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LCHS PATRIOT TRANSFORMATIONS Issue 2

LCHS Patriot Transformation

sOctober 15,

2012

LINCOLN COUNTY HIGH SCHOOL DISTINGUISHED YOUNG WOMEN—SEPTEMBER 22, 2012! IN THIS ISSUE The beginning of a new school year naturally opens the door to change and change is a common theme on our campus and throughout the district. Lincoln County High School has made the most out of the beginning of the 2012-13 school year. We are intentionally working to ensure that each day counts for every student. The staff immediately began looking at their curriculum. The goal this year is for every class to have a curriculum aligned to the standards, a pacing guide to reflect the daily work, and daily lesson plans totally focused on specific standards (not just activities and content). Much of this work is being rolled out through what we call our Professional Learning Communities (PLC). Each teacher is a member of department centered PLC. Every PLC meets each Thursday afternoon from 3:30 to 5:00 p.m. This is a time when teachers really roll up their sleeves to work on their curriculum, look at students’ data, and make decisions for the instruction based on student needs. The initiative of PLC meetings began last year but there is a different structure. With the help of our three Educational Recovery Specialists in the building, we are now working in three phases. Departments will work through a phase before really beginning a focus on the next phase although

there will be some intertwining of phases because they are so relational. The belief is our curriculum has to be aligned to standards and the rigor has to match each standard’s expectation. The 3 phases are Standards Literacy, Assessment Literacy and Instructional Literacy. Bi-weekly Instructional Coaching sessions led by Mr. Godbey have also been implemented where teachers learn a new instructional strategy to implement in their classroom. Two weeks later, the teachers meet with Mr. Godbey for another instructional coaching session to reflect on student achievement and follow-up on the effect of the new strategy in their classrooms. Not only is there change in curriculum and instruction, but there is a new energy with students. One of the biggest changes is that students are taking ownership in their learning and data. Students are required to have data notebooks in all Math and English classes. This is going to allow students to take more ownership in knowing where they are academically, what needs they have, and set goals for their own learning. Times are very busy. Anytime change is the guiding force, things can seem very insecure. One thing is for sure…Lincoln County High School does not look the same. Our

goal is to be a top 25 school and we are on way to making that goal a reality!Off to a Good Start!

LCHS PATRIOT TRANSFORMATIONS | Issue 2 2

Principal PointsWhat are the requirements for LCHS to obtain sustainable transformation? Check out Mr. Godbey’s insights to this driving question for change.

An Overview of the TurnaroundWhat are all the parts of the Turnaround Process?

Page 3-8

Principal Points

by Tim Godbey

Curriculum and Instruction How is curriculum and instruction driving the change ?

Page 9-13

Accountability and Assessment What does it mean to be college and/or career ready?

Page 14-16 Communications at LCHS


REFUSING THE STATUS QUO

“ Our behaviors must match our beliefs. When they do not, visions do not get realized and missions do not get accomplished.”

The word “Transformation” means to change or to be completely different. Unfortunately, schools cannot make a “transformation” overnight. When a large organization takes on the challenge to change its practices, it must also take on the challenge of changing its beliefs. These beliefs are what motivate the behavior within the organization. Simply put, “People behave the way they believe.”

This is a profound idea because to create true change the organization, and in this case we are discussing all of shareholders of LCHS, must confront what they truly believe about students and their learning.

So, what behavior do we really want at LCHS? It is important that our school and community desire behaviors that lead to increases in student achievement as identified by educational research. For example, research says that students perform better when they experience rigorous, intentional instruction in all of their classrooms. Therefore, if we expect rigorous, intentional instruction throughout the school then all stakeholders must believe

that a high quality experience in every classroom for all

students is of vital importance. If we do not believe that this is of vital importance for every classroom then the chance of seeing the behavior become an establish practice is not likely. The reverse of this thinking also holds true. Part of our school’s beliefs states: we believe that all stakeholders are responsible for student success. This includes student, parent, staff, and community member. If that statement is true, we should see a strong involvement of stakeholders within the school working to ensure students are successful. If this behavior is not evident then we have an issue to address. Consequently, this is the very reason why change is so difficult. Our behaviors must match our beliefs. When they do not, visions do not get realized and missions do not get accomplished. Our school is working extremely hard to match what we say and what we believe to what our behaviors demonstrate.

Many times we do not realize how difficult this seemingly simple act will be. Refusing to accept status quo and working to high levels of achievement will prove to be difficult and frustrating at

times. However, we must pursue this idea with passion and urgency. This process will require time, energy, and loads of intentional effort. Fortunately, the process is well under way at LCHS and it has led to some interesting challenges, frustrations, and discoveries thus far. Perhaps the greatest discovery for me to this point is that progress is not perfect; we should be ready to learn and adjust on a daily basis. As always, thank you for your in our efforts to “transform” Lincoln County High School.

GREATEST DISCOVERY TO TRANSFORM

“Progress is not perfect.”


