Implementing the High Schools That Work Key Practices Central High School Park Hills, MO'

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Implementing the High Schools That Work Key
Practices Central High SchoolPark Hills, MO.

• Brad Coleman, High School Principal
• bcoleman_at_centralr3.org

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Central High School

• Park Hills, Missouri pop. 7000
• Located 50 miles south of St. Louis
• Area economic situation is depressed with mining
  the major industry of the past.
• The school district has a tax rate of 4.05,
  including debt service.
• Recognized for Distinction in Performance for the
  past three years.

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Central High School

• High School enrollment is 550 students grades
  9-12, 97 white, 3 minority.
• Free/reduced lunch rate is 57
• Traditional 7 period day.
• Special Needs enrollment is 22
• Math, English, Science and Business have 4 full
  time teachers, 3 Social Studies teachers and 12
  other faculty members.

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Central High School

• Why search for a comprehensive school reform
  model?
• We needed a vision and guidance.
• We needed professional development and money!!!
• Our MAP scores were stagnant.
• We didnt meet vocational standards, college
  placement standards, or ACT standards.
• A new principal with new leadership
  district-wide.

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Central High School

• We found and researched the High Schools That
  Work model from the Southern Regional Education
  Board.
• We wrote the grant and received both a state
  grant (25,000 per year for 5 years) and a
  federal CSR grant (75,000 per year for 3 years).

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High Schools That WorkGoals

• Raise the mathematics, science, communication,
  problem-solving and technical achievement of more
  students to the national average and above.
• Blend the essential content of traditional
  college-preparatory studies mathematics,
  science and language arts with quality
  career/technical studies by creating conditions
  that support school leaders, teachers and
  counselors in carrying out key practices.
• Advance state and local policies and leadership
  initiatives necessary to sustain a continuous
  school-improvement effort for both academic and
  career/technical studies.

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High Schools That WorkGoals

• Have all graduates at the Basic level on the NAEP
  and an increasing percent at the Proficient level
  in reading, math and science.
• Have all graduates complete a college-prep
  academic core and a concentration in an academic
  or career/technical area.

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High Schools That WorkGoals

• Have all students who enter grade nine complete
  high school.
• Have all graduates leave high school with
  postsecondary credits or meet standards for
  postsecondary studies without having to take
  remedial courses.

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Site Development Workshop Objectives

• Participants will develop awareness and
  understanding of goals and key practices.
• Determine the status of school and classroom
  practices.
• Brainstorm and select actions to take to advance
  achievement.

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Site Development Workshop Objectives

• Develop steps to prepare a whole-school
  improvement plan.
• Connect state standards and school improvement
  plans.
• Plan staff development needed to implement key
  practices.
• Form focus teams.

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Getting Started Establish Need for Change

• Learn where you are now by doing needs
  assessment.
• Involve all teachers in needs assessment process.
• Collect data from students, parents, teachers and
  employers.
• Look at and visit successful high schools.

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High Schools That WorkKey Practices

• High expectations setting higher expectations
  and getting more students to meet them.
• Career/technical studies increasing access to
  intellectually challenging career/technical
  studies, with a major emphasis on using
  high-level mathematics, science, language arts
  and problem-solving skills in the modern
  workplace and in preparation for continued
  learning.
•  

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High Schools That WorkKey Practices

• Academic studies increasing access to academic
  studies that teach the essential concepts from
  the college-preparatory curriculum by encouraging
  students to use academic content and skills to
  address real-world projects and problems.
• Program of study having students complete a
  challenging program of study with an upgraded
  academic core and a major.

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High Schools That WorkKey Practices

• Work-based learning giving students and their
  parents the choice of a system that integrates
  school-based and work-based learning. The system
  should span high school and postsecondary studies
  and should be planned by educators, employers and
  employees.
• Teachers working together having an
  organization, structure and schedule giving
  academic and vocational teachers the time to plan
  and deliver integrated instruction aimed at
  teaching high-level academic and technical
  content.

