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Net_Flow_to_Alternative_Schools Net_Flow !" #$%cg@c2@c;1P??@c2@c;1P@c2@c;1P???@c;1P?@c2Time_to_GraduatehNormal_Time_to_Graduate/(1-Effect_of_External_Standards_on_Graduation*Effect_of_Problems_on_Graduation)        !" #$%c#??????????????$Normal_Pct_of_New_Problems_per_Year.2/12   ? !" #$%c%?zG?\(???zG?\(?zG?\(????\(? ?zG&Fraction_of_Staff_Time_on_Remediation.1   ? !"> S#$%c@i@i??@i@i@i@i???@i?@i Staff_Time_Required_per_Problem200 !" #$%f* @0;K@02J6??@0;K@02J6@0L.@0;K???@0;K@02J6+Problems_Removed_by_Dropout_and_GraduationDropout_Rate*Problems_per_Dropout+Net_Flow*Problems_per_Student_Entering_Alternative_School+Graduation_Rate*Problems_per_Graduation ,            !" #$%c@@??@@@@???@?@Problems_per_Dropout5 !" #$%c??????????????Problems_per_Graduation.5   ? !" #$%c0??????????????1Problems_per_Student_Entering_Alternative_School.25   ? !" #$%c/??????????????0Fraction_of_Staff_Time_on_Nonteaching_Actvities.125   ? !" #$%c @o@@iۢC.ǖ??@o@@iۢC.ǖ@iۢC.ǖ@o@???@o@?@iۢC.ǖ Total_StaffExperienced_Staff+New_Staff     !" #$%c??????????????Initial_Problems_per_StudentINIT(Problems_per_Student)   ! !" #$%c1 ?陙??4\:?]S???4\:?]S?Aݥ? 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AgׄInitial_Budget 12500000   Agׄ !"F S#$%c????????????? ?Standards_Change_Rate.1   ? !"@ S#$%cT? ъ`?#7??333333? ъ`?#7? ъ`?#7?#7? ъ`???? ъ`??#7Performance_RatioUPerformance_on_Traditional_Curriculum/Expected_Performance_on_Traditional_Curriculum)*  ) *  !" #$%c$??????????????Problems_per_Entrant.1   ? !" #$%c 3)@3O@˰' =??@3O@˰' =@!L@|???@|?@!L!Staff_Budget_to_Enrollment_Ratio4(Budget_Available-Fixed_Expense)/Student_Enrollment      !" #$%c!w-??????"Hours_Spent_on_Innovative_ActvityxHours_Expended_on_Curriculum_Innovation+Effort_Expended_on_Structural_Flexibility+Effort_Expended_on_Student_EvaluationEvt E v  t  !" #$%c'{5@"f `??@"f `@"f `???@"f `?(Time_Available_Due_to_Enhanced_Learning|160-(Hours_Required_for_Traditional_Curriculum+Hours_Spent_on_Innovative_Actvity+Hours_Devoted_to_Professional_Development)X' X   '   !" #$%cx; ?9?9???9?9?9?9????9??9Student_Effect_on_PerformanceyIF(Student_Assumption_Switch=1)THEN(1/Effect_of_Students_Learning__on_Performance)ELSE(1/Pessimistic_Student_Assumption),4       ,       !" #$%c&=????????????? ?'Decision_to_Add_Traditional_Curriculum0V !"< S#$%c?????????????? ?Student_Assumption_Switch1+ !"K S#$%c@????????????? ?Staff_Assumption_Switch1+ !"J S#$%c ?333333?B?n|!?Ӥҕ[y???n|!?Ӥҕ[y?Ӥҕ[y?n|!????n|!??Ӥҕ[yPessimistic_Staff_EffectStaff_Time_per_Student+@@@@ @$@(@,@0@2@4?ӅQ?\(?333333?ffffff?Gz?=p =?=p =?? =p ?\(\? !" #$%c= ?F?zG?zG???zG?zG?zG?zG????zG??zGPessimistic_Student_Assumption>Students_Capacity_for_Learning/Norm_for_Capacity_for_Learning+??ə?333334?ٙ??333333?ffffff?陙???zG?Q? =p ?Q?\(?fffffg?zG?p =q?陙?\(?fffffg     !" #$%c L????????????? ?Initial_Trust.5   ? !"G S#$%cM@^ ???@^ ?@^ ??????@^ MonthTIME+.5  + ?  !" #$%cY?????? Alternative_Schools_Switch0 !"A S#$% y I!  &a PN %N]1e'(%Curriculum Innovation and Its Impact)*+ S&P  MU '( Budget and Staff Time Available)*+ S&P1  1 fn '( Student Enrollment and Problems)*+ S&P) )Y ~a '(Staff Time per Student)*+ S&Po  oR'( Activities Affecting Innovation)*+ S&P} }u '(Students Ability to Learn)*+ S&P8 80 '(School Performance)*+ S&Pb  bHEP '( Students in Alternative Schools)*+ S&P] #]@'(#Trust Between School and Community)*+ S&C3K@  H' 33()*+ S&CC@ ;X'CC()*+ S&CD0@ Yu'DDmm()*+ S&C@ @'H()*+ S&C*@ U'M()*+ S&Cf@^{'ff()*+ S&C@7'??()*+ S&Cn@f'nn()*+ S&CR@JTg'RR\()*+ S&C@ '()*+ S&Cm@eT'm\m()*+ S&Co@g'oo()*+ S&C@Q'Y#f#()*+ S&C@@'8()*+ S&NY@Y Q'()*,ZZ   n& n -.6" S/Button0+ S&NkK@kKu cC}'()*,Z h n& n -." S/Button0+ S&N@  '()*,  n& n -. " S/Button0+ S&N@$I ,Q'()*,  n& n -." S/Button0+ S& t@9&fA.'()fChange and the Anchor River Public Schools--Will School Reform Get in the Way of Reforming Education?*+ S&ND '()*,ؒ A n& n -." S/ Introduction0+ S&ND'()*,p A~ n& n -." S/ Decisions0+ S&ND`h'()*,ē Aғ n& n -.Y" S/Results0+ S&NlDld'()*, A& n& n -." S/Sensitivity Testing0+ S&NY DY y Q'()*,l Az n& n -." S/Back to Overview0+ S&N[D[{\!Sd'()*, A n& n -./Advance Simulation0+ S&NYfDYf{"Q^ '()*, A n& n -./Stop Simulation0+ S& t@#'()Curriculum Innovation*+ S&J"O@$8'()*1hh ???023." " + S&JeP@%?{'()*1@^[?0[23." " + S& t@& '() Activities Affecting Innovation*+ S& t@ '  '()Student Evaluation*+ S&J@&@ (Vt'()*1?}?0}23." " + S&J%@)\s'()*1@^~?0~23." " + S& t@ *'()Structural Flexibility*+ S&JA@+W+'()*1??023." " + S&J@,^,'()*1@^?023." " + S& tE@E -='()Professional Development*+ S&JA@.IW'()*1@8@(@(2'?0'23." " + S&D^P @/Q>|b'()Graph 1*+ S&ND%0-'()*, AƖ n& n -." S/ Introduction0+ S&ND#1+'()*,4 AB n& n -." S/ Decisions0+ S&N D $2,'()*, A" n& n -." S/Detailed Results0+ S&N<D<%34-'()*, A n& n -." S/Sensitivity Testing0+ S&D @4'() Graph 2*+ S& t @ Tq5#\y'()#Comparisons with Other Simulations*+ S& t|@|6t'()Results of This Simulation*+ S&ND$'7,/'()*,[A[ n& n -." S/ Comparisons0+ S&ND8 '()*,[A\n& n -." S/Back to Overview0+ S&ND.96'()*,L\AZ\n& n -.Y" S/Results0+ S& t@:'()Traditional Curriculum*+ S&JO@ ;'()*1?n?0n23." " + S&J8P@ <N'()*1??023." " + S& t@H= P '() Staff Time*+ S&J%@''>s'()*1?zG?\(??023." " + S& t@?'()Policy Environment*+ S&J@@0'()*1???023." " + S&J@AJ'()*1??023." " + S&J3]@B I'()*1??023." " + S& t @ wC' '()Sensitivity Testing*+ S& t@@D  !H'() Enrollment*+ S& t@4E<'()Initial Conditions*+ S&J,A@FB'()*1AcAl8AgׄAgׄ2 ?023." " + S&JsB@GM'()*1???2?023." " + S&JB@H'()*1???2\?0\23." " + S& t@I  '() Assumptions*+ S&J3<@J I'()*1???d?023." " + S&J;@KZ'()*1???d?023." " + S&NDL&'()*,^A^ n& n -." S/ Introduction0+ S&NDM&'()*,h\Av\ n& n -." S/ Decisions0+ S&N.D.N&$'()*," A n& n -." S/Detailed Results0+ S& t2@2'O,*/'(),Introduction to the Anchor River Simulation*+ S&N{D{Ps'()*,^ Al n& n -." S/Back to Overview0+ S&NDYQ!a'()*, A n& n -." S/ Comparisons0+ S&N@D@R8'()*, A n& n -." S/ Decisions0+ S& t%'@%' S '()  The Anchor River School District is facing a number of challenges. You are members of the leadership team and must help decide how the schools in the District will respond to the waves of School Reform sweeping your state and the country. Some of the forces are beyond your control. Mandated statewide testing will reveal whether your schools are meeting state standards. You think Anchor River's schools have been doing a good job, but some of your