During the 2011-12 school year, Lincoln County High School received the news of being identified by the Kentucky Department of Education as a Persistently Low Achieving School (PLA). We hung our heads for a few days but then began rolling up our sleeves to come up with a game plan in order to rise to the occasion. With the PLA status, the State Department does not leave a school without support and resources. July 9-11, the turnaround process began with a group of staff members who represented all departments, attending a Turnaround Training in Berea. This team walked away understanding the big picture of what it means to turn a school around with the result being increased student achievement. The following pages reflect the work that was started at the Turnaround Training and will continue to be a focus for the school. These items reflect important parts of the Turnaround Process and the components that are driving our change.

p. 5-7: 30-60-90 Day Plan

p. 4LCHS 3 Big Rocks

p. 37 Strands for Change

p. 3--LCHS New Mission and Vision What Drives the Transformation of a

School? In the opening session at the Turnaround Training in Berea, one of the first concepts discussed about turnaround were the Seven Strands for an Effective Turnaround. These seven components are the key forces to ensure a school makes an effective turnaround in three years. Below are the 7 Strands for Turnaround and the key parts of each strand:

Strand #1: Accurate Diagnosis of Student Learning—What is the student learning problem? Using multiple forms of data and make students OWN their dataStrand #2: Accurate Diagnosis of Teaching—Walkthroughs, diagnosis of walkthrough data, developing Professional Growth Plans, Evaluating Student Work, Professional Learning CommunitiesStrand #3: Internal accountability, shared vision, and development of community—Transparent work to ALL stakeholders, Everything we do should go back to our vision and missionStrand #4: Formation of a Turnaround Team—This team is made up of Administrative support, Teachers representing all departments, District Support, and the Educational Recovery Team from the State DepartmentStrand #5: Engage and listen to students—Conversations with students

“Whatever we accomplish belongs to our entire group, a

tribute to our combined effort.”

~ Walt Disney

LCHS New Beliefs, Mission and VisionBeliefs

Every student can be college and/or career ready.

Every LCHS stakeholder (student, faculty, staff, parent, and community member) is responsible for student success.

Every classroom and program must offer a high quality experience for all students.

Our destination is not bound by our circumstances but determined by pride, intentionality, and willingness to do whatever it takes to succeed.

VisionAt Lincoln County High School every student graduates college and/or career ready, equipped to become a contributing member of the community.MissionThe mission of Lincoln County High School is to provide a safe and positive learning environment along with rigorous, intentional instruction in all classrooms and programs through a culture of pride,

A New Mission and Vision

The Turnaround Process


3 Big RocksAnother task the Turnaround Team had to complete at the Turnaround Training in July was to indentify three big needs of Lincoln County High School. The team had to answer the question: What are the three main needs that would have the most impact on student achievement? The greatest needs are known as LCHS’s Three Big Rocks. The process for identifying these needs had to come from data. The data used to support our identified rocks were:

The state audit which was conducted last year leading up to the PLA status The School Improvement Plan E-PAS Data from the past 5 years (EXPLORE, PLAN, and ACT) Attendance Data Failure Data Behavioral Data

Big Rock #1:Culture

Big Rock #2:Academic

Achievement

Big Rock #3:Using Student

Performance Data

3 Big Rocks+ 3 YearsImproved Student Achievement

What Drives the Transformation of a School?

In the opening session at the Turnaround Training in Berea, one of the first concepts discussed about turnaround were the Seven Strands for an Effective Turnaround. These seven components are the key forces to ensure a school makes an effective turnaround in three years. Below are the 7 Strands for Turnaround and the key parts of each strand:

Strand #1: Accurate Diagnosis of Student Learning—What is the student learning problem? Using multiple forms of data and make students OWN their dataStrand #2: Accurate Diagnosis of Teaching—Walkthroughs, diagnosis of walkthrough data, developing Professional Growth Plans, Evaluating Student Work, Professional Learning CommunitiesStrand #3: Internal accountability, shared vision, and development of community—Transparent work to ALL stakeholders, Everything we do should go back to our vision and missionStrand #4: Formation of a Turnaround Team—This team is made up of Administrative support, Teachers representing all departments, District Support, and the Educational Recovery Team from the State DepartmentStrand #5: Engage and listen to students—Conversations with students


Plan

Meaningful success begins with a good plan designed around measurable goals. The plan is designed around goals that are created to be accomplished in a specific period of time. Once those goals are achieved, new goals are set and the process continues until the ultimate goal is achieved.

This goal planning is the guide to the Turnaround process. It’s called the 30-60-90 Day Plan. The 3 Big Rocks are the driving force to the 30-60-90 Day Plan. The Turnaround Team meets every other Tuesday from 3:30 – 4:30 p.m. The discussions in each meeting focus on the 3 Big Rocks and the 30-60-90 Day Plan. The team is guided by reflecting upon the following questions:

What has been accomplished during the past month? What goals are still in progress? What new goals need to be written into the plan?

All of the goals are based upon data…not opinions. One of the difficult parts of this type of planning is staying focused on the 3 Big Rocks. It can be tempting to veer from the path of the 3 Big Rocks and begin adding rocks. It is important to constantly keep the Big Rocks as the target goals.

