Transcript Performance Report 2004 - Missouri Center for Career Education

Creating a Culture of High
Expectations
Central R-3 High School
Park Hills, MO.
Brad Coleman, High School Principal
[email protected]
Central High School

Park Hills, Missouri pop. 8252
 Located 60 miles south of St. Louis
 Area economic situation is depressed with
mining the major industry of the past.
 Recognized for Distinction in Performance
by State of Missouri for the past 9 years.
 2010 HSTW Gold Achievement Award
 2011 Outstanding HSTW School Award
Central High School

High School enrollment is 600 students
grades 9-12, 98% white, 2% minority.
 Free/reduced lunch rate is 63%
 Traditional 7 period day.
 Special Needs enrollment is 20%
 5 Math, 5 English, 5 Special Needs, 4
Science, 3 Social Studies, 3 Business
teachers, and 7 other faculty members.
Central High School

Why search for a comprehensive school reform
model?
– We needed a vision and guidance.
– We needed professional development and money!!!
– Our test scores were stagnant.
– We didn’t meet career tech standards, college
placement standards, or ACT standards.
– A new principal with new leadership district-wide.
We became a HSTW site in 2002.
How Did We Change the
Culture?

We developed steps to prepare a wholeschool improvement plan.
 We connected state standards, HSTW goals
and key practices and school improvement
plans.
 We planned staff development needed to
implement key practices.
 We formed focus teams.
How Did We Change the
Culture?

We learned where we were by doing a
needs assessment.
 We involved all teachers in the needs
assessment process.
 We collected data from students, parents,
teachers and employers.
 We looked at and visited successful high
schools.
 We used case studies from HSTW.
HIGH EXPECTATIONS

We set a clear mission and vision.
 We established goals for students and staff.
 We established a Student Advisory
Committee.
 We developed comprehensive, common
quarterfinal exams in all classes.
 We established firm control of discipline
and attendance.
HIGH EXPECTATIONS



Established Focus Teams based on the key practices. The
High Expectations Focus Team is made up of the principal,
counselors and department chairpersons and oversees all
other focus teams.
Six focus teams combined: Career Studies/Work Based
Learning Focus, Literacy Focus, Professional
Development Focus, Guidance/Advisement Focus, Extra
Help Focus, ACT/Senior Focus, Freshmen Focus.
We have teamed up with middle school focus teams and
departments to develop a relationship that has provided a
plan of action for increasing rigor, relevance and
relationships in a seamless transition. What is in the best
interest of our students?
HIGH EXPECTATIONS

Analyzed and used data from state reports , ACT
testing and NAEP testing to revise and rewrite
curriculum to improve student performance and
align standards. Department Improvement Plans
are required based on assessment results.
 Developed 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.
HIGH EXPECTATIONS

We developed a Literacy and Numeracy plan to
address literacy and numeracy issues and to help
increase expectation levels for students in all
classes.
 We implemented an SSR 17 minute period in
place of Channel One.
 Provided all students with Writer’s Inc and student
planners for use in classes.
 Increased rigor and expectations in all classes.
HIGH EXPECTATIONS

Math—Eliminated basic and applied classes. All
students must take Algebra I and Geometry. 4
years of Math required including Math in the
senior year.
 Science—Eliminated basic and applied classes.
All students must take Physics First, Biology and
Chemistry.
 The elimination of lower level courses: English—
English 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!
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 career technical
teachers to discuss curricular issues.
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 through the local
community college.
Expanded summer school offerings so career and
music students could complete requirements.
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 Physics First, Biology,
and 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.
Academic/Program of Study

Instituted and trained staff in the Literacy and
Numeracy Initiatives across the curriculum.
 Special needs CWC classes in all core areas with
double doses in English and Algebra.
 Developed common scoring rubrics for writing in
all classes to provide consistency across the
curriculum.
 Developed Active Reading Strategies for all
classes.
Academic Studies

