Title: 200304 TECH PREP ANNUAL PLAN FOR MEETING MS' GOALS FOR ACHIEVING ACADEMIC EXCELLENCE
1Independence High School
22003-04 TECH PREP ANNUAL PLAN FOR MEETING
MISSISSIPPI GOALS FOR ACHIEVING ACADEMIC
EXCELLENCE
32003-04 SCHOOL PLANNING TEAM
- Name
- Al Reed
- Gary Walker
- Shelly Scott
- Markesha Lee
- Peggy Quinn
- Marty Mc Farlin
- Nancy Smith
- Gale Crockett
- Position
- Principal
- Superintendent
- IHS Tech Prep Contact/Chemistry
- Pre-Algebra, Algebra II
- English IV
- Geometry/Advanced Math
- Career Center Technician
- Academic Counselor
4Our Goals
- In the fall, all teachers were surveyed regarding
the indicators that should be marked for the
goals in this plan. Using the results of the
survey and much debate, our school planning team
choose the following indicators.
5High Expectations
- Goal 1 Setting higher expectations and getting
students to meet them. - Required and Chosen Indicators
- Require relevant homework in all classes,
including vocational. - Require more reading, writing, and oral
presentations in all academic and vocational
classes. - Require students to complete a Senior Project
that includes research, a product or service, a
written report, and an oral presentation
(exhibition of mastery) to a group of teachers
and/or other experts. - Require students to complete missed assignments
and adhere to school district guidelines
regarding make-up work.
6High Expectations
- In an effort to require more reading in class,
many teachers developed lesson plans that both
set aside time for students to read aloud in
class as well as read to the students. - Some teachers required reports that became
integration projects. For example, 8th grade
English students did a report on Anne Frank and
typed it in Computer Discovery using guidelines
learned. - High School teachers utilized our upgraded
Computer Lab (Business Courses) assigning reports
Mrs. Brinkley allowed them to type.
7High Expectations
- Oral presentation examples include the Senior
Project of Macbeth which required students to
role play which dressed up as a witch. Also in
Macbeth, students are given the opportunity to
make up a rap to arouse interest in the play. - Or simpler examples such as Outstanding Student
in American History. Students line the front of
the room answering questions on the current
chapter, until all students have answered one
correctly. - In Science Skills and Chemistry, students
presented N.E.R.D. s to the class by making a
baseball card with information about their
assigned N.E.R.D. (Names Earning Respect
Dignity). This project also afforded students
the opportunity to learn how to research using
internet biography websites and Current Biography
periodicals. - English teachers at the high school level
required students to memorize and recite passages
of literature. For example, Caesar in English II
and Canterbury Tales in English IV. - In Mississippi Studies, a student was selected
each nine weeks to teach a chapter. The
student is responsible for conveying the
information to the students under the supervision
of Mr. Harris. They provide daily assignments
for the class as well as submit a list of
potential questions for the test.
8High Expectations
- Teachers indicated they adhered to the district
policy on missed work by requiring an excuse slip
in order for the student to be allowed to submit
the assignment as well as making sure it was done
by the guidelines outlined in the student
handbook. - Some teachers used a written request detailing
the work missed and the date due in order to
avoid miscommunication.
9VOCATIONAL STUDIES
- Goal 2 Increasing access to challenging
vocational and technical studies, with a major
emphasis on using high-level mathematics,
science, language arts, and problem-solving
skills in the context of modern workplace
practices and in preparation for continued
learning. - Required and Chosen Indicators
- Train vocational teachers to reinforce academic
skills in vocational classes. - Require Career, Computer, and Technology
Discovery teachers to meet state licensure
guidelines. - Provide funds in the local district budget to
maintain Career, Computer, and Technology
Discovery labs. - Document two meetings per year for discovery
Craft/Advisory Committeesfall and spring. - Require oral presentations in each vocational
class.
10Vocational Studies
- There are five vocational programs at IHS and
seven others at the Tate County vocational center
in Coldwater. After meeting with these teachers
last fall, it was decided the indicator that
could be addressed the most successfully was
requiring oral presentations. Several of the
vocational teachers required them. At IHS, Mr.