Turnaround Team (TAT)Meeting Dates and Agendas:

July 9 – 11 Turnaround Training—Berea, KY

August 14th TAT Meeting Updates to 30-60-90 Day Plan—What has been completed? Where are we making

progress? What needs to be added? How do we improve our Professional Learning Communities in 2012-13? Staff will complete a survey about Professional Learning Communities from the 2011-12

school year—discussed processAugust 28th TAT Meeting

Review surveys about Professional Learning Communities Review 30 Day Plan Development of 60 Day Plan

September 11th TAT Meeting Revise 30 Day Plan

September 25th TAT Meeting Prioritize goals of the 30 Day Plan—use a learning strategy: Priority Pyramid


LINCOLN COUNTY HIGH SCHOOL’S PLAN FOR PROGRESS……2012-2013: 60 DAY PLAN

SCHOOL GOALS: 75 % OF LINCOLN COUNTY HIGH SCHOOL STUDENTS WILL BE CCR BY THE END OF THE

2014 SCHOOL YEAR. STAFF ATTENDANCE WILL INCREASE FROM 91% TO 96% STUDENT ATTENDANCE WILL INCREASE FROM 93 % TO 96 % 95% GRADUATION RATE 60% MEETING BENCHMARK IN MATH AND READING ON ACT/PLAN TOP 25 HIGH SCHOOL BY 2015

THREE BIG ROCKS: (A) CULTURE (B) ACADEMIC ACHIEVEMENT (C) USE OF STUDENT DATAIN THE NEXT 60 DAYS, WE WILL KNOW WE ARE SUCCESSFUL WHEN:

(A) COMPLETION OF NEXT 60 ACTION STRATEGIESREVIEW DATE: NOVEMBER 8, 2012

THE MEASURES/EVIDENCE WE WILL USE ARE:1. MEETING AGENDAS/SIGN-IN SHEETS 2. WALKTHROUGH DATA3. STUDENT DATA TALKING POINTS4. PARENT SURVEY DATA5. STUDENT DATA NOTEBOOKS6. STUDY ISLAND USE REPORT7. PLAN SCORES8. COMMUNICATION ARTIFACTS (NEWSLETTERS, FLYERS, ETC.)

60 DAY ACTION STRATEGIES PERSON RESPONSIBLE FOR OVERSEEING IMPLEMENTATION

BIG ROCK NUMBER 1: CULTURE (A.) 100% OF CLASSROOMS WILL HAVE MISSION AND VISION POSTERS VISIBLE.(B.) COMMUNICATE PAS DATA TO PARENTS THROUGH WEB PAGE, PARENT PORTAL, SCHOOL MESSENGER, AND PARENT TEACHER CONFERENCE.(C.) CONTINUE PARENT COMMUNICATION BOOTHS ON CCR, ACT, CTE, AND MONEY FOR COLLEGE AT BOY/GIRL DOUBLE HEADER BASKETBALL GAMES. (D.) CONDUCT ACES SURVEY AND GALLUP POLL WITH STUDENT BODY AND DEVELOP ACTION PLAN BASED UPON THE ANALYSIS OF THE DATA FROM THE SURVEY. (E.) ESTABLISH PATRIOT CLUB (LCHS PARENT/COMMUNITY ACTION GROUP) BY DEVELOPING BY-LAWS, COMMITTEES, AND TRAINING ON DEVELOPING ACTION PLANS. (F.) PUBLISH SECOND EDITION OF SCHOOL NEWSLETTER INCLUDING RECENT RELEASE OF SCHOOL ACCOUNTABILITY SCORES AND FIRST ROUND OF PAS SCORES. (G.) CONDUCT RECOGNITION CEREMONY FOR SENIORS THAT HAVE MADE CCR AS WELL AS SOPHOMORES MAKING BENCHMARKS ON THE PLAN. (H.) A COMPREHENSIVE COMMUNICATIONS PLAN WILL BE DEVELOPED AND IMPLEMENTED WITH ALL LCHS STAKEHOLDERS.