Assessments are more hands on, application style
in all classes.
 Provided more training to the staff on developing
project based and critical thinking activities with
relevance and meaning to students.
 Incorporated ACT benchmarks and objectives into
all classes.
 We pay for all students to take the ACT and
provide scholarships for improvement.
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.
 Teachers develop curriculum (EAT) and use
lesson plan notebooks.
 All staff are required to use Goggle Sites for
lesson plans and homework.
Teachers Working Together
R.A.P.—Rebel Advisement Period

Established RAP Wednesday Schedule for
students and staff.
 We divided our seven, 50 minute period day (with
17 minutes of Silent Sustained Reading), into
eight, 45 minute classes (no SSR). R.A.P. period
is after fourth period before lunch every
Wednesday.
 Seniors are in senior seminar under the direction
of the counselors and two teachers.
Teachers Working Together
R.A.P.—Rebel Advisement Period

Each teacher is assigned to mentor a group
of 15-20 students throughout their school
career.
 All 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 by grade level.
Teachers Working Together
R.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 3 day period by
grade level. Scheduling for the next year is
completed, 6-year plans are updated and third
quarter report cards are issued.
Teachers Working Together
R.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.
Teachers Working Together
R.A.P.—Rebel Advisement Period

For example, in week one, the sophomore class
may be involved in a meeting with the Josten’s
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.

Silent, sustained reading time is utilized
during the RAP sessions when activities are
complete.
Teachers Working Together
R.A.P.—Rebel Advisement Period

Any class or club 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.
Teachers Working Together
R.A.P.—Rebel Advisement Period

Topics covered in each grade level
advisement:
-9th grade—library/research skills, study
skills/outlining, time management,
organizational skills, social skills/respect,
teamwork, cooperative learning, driver’s
education manual
-10th grade-- library/research skills, study
skills, time management, job applications,
interviews, responsibility, personal finance
Teachers Working Together
R.A.P.—Rebel Advisement Period
11th grade—personal finance, career focus,
recruiters, college admissions, technical
schools, occupations
12th grade—personal finance, stocks and
investments, banking procedures, credit
cards, budgeting, insurance (health, car, life,
home), real estate, careers, colleges and
financial aid.
Teachers Working Together
R.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.
Teachers Working Together

Demonstration Classrooms—successful 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.
Students Actively Engaged

Interdisciplinary lessons are taught with writing,
reading and math top priorities.
 Failure is Not an Option and a new homework
policy was developed to require student revision
of work to meet standards. No zeroes are accepted
or allowed.
 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.
Students Actively Engaged

Attendance Policy—6 days or loss of credit
per semester. Any days over 6, even with
excuses, are required to be made up in the
credit recovery program after school, on
Saturdays or during summer. If more than
15 days, student receives an “F” and must
retake the class.
Extra Help
P.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 2:45-3:30
p.m. on Mondays, Tuesdays and Thursdays. No
practices, activities or events may begin on these
days until 3:30 p.m.
Extra Help
P.A.S.S.—Performance and Achievement
System for Success
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.
 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.
 PASS is required to redo homework, projects or
tests that do not meet the standards.

Extra Help
P.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.
Extra Help
P.A.S.S.—Performance and Achievement
System for Success

All staff members stay 3 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 (career
ladder is used).
 Students receive schedules. Failure to attend
results in Saturday PASS or ISS.
Extra Help
P.A.S.S.—Performance and Achievement
System for Success
 Buddy teachers are assigned for staff
members who may be absent.
 Bus transportation is provided.
 PASS classes consist of true extra help with
assignments, retaking tests or quizzes that
do not meet standards, some extension
lessons from the classes, enrichment, test
review and make up work for labs and all
missed tests.
Extra Help

A Credit Recovery class is offered that meets after
school , on Saturdays and in summer school.
 Credit Recovery allows students who do not
receive credit from a class due to poor attendance
or failure, to make up the credit in an accelerated
program. Final exams are included from the
coordinating class as well as a writing component.
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 and final exam is included for
every credit earned. Assignment is either full or
half day.
 Developed Fish Camp orientation for Freshmen.
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.
Keeping Score/The Results



