making time for student success. objective: high-performing schools modify school schedules to...
TRANSCRIPT
Making Time for Student Success
Objective: High-performing schools modify school schedules to provide time for instructional planning by designing professional learning communities that facilitate collaboration aimed at improving student learning and success.
• Strategy: Discover flexible, non-traditional scheduling alternatives that provide time for teachers to meet and plan assignments within and across disciplines that are intellectually demanding and align to college- and career-readiness standards at the elementary, middle grades, and high school levels.
Presenters
• Verdie Williams- HSTW Co-coordinator/Math Instructor
• Kevin Krebs- HSTW Co-coordinator/ Food service Instructor
• Scott Snyder- Vocational Special Education Coordinator• Dana Anderson- Supervisor Special Services
Pickaway-Ross CTC
• Serves 10 Comprehensive schools• 2 City school districts• 8 Rural districts
County Profiles
Ross County
• 688 square miles• Pop: 77,910• Crop, Pasture, Forest :
96%• Low Income 13.8%
Pickaway County
• 502 square miles• Pop: 56,304• Crop, Pasture, Forest:
96%• Low Income 9.7%
Academic Offerings• Advanced Earth/Space Science• Anatomy and Physiology• Biology• Chemistry• Forensic Biology• Earth/Space Science• Physics• Remedial Science• OGT Science
• College Prep English• English 11• English 12• Integrated English 11• Integrated English 12• Remedial English• OGT English
• OGT Social Studies• American Government/Economics• American History• Economics and Personal Finance• Sociology
• Pre-Calculus/Trigonometry• Statistics• Technical Algebra• Geometry• Algebra 1• Algebra 2• Consumer Math
Workforce development
Construction & ManufacturingAcademy
• Carpentry • Electrical Technologies • Engineering Technologies • Machining & Manufacturing
Technologies • Precision Welding Technologies
Business Academy• General Merchandising
& Warehousing • Media Design Technologies • Network Support Technologies
Transportation Academy• Automotive Technologies • Collision Repair Technologies • Medium & Heavy Equipment Transportation•Equipment Technologies • High Performance Automotive‐
Technologies • Power Equipment Technologies
Human Services Academy• Commercial Food Careers • Cosmetology • Criminal Investigation
& Police Science • Early Childhood Education • Medical Careers •Health Care Foundations
High School Demographics
• ADM (average daily membership): 982• PRCTC Campus: 588• Satellite: 433
• Ethnic composition• Asian or Pacific Islander .………….…… 0.2%• Black, non-Hispanic ….………….……….. 2.2%• Hispanic ........………………………..….…… 0.5%• American Indian/Alaskan .……………... 0.2%• White/non-Hispanic …………………….. 91.2%• Multicultural .…………………………..……. 5.3%
• Students with disability………............... 35.7%• Students on free/reduced lunch……… 62%
High School Staff
• Background• Work experience ..………………………………… 34%• Master’s degree …………………………………… 46%• Bachelor’s degree ..………………………………. 20%
• Staff assignment• Intervention Specialist ………………………………. 5• Para professionals ……………………………..……… 4• Special Services/guidance ...……………...……… 3• Career & technical education ..…………………. 95• Academic ..……………………………….……….…..…. 17• Administrative ..………………………..….…….……... 8• Other ..…………………………………………………….…. 6
Why did we need intervention?
• Perkins Performance Measures
2007-08 2008-09 2009-10
PRJVSD 88.25 89.25 91.62
STATE 93.89 93.31 93.47
85.5
86.5
87.5
88.5
89.5
90.5
91.5
92.5
93.5
94.5
88.2589.25
91.62
93.8993.31 93.47
Academic Attainment-Reading/Language Arts
Source* Ohio Workforce Development Report
Why did we need intervention?