TRACY GRIFFINCHRISTY DENNYDONITA BROCK KRISTEN STORY


BIG ROCK NUMBER 2: ACADEMIC ACHIEVEMENT (A.) IMPLEMENT WEDNESDAY INSTRUCTIONAL COACHING SESSIONS WILL ALL FACULTY. SESSIONS WILL BE HELD TWICE PER MONTH WITH THE FIRST SESSION OF EACH MONTH FOCUSED ON A NEW INSTRUCTIONAL STRATEGY AND THE SECOND SESSION EACH MONTH FOCUSED ON THE RESULT OF USING THE NEW STRATEGY. THESE SESSIONS WILL INCLUDE TOPICS FROM CLASSROOM ASSESSMENT FOR STUDENT LEARNING AND THE ART AND SCIENCE OF TEACHING.(B.) DEVELOP AND IMPLEMENT A SYSTEM TO SUPPORT INDIVIDUALS NOT MEETING THE ESTABLISHED NON-NEGOTIABLES FOR STUDENTS AND STAFF.(C.) ENGLISH DEPARTMENT WILL ANALYZE ANECDOTAL FEEDBACK FROM DISTRICT SPRINGBOARD WALKTHROUGHS AND CREATE AN ACTION PLAN BASED UPON THIS DATA.(D.) ALL PRACTICAL LIVING/CAREER STUDIES CLASSES WILL USE A READING STRATEGY EVERY OTHER FRIDAY TO PREP STUDENTS FOR ASVAB. EACH CLASS WILL BE USING ASVAB RELEASED ITEMS FOR PRACTICE.(E.) THE LCHS FACULTY WILL CONDUCT A PIA ON THE FRESHMEN FAILURE RATE. RESULTS OF THIS ACTIVITY WILL BE USED TO IMPLEMENT AN ACTION PLAN TO ADDRESS FAILURE NEEDS.(F.) A SYSTEM FOR PROGRAM REVIEW MANAGEMENT WILL BE DEVELOPED AND IMPLEMENTED WITH ALL LCHS FACULTY.

AMY WITHROWTIM GODBEYCRISTAL COLLINSMCCLEE MANIONJADE MORTON

BIG ROCK NUMBER 3: USING STUDENT PERFORMANCE DATA (A.) MATH AND ENGLISH DEPARTMENTS WILL ADD PAS DATA TO GOAL SHEETS IN DATA NOTEBOOKS AND RE-VISIT TRAINING ON THE USE OF THE STUDENT DATA NOTEBOOKS.(B.) UPDATE THE PROGRESS MONITORING FOLDER ON THE I:DRIVE AND COMMUNICATE TO TEACHERS THE LOCATION OF THE PROGRESS MONITORING FOLDER ON THE I:DRIVE. (C.) ADMINISTRATIVE TEAM WILL BEGIN CONDUCTING STUDENT CONFERENCES REGARDING PAS DATA. (D.) TALKING POINTS FOR STUDENT DATA NOTEBOOKS WILL BE CREATED FOR TEACHERS AND STUDENTS. STUDENTS WILL RECEIVE TRAINING ON THE USE OF THE STUDENT DATA NOTEBOOKS.(E.) CREATE CCR WATCH LIST AND BEGIN MEETING WITH 12TH GRADE STUDENTS NOT MEETING CCR BENCHMARKS TO DISCUSS INTERVENTION PLAN.(F.) BEGIN MEETING WITH 10TH GRADE STUDENTS TO REVIEW PLAN SCORES AS WELL AS GUIDANCE ON CAREER PATHWAYS FOR KOSSA ELIGIBILITY.

STACY STORYCHARLOTTE DENNYJOANNA STEVENSDANIEL FOSTERBILLY HARRIS


The Turnaround Training in July allowed LCHS the time to be introduced to the 3 Education Recovery Specialists (ERS) that would be assigned to the high school. This team is a state-appointed team and is the support to all the Turnaround initiatives that will be implemented and carried out over the next 3 years.Our ER Team will be in the building everyday for 3 years to support us every step of the way. We feel very blessed with the 3 individuals assigned to our building and have learned quickly that they are willing to do whatever it takes to lead the change. A special part of this partnership is they don’t consider themselves guests in our building…

Dr. Lori Hollen is a 2001 graduate of University of the Cumberlands, receiving her Bachelor of Science in Middle School Education. She has continued her education by receiving the Masters of Arts in Instructional Leadership from Eastern Kentucky University in 2003 and both the Certificate for Instructional Supervisor and the Certificate for Superintendent from University of Kentucky. Most recently, Dr. Hollen has earned her Doctorate in Educational Leadership from the University of the Cumberlands. Lori accepted her first teaching position as a language arts teacher in Laurel Creek Elementary and went on to teach Algebra I and Advanced Algebra I at Clay County High School. In 2006, She is the founder of the BRITE Ideas Company that specializes in designing professional development training and resources. Lori has co-authored “A FOCUS for Professional Learning Communities” which has been introduced in over sixty counties in the state of Kentucky. Most

Venessa Coner-Worley is an Alumni of Eastern Kentucky University and the University of Kentucky.

She has earned five certifications in the education field : Elementary Education; Math Reading Intervention K-12 Educational Leadership; Principal Instruction and Curriculum Superintendency

She has worked in education since 1996. The last five years Venessa has worked with the Kentucky Department of Education as a Highly Skilled Educator and Educational Recovery Specialist.

Venessa’s hobbies include reading, HUGE UK FAN, traveling ( resorts and cruises- getting ready to go on number ten), family, exercising to maintain health.