Malone, our Agricultural Teacher required his
students to memorize the FFA creed and recite it
in class.
11ACADEMIC STUDIES
- Goal 3 Increasing access to academic studies
that teach the essential concepts from the
college preparatory curriculum through applied
strategies that enable students to see the
relationship between course content and future
roles they envision for themselves. - Required and Chosen Indicators
- Train academic teachers in contextual methodology
and the use of technology. - Provide resources, manipulatives, and consumables
needed to change classroom methodology. - Require teachers to enhance classroom instruction
by including applied teaching strategies. - Require oral presentations in each class of 7th
through 12th grades. - Require 12th grade students to complete a Senior
Project.
12Academic Studies
- Initially, all teachers hired in a Tech Prep
class are sent to training specific to their
class. - Several staff developments have been held where
teachers shared new or unique ideas (i.e. lesson
plans) in order to reach students on their level.
- Some teachers from other districts have presented
during staff development time in order to provide
teachers with training. - Teachers have also attended workshops on an
individual basis to gather new techniques. -
13Academic Studies
- As per the initial memorandum of agreement signed
between the county and the state, resources,
manipulatives, and consumables were provided for
the designated classes. - Our district continues to set aside monies to
purchase items needed.
14Academic Studies
- The usage of applied academic instruction has
gradually increased at IHS. Here are a few
examples - Music and physics classes worked together to
learn about sound using various instruments. - Biology classes made cells out of clay and DNA
from marshmallows and toothpicks. - Genetic principles are taught in Biology I, II
and Science Skills by flipping coins and making
babies. - Chemistry, Science Skills and Physical Science
students learned about percent composition of
substances by counting M Ms. - Physics students learned about aerodynamics using
model airplanes. - Math students learn by making fraction folders in
class. Measurement is practiced by using rulers.
Students are required to work problems at the
board. Students worked in groups to make a
survey that addressed new terms such as
population and random sample. They were required
to administer that survey to someone outside of
school and present the results to their
classmates.
15PROGRAM OF STUDY
- Goal 4 Having students complete a challenging
program of study with an upgraded academic core
and a major. An upgraded academic core includes
at least four years of college preparatory
English and three years each of mathematics and
science, with at least two years in each area
equivalent in content to courses offered in the
college preparatory program. Students should
also complete at least four Carnegie units in a
career or academic major and two Carnegie units
in related technical core courses. - Required and Chosen Indicators
- Enroll all academic and vocational students in a
rigorous sequential course of study based upon
their career cluster. - Participate in articulation team meetings with
local community college and share information
with students and parents. - Provide a copy of the sequential courses of study
in registration information and materials.
16PROGRAM OF STUDY
- At the onset of Tech Prep, five cluster areas
were identified as paths to assist students in
obtaining their goals past high school. - Planning teams were asked to compile a guide
unique to the classes offered at their school
called the Sequential Course of Study. This guide
would be used as a focal point in making class
choices during the registration process. - Although the clusters have been expanded upon,
the guide is still used and progress is being
made on expanding it to accommodate the change in
cluster areas.
17PROGRAM OF STUDY
- Successfully Choosing Your Classes
- Although the state requires each student
successfully complete specific classes, the path
you choose in order to complete those
requirements can vary. Depending upon your grade
level, you may or may not have chosen a specific
career but know what general area you would like
to focus on. A career educational plan with an
occupational goal enables you to focus on what
you want to pursue. This plan, your parents, the
counselor and your advisor can help you select
the appropriate courses for that end. A
sequential course of study focusing on the Career
Clusters initiated by the Tech Prep program has
been developed to assist you. This course of
study is not only designed to graduate students
with marketable skills in order to obtain a
position in todays workforce but to also prepare
a student to articulate successfully with a
junior college.
