,
sharing best practices on
training calls, and building
professional development
opportunities for our network
of schools as well as the
Sacramento region.
Each year, faculty set school
wide, as well as individual
goals, in the area of
technology integration to
ensure continued growth,
improvement, and
transformation of the
instructional program and
practices. In addition to 1:1
implementation goals,
expanding the breadth of the
media department through
the building of our Media Lab
has transformed the
experiences of our students
and added complexity,
relevance, and rigor to
student projects. The next
expansion will be connecting
design and technology in the
new Design Studio, which will
enhance our creative
problem-solving,
engineering, STEM, and
design thinking programs.
This summer of 2016 addition
will continue the evolution of
our instructional practices,
technology integration, and
curriculum design.
Ongoing Professional Learning
“Mentoring is a
brain to pick, an
ear to listen, and a
push in the right
direction.”
-John C. Crosby
Relevant and Timely Professional Development
Relevant and Timely Professional Development
“In learning you will teach, and
in teaching you will learn.” -Phil
Collins
A flexible, ever-growing learning environment and a program that is rich, rigorous and relevant in which
students are constantly working with complex content, debating, expanding ideas, and designing new
solutions for authentic purposes requires staff that is doing the same. Seven professional development
days are planned throughout the year to provide time for the faculty to work together to reflect, build,
design, refine, and grow. During these days, teachers, administrators, and field experts train in schoolwide areas for improvement as well as ongoing or new initiatives in order to continually build and
enhance the mission at Merryhill Midtown. Each year, school-wide professional development is focused
on the depth of implementation in four key areas that fall under our 3Rs
umbrella (rigor, relevance, relationships): technology integration, project
based learning, differentiated instruction, and student engagement (school/
classroom culture and social-emotional learning).
In addition, teachers develop individual goals and personalized growth
plans within these four categories allowing them to grow and challenge
themselves at their own pace. Team meetings, mentor
Audio 1.1 Lead
and lead teachers, book studies, iTunesU courses
Teacher Kate
(external & internally developed), professional
Reuter
conferences as well as webinars, research, and one-onone planning sessions are all options for support in
meeting their annual professional goals. Teachers
document steps taken towards their goals and reflect on
We learn.
“I started building a professional development course on
iTunes U to make it easier for our staff to share ideas and to
foster deeper and more authentic learning in our classrooms. I
was able to share some of that content at recent professional
development opportunities, and I loved seeing the excitement
on my colleagues faces as they discovered new apps and
technology tools that they could use to capture the enthusiasm
and foster the creativity of their own students. Most educators
love the learning process, and it was thrilling to fuel that fire with
tools and resources that my students and I love.”
-Middle School Teacher
and tips during these 45 minute meetings, which are key to spurring
on new ideas and creativity and remaining focused on the goal of
developing increasingly complex opportunities that allow students to
experience learning.
For the summer of 2017, the staff is
developing a comprehensive threeday professional development miniconference, called M2Teach, to
provide training for local teachers in
technology integration, PBL, flipped classrooms, and more. As one of
their learning and growth throughout the year. Walk-throughs and
our teachers and M2Teach developers states, “As the entire
formal observations are focused on providing quality feedback on
staff develops and masters new skills, we have been pursuing
their areas of growth, while one-on-one conversations and annual
additional opportunities to share our passion and expertise.
evaluation reviews allow time for reflection, suggestions, and new idea
Professional growth courses for educators in the Sacramento area are
sharing.
limited, so we believe we add a practical, authentic voice to that
arena. I am excited about the chance to share my experience with
Ongoing throughout the year, as well, are bi-weekly staff meetings and
flipped classroom teaching, 1:1 iPad educational program facilitation,
weekly grade level team planning meetings focused on the practical
authentic project based learning, and more. I hope that other
day-to-day implementation of strategies, tools, and ideas in the four
educators observe my enthusiasm about teaching
professional growth categories.
(especially teaching
Teachers have opportunities to
“I enjoyed our professional development book club because we
through technology) and are inspired
demonstrate best practices,
were able to read research, collaborate with coworkers, and make
to discover new tools and
plans to improve instruction. Throughout the school year, we have
share learning from a recent
applications to help transform
read books that focus on project based learning - inviting teachers
webinar or workshop, ask
classrooms all over the Sacramento
at our school to make small shifts to their daily instruction which will
questions, and learn new tricks
allow students to carry more of the cognitive load as they take
area and beyond.”
ownership of their learning and problem solve across content areas
and produce for authentic audiences.” -Kindergarten Teacher
We are Merryhill.