Sam Watkins is an Alumni of Eastern Kentucky University and the University of Kentucky and holds the following degrees/certifications:

BBA Business Management MBA Certified to teach Business Education and

Mathematics Principal Director of Pupil Personnel Superintendent

He has taught mathematics, coached academic and cross country teams, and held the positions of assistant principal, athletic director, and head principal of a high school. Sam led two different high schools over a period of 13 years. In 2003, he was selected as Principal of the Year for Kentucky. He recently has served the students of Woodford County for seven years as a district leader. Sam interests include staying physically fit, spending time with

Meet the ER Team

Dr. Lori HollenER Math Specialist

Venessa Worley

ER Literacy

Sam WatkinsER Leadership

Specialist


Curriculum and Instruction

p. 9--New Daily Schedule

p. 10--Non-Negotiables for Students

p. 10--Non-Negotiables for Staff and Administration

p. 11--PLC/Department Focus

p. 12 Reading and Math Interventions

p. 13 Instructional Coaching Sessions

LCHS Daily Schedule ChangeLCHS Daily Schedule ChangeLast year, the staff began to recognize a need for a change to the daily schedule and master class schedule at the high school. The staff began analyzing student data more often through the work in the PLC’s (Professional Learning Communities). Once this practice was put into place, the staff recognized that it was very difficult to really track student progress when many only had their students for 12 weeks due to the trimester schedule. A focus group was established and given the task to study other possible schedules and research how other schools were meeting student needs.The team came back with a recommendation to consider a 7 period day with most classes running for a full year. Last year, the English and Math Departments had implemented their courses to run the entire school year. With that experience for those departments, they supported this change school-wide. Through more discussion groups, the decision was finally made to go to a more traditional schedule; LCHS implemented a 7 period day with all content classes being full year classes.The staff feels like this was the best decision if we are going to really monitor the student progress and access individual student needs. By students being enrolled in courses all year, teachers can better monitor the progress over a substantial amount of time. Identifying needs and allowing time for skill work will be more effective for individual student needs as well. Student achievement is our number 1 priority and this change

LCHS Daily Schedule1st period 8:15 – 9:052nd period 9:09 – 9:593rd period 10:03 – 10:534th period 10:57 – 12:27 (7 lunch modules)5th period 12:31 – 1:216th period 1:25 – 2:157th period 2;19 – 3:09

RESULTS DON’T COME EASY

“If you care enough for a result, you will most certainly attain it.”~ William James

p. 13 LCHS Program Reviews

Report Cards will be sent home Tuesday, October 16th with students. Parent/Teachers Conferences are Thursday, October 25th, 5:30 –


Non-Negotiables for Students, Staff, and Administration During the opening days of the school year, the staff collaborated to brainstorm important expectations to ensure success for all stakeholders within the school building. As a result of those brainstorming sessions, below are the 5 expectations for students, faculty, and administration; these are expectations that won’t be compromised at LCHS during the 2012-13 school year.

LINCOLN COUNTY HIGH SCHOOLLINCOLN COUNTY HIGH SCHOOLSpirit…Pride…TraditionSpirit…Pride…Tradition

LCHS ExpectationsLCHS Expectations

StudentStudent1. Respect everyone at all times (self, others, and educational process). 2. Be prepared everyday (class materials + homework).3. BE ON TIME TO SCHOOL AND CLASS.4. Absolutely no electronic devices in the classroom (unless necessary for instructional purposes).5. Be an ACTIVE participant in the classroom.

FacultyFaculty1. Have high expectations for students and colleagues. 2. Be prepared to teach bell to bell with quality instruction every day.3. Respect everyone at all times.4. Develop positive, appropriate relationships with students.5. Model the phrase “Life-Long Learner”.

AdministrationAdministration1. Effectively communicate with all stakeholders.2. Be consistent in decision making and holding everyone accountable.3. Support the faculty on the 5 non-negotiables for students.4. Support the faculty in their professional development and daily work.


What has been the focus in Curriculum and Instruction for

each department at Lincoln Co. High School so far?

Art & Humanities Department

English Department

Science Department Social Studies

Department

Pacing Guides for each class

Implement common art critique format for students

Identified reading skill needs through PAS. Creating activities to

Gap analysis between Common Core Standards, Quality Core Standards and the newly implemented framework, SpringBoard

Working hard to learn the new Pre-AP framework, SpringBoard

Implementing student data note- Books

Identified student needs in English Through PAS data and creating

Math Department Aligning the curriculum with

Common Core and Quality Core Standards.

Identified Power Standards forLeverage on the End-of-Course Exam and ACT

In the process of identifying Power Standards for endurance and readiness.

Action plans to target student needs as a result of PAS data

Implemented student and teacher

Practical Living and Career

Studies Department ASVAB test preparation has begun Curriculum Pacing Guides Plans for teaching reading

strategies—work generated from PAS data

Program Reviews—each teacher will be submitting evidence

Chunking out all Quality Core Standards into units

Using PAS data to build skill probes from Discover Education

Developing questions for Sean Elkins, KDE Science Consultant, in preparation for his

site visit

Curriculum Alignment in all classes within the department

Lesson Planning Refining Unit Plans Adding and refining formative and

summative assessments.