We developed common course syllabi for
all courses.
We developed a Homework policy for all
students and staff members.
We developed a Failure is Not an Option
initiative that is followed by all students
and staff.
Keeping Score/The Results
MAP TESTS
2001 Science
Adv/Prof
Basic/Below
2001 Math
Adv/Prof
Basic/Below
3%
65%
2010 Science
Adv/Prof
Basic/Below
65%
32%
7%
62%
2010 Math
Adv/Prof
Basic/Below
78%
20%
Keeping Score/The Results
MAP TESTS
2001 Comm Arts
Adv/Prof
15%
Basic/Below
38%
2010 Comm Arts
Adv/Prof
79%
Basic/Below
19%
2001 Social Studies
Adv/Prof
13%
Basic/Below
37%
2010 Social Studies
Adv/Prof
58%
Step 1/Prog
38%
HSTW NAEP Results
CHS Students
Percent Reaching Goal
All Students--National
Percent Reaching Goal
Reading
Math
Science
MEAN SCORES
Reading
Math
Science
Reading
Math
Science
MEAN SCORES
Reading
Math
Science
79%
82%
76%
301
325
317
54%
59%
48%
277
298
293
End of Course Exams

Algebra I—78% at prof/advanced, IEP 46%
at prof/advanced
 English II—79% at prof/advanced, IEP 57%
at prof/advanced
 Biology—65% at prof/advanced, IEP 40%
at prof/advanced
All groups and all levels met AYP standards
for the 7th straight year.
Keeping Score—ACT
ACT English
Year CHS State
01
18.4
21.1
11
21.4
21.5
ACT Reading
Year CHS State
01
19.0
21.9
11
22.1
22.1
ACT Math
Year CHS State
01
18.7
20.9
11
20.8
20.9
ACT Science
Year CHS State
01
19.3
21.5
11
21.0
21.5
ACT Results
ACT
Year
01
11
Percent Tested
ACT Composite
CHS
Year CHS State
44%
01
19.7
21.4
79%
11
21.4
21.6
Effects of the PASS Program
2003 2nd qter midterms—335 progress reports
2003 end of 2nd qter—339 progress reports
2004 3rd qter midterms—290 progress reports
2004 end of 3rd qter—224 progress reports
2004 4th qter midterms—216 progress reports
2004 1st qter midterms—210 progress reports
2004 end of 1st qter—189 progress reports
2004-2010 —125-225 progress reports
2010-2011—251-300 due to FINO
2011 1st quarter—111 progress reports
Keeping Score/The Results






Graduation rates have increased from 68% in 2000
to 99% in 2011.
Students taking remedial classes at college has
dropped from 71% in 00 to 15% in 11.
Percentage of students and teachers who consider
high expectations a priority is 94%.
Attendance rates have increased to 96%.
Parental participation at conferences has increased
from 48% to 99%.
Failure rates have decreased by over 70% because
of FINO.
Keeping Score/The Results

Special needs students met the state standards in
Comm. Arts and Math the past four years.
 Percentage of students in Career Tech programs
has increased from 19% to over 40%.
 Percentage of students taking the ACT has
increased from 44% to 81%.
 Disciplinary referrals continue to decrease for
missing/late assignments and all other areas except
cell phones and tardies.
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.
In Conclusion

Our next steps are to work together to reinvigorate
our programs with a common mission and goals.
 The high school mission is to provide all students
with the knowledge and skills necessary to be
successful in post secondary education or work.
The middle school mission is to prepare students
for high school.
 Twice a year the combined high school/middle
school focus teams and departments met to
establish guidelines and goals for the future.
In Conclusion

For a 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 students—career and college
bound.
 Our goal at CHS: What is in the best interest of
our students.
Conclusion

A copy of this PowerPoint along with the
handouts is available on our website—
www.centralr3.org Click on the campuses
link , high school link, and High Schools
That Work. The PowerPoint is titled,
Creating A Culture of High Expectations.
 If I can be of further assistance, please
contact me at 573-431-2616 ext. 4101 or by
email at [email protected]