students may not graduate on time if they cannot do well on the state exams. Students who are just "getting by" may require expensive remedial help to catch up and assure they will graduate on time. A proposal has just been made that will allow your students to use vouchers for education in alternative private schools. These vouchers will have a value equal to your average cost per student and be deducted from Anchor River's budget. What will the impact be? There is a lot of disagreement about how to respond. Some people think that teachers and students simply have to work harder. After all, the statewide curriculum is a known quantity. Spending enough time preparing for the tests should be enough. Others say that this is a waste of time and that it is more important to increase students capacity for learning. Making them more effective learners will better equip them for membership in the "information society" and, coincidentally, prepare them for the statewide exams. But improving their capacity for learning will require a very different curriculum than you're now using, one that stresses inquiry and independent study rather than rote learning of facts. How can you implement a whole new curriculum when the schools are already under so much pressure? You have an awesome responsibility for the futures of Anchor River's 2500 students and 250 staff and the prudent spending of $12.5 Million per year. You can make decisions about whether and when to implement new curricula, new ways of evaluating students' performance, and structural changes that make it easier to utilize new methods of teaching. You can expand the "Traditional Curriculum", adding material not currently taught that will be on the state exam, or eliminate part of what was traditionally taught to make more room for the new, inquiry-oriented curriculum. You can expand the fraction of the staff's time spent on remedial work if students begin to fall behind. You'll make decisions each year over a ten-year period, simulate the changes that will occur, observe the results and make decisions for the next year. Good luck!*+ S& t@T '()Detailed Results*+ S& t@ RU  Z'() Student Enrollment and Problems*+ S&P5 5hQ VpYZ[c'(Student Enrollment)*+ S&P S Wz[ []`fb'(Backlog of Student Problems)*+ S&P4j 4jh XbpZ\'(Problem Adjusted Enrollment)*+ S&P  Yx]_\'(Staff Time per Student)*+ S&C=]VX@Z5IRr'=Q=j()*+ S&CtVW@[`,'h()*+ S&C{XY@\`'h()*+ S&CiYW@]K'S()*+ S&P B ^J_`'(Staff Time on Remediation)*+ S&C$Y^@_{9'$$()*+ S&C2^W@`*G'22()*+ S&P_Y _Y aBQebc'(Time to Graduate)*+ S&CWa@b'()*+ S&C<aV@c4R'J<<()*+ S&Pf f' d^/ef'(Effect of External Standards)*+ S&Cda@e}'()*+ S&CdW@f '()*+ S&Ds @gf$'() Graph 3*>+ S&NDhw'()*,hAvn& n -." S/View Structure0+ S&NSaDSapiKYx'()*,A n& n -." S/ View Graph0+ S& tA@Aqj 9$y'() Student Enrollment and Problems*+ S&N}D}6ku>'()*,,A:n& n -." S/Back to Overview0+ S&N}LD}LluD'()*,A n& n -." S/ Decisions0+ S&N~D~mv$'()*,An& n -.Y" S/Results0+ S&R@n1'()*1?023." " + S&R@o1 '()*1?023." " + S&R@p1"'()*1?023." " + S&R-@q%16'()*1*?0*23." " + S&RA@r92J'()*1)?0)23." " + S&N-D-J.s%R6'()*, A n& n -./Clear Comparisons0+ S&N1D1ntx)v'()*, A n& n -." S/Next0+ S&NJDJizuBq'()*,N A\ n& n -." S/View Structure0+ S&NHDHh$v@p,'()*, A n& n -." S/Back to Overview0+ S&NH:DH:gw@2o'()*,AH n& n -." S/ Decisions0+ S&NIDIh xAp'()*,A n& n -.X" S/Results0+ S&NKDKi\yCqd'()*,x A n& n -.j" S/Next0+ S& t@#z +'() Budget and Staff Time Available*+ S&Df @{sTx'() Graph 4*c+ S&NKqDKqi|Ciq'()*, A n& n -." S/Back0+ S&N @ +6 } 3>'()*,V d n& n -.h" S/Button0+ S&ND6t~>|'()*, A n& n -.j" S/View Structure0+ S&ND6>''()*, A n& n -." S/Back to Overview0+ S&N5D55-='()*,R A`  n& n -." S/ Decisions0+ S&ND6> '()*, A n& n -.Z" S/Results0+ S&ND7W?_'()*, A n& n -.6" S/Next0+ S&NlDl7d?'()*,N A\ n& n -." S/Back0+ S& ty@yL.qT'().Staff Time per Student and School Performance*+ S&D=K @09[]'() Graph 5*+ S&PBd  Bdn%\v'( Total Budget)*+ S&N<D<Ya4ai'()*,A n& n -." S/ View Graph0+ S&P IQ'(Student Enrollment)*+ S&Pd #d\'(#Trust Between School and Community)*+ S&C@f'n()*+ S&CO;@G l'OOd()*+ S&Pd  d \'( New Staff)*+ S&P& &'(Experienced Staff)*+ S&PJ$ J$w-'(Average Experience)*+ S&C@4', ()*+ S&F@.'&()*+ S&C[@p,'[[$()*+ S&C!\@T=q'\5\()*+ S&P& &'(Staff Productivity)*+ S&C]@oUr'w]]()*+ S&P, ,<$D'(Teacher Motivation)*+ S&C`@Xu'``()*+ S&P LT'(Staff Time per Student)*+ S&C@'()*+ S&P  KLST'( Total Staff)*+ S&C&x@;'&&()*+ S&C@' ()*+ S&Co@C )'K()*+ S&P XX``'(Problem-Adjusted Enrollment)*+ S&C@ ,'()*+ S&NDRZ'()*, A n& n -.j" S/ View Graph0+ S&P| |^_f'(Staff Time per Student)*+ S&P! !Wc_k'(Students Capacity for Learning)*+ S&P, ,X `'(School Performance)*+ S&P '(Expected Performance)*+ S&P*A *A] 9e'(Perfomance Ratio)*+ S&C@PV'^X()*+ S&C6@.ZK'6b6()*+ S&CC@'yy()*+ S&C;'@3PI'; ;A()*+ S&P" #"ecmk'(#Trust Between School and Community)*+ S&C?@7T'??()*+ S&ND r z'()*, A n& n -.6" S/View Structure0+ S&ND } %'()*,؞ A n& n -." S/Back to Overview0+ S&N3D3 + '()*,, A: n& n -." S/ Decisions0+ S&ND   '()*, A n& n -.Y" S/Results0+ S&ND U ]'()*,ԟ A n& n -. " S/Next0+ S&NjDj b '()*,( A6 n& n -.n" S/Back0+ S& tB@Bj:r '()Actvities Affecting Innovation*+ S&D @'() Graph 6*+ S&NDlt'()*, A  n& n -.6" S/ View Graph0+ S&Pt "tQWY'("Curriculum Innovations in Process)*+ S&Pu u6X>'(Curriculum Innovations Adopted)*+ S&F@I'Q()*+ S&P (50='(Time to Adopt Innovations)*+ S&Pu~  u~Xv'( Fraction of Innovations Adopted)*+ S&C@'()*+ S&CZ@.'~6()*+ S&P *"*'(*Hours Available for Curriculum Innovation)*+ S&Pa )aBDJ'()Hours Required for Curriculum Innovation)*+ S&C@'()*+ S&C:@ T'L(()*+ S&P| |$t,'(Teacher Motivation)*+ S&P ! )'(Structural Flexibility)*+ S&C@'()*+ S&C@N'FF()*+ S&N D  r  z'()*,o#Ao#n& n -. " S/View Structure0+ S&N D   } %'()*,  y F'() z yCurriculum Innovation, Systemwide Innovation Start Setting this switch to 1 rather than its "default" value of zero will launch a major curriculum project that attempts to implement new ways of learning across grades and subjects. The slider below the switch sets the starting time (months into the simulation)) for the curriculum project. Successful curriculum innovation depends on having sufficient staff time available, levels of trust between school and community, teacher motivation, and mutually supportive programs in place. Successful innovation moves the school system from the traditional fact and