13
We learn.
Compelling Evidence of Success
Research Practices
Research Practices
“The road to success
is always under
construction.”
-Lily Tomlin
At Merryhill Midtown, data is collected
regularly to inform, analyze, develop, and
plan. On an annual basis, staff, student and
parent surveys and interviews are conducted
in order to gather a data-driven look into
satisfaction levels, quality and value of
programming, areas for improvement, and
needs for the future. As a Western
Association of Schools and Colleges (WASC)
At our recent “These are a few of my
favorite things” Open House, students
were surveyed on how they like to learn
best and much more. Graphs were
displayed in the lobby throughout the
evening.
accredited school, Merryhill Midtown engages
in ongoing research and data collection in order
to meet our action plan goals and successfully
monitor and
improve all
“The curriculum,
aspects of the
technology, and class size
are second to none.
school program.
-Merryhill Parent
Finally, ongoing
student
assessment data
is collected to monitor achievement levels,
support goals, evaluate plans and initiatives,
and determine needs.
Interviews and surveys allow us to take the
pulse of the key constituents within our building
as well as graduates. With staff, formal and
informal feedback - through lesson plan
meetings, surveys, lead teacher mentoring, and
committee work - provide valuable insights into
staff development needs and success of
programming, especially as new initiatives are
created and implemented. For our students,
graduation interviews, reflective portfolios, and
surveys guide decisions such as course
development, readiness for new technology,
and high school preparation. Parents provide
We persevere.
ongoing feedback through parent groups (PTSO),
conferences and meetings, as well as through an annual
parent survey (See Interactive below). Feedback has
helped gauge our 1:1 iPad readiness as well as the
success of its implementation over the past several years.
From 2013-2016, parent satisfaction levels with technology
instruction (neutral to very satisfied) moved from 84
percent in 2013-14 to 97 percent in 2015-16. This came
along with steady increases in satisfaction in overall
educational development and challenging academic
curriculum. This results in all areas showing 90 percent or
higher related to satisfaction this year. The 2015
graduates, when surveyed, showed that in overall
preparation, 97 percent of our students feel more
“I like that Merryhill doesn't just teach, they educate
the children how to continue to use what they have
learned. Merryhill teaches the children in different
ways, using creative ideas, and out of the box thinking
- they truly foster growth in everyday learning. The
curriculum is challenging and can be fun at times to
keep the children engaged and excited about
learning.” -Merryhill Parent
prepared for high school than their peers and 100 percent
feel very prepared for technology integration with one
even stating, “Another thing that Merryhill did an extremely
good job preparing us for is the technology in high school,
Interactive: Annual Parent Survey Data
Each year, parents are surveyed on topics such as technology
instruction, challenging academic curriculum, facility, culture, and
reasons for enrolling.
15
We are Merryhill.
so much so at times that I feel
I’ve gone backwards in
technology since leaving.”
to better meet
the needs of
our families.
Movie: Science Teacher, Elize Hellam
Technology provides teachers with real
time data which allows them to quickly
adjust their teaching, fix student
misconceptions, and continue to
challenge their thinking.
Strategic plans are also built
Student data is
around this data as well as
collected
specific data collected to
regularly
address targeted goals and
through varied
initiatives. Our accreditation
assessment
action plan goals require
tools such as
monthly data collection in the
anecdotal
areas of literacy, math, and
records, online
communications, all of which have been supported
quizzes,
through our iPad device program. Online math and
project rubrics,
reading assessments and programs, achievement tests,
tests/quizzes,
as well as internally developed tools and tracking allow
and digital
faculty to quickly monitor student achievement, analyze
portfolios. The inclusion of online or app-based programs,
the effectiveness of each plan, and make targeted, datasuch as those that provide interactive video based
driven decisions in these areas. Technology has enhanced
learning, allow teachers to provide students with real time
the development of authentic, integrated project-based
feedback. This gives them time to adjust their thinking and
learning and design thinking projects, increasing
conclusions as they are forming. Assessment tools also
engagement and student success. E-newsletters,
provide snapshots of students and grade levels
podcasts on field trips, weekly produced student news
throughout the year through the use of Acuity and First in
programs, and social media outlets have allowed
Math programs as well as achievement test data gathered
communication to improve through more varied avenues
from the administration of the Stanford 10 through 2015
and approaches
and ERB’s Comprehensive Testing Program (CTP)
as well as in
beginning in the spring of 2016 on iPad devices.