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High Schools That WorkKey Practices

• Students actively engaged getting every student
  involved in rigorous and challenging learning.
• Guidance involving each student and his or her
  parents in a guidance and advising system that
  ensures the completion of an accelerated program
  of study with an in-depth academic or
  vocational/technical major.

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High Schools That WorkKey Practices

• Extra help providing a structured system of
  extra help to enable students who may lack
  adequate preparations to complete an accelerated
  program of study that includes high-level
  academic and technical content.
• Keeping score using student assessment and
  program evaluation data to improve continuously
  the school climate, organization, management,
  curricula and instruction to advance student
  learning and to recognize students who meet both
  curriculum and performance goals.

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HIGH EXPECTATIONS

• Setting a clear mission and vision.
• Establishing goals for students and staff.
• Establishing a HSTW team of teachers aligned with
  our CSIP committees.
• Establishing Focus Teams based on the key
  practices.
• Establishing a Student Advisory Committee.
• Development of comprehensive, common quarterfinal
  exams in all classes.

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HIGH EXPECTATIONS

• Analyzing and using data from Crystal Reports to
  revise and rewrite curriculum in order to improve
  student performance and align standards.
  Department Improvement Plans are required based
  on assessment results.
• Development of benchmark items in all classes
  with common assessments, common quarterfinal
  exams and common course syllabi.
• I evaluate all benchmark and final exams using a
  scoring rubric that includes information on types
  of questions (MC, CR, PE), higher order thinking
  skills and student feedback.

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HIGH EXPECTATIONS

• We developed a Literacy Committee to address
  literacy issues and to help increase expectation
  levels for students in all classes.
• Literacy Committee recommendations and policies
  implemented. Developed a 4 year Literacy Plan to
  address literacy issues across the curriculum.
  See handouts on our Literacy Initiative Plan .
• Provided all students with Writers Inc and
  student planners for use in classes.
• Increased rigor and expectations in all classes.

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HIGH EXPECTATIONS

• MathEliminated basic and applied classes. All
  students must take Algebra I and Geometry. 4
  years of Math required including Math in the
  senior year.
• ScienceEliminated basic and applied classes.
  All students must take Physical Science, Biology
  and Chemistry or Intermediate Chemistry.
• The elimination of lower level courses
  EnglishEnglish I, II and III are all College
  Prep, Honors English. English IV is either Dual
  Credit or the College Level Basic English. No
  Applied Classes.
• NO WATERED DOWN CURRICULUM!

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Career/Technical Studies

• We integrated the Applied Academics curriculum
  with higher level Math, English and Science
  curriculum.
• We sent our entire staff to spend a half day with
  our local career/tech school to examine
  curriculum, see instructional practices utilized,
  and to meet with vocational teachers to discuss
  curricular issues.

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Career/Technical Studies

• We changed our tracks with students to require
  that students either select a career/tech track,
  a college prep track or both.
• We do not allow students to aimlessly take
  courses without following one of the above
  tracks.
• Rearranged our bell schedule to accommodate
  career/tech students to take a 7 period day.
• Added career/tech programs with Cisco and
  Marketing, expanded Network Admin.
• Added the JAGS (Jobs for Americas Graduates)
  program for all students.

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Academic/Program of Study

• Eliminated all lower level courses, teaching all
  courses to the College Prep level.
• Increased graduation requirements
• 4 years of College Prep English.
• 4 years of Math (must have Algebra I (can be 2
  years) and Geometry) All seniors must take a
  Math class (Algebra II, III, Math Analysis or
  higher level).
• 3 years of Science (must take Physical Science
  and Biology, Chemistry or Intermediate Chemistry.
• 3 years of Social Studies.
• 1 year of Computer Applications required
• 1 Fine Art, 1 Practical Arts, 1/2 Health, ½ ACT
  prep ½ Personal Finance, 1 P.E.