knowledge-based curriculum to one that is inquiry-oriented and helps students take responsibility for their own learning. Student Evaluation, Structural Flexibility Switches for inititiating and sliders for indicating starting times for both types of programs. Setting the Student Evaluation switch to 1 rather than 0 will initiate development of new methods of assessment (e.g., portfolios) that are bettersuited to an inquiry-oriented curriculum. Setting the Structural Flexibility switch to 1 will initiate changes such as scheduling schemes that create longer blocks of time for student work. Both of these take some amount of staff time to implement and have their effects after a delay. Professional Development Slider sets the number of hours per month that teachers spend in Professional Development (PD) activities. PD has a cumulative effect (takes a while to build up). Its effects decline slowly if PD is dicontinued or reduced and knowledge and skills learned become obsolete. Adding and Eliminating Traditional Curriculum These two sliders add or eliminate tasks in the "traditional" curriculum. Adding might be done in response to external standards as schools gear up for mandated statewide testing. Traditional curriculum could be eleiminated in order to make room for more innovative activities. Both sliders set the fractional increase or decrease in tasks that make up delivery of the traditional curriculum. Fraction of Staff Time on Remediation This slider sets the fraction of the staff's time spent on remediation of learning problems encountered by students. This time would include staff whose role is principally remediation as well as time spent by all staff providing help to students who are having trouble understanding what they are learning. Standards Change Rate The rate per year at which standards grow in importance and affect schools' functioning. Higher rates cause standards to go into effect more quickly. Alternative Schools Switch Setting this switch to 1 creates a voucher program in which students are able to spend the equivalent of their average cost ($5,000 per year) on alternative schools. While this switch makes the alternatives possible, students move to these alternatives at a rate that depends on the performance of the (public) schools. *+ S&N D '()*,t#At# n& n -." S/ Comparisons0+ S&N[D[zLS T'()*, A  u#n& n -./Quit0+ S&ND'()*, A Pu#n& n -./Quit0+ S&N (D ( IK  QS'()*, Au#n& n -./Advance Simulation0+ S&N-8D-8L%0T'()*,u#Au#n& n -. r" S/Sketchable Graphs0+ S&D @ '() Graph 8*+ S& t r@ r 1 j 9'()Sketchable Graphs*+ S&N #*D #* D " L'()*,hv#Avv# n& n -." S/ Comparisons0+ S&NMDME'()*, At#n& n -./Advance Simulation0+ S&ND'()*, Alu#n& n -./Stop Simulation0+ S&NSDSK'()*,s#At#n& n -. t" S/Sketchable Graphs0+ S&N $D $ F   N('()*,t#Au# n& n -." S/ Decisions0+ S&NIDI~A'()*,SA*Sn& n -. w" S/Sketchable Graphs0+ S&N &6D &6 G . O'()*,pSA~Sn& n -.R" S/Results0+ S&RW@O1`'()*1?023." " + S&Rn@f1w'()*1?023." " + S&N $ZD $Z G R O'()*, ASn& n -./Stop Simulation0+ SdrmdHC4plwh. o4plwh. 4plwh. 4plwh. 4plwh. 4plwh. 4plwh. 4plwh. 4plwh. 4plwh. 4plwh. 4plwh. 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