• Perkins Performance Measures
Source* Ohio Workforce Development Report
2007-08 2008-09 2009-10
PRJVSD 83.73 85.22 88.38
STATE 92.09 91.68 92.21
79
81
83
85
87
89
91
93
83.7385.22
88.38
92.09 91.68 92.21
Academic Attainment-Mathematics
Why did we need intervention?
• Perkins Performance Measures
Source* Ohio Workforce Development Report
2007-08 2008-09 2009-10
PRJVSD 83.08 90.56 98.92
STATE 93.38 94.63 98.55
77.5
82.5
87.5
92.5
97.5
102.5
83.08
90.56
98.92
93.3894.63
98.55
Student Graduation Rates
Why did we need intervention?
0-5.922%
6 -8.943%
9 -12.9+35%
Reading Levels 2010-2011 Juniors
Star Reading
Why did we need intervention?• Star Math
0-5.9 21.04%
6 -8.9, 31.37%
9 -12.9+ 47.60%
Math Levels 2010-2011 Juniors
Identification of Problems that were limiting student success
1) Need to maximize instructional time in the classroom• Shorter days than comprehensive • Curricular activities-Career-Technical Organizations, field trips,
assemblies, etc.
2) Schedule- Increased academic requirements, students had no study halls.• Credit deficiencies• OGT remediation
3) Intervention- Students w/disabilities and OGT only received tutoring
4) Professional Development• No longer contractual• No waiver days
DELAY SCHEDULES
CTSO SCHEDULES
Skills USADECAFEABPAFCCLAFFA
What it looks like now• Minimized
interruptions for delays • Students see every
teacher, every day• Lab and academics
teachers have greater opportunity to communicate and collaborate.
Strategies for providing interventions
LAB LOCKOUTLEARNING LABMENTORINGTUTORINGREADING
INTERVENTIONS
LAB LOCKOUT
INTERVENTIONS
• 1st attempt – Catch up Café• 2nd attempt – Lab Lockout 2x week• 3rd attempt- Current model
Student Survey
FY12 FY140%
1%
2%
3%
4%
5%
6%
7%
8%
9%
9%
3%
Often
Often failed to complete or turn in assignments
Student Survey
Teacher sometimes or often care about me enough that they will not let me get by without doing the work.
FY12 FY1460%
65%
70%
75%
80%
85%
90%
79%
85%
LEARNING LAB
INTERVENTIONS
History:• Small room away from mainstream instruction• Two new Vocational Special Education
coordinators and Special Services Supervisor• Increased service delivery; space issues• Learning the ropes
INTERVENTIONSLEARNING LAB
First Move• Slight adjustment of location; still not in the
mainstream• Students became more aware of extra help• Culture change; HSTW Extra Help Committee
Chair
INTERVENTIONSLEARNING LAB
Second Move:• Visit to Green County CTC• Continued culture of change• Moved into the mainstream environment (Media Center)• Students accepting extra help are increasing • Special education label use is avoided• Teacher assigned to learning lab
SPACE
OLD
NEW
INTERVENTIONSLEARNING LAB
Major Renovation:• Redesign learning lab• Culture of accepting help is in full swing• Teacher collaboration/increased staff
communication• Safe place; Game Plan Coordinator• Computer lab for VLA/ credit recovery• Increased student activity in lab
Over 3,400 visits
First semester
INTERVENTIONSLEARNING LAB
Special Education:
• District Reps/parents meet in learning lab area• Accommodations provided in a normalized school
environment• Increased acceptance of students with disabilities by staff• Increased staff collaboration • Increased student success
FY12 FY140%
5%
10%
15%
20%
25%
30%
35%
29%
35%
Teachers reported that they: Require students who are not performing at a C level or above to receive extra help at least
once a week.
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.
FY12 FY140%
10%
20%
30%
40%
50%
60%
70%
80%
90%
58%
89%
Students reported that it is very important to partic-ipate actively in class.
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.
FY12 FY140%
10%
20%
30%
40%
50%
60% 45%
55%
Students reported that they often were able to get extra help from their teachers when they needed it without
much difficulty.