PLC DatesAug. 23 Sept. 13Aug. 30 Sept. 20Sept. 6 Oct. 4


LCHS Reading and Math InterventionsReading Interventions

Last year, intervention classes were implemented for seniors who did not meet benchmarks on the ACT during their Junior year. These intervention classes were offered in Reading and Math classes which were called Reading College Readiness and Math College Readiness. These classes are 18 week courses. At the end of the course, students take an assessment honored by the state of Kentucky to be equivalent to the ACT called COMPASS. For Math, there is an additional assessment that is also equivalent to the ACT called KYOTE. Students who meet the benchmark on these assessments are then considered eligible for College-Ready for that subject. However, for a student to be considered College Ready, they must meet the benchmarks in English, Math and Reading. For the 2012-13 school year, intervention classes are being implemented at all four grade levels for reading and math. Students who did meet the benchmarks in reading and math on one of the following measures at their grade level are considered for interventions:

9th Grade: Interventions determined from EXPLORE (taken as an 8t grader)10th Grade: Interventions determined from EXPLORE (taken as a 9th grader)11th Grade: Interventions determined from PLAN (taken as a 10th grader)12th Grade: Interventions determined from ACT (taken as an 11th grader)

A Look at the % of Students Meeting Benchmarks in Reading During 2011-12

EXPLO

RE--8th

EXPLO

RE--9th

PLAN

ACT05

101520253035404550

35.4 35.842.5 43

FreshmanSophomoreJuniorSenior

Math InterventionsThe Math Intervention courses have been implemented at all grade levels for the 2012-13 school year. To target the individual student needs, the Math Department is using a computer-based program called ALEKS (Assessment and LEarning in Knowledge Spaces).

The program is based on a student working towards mastering topics. For Grade 9, there are 288 mastery topics; for Grades 10 - 12, there are 384 mastery topics.

How does this program adapt at an individual level?

ALEKS uses a format of quick questioning to determine what a student knows and doesn’t know. Next, the program puts together a program to instruct a student on topics they are most ready to learn. Periodically, ALEKS will reassess the student to determine if a student has learned the topic and is retaining the topic.

Students progress through the program by mastering topics as they are presented in their individualized plan based on their skill needs. The program works a lot like a personal math tutor (but is a lot cheaper!).

From the data represented below, it is evident LCHS students have much work to do. However, with the implementation of the intervention courses and the newly implemented ALEKS program, LCHS students are going to reflect gains in their achievement due to the fact that their individual needs are being met.

A Look at the % of Students Meeting Benchmarks in Math During 2011-12

EXPLO

RE--8th

EXPLO

RE--9th

PLAN

ACT18%

20%

22%

24%0.23 23%

0.21

0.23

FreshmanSophomoreJuniorSenior


2 Learning Points for the

Staff

The first round of Instructional Coaching Sessions happened during September. During the teachers’ planning period on September 5th, Mr. Godbey focused on the importance of using instructional strategies to support student thinking and learning centering around the content being taught in the classroom. No matter the content, the instructional strategy is effective. The first instructional strategy targeted content vocabulary instruction; the strategy is ABC Vocabulary Review. This allows students to listen for important words throughout a class period or discussion and take note of those words by using the alphabet. The strategy engages students and requires listening and critical thinking.Teachers were charged with the task to go back to the classrooms and implement the strategy during a class period. On Wednesday, September 26th, teachers were involved in a follow-up Instructional Coaching Session. Mr. Godbey helped teachers to reflect on the value of the strategy to improve student engagement. Teachers discussed how the strategy was used in their classrooms and the benefits of using such a strategy. The intent is for teachers to become acquainted with several instructional strategies to put in their “teacher toolbelt” in order to have many tools readily available to use on a more daily basis to support student learning.

#1: Instructional Coaching Sessions

In 2009, Kentucky’s General Assembly passed Senate Bill 1 which was the beginning of the reformation in education. One of the main implications of Senate Bill 1 was a new accountability system which would include Program Reviews. This is a “systematic method of analyzing components of an instructional program, including instructional practices, aligned and enacted curriculum, student work samples, formative and summative assessments, professional development and support services, and administrative support and monitoring”. Program Reviews have been initiated in three programs within a school: Arts & Humanities, Practical Living and Career Studies, and Writing.The purpose of these reviews is to “improve the quality of teaching and learning for all students in all programs, allowing equal access to all students the skills that will assist them in being productive citizens, allow student demonstration of understanding beyond a paper-and-pencil test, and ensuring a school-wide natural integration of the program skills across all contents, beyond the program areas”.For 2012-13, schools had to choose one program to be the focus for a school-wide review although all three reviews are completed. LCHS has chosen the Writing Review to be the review in focus this year. LCHS has created a system-approach for completing all three reviews throughout the school year with fidelity. Look for more information about Program Reviews and LCHS’s sytem in the next Transformations publication.