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Academic/Program of Study

• Instituted the Literacy and Numeracy Initiatives
  across the curriculum. Bought all students copies
  of Writers Inc to use in all classroom writing
  projects. Trained staff in use of literacy and
  numeracy initiatives.
• Developed common scoring rubrics for writing in
  all classes to provide consistency across the
  curriculum.
• Developing academic majors.

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Academic Studies

• Assessments are more hands on, application style
  in all classes. Authentic assessment is a must.
• Provided more training to the staff on developing
  project based and critical thinking activities
  with relevance and meaning to students.
• Benchmarked objectives for quarterfinal exams.

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Teachers Working Together

• Rearranged the master schedule to provide common
  planning times for departments.
• Each department meets weekly to examine what
  makes quality student work, to revise curriculum
  and establish benchmarks and common assessments.
  
• Worked to align students and teachers so that one
  teacher teaches all sections of a class.
• Teachers develop curriculum (EAT) and use lesson
  plan notebooks.

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Teachers Working TogetherR.A.P.Rebel Advisement
Period

• Established RAP Wednesday Schedule for students
  and staff.
• We divided our seven, 50 minute period day (with
  16 minutes of Channel One time), into eight, 45
  minute classes (no Channel One). R.A.P. period
  is after fourth period before lunch every
  Wednesday.
• Each teacher, including the principal, is
  assigned to mentor a group of 15-20 students
  throughout their school career.
• Students are divided randomly for each mentor by
  grade. Teachers for each grade are divided into
  interdisciplinary teams.
• Special Needs students are assigned to their
  caseworkers.

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Teachers Working TogetherR.A.P.Rebel Advisement
Period

• The goal is to help students, with support of
  parents, set after-high school goals, select
  courses that allow them to meet their goals, and
  review student progress and attendance.
• Conferences with parents will take place in the
  spring of each year for scheduling purposes.
• Conferences will take place over a one week
  period before or after school or on a district
  scheduled parent/conference day. Scheduling for
  the next year is completed, 4-year plans are
  updated and third quarter report cards are
  issued.

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Teachers Working TogetherR.A.P.Rebel Advisement
Period

• What is different about our advisory period is
  that we provide extra help to students and extra
  help for teachers through professional
  development.
• We developed a monthly calendar of lesson plans,
  activities and events for each grade level.
• Each week, one, two, three or all classes may be
  involved in an activity or event supervised by
  the assistant principal and counselors. Teachers
  are in another location with a professional
  development activity planned.

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Teachers Working TogetherR.A.P.Rebel Advisement
Period

• For example, in week one, the sophomore class may
  be involved in a meeting with the Jostens rep.
  for class rings. Sophomore advisors are engaged
  in professional development. All other classes
  are meeting with their advisors, completing an
  assigned, grade specific lesson or activity.
• In week two, the junior and senior class may be
  meeting with college reps while the sophomore and
  freshmen classes are meeting with their advisors.
  Junior and senior advisors are engaged in
  professional development.
• Silent, sustained reading time is utilized during
  the RAP sessions when activities are complete.

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Teachers Working TogetherR.A.P.Rebel Advisement
Period

• Any class meeting, Student Council meeting or
  Student Advisory meeting must be held during the
  RAP period. All guest speakers, assemblies, etc
  must meet during the R.A.P. period. There have
  been occasions where the R.A.P. period has been
  moved to another day or a different time to
  accommodate special activities.
• The goal is to prevent students from missing
  valuable class time and to prevent before and
  after school faculty meetings for professional
  development.

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Teachers Working TogetherR.A.P.Rebel Advisement
Period

• Topics covered in each grade level advisement
• -9th gradelibrary/research skills, study
  skills/outlining, time management, organizational
  skills, social skills/respect, teamwork,
  cooperative learning, drivers education manual
• -10th grade-- library/research skills, study
  skills, time management, job applications,
  interviews, responsibility, personal finance
• -11th gradepersonal finance, career focus,
  recruiters, college admissions, technical
  schools, occupations
• -12th gradepersonal finance, stocks and
  investments, banking procedures, credit cards,
  budgeting, insurance (health, car, life, home),
  real estate and financial aid.