18PROGRAM OF STUDY Example Sequential Course of
Study
19Five Career Clusters Expanded to Sixteen
- Agriculture/Natural Resources Technology
- Construction
- Arts, Audio-Video Technology Communications
- Business Administrative Services
- Education Training Services
- Financial Services
- Public Administration/Government
- Health Science
- Hospitality Tourism
- Human Services
- Information Technology Services
- Legal Protective Services
- Manufacturing
- Retail/Wholesale Sales Services
- Scientific Research, Engineering Technical
Services - Transportation, Distribution Logistics Services
20WORKPLACE EXPERIENCES
- Goal 5 Providing students access to a
structured system of work-based and high status
school-based learninghigh school and
postsecondarycollaboratively planned by
educators, employers, and workers, and resulting
in an industryrecognized credential and
employment in a career pathway. - Chosen Indicators
- Develop a resource file of individuals in your
community who are willing to serve as mentors,
speakers, sponsors for shadowing experiences and
tours, and worksite hosts for student interns. - Utilize local business and industry
representatives to assist educators in preparing
students for workplace experiences.
21WORKPLACE EXPERIENCES
- We have created a small resource file of
individuals in our community willing to become
involved at school. - Several Job Shadowing trips have allowed groups
of students to observe first hand various
occupations. - Speakers have been engaged to talk to classes.
22TEACHERS WORKING TOGETHER
- Goal 6 Having an organizational structure and
schedule enabling academic and vocational
teachers to have the time to plan and provide
integrated instruction aimed at teaching high
status academic and technical content. - Required and Chosen Indicators
- Provide time for academic and vocational teachers
to meet and plan activities together. - Require academic and vocational teachers to
enhance classroom instruction by including
integrated strategies. (NOTE Integrated
activities must be academic to vocational 50 of
the district or consortium requirement.) - Provide professional development to support
teachers in integrating academic and technical
studies. - Exchange teaching assignments between academic
and vocational teachers when appropriate. - Provide academic teachers with list of academic
skills needed in each vocational program. - Require students to complete a Senior Project.
23TEACHERS WORKING TOGETHER
- Time is provided by the district each semester to
allow academic and vocational teachers to meet
and discuss potential integration ideas.
Something as simple as swapping lesson plans on
the objective vs. exchanging classes and teaching
them. As our number of meetings grows, so does
our ability to communicate with each other. -
24TEACHERS WORKING TOGETHER
- It is required that academic and vocational
teachers complete integration projects. Many
are simple and only require exchange of lesson
plans to gather different ways to teach an
objective. - English II and BCT
- Consumer Science and Biology I
- Technology Discovery and Biology I and Science
Skills and Reasoning
25TEACHERS WORKING TOGETHER
- However, the number of integration projects
between two academic teachers is much higher. - Music class and physics
- Chemistry and English
- Biology II and Algebra
- American History and Science
- Computer Applications and Business
26TEACHERS WORKING TOGETHER
- Integration is present at the junior high level
as well. - Career Discovery and Math
- Computer Discovery and English
- Computer Discovery and Social Studies
27Teachers Working TogetherAcademic Skills Needed
for Vocational Classes (as suggested by Tate
County Vocational Teachers)
- The following skills were chosen to be the most
important - Reading with comprehension
- Being able to summarize
- Writing Abilities
- Spelling
- Research Papers
- Math Abilities
- Fractions, decimals
- Measurement
- Percentage
- Critical Thinking Skills
- Reasoning out problems
- Teachers felt that attendance honesty played an
integral role in successful completion of their
class as well.
28STUDENTS ACTIVELY ENGAGED
- Goal 7 Having each student actively engaged in
the learning process. - Required and Chosen Indicators
- Train teachers to implement critical thinking,
problem-solving skills, project-based learning,
senior project, etc.
29STUDENTS ACTIVELY ENGAGED
- Teachers have incorporated critical thinking and
problem solving ideas into their lesson plans. - Senior projects such as Mrs. Quinns on Product
Development engage students to the fullest.
Groups are assigned a product to create such as a
new shoe, cereal, or childs toy. Students are
required to research production costs, market
costs and target consumers. A sample product has
to be created and presented to the class. The
class represents the CEO and board of a
multi-million dollar company. Physical
appearance is graded as well.
