Transcript E-Chalkboard - College Admissions

One High School’s
Journey to Springboard
Implementation
College Board Forum
2006
Atlantic High School
Volusia County Schools
Port Orange, Florida
Promoting Access and Equity
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Purpose
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Increase enrollment of low socio-economic
minority students in advanced programs of
study in middle and high school
 Increase success in post-secondary
educational programs for all students
School Board Goals
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50% of standard diploma students in each high
school will graduate with one or more AP or IB
course.
 The percentage of African American, Hispanic
and low socio-economic students enrolled and
academically successful in advanced programs
of studies will mirror the racial, ethnic and
socio-economic distribution of the district.
Promoting Access and Equity
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College Board Initiative
 6th year of implementation
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Programs
PSAT – AP potential – collaborative analysis
 Springboard
 Pre-AP Strategies Training
 AP Student Review Sessions
 Participation in College Board Conferences
 AVID
 Differentiated Diploma
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The Role of the Principal
Establishing a school culture that demands and
expects rigorous standards for all students.
A Case Study at Atlantic High School
Setting High Expectations
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Atlantic High School
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4x4 Block Schedule /90 minute classes
Florida A+ Grade C
85.4 % Graduation Rate/Exceeds State and District
1.1% Dropout Rate/Below District and State
41% Mobility
18% Exceptional Student Education
23% Free and Reduced Lunch
92% Attendance Rate
Setting High Expectations
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1535 Students Grade 9-12
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72% Caucasian
21% African American
4% Hispanic
2% Asian
1% Multi Racial
Graduate Future Plans
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28% 4 year College/University
52% 2 Year Junior College
3% Business and Tech School
7% Military
3% Workforce
Setting High Expectations
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SAT Date – 10 Years
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Verbal 466-493
Math 442-491
Positive Trend – Room to improve
Number of AP Courses Offered – 10 Years
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6 - 12
Setting High Expectations
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Curriculum Leadership Role
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Attend summer conferences, workshops, seminars
 Participate in curriculum mapping
 Be active in department meeting
 Meet one-on-one with young teachers
 Set clear expectations for teachers
 Provide on going support and encouragement
Setting High Expectations
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Support Staff Development /Training
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Encourage faculty to attend conferences, training,
workshops, curriculum development meetings
Provide resources (accommodations at conferences)
to allow faculty to participate (substitutes)
Plan visits in classroom when teachers are away
Encourage teachers to seek leadership roles at state
and national level
Setting High Expectation:
Implementing Springboard
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Springboard Curriculum
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Get teachers involved in curriculum mapping
 Listen to concerns
 Help solicit responses to concerns
 Promote curriculum on campus
 Be in the classroom/observe lessons
 Talk about what you see/generate discussion
 Provide needed resources
Setting High Expectations
Expanding the AP Program
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Advanced Placement
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Access and equity/break down barriers
Encourage all faculty to look for the “diamonds in the rough”
Seek out faculty/increase the opportunity to expand the number
of AP offerings on campus
Support ongoing teacher staff development training
Hold AP meetings with faculty to discuss issues or concerns
relevant to the school and students (i.e…new programs, mater
schedule issues, AP scores, grade inflation)
Academy Expectations
Setting High Expectations:
Student/Parent Involvement
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Student Parent Involvement
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Family/Student Registrations
Strong guidance department
Promote on-line resources ( College Board)
AVID
SpringBoard Mathematics
English-Language Arts
connecting to college success
Elements of SpringBoard
Thematically organized
units build on each
other and anticipate
future units.
Mathematics
“All Boxed Up”
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Elaine has started her own business selling
shipping materials, including boxes and
Styrofoam packing peanuts. She has named
her new business All Boxed Up. She knows that
her box supplier charges her ½ cent per square
inch of surface area for each box. Elaine knows
that she can determine the surface area of a
box by adding the areas of each of the six faces
of the box (front, back, top, bottom, left side,
and right side). Since she knows she will have
to do this for many differently sized boxes, she
wants to see if she can find a pattern that will
help shorten her work. See if you can help
Elaine find the pattern.
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Elaine is stocking a new box that is 24 inches
long, 12 inches wide, and 10 inches high. Make
a recommendation to Elaine regarding a price
for this size box.
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Remember that her box supplier charges her
½ cent per square inch of surface area for each
box. Be certain to explain how you arrived at
your recommendation.