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Teachers Working TogetherR.A.P.Rebel Advisement
Period

• Teacher professional development has focused
  primarily on instituting our literacy initiative.
  We have also used the time to introduce the
  numeracy program, focus on data received from
  HSTW and our state, and to provide training on
  using demonstration classroom teachers.
• All advisors have a buddy teacher who can help
  out when a teacher is absent.

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Teachers Working Together

• Demonstration Classroomssuccessful schools
  translate professional development into improved
  instructional practices. We have trained 4
  teachers to develop demonstration classrooms for
  other teachers to observe the learned strategies
  in practice. Each teacher has focused on
  different strategies (differentiated instruction,
  Socratic seminar, project based learning,
  cooperative learning) they model for other staff
  members. Quality teaching equals strategies that
  engage students.

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Students Actively Engaged

• Interdisciplinary lessons are taught with
  writing, reading and math top priorities.
• A new homework policy was developed to allow
  student revision of work to meet standards.
• More project-based and critical thinking
  activities are utilized in all classes with
  relevance and meaning to students.
• Student Advisory Committee and Student Council
  are utilized to initiate programs and policies.
• Attendance Policy6 days or loss of credit.

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Extra HelpP.A.S.S.Performance and Achievement
System for Success

• To meet the more rigorous demands and higher
  expectations in classes, we implemented an after
  school, extra help program we refer to as
  P.A.S.S.
• PASS classes meet after school from 245-330
  p.m. on Mondays, Tuesdays and Thursdays. No
  practices, activities or events may begin on
  these days until 330 p.m.
• Students are required to attend if they have a
  D or F in any class at progress report time
  (midterm of each quarter). If a student fails
  one course, attendance is one day, two courses,
  two days, etc.

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Extra HelpP.A.S.S.Performance and Achievement
System for Success

• A D or F on a quarter final will mandate
  three weeks of required PASS. The first two
  weeks will be remediation of instruction over the
  tested objectives and the third week students
  will retake the quarter final.
• A score of Step One on our state MAP tests will
  require attendance in PASS.
• PASS attendance is required for any make-up
  tests, labs and projects. Students are not
  allowed to make-up tests or labs during the
  school day.

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Extra HelpP.A.S.S.Performance and Achievement
System for Success

• Students can attend but are not required to
  attend for the following reasons
• -to get extra help
• -to use computer labs or the library
• -to take enrichment classes
• -to get A tutoring hours
• -to receive guidance and advisement
• -to regain credits lost to attendance in the
  Credit Recovery program.

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Extra HelpP.A.S.S.Performance and Achievement
System for Success

• All staff members stay at least 2 days a week for
  PASS with students scheduled into classes based
  on the following priority list English, Math,
  Science, Social Studies, Business/Technology, all
  other classes.
• There is no extra pay for staff members.
• Students receive schedules and calendars of
  teacher attendance are posted.
• Buddy teachers are assigned for staff members who
  may be absent.

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Extra HelpP.A.S.S.Performance and Achievement
System for Success

• Bus transportation is provided.
• PASS classes consist of true extra help with
  assignments, some extension lessons from the
  classes, enrichment, test review and make up work
  for labs and all missed tests.
• PASS at the end of the quarter is based on a
  quarter final grade with lessons developed around
  the most commonly missed benchmark objectives
  from the common course quarter final exam.

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Extra Help

• A Credit Recovery class is offered that meets
  before or after school and in summer school.
• Credit Recovery allows students who do not
  receive credit from a class due to poor
  attendance or failure (must have at least 50),
  to make up the credit in an accelerated program.
  Final exams are included from the coordinating
  class as well as a writing component.