30GUIDANCE AND ADVISEMENT
- Goal 8 Involving each student and his/her
parent(s) in a career guidance and individualized
advising system aimed at ensuring the completion
of an accelerated program of study with a career
or academic major. - Required and Chosen Indicators
- Provide adequate funding to keep the Career
Center open with a full-time, trained technician. - Provide a schedule, which enables students to
complete grade-level activities in their
computerized career education plans. - Train academic/vocational counselors and career
center technicians to coordinate the activities
related to career development. - Implement a well-planned system for getting
parents involved in their childs career planning
process, including a parent conference. - Provide time in schedule for teacher-advisor
meetings.
31Guidance and Advisement
- IHS has a funded, functional Career Center.
- Our Technician and Counselor attend various
meetings on updates and new ideas. - They plan for 10th-12th grade students to
complete the computerized portions of their CEP
during either non subject area test classes or by
scheduling them time in the Career Center. - 7th-9th grade students are able to complete their
activities in their Discovery class.
32Guidance and Advisement
- Although the majority of our CEP activities have
become computerized, a few advisor meetings are
held throughout the year. - On these days, our bell schedule is adjusted and
students attend a 20-30 minute meeting to receive
information, update their CEP and complete any
activities necessary.
33Guidance and Advisement
- Step 1
- In the spring of each school year, students are
encouraged to begin contemplating what classes
they should take in the fall. Classes that are
needed for the career they have chosen. -
34Guidance and Advisement
- Step 2
- Our counselor discusses with students the courses
offered and guides them to chose classes that
will help them achieve their goal past
graduation. Since this goal may or may not be
college, our ninth grade classes are taken on a
tour of the vo-tech center so they may learn
about the classes offered that will provide them
with job skills employers are looking for. For
the college bound student it is shown to them how
the vocational classes can be a stepping stone in
preparation for college.
35Guidance and Advisement
- Step 3
- Students are provided with current graduation
requirements, classes offered, etc., and are
asked to complete a scheduling sheet which is
taken home to the parents for a signature.
36Guidance and Advisement
- Step 4
- Students write the preliminary schedule in their
CEP. Then parents are sent a letter with time
choices and an appointment is made for the
parents to come to the school and approve their
childs schedule. This is a day-long event that
all advisors participate in. Current report
cards, Subject Area Test information, and other
graduation information is provided to the advisor
so they can make sure each parent understands
exactly how their child is progressing.
37Guidance and Advisement
- If at this time, there are parents who were
unable to keep their appointment, efforts are
made to contact and reschedule. The first
contact is by sending a letter home. If that is
not successful, attempts are made to contact by
phone. - Over the last several years, our parent signature
rate has varied between 85 and 92 percent.
38Extra Help
- Goal 9 Providing a structured system of extra
help to enable all career-bound students to
successfully complete an accelerated program of
study that includes high-level academic content
and a major. - Chosen Indicators
- Provide a resource/computer lab for remediation
and extra help. - Develop and publicize to all students and parents
a schedule for teachers to be available before
and after school to assist students in weak
areas. - Offer extra help to all students who need
assistance by qualified personnel. - Supplement pay or reduce number of classes taught
for teachers to provide extra help to
low-achieving students before or after school
hours. - Arrange transportation for students who
participate in the extra help program.
39Extra Help
- Our After School Program was implemented through
a grant written by our Technology Discovery
Teacher, Mr. Bryant. He schedules teachers to
help students along with coordinating
transportation home. On an average, there are
27-30 students that take advantage of our
program however, there have been as many as 60
on a given day.
40After School Program
- The program meets Monday Thursday
- Help is provided by teachers for
- Biology I
- English
- All areas of math
- Other subjects are addressed on a case by case
basis. - All students may sign up for transportation home.
41USING TEST DATA
- Goal 10 Using student assessment and program
evaluation data to continuously improve
curriculum, instruction, school climate,
organization, and management to advance student
learning. - Chosen Indicators
- Develop a plan to improve curriculum and
instruction based on test results. - Share the results of student assessments, how to
interpret those results, and how those results
will be used for school improvement with parents,
teachers, and the community.
42Using Test Data
- Troubled students are identified by test scores.