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Elaine has a customer who needs a box
with a volume of 12 cubic inches. The
customer wants to know what size box is
the least expensive to buy. Recall that the
price of the box is based on its surface
area. Assume that the dimensions of the
box are whole numbers.
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What size box do you recommend that
Elaine’s customer buy? Write a report to
Elaine that shows your work and explains
your recommendation.
Mathematics
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2 dimension, 3 dimension
Units of measure
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Formulas
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Deriving, using
Area, Surface Area, Volume
Decimals
Fractions
Vocabulary
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linear, area, volume
Net, cube, side, face, prism, rectangular prism
Minimizing
Setting the Stage
Scaffolding for Success
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Vocabulary
Area
Cubes, Length of edge, Area of
face, Surface Area, Formula
Rectangular Prism
Volume
ELA Level V
Cultural
Conversations
Writing
Reading
Oral Literacy
(ELA)
Problem Solving
(Math)
Collaborative
Strategies
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Many of the strategies SpringBoard
incorporates into its program have been
around for a long time.
The unique aspect about the SpringBoard
program is that these strategies are
compiled into each unit and throughout
the six levels of the program.
A Sample Writing Strategy
Quickwrites
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Question - What are Quickwrites?
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Answer – Quickwrites are a timed writing,
typically 5-7 minutes where a student
responds to a prompt. They are required
to write the entire time, writing down
anything that they are thinking of related
to the prompt.
Sample Quickwrite
Prompts
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What is the significance of your
name?
 How do you act differently at school
compared to how you act at home?
 Who or what makes you laugh?
Sample Quickwrite Prompts
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Write about a time when you lied to
someone or someone lied to you.
Who do you respect?
My family is….
Write about a time when you either did or
did not live up to an expectation that your
parents OR another family member had
of you.
Activity
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Who do you respect?
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Share Responses
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Student samples
Student Responses
Philip’s individual response
 Dax’s various responses
 This particular strategy allows ALL
students to respond to the prompt
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Standards for All
Boxed Up
 Geometry
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Properties, attributes,
models of plane and
solid figures
Problem Solving
Representations
Communication
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Measurement
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Problem Solving
 Representation
 Communication
 Reasoning and Proof
ELA “I Am From
Poem”
 Reading
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Respond to text and
put text in context
 Connect text to
world knowledge
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Writing
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Engage ideas and
audiences through
texts
 Writing to discover
and learn
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Question – How are students
assessed to determine
whether they have learned the
various strategies and skills in
each Model Instructional Unit?
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Sequenced Diagnostic Assessment
Diagnostic Assessment
Class Assessment Report
Embedded Assessment
Teacher Made Assessments
Student Portfolio
• Multi-genre Essay
Level VI Unit 3
• After reading Into the Wild,
students are required to write a
multi-genre essay, that includes
a minimum of 5 genres. This
essay could be about any
American they know or have
previously known.
• Examples of genres to be
included in essay are quotes,
excerpts, photos, prose, poetry,
personal letters, eulogies, and
newspaper articles.
• A variety of genres are required
in order to demonstrate the
influences and effects of time,
culture, and the historical events
of the person that has been
researched.
Building a Consensus
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Building a team to support the plan
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Create district-school partnership with easy
access to district support
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Superintendent/School Board
 District Specialists, not supervisors
 Principal meeting updates and training
 Curriculum administrators meetings and training
 Staff Development for teachers
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School district, state, national
Building a Consensus
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Collaborative Team Analysis of Student Placement
 Data for Decision Making
 District Developed reports and training
 Data Warehouse access for administrators and teachers
 Empowerment of Teachers
 Springboard Teams
 Vertical Team Meetings
 Teacher-Developed Curriculum Maps
 Advanced Placement Bonus and Supplement
 AP Diploma Teacher Leaders at each high school
Lessons Learned
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Non-Negotiables for Success:
 PSAT
 Commitment to Rigorous Curriculum
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Eliminate basic classes
 Provide acceleration and support options for students
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Focused Academic Counseling
Student focused placement and scheduling
Commitment to ongoing, high quality training for teachers AND
administrators
District-provided resources and support
Flexibility in the plan design
Honest frank discussions
No Pain, No Gain
Thank you
and
have a great day
Ron Pagano
Kathy Gibbons
Karen Hanson
Bonnie Fenwick
Principal Atlantic High School
Assistant Principal
English Language Arts
Mathematics