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Extra Help

• For students who drop out, we created a credit
  recovery program we refer to as Tier III.
• Tier III students work at an accelerated pace
  with the ALS program to earn credits for
  graduation. A writing component is included for
  every credit earned. Assignment is either full
  or half day.
• We developed a Freshmen Academy, requiring the
  lowest functioning 20-30 8th graders to come to
  summer school and receive a week of instruction
  in English, Math, Science and Social Studies.
• Developed Fish Camp orientation for Freshmen.

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Keeping Score

• We have continuously used student assessment and
  program evaluation data to improve the school
  climate, management, curriculum and instruction
  to advance student learning.
• Quality professional development is the key to
  our success.
• Using data from a variety of sources, including
  HSTW National and State data, have helped to
  provide the justification for the implementation
  of many of our programs.

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Keeping Score/The Results

• We developed common course syllabi for all
  courses.
• We developed a Homework policy for all students
  and staff members.
• We have developed a Testing policy to better
  coordinate tests and expectations for tests.

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Keeping Score/The ResultsMAP TESTS

• 2001 Science
• Adv/Prof 3
• Step 1/Prog 65
• 2001 Math
• Adv/Prof 7
• Step 1/Prog 62

• 2005 Science
• Adv/Prof 26
• Step 1/Prog 28
• 2005 Math
• Adv/Prof 53
• Step 1/Prog 28

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Keeping Score/The ResultsMAP TESTS

• 2001 Comm Arts
• Adv/Prof 15
• Step I/Prog 38
• 2001 Social Studies
• Adv/Prof 13
• Step I/Prog 37

• 2005 Comm Arts
• Adv/Prof 28
• Step I/Prog 24
• 2005 Social Studies
• Adv/Prof 33
• Step I/Prog 28

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HSTW NAEP Results

• CHS Students
• Percent Reaching Goal
• Reading 72
• Math 80
• Science 71
• MEAN SCORES
• Reading 290
• Math 317
• Science 310

• All Students--National
• Percent Reaching Goal
• Reading 54
• Math 59
• Science 48
• MEAN SCORES
• Reading 277
• Math 298
• Science 293

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Keeping ScoreACT
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ACT Results
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Effects of the PASS Program

• 2003 2nd qter midterms335 progress reports
• 2003 end of 2nd qter339 progress reports
• 2004 3rd qter midterms290 progress reports
• 2004 end of 3rd qter224 progress reports
• 2004 4th qter midterms216 progress reports
• 2004 1st qter midterms210 progress reports
• 2004 end of 1st qter189 progress reports
• 2004-2005 rest of yearfluctuating between a low
  of 165 and a high of 211

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Professional Development

• Abundant resources of information and workshops
  are available from the HSTW network and SREB.
  Check out the SREB website at www.sreb.org and
  click on the HSTW site for information on
  workshops and publications.
• We have attended or hosted site development
  workshops covering Advisement, Literacy Across
  the Curriculum, Creating a Culture of Higher
  Expectations, Developing Common Course Syllabi,
  Raising Expectations for Evaluating Student Work,
  Using Rigor and Relevance to Improve Student
  Achievement, etc

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In Conclusion

• We have made the changes with a dedicated,
  cooperative staff who understands the mission and
  vision for our school.
• Parents and students have also embraced our
  changes knowing that the ultimate goal is
  providing the best, possible education for our
  students.
• We use our data, including our student and
  teacher survey results, to evaluate and implement
  programs and policies.

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In Conclusion

• A school does not need all the money and
  assistance provided in the grants to achieve.
• For a high school to change, the leaders and the
  teachers must first have a vision of how the
  school can be different. They need to determine
  where they are and where they want to be. To
  close that gap between what is and what you can
  be, the faculty must become a learning community
  that constantly searches for ways to advance the
  achievement of all studentscareer and college
  bound.

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In Conclusion

• A copy of this PowerPoint along with the handouts
  is available on our websitewww.centralr3.org
  Click on the high school link and look on the
  left hand column for High Schools That Work. The
  PowerPoint is titled, Building Bridges 05.
• If I can be of further assistance, please contact
  me at 573-431-1211 or by email at
  bcoleman_at_centralr3.org