- Some students are able to enroll in the after
school program for help. - 7th and 8th grade students identified as having
difficulties are able to utilized the junior high
computer lab to work on tutorial programs. - Standardized score reports are sent home so
parents are aware if there is a problem.
43- CAREER DEVELOPMENT REQUIREMENTS
- 7TH 12TH GRADE
44Involving Parents in Career Planning
- Parent Conference are held on a yearly basis to
cover 4-year plans, career reports, test scores,
and other relevant issues. - Dates
- 2000-2001 April 13th
- 2001-2002 April 23rd
- 2002-2003 April 22nd
- 2003-2004 April 21st
- 2004-2005 April 12th
45Activities required of Discovery Students
- For the Discovery classes, many of the CEP
activities are done as a part of the regular
curriculum. - 10th, 11th and 12th Grade levels utilize
non-subject area test classes as well as the
career center to complete their activities. - All grade levels attend scheduled advisor
meetings.
46Seventh Grade
- Use Career Futures in 7th Career Discovery.
Place work in Journals (already part of the
curriculum) - REQUIRED SECTIONS
- Looking at Me (Likes/Dislikes, Life on a
Budget, Climbing Skills Mountain) - Looking at Occupations (Detailed Job
Descriptions related to Discovery Modules,
Clusters) - SUGGESTED SECTIONS
- Looking at Me (Flight School-Education/Abilities
required in Jobs) (Picture of Me-Basic Resume)
47Eighth Grade
- Use Career Futures in 8th Computer Discovery.
Place work in Journals (already part of
curriculum) - REQUIRED SECTIONS
- My Portfolio (On to High School-Career Pathway
4-year Plan) (Whats Next Career Goals) - SUGGESTED
- My Portfolio (Printables Certificates,
Letters to Parents)
48Ninth Grade
- REQUIRED ACTIVITIES
- Post-Secondary Planning Sheet for 9th (Discuss in
advisory group Aug/Sept)) - Interest Profiler (Job Description for preferred
occupation) - Planner (High School Education Plans 4-year
plan) (Will need Graduation Requirements) - Occupations (Job Description for each Technology
Discovery module and place in Journal) - SUGGESTED ACTIVITIES
- Planner (Challenges)
49Tenth Grade
- REQUIRED ACTIVITIES
- Planner (Post-Secondary Planning Sheet for 10th)
(Discuss with students in Aug/Sept) - Interest Profiler (Job Description for preferred
occupation) (if not already completed in 9th) - Work Importance Locator
- Planner (SCANS Foundation Skills/Basic/Thinking/
Personal) - SUGGESTED ACTIVITIES
- Planner (Accomplishments)
- Planner (Challenges)
50Eleventh Grade
- REQUIRED ACTIVITIES
- Planner (Post-Secondary Planning Sheets) (Discuss
with students in Aug/Sept) - Planner (Personal Information) (provides detailed
information ideal for resumes and scholarships) - Planner (Resume) (produces a scanable resume
complete with cover letters) - Post-Secondary/Graduate Schools Search
- Planner (Post-Secondary Two Year Plan)
- Planner (Employability Workplace
Skills/Resources/Interpersonal/Information/Systems
/Tech) - SUGGESTED ACTIVITIES
- Planner (Accomplishments)
- Planner (Challenges)
51Twelfth Grade
- REQUIRED ACTIVITIES
- Planner (Post-Secondary Planning Sheets) (Discuss
with students in Aug/Sept) - College Search/Selection (can print reports, can
apply on line, can prepare form letters
personalized with students information) - Planner (Interview/Job Applications)
- Planner (Post-Secondary Paths with Alternative
Options College, Military, and Apprenticeship) - Planner (Resumeupdate)
- SUGGESTED ACTIVITIES
- Scholarship Search (continued) Planner (Job
Search) - Financial Aid Awards (see Financial Calculator
available under EXTRAS button in this section)
52What has this program provided?
- T - Technology
- E - Enabling
- C - Children to
- H - Heighten
- P Performance in order to
- R Resolve
- E Everyday
- P Problems