The Tougher the Challenge, the More Glorious the Triumph

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The Tougher the Challenge, the More Glorious the
Triumph!

• Seale Junior High
• Robstown I.S.D. ESC Region II
• Former Principal Roel Lara
• Former District Math Specialist Amanda Millhouse
• Teaching Staff Presenters Sylvia Delgado,
  Carissa Goald, and Alma Reyes

361-767-6631 (campus) / 361-767-6600 ext. 2090
(Amanda Millhouse)
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School Information

• 2007-2008 Enrollment Approximately 430
• Grades Served 7th and 8th
• 99 Hispanic, 1 African-American and White
• 96 Economically Disadvantaged
• 16 Special Education
• Identified as Academically Unacceptable in 2007
  for TAKS Math All students, Hispanic,
  Economically Disadvantaged (44)

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State Accountability Academically Acceptable
2008
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AYP Information

• 2007 AYP
• Did not meet standard in
• Math Participation
• Special Education- 91
• Reading Participation
• Special Education-89
• Math Performance
• Economically Disadv.-49

• 2008 AYP
• Did not meet standard in
• Math Performance
• Special Education-27
• Will enter Stage 1 Year 1 due to Math
  Performance

TAKS Math-All Students/Eco. Disadvantaged
increased from 49 to 58
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Additional School Information

• Located in rural Nueces County (Corpus Christi
  area)
• High Staff Turnover
• School Building Under Construction 2006-2008
• Non-traditional/Year-Round Calendar for District
  (1st day July 21 May 29 with 1 week off after
  each 6 weeks)

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Non-Traditional Year Round Calendar for Entire
District

• Begin school in mid/late July
• Grading periods are approximately 6 weeks each
• 1 week off at the end of each six weeks called
  intersessions
• Intersessions offer opportunities for remediation
  (4 days usually Monday Thursday from 8 am 1
  pm one class for remediation/possible credit
  recovery) does not affect UIL eligibility,
  though
• School ends at end of May

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School Calendar
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Targets for 2007-2008

• Student Attendance
• Math Performance
• Special Education Performance
• Teacher Attendance
• Discipline
• Curriculum
• Data-driven Decisions
• Parental Involvement
• Professional Development

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Student Attendance Strategies

• Incentives each six weeks for perfect attendance
• One new car per district at year end donated by
  local dealership
• Class rewards (7th grade vs. 8th grade)-
  afternoon off with dance
• Updates provided weekly on class attendance

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Establishing a High Performance Learning Culture
and Climate

• Rewards for Academic Achievement
• Public recognition in district newsletter
• Movies
• Certificates
• During school fun activities

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Curriculum Concerns

• Curriculum alignment achieved through
  district-wide scope and sequence development
• District Math Specialist creates course calendars
  indicating time spent on each skill
• Curriculum-Based Assessments at the end of each
  instructional unit
• Teachers provide input on time allotment
• for skills

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Instructional Model

• Use of 5 E Model Introduced
• Engage focus Attention Grabber
• Explore student led discovery process
• Explain teacher led lesson delivery
• Elaborate extend/clarify ideas
• Evaluate check for comprehension

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Curriculum Development

• Master schedule revised to allow for common grade
  level math planning and department math planning
• Activities focus on hands-on, visual instruction
• Many TEXTEAMS Mathematics activities used
  (developed by UT Dana Center for TEA)

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More Engaging Activities
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Math Scope and Sequence

• All teachers follow the same timeline
• Evaluations are administered at the end of each
  unit for all students in that course
• Teachers are encouraged to keep up the pace in
  order to ensure all TEKS are taught in their
  entirety
• Complexity and rigor of lessons is examined
  closely

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Sample Instructional Planner
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Math Class Structure

• Math classes were extended from 45 minutes/day to
  90 minutes per day
• Teachers teach 3 blocks of math and have 2 off
  periods one team planning and one conference
• Class begins with PowerPoint spiraling review
  each day using Interactive whiteboards

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Intensive Remediation

• Identification based on 1st 8th grade TAKS Math
  results
• Students were placed in small groups
• ALL math teachers served as instructors for 1
  TAKS Objective
• Students rotated between teachers so that all
  objectives were covered during this 6-day event
• Math teachers gave up their 8th period
  conference to provide instruction
• Students were pulled from their 8th period
  class

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Data Analysis

• Campus utilizes grading software to disseminate
  data and discuss necessary interventions
• Math teachers meet to discuss results and
  possible ways to remediate students and develop
  action plans to address deficiencies after each
  test administration

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Staff Development

• ½ day sessions conducted each six weeks by
  District Math Specialist
• Attended by all math teaching staff
• Attended by Special Education teachers providing
  inclusion services
• Attended by campus administrators
• Focus on content and teaching methods for
  upcoming skills to be taught

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Walk Through Data

• Specialist and Campus Leaders used
  district-developed walk-through template focused
  on evaluating lesson delivery, student response,
  and adherence to district scope and sequence

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Special Education and Other Special Populations

• Special education students are serviced through
  inclusion
• Special education teachers have schedules to
  ensure all students receive 45 minutes of
  inclusion support per week as per students IEPs
• Migrant tutors assisted with math instruction in
  small groups during class and provided tutorial
  assistance

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Parental Involvement

• Campus has one Parent Involvement Coordinator and
  district has Director of Parental Involvement
• Parent involvement hosts campus meeting with
  parents each month
• Other events include Fathers on Campus,
  Grandparents Day, Science Nights, Open House,
  Math Night, Ice Cream Social

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Teacher Attendance

• 66 of all math teachers (in 2006-2007) missed 10
  or more days at this campus
• Includes professional development, sick days,
  personal days, etc.
• Principal posts regular comparisons of student
  attendance and teacher attendance to increase
  awareness of the problem

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Teacher Attendance

• District provided two incentive pay initiatives
  aimed at increasing teacher attendance
• One in the fall semester
• One in the spring semester

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Technology

• All core teachers have smart boards in their
  classrooms (high school allotment, technology
  allotment, building fund)
• All core teachers have ceiling-mounted projectors
• All core teachers have Elmo machines

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Technology (continued)

• All math and science teachers have desktop
  computers and laptop computers for daily use
• Core areas do not currently utilize any
  commercial software for curriculum enhancement

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ARI/AMI Funds

• Funds primarily used to pay hourly wages for
  tutors in the classroom
• Some funds used for supplemental resources for
  Accelerated Mathematics instruction
• Money did not fund large-scale math resource
  purchases

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Goals for 2008-2009

• Increase performance of Special Education
  Students in all tested areas
• Increase parental involvement activities
• Increase math performance on district
  assessments, TAKS, and six week grades
• Maintain high-quality staff for consistency

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Credits

• Credit is due primarily to the teaching staff for
  the many hours of work put into making
  improvement
• Campus administrators Former Principal Mr. Lara
  and Former Asst. Principal for Instruction Dr.
  Tallent
• TEA Liaison Linda McCord

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Contacts

• Roel Lara, (Asst. Supt. For Human Resources
  Former Principal) roel.lara_at_robstownisd.org
• Amanda Millhouse, (Secondary Curriculum Director
  Former Math Specialist)
• amanda.millhouse_at_robstownisd.org
• Esmi Limon (New Principal)
• esmi.limon_at_robstownisd.org
• Martha Martinez (new Asst. Principal for
  Instruction ) martha.martinez2_at_robstownisd.org

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Question/ Answer Period