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.
Tutoring
INTERVENTIONS
1st Try
• Replaced traditional administrative duties
• Schedule shared with staff, students sent to classroom.
2nd Try
• Common pass system• Teachers report to LL• Schedule of teacher available by
period/subject.
MENTORING
INTERVENTIONS
The Believe Network would link secondary and adult education staff with at-risk, special needs, and identified students in order to create a mentorship program that would allow one-on-one contact between staff members and the students. The program would provide networking opportunities, personal connections, goal setting, and a climate of support. The expectation would be that the staff member and the student would make contact at least once a week.
• First year• Quarterly meetings during common planning time used to review progress• Student referrals and available mentor shared online via google docs
READING INTERVENTIONS
SILENT SUSTAINED READING
Making use of staggered bus schedules• USE FIRST 10 MINUTES OF DAY
• USE LAST 15 MINUTES OF DAY
First bus arrive before 8 am. Tardy bell rings 8:24 amLast bus arrive by 8:35
FY12 FY140%
5%
10%
15%
20%
25%
30%
35%
13%
35%
Teachers reported that they: Require students to read at least three books or their equivalent, other than the
textbook, on average for each class they teach.
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.
FY12 FY140%
10%
20%
30%
40%
50%
60%
70%
80%
90% 68%
84%
Teachers reported that they: Require students to read an assigned book or article and demonstrate understanding
of the content at least once a semester.
INTERVENTIONS
•Math Design Collaborative
• Pre-assessment – Grouping students by common misconceptions• Questioning is used to facilitate student
learning.• Students become facilitators to each other.
Adoption of HSTWLeadership team meetingsCommittee meetingsUse of available time
Professional Development
High Schools That Work
• Leadership Team• Meets monthly• Uses
Emergency/planned subs
• Committees• Meets monthly• Uses AM planning
time
Professional Development
• Shortened supervisor meeting to allow for professional presentation
• Carved out time during first day for staff.
• Utilize Snow Days• Before/After School• Schedule shift on non student
days• Generous professional leave • One-on-one
Progress
PASSAGE RATE FY11-12 PASSAGE RATE FY12-13 PASSAGE RATE FY13-14
Series1 84.6% 86.5% 89.4%
82.5%
83.5%
84.5%
85.5%
86.5%
87.5%
88.5%
89.5%
84.6%
86.5%
89.4%
Student Passage Rate% of students who passed ALL courses
FY12 FY1426%
28%
30%
32%
34%
36%
38%
40%
42% 37%
40%
Students reported that the extra help they received often helped them to get better grades.
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.
FY12 FY140%
5%
10%
15%
20%
25%
30%
35%
40%
16%
39%
Teachers reported meeting with other teachers in their de-partment or school to align assignments and agree upon what
student work looks like below, at or above grade-level (college- and career-ready-level) at least once a year.
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.
Require student read at least three books or their equivalent, other thatn the textbook, on average for each class they teach
Require students who are not performing at a C level or above to receive extra help at least once a week.
Stongly agree that the teachers in their school maintain a demanding yet supportive environment that pushes students to do their best.
13%
29%
26%
35% 35%
30%
Raising Expectations and Providing Extra HelpFY12 FY14
0%10%20%30%40%50%60%70%80%90%
100%
FY12FY14
31%
87%
68%80%
46%
97%
81%94%
FY12FY14
Quality Career/Technical Studies
Percentage of Students Meeting HSTW Readiness Goals
Reading Mathematics Science0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
40%
27%
37%
47%
37%33%
HSTW Readiness Goals
20122014
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.
QUESTIONS?
Presenters• Verdie Williams [email protected]• Kevin Krebs [email protected]• Scott Snyder [email protected]• Dana Anderson [email protected]
Pickaway Ross Career & Technology Centerwww.pickawayross.com895 Crouse Chapel Rd.Chillicothe, OH 45601740-642-1200