#2 Program Reviews

MAKING A DIFFERENCE

“Everyone who’s ever taken a shower has an idea. It’s the person who gets out of the shower, dries off and does something about it who makes a difference.” ~ Nolan Bushnell

Accountability and Assessment


p. 14 College Readiness

p. 15 Career Readiness

p. 16 PAS Data

What Does it Mean to College Ready?In order to be considered college ready by the state of Kentucky, students must meet benchmarks on one or a combination of the following tests:ACT…this test is a college entrance exam and is used by colleges to decide admission of applicants. All Juniors at LCHS take this test in March. Students may take or retake it here at LCHS on national test dates.COMPASS…this is a college placement test and helps colleges decide what courses students should take once they are admitted.KYOTE…this is a college placement test that helps colleges decide what math courses students take once they are admitted.If a student does not graduate college-ready, he or she will be required to enroll and pay for remedial classes for the areas where benchmarks were not met when entering college. The classes will help students become more prepared for college level work but they will not receive any college credit for these types of classes. This means more money for the student (and family!).

BENCHMARKS FOR COLLEGE READINESS…ACTEnglish….18 or higherMath……..19 or higherReading…20 or higher

COMPASSEnglish….74 or higherMath……..36 or higherReading…85 or higher

KYOTEEnglish…..6Math……...22Reading….20

What helps prepare students to be College and/or Career Ready?

EXPLORE—a test taken during Grades 8 and 9. This test measures if students are on track to meet the benchmarks on the ACT which they will take during their Junior year.PLAN—a test taken during Grade 10. This test, like the EXPLORE, is another indicator for students to see how well they are preparing to meet the benchmarks on the ACT.ACT—all students are encouraged to take the ACT prior to their Junior year. This will let them know what skills they need to focus on in order to prepare to meet the benchmarks on the ACT. Career Paths—students need to make wise choices about the classes they choose to take. If they desire to be career ready, each student will need to plan carefully so they have at least 4 specific courses in a career path.Additional HelpReading and Math Strategies Classes (Grades 9-11 for students not meeting benchmarks)College Readiness Classes (Grade 12 for students not meeting benchmarks in Reading, English, and Math)Study Island (ACT-prep website)Content Days—Each content area has an assigned day each week for ACT prep and the Practical Living and Career Studies classes are participating in ASVAB preparation.EPAS Blitz—prior to a test, students spend around 6 weeks in targeted skill work.

If a student fails to meet one of the benchmarks on the ACT, but later scores the benchmark on COMPASS or KYOTE, they are considered college ready in the state of Kentucky. This allows students to not have to take remedial classes when enrolling into a college or university. Meeting benchmarks saves a student lots of money!


What Does it Mean to be Career Ready?In order to be considered career ready, students must complete 4 specific courses and complete one of the following 2 options…

OPTION 1…A student must pass one of the following tests:

OR

AND

OPTION 2…Industry Certificates--These certificates are based on industry standards and are outlined in the specific program. We have a Red Book (a book listing all our classes and programs at LCHS) available through the Guidance Office or call Amy Tracy, the LC Technology Center’s principal, for more information.

What is the benefit to being Career Ready?Students graduate with more training and skills than many employees who have been in the industry for 10 years. This means more money in industry-related jobs for graduates plus these students are very marketable because of the reputation of the LCHS and Garrard Co. Technical Centers.

Is it possible to be both College and Career Ready?

YES!Students will need to complete the requirements for both the College and Career Readiness paths.

ASVAB(Armed Services

Vocational Aptitude Battery) Students must receive at least a 50 on

the Armed Forces Qualifying Test.

WorkKeysEarning a silver

certificate which is a score of a 4 or above on Applied Math, Locating

Information, and Reading for Information

KOSSA(Kentucky Occupational Skills Standards Assessment)Students must earn a 70 on academic, employability, occupational multiple choice AND a 75 on constructed

response/performance-based scenario. The one exception is the Manufacturing assessment, where the student has an

overall score of 70% rather than a two-part score.


A New Way of Measuring Academic ProgressThis year, LCHS has implemented a new way of measuring student growth through an online resource called Discovery Education. The Discovery Education College Readiness Benchmarks are given to all freshman, sophomores, and juniors. The PAS assessment identifies areas of need relating to the four subjects on the ACT (the college-entrance exam all students take during their Junior year): English, Math, Reading and Science. This 40 question assessment is given 3 times throughout the year allowing students and teachers to identify their individual skill needs. The test is different for each grade level and different during each benchmark. Because the assessments are taken on the computer, teachers have instant data in order to go back to the classroom and make immediate intervention decisions for the students. By identifying these needs, teachers can plan an intervention tailored to student needs and students can be aware of their needs which allow them to take ownership in their learning knowing their needs are important. This test is also a very important part for a student preparing for the ACT. The test predicts what the student will make on the ACT during their Junior year based on their current skill level. Therefore, for freshman taking the benchmark test, it will give a predictive score for each particular student based on the idea that if he or she stays on the same learning track they are on, the predictive score is what they could expect to make on the ACT when they take it as junior.The students took their first PAS Test at the end of August. Below are the first round results for each subject and grade level. The results are very encouraging for the future of LCHS! They next benchmark will be given in November.