“True measure of your worth includes all
consistency and
the benefits others have gained from your
connectedness
success.” -Cullen Hightower
16
Flexible Learning Environment
We create.
School Design and Facilities
School Design and Facilities
“The environment should act
as an aquarium which reflects
the ideas, ethics, attitudes, and
culture of the people who live
in it.” -Loris Malaguzzi
When making the decision to consolidate the
lower and upper school onto one campus,
technology integration, flexibility, and
collaborative learning were core motivators.
Finding a traditional school building that had
been completely
Gallery: Learning Spaces Photo Gallery
gutted allowed the
school administration
and architect to create
a contemporary, 21st
century, tech-infused
environment within the
walls of an historic
1921 building. Moving
from two small,
outdated buildings
with limited space to a
50,000 square foot
building complete
with labs,
collaborative spaces, Flexible, collaborative learning spaces are key to
Merryhill Midtown’s successful iPad program, highly
a media center, art
engaged learning, project focused classrooms, and
and music studios,
personalized instruction.
classrooms with
flexibility in mind,
Information Technology (IT)
“Innovation =
Idea + leader + team + plan”
-Unknown
outdoor learning space, and cozy learning nooks
allowed us to match our facility with our philosophy,
enhance our educational program, and provide a
welcoming and innovative place for our faculty and
students to learn and grow every day.
In designing the flexible
classrooms, considerable
research was conducted
with designers, the IT
team, and staff to ensure
that furniture was
functional, flexible and
movable, wall space
supported collaboration
and innovation, and
technology was accessed
and implemented with
ease. Tables and desks
are re-arranged regularly
to match the content,
learning, and need for
collaboration and
engagement in the
classrooms. Large white
boards allow for
interactive working and
We excel.
Gallery: Process Board Gallery Walk
Our hallways serve as our art gallery of learning. Process boards
highlight the learning process from start to finish, rather than just
focusing on the final product. QR codes and other interactive links
take the viewer to video productions, podcasts, and other
presentations. This board showcases 2nd grade digital dinosaur
trading cards, student created audio books, and other phases of this
learning experience including a virtual field trip.
1 of 16
teaching. MacMinis in every class and lab provide easy access to
Mac programs, increase interactive learning, and enhance instruction.
Cozy work nooks and seating throughout the classrooms, hallways,
and building, in addition to a completely wireless facility, allow for
independent and small group work whenever and wherever needed
in and out of
the classrooms
and labs.
Hallway
displays are
also
strategically
designed to
highlight the
learning
process for various projects and studies across campus and create a
gallery feel for parents, students, and guests. Embedded QR codes
bring projects straight to one’s device for easy access to student
essays, podcasts, video productions, and more. School schedules
are designed to maximize instructional time, provide flexible,
extended learning blocks, allow for personalized pursuits, and
facilitate in-depth studies and projects. In addition to core studies,
students are exploring areas such as the arts, physical education,
video production, digital looping, psychology, radio broadcasting,
design thinking, engineering, and computer science throughout their
week. The flipped classroom concept is used in our middle school
science program to maximize classroom lab time and hands-on
learning. Continuous learning through our M2Enrich (after school
18
We are Merryhill.
program) and M2Camp (summer program) allows students to explore
similar areas all day and all year long, such as producing public
service announcements, putting on theatrical productions, designing
video games, playing sports, and much
more.
Information Technology (IT)
Technology is managed by our internal
media team and lead technology
integration teacher along with external
support from our IT and education departments. Within our media
team, our Technology Specialist maintains our infrastructure,
provides staff development, updates and maintains devices, and
teaches technology
courses for middle
school and adult
learners. Also on our
media team, the
Media & Film
Specialist
collaborates with
classroom teachers
to integrate media
into classrooms and
projects, transforming students into film producers
who create history programs, MTV music
documentaries, and more. In addition, this
specialist teaches middle school electives and
runs our summer M2Camp media program. The
third media team member, our Media & Library
Specialist, provides expertise in the use of apps,
digital programs to develop literacy, and the library.
In addition to the media team, our lead technology
integration teacher conducts teacher training and
coaching onsite to help support the integration of
19
Kindergarteners explore coding through innovative programs with our Media & Library Specialist
technology into day-to-day instruction.
