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Project 21c
Brief History
The Fayetteville School District has begun work on an ambitious project: create a 21st Century learning system that better addresses the gap between how students are educated and the skills they will actually need in their careers.
Several factors led to the decision to make such a monumental change. For many years, Fayetteville has had the highest test scores in the region, but that is no longer true. In fact, Fayetteville no longer has the top scores among Northwest Arkansas schools in either math or literacy scores at any grade level on the Arkansas Benchmark Exam. Also, a significant number of Fayetteville students are dropping out, and unprecedented numbers are seeking GED diplomas. In addition, the achievement gap between the "haves" and "have-nots" is as high as 40% in some grade levels.
Rather than simply ringing the alarm bells, the school board, the superintendent, and all district staff have embraced this opportunity to create something remarkable. It's time for a major, systemic change to Fayetteville Public Schools to provide all students the 21st century learning skills necessary to be successful in an ever-changing, global society.
To begin the change process, representatives from every school in the district, from grades K-12, and district administrators developed a draft framework for the massive job ahead, focusing on the following areas:
- Curriculum / Instruction / Assessment
- Learning Structure
- Professional Learning
- Time and Scheduling
- Partnerships
- Student Support Services
- Communication
Where We Stand
As a result, it was decided that the district would focus on developing a district-wide system for assuring literacy and other 21st Century learning skills.
Looking Ahead
Fayetteville Public Schools worked with Phi Delta Kappa International to complete a curriculum audit. A district literacy team is gathering data from all schools to add to the information collected during the curriculum audit to develop a district-wide literacy plan. The literacy team will also provide ongoing professional development for teachers in research-based literacy practices.