English Math Reading Science0

10

20

30

40

50

60

70

80

53.7 55.863.2

55.861

65.571.2 68.5

74.5

55.9

78.9 76.3

FreshmanSophomoreJunior

PAS Test A Results—August Percentage of Students at Each Grade Progressing Towards

Expected Benchmarks and Above


In response to the audit, LCHS is also trying to ramp up the communication and making our transformation very transparent to all stakeholders directly related to school, as well as within the community. We have found that it is not easy to have an effective way to communicate with so many different things happening within one building and with the large body of people that is involved. However, we are creating a system for communicating more effectively and feel like we are improving in this area. The following pages reflect some of the ways we are communicating our transformations within the community and highlights that need to be communicated about LCHS.

Communications

Academic Booths at Athletic EventsWhen beginning to think of ways to improve our communication at LCHS, we asked ourselves this question: How can we strategically reach more people with items that really matter to students and to their families? The answer was athletic events because that is where so many students and families naturally are. This year, we have hosted an academic booth at all home sporting events. We have created brochures to communicate the important information we are focusing upon for each booth. We have rotated four different themed booths throughout the home Fall sport: College and/or Career Readiness, LCHS’s New Mission and Vision, Career and Tech Education, Information about the ACT, and Money for College.

We have made it a priority to collaborate with various community leaders and organizations each month. Our goal is to partner with at least one community group each month. These meetings and the conversations that have taken place have been so valuable. Through these opportunities, we have realized how important it is for LCHS to communicate what happens within our four walls and to communicate how much the community support is valued. These partnerships will help transform not only our school, but our community. Education involves many stakeholders that don’t have contact within the school building on a regular basis. It is easy to become very busy and leave these stakeholders out; we only want to become better at making these partnerships

Sharing Our Message with the Community

Community Connections:August: Rotary ClubSeptember: Fiscal CourtOctober : City Council


Community Connections:August: Rotary ClubSeptember: Fiscal CourtOctober : City Council

Have you joined us on Twitter yet? We now have a Tuesday Twitter each week that communicates important upcoming events or gives a sneak peek into note-worthy updates. If you haven’t joined, become a follower. You do can so by texting this statement: Follow LCHSPatriotNews

to this number: 40404It is text sensitive!(use caps and lower case just as you see in the statement)

LCHS Website:http://www.lincoln.kyschools.us/lchs/You can also catch up some of our latest updates and important information on our website. There are also links to resources to help with classes and homework. You can also link to teacher webpages and emails.LCHS is in the process of having a new website. Be looking for a new look soon!

Meet LCHS’s Newest Additions…

Ms. Sonya Anglin is a new Special Education Teacher. She earned her BA from Berea College; MA in U.S. History from UK; M.A. Special Education from Campbellsville University; she is currently enrolled in the Ed.D program at EKU. She received her National Board Certification in Exceptional Child Birth thru Young Adulthood in 2011. Her family is very important to her and she loves her pets! She also enjoys reading, cooking, and photography. She loves working at LCHS and believes she is a part of school

Mr. Cody Dean is the new Computer Lab assistant and Technology Coordinator. He has a BA in History Teaching Grades 8-12 with a minor in Computer Electronics Technology. He raises Australian Sheppards and enjoys completion archery, rifle shooting, hunting and fishing. Cody is also a graduate of LCHS and is very grateful to be back.

Dr. Alissa Briggs is the new School Psychologist. She received her BA in Psychology and Sociology from Grinell College and her Ph.D in School Psychology from Loyola University Chicago. Dr. Briggs comes to LCHS with a wealth of experience in education in Illinois. She is a newly-wed and has a cat name, Byelka. She enjoys biking and swimming and is an avid runner who can be seen competing in half marathons and other races throughout the year. Dr. Briggs

Mrs. Ramona Eldridge is a new Special Education teacher. She is an EKU graduate with a BA in Music (emphasis in Piano and Voice), she holds a certificate in Piano Pedagogy from NKU, and earned her Master’s in Special Education from Asbury University. She taught music for 2 years at DCA and was a Special Education Teacher at Hustonville for 9 years. She is very proud to be an

Mr. Tony Cress is a new Arts & Humanities teacher and an online Spanish Facilitator. He received is BA in Social Studies from Campbellsville University. He also comes to us with his Masters (principalship), and Rank I in School Administration from EKU. He taught in Pulaski Co. for 5 years. For the past 11 years, he has been a teacher, principal, in the Central Office, Student Advisor, and Testing Administrator in Lincoln Co. He is married and has 2 children. Mr. Cress

Mr. Harvey Franklin is the new Agriculture Teacher at LCHS. He comes to us with lots of teaching experience in North Carolina. He is also has earned his National Board Certification.

Mr. Keith Hamm is a 1st

teacher in our Science Department. He earned his B.S. in Biology from the University of the Cumberlands and is currently working on his Masters of Art in Teaching also from Cumberland. He has spent the last 10 years in sales and management. He is married to Laura Hamm, also a teacher at LCHS. He has 2 sons and

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