As the campus population has grown over the last three years, coupled
with the implementation of a 1:1
program, we have expanded our
wireless infrastructure to meet
our needs. Each classroom and
learning lab is installed with a
MacMini and projector, and the
breadth and flexibility of our
infrastructure allows all spaces,
inside and out, to be engaged in
technology and learning. Each classroom teacher works with a
MacBook and iPad.
Our facility, schedules, IT staff and infrastructure are constantly
evolving as we assess needs, expand the use of technology
across the school, and continue to enhance our program
through innovative teaching practices and a commitment to
excellence in education. This summer, we will be repurposing a
classroom lab into a Design Studio to enhance our design
thinking focus, continue to build our Odyssey of the Mind
competitive teams, and creative problem solving summer and
after school programs.
Contribution and Credits
“You can dream, create,
design and build the most
wonderful place in the world,
but it requires people to
make the dream a reality.”
-Walt Disney
We are Mustangs.
We are a community.
We are Merryhill.
To contact us or learn more about our school, please visit
our website at www.merryhillmidtown.com.
21ST CENTURY SKILLS
This educational framework was developed by the Partnership for 21st Century Learning and
outlines key skills necessary for success in school, work and beyond. Model includes life and
career skills, learning and innovation skills, information, media and technology skills, and key
subject content.
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Chapter 1 - Innovative Learning and Teaching
CONCEPT-BASED INSTRUCTION
Concept-based instruction is an instructional framework that uses big ideas to connect,
transfer, and extend learning. Concepts help students make sense of skills and knowledge,
organize their thinking, and make real-world connections.
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Chapter 1 - Innovative Learning and Teaching
DEPTH AND COMPLEXITY ICONS
Sandra Kaplan developed the Depth and Complexity model as a way of adding rigor and
differentiating instruction. The icons represent different facets that can be adjusted to
increase abstract and conceptual thinking.
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Chapter 1 - Innovative Learning and Teaching
DESIGN THINKING
Design thinking is a method for solving problems with innovative solutions for a targeted
audience. Design thinking in education teaches students a specific process for working
through real-world challenges - empathize, define, brainstorm/ideate, prototype, and test.
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Chapter 1 - Visionary Leadership
DIFFERENTIATION
Differentiated instruction is a teaching method that provides instructional adjustments in
content, process, and/or product in order to meet the varied learning needs of students with
different abilities and interests.
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Chapter 1 - Innovative Learning and Teaching
FLIPPED INSTRUCTION
Flipped classroom instruction is a teaching practice in which content is delivered outside of
the classroom, often through online sources, in order to provide quality, hands-on, engaging,
application-oriented experiences while in the classroom.
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Chapter 1 - Innovative Learning and Teaching
NOBEL LEARNING COMMUNITIES, INC
Nobel Learning Communities, Inc. (NLCI) is a network of private schools across the United
States including preschools, elementary schools, high schools, and an online school.
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Chapter 1 - Visionary Leadership
PERSONAL LEARNING PLANS
Personal Learning Plans are tools used by the student and teacher to identify a student’s
strengths and weaknesses in order to set academic and social-emotional goals, track
progress, and reflect.
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Chapter 1 - Innovative Learning and Teaching
PROJECT BASED LEARNING
Project based learning is a method of instruction that presents students with real-world
questions or challenges that will be investigated over an extended period of time and require
application of knowledge.
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Chapter 1 - Visionary Leadership
RIGOR & RELEVANCE FRAMEWORK
This framework was originally created by the International Center for Leadership in Education
to assist teachers in increasing the assimilation and application of knowledge. http://
www.leadered.com/our-philosophy/rigor-relevance-framework.php
Additions to the model include 21st century skills and SAMR: https://sites.google.com/a/
lcstaff.org/teaching-learning-above-the-line/rigor-and-relevance-framework
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Chapter 1 - Innovative Learning and Teaching
SAMR
SAMR (Substitution, Augmentation, Modification, Redefinition) is an educational model used
to assist in the integration of technology into instruction.
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Chapter 1 - Innovative Learning and Teaching
SOCIAL-EMOTIONAL LEARNING
Social and emotional skills are behaviors that contribute to being a solid student and member
of society such as responsibility, respect, empathy. and impulse control.
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Chapter 1 - Innovative Learning and Teaching
STEM
STEM projects integrate science, technology, engineering and math concepts and skills to
create authentic problems for students to solve through an inquiry-based, hands-on process.
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Chapter 1 - Innovative Learning and Teaching